PHILOSOPHICAL VIEW

SOCRATES
 An unexamined life is not worth living
 Self is synonymous with the soul.
 He believes that that every human possesses an immortal soul that survives the
physical body.
 First to focus on the full power of reason on the human self: who we are, who we should
be, and who we will become.
Realms
 Physical realm - changeable, transient, and imperfect. The physical world in which man lives
as well as the body belongs in this realm.
 Ideal realm - unchanging, eternal, and immortal. This composes the intellectual essences of
the universe such as truth, goodness, and beauty. Soul belongs in this realm.
Soul
 Immortal entity.
 Soul strives for wisdom and perfection, and reason is the soul’s tools to achieve this exalted
state.
 As long as the soul is tied to the body, the quest for wisdom is inhibited.
 Socrates: must live an examined life and a life of purpose and value. He added
that an unexamined life is not worth living.
Know thyself
 If a person knows who he or she is, all basic issues and difficulties in life will vanish and
everything will be clearer and simpler.
 Self-knowledge means knowing one’s degree of understanding about the world and knowing
one’s capabilities and potentials.
 These basic questions are intended for humans to define these simple things in order to move
forward and act accordingly based on their definition of the self:
 Who am I?
 What is the purpose of my life?
 What am I doing here?
 What is justice
*Answers to these questions will always be subjective and there is no right or wrong answers.
 Possession of knowledge is virtue and ignorance are vice.
 A person’s acceptance of ignorance is a springboard for the acquisition of knowledge later.
 This implies that one must first have the humility to acknowledge one’s ignorance to acquire
knowledge.
Socratic Method
 Called introspection
 A method of carefully examining one’s thoughts and emotions – to gain self-
knowledge.
PLATO
 Self is an immortal soul.
 An ancient Greek philosopher who was a student of Socrates and a teacher of
Aristotle.
 His work has become the basis for western thought.
Three-part soul/self:
 Reason: the divine essence that enables us to think deeply; make wise choices; and achieve a
true understanding of eternal truths.
 Physical appetite: basic biological needs such as hunger, thirst, and sexual desire.
 Spirit or passion: Basic emotions such as love, anger, ambition, aggressiveness, and
empathy.

 These three elements of our selves are in a dynamic relationship with one another, sometimes
in conflict.
 When conflict occurs, Plato believes that it is the responsibility of the Reason to sort things out
and exert control, restoring a harmonious relationship among the three elements.
 Genuine happiness can only be achieved by people who consistently make sure that their
Reason is in control of their Spirits and Appetites.
 The harmonious integration under the control of Reason is the essence of Plato’s concept of
justice.
 If a man lives in accordance with his nature, then he is giving justice to his existence.

ARISTOTLE
 The souls is the essence of the self.
 Does not consider the body and soul as separate entities.
 Soul is the essence of all living things; thus, the soul is the essence of the self.
Anything with life has a soul.
 Humans differ from other living things because of their capacity of rational
thinking.
Three kinds of soul:
 Vegetative soul: includes the physical body that can grow.
 Sentient soul: includes sensual desires, feelings, and emotions.
 Rational soul: what makes man human. It includes the intellect that allows man to
know and understand things.

 The pursuit of happiness is a search for a good life that includes doing virtuous actions.
Part of the rational soul is characterized by moral virtues such as justice and courage.
ST. AUGUSTINE
 The self has an immortal soul
 African philosopher regarded as a saint (St. Augustine of Hippo)
 He integrated the ideas of Plato and teachings of Christianity.
 Body is unified with the soul, so that man may be entire and complete
 Emphasizes on the soul as an important element of a man.
 He believes that the soul is what governs and define a man.
 In his work Confessions, he described that humankind is created in the image and
likeness of God. Everything created by God who is all good is good.
 A human being created by God is always geared towards the good.
 Self-knowledge is a consequence of knowledge of God.

ST. THOMAS AQUINAS

Man is composed two parts:
 Matter
 “Common things that make up everything in the universe”.
 Man’s body is part of this matter.
 Form
 “Essence of a substance or thing”.
 What makes a human person a human person, and not a
 dog or a tiger, is his soul, his essence.

 To Aquinas, the soul is what animates the body, and it is what makes us humans.

RENE DESCARTES
 I think therefore I am
 Father of modern philosophy
 French philosopher and mathematician
 Cogito ergo sum - I think therefore I am
 Keystone of Descartes
 Act of thinking about the self – of being self conscious – is in itself proof that there
is a self.
 Descartes is confident that no rational person will doubt his or her own experience as a
conscious, thinking entity – while we are aware of thinking about our selves.
 This is the essence of the human self – a thinking entity that doubts, understands,
analyses, questions, and reasons.
  Two dimensions of the human self
 Self as a thinking entity: The idea of the thinking self (or soul) as non-material,
immortal, conscious being, and independent of the physical laws of the universe.
 Self as a physical body: material, mortal, non-thinking entity, fully governed by the
physical laws of nature.

 Note:
 Soul and the body are independent of one another, and each can exist and function
without the other.
 Thinking self can exist independently of the physical body.

