UNDERSTANDING

THE SELF
UNDERSTANDING THE SELF
SOCRATES (496-399 B.C.) He believed that the Self exists in two parts:
1. Physical (body) – tangible and mortal aspect of a person is or can be constantly changing.
2. Soul – is immortal “Our TRUE SELF is our SOUL”
 “Know thyself” is to question oneself and others which is the highest form of human
excellence
 “An unexamined life is not worth living”
 “To live but to die inside” can be the worst thing that can happen to man”

TWO DICHOTOMOUS REALMS:

 Physical Realm: The body is changeable,transient, and imperfect. The body and soul
are attached while the person is alive.
 Ideal Realm: Soul is unchanging, eternal, and immortal. When a person dies, the body
stays in the physical realm while the soul travels to the ideal realm which makes it
immortal. Famous quote: “The unexamined life is NOT worth living”

PLATO (428-348 B.C.)

 The self is an "immortal soul in a mortal perishable body.
 The soul has a tripartite nature.
 Soul is the "giver of life to the body, the permanent, changeless and divine element
 Body is changing, transitory and perishable (Book IV of Plato's Republic). The body
is just a shell of the soul.
TRIPARTITE NATURE OF SOUL:
 an immortal rational part which existed before it became part of the body
 a courageous or spirited part which is mortal and perishable
 an appetitive part
 “Life is a continuous ascent towards the world of ideas” which means to free our soul
from imprisonment in the body.

ARISTOTLE (384-322 B.C.)

 The self is composed of body and soul, mind and matter, sense (lower nature of human
person which dominate person’s life) and intellect, passion, and reason (supreme in
human person which govern all life’s activities).
 Theory of Golden Mean focuses on moderation; avoid the extremes, avoid too much
and too little. Living a life of moderation is doing things in consonance with reason.
 He does not neglect the development of a human person's physical, economic, and
social powers.
 Human happiness comes from the harmonious development of the whole self.
 Perfection and happiness come from wisdom (true knowledge) and virtue (doing what
is best for you)
ST. AUGUSTINE (354-430 A.D.)
 The self is made up of a body and a soul, "a soul in possession of a body' which does
not constitute two persons but one man."
 Happiness is the end-all and the be-all of human living and this happiness can be found
in God alone.
 Virtue is "the order of love."
 Aristotle's Golden Mean
 Taught against hedonism
 Every human person is created into the image and likeness of God. Every human
person is made for God. It is only upon his/her recognition of God's love and his/her
response to the invitation to love that he/she finds inner peace.
 To love God means necessarily to love one's fellow man.
 Never to do any harm to another as you would not want others to do unto you.
 Man craves for something perfect, immutable, and enduring. Possession of the goods
of this world such as health, beauty, power, honor, fame can never give to a human
person what he/she is truly looking for, as these goods are finite, unstable and
ephemeral.

St. Thomas Aquinas (1225-1274)

 Proclaimed the supremacy of reason in a human person
 God, who is TRUTH Itself.
 Aquinas pointed to a higher form of human perfection beyond this life because of
the immortality of the human soul - found in God alone.
 A human person can know the truth with certainty by the use of his reason. There
are some truths which cannot be known by human reason alone and which can be
perceived only with the aid of the light of divine revelation, can never contradict
each other because they emanate from the same source.

RENE DESCARTES (1596-1650)

 Dualism: self is an immaterial mind and a material body.
 One can have ideas prior (a priori) to experience.
 "I think, therefore, I am."
 Mind is the seat of consciousness. The body (which includes the human senses) is
unreliable hence should not be trusted.
 The rationality and activity of the mind are at the center of man's being. To instill
virtue and to give primacy to the mind

JOHN LOCKE (1631-1704)

 At birth the (human) mind is a tabula rasa which means blank slate."
 “Associations of ideas” that individuals make when young are more important than
those made later because they are the foundation of the self.
 Emphasized the "freedom of individuals to author their own soul."
  "God created man and we are, [sic in effect, God's property.
 Every human person has the right to life, liberty, health and property.
 The mind is empty at birth.
 Infancy serves as the foundation of the development of the self, this does not mean
that individuals can no longer unmake the negative effect of not-so- good earlier
experiences.
 Individuals are free to define the content of their character except for their basic
identity as a member of the human species.
 The chief end set by our creator for us as a species and as individuals is survival.

IMMANUEL KANT (1724-1804)

 Human person has an inner and an outer self which, together, form his/her
consciousness.
 Self as prone to corruption
 Known for his supreme principle of morality, the Kantian Categorical
 Inner self consists of his/her psychological state and rational intellect.
 Outer self is a human person's senses and the physical world
 Live in the Enlightenment period characterized by growing secularism and imperative:
"Act only according to that maxim by which you can at the same time that it should
become a natural law."the weakened effect of religion. cant replaced religion with
reason.

