Understanding

the Self
PHILOSOPHICAL PERSPECTIVE OF
THE SELF
ANCIENT PHILOSOPHERS
SOCRATES (496-399 BC)
- every man is composed of body
and soul
- one part that is physical, mortal
and constantly changing while the
other part is immortal believed that
when we are alive, our body and
soul are attached to it, therefore
making both parts of our “self”
present in the physical realm
- problem of the self
- when we die, our body stays in the
physical realm while our soul
travels to the ideal realm, making
our soul immortal
- “Ignorance is the beginning of
wisdom"
- “Know Thyself"
- “The unexamined life is not worth
living"
- founding father of western
philosophy
TWO DICHOTOMOUS REALMS OF
REALITY
1. Physical - tangible - imperfect
2. Ideal - abstract-perfect
PLATO (428-348 BC)
- the self is an immortal soul in a
mortal perishable body
- body is just a shell of the soul
- soul has tripartite nature
1.rational soul is forged by
reason and intellect
2.spirited soul is in charge of
emotions
3. appetitive soul is in charge of
base desires
ARISTOTLE (384-322 BC)
- self is composed of body and soul,
mind and matter, sense and
intellect, passion and reason
- reason is supreme in human
person and so should govern all of
life's activities
- perfection and happiness come
from wisdom and virtue
- theory of Golden Mean
(moderation)
MEDIEVAL PHILOSOPHERS
- medi - "middle"
- ev - "age"
- "of the middle ages"
- between the fall of Roman Empire
and the Renaissance
- Plato and Aristotle were the two
leading influences on medieval
thought
- Philosophy of the medieval period
was closely connected to
Christian thought
- Medieval Philosophers developed
precise notion of God and the
attributes that He has
ST. AUGUSTINE (354-430 A.D)
- Aurelius Augustinus Hipponensis
- Saint Augustine of Hippo
- Doctor of the Church
- originally from North Africa
- ordained a priest in Hippo, and
later became the Bishop of Hippo
- formulated the doctrine of original
sin
 - adapted classical thought to
Christian - teaching and created a
powerful theological system of
lasting influence
- authored the Confessions and the
City of God
- preached between 6,000 and
10,000 sermons In his lifetime
- one of the most important figures
in Western Christianity
- self is made up of body and a soul,
"soul in possession of d body"
which "does not constitute two
persons but one man"
- "You have made our hearts for
thee, O God and so they will find
rest only in Thee
- every human person is created
into the image and likeness of God
- virtue is "the order of love"
- taught against hedonism
(pleasure)
- "summum bonum"-" highest good
- Never do any harm to another as
you would not want others do unto
you
Omnipotent God is all powerful
Omniscient God is all knowing
Omnibenevolent God is all good
ST. THOMAS AQUINAS (1225-1247 A.D)
- The Doctor Angelicus, the Doctor
Communis, the Doctor Universalis
and the Doctor of church
- Born and grew up in a castle
- lifelong fear of storms.
- terrible handwriting
- ambassador for education and
serves as a wonderful role model
for our children
- greatest of Scholastic
philosophers
- patron of students, universities
and scholars
- produced a comprehensive
synthesis of Christian theology
and Aristotelian philosophy that
influenced Roman Catholic
doctrine for centuries and was
adopted as the official philosophy
of the church in 1917
- proclaimed the supremacy of
reason in a human person
- some truths which cannot be
known by human person alone
and which can be perceived only
with the aid of the light of divine's
revelation
- identified three types of laws:
natural, positive and eternal or
divine law
- love follows knowledge
- theory of self-knowledge
- authored the summa theologica
- believed that the existence of God
could be proven in five ways
THOMAS AQUINAS FIVE WAYS TO
PROVE THE EXISTENCE OF GOD
THE FIRST WAY: MOTION
- Thomas argues that since
everything that moves is moved
by another, there must thereby
exist an Unmoved Mover
THE SECOND WAY: EFFICIENT CAUSE
- The sequence of causes which
make up this Universe must have
a First Cause
THE THIRD WAY: POSSIBILITY AND
NECESSITY
- Since all existent things depend
upon other things for their
existence, there must exist at least
one thing that is not dependent
and so is a Necessary Being
THE FOURTH WAY: GRADATION
- Since all existent things can be
compared to such qualities as
degrees of goodness, there most
exist something that is an
Absolutely Good Being
THE FIFTH WAY: DESIGN
- Also named "The Teleological
Argument" - The Intricate design
and order of existent things and
natural processes imply that a
Great Designer exists
MODERN-DAY PHILOSOPHERS
RENE DESCARTES (1596-1650)
- Father of Modern Philosophy
- Self is an immaterial mind and a
material
body
- "Mind is a set of consciousness"
- The body is unreliable hence,
should not be trusted
- it's the mind that makes man
- Cogito, ergo sum 》 "I think,
therefore, I am"
JOHN LOCKE (1631-1704)
- explained that at birth human mind
is a tabula rasa which means
"black slate"
- the mind is empty at birth (clean
sheet of paper)
- empiricist
- the foundation of self is the
"association of ideas" and during
of infancy development
- emphasized "Freedom of
individuals to author their own
souls"
- every human person has the right
to life, liberty, health and property
- 23 pains of chromosomes &
cannot be changed
IMMANUEL KANT (1724-1804)
- human person has an inner and
outer self which, together, form his
/ her consciousness
- the INNER SELF consists his/her
psychological state and rational
intellect
- the OUTER SELF is a human
person's senses and the physical
world
- self is prone to corruption a
constant struggle between beauty
and pleasure
- Kant replaced religion with reason
and also known for his supreme
principle and morality
- "Act only in accordance with that
maxim through which you can at
the same time will that become a
universal law." KANTIAN
CATEGORICAL IMPERATIVE
KANTIAN CATEGORICAL
IMPERATIVE
- 1. CATEGORICAL absolute
command
- 2. HYPOTHETICAL- Conditional
command
CONTEMPORARY PHILOSOPHERS
PAUL CHURCHLAND (1942)
- self and brain are connected to
each other because when you are
true to yourself it will immediately
connect to your brain so you can
conclude what's going on in that
situation
- Churchland defends his eliminate
materialism. First, why should 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 chemical
gone wrong. Yes, some people
say thing like "she lost her mind".
However neuro science, no it is a
physical problem and we can alm
to fix it."
- decision making are a biological
phenomena. Human behavior
must be explained rather a mature
cognitive neuroscience. Human
behavior must be explained
materially in terms of recurrent
neural network
- Materialism - nothing exists other
than matter
- Eliminative Materialism or
Eliminativism
- mind and body does not exist, it
is the physical brain
GILBERT RYLE
- mind is a set of capabilities and
abilities belonging on the body
- mind is a mysterious entity that
controls the mechanical workings
of the body
- self comes from behavior
- we're all just a bundle of behaviors
caused by the physical workings
of the body
- "I act, therefore, I am"
- Three types of Knowledge:
1. KNOWING THAT (facts
and preposition)
2. KNOWING WHAT
(acquaintance with things
and persons)
3. KNOWING HOW
(technical ability,
procedures)
MAURICE MERLEAU PONTY
- there is no experience that is not
embodied experience
- mind and body are inseparably
united / intertwined –
- there is never a feeling that comes
from our bodies as if it is a clotting
that we can wipe away
- everything that we experience in
this world, including feelings of
joy, sadness, love, and regret,
happens with our bodies
- physical body to be an important
part of what makes up the
subjective self
- this concept stands in
contradiction to rationalism and
empiricism
- this work asserts that the self and
perception are encompassed in a
physical body
- physical body is a part of self
SOCIOLOGICAL PERSPECTIVE OF
THE SELF
SOCIALIZATION
 - whole and lifetime process by which
people learn the valves, attitudes and
behaviors that are appropriate and
expected by their culture and community
- process of internalizing the norms of
society which influence one's beliefs,
actions and behavior
- process of socialization helps shape a
person's image
GEORGE HERBERT MEAD (1863-
1931)
- Self is not there at birth
- self is not based on inherited traits and
other biological factors
- self is developed over time from social
experiences and activities
- biological self is not the self
Mead (1967) talks about our personality as
the "|" 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)
- looking-glass self theory
- we learn to view ourselves as we think
others view us
THREE STEPS IN THE FORMATION
OF LOOKING GLASS SELF
1. We imagine how we appear to others
2. We imagine how others judge our
appearance
3. We develop feelings about the responses to
these judgments
We are not influenced by other people's opinion
per se. We are influenced by our own
imaginations for 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 and us in
interpreting others' responses.
ANTHROPOLOGICAL PERSPECTIVE
OF THE SELF
ANTHROPOLOGY
- a study of past and present, and focuses
in understanding in human condition in its
cultural aspects
- anthropos (human)
- logos (study)
ANTHROPOLOGISTS
- group of people who study individual and
how we change over time, how our
culture evolved and basically how it
develops and how it changes from
previous generation up to present
HOLISTIC APPROACH
- Quinn 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.

