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Revised Geco I Uts Prelims
Revised Geco I Uts Prelims
Revised Geco I Uts Prelims
PRELIM PERIOD
A. PHILOSOPHY
1. Socrates
2. Aristotle
3. Plato
Socrates
By what means?
Plato
1. Reason: the divine essence that lets us think deeply (wisdom), make wise choices,
and achieve a true understanding of eternal truths
2. Physical Appetite: accounts for the basic biological needs such as hunger, thirst
and sexual desire
3. Spirit/Passion: accounts for the basic emotions such as love, anger, ambition,
aggressiveness, and empathy
Aristotle
The Post-Aristotelians
Theo-centric
1. From the scientific investigation on nature and search for happiness to the
question of life and salvation in another realm, in a better world (i.e., the afterlife)
2. Influence from ancient thought:
a. The (human) self-endures through time
3. More imposing than informing, because it was trying to aim at paganism and
barbarism
4. There was an aim to merge philosophy and religion (Christian, Jewish, Muslim)
a. The labels we attribute to ourselves are taken from the things we encounter in
our environment
Examples: Gardener, Artist, Kind, Loving - “The things that we love tell
us what we are.”
If St. Thomas tells us that our knowledge is based on our encounter of things, does this
mean that we get to know everything simply by experiencing it?
Anthropocentric
Dualism
JOHN LOCKE
DAVID HUME
IMMANUEL KANT
1. A priori concepts
2. The self actively organizes all the sensations and thoughts into a picture that
makes sense to each one of us
3. Self as subject, not object
GILBERT RYLE
1. Grounded in neuroscience
2. The mind/self is the brain
1. Political Revolution
2. Industrial Revolution
3. Scientific advancements and growth of materialism
4. Theory of Evolution
5. More humanist as a response to the so-called alienation of the human person
EDMUND HUSSERL
1. We experience our self as a unity which the mental and physical are seamlessly
woven together
Questions to ponder!
B. SOCIOLOGY
C. PSYCHOLOGY
a. The superego incorporates the values and morals of society which are learned
from one's parents and others
a. The only region of the mind that is in contact with reality; it operates to fulfil
the reality principle
b. The ego constantly tries to reconciles the irrational wants of the id and the
superego with the realistic demands of the world
ID SUPEREGO
“I want to do that “It’s not right to do
now” that”
EGO
“Maybe we can
compromise”
The job of the ego or self is to balance the aggressive drives of the id with the moral
control of the superego.
Description
1. When the scale is out of balance, it is the responsibility of the EGO to mediate the
conflict between the ID and SUPEREGO
2. Weak ego will lead to ANXIETY
3. To protect the ego from anxiety, we use DEFENSE MECHANISMS
Imaginary Audience
1. Adolescents are thought to believe that others are always watching and evaluating
them, and that they are special and unique
Self-Concept
1. Mental representation
1. A person's ideal self may not be consistent with what actually happens in life and
experiences of the person
2. Hence, a difference may exist between a person's ideal self and actual experience
3. Carl Rogers believed that for a person to achieve self-actualization they must be
in a state of congruence
1. TEMPORAL COMPARISON
a. Considering your present condition in relation to how you were in the past
2. SOCIAL COMPARISON
Depending on the level of someone’s motivation, he/she may have the tendency to
compare himself/herself with others either in an UPWARD or DOWNWARD kind of
comparison
a. When we compare ourselves with those who we believe are better than us
b. Often focus on the desire to improve our current level of ability
c. A highly motivated person tends to engage in upward comparisons, and
usually assume himself/herself as better or equal to the “best person”
d. Studies have shown that if given a chance, people choose to make upward
comparisons instead of downward ones
a. When we compare themselves to others who are worse off than ourselves
b. Often centered on making ourselves feel better about our abilities
c. A person who is unhappy or is unmotivated usually engages in this to feel
better about himself/herself
Motivation plays a role in this model and is manifested by self-evaluation and self-
enhancement.
Description
Self-Esteem
Reference Group
1. One’s identity must balance the need to be similar to one’s reference group with
the need to be a unique individual
a. Children become aware of the need for a group identity and are often afraid or
acting differently
b. Teens often seem torn between the need to assert their own individual identity
and the need to conform to their reference group
c. New identities are forged in relation to work, parenthood, economic status,
and ageing
D. ANTHROPOLOGY
The self and person in contemporary anthropology & the self being embedded in culture
Western Self
Non-western self
1. identity shared with others and derived from a culture instead of a “self”
Individualism
Collectivism.