Maurice Merleau Ponty (1908-1961)

 Self is an inextricable union between mind and body.
 Oneness or harmony between the body and the world as our being-in-the- world, that
our being is always an existence that is in the world.
 The mind and the body are so intertwined that we cannot even distinguish where the
work of the mind ends and where the work of the body begins.
 "Everything that we experience in this world - experiences of joy, sadness, love,
remorse - happens with our bodies. There is never a moment in which we are
separated from our bodies as if it is a clothing that we can shed oft."
 We grow and move about in the world in such a way that our bodies learn to be in
harmony with it.
 Knowledge shows that the body is also intelligent. Conversely, the mind is not pure
spirit, detached from the material world through its cognitive activity. The mind
always thinks in an embodied way.
GILBERT RYLE (1900-1976)
 The workings of the mind are not distinct from the actions of the body but are one
and the same.
 Understanding and developing yourself is the distinction of: knowing how (technical
ability), knowing that (facts and propositions) knowing what (acquaintance with things
and persons).
 The mind is a set of capacities and abilities belonging to the body. The mind is a
mysterious entity that controls the mechanical workings of the body. The mind should
not be viewed as an additional mysterious thing that is subjected to observation or
to mechanical laws.
 Knowing that (some facts) is empty intellectualism without knowing how to make use
of the facts.
 Effective possession of a piece of knowledge (museum possession of knowledge)
involves knowing how to use that knowledge, when required, for the solution of other
theoretical or practical problems (workshop-possession of knowledge).

PAUL CHURCHLAND (1942-PRESENT)

 Adheres to materialism
 It is the physical brain and not the mind that gives us our sense of self.
 Defends his eliminative materialism Decision-making and moral behaviors are
biological phenomena
 Human behavior must be explained materially in terms of "recurrent neural network”
and this is neuro-conscience.
 Materialism is the belief that nothing except matter exists. If a thing can't be
recognized by the senses, then it is not real.
 The mind can't be experienced by our senses, then the mind doesn’t really exist.
 Eliminative materialism is when we believe in a mind when science is proving that
mental health is connected to the physical brain? For instance, depression is strongly
linked to brain chemicals gone wrong. -Example: depression is strongly linked to brain
chemicals gone wrong. Some people still say things like, ‘She's lost her mind. But
neuroscience says, 'No, it's a physical problem and we aim to fix it.

THE SELF FROM A SOCIOLOGICAL PERSPECTIVE

Socialization is the whole and lifetime process by which people learn the values,
attitudes and behaviors that are appropriate and expected by their culture and community.
 It is the process of internalizing the norms of society which influences one's beliefs,
actions, and behavior.
 The process of socialization helps shape a person's image. According to both Cooley
and Mead, the concept of self is developed through a socialızation process.
PHILOSOPHERS CONCEPT OF SELF CHARACTERISTICS
GEORGE HERBERT MEAD (1863-1931)
 Self is not there at birth
 Self influence is restricted only to “significant others”
 Self is also influenced by the "generalized other”
 Self is not based on inherited traits and other biological factors. Self is something
which has a development and not initially there at birth.

 Self is developed over time from social experiences and activities.

 Concept of self emerges from social interactions such as observing and interacting
with others opinions about the self, and it is developed with social experience.
 The significant others are people who play important roles in the life of a person such
as parents, teachers, friends and take place only at certain periods of life.
-Example: younger children do not really care about what other people think of them.
They are focused on their own world. But as children grow up and get more socialized,
their beliefs about how other people perceive them become important. They gain a
new understanding of society.
 The "generalized other” act based on personal beliefs but also on what society
expects of them. Talks about our personality as the “I” and the "me”.
 The "I” is the natural, existential aspect of the self.
 The “me" is the socialized me or the cultured self.

CHARLES COOLEY (1864-1929)

 Man develop our sense of self or self-image by his looking-glass self-theory.
 Three steps in the formation of the looking glass self:
1. We imagine how we appear to others.
2. We imagine how others judge our appearance
 We learn to view ourselves as we think others view us.
 We are influenced by our own imaginations or perceptions or opinions on how others
see us. This means that we are actively engaged in defining our self-image or self-
concept using our past experiences to aid us in interpreting others responses.
3. We develop feelings about and responses to these judgments

THE SELF FROM AN ANTHROPOLOGICAL PERSPECTIVE

Anthropology employs a holistic approach to the study of the self.
 Quinn refers to the self as the "totality of what an organism is physically, biologically,
psychologically, socially and culturally." Quinn likewise refers to the self as the
"totality of what an organism is physically, biologically, psychologically, socially and
culturally.
 Ewing (1990) likewise says, "self" encompasses the physical organism, all aspects of
psychological functioning and social attributes.
  Anthropology employs a holistic approach to the study of the self by integrating
various models into a broader framework by considering what each model brings and
by showing the interactions among them. The physical characteristics of people
affect their culture, their way of life.
Example: because man has two legs and two feet we walk upright. We don't crawl nor
move like quadrupeds (four-legged animals). Our locomotion is not crawling like the
snake but walking upright on two feet. On the other hand, people's culture affects
the physical characteristics of people. Think of the tattoo that the Kalingas of the
Cordillera Administrative Region have even before this has become widespread among
the present generation who have tattoos on their legs and arms and in other parts of
the body for varied cultural reasons.
 Universals and Variety: Hallmarks of Anthropology Holistic concept of the self,
anthropologists look at the full range of human people by studying people in all parts
of the world, at different times and at different levels of society. Anthropologists
are likewise mindful that any general theory of humanity must at the same time
account for variety. They are concerned with human universals as well as human
variety. This is the hallmark of anthropology.

