UTS Module 5-8

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GE1 Module 8 Material Self
Bachelor of Secondary Education - MAPEH (Pangasinan State University)
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Study Guide in GE1: Understanding the Self Module No. 8
STUDY GUIDE FOR MODULE NO. _8_
CHAPTER II: UNPACKING THE SELF

A. THE MATERIAL/ECONOMIC SELF
MODULE OVERVIEW
A person’s tangible possessions like his or her car, house, clothes, even family and friends make
up his or her 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
person’s success or failure.
This module starts with the definition of what the material self, how much do we value our self
and how the self is defined by what is known as the consumer culture.
MODULE LEARNING OBJECTIVES
1. Determine the factors that contribute to one’s material / economic self

2. Understand the importance of self-value and self-worth
3. Analyze and evaluate one’s material and economic behavior that contributes to one’s sense
of self.
LEARNING CONTENTS (title of the subsection)
Many people work to earn money not just to buy basic necessities like food, clothes, shelter and
the like. People also spend money to buy material things that will bring them comfort,
convenience and pleasure. Some people buy things to earn admiration, praise and recognition
from other people while some buy things too represent their status in life. Many people perceive
material things as the extension of their identities. The attachment of human beings to material
things is influenced by many factors in the environment and in the present times, is greatly
influenced by the media. Some people think that acquiring material things is the key in improving
their identity. They assume that their participation in the consumption of goods and services
represent their material self as their participation furnishes them a status and role in society.
I SHOP, THEREFORE I AM
Barbra Kruger’s photograph gives representation to

consumption in terms of the literal meaning of the word. By
displaying the words, “I Shop Therefore I Am,” Kruger is
making a statement in regards to material consumption. The
open-ended statement allows the viewer to re-think
materialism. Kruger challenges the notion of consumption. As
well as this, she challenges the audiences perception. By
doing this she offers two meanings in this artwork. The
simplicity of the photograph, allows the audience to focus
entirely on the statement that Kruger is making. As Kruger
previously had a career in advertising, her knowledge allowed her to arrest the audiences
attention. This resulted in her choice in color, which attracts and demands the audiences
attention. Barbra Kruger’s artwork has stemmed from Descartes’ philosophy of “I think therefore I
PANGASINAN STATE UNIVERSITY 1

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am”. She has appropriated this statement to fit the idea of material consumption, where
Descartes’ initial meaning had nothing to do with Kruger’s intentions. The artwork was ironically
printed onto thousands of shopping bags, t-shirts and other products of consumption.
Consumerism
Kruger associates his work with the modern consumer-driven society. The catchphrase “I shop
therefore I am” was borrowed from the French philosopher Rene Descartes “I think Therefore I
am’. The phrase means that provided someone is simply thinking; they are livening a meaningful
existence, was sufficient proof that they did exist.
Kruger tries to imply with “I shop therefore I am” that the public is no longer defined by what it
thinks, but rather by what they owned. During the 1980s, the society witnessed the “economic
potential of working people and broadening markets, widening the availability of credit and
stimulating homeownership and share ownership,” a change that had a serious impact on how
people consumed.
Barbara Kruger expresses her concerns with this art that the society has glided too far away from
the fundamentals; it somehow has transformed into a plastic society. According to her, modern
society is filled with people whose focus is on “what they have rather than who they are.” Society
feels as though their material possessions and social image define who they are instead of more
in-depth personal attributes like accomplishments and ideas. She uses her art to highlight the
shallowness of the modern consumer-driven society by juxtaposing contrasting statements.
The artist challenges the notion of identity construction through acts of consumption. However,
she does not stop there in criticizing the shallow, consumer-driven minds of modern society. She
went ahead to produce more artworks that bash consumer-obsessed individuals.
WILLIAM JAMES
Identities can be reflected on the possessions that people have. Some research are identified
and drawn upon developing this concept, which the concept is from consumer behavior. To be
able to identify this consumer behavior, people need to gain some understanding of the
meanings that consumer attach to possessions. People should first recognize that possessions,
intentionally or unintentionally, regard these as parts of themselves.
As Tuan (1998) argues, “our fragile sense of self needs support, and this we get by having and
possessing things because, to a large degree, we are what we have and possess.” This premise
regarded possessions are part of self of a person that is not a new concept.
This is concluded by William James who laid the foundations for modern conceptions of help, he
said “ a man’s self is the sum total of all that he can call his, not only his body and psychic
powers, but his clothes and his house, his wife and children, his ancestors and friends, his
reputation and works, his lands, and yacht and bank account. All these things give him the same
emotions. If they wax and prosper, he feels triumphant; if they dwindle and die away, he feels
cast down, - not necessarily in the same degree for each thing, but in much the same way for
all.” If people define possessions as things, they call theirs, James was saying that people are
the sum of their possessions.
Two subclasses of the Material Self:

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1. The Bodily Self. The components of this is composed of the intimate parts of the
person, it includes our body’s aspects such as physical (arms head, legs etc),
emotional (feelings, desires etc), psychological (intelligence, cognition etc) and
moral (values, beliefs etc).
2. The Extracorporeal Self. Also known as the extended self. It includes the people
of great significance to us (family), possessions (house, car, clothes), places that
matter to us, products of our labor (job, handworks etc).
HOW MUCH DO WE VALUE OR SELF?
Self-worth and self-value are two related terms that are often used interchangeably. Having a
sense of self-worth means that you value yourself, and having a sense of self-value means that
you are worthy. The differences between the two are minimal enough that both terms can be
used to describe the same general concept.
Self-worth is defined by Merriam-Webster as “a feeling that you are a good person who
deserves to be treated with respect”.
On the other hand, self-value is “more behavioral than emotional, more about how you act
toward what you value, including yourself, than how you feel about yourself compared to others”
(Stosny, 2014).
The self-worth theory posits that an individual’s main priority

in life is to find self-acceptance and that self-acceptance is
often found through achievement (Covington & Beery, 1976).
In turn, achievement is often found through competition with
others.
Thus, the logical conclusion is that competing with others can

help us feel like we have impressive achievements under our
belt, which then makes us feel proud of ourselves and
enhances our acceptance of ourselves.
Our self-worth is determined mostly by our self-evaluated

abilities and our performance in one or more activities that we
deem valuable. However, people commonly use other
yardsticks to measure their self-worth. Here are five of the top
factors that people use to measure and compare their own
self-worth to the worth of others:
1. Appearance—whether measured by the number on the scale, the size of clothing worn,
or the kind of attention received by others;
2. Net worth—this can mean income, material possessions, financial assets, or all of the
above;
3. Who you know/your social circle—some people judge their own value and the value of
others by their status and what important and influential people they know;
4. What you do/your career—we often judge others by what they do; for example, a
stockbroker is often considered more successful and valuable than a janitor or a teacher;
5. What you achieve—as noted earlier, we frequently use achievements to determine
someone’s worth (whether it’s our own worth or someone else’s), such as success in
business, scores on the SATs, or placement in a marathon or other athletic challenge
(Morin, 2017).

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SELF IDENTITY AND CONSUMER CULTURE
Consumer researchers have recognized for a long time that people consume in ways that are
consistent with their sense of self (Levy 1959; Sirgy 1982). Important thought leaders in our field
have described and documented that consumers use possessions and brands to create their
self-identities and communicate these selves to others and to themselves (e.g., Belk 1988;
Fournier 1998; McCracken 1989)
One increasingly powerful context in which individuals construct and

express their identities is the material and consumer culture we live in.
Having the 'right' material goods has become vital to many, not so much
because of these goods themselves, but because of hoped-for
psychological benefits, such as moving closer to an ideal identity, creating a
desired social image, and achieving positive emotional states. Having,
buying, and desiring material goods has a profound impact on individuals'
identities and their well-being (Dittmar, 2008)
Previous studies have emphasized the significance of self-concept and consumer preference, as
purchases made by consumers were directly influenced by the image individuals had of
themselves (Onkivist & Shaw, 1987). Sirgy (1982) defined self-image congruity (also often
referred to as product-image congruity) as the process of consumers purchasing
products/brands that they perceived as possessing symbolic images similar to the image they
hold of themselves. This theory postulated that products and brands have symbolic meanings
and display certain images. Consumers’ choices to purchase, display, and use the products or
brands helped them communicate the symbolic meaning to themselves as well as to others.
Thus, the greater the congruity between human characteristics that exhibit consumers’ senses of
self and the characteristics that depicted a brand, the greater the consumers’ preferences were
for the brand (Sung, Choi & Tinkman, 2012).
Purchase can be the consumer’s self-concept or identity. This includes both sans possessions’
self and the extended self, and is often the object of introspection among most consumers at one
time or the other. Although the concept of ‘I’ can include virtually everything a person ever come
to own and live with, a systematic list would include six components a. their bodies, b. their
values and character, c. their successes and competence, d. their social roles, e. their traits’ and
finally, f. their possessions.
If a person had to invest a lot of resources (money, time, energy) finding and selecting a product,
then to psychologically justify that kind of investment, people tend to view that product as part of
their extended self. For this reason, more expensive purchases, and purchases for which they
have saved for a long time are more likely to become part of the extended self.
Products thus can relate to one’s self in two ways: a. by being instrumental to enhancing their
self sans possessions’ and; b. by becoming a valued possession. As to the second role, product
possessions become part of self by six mechanisms described above: by self-based choice, by
investment in acquisition, by investment in use, by bonding during use, as collections, and as
memory markers. ING CONTENTS (title of the subsection)

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LEARNING ACTIVITY 1
Watch the movie Confessions of a Shopaholic (2009). Write your reflection as to how you relate
with the main character of the movie in terms of spending habit.
LEARNING ACTIVITY 2
The Twenty Dollar Bill
A well-known speaker started his seminar by holding up a $20 bill in a room of 200 people.
He asked, “Who would like this $20 bill?”
Hands started going up.
He said, “I am going to give this $20 to one of you, but first, let me do this”, and he proceeded to
crumple up the $20 dollar bill.
He then asked, “Who still wants it?”
Still the hands went up in the air.
“Well”, he replied, “What if I do this?” and he dropped it on the ground and started to grind it into
the floor with his shoe. He picked it up, now crumpled and dirty.
“Now, who still wants it?”
Still the hands went into the air.
“How come you still want it?” he asked.
“It is still worth $20”, came the answer.
“Then, my friends, we have all learned a very valuable lesson”, said the speaker, “No matter what I
did to the money, you still wanted it because it did not decrease in value. It is still worth $20.”
“Many times in our lives” he continued, “We are dropped, crumpled, and ground into the dirt by the
decisions we make and the circumstances that come our way. We feel as though we are worthless.
But no matter what has happened or what will happen, you will never lose your value. Dirty or clean,
crumpled or finely creased, you are still priceless to those who love you. The worth of our
lives comes not in what we do or who we know, but by who we are.” YOU ARE SPECIAL,
NEVER FORGET IT!