People are encouraged to do what's best for Families and communities have a central role
society
a. Buddha discovered why life is filled with suffering and how humanity can
escape from this unhappy existence
Implies emphasis on compassion for others and conduct ourselves with restraint out
of a sense of responsibility
a. Hindus believe that an individual’s action (karma) – the bad or good actions that
the individual performed in a previous life determines his or her caste
In simple terms, the law of karma suggests that a person's mental and physical
actions are binding
The law of karma is very much verifiable in real life
We all have seen in our own lives, and in nature too, that we reap what we
sow
Our successes and failures are mostly products of our own thoughts and
actions
3. Taoism (Lao-Tzu)
4. Confucianism (Confucius)
a. Belief that certain sets of human relationships are basis for moral community
Ruler and minister
Friend and friend
Elder and younger brother
Husband and wife
Father and son
🙟 PRELIM PERIOD 🙜
ANTHROPOLOGY
This subject covers the Western Self vs. Non-Western Self and
Individualism vs. Collectivism.
Terminal Objectives
1. State and explain the Western Self versus the Non-Western Self.
2. Declare and expound Individualism versus Collectivism.
Enabling Objectives
The self and person in contemporary anthropology & the self being
embedded in culture
Western Self
Non-western self
Individualism
Collectivism.
ACTIVITY #1
LEARNING ACTIVITIES
Definition
01. Anthropology
02. autonomous
03. center stage
04. central role
05. Collectivism
06. contemporary anthropology
07. culture
08. egocentric
09. embedded in culture
10. higher performance
11. highly valued
12. independence
13. independent part
14. individual rights
15. Individualism
16. individualistic nature
17. Non-western self
18. self
19. selflessness
20. self-reliant
21. social rules
22. society
23. unique
24. universe
25. Western Self
Identification
Multiple Choice
Directions: Choose the letter of your choice and write it on the blank.
a. quickly valued
b. poorly valued
c. unfavorably valued
d. insignificantly valued
e. highly valued
16. What are the social rules on community and individual needs in
a collective society?
a. Individual rights
b. Community rights
c. Individual faults
d. Universal rights
e. Students’ rights
1. How will you show that you are an independent part of the
universe?
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02: How do you perform your duty to others without harming
yourself and your love ones?
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03: Given a choice, which will you choose, your individual rights
or the rights for everyone? Why?
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Lesson Application
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🙟 PRELIM PERIOD 🙜
PHILOSOPHY
Century)
Terminal Objectives
Enabling Objectives
Socrates
By what means?
Plato
Aristotle
4. Self comes from a First Cause, the source of all changes although
unchangeable itself
5. The goal of the human self is reached in happiness through
moderation or balance of things
The Post-Aristotelians
Theo-centric
Anthropocentric
Dualism
2. Physical Body
a. Governed by the laws of nature
JOHN LOCKE
DAVID HUME
IMMANUEL KANT
1. A priori concepts
2. The self actively organizes all the sensations and thoughts into a
picture that makes sense to each one of us
3. Self as subject, not object
GILBERT RYLE
1. Grounded in neuroscience
2. The mind/self is the brain
1. Political Revolution
2. Industrial Revolution
3. Scientific advancements and growth of materialism
4. Theory of Evolution
5. More humanist as a response to the so-called alienation of the
human person
EDMUND HUSSERL
ACTIVITY # 2
LEARNING ACTIVITIES
Guide Questions for Class Interaction
1. What is your interpretation of this statement? – “what Socrates
meant by knowing thyself and the two aspects of reality”
2. How do you explain the meaning of the 3-Part Soul/Self (Psyche)
by Plato?
3. Can you demonstrate that the mind is a tabula rasa or blank slate?
How?
4. Is the moral norm the attainment of happiness? Why?
5. What do you mean by theocentric? Explain.
6. What do you mean by anthropocentric? How do you show the
practice of anthropocentric?