Stratigraphic Approach and Reductionism

 Division of Self:
1. physical self
2. biological self
3. psychological self
4. social self
 Note: There is no integration of the different selves, avoid error reductionism which
means interpreting all observations by reducing the different self to a single level
analysis.
Example: reductionism as an error is committed when Ideas are explained purely in
terms of electron flows in the brain; life is defined only in terms of chemical
equations, and human culture is described only by biological needs and instincts.

UNDERSTANDING THE SELF AND CULTURE

Culture is the integrated system of learned patterns of behavior, 1deas and products
characteristics of a society. A person’s culture influences his/her physical being. People’s
physical being also affects the kind of culture they build and the ways in which they relate
to fellow human beings.
Two Contrasting Models of the Self: Egocentric and Sociocentric
Culture exerts an influence on the development of an egocentric and sociocentric self.
1. Egocentrism but always within a larger interpersonal relation "natural tendency to
view everything within the world in relation to oneself.
Example: Americans are egocentric, they believe that they should be assertive and
independent.
2. Sociocentrism is the natural tendency to view everything within the world in
relation to one's group and so be group-centered. The sociocentric person abides by
the group and so is highly accepted bymand is popular in the group. (interdependence)
Example: Japanese and Chinese are both sociocentric. Their very essence of
interpersonal relations is mutual dependence
 Cultural relativism is the idea that a person's beliefs, values, and practices should
be understood based on that person’s own culture, rather than be judged against the
criteria of another.
 Ethnocentrism is the belief that one's culture is Superior to that of others.
 Xenocentrism is the thinking that another's culture is superior to one's culture.

THE SELF FROM A PSYCHOLOGICAL PERSPECTIVE

Sense of self (psychology) is defined as the way a person thinks about and views his
or her traits, beliefs, and purpose within the world.
 The self is said to be in constant change. As one grows up, his/her sense of self
changes.
 The self is a multilevel system not simply reducible to genes or neurons that emerges
from multifaceted interactions of mechanisms operating at neural, psychological, and
social levels.

PHILOSOPHERS CONCEPT OF SELF CHARACTERISTICS

SIGMUND FREUD (1856-1939) The Id, Ego and SuperEgo
 Id is the completely unconscious, impulsive, child-like portion of the psyche that
operates on the "pleasure principle” and is the source of basic impulses and drives.
It sees immediate pleasure and gratification.
 Ego acts on “reality principle"
 Super ego acts on moralistic and idealistic principles.

WILLIAM JAMES (1842-1910)

 James Theory of the Self
 Self into the “Me" and into the "I."
 Self is an object that can be observed
 The Self is the totality of all that a person can call his or hers.
 "I" (Self-as-subject) is “The thinker that does the thinking."
 Pure ego, “I” is the self that knows who he/she is and what he/she has done in
his/her life. "I know it was me who ate the cookie."
  "Me is the “self-as-object." The "Me" is the material self, social self and spiritual
self can be thought of as a separate Object and a subject, an agent that does the
observing.
 The Material Self – the core of Material Self is BODY or individual a person refers
to when describing his/her personal experiences, part of self the “empirical me”
 Associated with the body are clothes, family, home, and material possessions.
Everyone pays attention to his/her clothes because his/her clothes reveal who
he/she is. Clothes reflect a person's status. Clothes contribute to the formation and
maintenance of self-image.
 The Social Self – is a person in a social situation. It is the person given recognition
by others. It is how one presents oneself in public. Every person has an innate desire
to get himself/herself noticed favorably by others.
 The Spiritual Self – is a person’s subjective and most intimate self. It is who a person
is at his/her core. It is more permanent than the other two selves. The spiritual self
includes things like personality, core values and conscience. The spiritual self-dwells
on introspection and asks spiritual, ]moral, or intellectual questions. William James
asserts that achieving a high level of understanding of our spiritual selves is more
rewarding than satisfying the needs of the social and material selves.

THE SELF IN WESTERN AND ORIENTAL THOUGHT

 Oriental concept of a human person is one integrated whole. He/she is also one with
society and the universe.
 Oriental philosophers do not emphasize the dichotomy of matter and spirit, body,
and soul. Everything that happens to the universe affects man and everything that
man does affect the universe. People are fundamentally connected. Duty towards all
others is a very important matter. Collectivism is strong. In contrast, for
Westerners, a human being has an individualistic nature and is an independent part
of the universe and society.

INDIVIDUALISM is comparatively stronger.

UNPACKING THE SELF: THE PHYSICAL SELF
 Aspects of Physical Self - Refers to the body that includes basic parts such as head,
neck, arms, and legs. As part of the natural course of nature, physical changes become
evident at the onset of puberty.
 During this period, some changes noticed among the boys are their voice gets deeper;
hair starts to show on their faces. This develops into a mustache, as they progress
into adulthood. At this period, they experience rapid growth in a span of two to three
years. This is referred to as growth spurt. Also, during this period, they attain body
maturity when they experience ejaculation, the ejection of semen through the penis.
On the other hand, maturity of the body among the girls is attained when girls
experience their first menstruation. It is at this stage when they become capable of
 reproduction. More noticeable changes occur when the individual reaches
adolescence, the transition between childhood and adulthood.