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After reading the article, I feel

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The story affects me in such a way that

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I know I am worthy because

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SUMMARY
The things we own are extensions of our self, they are reflections of who we are. When we
possess something we can see it as part of human development, but we should incorporate this
thing well into the extended self. We buy things necessary for our survival and development as a
person, but we also need to guard ourselves so as not to easily fall into the consumer culture.
We should be more conscious and critical of the things that we buy as not to confuse this with
materialism. Material blessings are fruits of our labor and success. All we possess may change,
vanish, and be rotten but the authentic self will remain.
REFERENCES
Arcega, A., Cullar, D., Evangelista, L., Falculan, L. Understanding the Self. Mutya Publishing House, 2018.
Villafuerte, S., Quillope, A., Tunac, R., Borja, E., Understanding the Self. Nieme Publishing House, 2018.
Monilla, MJ. Ramirez, N. Understanding the Self. C&E Publishing Inc. 2018.
Corpuz,R., Estoque R. Tabotabo, C. Understanding the Self. C & E Publishing, 2019.
https://www.oxfordbibliographies.com/view/document/obo-9780199756384/obo-9780199756384-01
https://study.com/academy/lesson/consumer-culture-theory-definition-quiz.html35.xml#:~:text=Consumer
%20culture%20is%20a%20form,trivial%20by%2Dproduct%20of%20production.

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GE1 Module 7 - Sexual Self
Understanding the Self (Pangasinan State University)

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STUDY GUIDE FOR MODULE NO. 7

A. THE SEXUAL SELF
MODULE OVERVIEW
Understanding and experiencing the self includes a discussion on the biological factors and sexual
behavior that includes the reproductive system and the sex characteristics that differentiate between
man and woman. The reproductive system is designed for reproduction and sexual functions which
does not only affect how individuals view themselves but also their sexuality and sexual
relationships.
This module also includes discussion on sexual behaviors which include early pregnancy and
sexually transmitted infections and the recommended strategies on how the occurrence of such.
1. Discuss the sexual development involving the human reproductive system, sexual behavior and
human sexual response.
2. Distinguish between attraction, love and attachment
3. Examine the diversity of human sexuality
4. Identify the causes and consequences of sexually transmitted infections and teenage pregnancy
5. Reflect on the importance of contraception and Reproductive Health law
LEARNING CONTENTS (title of the subsection)
Talking about sex should not be considered as a taboo, but instead be deemed normal for there is a
need for people to learn more about their sexuality. Too many young people receive confusing and
conflicting information about relationships and sex, as they make the transition from childhood to
adulthood. This has led to an increasing demand from young people for reliable information, which
prepares them for a safe, productive and fulfilling life. Sexuality education responds to this demand,
empowering young people to make informed decisions about relationships and sexuality and
navigate a world where gender-based violence, gender inequality, early and unintended
pregnancies, HIV and other sexually transmitted infections (STIs) still pose serious risks to their
health and well-being. Equally, a lack of high-quality, age- and developmentally-appropriate
sexuality and relationship education may leave children and young people vulnerable to harmful
sexual behaviors and sexual exploitation.
Sexuality is an essential component of healthy development for young people. U.S. Surgeon
General David Satcher echoed these sentiments, stating that, ‘‘sexuality is an integral part of human
life,’’ and ‘‘sexual health is inextricably bound to both physical and mental health.’’
THE DEVELOPMENT OF SEX CHARACTERISTICS
Primary Sexual Characteristics

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Primary sexual characteristics refer to the reproductive organs themselves; e.g., the ovaries and
testes. Secondary sexual characteristics refer to other characteristic indicators of adult male and
female bodies (e.g., body hair). The development of primary sexual characteristics indicates youth
have become capable of adult reproductive functioning (i.e., the ability to make babies). The
development of both primary and secondary sexual characteristics begins during late childhood and
continues throughout early adolescence. However, it is important to remember youth experience
these changes at different rates and times. For more information about the biological and hormonal
changes that trigger these changes, and for suggestions about guiding young teens through this
process, please refer to the article on Puberty in the Middle Childhood series.
For females, the most significant primary sexual characteristic is the first menarche, or first
menstrual period. The first menarche indicates girls have begun to ovulate; i.e., to release mature
eggs that can become fertilized by male sperm through sexual intercourse. The average age for the
first menstrual period is 12 years, but girls can reach menarche at any age from 10 to 15 years old
and still be considered "normal."
For males, the primary sexual characteristics include an enlargement of the penis and testes, and
the first spermarche; i.e., the first ejaculation of mature sperm capable of fertilizing female eggs
through sexual intercourse. The average age of first spermarche is 13 years, but it can occur
anytime between the ages of 12 and 16 years. On average, the testes will begin to enlarge at about
11 years of age, but this growth can occur anytime between 9 and 13 years. On average, the penis
begins to enlarge around age 12, but this growth can begin at any age between 10 and 14 years.
The penis reaches its adult size at about age 14, but this can occur anytime between the ages 12
and 16.
Secondary Sexual Characteristics
Secondary characteristics are the result of hormonal changes in the body during puberty. These
changes are faster in girls than in boys. Some changes are common in both boys and girls while
others are specific to each gender. This is due to the different hormones released by them. Growth
of pubic hair, facial hair and under the armpit, increase in height, sweating, etc. are some of the
secondary sexual characteristics.
 Change in height: Most prominent change that occurs in adolescents is the change in their
heights. Growth hormone secretion and bone growth are much higher during this time.
 Sweat and Sebaceous glands: The pimples and acne in adolescents are mostly due to the
increased activities of sweat and sebaceous glands
 Hair growth: Another observable change is rapid hair growth under the armpit and pubic
area.
Females
In females, breasts are a manifestation of higher levels of estrogen; estrogen also widens the pelvis
and increases the amount of body fat in hips, thighs, buttocks, and breasts. Estrogen also induces

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growth of the uterus, proliferation of the endometrium, and menstruation.[4] Female secondary sex
characteristics include:
 Enlargement of breasts and erection of nipples.

 Growth of body hair, most prominently underarm and pubic hair
 Widening of hips; lower waist to hip ratio than adult males.
 Elbows that hyperextend 5–8° more than male adults.
 Upper arms approximately 2 cm longer, on average, for a given height.
 Labia minora, the inner lips of the vulva, may grow more prominent and undergo changes in
color with the increased stimulation related to higher levels of estrogen.
Males
The increased secretion of testosterone from the testes during puberty causes the male secondary
sexual characteristics to be manifested. In males, testosterone directly increases size and mass
of muscles, vocal cords, and bones, deepening the voice, and changing the shape of
the face and skeleton. Converted into dihydrotestosterone in the skin, it accelerates growth
of androgen-responsive facial and body hair but may slow and eventually stop the growth of head
hair. Taller stature is largely a result of later puberty. Male secondary sex characteristics include:
 Growth of body hair, including underarm, abdominal, chest hair and pubic hair.
 Growth of facial hair.
 Enlargement of larynx (Adam's apple) and deepening of voice.
 Increased stature; adult males are taller than adult females, on average.
 Heavier skull and bone structure.
 Increased muscle mass and strength.
 Broadening of shoulders and chest; shoulders wider than hips.
 Increased secretions of oil and sweat glands.
THE HUMAN REPRODUCTIVE SYSTEM
The Male Reproductive System

The purpose of the organs of the male reproductive system is to perform the following functions:
 To produce, maintain, and transport sperm (the male reproductive cells) and protective fluid
(semen)
 To discharge sperm within the female reproductive tract during sex
 To produce and secrete male sex hormones responsible for maintaining the male
reproductive system
Parts :
 Scrotum– A small muscular sac-like organ which is located below and behind the penis. It
consists of the testes and is mainly involved in maintaining the temperature required for the
of sperm production.

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 Testes – It is also called as testicles. They are a pair of oval-shaped organs which are
mainly responsible for the sperm production and synthesis of testosterone- male hormones.
 Penis– It is the primary sexual organ which serves as both reproductive organ as well as
excretory organ and used for the purpose of sexual intercourse. It is a cylindrical tube-like
organ with a small opening at the top and is extremely sensitive as it becomes vertical when
a person is sexually aroused. Semen, containing sperm, is ejaculated from the opening at
the top when the person reaches sexual climax.
 Urethra– A narrow tube-like structure that conducts urine and semen from the urinary
bladder to the penis.
 Vas Deferens– It is a muscular tube that carries mature sperm produced in the testes to the
urethra.
The Female Reproductive System

The female reproductive organs are located near the lateral walls of the pelvic cavity. It is designed
to carry out several functions.
 It produces the female egg cells necessary for reproduction, called the ova or oocytes.
 The system is designed to transport the ova to the site of fertilization.
 Conception
 Menstruation
 Production of female hormones
Parts:
 Ovaries– They is a pair of organs which are mainly responsible for the production and
storage of ovum, or egg, which are the sex gametes in a female.