CULTURAL SYSTEMS
- Cultures are groups of people who share
a common set of values and beliefs. They
may also share cultural elements like
languages, festivals, rituals and
ceremonies, pastimes, food, and
architecture.
SOCIAL SYSTEMS
- individual may belong to multiple social
systems at once; examples of social
systems include nuclear family units,
communities, cities, nations, college
campuses, corporations, and industries
that can affect the health, values,
occupational attainment, and sense of
belonging in society
PHYSICAL SYSTEMS
- physical bodies are crucial to how we see
ourselves and how others see us. They
are fundamental to our identities, where
our bodies serve as a locus for
classification and separation
BIOLOGICAL SYSTEMS
- Our DNA demonstrates our relatedness
to each other, but if we understand the
way in which it is shuffled in our offspring
and how it is regulated throughout our
lives, then we can see the biological
reason for our own identity.
PSYCHOLOGICAL SYSTEMS
- The 'self' concept. In general, 'identity' is
used to refer to one's social 'face' – how
one perceives how one is perceived by
others.
THE UNIVERSALS AND VARIETY:
HALLMARKS OF ANTHROPOLOGY
- In their attempt to arrive at a holistic
concept of the self, anthropologists look
at the full range of human persons 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 the variety. They are concerned with
human universals as well as human
variety. This is the hallmark of
anthropology.
- Universality and Variety
TWO COMMON PITFALL
1. STRATIGRAPHIC APPROACH
- study of different models without looking
at their relationship
2. REDUCTIONISM
- interpreting human behavior at a single
level analysis
UNDERSTANDING THE SELF AND
CULTURE
- Understanding of the self from the
anthropological point of view necessarily
includes a study of culture
- Culture is the integrated system of
learned patterns of behavior, ideas and
products characteristic of a society.
- A person's culture influences his/her
physical being. People are remarkably
 imaginative in molding their bodies to fit
their tastes.
- On the other hand, people's physical
being also affects the kind of culture they
build and the ways in which they relate to
fellow human being
complex interpersonal relations
(sociocentrism).
- Egocentrism is the "natural tendency to
view everything within the world in
relation to oneself while sociocentrism is
the natural tendency to view everything
within the world in relation to one's group
and so be group-centered (Webster New
World Dictionary)