JOHN LOCKE
 The self is consciousness
 For Locke, the human mind at birth is tabula rasa or a blank state.
 Self, or personal identity, is constructed primarily from sense experiences (what people see,
hear, smell, taste, feel). These experiences shape and mould the self throughout a person’s life.
 Conscious awareness and memory of previous experiences are the keys to understanding the
self
 Consciousness is being aware that we are thinking
 The essence of the self is its conscious awareness of itself as a thinking, reasoning, and
reflecting identity
 Contends that consciousness accompanies thinking and makes possible the concept people
have of a self.
 Self-consciousness is necessary to have a coherent personal (self) identity or knowledge of the
self as a person
 Using the power of reason and introspection enable one to understand and achieve accurate
conclusions about the self or personal identity

DAVID HUME
 There is no self
 Scottish philosopher
 If people carefully examine their sense experience through the process of introspection, they
will discover that there is no self.
 Our memories and experiences are made up of impressions and ideas.
 Impressions: basic sensations of people’s experiences such as hate, love, joy, grief,
pain, cold, and heat. These are vivid perceptions and are strong and lively.
 Ideas: thoughts and images from impressions so that they are less lively and vivid
 The idea of personal identity is a result of imagination.
IMMANUEL KANT
 We construct the self.
 German philosopher
  For Kant, it is the self that makes experiencing an intelligible word possible because
it is the self that is actively organizing and synthesizing all our thoughts and perceptions
(apperception)
 The self constructs its own reality, actively creating a world that is familiar and
predictable
SIGMUN FREUD
 The self is multi-layered
 Level of Mental Life
 Conscious: Contains whatever we are thinking about or experiencing at a given
moment. Contains the ego.
 Preconscious: Contains memories that are not part of the current thoughts but can
readily be available in the mind if the need arises. Where memories and knowledge are
stored. Contains superego.
 Unconscious: Contains thoughts, desires, and impulses of which we are unaware.
 Provinces of the Mind
 Id (Pleasure Principle) - Instinctual drive that is in the unconscious. Subjective and
directed toward self. Seeks immediate gratification of impulses and drives like
unacceptable urges, desires, memories, and impulses found in the unconscious.
 Ego (Reality Principle) - In contact with the outside world. Objective and directed
outside self. Operates according to the reality principle by delaying gratification
 Superego (Morality Principle) - Conscience. Center of moral standards of an
individual. Supresses expression of sexual, aggressive, and antisocial instincts.
 2 Aspects of Superego
 Conscience: internal ages that punishes us when we do wrong
 Ego Ideal: rewards all behaviour that is considered right, appropriate,
and morally acceptable
Note: The nature of each personality is the outcome of the dynamic relationship involving the
interaction of the id, ego and superego
 2 Types of Instincts
 Eros - Life Instinct or Sexual Instinct. Known as libido (energy of life
instinct). The physical desire, erotic tendencies, sexual desires, and the motive of
sexual life. Energy for preserving life and others.
 Thanatos - Death Instinct. Promotes aggressiveness that may explain wars,
atrocities, and religious persecutions.

PAUL CHRUCHLAND
 The self is the brain
 Canadian philosopher
 Eliminative materialism: self is inseparable from the brain and the physiology of the body
 The physical brain and not the imaginary mind, gives people the sense of self
 The mind does not really exist because it cannot be experienced by the senses.
MAURICE MERLEAU-PONTY
 The self as embodied subjectivity
  All knowledge about the self (e.g., understanding the nature of the self) is based on the
“phenomena of experience.”
 Perception is not merely a consequence of sensory experience; rather, it is a conscious
experience. Thus, the self is embodied subjectivity
 In his book, Phenomenology of Perception, that everything that people are aware of
is contained within the consciousness.
SOCIOLOGICAL VIEW
 Works on the assumption that human behaviour is influenced by group life.
 A particular view of oneself is formed through interactions with other people,
groups, or social institutions.
 For sociologists, the self does not depend on biological dispositions; rather, it is a product of
social interaction.
 The sense of self emerges as the individual partakes in the society.
 A scientific study of social groups and human relationships. It generates new insights into the
interconnectedness between the self and other people.
 Self is a product of modern society versus other constructs or archetypes.
 Involves social norms and social values.
 Social factors such as political system, children, partners, school, location, education, economic
status, physical status, religion, wealth, family, and ethnicity are also considered.
LOOKING-GLLASS SELF (CHARLES HORTON COOLEY)
 Self is developed as a result of one’s perceptions of other people’s opinions
 Development of one’s self and identity through interactions with others.
 People are the way they are at least partly because of other people’s reactions to them and to
what they do. They are constantly picking up feedback and incorporating it into their sense of
self.
 The self is built through social interaction which involves three steps:
 People imagine how they must appear to others;
 They imagine the judgement on that appearance;
 They develop themselves through the judgement of others.
 People imagine not only how others see them and their actions but also how others judge what
they see, whether with approval, doubt, or hostility.
 As a result, the looking-glass self is made up of feelings about other people’s judgements of
one’s behaviour.
THEORY OF THE SOCIAL SELF (GEORGE MEAD)
 Self has two divisions:
 I: subjective element and the active side of the self. It represents the spontaneous and
unique traits of the individual.
 Me: objective element of the self that represents the internalized attitudes and demands
of other people and the individual’s awareness of those demands.
 According to Mead, the self is not present at birth. It develops only with social experience in
which language, gestures, and objects are used to communicate meaningfully.
MEAD: DEVELOPMENT OF THE SELF
 Preparatory stage (0-3 years old)
  Children imitate the people around them, especially family members with whom
they have daily interaction.
 They copy behaviour without understanding underlying intentions, and so at this
stage, they have no sense of self.
 During this stage, children are just preparing for role-taking.