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 Uterus– It is commonly known as the womb. It is a pear-shaped muscular bag-like organ

with a strong muscular lining that holds the baby after fertilization. The uterus is referred as
the site for the embryo development as it protects the fertilized ovum and holds it till the
baby is mature enough for birth.
 Cervix– A cylinder ring-shaped tissue which is composed mainly of fibromuscular tissue. It is

located at the lowermost portion of the uterus and is involved in connecting the uterus and
the vagina.
 Vagina– – The primary sexual organ which serves as both excretory organ as well as
reproductive organ. It is a muscular and tubular part of the female genital tract that opens
outside the body and the opening of the vagina is called the vulva, which also includes the
clitoris, labia, and urethra. The vagina connects cervix to the external female body parts and
it is the path for penis during coitus as well as a fetus during delivery.
Human Reproduction
The average menstrual cycle lasts 28 days, with the cycle’s first day considered to be the first day of
menstruation. During the first 14 days of the cycle, an egg matures in a woman’s ovaries. This
maturation process is stimulated by a hormone called follicle stimulating hormone (FSH). The ‘coat’
around the maturing egg produces another hormone, estrogen, which makes the lining of the uterus
prepare for pregnancy. The uterus grows a nutrient-rich and secure bedding for the egg to settle into
after fertilization.
Around day 14 of the cycle, the egg is ready for release and emerges from the ovary. This release is
triggered by an increase in another hormone called luteinizing hormone (LH). After release, the egg has
about a 12-24 hour window where it can be fertilized by a sperm. Sperm may survive in a woman’s

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genital tract and be capable of fertilizing an egg for up to three days after intercourse. Fertilization
happens high up in the fallopian tube.
If a sperm penetrates the egg, an embryo will begin to form. This happens through cell division: one cell
becomes two, which become four, which become eight, and so forth. After about seven days, the
embryo reaches the uterus and embeds itself in the lining of the uterus. Cells surrounding the embryo
make the hormone human chorionic gonadotropin (HCG), which signals the woman’s body that
pregnancy has occurred and the menstrual cycle stops until after delivery. If conception does not occur
the uterine lining will be shed and the cycle will begin again.
THE SEXUAL RESPONSE CYCLE
Masters and Johnson studied many different sexual behaviors during their investigations, one of the
most important products that came from their research was the development of the sexual response
cycle. The sexual response cycle is a series of four physiological phases that both men and women go
through during intercourse. In order to accurately observe these physiological changes, the researches
carefully measured blood pressure, respiration rate, and indicators of sexual arousal such as level of
vaginal lubrication in women and the level of swelling and blood flow to the penis in men. In conclusion,
Masters and Johnson determined that the human body undergoes four distinct phases during sex:
1. Excitement Phase
General characteristics of
the excitement phase,
which can last from a few
minutes to several hours,
include the following:
 Muscle tension increases.

 Heart rate quickens
and breathing is accelerated.
 Skin may become flushed
(blotches of redness appear on
the chest and back).
 Nipples become hardened or
erect.
 Blood flow to the genitals increases, resulting in swelling of the woman's clitoris and labia minora (inner lips), and
erection of the man's penis.
 Vaginal lubrication begins.
 The woman's breasts become fuller and the vaginal walls begin to swell.
 The man's testicles swell, his scrotum tightens, and he begins secreting a lubricating liquid.
2. Plateau Phase
General characteristics of the plateau phase, which extends to the brink of orgasm, include the
following:
 The changes begun in phase 1 are intensified.

 The vagina continues to swell from increased blood flow, and the vaginal walls turn a dark purple.
 The woman's clitoris becomes highly sensitive (may even be painful to touch) and retracts under the clitoral hood
to avoid direct stimulation from the penis.
 The man's testicles are withdrawn up into the scrotum.
 Breathing, heart rate, and blood pressure continue to increase.
 Muscle spasms may begin in the feet, face, and hands.
 Muscle tension increases.

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3. Orgasm Phase
The orgasm is the climax of the sexual response cycle. It is the shortest of the phases and generally
lasts only a few seconds. General characteristics of this phase include the following:
 Involuntary muscle contractions begin.

 Blood pressure, heart rate, and breathing are at their highest rates, with a rapid intake of oxygen.
 Muscles in the feet spasm.
 There is a sudden, forceful release of sexual tension.
 In women, the muscles of the vagina contract. The uterus also undergoes rhythmic contractions.
 In men, rhythmic contractions of the muscles at the base of the penis result in the ejaculation of semen.
 A rash, or "sex flush" may appear over the entire body.
4. Resolution Phase
During resolution, the body slowly returns to its normal level of functioning, and swelled and erect
body parts return to their previous size and color. This phase is marked by a general sense of well-
being, enhanced intimacy and, often, fatigue. Some women are capable of a rapid return to the
orgasm phase with further sexual stimulation and may experience multiple orgasms. Men need
recovery time after orgasm, called a refractory period, during which they cannot reach orgasm
again. The duration of the refractory period varies among men and usually lengthens with
advancing age.
THE CHEMISTRY OF ATTRACTION, LOVE AND ATTACHMENT

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Love and mating are the most basic, biologically programmed behaviors humans engage in.
Evolution created life, including human life, as a reproductive machine designed to pass on genes
to the next generation.
Think of the last time you ran into someone you find attractive. You may have stammered; your
palms may have sweated; you may have said something incredibly silly and become dreamy. And
chances are, your heart was thudding in your chest. It’s no surprise that, for centuries, people
thought love (and most other emotions, for that matter) arose from the heart. As it turns out, love is
all about the brain – which, in turn, makes the rest of your body go haywire.
According to a team of scientists led by Dr. Helen Fisher at Rutgers, romantic love can be broken
down into three categories: lust, attraction, and attachment. Each category is characterized by its
own set of hormones stemming from the brain.
1. Lust is driven by the desire for sexual gratification. The evolutionary basis for this stems from our
need to reproduce, a need shared among all living things. Through reproduction, organisms pass on
their genes, and thus contribute to the perpetuation of their species.
The hypothalamus of the brain plays a big role in this, stimulating the production of the sex
hormones testosterone and estrogen from the testes and ovaries. While these chemicals are often
stereotyped as being “male” and “female,” respectively, both play a role in men and women. As it
turns out, testosterone increases libido in just about everyone. The effects are less pronounced with
estrogen, but some women report being more sexually motivated around the time they ovulate,
when estrogen levels are highest.
2. Attraction seems to be a distinct, though closely related, phenomenon. While we can certainly
lust for someone we are attracted to, and vice versa, one can happen without the other. Attraction
involves the brain pathways that control “reward” behavior which partly explains why the first few
weeks or months of a relationship can be so exhilarating and even all-consuming.
Increased dopamine is associated with motivation, reward, and goal-directed behavior—hence the
drive to pursue your loved one or create them in fantasy if you can’t be with them. Dopamine also
creates a sense of novelty. Your loved one seems exciting, special and unique to you; you want to
tell the world about his special qualities.
Norepinephrine is responsible for the extra surge of energy and "racing heart" that you feel, as well
as the loss of, in some cases, both your appetite and your desire for sleep. It puts your body into a
more alert state in which you are ready for action.
Scientists think serotonin probably decreases at this stage, but more studies need to be done. Low
levels of serotonin are found in obsessive-compulsive disorder (OCD) and are thought to cause
obsessive thinking. In one Italian study of 60 students, those who were recently in love and those
with OCD both had less serotonin transporter protein in their blood than regular (not recently in love)
students.
3. Attachment involves wanting to make a more lasting commitment to your loved one. This is the
point at which you may move in together, get married, and/or have children. After about four years

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in a relationship, dopamine decreases and attraction goes down. If things are going well, it gets
replaced by the hormones oxytocin (cuddle hormone) and vasopressin, which create the desire to
bond, affiliate with, and nurture your partner. You want to cuddle and be close and share your
deepest secrets with him or her. You plan and dream together.
DIVERSITY OF HUMAN SEXUALITY
Diversity is all the ways we’re different from each other. It includes things like race, religion, culture,
physical ability, mental ability, family make-up, socio-economic status and sexual and gender
diversity.
Sexuality refers to the sexual feelings and attractions we have towards other people. There are
many different types of sexuality and it can take a while for people to figure out what is right for
them. All are perfectly normal and part of the broad range of human relationships and experiences.
A person’s sexuality is a central part of who they are, and can influence their thoughts, feelings and
actions.
Rigid beliefs on sex and gender put people in boxes (or closets), but these beliefs do not reflect
realities on human sexuality, especially how gender roles and expressions, sexual attraction, and
sexual behavior influence how a person views or lives his or her own sexuality. These notions favor
male-female distinctions and are biased against those who do not fit existing stereotypes on sex
and gender.
When we talk about sexual and gender diversity, it’s important to understand these terms:
 Sex: Categories (male, female) to which people are typically assigned at birth based on
physical characteristics (e.g. genitals). Some people may be assigned intersex, when their
reproductive, sexual or genetic biology doesn’t fit the traditional definitions of male or female.
 Sexual Orientation: A person’s emotional and sexual attraction to others. It can change and
may or may not be the same as a person’s sexual behavior.
 Gender/Gender Identity: A person’s internal sense of identity as female, male, both or
neither, regardless of their sex.
 Gender Expression: How a person expresses their gender. This can include how they look,
the name they choose, the pronoun they use (e.g., he, she) and their social behavior.
Each person’s sexual orientation, gender identity and gender expression are a part of who they are.
When talking about these topics, it is common to see the acronym SOGIE, which stands for Sexual
Orientation, Gender Identity and (Gender) Expression.
The acronyms LGBTQ2S+, LGBTQ*, LGBTQ +, GLBT, LGBTTQ and LGBTQ2 refer to the spectrum
of sexual and gender identities that are not cisgender and heterosexual. They include lesbian, gay,
bisexual, transgender, two-spirit, queer, questioning, intersex and asexual. The asterisk (*) or plus
sign (+) shows there are other identities included that aren’t in the acronym. These acronyms mean
the same as ‘sexual and gender minorities.
Terms relating to LGBTQIA*
Ally | A person who is not LGBTQ but shows support for

LGBTQ people and promotes equality in a variety of ways.
Androgynous | Identifying and/or presenting as neither
distinguishably masculine nor feminine.