ADOLESCENCE STAGE (CORPUZ, ET. AL., 2020)

 Early Adolescence (11-14 y/o)
 Adolescents would rather tell their stories to their peers rather than to their family.
 Middle Adolescence (15-17 y/o) The child demonstrates consistency to achieve their
goals in life.
 Late Adolescence (18-24 y/o) They become more concerned of others rather than,
mainly, of themselves. Children notice further changes in their physical self.
They become more conscious of how they look, rather than the other aspects of the
Self ometimes, they can adapt to the changes, but there are others who find these
changes difficult to accept. Children at this period would need guidance from their
significant others to realize that they should not only be concerned of their physical
self, as they should value much higher goal that lasts and that is, the formation of
the Positive Self-identity, self-image, self- concept and self-esteem

SELF-IDENTITY, SELF-IMAGE, SELF-CONCEPT, SELF-ESTEEM

There are four important concepts related to physical self
 Self-introduction, what usually would you tell people about you In all probability, you
would state your name, your status, profession, your place of origin, the place where
you reside, your rank in the family whether you're the eldest, or the youngest, as the
case may be. That is how you are known. That is your personal self-identity.
 Self-image refers to the idea one has of his/her abilities, appearance, and
personality. Example, as you stand before the mirror, what do you see? How do you
look? What skills are you capable of doing? All these tell of your self-image, the idea
that you have about yourself.
 Self-concept is a collection and construction of an individual's thoughts, feelings,
and beliefs that he/she holds about himself/herself and the responses about
him/her. It is active, dynamic, and adaptive. Self-concept differs from self-
awareness which refers to the extent to which self-Knowledge is defined, consistent
and currently applicable to one's attitudes and dispositions.
 Self-esteem, on the contrary, refers to how much you appreciate, value and like
yourself. Your self- concept affects your self-esteem. What you hear from other
people, their influences and beliefs, including those of your family, contribute to the
formation of self-concept.
FACTORS AFFECTING GROWTH AND DEVELOPMENT
Heredity Is the transmission of physical characteristics from parents to children
through their genes
BIOLOGICAL FACTORS:
1. Nutrition
2. Gender
 Intelligence Specifically in emotion, it means honestly evaluating and paying
attention to how you feel.
 Environment Is observed that a well-nurtured child does better than a deprived one.
 Accidents and incidents that children experienced may also affect their physical
development.
 Sexual Self - Comprises a complex set of schemas that allow us to understand and
express ourselves as sexual beings.
 Sex - Refers to the biological and physiological characteristics that define men and
women.

SEXUAL DEVELOPMENT
PRENATAL STAGE
 Gonads - At 6 weeks after fertilization, regardless of gender, all embryos have
identical primordial gonads (primordial meaning existing at the beginning) (Pinel,
2014). The identical pair of gonadal structures consists of an outer covering, or
cortex that has the potential to become an ovary and an inner core, or medulla that
can potentially become a testis. At about 6 weeks after conception, the SRY gene (so
named because it is found in the sox-determining region of the Y chromosome of the
male embryos) triggers the synthesis of SRY protein (Arnold, 2004). This protein
causes the internal part, or the medulla, of each gonad to grow and develop into
testes. In female embryos that lack the: SRY gene that encodes the SRY protein,
the primordial gonads automatically develop into Ovaries.
 Internal Organs - Until about the third month in the prenatal development, both
embryos possess the same reproductive ducts including a male Wolffian system and
a female Müllerian system (Freberg, 2010).
 The Wolffian system has the potential to develop into the male reproductive ducts
comprising the epididymis, vas deferens, ejaculatory duct and seminal vesicles
(Witchel & Lee, 2014).
 The Müllerian system, on the other hand, has the capacity to form into the fallopian
tubes, the uterus and the upper portion of the vagina (Goodman, 2009). This
duplication in the reproductive ducts of the male and female embryos soon changes
when at the third month, the male's newly developedtestes begin to secrete two
hormones: the testosterone and anti-Müllerian hormones (Freberg, 2010).
PUBERTY STAGE
 It is the period of maturity of the external genitalia and the development of
secondary sex characteristics. Secondary sex characteristics are those physical
changes that distinguish sexual maturity in women and in men. The changes that
Occur during puberty are mainly caused by increased production of hormones. The
anterior pituitary releases high levels of growth hormones that act directly on the
bones and muscle tissues resulting in growth spurt (Pinel, 2014). The hypothalamus
releases the gonadotropin-releasing hormone (GnRH) that stimulates the anterior
pituitary gland to release two gonadotropic hormones: follicle-stimulating hormone
(FSH) and luteinizing hormone (LH). Both hormones are present in males and females
but produce different effects. In males, FSH and LH cause the testes to release
testosterone while in females; they stimulate the ovaries to produce estradiol (the
most common type of estrogen). The higher the levels of androgen than estrogen,
masculinization occurs. Likewise, the more abundant amount of estrogen than
androgen results in feminization.