 Play stage (3-5 years old)

 Children start to view themselves in relation to others as they learn to
communicate through language and other symbols.
 Role-taking is exhibited; however, children do not perceive role-taking as something
expected of them.
 The self emerges as children pretend to take the roles of specific people are significant
others, those individuals who are important agents of socialisation.
 At this stage, the self is developing.
 Game stage (begins in the early school years; about 8 or 9 years old)
 Children understand not only their own social position but also those of others
around them
 At this stage, children become concerned about and take into account in their
behaviour (generalised others) that serves as references in evaluating oneself.
 Generalised others refer to the attitudes, viewpoints, demands, and expectations of the
society which include cultural norms and values that serves as reference in evaluating
oneself.
 This time, they can have a more sophisticated look of people and an ability to
respond to numerous members of the social environment
 Self if now present.

SOCIAL IDENTITY THEORY (HENRI TAIFEL)

 Person’s sense of who he or she is according to his or her membership to a certain group.
 Group membership: an important source of pride and self-esteem. It gives a sense of social
identity – a sense of belongingness to the social world.
 World is divided into “us” and “them” through the process of social categorization forming
the social groups.
 Social groups according to William Graham Sumner:
 In-group: esteemed social group commanding a member’s loyalty. It is a group to
which a person belongs.
 Out-group: scorned social group to which one feels competition or opposition. It is a
group to which a person does not belong.
 Social identity theory states that the in-group will discriminate against the out-group to
enhance its self-image.

TAIFEL: 3 MENTAL PROCESSES INVOLVED IN EVALUATING OTHERS

 Social categorization
- People categorize other people to understand the social environment.
- People learn things about themselves by knowing what category they belong to.
 Examples are:
 Christian or Non-Christian
 First-world country or developing country
 Capitalist or socialist

 Social identification
- After learning their category, people adopt the identity of the group to which they have
categorised themselves.
Example:
 if you categorised yourself as Christian, chances are you will adopt the identity
of a Christian and act in ways you believe Christians act.
 Social comparison
- After categorising themselves as part of the group and have identified with that group, they
tend to compare that group with other groups.
- Here they might begin to discriminate and criticise other groups.

ANTHROPOLOGICAL VIEW
 Anthropology is concerned with how cultural and biological processes interact to shape human
experience.
CULTURAL IDENTITY
Culture
 Derived from Latin word cultura or cultus meaning care or cultivation.
 Analogous to caring for the infant
 One functions according to the cultural context where he or she is situated.
 Identity or feeling of belongingness to a certain culture group.
 An individual’s perception about oneself that is anchored on race, gender, nationality, religion,
ethnicity, and language.
TYPES OF IDENTITY
 Personal identity - the way he or she sees himself or herself.
 Collective identity - the way he or she sees himself or herself as member of a certain group.
CULTURAL IDENTITY THEORY
 Explains why a person acts and behaves the way he or she does. A single person can possess
multiple identities, simultaneously make him or her part of many cultural groups. These
identities overlap and form the identity of an individual.
NATION
 Group of people built on the premise of shared customs, traditions, religion, language, art,
history, and more.
  National Identity - the identity or feeling of belongingness to one state or nation. It is
socially constructed.
NATIONAL IDENTITY
 Influenced and shaped by material and non -material cultures
 Material culture: national flag, emblem, or seal is representative of all the people who are
part of the nation
 Non -material culture: embodies the shared understanding of a group of people which
includes norms, beliefs, and traditions.
 Requires the process of self- categorisation.
 Self-categorisation one must identify himself or herself with an in -group (identifying
with one’s nation) and differentiate himself or herself from the out -group (other
nations).
 This brings out positive emotions like pride, nationalism, patriotism, and the sense
of responsibility one has to the nation he or she is part of
CUSTOMS AND TRADTIONS
 Language
 Tagalog  Kapre
 Bisaya  Santelmo
 Cebuano  Duwende
 Ilocano  Tikbalang
 Hiligaynon Ilonggo  Aswang
 Iba pang wika  Tiyanak
 Traditional Games
 Patintero  Psychomedical and faith healers
 Taguan  Hilot: The use of massage to aid a
 Trumpo pregnant mother in the delivery
 Sipa of her child.
 Bahay-bahayan  Kulam: Hex or bewitchment.
 Jack-en-poy  Lihi: An intense craving for
 Luksong baka something or someone during
 Palo sebo pregnancy. Faith healers or
 Piko manghihilot testify that if the
 Food craving is not satisfied,
 Adobo, abnormality of the child may
 Bistik, result.
 Dinuguan at puto,  Pasma: A concept that explains
 Halo-halo how init (heat) and lamig (cold)
 Religion together can result in illness,
 Espirito na ninirahan sa especially rheumatism.
kalikasan  Usog: A concept that explains
 Bathala how a baby who has been greeted
 Ninuno by a stranger acquires a
 Beliefs mysterious illness.
 White lady  Hiyang – (compatible, suited) in
 Talagbusao indigenous medical practice, it
 means compatibility of the  Anting-anting (amulet)
treatment and medicine with the  Sapi (spirit possession)
individual.  Musical and Arts
 Ritual and Ceremonies  Ati Cu Pung Singsing
 Agimat (talisman)  Pamulinawen
 Mutya (charm)  Dandansoy
 Gayuma (spell)