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Asexual | The lack of a sexual attraction or desire for other people.

Biphobia | Prejudice, fear or hatred directed toward bisexual people.
Bisexual | A person emotionally, romantically or sexually attracted to more than one sex, gender or
gender identity though not necessarily simultaneously, in the same way or to the same degree.
Cisgender | A term used to describe a person whose gender identity aligns with those typically
associated with the sex assigned to them at birth.
Closeted | Describes an LGBTQ person who has not disclosed their sexual orientation or gender
identity.
Coming out | The process in which a person first acknowledges, accepts and appreciates their
sexual orientation or gender identity and begins to share that with others.
Gay | A person who is emotionally, romantically or sexually attracted to members of the same
gender.
Gender dysphoria | Clinically significant distress caused when a person's assigned birth gender is
not the same as the one with which they identify. According to the American Psychiatric
Association's Diagnostic and Statistical Manual of Mental Disorders (DSM), the term - which
replaces Gender Identity Disorder - "is intended to better characterize the experiences of affected
children, adolescents, and adults."
Gender-fluid | According to the Oxford English Dictionary, a person who does not identify with a
single fixed gender; of or relating to a person having or expressing a fluid or unfixed gender identity.
Gender non-conforming | A broad term referring to people who do not behave in a way that
conforms to the traditional expectations of their gender, or whose gender expression does not fit
neatly into a category.
Genderqueer | Genderqueer people typically reject notions of static categories of gender and
embrace a fluidity of gender identity and often, though not always, sexual orientation. People who
identify as "genderqueer" may see themselves as being both male and female, neither male nor
female or as falling completely outside these categories.
Gender transition | The process by which some people strive to more closely align their internal
knowledge of gender with its outward appearance. Some people socially transition, whereby they
might begin dressing, using names and pronouns and/or be socially recognized as another gender.
Others undergo physical transitions in which they modify their bodies through medical interventions.
Homophobia | The fear and hatred of or discomfort with people who are attracted to members of
the same sex.
Intersex | An umbrella term used to describe a wide range of natural bodily variations. In some
cases, these traits are visible at birth, and in others, they are not apparent until puberty. Some
chromosomal variations of this type may not be physically apparent at all.
Lesbian | A woman who is emotionally, romantically or sexually attracted to other women.
Living openly | A state in which LGBTQ people are comfortably out about their sexual orientation
or gender identity – where and when it feels appropriate to them.
Non-binary | An adjective describing a person who does not identify exclusively as a man or a
woman. Non-binary people may identify as being both a man and a woman, somewhere in
between, or as falling completely outside these categories. While many also identify as transgender,
not all non-binary people do.
Outing | Exposing someone’s lesbian, gay, bisexual or transgender identity to others without their
permission. Outing someone can have serious repercussions on employment, economic stability,
personal safety or religious or family situations.
Pansexual | Describes someone who has the potential for emotional, romantic or sexual attraction
to people of any gender though not necessarily simultaneously, in the same way or to the same
degree.
Queer | A term people often use to express fluid identities and orientations. Often used
interchangeably with "LGBTQ."
Questioning | A term used to describe people who are in the process of exploring their sexual
orientation or gender identity.
Sex assigned at birth | The sex (male or female) given to a child at birth, most often based on the
child's external anatomy. This is also referred to as "assigned sex at birth."

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Transgender | An umbrella term for people whose gender identity and/or expression is different
from cultural expectations based on the sex they were assigned at birth. Being transgender does
not imply any specific sexual orientation. Therefore, transgender people may identify as straight,
gay, lesbian, bisexual, etc.
Transphobia | The fear and hatred of, or discomfort with, transgender people.
Getting to Know your Sexual Identity
Everybody has a sense of their sexuality: this is called your sexual identity. Your sexual identity is
about how you see this part of yourself and how you express it to others. Sexual identity is different
from sexual orientation. Sexual orientation is about your sexual preferences and who you are
attracted to.
Your sexual identity may not match your sexual orientation, for example, you may be a guy who is
attracted to other guys but still identify as 'straight'. Working out sexual orientation may be an
ongoing process throughout a person’s life. For instance, a young person might identify one way at
one time then differently in a few years' time.
SEXUAL HEALTH AND SEXUALLY TRANSMITTED DISEASES/ INFECTIONS
Fast Facts:
�Approximately 12 million girls aged 15–19 years and at least 777,000 girls under 15 years give
birth each year in developing regions.
�At least 10 million unintended pregnancies occur each year among adolescent girls aged 15–19
years in the developing world.
�Complications during pregnancy and childbirth are the leading cause of death for 15–19-year-old
girls globally.
�Of the estimated 5.6 million abortions that occur each year among adolescent girls aged 15–19
years, 3.9 million are unsafe, contributing to maternal mortality, morbidity and lasting health
problems.
�Adolescent mothers (ages 10–19 years) face higher risks of eclampsia, puerperal endometritis,
and systemic infections than women aged 20 to 24 years, and babies of adolescent mothers face
higher risks of low birth weight, preterm delivery and severe neonatal conditions.
More than a quarter of the world’s population is between the ages of 10 and 24, with 86% living in
less developed countries. These young people are tomorrow’s parents. The reproductive and sexual
health decisions they make today will affect the health and wellbeing of their communities and of
their countries for decades to come. In particular, two issues have a profound impact on young
people’s sexual health and reproductive lives: family planning and HIV/AIDS. Teenage girls are
more likely to die from pregnancy-related health complications than older women in their 20s.

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Statistics indicate that one-half of all new HIV infections worldwide occur among young people aged
15 to 24.
Sexually Transmitted Disease
The term sexually transmitted disease (STD) is used to refer to a condition passed from one person
to another through sexual contact. You can contract an STD by having unprotected vaginal, anal, or
oral sex with someone who has the STD.
An STD may also be called a sexually transmitted infection (STI) or venereal disease (VD).
Sexually transmitted diseases (STDs) or sexually transmitted infections (STIs) can have a range of
signs and symptoms, including no symptoms. That's why they may go unnoticed until complications
occur or a partner is diagnosed. Signs and symptoms may appear a few days after exposure, or it
may take years before you have any noticeable problems, depending on the organism. Signs and
symptoms that might indicate an STI include:
 Sores or bumps on the genitals or in the oral or rectal area

 Painful or burning urination
 Discharge from the penis
 Unusual or odd-smelling vaginal discharge
 Unusual vaginal bleeding
 Pain during sex
 Sore, swollen lymph nodes, particularly in the groin but sometimes more widespread
 Lower abdominal pain
 Fever
 Rash over the trunk, hands or feet
Sexually transmitted diseases (STDs) or sexually transmitted infections (STIs) can be caused by:
 Bacteria (gonorrhea, syphilis, chlamydia)

 Parasites (trichomoniasis)
 Viruses (human papillomavirus, genital herpes, HIV)
Who is most at risk with STI?

 you don’t use condoms during sex or dental dams (a thin latex square held over the
vaginal or anal area during oral sex)
 you have changed sex partners or had more than one sex partner in the last 12 months
 you or your partner share injecting equipment such as a syringes and needles
 you or your sex partner has another STI.
Most Common STDs

 Chlamydia
 Genital Herpes
 Genital Warts
 Gonorrhea
 Hepatitis B (HBV)
 HIV and AIDS
 Pelvic Inflammatory Disease (PID)
 Pubic Lice (Crabs)
 Syphilis
 Trichomoniasis

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Teenage Pregnancy
Teenage pregnancies and teenage motherhood are a cause for concern worldwide. Every year, an
estimated 21 million girls aged 15–19 years in developing regions become pregnant and
approximately 12 million of them give birth. Nowadays, the vast majority of teenage pregnancies
occur in low- and middle-income countries characterized by poor health-care services; therefore,
complications during pregnancy, birth, and postpartum phase are the second cause of death among
girls aging between 15 and 19 years worldwide. Additionally, it is estimated that some three million
teenage girls undergo unsafe abortions, which may result in consecutive reproductive problems or
even death.
Adolescents who may want to avoid pregnancies

may not be able to do so due to knowledge gaps
and misconceptions on where to obtain
contraceptive methods and how to use them.
Adolescents face barriers to accessing
contraception including restrictive laws and
policies regarding provision of contraceptive
based on age or marital status, health worker bias
and/or lack of willingness to acknowledge
adolescents’ sexual health needs, and
adolescents’ own inability to access
contraceptives because of knowledge,
transportation, and financial constraints.
Additionally, adolescents may lack the agency or
autonomy to ensure the correct and consistent
use of a contraceptive method. At least 10 million
unintended pregnancies occur each year among
adolescent girls aged 15-19 years in developing
regions
The teenage pregnancy rate in the Philippines was 10% in 2008, down to 9% in 2017. Live births by
teenage mothers (aged 10-19) in 2016 totaled 203,085, which slightly decreased to 196,478 in 2017
and 183,000 in 2018. Still, the Philippines has one of the highest adolescent birth rates among the
ASEAN Member States. Recent World Bank data shows that the Philippines has 47 births annually
per 1,000 women aged 15-19, higher than the average adolescent birth rates of 44 globally and
33.5 in the ASEAN region.
Sexuality Education in the Philippines
The 2012 Responsible Parenthood and Reproductive Health Act includes a provision that mandates
the Department of Education to implement age and development-appropriate Comprehensive
Sexuality Education (CSE) in formal and non-formal education settings. The long delay in the
adoption and integration of CSE in the K-12 Curriculum is a significant missed opportunity to
provide young people with non-judgmental and scientifically accurate and age-appropriate Sexuality
and Reproductive Health information that would curb the knowledge gap and provide life skills
needed to make informed decisions related to risk behaviors with consequences to their health.