CULTURAL RELATIVISM,
ETHNOCENTRISM AND
XENOCENTRISM

TWO CONTRASTING MODELS OF THE

SELF: EGOCENTRIC AND
SOCIOCENTRIC

- Egocentrism is a quality of being overly

interested in oneself, at the expense of
other people.
- Egocentrism is an extreme form of
selfishness.
- Psychologists describe it as a state of
being unable to see things from anyone's
perspective except your own.
- Sociocentrism is the practice of
perceiving and interpreting situations
from the point of view of the social group
rather than from one’s personal
perspective CULTURAL RELATIVISM
- Culture exerts an influence on the
development of an egocentric and - idea that a person's beliefs, the idea that
sociocentric self. values, and practices should be
- From the point of view of an understood based on that beliefs,
anthropologist, every society works with person's own culture, rather than be
both egocentric and sociocentric aspects judged against the criteria of another
of selfhood. - There is no universal standard of morality
- Identity is always in part unique and so no one has the right to judge customs
internal to an individual (egocentrism) but of another
always within a larger cultural context of - The belief and practice of a person
should be understood based on that
 person's own culture and not that of EGO
another
- reality principle
- Belief of all cultures are equally valid and
truth - Controls the id and can delay pleasure
- Neither ethnocentrism nor xenocentrism - decision-making part of the self
has a place in cultural relativism - able to discern what is right or wrong
base on context
ETHNOCENTRISM
SUPER-EGO
- belief that one's culture is superior to that
of others - "Voice of God"
- cultural ignorance - represents the moral and ideal aspects of
- national pride personality
- strives for perfection
XENOCENTRISM - acts as a judge, it stops the id from doing
- thinking that others' culture is superior to something wrong
one's culture WILLIAM JAMES
PSYCHOLOGICAL PERSPECTIVE OF - Father of American Psychology.
THE SELF - in 1890 he distinguished two
- "I am who I am” understanding the self; the self has "Me"
- "If you are who you are, then who are you and the self has "I" and called it the
that makes you who you are?" concept of the Self

In psychology, the sense of self is I-SELF

defined as the way a person thinks about - self that knows who he or she is
and views his or her traits, beliefs and
- thinking, acting and feeling self
purpose within the world. The self is said
- reflect the soul of a person or what is now
to be in constant change. As one grows up,
thought of as the mind and is called pure
his / her sense of self changes
ego
SIGMUND FREUD
ME-SELF
- known for his concept the importance of
- emperical self
unconscious
- describing the person's personal
- Father of Psychoanalysis
experiences and further divided into sub'
- postulated that there are 3 layers of self
categories"
within us all
1. Material self
ID 2. Social Self
3. Spiritual Self
- first part of the self to develop
- seat of all our desires and wants MATERIAL SELF
- seeks immediate pleasure and - Consists of what belongs to a person
gratification such as body, clothes, family, home and
- completely unconscious, impulsive and material possessions
child-like
- "we are what we have" it can describe complete ostracism (complete
who we are or our personality exclusion) from one's fellows

CLOTHES SPIRITUAL SELF

- part of material self - person's subjective and most intimate

- the fabric and style of the clothes we self
wear bring sensations to the body and - who a person is at his her core
can affect our attitude and behavior - includes personality, core values and
- clothing is a form of self-expression conscience -
- we choose and wear clothes that reflect
our self "There is not enough money and power
on earth for you to be satisfied. Learn to
IMMEDIATE FAMILY love yourself for who you are
- these people are likely to shape and and what you have!”
influence the development of self-identity SELF IN WESTERN AND ORIENTAL /
- what they do or become affects us EASTERN THOUGHT
- when an immediate family member dies
part of our self dies - Western represents Europe and
Northern America
HOME - Eastern represents Asia
- earliest nest of our selfhood WESTERN THOUGHTS
- where a person grows and develop
- "if only walls can speak"
SCIENTIFIC INVESTIGATIONS
WEALTH AND PROPERTY
- To understand the self and develop
- part of material self especially to those for
theories and difference among them
which we have labored so much
- something of oneself is changed when DUALISM BETWEEN BODY AND SOUL
this hard-earned wealth or property is
- Plato
gone
- Aristotle
SOCIAL SELF - St. Thomas & St. Augustine
- who a person is in social situation - Rene Descartes
- how one presents himself / herself in INDIVIDUALISM
public
- person has many social selves as the - Focus is on the person
number of social situation he / she EASTERN THOUGHTS
participates in
- social selves may be contradictory,
depending on how other person view you QUESTIONS
- James conclude that the worst
punishment imaginable would be a - To understand the ultimate meaning of
life
 INTEGRATED WHOLE - Moral character is perfected through
continuously taking every opportunity to
- One with society and the universe
improve oneself in thought and action
COLLECTIVISM
TAOISM
- Relational rather than individual
- Attributed to Lao Tzu
FOUR MAIN RELIGIONS - Self is one of the limitless forms of the
Tao
- Religion is one of the factors for their
- Tao is commonly regarded as a nature
perspective about self
that is the foundation of all that exists
BUDDHISM - The perfect man has no self and the
selfless person leads to a balanced life,
- “budh” meaning awake
in harmony with nature
- Siddharta Gautama (a.k.a Buddha)
- There should be unity and harmony
- Seed of Enlightenment among opposing elements: Yin (inward
- 5 parts of individual energy, dark, negative) and Yang
1. Matter (outward energy, bright, positive)
2. Sensation - Each aspect contains the beginning point
3. Perception for the other aspect
4. Mental Constructs
- Chinese practice - excess of yang = fever
5. Consciousness
- Chinese practice - excess of yin =
- Body, soul, and spirit
accumulation of fluids
HINDUISM - Yin and Yang are interdependent upon
each other
- Believes in continuum of matter and spirit
- Atman (Real Self) WESTERN ASPECT EASTERN
- Law of Karma
- Good Karma reason source of intuition
- Bad Karma knowledge
- Reincarnation
- Brahman (Ultimate Self) Distinctions emphasis Commonalities
and and harmonies
- Nirvana opposition
- Atman is identical to Brahman