3 FUNDAMENTAL SELVES
 Individual self - reflects the cognitions related to traits, states, and behaviours that are
stored in the memory.
 Relational self - Cognitions that are related to one’s relationships
 Collective self - Cognitions that are related to one’s group
IDENTITY STRUGGLES
 Introduced by Anthony Wallace and Raymond Fogelson.
 Characterizes the discrepancy between the identity a person claims to possess, and the identity
attributed to that person by others.

PSYCHOLOGICAL VIEW
PSYCHOLOGY
 Scientific study of the mind and behaviour.
PERSON-CENTRED THEORY (CARL ROGERS)
 Self-Actualization: tendency to actualize the self as perceived in awareness. Lifelong process
of realizing one’s potentialities to become a fully functioning person. To be that self which one
truly is.
 Self-Concept: Aspects of one’s being and one’s experiences that are perceived in awareness
by the individual
 Ideal Self: One’s view of self as one wishes to be. Contains all attributes (usually positive) that
people aspire in the process. It is the self that one thinks he or she should be, and that one feels
others think he or she should be. The person that one wants to be.
 Real self: Awareness that of what one is and what one can do. Who an individual actually is. It
is the self that feels closest to how one identifies with.
ROGERS: THREE COMPONENTS OF THE SELF-CONCEPT
 Self-worth or self-esteem: what one thinks about oneself.
 Self-image: how one sees himself or herself, which is important for good psychological
health. One might look at oneself as either good or bad, beautiful or ugly, self-image has an
effect on how a person thinks, feels, and behaves in the world.
ANALYTICAL PSYCHOLOGY (CARL JUNG)
  Jung’s components of psyche
 Ego: Center of conscious awareness. Functions to make the individual to be aware of
internal processes like thinking, feeling, perceiving, sensing and remembering.
 Personal Unconscious. Below conscious awareness and is unique to each individual.
Includes thoughts, and memories that are forgotten or represses because they are
emotionally threatening.
- COMPLEX: collection or patterns of thoughts, feelings, attitudes, and memories
that centre around a particular concept or theme. Complexes can be positive or
negative, resulting in good or bad consequences.

 Collective Unconscious: Collection of general wisdom that is passed from one

generation to another across ages. Storehouse of ancestral experiences which are
essentially the same for all humans. Also responsible for myths, legends, and religious
beliefs.
 Archetypes: Contents of the collective unconscious. Inherited predispositions which contain
universal thoughts, symbols and images which lead to people to respond in a certain way.
JUNG: 4 ARCHETYPES
 Four Archetypes that played significant role in establishing balanced personality
 Persona: Masked identity we assume because of a socially prescribed role. Necessary
to get along well with people but can be harmful because it is not our true nature
 Animus: Masculine side of female. Strong -willed, being tough, not crying.
 Anima: Feminine side of males. Emotional, caring, organized, tenderness
*Animus & Anima: each individual should be expressed to help in adjusting and
understanding the opposite sex
 Shadow: Animal instinct. Dark and more primitive side of personality that contains
immoral and evil behaviour. Ego restricts expression of these instincts
 Self: Unifying core of the psyche or total personality. Seeks harmony and unity between
masculine and feminine, the private and public, and conscious and unconscious aspects.
Integration gives rise to self-actualization
PSYCHOANALYSIS (SIGMUND FREUD)
Provinces of the Mind
 Id (Pleasure Principle) - Instinctual drive that is in the unconscious. Subjective and
directed toward self. Seeks immediate gratification of impulses and drives like unacceptable
urges, desires, memories, and impulses found in the unconscious
 Ego (Reality Principle) - In contact with the outside world. Objective and directed outside
self. Operates according to the reality principle by delaying gratification
 Superego (Morality Principle) - Conscience. Center of moral standards of an individual.
Supresses expression of sexual, aggressive, and antisocial instincts
 2 Aspects of Superego
 Conscience: internal ages that punishes us when we do wrong
 Ego Ideal: rewards all behaviour that is considered right, appropriate, and morally
acceptable
- Note: The nature of each personality is the outcome of the dynamic relationship
involving the interaction of the id, ego and superego
FREUD: PSYCHOSEXUAL STAGES OF DEVELOPMENT
 Oral stage Birth to 1 year
 Gratification: Satisfaction of the needs of the mouth; lips and tongue, eating, biting,
thumb sucking, chewing.
 Conflict: weaning
 Fixation:
- Oral receptive personality: Immature and dependent personality; more
gullible; likes to receive information; compulsive eating, drinking, smoking
- Oral-aggressive personality (biting and chewing): verbally abusive and
demanding personality; likes to put down people; sarcastic and argumentative