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UNFPA, the United Nations sexual and reproductive health agency, recommends the following
measures to reduce teenage pregnancy:
1. Increasing adolescent and youth resilience and protection.
2. Managing fertility rates, improving education and employment opportunities of young
people to reap the demographic dividend
3. Enhancing social protection mechanisms
4. Improving access to adolescent and youth-friendly services, including contraceptives.
5. Strengthening parental skills for adolescents and youth
6. Strengthening inter-agency coordination and collaboration, both horizontally and
vertically
7. Robust data and statistics, and more updated evidence to inform policies and
programs for adolescents.
8. Maximizing use of media and communications for health promotion
FAMILY PLANNING AND RESPONSIBLE PARENTHOOD
Family Planning (FP) is having the desired number of children and when you want to have them by
using safe and effective modern methods. Proper birth spacing is having children 3 to 5 years apart,
which is best for the health of the mother, her child, and the family.
Benefits of Family Planning
Mother
 Enables her to regain her health after delivery.
 Gives enough time and opportunity to love and provide attention to her husband and children.
 Gives more time for her family and own personal advancement.
 When suffering from an illness, gives enough time for treatment and recovery.
Children
 Healthy mothers produce healthy children.
 Will get all the attention, security, love, and care they deserve.
Father
 Lightens the burden and responsibility in supporting his family.
 Enables him to give his children their basic needs (food, shelter, education, and better future).
 Gives him time for his family and own personal advancement.
 When suffering from an illness, gives enough time for treatment and recovery.
FAMILY PLANNING METHODS
1. Natural Family Planning (NFP) refers to a variety of methods used to prevent or

plan pregnancy, based on identifying a woman’s fertile days. For all natural methods,
abstinence or avoiding unprotected intercourse during the fertile days is what
prevents pregnancy. The effectiveness and advantages of NFP address the needs of
diverse populations with varied religious and ethical beliefs. They also provide an
alternative to women who wish to use natural methods for medical or personal
reasons.

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NATURAL CONTRACEPTIVE OPTIONS
Abstinence
Refraining from penetrative sex provides 100% protection from pregnancy, and offers effective
prevention of transmission of sexually transmitted infections as well
Withdrawal or Coitus interruptus
The withdrawal method of family planning is unlike other natural methods in that it is male-
controlled. Withdrawal has been used for centuries, following the discovery that ejaculation into the
vagina leads to pregnancy; this method prevents pregnancy by preventing contact between the
sperm and the egg
Calendar methods - based on calculations of cycle length
In calendar rhythm method, a woman makes an estimate of the days she is fertile based on past
menstrual cycle length. She does this with the expectation that the length of her current cycle, and
thus the time of her fertile phase, will not vary greatly from previous menstrual cycles.
Methods based on symptoms and signs
Ovulation Method, Billings Method, Cervical Mucus Method
This method is based on the changes in cervical secretions due to the effects of circulating levels of
estrogen and progesterone, as described above. Introduced in the 1960s, this method relies on
daily self-examination for the detection of the quantity and evaluation of the quality of cervical
secretions. Women are taught to feel for secretions throughout their cycles. Couples either abstain
from sex or use a barrier method during menstruation and on alternating days prior to the
appearance of cervical mucus. They abstain from unprotected intercourse from the time that the first
sticky mucus appears until four days after the last clear, stretchy, slippery mucus is observed.
Basal Body Temperature (BBT) Method
Due to the actions of progesterone on the hypothalamus, a woman’s body temperature rises slightly
after she ovulates (0.2 to 0.5 degrees C) and remains elevated until the end of the cycle, until
menstruation. Women who use this method must chart their temperature every day, immediately
after waking up and before getting out of bed or drinking any liquids. Couples relying on this method
must abstain from unprotected intercourse between the first day of menstruation until after the third
consecutive day of elevated body temperature, so unprotected sex is limited to the postovulatory
infertile time.
Sympto-Thermal Method
This method combines several techniques to predict ovulation. It typically includes monitoring and
charting cervical mucus and position and temperature changes on a daily basis and may include
other signs of ovulation, such as breast tenderness, back pain, abdominal pain or "heaviness," or
light intermenstrual bleeding. To use this method correctly, couples must abstain from unprotected

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sex from the first sign or sensation of wet cervical mucus until the woman’s body temperature has
remained elevated for three days after peak day is observed.
Lactational Amenorrhea Method (LAM)
Research has confirmed that a form of breastfeeding to achieve contraception, called the lactational
amenorrhea method, or LAM, is more than 98% effective during the first 6 months following delivery.
During breastfeeding, ovulation is inhibited by a series of physiological responses to nipple
stimulation. More frequent or intense suckling sends nerve impulses to the mother’s hypothalamus
that disrupt normal signals to the pituitary controlling hormone secretion; the resulting abnormal
pattern of LH secretion is inhibitory to ovarian activity. When breastfeeding diminishes with less
frequent breastfeeding and/or more frequent supplemental feeding, the chance of ovulation and
subsequent pregnancy rises.
2. Artificial Birth Control employs artificial control methods to help prevent unintended
pregnancy through the use of contemporary measures such as contraceptive or birth
control pills. Diaphragm, male and female condoms, spermicide, cervical cap, birth
control patch, birth control shot, implants, IUD, tubal ligation, vasectomy and
emergency contraception pill.
Oral Contraceptives
This is a series of pills that a woman takes once each day for a
month. At the end of the month, she starts a new package of pills.
The pills have hormones much like those a woman's body makes to
control her menstrual cycle. They work by keeping the ovaries from
releasing eggs or by changing the lining of the uterus or the mucus of
the cervix.
Depo-Provera:
A method of birth control given in the form of a shot. The shot

gives protection for up to 12 weeks. It does not contain estrogen
so there are no side effects from that hormone. It works by
keeping the ovaries from releasing eggs or by changing the
lining of the uterus or the mucus of the cervix.
Contraceptive Patch:
A method of birth control that is a small, thin and smooth patch and is
put on a woman's skin. The woman can choose where she wears the
patch: the buttocks, the shoulder, the upper arm, front or back, but
not on the breasts. It releases hormones every day for three weeks
so the woman's ovaries don't produce eggs. It can stay on the body

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for one week. You change it once a week and on the fourth week, you don't wear a patch but you
will still be protected. You can swim, bathe, shower and wear it in warm humid weather.
Contraceptive Ring
A method of birth control in the form of a soft ring that fits deep inside
the vagina. It releases low-dose hormones everyday for three weeks so
the woman's ovaries don't produce eggs. It can stay in the vagina for
up to three weeks and provides protection for one month
Intrauterine Device (IUD)

A small device made of plastic. Some contain copper, or a
hormone. A clinician chooses the right type for a woman,
and inserts it into her uterus. Some can stay there for 4
years; copper IUDs may be left in place up to 8 years.
IUDs prevent a woman's egg from being fertilized by the
man's sperm, and change the lining of her uterus.
Implanon
Implanon is a small, thin, implantable hormonal contraceptive that provides

effective protection for up to three years. Implanon must be removed by the
end of the third year and can be replaced by a new Implanon if
contraceptive protection is still needed. This contraceptive method must be
inserted and removed by a trained healthcare provider.
Diaphragm/Cervical Cap
A soft rubber barrier in a woman's vagina, used with a contraceptive
cream or jelly. The diaphragm or cervical cap is put into a woman's
vagina before intercourse. It covers the entrance to her uterus, and
the cream or jelly stops the man's sperm from moving. The
diaphragm can be put in the vagina 6 hours ahead of intercourse,
and left in or 24 hours. The cervical cap can be left in her vagina for
up to 48 hours.
Male Condom

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It is a sheath of latex that a man can wear over his penis during
intercourse. The condom catches the semen that comes out of a man's
penis before, during and after he ejaculates. This keeps his sperm from
getting into the woman's vagina. Latex condoms also help protect
against some infections, including HIV, the virus that causes AIDS.
Female Condom
It is a loose-fitting sheath that fits inside the woman's vagina. It catches
the semen that comes out of a man's penis when he ejaculates. It
covers the cervix, the opening to the uterus, so sperm can't get
through. It also protects against some infections including HIV, the virus
that causes AIDS.
LEARNING ACTIVITY 1
FACT OR BLUFF
The following are statements concerning sex, STI and pregnancy. If the statement
presented is true, encircle FACT, otherwise, encircle BLUFF.