CONFUCIANISM linear view of circular

universe and
- Philosophy from ancient China life
- Confucius or K’ung Fu-tzu
- Golden rule egocentric view of self sociocentric
- Self realization
- Self cultivation is knowing one’s role in
society and act accordingly individualism cultural collectivism
framework
 UNPACKING THE SELF PRACTICES TO BE PHYSICALLY FIT,
YOUTHFUL AND NATURALLY
- gradual unfolding of the self in which the
GLOWING
six aspects of the self develop in an
integrated and healthy manner
- as the Self continues to interact with it
1. Improve sleeping habits
environment, it gets various feedback
2. Observe correct eating habits
that may affect it self- knowledge, it self-
3. Do regular exercise
image, and self-concept
4. Maintain a healthy lifestyle
WILLIAM JAMES 5. Practice right hygiene
6. Feel confident
- suggests in his book, The Principles of
Psychology, (1890), that we look into the PHYSICAL CHANGES
aspects of "Self," for better
- become evident at the onset of puberty
understanding
- some changes noticed among the boys
- deemed to be logical, we unpack the
are their voice gets deeper, hair starts to
"Self by discussing individually the six
show on their faces. This develops into
dimensions or aspects, namely the
mustache, as they progress into
physical self, material/economic self,
adulthood. At this period, they
spiritual self, political self, sexual self and
experience rapid growth in a span of two
digital self
to three years. This is referred to as
THE PHYSICAL SELF growth spurt
- attain body maturity when they
experience first ejaculation
ASPECTS OF PHYSICAL SELF (semenarche), the ejection of semen
through the penis
- maturity of the body among the girls is
PHYSICAL SELF attained when girls experience their first
menstruation (menarche). It is at this
- image you are gazing at the mirror stage when they become capable of
- body, the concrete and tangible part of reproduction.
your 'self' that can be seen and examined
- first aspect that is noticed in a person ADOLESCENCE
- seat of all other selves: material - transition between childhood and
economic self, spiritual self, political self, adulthood
sexual self and digital self - divided into three stages
- keep it physically healthy, clean and neat
and beautiful inside out EARLY ADOLESCENCE STAGE
- color of your hair - between 11-14 years old
- skin tone - adolescents would rather tell their stories
- body figure to their peers rather than to their family
- height - Egocentric
- Need privacy
- Confusion in gender
 - Growth spurt to rapid growth
- Start of physical development
MIDDLE ADOLESCENCE STAGE
- between 15-17 years old
- when the children demonstrate
consistency to achieve their goals in life
- Exploration of sexual preference
- Self stimulation or masturbation
- Physical development is almost complete
LATE ADOLESCENCE STAGE
- between 18-24 years old
- become more concerned of others rather
than, mainly, of themselves
- children notice further the changes in
their physical self
- become more conscious of how they
look, rather than the other aspects of the
Self
- Eagerness to reach dreams and
aspirations
- Physical development is complete
- sometimes, they are able to adapt to the
changes, but there are others who find
these changes difficult to accept
- children need guidance from their
significant others to realize that they
should not only be concerned of their
physical self, as they should value a
much higher goal that lasts and that is,
the formation of their positive self-
identity, self-image, self-concept and
self-esteem
SELF-IDENTITY, SELF-IMAGE, SELF-
CONCEPT, SELF-ESTEEM
SELF-IDENTITY
- Labels that we use to describe ourselves
- Basic information about you
- Definition of who you are as a person
who has a particular role
- It is how you are known
- Name
- Status
- Profession
- place of origin
- place where you reside
- your rank in the family- whether you're
the eldest, or the youngest, as the case
may be
SELF-IMAGE
- idea one has of his/her abilities,
appearance and personality
- how you view yourself
- can be positive, negative, or unrealistic
- as you stand before the mirror, what do
you see? How do you look? What skills
are you capable of doing?
SELF-CONCEPT
- collection and construction of an
individual's thoughts, feelings and beliefs
that he/she holds about himself/herself
and the responses of others about
him/her
- it is active, dynamic and adaptive
- Physical, social, psychological,
emotional and any other aspects that
makes who you are
- responds to the question "Who am I?"
Like, one may say, "I'm a sociable and
accommodating person." or, one may
perceive himself/herself as an
indispensable member of the
organization, or a nurturing and caring
person.
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
- Also known as self worth
- 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
- one may look at himself/herself, and may
form either a positive or negative self-
esteem of himself/herself. If one's
attitude towards his/her physical self is
positive, his/her self- esteem is also
positive. He/she feels confident to
express his/her opinion, decision, or
objection, toward an issue because
he/she trusts himself/herself well