 Anal stage 2-3 years old

 Gratification: Discharging and retaining bowel movement
 Conflict:
- Toilet training which involves conflict between parents and the child
- Issue is control for the parents and power of the child
 Fixation:
- Anal-retentive personality (retained faeces at the behest of parents):
Shows orderliness, stinginess, stubbornness, and constipated orientation;
preoccupied with rules and regulation.
- Anal-expulsive personality (defecate wherever they want): does not like
to be restricted; hostile and defiant personality; difficulty in relating to people is
authority; sloppy lifestyle; temper tantrums; explosive emotional outbursts;
sadism; cannot maintain jobs.
 Phallic stage 3-6 years old (male)
 Gratification: penis
 Conflict:
- Oedipus Complex: desire for opposite sex parent (momma’s boy). Boy’s desire
for his mother and hatred towards the father.
- Castration Anxiety: fear of boys that they might lose their penis
 Fixation: Homosexuality and other sexual problems. Resolution of Oedipus complex is
by identification with the father and adopting his masculine traits.
 Phallic stage 3-6 years old (female)
 Gratification: clitoris
 Conflict:
- Electra Complex: feeling and desires revolving girl’s desire for her father and
hatred towards mother.
- Penis Envy: girls feel inferior because she does not have the male organ and
blame their mother for lack of penis
 Fixation: Homosexuality and other sexual problems. Resolution of Electra Complex is
by identification with the mother and adopting mother’s feminine traits thus promoting
feminine sex role development.
 Latency stage 6-12 years old
 Gratification: Energies shift to schoolwork and other physical activities.
 Conflict: Social conflict with others
 Genital stage 12-adulthood
 Gratification: Mature heterosexual relationship develops
 Conflict: Establishing intimate relationship
POST-FREUDIAN THEORY (ERIK ERIKSON)
 Identity Crisis: a turning point in one’s life that may either strengthen or weaken
personality. Erikson was the one who coined this term
 Basic Assumptions
 Ego as the central feature of personality
 Ego: autonomous and giving sense of meaning to personal experiences
 Psychosocial Development: Ego develops as it successfully resolves crises that are
social in nature. Ego development has lifespan perspective
 Characteristics of Psychosocial Stages
 Epigenetic Principle
- stages of development occur in a specific sequence and build upon each other.
- sequence based on the expectations of the individual or by society at certain
periods of life.
 Resolution of Psychosocial Crises
- striking a balance between the need of the individual and expectations of society.
 Acquisition of Basic Virtues (strengths)
- basic virtues are characteristic strengths that the ego can use in resolving
subsequent crises
 Resolution of crisis is reversible
- Example: someone leaving a first stage without developing basic trust may gain it
at a later stage, while someone else who develops trust may end up losing it
ERIKSON: STAGES OF PSYCHOSOCIAL DEVELOPMENT
 Trust vs. Mistrust Infancy (first year)
 Characteristics:
- Basic Trust: feeling of physical comfort and minimal amount of fear about the
future
- Met by responsive, sensitive caregivers
 Psychological crisis: Trust and mistrust depend on early experience.
 Outcome:
- Trust: caregivers provide care and affection
- Mistrust: lack of care and affection from caregiver
 Autonomy vs. Shame and Doubt Early childhood (second year)
 Characteristics:
- Discovers they have a will of their own
- Asserts their sense of autonomy
- Shame and doubt will manifest if restrained or severely punished.
 Psychological crisis: Whether to assert their will or not.
 Outcome:
- Autonomy: develops a sense of self-control and independence w/o a loss of self-
esteem. Will have sense of autonomy
- Shame and doubt will occur if they have no autonomy
 Initiative vs. Guilt Play age (3-5 years)
 Characteristics:
- Develop a more purposeful behaviour
- Asked to assume more responsibility
 - Guilt will occur they are made to feel irresponsible, and they are made to feel
anxious.
 Psychological crisis: Motor and mental abilities that are open to children greatly
expands
 Outcome:
- Initiative: starts asserting control and power over the environment. Learns to
acquire direction and purpose in activities.
- Guilt: disapproval leads to sense of guilt
 Industry vs. Inferiority School age (6 - puberty)
 Characteristics:
- Directs their energy toward mastering knowledge and intellectual skills
- Danger in this stage can lead to feelings of incompetence and unproductiveness
 Psychological crisis: Becomes concerned with how things work and how they are
made
 Outcome:
- Industry: needs to cope with new social demands
- Inferiority: inability to cope with social demands can lead to inferiority
- Psychosocial moratorium: transitional period between childhood and
adulthood
 Identity vs. Role confusion Adolescence (12-20 years)
 Characteristics:
- Faced in finding out who they are, what they are all about, and where they are
going in life.
- Exploration of alternative solutions to roles
 Psychological crisis:
- Answer the question: “Who am I?”
- Identity Crisis
 Outcome:
- Identity: develops a sense of self and personal identity. Leads to ability to
staying true to self.
- Role Confusion: weaker sense of self
NOTE: Most crucial stage. After this stage, they must gain a firm sense of ego identity
 Intimacy vs. Isolation Young adulthood (20-40 years)
 Characteristics:
- Faces the developmental task of forming intimate relationships with others
- Intimacy: According to Erikson, it is finding oneself yet losing oneself in
another person
 Psychological crisis: Capacity to reach out and make contact with other people, to
fuse one’s own identity with that of others.
 Outcome:
- Intimacy: develops the capacity to work toward a specific career and involve in
an intimate relationship
- Isolation: failure to meet intimacy will lead to loneliness and isolation
 Generativity vs. Stagnation Adulthood (40-60 years)
 Characteristics: Chief Concern: to assist the younger generation developing and
leading useful lives.
 Psychological crisis: Reaching out beyond one’s own immediate concerns to embrace
the welfare of society and of future generations
  Outcome:
- Generativity: feelings of usefulness and accomplishment
- Stagnation: shallow involvement in the world