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Is it a Statements
Fact Bluff 1. You can have sexually transmitted infection and be unaware
you have it.
Fact Bluff 2. Once you have been treated from and STI, you get immunity
from it and can not acquire the same infection.
Fact Bluff 3. Proper use of condom, prevents any form of STI
Fact Bluff 4. Abstinence is 100% effective from preventing pregnancy.
Fact Bluff 5. Syphilis when left untreated can cause deafness and even
death in later stages.
Fact Bluff 6. Kissing is the safest sexual activity.
Fact Bluff 7. A girl can not get pregnant the first time she has sexual
intercourse.
Fact Bluff 8. Girls don’t masturbate
Fact Bluff 9. Peeing after sex reduces the risk of STI and Pregnancy
Fact Bluff 10.You can get HIV from tattoo or body piercing.

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LEARNING ACTIVITY 2
Essay
1. Do you favor the inclusion of Sex Education in the high school curriculum?
Explain your answer.
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2. Should same sex marriage be legalized in the Philippines? Explain your

answer.
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SUMMARY
All human beings are sexual human beings. We are supposedly products of our parent’s sexual
love. Whatever the circumstance is, we are born with sexual energies that we have to understand,
appreciate, control, regulate, and integrate. Human sexuality is not the same as sex. Sexuality is not
the center of our life but it affects everything we do. The brain is the most important organ that
influences our sexual self. When one has a relevant sex education, one will judge, act and decide
responsibly. Teenagers become prepared to become responsible married couples and parents in
the future.
REFERENCES
Cuevo, FM, De Guzman, D., Larioque, R., Tapadera, M., Understanding the Self. St. Andrew Publishing,
2018.
Degho, S., Degho, G., De Claro, LJ., Lejano, J. Understanding the Self. An Outcome-Based Workbook for
College Students. Mutya Publishing Hous, 2018.
Freiberg, K., Human Development. Dushkin McGRaw-Hill, 1998.
Otig, V., Gallinero, W., Bataga, N., Salado, F., Visande, J., Understanding the Self, 2018.
Villafuerte, S., Quillope, A., Tunac, R., Borja, E., Understanding the Self. Nieme Publishing House, 2018.
https://www.gfmer.ch/Endo/Lectures_11/Naturalc.htm
https://www.familyplanning.org.nz/advice/contraception/contraception-methods
https://www.cdc.gov/reproductivehealth/contraception/index.htm

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GE1 Module 6 - Physical Self
Understanding the Self (Pangasinan State University)

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STUDY GUIDE FOR MODULE NO. _2_

A. THE PHYSICAL SELF
MODULE OVERVIEW
This module tackles on the Physical aspect of the Self. It presents the impact of the bodily parts on
the development of the physical self and its effect on body image and self-esteem. There is no
concrete definition as to who is beautiful, hence, every part of the world has its own concept of what
beauty is like a tattooed face, full-figure, long neck, or even a lotus feet.
This recent times, much of what people consider as beautiful is all because of the influence of
media, the glassy fair even-toned skin splashed on giant billboards, the washboard abs of men seen
on the pages of magazines and the long and slender frame of women on television commercials
become a basis of a beautiful physical self-nowadays.
1. Identify and reflect on the different forces and institutions that impact the development of the
physical self.
2. Demonstrate critical and reflective thought in integrating the various aspects of self and
identity.
3. Understand the different cultural perspective about beauty.
4. Recognize the role of media on the understanding of beauty and self-esteem and its
influence on body image satisfaction.
5. Appreciate one’s physical beauty.
LEARNING CONTENTS
As globalization arises, we watch and celebrate with both awe and disappointment the many people
who are famous because of their body change and modifications. Fat people want to become slim,
white people bake under the sun to get a darker skin tone, not to mention LGBTs who even want to
change their inner organs such as famous celebrities like Caitlyn Jenner and Jazz Jennings. The
younger generation admire the courage of these people who are so brave to show who they really
are, but some lambaste their decisions.
Why do you think people would want to spend a great sum of money, go to a great length and
endure physical pain just to change a part of their physical self? Obviously, these people would
want to look better, so they adhere to what they believe is the standard of what is beautiful or
handsome. Through the efforts that they take, they believe that this will boost their self-esteem and
increase acceptance by other people.
THE SELF AS IMPACTED BY THE BODY
Physical Self refers to the body, this marvelous container and complex, finely tuned, machine with
which we interface with our environment and fellow beings. The Physical Self is the concrete
dimension, the tangible aspect of the person that can be directly observed and examined.

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The physical self is defined by the physical characteristics that are visible. These characteristics are
the defining traits and features of the body. Sex, height, weight, complexion, hair and facial features
are among the common, physical features identified when one is asked to describe another person.
One’s gender is first mentioned, whether one is a male or female, then he or she is described to be
either tall, short, or average in terms of height. A person can either be thin, fat or average and light,
dark, fair or anything in between in terms of complexion. One can have a brown, black or blonde
hair which can either be long, short , straight, curly, frizzy or he or she may even be bald. One’s
nose can either be flat or pointed; one’s eyes can be almond-shaped, hooded, deep-set, round,
downturned or chinky.
The physical aspect of the self does not include characteristics that are internal to the self-such as
kindness, generosity, loyalty, obedience and other similar qualities.
THE IMPACT OF CULTURE ON BODY IMAGE AND BEAUTY
When is a person considered beautiful? What is the socially accepted standard of beauty? Usually,
only the physical features such as the face and body figure are considered as the bases of beauty.
The cultural implications of beauty are prominent in every culture and have a strong influence on the
way men and women are perceived. Across the world, different cultural perceptions uphold an ideal
of beauty that is linked to sexual appeal and social status. The purpose of beauty is the feeling and
consequences from being beautiful. In ancient cultures, according to Julian Robinson, "the
enhancement and beautifying of the human form by various means appeared to be an inborn
human trait-an essential part of our genetic makeup and an expression of our psyche."
Both genders are aware of the societal need to embellish them, in order achieve something that is
closer to the ideal. People have endured some sort of process to beautify ourselves, and in each
culture the process varies. Robinson makes a valid point, that "human beauty is an expression of
this inventive and aesthetic nature, a reflection of our inner sprit, a biological imperative sculpted
into our soul by some seemingly godlike life force, about which we can do little except accept its
reality and validity."
THE CONCEPT OF BEAUTY IN DIFFERENT CULTURES

"Beauty is not one's own, but a reflection of one's culture."
Across the globe, few people have difficulty recognizing someone who is considered beautiful.
Beauty is often sought after, revered, and sometimes interpreted as a personal virtue. Standards of
beauty are usually social markers determining cultural status, social acceptance and suitability as a
mate. However, beauty remains an elusive notion. Scientists continue to study the biological and
anthropological factors behind physical attractiveness, while advertisers continue to employ ideals
of beauty to sell products. Countless people continue their quests to become or remain beautiful to
receive the benefits society offers for beauty. A physical aesthetic has remained constant over time
throughout the diverse cultures of the world. In this sense, beauty has been regarded as a reflection
of health, vitality, sexual allure and social appeal. Although the specifics of what makes someone
beautiful can differ across countries, cultures and communities, the concept of beauty has existed
for as long as there have been people.
In the Philippines, we see our standard of beauty everywhere, in magazines, televisions and
billboard ads. Just as we have a unique cultural perception of beauty, so do other cultures and
peoples.

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1. Face Tattoos
Tattooing the chin and lips of Māori women of New Zealand is
considered beautiful. Tattooing the chin and lips of Māori women of
New Zealand is considered beautiful. This tradition has been around for
centuries, and consists of patterns called Ta-Mako in black or dark blue
ink on the woman’s face. Ta-Mako tattoos are also a public declaration
of one’s membership in the Māori tribe. This tradition has been around
for centuries, and consists of patterns called Ta-Mako in black or dark
blue ink on the woman’s face. Ta-Mako tattoos are also a public
declaration of one’s membership in the Māori tribe.
2. Decorated Skin
Instead of accessorizing with extravagant
jewelry, women in India turn to nose rings, bindis and henna to make
themselves more attractive for festivals and celebrations, like weddings.
Brides in particular will often wear a dot of red powder on the face known as
akumkum to look more beautiful.
3. Long Earlobes
To the Masai tribe of Kenya, long, stretched earlobes are the ideal for
both men and women. They are known to shave their heads and use
everything from elephant tusks to twigs to pierce and stretch their
lobes to become more attractive
4. Long Necks
Long, giraffe-like necks are the ultimate sign of beauty and female
elegance to the Kayan tribe. At 5 years old, Kayan women start priming
their necks with heavy brass rings. Each year, more coils are added,
pushing down their shoulders and creating the effect of a longer neck. The
rings in this centuries-old ritual can weigh up the 22 pounds.
5. Pale Skin
Women in many Asian countries avoid the sun at all costs simply
because pale skin is the ultimate sign of beauty and desirability.
Contrary to Western culture, where ladies are keen to get a tan
during the summer, tan is the least popular color – especially in
Korea. This is why a lot of women can be spotted wearing hats with
abnormally large visors that can protect their entire faces from the
sun. Apart from covering their faces, Korean women cover their
bodies from head to toe, too – even in the hottest months, in order to
keep their skin from tanning. Skin-whitening creams are also a major

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hit in this country, and women tend to spend a great deal of money on such skincare products that
can result in an even paler complexion.
6. Full Figures
In Mauritania, females with full figures are considered

incredibly beautiful, and think women are considered
physically undesirable. Mauritanian parents will even send
their girls to “Fat camps,” where the girls would eat up to
16,000 calories a day to prepare for marriage. On top of that,
stretch marks are considered a bonus, and even more
beautiful.
7. Body Scars
Scarification of the body is a practice, specifically among

populations with dark skin too dark to show tattoos. The Karo tribe
of Ethiopia scar men and women’s torsos and chests to assert
social status. Men’s scars mark the number of enemies killed in
battles, while women’s scars represent sensuality and appeal.
Although less practiced today, some indigenous groups with little
contact with the modern world continue these kinds of beauty
rituals.
8. Lip Plates
Suri people of Ethiopia find beauty represented in women’s lip
plates. When a girl reaches puberty, her bottom teeth are removed
to make way for a piercing in the lower lip. Once the piercing is in
place, the lip is stretched around a clay plate. When it is time to
find a husband, this lip plate guides the dowry process. Plates are
seen as both a sign of beauty and a measure of a woman’s value
in cattle. Larger plates signal a more valuable and desired woman.
9. Foot Binding
Despite being ban in the 1940’s, foot binding was a
huge part of Chinese culture. The process of foot
binding included breaking all of the toes and bending
them backwards against of the sole of the foot, and
then binding them in place with a tight fabric wrapping.
The result was small and
petite feet which is
considered highly attractive
in China.