enough. It would be otherwise, if he/ she
lacks self-confidence
SELF-CONFIDENCE
- one will be able to express himself herself
freely
- people with high self-esteem can
establish better work relationship than
those with low self-esteem, or none at all.
It becomes necessary then that one
builds his/her confidence or self-esteem
FACTORS AFFECTING GROWTH AND
DEVELOPMENT
HEREDITY
- transmission of physical characteristics
from parents to children through their
genes
- influences all aspects of physical
appearance such as height, weight, body
structures, the color of the eye, the
texture of the hair and even intelligence
and aptitudes
- diseases are also passed through the
genes, such as diabetes, heart disease,
obesity and more. These genetic factors
can adversely affect the growth of a child.
TWO BIOLOGICAL FACTORS THAT
CONTRIBUTE TO A CHILD'S GROWTH
AND DEVELOPMENT
NUTRITION
- vital factor in a child's overall
development
- Prior to birth, a mother's diet and overall
health plays a role in the child's
development
- before pregnancy, women should take
Folic acid - 400 mcg
- Anencephaly - a serious birth defect in
which a baby is born without parts of the
brain and skull
- Spina Bifida - condition that affects the
spine and is usually apparent at birth
GENDER
- plays a factor in cognitive maturation in
that the boys tend to develop and learn
differently from girls
- Research suggests that boys have lower
level of school readiness than girls
- 1-22 pairs of chromosomes, the 23rd pair
determines the gender
- X X - female
- X Y - male
- Estrogen - hormone of girls
- Testosterone - hormone of boys
INTELLIGENCE
- specifically in emotion, means honestly
evaluating and paying attention to how
you feel
- when you feel a certain emotion, you do
your best to understand and explain it.
You are aware of how your actions and
emotion impact not only yourself, but,
other people, as well
TYPES OF INTELLIGENCE
INTELLIGENCE QUOTIENT (IQ)
- based on standardized tests
EMOTIONAL QUOTIENT (EQ)
- ability to understand, use, and manage
your own emotions in positive ways to
relieve stress, communicate effectively,
empathize with others, overcome
challenges and defuse conflict
SOCIAL QUOTIENT (SQ)
- capacity to communicate and form
relationships with empathy and
assertiveness
ADVERSITY QUOTIENT (AQ)
- ability of a person to deal with adversities
in their life
ENVIRONMENT
- observed that a well-nurtured child does
better than a deprived one and the
environment that they are constantly
immersed in contributes to this
- a good school and a loving family, build
in them strong social and interpersonal
skills, while excelling in academics and
extra curricular activities. It is different for
children who are raised in stressful
environment, such as poverty and broken
families
GEOGRAPHICAL INFLUENCE
- Living in an exciting community that has
parks, libraries and community centres
for group activities and sports, all play a
role in how much a child is involved.
Unlike those who have nowhere to go to
play, nor have the opportunity to be with
some other children to go outside often
and spend time playing video games at
home, instead of being with other
children and interacting with them. The
world one lives has cultural factors that
help shape the child's thought, attitudes
and behaviour. Like, in a happy family
where the father and the mother are
loving and nurturing and showing good
role modelling, raising a well-adjusted
child is not far behind.
PARENT'S SOCIO-ECONOMIC STATUS
- can determine many things about the
child's early development, like, how he
views the world, what, how much and
how often he eats in a day, the type of
early childhood education he went to, his
overall health, or how others view him.
What happens in a child's life between
the ages of two through five, impacts his
later success or failure in life.
ACCIDENTS AND INCIDENTS THAT
CHILDREN EXPERIENCED
- affect their physical development
- Print and social media show that kids
who have been exposed to repeated
trauma could become hypersensitive to
physical contact, developing in them
sensorimotor problems. Shown in movies
and television programs, physical and
sexual abuse could lead to many
physical health problems. Teachers in
schools heard sad stories of kids who
have been traumatized, causing them to
suffer from headaches, stomach aches
and other somatic symptoms. All these
have bearing on human growth and
development.
 THE SEXUAL SELF GENDER

- attitudes, feelings and behaviors that a

given culture associates with a person's
SELF-CONCEPT
biological sex (AMERICAN
- knowledge and belief that we have and PSYCHOLOGICAL ASSOCIATION,
the evaluation that we make about 2012)
ourselves
GENDER IDENTITY
- elements are self-schemas, or those
specific beliefs that help us organize and - internal awareness of where the
guide our processing of self- relevant individual belongs in the feminine and
information (MYERS & TWENGE, 2017). masculine categories
These schemas provide direction to our - how you want others to treat you
action and coherence to our identity. - how you perceive your gender
SELF SCHEMA CLASSIFICATIONS OF GENDER
- Impression about yourself IDENTITY
- Knowledge about yourself