 Ego integrity vs. Despair Old age (60 above)

 Characteristics:
- looking back and evaluating what they have done with the lives
- retrospective glances can either be positive or negative
 Psychological crisis: Reflection on life
 Outcome:
- Ego Integrity: acquires a sense of satisfaction and fulfilment in looking back on
one’s life.
- Despair: regret, bitterness and despair
TRUE SELF AND FALSE SELF (DONALD WINNICOTT)
 True Self
 Real self, authentic self, original self, and vulnerable self.
 Core of who you are, the original you, unshaped by the upbringing of society
 One’s spontaneous and natural self-expression, a sense of being alive in mind and body
that allows him or her to be genuinely close to others.
 The true self – the child’s real feelings, needs, desires and thoughts
 False Self
 Fake self, ideal self, perfect self, and pseudo self.
 Composed of parts of the self wherein behaviours are altered, feelings are repressed, and
one’s needs are set aside in order to fit in with others.
 Complies with the norms, fads, crazes, and fashions, a false self is activated.
 Constantly seeks to anticipate the demands and expectations of others in order to
preserve and improve relationships.
 When one reaches adolescence, he or she begins to wear a social mask.
 Social mask: helps one to interact properly in a larger variety of interpersonal context

SELF IN WESTERN AND EASTERN THOUGHTS

WESTERN CONCEPT OF THE SELF
 Individualistic self that is deeply conscious of itself including its uniqueness, motivation, and
free will
EASTERN CONCEPT OF THE SELF
 In the East, philosophy and religion are twisted together, thus, the major Eastern religions
such as Hinduism, Buddhism, Confucianism and Taoism are also the common representatives
of Eastern thought.
  These four systems of Eastern thought differ in their approaches about the concept of self, they
share the same goal – to teach how to become a perfect person
HINDUISM
 Law of karma: most important doctrine which implies that individual actions will lead to
either good or bad outcomes in one’s life. The individual is the only one responsible for the
consequences of his or her actions
 Atman (Sanskrit: “self,” “breath”)
 A key Hindu belief is the idea that when a person dies the atman will move on into the
body of another being.
 Hindus believe that Atman (being an immortal soul), continues to be reincarnated from
lifetime to lifetime until it is free from the cycle of rebirth and reaches a state of nirvana
(a place of perfect peace and happiness).
 Karma does not end with a body’s death, so its influence may extend through
incarnation of the soul. In the present lifetime, they can change what they will become
in future lives
BUDDHISM
 Teachings of Buddha (Siddhartha Gautama)
- Budh meaning awake. To be awake may imply that opening the eyes would lead
to understanding more about the self and the world.
 According to the teachings of Buddhism, every person has the seed of enlightenment, hence
potential to be a buddha, but the seed should be nurtured
 Four Noble Truths
 Basic principles of Buddhism
1. Life is suffering
2. Suffering is caused by attachments to desires
3. Suffering can be eliminated
4. Elimination of suffering is through the practice of Eightfold Path
- Right understanding, right thought, right speech, right action, right livelihood right
effort, right mindfulness, and right concentration
CONFUCIANISM
 Regards an individual as a member of a larger whole, not as a separate being
 Ethical teachings of Confucius are based on human relationships as reflected in his concept of
Five Cardinal Relationships or Five Bonds
 Between ruler (king) and subject
 Between father and son
 Between husband and wife
 Between brothers
 Between friends
NOTE: if individuals perform their respective roles, there will be harmony
 Relational self
 individual identity is defined by membership in the reference group to which one
belongs
 Each member must possess the same qualities that the group preserves and cherishes.
 Each member shares the pride that the group claims and is united in every success or
failure
  Subdued self:
 It is conditioned to respond to perceptions, not of its own needs and aspirations but of
social requirements and obligations.
 To subdue oneself means to practise ren (human heartedness)- the hallmark of
Confucian ethics.
 Ren is a Confucian virtue characterised by altruistic behaviour that must be nurtured in
every person.
 It can be understood as love, benevolence, or charity.
 A subdued self, therefore, is being a “person for others.”
TAOISM
 A Chinese counterculture.
 Taoists reject the Confucian idea of a relational self. To them, the self is an extension of the
cosmos, not of social relationships.
 Tao is commonly regarded as Nature that is the foundation of all that exists.
 The ideal is to identify with the Tao.
 Individuals must seek to understand and act in accordance with the natural order.
 自 然 (zi ran) basically describes phenomenon that happens by itself, without
dependence or reliance to anything else
 There should be unity and harmony among opposing elements of Ying and Yang.
 Describing how obviously opposite or contrary forces may actually be complementary,
interconnected, and interdependent in the natural world, and how they may give rise to
each other as they interrelate to one another.
DIFFERENTIATING WESTERN AND EASTERN APPROACHES
 Frame of Reference
 There is a separation between philosophy and religion/ spirituality. (W)
 Religion and philosophy are intertwined (E)
 Notable Philosophers
 Socrates, Plato, Aristotle, Descartes, Locke (W)
 Confucius, Lao Tzu, Buddha (E)
 Source of Knowledge
 Has made use of reason rather than faith to pursue wisdom. (W)
 Has trusted intuition and is often associated with religious beliefs (E)
 Ideals
 Self-actualisation through personal growth. (W)
 To achieve a balanced life and find one’s role in society (E)
 Cultural Framework
Individualism Collectivism
The self is a distinct and autonomous entity; The self is an integrated part of the universe
it is a independent part of the universe and and the society
the society
Independence and self-reliance are core Interdependence and connectedness are core
values values
Prioritize personal goals over group goals No distinctions between personal and group
goals, or if there is a distinction, the personal
goals are subordinate to the group goals
 Characterized by exchange relationship Characterized by communal relationship
Uniqueness, sense of direction, pursue and Conformity and obedience are essential
volition are the acknowledge features of self social behaviors
Personal success is important Duty towards all others is important