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10. Monobrows
While Filipino women always want their brows to be on fleek by plucking or shaving, the women of
Tajikistan embrace their natural eyebrows, and will even draw on them to make it appear that they
have a monobrow. I guess monobrows are in style in Tajikistan.
THE INFLUENCE OF MEDIA ON THE ADOLESCENT’S UNDERSTANDING OF BEAUTY
Today's young people are bombarded by thousands of advertising messages a day. These come
not only via television and magazines but also websites, blogs, social media, music videos, films,
and even smartphones.
The way that people are portrayed in this advertising – both the words and the pictures – has a big
impact on the way adolescents view themselves and who they aspire to be.
The mass media play a critical role in people’s self‐image by informing and reflecting what people
consider to be beautiful or attractive. One of the ways in which they do so is through the common
use of very thin and attractive models in print and other media, often termed the ‘thin ideal’, which
communicate the way that people believe they should look in order to be attractive and desirable to
others. There are different aspects of appearance about which the media can convey beauty ideals,
including hair, skin, and facial features.
The media has increasingly become a platform that reinforces cultural beliefs and projects strong
views on how we should look, that we as individuals often unknowingly or knowingly validate and
perpetuate.
The more we look at perfect images of others and then look to find those same idealized
characteristics in ourselves and don’t find them, the worse we feel about ourselves. It’s a cycle that
breeds discontent. With such strong societal scrutiny, it’s easy to see how the focus on how we look
can slide into the dark side – negative body image. Body image is a multidimensional construct that
refers to one’s perception of and attitudes about the size and shape of one’s body. It has both a
perceptual component that refers to how we see our body size, shape, weight, physical
characteristics, performance, and movement, and an evaluative component, which refers to how
we feel about these attributes and how those feelings influence our behaviors. Body dissatisfaction
is experienced when one perceives that their body falls short of the societal ideal in terms of size
and/or shape, regardless of a person’s objective size or shape. In other words, body dissatisfaction
is influenced not only by how we interpret societal ideals, but by how we perceive ourselves.
Therefore, body dissatisfaction and perceptions of beauty are inextricably linked. Body
dissatisfaction is the number one risk factor for a number of unhealthy behaviors, including eating
disorders and chronic dieting.
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BODY IMAGE AND SELF ESTEEM
Self-esteem is all about how much you feel you are worth — and how much you feel other people
value you. It is how you value and respect yourself as a person. Self-esteem affects how you take
care of yourself, emotionally, physically and spiritually.
Body image is how you view your physical self — including whether you feel you are attractive and
whether others like your looks.
Body image and self-esteem directly influence one another. When you have healthy body image,
you feel comfortable about your body and know how to care for it.
Body image is an increasingly important topic in this day and age. Today’s society displays immense
pressures to be thin, fit, and beautiful. Images of waif-like models are splashed across television
and theater screens and in magazines, sending a message that success, happiness, and belonging
only come with unattainable beauty. The constant measures of thinness and beauty lead people to
scrutinize their own appearance as well as those around them, usually resulting in viewing their own
bodies harsher than reality.
How people view themselves, or their body image, can vastly affect their self-esteem, or overall
feeling of worth. According to Jung and Lee (2006), the lower or more negative one’s body image,
the lower his or her self-esteem. In addition, the more optimistically one feels about his or her
appearance, the more optimistically he or she will feel about him or herself overall.
An interesting component of body image is that studies show peoples’ image of their body is not a
reflection of their actual weight, but instead how they perceive their body as a whole It is this
perception of appearance that leads to their body image, and subsequently, their self-esteem. In
addition, there is often incongruence between one’s perceptions of his or her body and his or her
ideal figure. The greater the incongruence, the more likely a person is to have lower self-esteem.
Inapi, Binully, Nagparetoke. A tale of plastic surgery :

https://www.youtube.com/watch?v=EhlSovnc-Wk
How do I know if I have a healthy body image and self-esteem?

 You see and think of yourself as a whole person, not a collection of specific body parts.
 You accept and celebrate the uniqueness of your natural body shape and size.
 You understand that a person’s physical appearance says very little about their character and value as a
person.
 You feel comfortable and confident in your body, and avoid worrying about food, weight, and counting calories.
It’s important to remember that each body is unique. Everyone’s family background and environment influence their size
and weight differently. There’s no such thing as a “one size fits all” body type that’s right for everyone.
When you feel good about yourself and who you are, you stand tall and naturally carry yourself with a sense
of confidence and self-acceptance that makes you beautiful and attractive regardless of your weight, size, or
shape.
Here are a few other things that you can try to increase your self-esteem:

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 Make a list of the stuff you’re good at. It can be anything from drawing or singing to
playing a sport or telling a good joke. If you’re having trouble with your list, ask your mom or
dad to help you with it. Then add a few things to the list that you’d like to be good at. Your
mom or dad can help you plan a way to work on those skills or talents.
 Give yourself three compliments every day. Don’t just say, “I’m so great.” Be specific
about something good about yourself, like, “I was a good friend to Jill today” or “I did better on
that test than I thought I would.” While you’re at it, before you go to bed every night, list three
things in your day that really made you happy or that you feel thankful for.
 Remember that your body is your own, no matter what shape, size, or color it is. If
you are worried about your weight or size, you can check with your doctor to make sure
you’re healthy. Remind yourself of things about your body that are cool, like, “My legs are
strong and I can skate really well.”
 Remember that there are things about yourself you can’t change. You should accept
and love these things — such as skin color and shoe size — because they are part of you.
 When you hear negative comments in your head, tell yourself to stop. Remind
yourself of things you’re good at and if you can’t think of anything, ask someone else! You can
also learn a new skill (for example, calligraphy, dance, a musical instrument) so you can feel
good about that!
By focusing on the good things, you do and all your great qualities, you learn to love and accept
yourself — the main ingredients for strong self-esteem! Even if you’ve got room for improvement
(and who doesn’t?), knowing what you’re good at and that you’re valuable and special to the
people that care about you can really help you deal with growing up.
LEARNING ACTIVITY 1
Activity 1. Reflection
Beautiful by Christina Aguilera

Don't look at me No matter what we do
Every day is so wonderful No matter what we say
Then suddenly it's hard to breathe. We're the song inside the tune
Now and then I get insecure Full of beautiful mistakes
From all the pain, I'm so ashamed. And everywhere we go
The sun will always shine
I am beautiful no matter what they say. And tomorrow we might wake on the other side
Words can't bring me down.
I am beautiful in every single way. We are beautiful no matter what they say
Yes, words can't bring me down... Oh no. Yes, words won't bring us down, no, no
So don't you bring me down today. We are beautiful in every single way

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To all your friends you're delirious, Yes, words can't bring us down, oh, no
So consumed in all your doom. So don't you bring me down today
Trying hard to fill the emptiness. Oh, yeah, don't you bring me down today, yeah, ooh
The pieces gone, left the puzzle undone. Don't you bring me down ooh... today
is that the way it is?
You are beautiful no matter what they say

Words can't bring you down....oh no
You are beautiful in every single way
Yes, words can't bring you down, oh, no
So don't you bring me down today...
Reflect on the lyrics of the song and cite a line that has an impact to you and explain.
_______________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
LEARNING ACTIVITY 2
Self-Esteem Sentence Completion
My friends say I’m great at _______________________________________________
Something I am really proud of is

__________________________________________
One thing unique about me is

______________________________________________
My friends think I’m awesome because

_______________________________________
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I like who I am
because_____________________________________________________.
SUMMARY
Undeniably, our physical self is such a marvelous creation. It is one of the core aspects of who we
are as individuals. Having an in-depth understanding of the physical self will help us answer the
most difficult question, “Who Am I”. It is in fact that our physical appearance, our face and our body
shape greatly influence how we perceive others and ourselves. Every culture has its standard
metrics of beauty and the negative effects on people who cannot cope up with the metrics are very
alarming. It is vital for us to show appreciation of our own physical bodies by constantly respecting
and accepting our body image.
REFERENCES
Arcega, A., Cullar, D., Evangelista, L., Falculan, L. Understanding the Self. Mutya Publishing House, 2018.
Corpuz,R., Estoque R. Tabotabo, C. Understanding the Self. C & E Publishing, 2019.
Cuevo, FM, De Guzman, D., Larioque, R., Tapadera, M., Understanding the Self. St. Andrew Publishing, 2018
https://erietigertimes.com/1907/world/different-cultures-definitions-of-beauty/
http://www.drsunaina.com/blog/how-culture-influences-beauty/
http://roughdraft.eu/concept-beauty-different-cultures/