ABNORMALITIES IN SEXUAL DEVELOPMENT

 Androgen Insensitivity Syndrome (AIS) - Individuals with AIS have an XY genotype
but develop a female appearance.
 Adrenogenital Syndrome - It is due to Congenital Adrenal Hyperplasia (CAH), an
inheritable condition in which there is increased level of androgen.
 5-Alpha Reductase Deficiency - The 5-alpha-dihydrotestosterone is responsible for
masculinization of the external organ of the fetus.
 Gender - Refers to the attitudes, feelings, and behaviors that a given culture
associates with a person’s biological sex.
 MAMAWA - Men-Are-Men-and-Women-Are-Women
 Gender Identity - Refers to the internal awareness of where the individuals belong
in the feminine and masculine categories.
GENDER IDENTITY TERMINOLOGIES
 Cisgender Is a male or female that identifies with the sex that was assigned at birth.
 Genderqueer The binary conceptualization of gender, male or female, does not
accurately describe an individual's gendered outlook or self-concept.
 Intersex Described a variety of medical conditions wherein an individual’s
reproductive anatomy or genitals do not fit the binary definition of male or female.
 Transgenderman Female to Man (FtM) - Is a man whose sex is female, but he lives
and identifies as male.
 Transgenderwoman Male to Female (MtF) – is a woman whose sex is male, but she
lives and identifies as female
 Gender Expression -The manner by which people express themselves and behave
outwardly.
 Sexual Orientation - Refers to the stable pattern of attractions or sexual interest
that one has to a member of particular sex.
SEXUAL ORIENTATION TERMINOLOGIES
 Asexual Refers to absence of physical or sexual attraction to another human being.
 Bisexual Male or female who is attracted to both males and females.
 Gay Gay males are self-identified men who are emotionally, physically, romantically
and/or sexually attracted to people who identify as male.
 Lesbian Self-identified female who are emotionally, physically, romantically and/or
sexually attracted to people who identify as female
 Heterosexual An individual who identifies as either male or female and is attracted
to opposite sex.
 Queer It describes an individual’s self-concept of their sexual orientation identity.

SEXUAL BEHAVIOR
 Erogenous zone – areas in the human body that have heightened sensitivity, can
produces sexual responses.
 Body Parts Arousal Score (highest first)
Clitoris Penis Nipples Nipples
Vagina Mouth/Lips Inner thigh Perineum
Mouth/Lips Scrotum Back of neck Pubic hairline
Nape of neck Inner thigh Ears Back of neck
Breast Nape of neck Lower back Ears

SEXUAL RESPONSE
Sexual desire is typically higher in men than in women (Van Anders, 2012).
Biological response:
 Vasocongestion - swelling of bodily tissues in penis, vagina and nipples
 Myotonia - muscle contraction and tension that causes spasms of orgasm and spasms
of the hands and feet.

TRIANGLE MODEL OF LOVE

 Intimacy – refers to the couple’s sense of closeness and the presence of mutual
concern.
 Passion – means romance and sexual feelings.
 Commitment – means deciding to enhance and maintain the relationship.
 Consummate Love – ideal form of LOVE.

SEXUAL HEALTH
Sexually Transmitted Diseases are as follows:
 Gonorrhea Syphilis ChlamydiaTrichomoniasis HPV or Human Papillomavirus
 HIV or Human Immunodeficiency Virus HSV or Herpes Simplex Virus
  Material Self - Refers to our body, as well as the tangible objects, places, things
that we describe as “My” or “Mine”.
Two subclasses: Body self and Extra-corporeal Self = Extended self.
 Spiritual Self - Refers to the real, true or authentic YOU. It is the least explored.
It is a system that stresses the idea that a person does not need formal religion to
live a life of faith. It includes a sense of connection to something bigger than us, it
typically involves a search for meaning in life.
 Religion - is the set of beliefs, feelings, dogmas, and practices that define the
relations between people and sacred beings or divinity.
 Political Self - Is the aspect of the self that helps an individual to understand and
function effectively in society.

 National Identity - It boosts one’s sense of duty as a citizen of a particular country.

It has 3 Dimensions: Self-categorization, Affect, and Normative Contents.
 Filipino Values and Traits - Virgilio Enriquez (Father of Philippine Psychology) known
for his Kapwa Model Value and it includes 4 Categories and 12 Filipino Values.
 Digital Self – is an aspect of the self that we present online. Trolling, cyber bullying,
bashing and shaming are modern terminologies referring to how seemingly
unimportant people including strangers have the capacity to create damage to their
victims.
 Self-Presentation – refers to the act of creating a favorable impression or the
desired image to an external and internal audience. Learning to be a better Learner
 Information-Processing Model – is a simple way to visualize how we acquire
information and store and retrieve it.
 Metacognition - Thinking about thinking, learning to learn. Being aware of your own
thinking and learning process.

1. Person – how you see yourself as a learner.

2. Task – refers to what you need to accomplish
3. Strategy – includes effective ways of tackling learning tasks

PQ4R METHOD
1. Preview Get a general picture of material before you begin
2. Question Change headings into questions
3. Read Look for the answers to your question as you read.
4. Reflect Try to relate the material to past learning or to personal experience.
5. Recite Speak the answers to your questions aloud to solidify the info in your mind.
6. Review Review the material regularly
SELF-REGULATION
1. Adherence – a young child will do one thing because he/she is told to do so.
2. Identification –A child will do one thing because he/she likes the person asking him to do.
3. Internalization – An individual will do something because he/she values it.