SELF-SCHEMATIC GENDER QUEER

- Strength is public speaking - Individuals who choose not to label

themselves
ASCHEMATIC
GENDER FLUID
- Weakness is public speaking
- Individuals who choose the mixture of
SEXUAL SELF
male and female
- comprises a complex set of schemas that
GENDER VARIANT
allow us to understand and express
ourselves as sexual beings - Individuals who choose to break the
- We hold self-schemas that pertain to our norms
sex, gender, sexual orientation and
SEXUAL ORIENTATION
sexual expression/responses
- direction of one's sexual and romantic
SEX
interests (RATHUS, 2014)
- biological and physiological - Emotional and sexual attraction
characteristics that define men and
CLASSIFICATIONS OF SEXUAL
women and that constitutes the sex
categories of male and female (WORLD ORIENTATION
HEALTH ORGANIZATION, 2014)
- sometimes referred to as biological or
HETEROSEXUAL
assigned sex as it is based on what a
person is endowed by nature or at birth - Attracted to opposite sex

HOMOSEXUAL
- Attracted to same sex
BISEXUAL
- Attracted to both sexes
ASEXUAL
- Not attracted to any sex
PANSEXUAL
- Attracted to all people regardless of
gender and gender identity
POLYSEXUAL
- Attracted to multiple genders but not all
genders
THE BIOLOGICAL SEX
- begins with the sex chromosomes that
we inherit from our parents during the
time of fertilization, that is the fusion of
the sex cells of our parents. These sex
chromosomes are so called, because
they genetically program the organism to
develop either along a female or male
line. The mother's egg cells typically
carry an X chromosome while the
father's sperm cells are split into two
half have has X chromosomes while
the other half have has
chromosomes. If the sperm with an X
chromosome fertilizes the egg cell
first, then the resulting XX pair of sex
chromosomes produces a girl.
However, if the one with a Y
chromosome successfully unites with
the egg cell, then the XY pair produces
a boy. It should be noted though that the
X and Y chromosomes are not named
after their shape but to indicate the
difference in their appearance. X
chromosomes are bigger than the Y
chromosomes that on earlier
investigation appeared to lack a small
arm.
While this earliest event that happened in
our lives when we were yet a zygote, or
a single-cell organism, assigned us to a
particular sex, it did not lead to an
automatic divergence of sexual
development in boys and in girls. In fact,
sex is initially undifferentiated in the
embryo up until a certain time. Most
importantly, sexual development
basically follows a natural principle that
genetically programmed all human
beings to develop female bodies
(FREBERG, 2010). In the case of males,
there was an interference in the course
that led them to develop male bodies;
otherwise they could have developed
female bodies.
There are important stages that distinctly
defined the development of our biological
sex, first, during the prenatal stage when
the gonads, internal organs and external
genitalia are formed and then, in the
pubertal stage when the secondary sex
characteristics developed.
SEXUAL DEVELOPMENT
Y 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 sex-
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 EXTERNAL ORGANS
at the third month, the male's newly developed
At 6 weeks after fertilization, the external
testes begin to secrete two hormones the
reproductive organs for both males and
testosterone and anti-Müllerian hormones
females-begin to differentiate from initially the
(FREBERG, 2010). The testosterone, the most
same 4 parts: the glans, the urethral folds, the
common type of androgen hormones,
lateral bodies and the labioscrotal swellings
stimulates the development of the Wolffian
(PINEL, 2014). The glans develops into the
system while the anti- Müllerian hormone
head of the penis in the male or clitoris in the
inhibits the development of the Müllerian
female; the urethral folds fuse in the male while
system. Unlike the male testes that become
become enlarged as the labia minor a in the
activated and began releasing hormones, the
female; the lateral bodies form the shaft of the
female ovaries are almost completely inactive
penis in the male or the hood of clitoris in the
during the fetal development. The differentiation
female; and the labioscrotal swellings form the
of the female internal ducts does not require any
scrotum in the male or the labia major a in the
hormone at all. Normal female fetuses and even
female.
those ovariectomized female fetuses (those
whose ovaries have been removed) all develop
in the typical female direction.
 PUBERTY STAGE
As children transition into adulthood, they pass
the puberty stage that is characterized by
adolescent growth spurt, 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 hormone that acts 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)
(FREBERG, 2010). 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 (most
common type of estrogen). The testes also
produce estradiol in low amount; similarly, the
ovaries release androgens, including
testosterone, in small amount.
The higher the levels of androgen than
estrogen, masculinization occurs. Thus, in the
case of males, transformations include
development of muscle mass and strength,
broadening of shoulders and chest, growth of
facial and body hair including in the underarm,
abdomen, chest and pubic area, enlargement of
the larynx and the deepening of voice. Likewise,
the more abundant amount of estrogen than
androgen results in feminization. In females,
typical changes include enlargement of breasts,
changes in fat distribution and quantity,
widening of the hips, growth of body hair in the
underarm and pubic area and maturity of the
uterus.
ABNORMALITIES IN SEXUAL
DEVELOPMENT
GENDER DYSPHORIA
- Gender incongruence
- Assigned sex does not match with your
gender identity
For the majority, the processes by which the
gonads, the internal and the external organs
develop produce an unambiguous male or
female. However, there are a certain conditions