INDIVIDUALISM AND COLLECTIVISM

 Individualism
 Independence and self-reliance of the individual
 Emphasis on promoting the individual and the immediate family’s welfare.
 Might describe themselves in terms of personality traits and characteristics (I am brave,
generous, loyal, and honest.
 Collectivism
 Belongingness to larger groups or collectives.
 Give more importance to loyalty to the in-group, which in turn takes care of the
individual’s welfare.
 Might describe themselves in terms of social relationships and roles.
MATERIAL VIEW
 A person’s tangible possession like car, house, clothes, even family and friends
make up one’s material self. Regardless of how much or how little a person owns
materially, he or she will always strive to acquire more because material possessions are
usually a reflection of a person’s success or failure.
THEORY OF MATERIAL SELF
 Self is everything that an individual considers to be theirs, not only their body
and material possessions but also one’s reputation and beliefs. - William James
 Body
 One of the tasks of the adolescents is to accept and appreciate the physical
characteristics of their body. Few adolescents are able to do this successfully.
 Adolescents tend to worry about their bodies and physical appearance. Girls are more
concerned about the appearance than boys.
 Perceptions about what makes a body beautiful are usually influenced by media
(television, internet).
 An individual’s body is the primary component of one’s material self as one has control
over it and how one would like to present it for others to see.
 Clothes, accessories, ornaments one wants to put on.
 Altering physical features (tattoos, piercings, surgeries or other procedures
 They believe that altering their bodies improves how they are perceived by others
 Other components aside the body
 Family
 House
 Pets
NEEDS AND WANTS
 Needs: state of felt deprivation of some basic satisfaction
 Wants: desires for a specific satisfier of these deeper needs
HIERARCHY OF NEEDS (ABRAHAM MASLOW)
 Maslow’s View of Motivation
 Hierarchy of Needs: Assumes that lower-level need must be satisfied or at least
relatively satisfied before higher level needs become motivators.
 Conative Needs: Five needs. They have striving or motivational character. Commonly
referred to as basic needs
CONSUMER CULTURE ON ONE’S SENSE OF SELF AND IDENTITY
 Materialism: Giving more importance to material possessions
 Consumerism: Consumption of material goods and services in excess of one’s basic needs
 Shopaholic: Those with compulsion to buy and buy even if they don’t need it.
 Consumer culture: A social system in which consumption is dominated by consumption of
commercial products.
 Credit cards became more popular as it brought convenience, security, and comfort in
the way people engage in the consumption of goods and services