SETTING GOALS FOR SUCCESS

Goals should be what you want your life to be all about. Connect your goals to what
are the most important things to you. Your purpose and your goal should be the driving forces
in your life.

Albert Bandura’s Self-efficacy - Is the belief in one’s ability or capacity.

4 ways to develop it:
1. Mastery Experience - Set a goal and persist. We learn when we continue against difficult
challenges, we strengthen our belief that we can succeed and become better.
2. Social Modeling - Be inspired by people who have overcome and succeeded. Reading
and watching about their lives can lead to vicarious modeling.
3. Social Persuasion - Have a mentor and cheerleader. Surround your life with people that
will lift you up.
4. State of Physiology - Reflect and learn more about your emotions and moods. Through
reflection and education, you can learn to remain positive even in trying times.

DR. CAROL DWECK GROWTH MINDSET FRAMEWORK –

Two mindsets:
1. Fixed Mindset – makes a person avoid challenges.
2. Growth Mindset – enables a person to embrace challenges.

LOCKE AND LATHAM GOAL-SETTING THEORY –

Five Goal Setting Principles:
1. Clarity
2. Challenge
3. Commitment
4. Feedback
5. Task Complexity

TAKING CHARGE OF ONE’S HEALTH AND WELL-BEING

Stress is the inability to cope with a perceived (real or imagined) threat to someone’s mental,
physical, emotional and spiritual well-being, which results in a series of physiological
responses and adaptation (Seaward, 2017). Three types of stress: Acute, Episodic and
Chronic.
13 STRATEGIES FOR GOOD HEALTH AND WELL-BEING
1. Embrace the positive perspective 6. Reach out to people
2. Laugh and enjoy wholesome humor 7. Listen to music
3. Establish limits and routine 8. Eat for a healthy immune system
4. Give time for hobbies 9. Exercise
5. Pray and Meditate 10. Be with nature

ETHICS
 The word ethics came from the Greek word Ethos which means Custom or character.
 Studies the righteousness or wrongness of human action.
 How a human person ought to act.
TWO VIEWS ON ETHICS
Greek Tradition Judeo-Christian Tradition
 The main goal is to have a “Good Life” ● The main goal is “The ideas of righteousness
before God”
 Being happy ● Doing what is right.
 Importance of rules - Rules are a set of guidelines that got created in communities
and countries and get used all as a standard. These rules usually differ from one place
to the other and the differences are often determined by factors such as social
interactions, beliefs, policies, and the method of governance in place. Also, the
violators of these rules are often handled by the penalties which the laws of the land
for the violation.

TYPES OF APPLIED ETHICS

 Bioethics - This concerns ethical issues about life, biomedical research, medicines,
health care, and the medical profession.
 Business Ethics - It examines moral principles concerning the business environment,
which involves issues about corporate practices and policies.
 Environmental Ethics - It deals with moral issues concerning nature, ecosystem, and
its nonhuman contents.
 Sexual Ethics - It studies moral issues about sexuality and human sexual behavior.
 Moral - It is an adjective describing human act as either ethical right or wrong.
 Moral standards - Are norms that serve as the frameworks for determining what
ought to be done.

CONSEQUENCE STANDARD NON-CONSEQUENCE STANDARD

 Depends on result or outcome.
 Greatest good of greatest numbers.
 Based on the Natural Laws.
 Law of God that is written in the hearts of men.
 Based on goodwill
 Sense of duty that you wish to apply to all human people.
NON-MORAL STANDARDS:
 Social Rules, Etiquette, and Good Manners

COMPLIANCE OR NON-COMPLIANCE
MORAL STANDARD NON-MORAL STANDARD
 Causes guilt. - May only cause shame and embarrassment.

CLASSIFICATION OF THEORIES OF MORALS STANDARDS – GARNER AND ROSEN

(1967) CONSEQUENCE STANDARD NOT-ONLY CONSEQUENCE STANDARD
 Teleological
 The act is wrong depending on the consequences of the act.
 Deontological
 Right and wrong depends on the sense of duty.
 Natural Law

WHAT MAKES STANDARD MORAL?

THEIST NON-THEIST
 Moral standards are commandments of God revealed to man through prophet
 Based on sages like Confucius and Kant
 Don’t do unto others what you don’t want others to do unto you. – Confucius
 “Act only according to that maxim whereby you can at the same time will that it
should become a universal law” – Immanuel Kant, Categorical Imperative.

FREEDOM
 Exercising our capacity to make decisions, choose or life path and direct the course
of our live through our own steering.
 Humans have freedom.
 Dilemmas presuppose Freedom
 Without freedom it is impossible to make a moral choice
 Making moral choices is a necessary consequence for being free, a consequence of
being a human person.

FACTICITY - Refers to the “givens” of our situation.

CULTURE-Total way of life.
 Ralph Linton (1945) defined the culture of a society as 'the way of life of its
members: the collection of ideas and habits which they learn, share and transmit
from generation to generation'
CULTURE IS TRANSMITTED THROUGH:
Enculturation Acculturation Assimilation
CULTURAL RELATIVISM - The idea that a person’s beliefs, values and practices should be
understoodnbased on that person’s own culture, rather than be judged against the criteria
of another.