in which sex characteristics including
chromosomes, sex hormones, external and
internal reproductive organs, do not fit with the
typical male or female biological make-up.
Among the inter sex conditions described below
by FREBERG, (2010) & PINEL (2014) are
Androgen Insensitivity Syndrome (AIS),
Adrenogenital Syndrome, and 5-Alpha-
Reductase Deficiency
ANDROGEN INSENSITIVITY
SYNDROME (AIS)
- Individuals with AIS have an XY
genotype but develop a female
appearance
- Remember that in male embryos, their
testes produce androgens and anti-
Müllerian hormones. In the case of AIS,
there is a mutation in the androgen
receptors such that they become
unresponsive, or it is as if no androgens
are released. This non- reactivity to
androgen prevents the development of
the Wolffian system, which is the
antecedent of the male internal organ.
Because the anti-Müllerian hormone
functions normally, the internal female
reproductive system does not also fully
develop resulting to a shallow vagina,
with no uterus, fallopian tubes and
ovaries. Although individuals with AIS are
 genetic males many have married and
maintained their female gender identity
and physical appearance.
ANDROGENITAL SYNDROME
- due to congenital adrenal hyperplasia
(CAH), a heritable condition in which
there is increased level of androgens
- this has little observable effects in males
because they are typically exposed to
high levels of androgens. Females born
with CAH, who have higher than typical
amounts of androgen circulating in their
system, develop ambiguous external
genitalia such as an enlarged clitoris and
fused labia and in some cases, no
vaginal opening. Behavior is also
affected, in which they display
tomboyishness engage more in male-
related activities and are more likely to
engage in bisexual and lesbian behavior.
However, it should be noted that majority
of women with CAH are heterosexual
and that the majority of bisexual and
lesbian women do not have CAH or other
similar conditions.
5-ALPHA-REDUCTASE DEFICIENCY
- Individuals born with this condition have
a deficient enzyme known as 5-Alpha-
reductase that converts testosterone into
5-alpha-dihydrotestosterone
- 5-alpha-dihydrotestosterone is
responsible for the masculinization of the
external organs of the fetus. Those with
this condition have ambiguous external
genitals and are commonly raised as
girls. At puberty, increased levels of
testosterone lead to the development of
male secondary sex characteristics. In a
surprising turn of events, these
individuals are raised as external organs
and take a male gender identity. girls
develop normal male
GENDER
- describe the characteristics, whether
biologically or socially - influenced, that
people use to define males and females
FOUR DIFFERENT TYPES OF GENDER
MASCULINE GENDER
- used to denote a male subtype
FEMININE GENDER
- used to denote the female subtype
NEUTER GENDER
- used to denote nonliving and lifeless
things
- neuter means neither, which is neither
male nor female
COMMON GENDER
- denotes either a male or female sex
GENDER IDENTITY
- personal sense of one's own gender
- correlate with a person's assigned sex or
can differ from it
- in most individuals, the various biological
determinants of sex are congruent, and
consistent with the individual's gender
identity
CISGENDER
- used to describe people whose gender
identity matches the sex they were
assigned at birth
GENDERQUEER
- non-binary or genderqueer is an umbrella
term for gender identities that are not
solely male or female
INTERSEX
- describe a variety of medical conditions
wherein an individual's reproductive
anatomy or genitals do not fit binary
definition of female and male
THREE TYPES OF INTERSEX
XX INTERSEX
- xx but develops penis
XY INTERSEX
- xy but develops vagina
TRUE GONADAL INTERSEX
- hermaphroditism
- 1 testes, 1 ovary = ovotestis
TRANSGENDERMAN
- man whose sex is female but he lives and
identifies as male
TRANSGENDERWOMAN
- woman whose sex is male but he lives
and identifies as female
GENDER EXPRESSION
- way in which a person expresses a
gender identity, typically through their
appearance, dress, and behavior
SEXUAL ORIENTATION
- person's identity in relation to the gender
or genders to which they are sexually
attracted; the fact of being heterosexual
and homosexual
ASEXUAL
- people who identify as asexual
experience little or no sexual attraction to
others
BISEXUAL
- people are those who have the capacity
to form attraction and/or relationships to
more than one gender
GAY
- gay males are self identified men who are
emotionally, physically, romantically
attracted to people who identify as male
LESBIAN
- self identified females who are
emotionally, physically, romantically
attracted to people who identify as
female
HETEROSEXUAL
- individual who identifies as either male or
female
QUEER
- describes sexual and gender identities
other than straight and cisgender
FACTORS CONTRIBUTING TO
SEXUAL ORIENTATION
BIOLOGICAL FACTOR
- there is evidence of genetic link in sexual
orientation. It was found that 25%
monozygotic twins, whose genetic code
nearly identical, share a gay male sexual
orientation, as compared with 22%
fraternal twins
MONOZYGOTIC TWINS
- identical
DIZYGOTIC TWINS
- fraternal
ENVIRONMENTAL FACTOR
- some of the theories for homosexual
orientation include nearly exposure to an
 enjoyable male-male or female female ESTRADIOL AND TESTOSTERONE
sexual encounters, in availability of a
sexual partner of the opposite sex in - women
one's cultural group, o as reported by - implicated as the hormones critical in
some, an experience, of childhood modulating women's sexual desires
sexual abuse by someone of the same, ESTRADIOL
gender that influences their own sexual
orientation - produced by the ovaries
- increases sexual desire in
MULTIDIMENSIONAL VIEW OF THE
postmenopausal women (e.g. Cappelletti
SEXUAL SELF
& Wallen, 2016)

TESTOSTERONE

- produced by both the ovaries and

adrenal glands
- has the greatest impact on sexual activity
(Freberg, 2010)