7. What is the meaning of: a. political evolution, b. industrial
revolution, c. scientific advancements and growth of materialism,
d. theory of evolution, and d. more humanist as a response to the
so-called alienation of the human person? Explain.
Definition
Directions: Define the following terms:
1. Anthropocentric
2. Cogito ergo sum
3. Conscious awareness
4. Dualistic Reality
5. Epicureanism
6. Harmony
7. Hedonism
8. Impressions
9. Know thy self
10. Lived Body
11. Memory
12. Neuroscience
13. Platonic Realm of Idea
14. Physical Appetite
15. Physical Body
16. Psyche
17. Reason
18. Self-knowledge
19. Spirit / Passion
20. Stoicism
21. Tabula Rasa
22. Theo-centric
23. Thinking
24. Transcendent God
25. Wisdom
Identification
Multiple Choice
Directions: Choose the letter of your choice and write it on the blank
after each number.
a. Aristotle
b. Socrates
c. Plato
d. St. Thomas Aquinas
e. St. Augustine
a. Aristotle
b. Socrates
c. Plato
d. St. Thomas Aquinas
e. St. Augustine
a. Aristotle
b. Socrates
c. Plato
d. St. Thomas Aquinas
e. St. Augustine
a. Aristotle
b. Socrates
c. Plato
d. St. Thomas Aquinas
e. St. Augustine
a. Aristotle
b. Socrates
c. Plato
d. St. Thomas Aquinas
e. St. Augustine
a. Aristotle
b. Socrates
c. Plato
d. St. Thomas Aquinas
e. St. Augustine
a. Sigmund Freud
b. Plato
c. Aristotle
d. Socrates
e. Immanuel Kant
a. Sigmund Freud
b. Plato
c. Aristotle
d. Socrates
e. Immanuel Kant
a. Sigmund Freud
b. Plato
c. Aristotle
d. Socrates
e. Immanuel Kant
a. Sigmund Freud
b. Plato
c. Aristotle
d. Socrates
e. Immanuel Kant
a. Sigmund Freud
b. Plato
c. Aristotle
d. Socrates
e. Immanuel Kant
a. Love
b. Anger
c. Hunger
d. Ambition
e. Aggressiveness
a. St. Augustine
b. St. Thomas Aquinas
c. Rene Descartes
d. John Locke
e. David Hume
17. The philosopher who advocated that impressions are the basic
sensations of experience.
a. St. Augustine
b. St. Thomas Aquinas
c. Rene Descartes
d. John Locke
e. David Hume
18. The philosopher who advocated “Cogito ergo sum.”
a. St. Augustine
b. St. Thomas Aquinas
c. Rene Descartes
d. John Locke
e. David Hume
a. St. Augustine
b. St. Thomas Aquinas
c. Rene Descartes
d. John Locke
e. David Hume
a. Anthropocentric
b. theo-centric
c. stoicism
d. hedonism
e. epicureanism
a. Anthropocentric
b. theo-centric
c. stoicism
d. hedonism
e. epicureanism
22. It means apathy or indifference to pleasure.
a. Anthropocentric
b. theo-centric
c. stoicism
d. hedonism
e. epicureanism
a. Anthropocentric
b. theo-centric
c. stoicism
d. hedonism
e. epicureanism
a. Ancient Philosophy
b. Medieval Philosophy
c. Modern Philosophy
d. Contemporary Philosophy
e. None of the above
a. Medieval Philosophy
b. Modern Philosophy
c. Contemporary Philosophy
d. None of the above
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3. Do you really exist? What makes you sure that you do exist?
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Lesson Application
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🙟 PRELIM PERIOD 🙜
PSYCHOLOGY
1. State and elucidate the meaning of the structure of the self and
what they represent according to Sigmund Freud
2. State the meaning of Functionalism and interpret its meaning
according to William James
3. Trace and clarify Symbolic Interactionism according to George
Herbert Mead
4. Demonstrate how adolescents achieve an imaginary audience
5. Illustrate our mental representation – how we look like, how we feel
in different types of situation, how we behave towards others, what
we do at work and the roles we have in the family and society
6. Differentiate the meaning and solve an individual’s self and his
actual experience
7. Define and show how an individual compares himself/herself to
others
8. Define and compare ourselves to others with those who are better
than us
9. Explain and compare ourselves to others who are worse off than
ourselves
10. Demonstrate how you compare yourself with enhancement
11. Justify how you compare yourself with self-esteem
12. Show how you evaluate yourself using a standard reference
group
13. Affirm how you create your identity in relation to your work,
parenthood, economic status, and ageing
a. The only region of the mind that is in contact with reality; it operates
to fulfil the reality principle
b. The ego constantly tries to reconciles the irrational wants of the id
and the superego with the realistic demands of the world
ID SUPEREGO
“I want to do that now” “It’s not right to do that”
EGO
“Maybe we can compromise”
The job of the ego or self is to balance the aggressive drives of the id
with the moral control of the superego.