THE FILIPINO CHARACTER POSITIVE TRAITS NEGATIVE TRAITS

1. Regards for other 1. Extreme personalism
2. Family centeredness 2. Extreme family centeredness
3. Hospitality 3. Mañana habit
4. Sense of humor 4. Ningas-Cogon
5. Faith and religiosity 5. Kanya-Kanya Syndrome
6. Creativity 6. Crab Mentality
7. Hard Work 7. Colonial Mentality
8. Ability to survive 8. Split Personality
9. Palusot Syndrome
10. Bahala na system

UNIVERSAL VALUES:
 Happiness Peace Love Freedom Safety
 Intelligence Human Respect Equality Justice Nature Health
 Character - refers to a set of moral and mental qualities and beliefs that makes a
person different from others.
 Personality refers to the combination of qualities, attitude and behavior that makes
a person distinct from others.
 Moral character – refers to having or lacking moral virtue
 Moral agent – It is the person who does a moral act.

ST. THOMAS AQUINAS – Medieval Philosopher

 Summum Bonum - “Every human act is directed toward an end”

THREE THOMISTIC PRINCIPLES:

 According to Alfredo Panizo (1964):
a. Every agent that performs an action acts for the sake of the end purpose to be
attained.
b. Every agent acts for an ultimate end.
c. Every agent has the power of moving for an end which is suitable or good for him.
 According to 20th Century thinkers – there were NO Pre-fixed plans for man.
 Jean Paul Sartre - A human person is or becomes what he/she makes of him/herself
by choice.
  Teilhard de Chardin (1948) and Alfred north whitehead (1946) – believers of
Process Philosopher For them, whatever a human person is or will be a result of
creative process.
 Martin Heidegger, Gabriel Marcel and Martin Buber. - See themselves as being-
with-others, inseparably related to their fellow man,

THE DEVELOPMENT OF MORAL CHARACTER OF THE MORAL AGENT

 Defining moments - Refers to the life changing event or moment that reverberates
throughout your career and personal life and so changes everything.
 Relationship between moral acts and character - “The person who has moral
character does moral actions more readily”

STAGES OF MORAL DEVELOPMENT:

1. Pre-Conventional 2. Conventional 3. Post-Conventional

HUMAN ACT ACT OF HUMAN

 Acts of moral agent.
 Involves reasoning.
 Observing prescribed diet, tutoring the slow learners and preparing the board exam.

 Actions merely happen in the body without the awareness of mind.

 Breathing, blinking of the eyes, dilation of pupil of the eye, perspiring and jerking
ofthe knee.

THE DETERMINANTS OF THE MORALITY OF HUMAN ACT:

1. The object of the act
2. The end, or purpose
3. Its circumstances
For an act to be morally good, all three determinants must be without flaw.

FEELINGS AND MORAL DECISION MAKING

 FEELINGS - Is an emotional state or reaction, experience of physical sensation like
feeling of joy, feeling of warmth, love affection, tenderness, etc.
 FEELINGS as Instinctive response to moral dilemma - Several studies conclude
that up to 90% of the decisions we made are based on emotion. They can be obstacles
but they can also help in making right decisions.

ETHICAL SUBJECTIVISM
 Moral statements cannot be objective because it is only people’s perception and
attitudes that makes them right or wrong.
 It highlights the subjectivity of morality; it is always dependent on feelings.
 It allows us to see convicting intentions behind moral statements.
  People may get involved in an argument by ethical subjectivism to persuade the
opponent to follow their point of view but not to disprove their objective truth.
2 Versions:
1. Simple subjectivism - One can only approve or disapprove of the things that he states to
be good or bad in aspects of morality.
2. Emotivism - Moral Statements simply reflect preference. Moral Statements are neither
used to state facts nor to convey information; instead it serves as means of affecting human
behavior and expressing one’s feelings and emotion. Known as Boo-Hooray Theory.

RULE OF REASON - When we make any kinds of judgment we must reinforce them for valid
reasons.
 Feelings can help in making the right decision - Subjective feelings sometimes matter
when deciding between right and wrong. Emotions, like our love for our friends and
family, are a crucial part of what gives life meaning, and ought to play a guiding role
in morality.
REASON AND IMPARTIALITY AS MINIMUM REQUIREMENT FOR MORALITY
 Reason – is the basis or motive for an action, decision, or conviction.
 Impartiality – is a principle of justice holding that decisions ought to be based on
objective criteria, rather than on the basis of bias, prejudice, or preferring the
benefit to one person over another for improper reasons.
The 7-step model is as follows:
1. Gather the facts
2. Determine the ethical issues
3. Determine what virtues/principles have a bearing on the case
4. List the alternatives
5. Compare the alternatives with the virtues/principles
6. Consider the consequences
7. Make a decision

 Will – refers to that faculty of mind which chooses, at the moment of making a
decision, the strongest desire from among the various present.
 Moral Courage – means doing the right thing even at the risk of inconvenience,
ridicule, punishment or loss of job, security or social status.