Women are sexually receptive under any

hormonal condition and irrespective of their
levels of sexual desire (Wallen, 2001)

EROGENOUS ZONES

Stimulation of the erogenous zones or those

SEXUAL BEHAVIOR areas in the human body that have heightened
- associated with cultural and social sensitivity, can produce sexual responses
norms. For stance, sexual intercourse is including arousal, sexual thoughts and/or
often avoided during menstruation, or fantasies and orgasm.
increases during celebrations or holidays
in some cultural context Males and females appear to have effectively
the same distribution of erogenous zones. This
SEX HORMONES was the finding derived from a systematic study
on the magnitude of arousal for various body
- important in our sexual development for
parts between men and women (Turnbull,
their developmental and activating
Lovett, & Chaldecott, 2014).
effects (Pinel, 2014)
- influence our sexual development from BODY PARTS AROUSAL SCORE
conception to sexual maturity (HIGHEST FIRST)
- promote the development of the sex
FEMALES MALES
organs and secondary sex
Clitoris Penis
characteristics of males and females
Vagina Mouth / Lips
- responsible for activating the
Mouth / Lips Scrotum
reproduction-related behaviors of
Nape of Neck Inner Thigh
sexually mature adults that includes the
Breasts Nape of Neck
sexual drives and responses
Nipples Nipples
 Inner thigh Perineum
Back of Neck Pubic Hairline
Ears Back of Neck
Lower Back Ears
SEXUAL RESPONSE
Sexual desire is typically higher in men than in
women (van Anders, 2012). Men reported to be
more open to casual sex and multiple sex
partners while women are more likely to
combine sex with romantic relations
(Rathus, 2014).
William Masters and Virginia John(1966) found
that males and females tend to produce the
same biological responses to sexual stimulation
including vasocongestion and myotonia
VASOCONGESTION
- swelling of the bodily tissues due to
increased blood flow that causes erection
of the penis and the swelling of the
nipples and the surrounding area of the
vagina
MYOTONIA
- muscle contraction and tension that
causes spasms of orgasm and spasms of
the hands and feet. With adequate
sexual stimulation, natural responses
including erection, vaginal lubrication and
orgasm are achieved
FOUR PHASES OF SEXUAL RESPONSE
ACCORDING TO MASTERS AND JOHN
EXCITEMENT PHASE
- For males, the penis becomes erect, the
scrotal skin thickens and becomes less
baggy and the testes increase in size and
become elevated.
- In females, excitement is seen in the
engorgement of the clitoris and the labia
and expansion of the inner parts of the
vagina. Vaginal lubrication also starts.
There is increased heart rate and blood
pressure.
PLATEAU PHASE
- advanced state of arousal before the
orgasm
- characterized by a somewhat stable
state in the cycle
- In males, there is a slight increase in the
size of the circumference of the head of
the penis. The testes are elevated in
preparation for ejaculation.
- In females, further vasocongestion is
seen in the swelling of the outer part of
the vagina and the full expansion of the
inner vagina. The clitoris shortens as it
withdraws beneath the chitoral hood.
Breathing becomes more rapid, heart
rate increases and blood pressure
continues to rise.
ORGASMIC PHASE
- Male orgasm involves muscle
contractions that propel semen from the
body. Sensations of pleasure tend to be
related to the strength of the contractions
and the volume of the seminal fluid. The
most intense are usually the first three to
four contractions and take place
at 0.8 second-intervals (five contractions
happening every four seconds). The
succeeding contractions appear more
slowly.
- Orgasm in females involves rhythmic
contractions of the vaginal walls, anal
sphincter and uterus. As with males,
contractions occur at 0.8 second
intervals. Pleasurable sensations are
subjectively located in the different areas
of the genital region. Weaker and slower
 contractions follow. Blood pressure and resources. Passion means romance and
heart rate reach a peak and respiration sexual feelings. Commitment means
also increases. deciding to enhance and maintain the
relationships. Passion is most crucial in short-
RESOLUTION PHASE
term relationships while intimacy and
- In the post-orgasm phase, the body commitment are more important in enduring
returns to its pre-aroused state. Men lose relationships. The ideal form of love
their erection and enter a refractory - consummate love-combines all three.
period during which they cannot
experience another orgasm or ejaculate.
The testes and scrotum also return to
their normal size. Females do not
experience a refractory period and
therefore can become quickly rearoused
to the point of multiple orgasm if they
want to and if there is continued sexual
stimulation.

LOVE, LUST, AND ATTACHMENT

Sexual relationships can be described based on

the kind or level of relationship that is shared
between partners. At the basic level is sex
which is a physical or biological need aimed
at releasing sexual tension and experiencing
pleasure and satisfaction. Without any deep
connection, partners engaging in sexual
intercourse merely satisfy their lust. Lust is
enjoyment in the "here and now" with little to
no consideration of long-term commitment
(Förster. Özelsel, & Epstude, 2010). In modern
times, this takes the form of hook-ups, one-night
stands, or "friends with benefits. When partners
not only physically desire, but most importantly
seek for an enduring union with each other,
sexual relationship already elevates to a higher
plane. Romantic love is usually associated
with attachment goals and sharing of life
together (Forster, Ozelsel, & Epstude, 2010).

The triangle comprises three essential

components: intimacy, passion and
commitment. Intimacy refers to the couple's
sense of closeness and the presence of
mutual concern and sharing of feelings and