Description
Imaginary Audience
Self-Concept
1. Mental representation
1. TEMPORAL COMPARISON
a. Considering your present condition in relation to how you were in the
past
2. SOCIAL COMPARISON
Description
Self-Esteem
1. Used to describe a person's overall sense of self-worth or
personal value
2. In other words, it refers to how much you appreciate and like
yourself
3. Self-esteem is often seen as a personality trait, which means that it
tends to be stable and enduring reference group
Reference Group
a. Children become aware of the need for a group identity and are often
afraid or acting differently
b. Teens often seem torn between the need to assert their own
individual identity and the need to conform to their reference
group
c. New identities are forged in relation to work, parenthood, economic
status, and ageing
ACTIVITY # 3
LEARNING ACTIVITIES
1. What is the meaning of the structure of the self and how do they
represent according to Sigmund Freud?
2. What is the meaning of Functionalism and interpret its meaning
according to William James?
3. How do you trace the Symbolic Interactionism according to
George Herbert Mead? Clarify.
4. Can you demonstrate how adolescents achieve an imaginary
audience? Show.
5. What do you mean by our mental representation – how we look
like, how we feel in different types of situation, how we behave
towards others, what we do at work and the roles we have in the
family and society? Illustrate.
6. What is the meaning of individual’s self and how do you
differentiate it from his actual experience?
7. How do you define and compare himself/herself to others?
8. How do you compare ourselves to others with those who are better
than us? Explain.
9. How do you compare ourselves to others who are worse off than
ourselves? Explain.
10. How do you compare yourself with enhancement?
Demonstrate.
11. How do you compare yourself with self-esteem? Justify.
12. How do you evaluate yourself using a standard reference
group? Show.
13. How do you create your identity in relation to your work,
parenthood, economic status, and ageing? Affirm.
Definition
Identification
Multiple Choice
Directions: Choose the letter of your choice and write it on the blank.
1. _____ Which of the following best describes a reference group?
a. By self-evaluation only
b. By self-enhancement only
c. By self-evaluation and self-enhancement
d. By comparison
e. None of the above
a. Repression
b. Displacement
c. Regression
d. Projection
e. Sublimation
14. _____ Which of the ego defense mechanism states that the ego
may revert back to an earlier stage during times of stress and
anxiety?
a. Repression
b. Displacement
c. Regression
d. Projection
e. Sublimation
a. Repression
b. Displacement
c. Regression
d. Projection
e. Sublimation
16. _____ Which ego defense mechanism says that when the ego is
threatened, it unconsciously forgets or blocks unpleasant
feelings?
a. Repression
b. Displacement
c. Regression
d. Projection
e. Sublimation
a. Repression
b. Displacement
c. Regression
d. Projection
e. Sublimation
a. Repression
b. Displacement
c. Regression
d. Projection
e. Sublimation
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Lesson Application
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🙟 PRELIM PERIOD 🙜
SOCIOLOGY
Enabling Objectives
ACTIVITY #4
LEARNING ACTIVITIES
Definition
02. consequences
03. constructions
04. contemplation of personal qualities
05. hidden/façade
06. impressions
07. in relation to others
08. in relation to ourselves
09. individual’s perception
10. Johari Window
11. Looking Glass Self
12. not a passive participant
13. open/area
14. powerful influence
15. process
16. product of modern society
17. relatively stable
18. set of perceptions
19. shaped through interaction
20. social interaction
21. social systems
22. socialization
23. socially constructed
24. Sociological Perspective
25. technique
Identification
Multiple Choice
Directions: Choose the letter of your choice and write it on the blank.