ETHICAL FRAMEWORKS
 Is a set of codes that an individual uses to guide his or her behavior
 Also known as “Moral Standard”
 It is what people use to distinguish right from wrong in the way they interact in the
world.
Dominant Mental Frames:
1. Virtue or Character Ethics
2. Natural Law or Commandment Ethics
3. Deontological and Duty Framework
4. Utilitarianist, Teleological and Consequentialist Approach
5. Love and Justice Framework

ARISTOTLE VIRTUE ETHICS

 This question focuses on the character traits one is supposed to have in order for
that person to be considered as ethical.
 An ethical person is a virtuous person.
 Virtue ethics is Person-based Rather than action-based.

Aristotle - A Philosopher from Stagira, he wrote a lot of ranging topics in various disciplines.
 “Good character is the indispensable condition and chief determinant of happiness,
itself the goal of all humans. The end of all action, individual or collective, is the
greatest happiness of the greatest number.” – Ethics, 350 BCE
 “Happiness is the meaning and the purpose of life, the whole aim and end of human
existence”
 We must cultivate virtues because they are the qualities that will help the people to
live well.
 Telos – End / Ultimate Goal:
 Happiness = Eudaimonia

ST. THOMAS NATURAL LAW ETHICS

 “Some truths about God exceed all the ability of human reason... but there are some
truths which natural reason also is able to reach. Such as that God exists” -Summa
contra Gentiles
 He was from a noble family in Naples and early in his life he decided to join the
Dominican Order
 “We call this man a dumb ox, but his bellowing in doctrine will one day resound
throughout the world.”- Albertus Magnus in defense of Aquinas
 “REASON” is the source of the moral law; it directs us towards the “GOOD”
 GOOD – is the ultimate GOAL of the person’s actions. The good is discoverable within
the person’s nature.

An act is morally right if it is done according to moral law.

What is MORAL LAW? Do good and avoid evil
 How do we know that one is acting in accordance with good? An action is Good if it is
done in accordance with CONSCIENCE.
 How do we know that one’s action obeys conscience? If it satisfies the three-fold
natural inclination of the human person
THREE-FOLD NATURAL INCLINATION OF THE HUMAN PERSON
1. Self-preservation - Natural inclination to take care of one’s health or not to kill
or to put one’s self in danger.
2. Just dealing with others - Treat others with the same respect that we accord
ourselves
3. Propagation of human species - The reproductive organ is by nature designed to
reproduce
and propagate human species.
 An act does not obey conscience; It is therefore immoral.
 Circumstance - The CONDITIONS affecting the morality of an action.
Classification:
 Quality of person (Who)
 Quality/Quantity of the moral object (What)
 Circumstances of place (Where)
 Circumstances of mean (By what means)
 Circumstances of end (Why)
 Manner in which the action is done (How)
 Time Element (when

3. KANT’S DEONTOLOGICAL ETHICS

 Born in 1724 in Konigsberg, Prussia. He is a Philosopher that published books entitled
Critique of Pure Reason and Prolegomena to any Future Metaphysics
 “I had to deny knowledge in order to make room for faith.”
 Deontological – means duty. It focuses on “duty, obligation and rights” instead of
consequences or ends.
 The duty-based approach argues that doing what is right is not about the
consequences of our action (something over which we ultimately have no control) but
about having the proper intention in performing the action.

THE ETHICAL ACTION IS ONE TAKEN FROM THE DUTY.

 How important is the intention in the analysis of one’s ethical behavior?
 Whatever result may happen as consequence of the act is not included in this moral
assessment. Thus, it is possible that though the consequence was not the desired
result, or may result in something bad, still- the act can be considered good.
 A person should be morally judged only on things that are within his control, in short
those that he willed.
 An action is legally right if it is the same in accordance with a universal law, that is ,
in accordance with the categorical imperative

UTILITARIANISM: THE CONSEQUENTIALIST ETHICAL FRAMEWORK

 An action is morally right if it maximizes overall well-being and happiness.
  “The said truth is that it is the greatest happiness of the greatest number that is
the measure of right and wrong” -Jeremy Bentham
 Bentham studied law and wrote on ethics, politics, economics and the law. He is known
as the founder of Utilitarianism.
 The primary motivation of human behavior is the desire for pleasure and the
avoidance of pain.
 Hedonism – The pursuit of pleasure.
 “I have learned to seek my happiness by limiting my desires, rather than in attempting
to satisfy them” -John Stuart Mill
 He continued Bentham’s legacy and is generally credited for having popularized it. As
a utilitarian, he lived its tenet and found that one of the secrets of happiness is the
limitation of desire.

JUSTICE AND FAIRNESS PROMOTING COMMON GOOD

 Social Justice is equal access to wealth, opportunities and privileges within society.
 Promotion of Social Justice is equivalent to promotion of the common good.
 Common Good – refers to those facilities that the members of a community provide
to all members in order to fulfill a relational obligation they all have to care for
certain interests that they have in common.
 When the government improves public property and services, and develops natural
resources, it simultaneously promotes equal access to wealth, opportunities, and
privileges within society.

Lord Jesus, You know that I am very anxious about the tests and exams that I have to face very soon, and ask that you
would calm my anxious, clouded thoughts. Please calm these nerves that I have, and let me rest in you always.