 Disadvantages of credit cards

 Hidden charges or unauthorized transactions and fraud
 Falling into debt due to overspending
 Urge people to buy unnecessary purchases
 Tendency to buy goods just for the sake of buying or just because their CC allowed them
to
 Lessens one’s opportunity to save money; living paycheck to paycheck just to pay
CONSUMER CULTURE
 Advertising and Influencers
 Shopee
 Lazada
POLITICAL VIEW
POLITICAL SELF
 Refers to:
1. An individual’s race, ethnicity and physical characteristics that makes a national
identity.
2. Values and Traits (both positive and negative) that are also important indicators that set
apart one nationality from the others’ nationality.
3. Pointing out weaknesses and mistakes, paired with unity and commitment, that make
progress possible through common goals and principles
DIMENSIONS OF BEING A FILIPINO
 Pinagmulan (socio-political dimension)
 Kinalakhan (cultural roots)
 Kamalayan (consciousness)
WHO IS A FILIPINO?
SECTION 1
 The ff. are citizens of the Philippines:
 Those who are citizens of the Philippines at the time of the adoption of the Constitution.
 Those whose fathers or mothers are citizens of the Philippines
 Those born before January 17, 1973, of Filipino mothers, who elect Philippine
citizenship upon reaching the age of majority; and
 Those who are lawfully naturalized

SECTION 2
 Natural -born citizens are those who are citizens of the Philippines from birth without having
to perform any act to acquire or perfect their Philippine citizenship hereof shall be deemed
natural -born citizens.
SECTION 3
 Philippine citizenship may be lost or reacquired in the manner provided by law
SECTION 4
 Only Natural -born Filipinos are eligible to hold high offices, including all elective offices
beginning with a representative in the House of Representatives up to the President
DIMENSIONS OF BEING A FILIPINO
 Pinagmulan (socio-political dimension)
 Kinalakhan (cultural roots)
 Revolves around participation and being immersed in a cultural milleu acknowledged as
Filipino
 Speaking a Philippine language, variety of beliefs and practices
 Diskarte: how we creatively face every situation that we encounter
 Kamalayan (consciousness)
 Pinagmulan (socio-political dimension)
 Kinalakhan (cultural roots)
 Kamalayan (consciousness)
 Awareness of the self as Fiipino
 Acceptance of membership in the category “Filipino”
 Takes pride in this membership
 Tajfel: social identification
FILIPINO VALUES
 There are inherent traits that make Filipinos different from other nationalities.
 Positive Filipino values
 Filipino Hospitality: making our guests feel at home.
 Respect for elders: Greeting elders by kissing their hands saying “mano po”, using po
and opo.
 Close family ties: maintaining tight relationship with families even if their children
are old enough and already have their families
 Bayanihan - spirit of communal unity and cooperation of Filipinos.
 Utang na loob – feeling of gratitude, recognition of one’s indebtedness, and obligation
to repay someone who has extended assistance to another
 Matiyaga – Filipinos are known for their grit and strong determination in every
undertaking
 Damayan – extending sympathy for people especially for those who lost their loved
ones or who were victims of calamities.
 Negatuve Filipino values
 Colonial mentality: lacking patriotism and favoring foreign products more than our
own.
 Mañana habit: Filipino term for procrastination. “Mamaya na. ”
 Ningas kugon: eagerly starting things but quickly losing eagerness soon after
experiencing difficult
 Crab mentality - pulling each other down and ruin each other’s reputation rather than
bringing them up. Filipino time - arriving late at commitments, dinner, or parties
 Jackpot mentality – “instant millionaire” mentality of some Filipinos who should
rather engage in fast ways of acquiring money (lottery, raffle draws) rather than working
hard to have a better life
 Bahala na attitude - leaving everything in God’s hands.
 Foreigner Definition (Andres): Filipino attitude that makes one accept
sufferings and probems, leaving everything to God. Fatalistic resignation or
withdrawal from an engagement or crisis or a shirking from personal
responsibility
 Local Definition (Lagmay): Determination and risk-taking. Telling
themselves that they are ready to face the difficult situation before them, and will
do their best to achieve their objectives
o An individual with nothing worthwhile to do; yet he has to do something and
must look for a way. He has enough information, but he wishes to find out
what his limitations are as well as his deficiencies and weaknesses. He is ready
to take a chance. Bahala na!
o A photographer says that he will take some pictures but has only one camera;
and he may run out of film, he says, or that the camera may fail to function,
and he does not know where all these will lead to, even as he brings all his
materials and whatever else. Bahala na
o When one has something to be carried out and the means are not adequate,
for instance, lack of money when going out on a date. Still, he decides to make
do with what he has. Bahala na!
o A student says that he was going to take an examination and there was no
more time for any form of preparation. Though unprepared ... Bahala na!
 o One was caught extorting money from someone; a serious offense; no way
out, and he was being handcuffed. He cried like a child, saying "Basta, bahala
na!
 Defining Bahala na!
 Organic response to unknown outcomes
 Remains in the problem at hand; does not indicate avoidance of the
problem; person stays committed to an encounter yet to be
 Used when improvising
 Accepts his situation and things as they are for the moment within his
existing perception of present deficiencies and uncertainty as to the future
 There is trust in his capacity to meet any contingency, self-confidence in
the face of uncertainty
KAPWA
 Core Filipino value
 Means recognition of shared identity
 Connects peoples’ private spheres with outsiders – even total strangers
 Pakikipagkapwa refers to its highest level