3. _____ Which is the top in the list with whom are we in relation?
a. to all animals
b. to all plants
c. to all living things
d. to all non-living things
e. to ourselves
4. ______ Which is the second in the list with whom we are in
relation?
a. to nobody
b. to others
c. to everyone
d. to all living things
e. None of the above
5. _____ Which is the last in the list with whom we are in relation?
a. to ourselves
b. to anybody else
c. to others
d. to social systems
e. to social workers
a. Yes
b. No
c. Maybe
d. Sometimes
e. Always
a. Yes
b. No
c. Maybe
d. Sometimes
e. Always
10. _____ In the Looking Glass Self, how does a person’s self-
grow?
a. The person’s self grows out of what he/she learns from others
b. The person’s self grows out of his/her interaction with others
c. The person’s self grows out of what others teach him/her
d. The person’s self grows out of nothing
e. None of the above
16. _____ Do the Looking Glass Self and the Johari Window serve
the same purpose?
a. Yes
b. Maybe
c. Always
d. No
e. All of the above
17. _____ How many windows does the Johari Window have?
a. Four
b. Three
c. Two
d. One
e. None of the above
24. _____ Can we compare the Looking Glass Self and the Johari
Window?
a. No
b. Yes
c. Maybe
d. Always
e. Sometimes
25. _____ Is the Looking Glass Self the same as the Johari
Window?
a. Sometimes
b. No
c. Maybe No
d. Yes
e. None of the above
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4. Can you use the Johari Window to enhance your self-perception of
yourself and others
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Lesson Application
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🙟 PRELIM PERIOD 🙜
Enabling Objectives
a. Buddha discovered why life is filled with suffering and how humanity
can escape from this unhappy existence
4. Confucianism (Confucius)
a. Belief that certain sets of human relationships are basis for moral
community
ACTIVITY # 5
LEARNING ACTIVITIES
Definition
01. anxieties
02. Buddhism
03. compassion for others
04. Confucianism
05. constructive process
06. defensiveness
07. embedded in relationships
08. filial piety
09. Hinduism
10. humanity
11. interdependent
12. intuitive perception
13. karma
14. relational
15. Relativity of opposites
16. self-centered
17. sense of responsibility
18. spiritual development
19. stages of meditation
20. subjective perception
21. suffering
22. Taoism
23. transformations of consciousness
24. unhappy existence
25. wholesome personal identity
Identification
Multiple Choice
Directions: Choose the letter of your choice and write it on the blank.
01._____ Who discovered that life is filled with suffering and how
humanity can escape from this unhappy existence?
a. Siddhartha Gautama
b. the Hindus
c. Lao-Tzu
d. Confucius
e. None of the above
03. ____ Which of the following does not include parents in the
foundational concept in the thought of Confucius?
12. Who believed that to study the self is to deny the self?
a. Confucius
b. Lao-Tzu
c. The Hindus
d. Siddhartha Gautama
e. None of the above
a. Confucius
b. The Hindus
c. Lao-Tzu
d. Siddhartha Gautama
e. None of the above.
14. Who among the following believed that certain sets of human
relationships are basis for moral community?
a. Hindus
b. Siddhartha Gautama
c. Confucius
d. Lao-Tzu
e. None of the above
a. Hindus
b. Siddhartha Gautama
c. Confucius
d. Lao-Tzu
e. None of the above
a. Hindus
b. Siddhartha Gautama
c. Confucius
d. Lao-Tzu
e. None of the above
a. Hindus
b. Siddhartha Gautama
c. Confucius
d. Lao-Tzu
e. None of the above
18. Who among the following believed the need to ensure female
heirs?
a. Hindus
b. Siddhartha Gautama
c. Confucius
d. Lao-Tzu
e. None of the above
19. Who among the following does not believe displaying sorrow
for
their parents and death?
a. Hindus
b. Siddhartha Gautama
c. Confucius
d. Lao-Tzu
e. a, b, c, d
a. filial piety
b. filial wickedness
c. filial inequity
d. filial malice
e. filial evilness
21. Who believed in the relativity of opposites?
a. Hindus
b. Siddhartha Gautama
c. Confucius
d. Lao-Tzu
e. None of the above
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Lesson Application
Directions: Illustrate your answer.
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