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GE1 Module 5-Eastern Western Thought
Computer Engineering (Pangasinan State University)

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Study Guide in GE1 - Understanding the Self with Personality Development Module No.2_
STUDY GUIDE FOR MODULE NO. ___ 2
THE SELF IN WESTERN AND ORIENTAL / EASTERN THOUGHTS
MODULE OVERVIEW
As an Asian people, Filipinos tend to be having the mentality that western people are far more
superior than those of the eastern. This may be a result of the colonial mentality instilled to us
during the colonial era. But just as like we appreciate things that is associated to western country,
they too appreciates whats in the eastern. While we appreciate burgers and hotdogs, they too
appreciates adobo and sinigang.
From the above mentioned premises, one can tell that it is not only the eastern people who adore
others culture and traditions, the western loves eastern culture. Equally, both have rich cultures. We
always have been oriented the teachings of the western philosophers, but on the other hand
eastern has equally intelligent philosophers.
1. Distinguish the eastern from the western construct of the self;

2. Differentiate the individualistic self from the collective self;
2. Explain the spirituality and philosophy of Confucius.
LEARNING CONTENTS
I. Individualistic vs. Collective Self
In ancient times, Plato notion of reality is dual, soul leaves the body and the body may be
thrown on oblivion. Descartes on the other hand is on the same stand with Aristotle’s Hylemorphic
Theory believing that man comprises matter (body) and form (soul) which are equally important and
that the two must exist and dependent with each other. The difference comes with the discussion of
Descartes that the body gathers information through our senses and one’s reason processes all the
information, making sense with the experiences of the body.
To solve the issue of the duality of the self, Descartes fused the body and soul as residing in
a person’s pineal gland. Although western thought stands to make the psyche collective, its nature
is still dual. Such duality becomes the reason why one strives for the perfection of self. Such that,
when we study and achieved a good future and eventually achieved this, then we can say that
perfection of the soul is achieved. But if one fails to attain what the soul strives to become, then the
self is wasted, as the ideals of the soul is to achieve the ultimate goodness (arete)
The eastern thoughts also wants to attain perfection of the self through meditation and
enlightenment, hence, the “dualism” matters is not an issue. For the eastern, people only possess a
“One Self” and has no separation of the body and soul. The self in the oriental thought is collective,
while on the other hand, the self for the western people is individualistic.
II. The Self According to Buddhism
Buddhism philosophy believes that the religion is a way of life and to live a moral life, to
be mindful and aware of thoughts and actions, and to develop wisdom and understanding is
its main teaching.

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The Four Noble Truth and Eight Fold Paths as thought by the religion reminds people that
life should not focused on pleasure, instead should be lived in contemplation. In addition, the nature
and purpose of man is described through the major teaching:
The Four Noble Truth
1. Life is suffering. Life does not solely offer the kind of living a person sees it to be. Attached
with the pleasures is the reality that sufferings are included in life and can not be avoided.
2. Suffering is caused by craving and aversion. Lack of contentment results to suffering.
Human needs are never ending, and getting what one wants does not guarantee happiness.
Thus, to attain happiness, wants should be modified.
3. Suffering can be overcome and happiness can be attained. When one learns to live
each day at a time and is able to give up unnecessary cravings, then man can possibly attain
happiness and freedom.
4. Eight Fold Path is the path which leads to the end of suffering. Being moral, being fully
aware of thoughts and action, developing wisdom by understanding the 4 Noble Truth , and
developing compassion for other will lead to the end of suffering.
III. The Self According to Confucianism
Confucius philosophy of life stand with the idea that life is a living reality, a blessing, a
natural priceless right and opportunity to be with others to work together for common good to attain
happiness. Thus, the threat for social order is selfishness. In the Confucian philosophy, the principle
of ren characterized the self possessing compassion for others. The self for Confucius is the person
within the society who exhibit refinement and compassion (Junzi). Such principle connotes that this
new self or Junzi is formed through education under the virtuous teacher as the role model.

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LEARNING ACTIVITY 1
WORD HUNT
Name: ___________________________ Course/Year/Section: ___________ Date: _______
Direction: Identify the concept that is being described below. Encircle the words either vertically, horizontally,
or diagonally.
L I F E I S S U F F E R I N G
P L A T O R Y L E G D X B K I
C O N F U C I U S O U L U M B
C I T S I L A U D I V I D N I
E M A C S E T R A C S E D D O
P I Q O I J U N Z I I E H B L
D N R L P H A S E N N K I X O
W I M L I M P B E R D C S F G
H U M E N T O R Y S I O M R Y
E T S C E R A M O R A L I E S
U E Q T A U H E X M I N D U A
M F W I L S D M I F E O U D R
S B P V E T D O N W X L R P E
T R U E Y O U R E A L T Y E T
F O U R N O B L E T R U T H E
1. Theory stating the man comprises matter and form.

2. Word pertaining to the soul’s ideals of achieving the ultimate goodness.
3. The philosopher who believed in the dualism of reality.
4. The philosopher who believed that life is a living reality, a blessing, a natural priceless right and opportunity to
be others.
5. Religion whose main teaching is to live a moral life, to be mindful and aware of thoughts and actions, and to
develop wisdom and understanding.
6. The teaching of Buddhism reminding people that life should not focused on pleasure, instead should be lived in
contemplation
7. The teaching in the Four Noble Truth which reminds people that life does not only include pleasure but
sufferings as well.
8. The principle in Confucian philosophy that characterized the self as having the capacity to show compassion for
others.
9. The self in the eastern / oriental thought is considered to be ___________
The self in the western thought is considered to be ___________
ARNING CONTENTS (title of the subsection

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LEARNING ACTIVITY 2
ENRICHMENT ACTIVITY
Name: ___________________________ Course/Year/Section: ___________ Date: _______
Direction: Write your own reflection by answering the questions provided after the story.
One day, a very wealthy father took his son on a trip to the country for the sole purpose of showing his
son how it was to be poor.They spent a few days and nights on the farm on the farm of what would be
considered a very poor family.
After their return from the trip, the father asked his son how he liked the trip. “It was great, Dad,” the son
replied. “Did you see how poor people can be?” the father asked. “oh Yeah,” said the son. “So what did you
learned from the trip?” asked the father. The son answered, “I saw that we have one dog and they had four.
We have a pool that reaches to the middle of our garden and they have a creek that have no end. We have
imported lanterns in our garden and they have the stars at night. Our patio reaches to the front yard and they
have the whole horizon.
 In relation to the philosophies of Buddha and Confucius about life, what does this story tell you?
 What have you learned about life after reading the story?
 Which among the Four Noble Truth of Buddha would best describe the essence of the above story?
Explain why?
 What do you think would be the best title for the story? Explain you title?
Based on Faith Medenilla Cueva, et.al, Round-Up Your Learning Questionnaire

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SUMMARY
Differentiating the individualistic approach of the western culture in terms of viewing the self, the
eastern philosophy is particularly focused on the process of the universe and the endless becoming.
Unlike the neglect on how the eastern philosophers stand on the concept of self or of any other
principles, connections between the east and west at present times have already bridged, by a large
extent, the gap among the cultures.
REFERENCES
Alata, E., et. al. (2018), Understanding the Self, Rex Book Store, Inc. (RBSI), Quezon City
Cuevo, F., et. al. (2018), Understanding the Self, St. Andrew Publishing House, Bulacan
Villafuerte, S., et. al. (2018), Understanding the Self, Nieme Publishing House Co. Ltd.
Quezon City

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GE1 Module 8 Material Self

Bachelor of Secondary Education - MAPEH (Pangasinan State University)

Studocu is not sponsored or endorsed by any college or university

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Study Guide in GE1: Understanding the Self Module No. 8

STUDY GUIDE FOR MODULE NO. _8_

CHAPTER II: UNPACKING THE SELF

MODULE LEARNING OBJECTIVES

1. Determine the factors that contribute to one’s material / economic self

LEARNING CONTENTS (title of the subsection)

Barbra Kruger’s photograph gives representation to

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Study Guide in GE1: Understanding the Self Module No. 8

Two subclasses of the Material Self:

PANGASINAN STATE UNIVERSITY 2

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Study Guide in GE1: Understanding the Self Module No. 8

HOW MUCH DO WE VALUE OR SELF?

The self-worth theory posits that an individual’s main priority

Thus, the logical conclusion is that competing with others can

Our self-worth is determined mostly by our self-evaluated

PANGASINAN STATE UNIVERSITY 3

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Study Guide in GE1: Understanding the Self Module No. 8

SELF IDENTITY AND CONSUMER CULTURE

One increasingly powerful context in which individuals construct and

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Study Guide in GE1: Understanding the Self Module No. 8

He asked, “Who would like this $20 bill?”

Hands started going up.

He then asked, “Who still wants it?”

Still the hands went up in the air.

“Now, who still wants it?”

Still the hands went into the air.

“How come you still want it?” he asked.

“It is still worth $20”, came the answer.

PANGASINAN STATE UNIVERSITY 5

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After reading the article, I feel

The story affects me in such a way that

I know I am worthy because

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GE1 Module 7 - Sexual Self

Understanding the Self (Pangasinan State University)

Studocu is not sponsored or endorsed by any college or university

FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in GE1: Understanding the Self Module No. 7

STUDY GUIDE FOR MODULE NO. 7

CHAPTER II: UNPACKING THE SELF

MODULE LEARNING OBJECTIVES

LEARNING CONTENTS (title of the subsection)

THE DEVELOPMENT OF SEX CHARACTERISTICS

Primary Sexual Characteristics

PANGASINAN STATE UNIVERSITY 1