Reviewer in UST

Self - is attitude, behavior, character, psychology, and philosophy Psychology - study of human mind
Philosophy – the love for itself

7 Dimension of Self

P-hysical - what you feel

I-ntellectual - what you know
M-oral - right or wrong [alam mo kong kelan mali ang tama o mali]
P-olitical - everthing is politics
E-conomic - finances, problem
S-ocial – socialization
S-piritual - how is your relationship with God

Defining the Self – personal and developmental perspective on self and identity
Ako Self own = personality, individual, strength, character, identity, behavior, weakness, ethics,
Akin Sarli perception, skills, and quality

Philosophers

Socrates - Dualistic “every man is composed of body and soul” every individual have an emperfect and
imperfect aspects, the body, maintaining that three is also a soul that is perfect and
imperfect.
Intellectual – material

Plato - man is dual nature of body and soul

1. The Rational - for reasoning
2. The Spiritual - for emotional balance
3. Appetitive - for human desire
Reason - we need to understand what you feel. [ex: bakit ka nag aaral, know what your reason behind]
Balance - limitation
Human desire - what you want to work on with
St. Augustine - man is a bifurcreated nature “body and soul” Body is based to die on earth and die on
earth and the soul to appreciate living enternally

St. Thomas –
Matter - refers to physical body
Forms - essence for being a human by having a soul, that other animal doesn’t have
Descartes - “but what am I? a thing?”, he believe that the body is nothing but a machine connected to
mind.
- the only thing that cannot be doubt is the existence of the self
*Zuach - a great word of a spirit

David hume - the self is nothing but a bundle of impression

- he believe that one know only what comes from the senses and cultural experience
Immanuel kant - believe that there is a mind that organizes the impression that the self-engaged,
Intelligences in man that synthesizes all knowledge
Gilbert Ryle - for ryle what truly matter is the behavior of a person manfist in his day-to-day
life. [ magnilay, our decisions and actions make the totality of our self ]

The Self Society, and Culture

- The influence of the society and culture to the self
Selves - are truly product of our interaction with the external environment [with others help]
Self - is commonly defined as separate, self-external, independent, unity, consistent unitary and
Private
a. separate - the self is unique and cannot be other person
b. self-contained and independent - does not any other self to exist
c. consistent - personality that enduring and therefore can be respect
d. unitary - center of all experiences
e. private - each person sort out feelings and emotion, and formation that within you [the self is
externatated into external]

Social constructivist - self is not a static entity, the self s word capable of morphing and fitting, itself
into any circumstances [need mo makisabay]

The Self and Culture

The culture influence in many way:
1. the say we think
2. our beliefs
3. our attitude and character
4. the language we use
5. the food we usually eat

The Self and the development of social worth

1. Human is a social being
2. according to Mead and Vygotsky human – persons development with the use of language acquisition
and interaction with the others [we learn to socialize with other]

Self in Families

The family - is always important factor in other to live and to be human

Gender and self - important aspect of the self that is important to mention
Gender - one of the most of the set that is a subject to alteration chore, and development

Carl Rogers - humanistic psychology

- American centered therapy
- known for theories of personality development
- born in oak park Illinois, in 1902
- received BA from the University in 1928 and his Ph.d in 1940 Rogers became professor of
psychology at Ohio state univ. when he stayed until 1945, transferred to the univ. Of
Chicago in 1945 where he served as professor psychology, secretary at counseling teacher.
- in 1957 he took a joint position in dept. Of psychology and psychiatry at the univ. Of
 Wisconsin. Then travel to univ. of college

Roger define self into two kinds:

Real self - who we really are - how we think, feel, look and act
Ideal self - how we want to be - an individual analized image we have to developed over time based
Real and ideal self- agreement
Incongruent - the self-image is different to the ideal self - there is only a little overlap
Congruent - the self-image is similar to the ideal self - more overlap - this person can self-actualize
Self-awareness - understandinh your own need, desires, feelings, habits, and everything else that makes
you tick - allow to understand other people, how they perceive your attitude and your
Importance of self-awareness - to have a better understanding of ourselves, we are able to experience
ourselves as unique and separate individuals
Key areas for self-awareness:
Personally - understanding our personalities can help us find situations in which we will thrive, and
conflict and stress
Emotion - own feelings,what causes them, and how they impact your thoughts and actions is emotional
self-awareness
Values - pertain to what we value most
Habits - what we usually use or what we love to do
Needs - strongest influence on our own behaviors is the ability to understand how they affect our
interpersonal relationship

Sociological perspective of the Self:

William James - born, Jan, 11, 1984, new York city

- Philosopher and psychologist who established the psychology dept. Of Harvard
university
- has a major influence in psychology discipline in united state
- known for his book "The Principle of Psychology" a classic and influential texts in the
history of psychology
- contributes to the era of progmatism, functionalism, and developed progmatis,
developed the James -lange Theory of emotion
- The Me Self and I self:
James conceived the "Me and I" concepts of the self context of consciousness
Me - self as an object of experience, •self involved physical and cultural artifacts (material self), human
being (social self).
I - reflects the self as a subject of experience • involved thoughts which we know exists but seem to
belong to another thinker

George Herbert Mead - American philosopher, social philosophy

- Father of school of symbolic interactionism and social psychology
- believed in concept of the self is closely connected to language and
communication
- famous work "Mind, Self, and Society: from the standpoint of social
behaviorist" published after his death
The Facets of the Self : I and Me

• self - is being developed through social interaction ( exchange of symbol, language, and gesture)
 Two facets, I and Me
I - the individuals response to the attitudes of others
Me. - the set of attitudes of others an individual assumes
My Self - object of the self
- accumulated understanding of how one thinks, the perception of others or 'generalized
other
- the we are aware of
- the set internalizes the attitudes of others
I Self - impulse of an individual
- refers to the part of the self which can be indemnified as with impulse, freedom, and
creativity
- it describes as spontaneous and subjective and has freedom of initiative
Development of the Self :
Primary socialization - occurs when a person learns attitudes and behaviors to individuals in a
culture, e.g. parents and family
Secondary socialization - when one lessons from a group within larger society
Development of the Self
Mead theorized three stages of the social self and socialization in which an individual develops an
understanding of his roles.

1. Preparatory/Imitation Stage - a child cannot imagine how others see things and they only
tend to copy the actions of persons they interact with most of the time, such as their
parents. There is no separation between I and me.
2. Play Stage - the child begins to imitate and take on the roles of another person. They act out
and characterize “grown-up behaviors” that they usually see.
3. Game Stage - The child begins to imitate and take on the roles of another person. They act
out and characterize “grown-up behaviors” that they usually see
Urie Bronfenbrenner - was one of the leading scholars in developmental psychology and human

ecology.
- made a groundbreaking theory on the ecology of human development that focuses
- on human beings and their environments.
- His contributions also gave directions on programs and policies affecting the well-
being of children and families, cross-cultural studies on family, and human
development.
The Ecological Systems Theory - focuses on the ecology of human development and
environments – from the family to economic and political structures. He viewed
these environments as part of the life course of a human.
- This bioecological approach of understanding humans by Bronfenbrenner gives the
key elements of social structure that are vital in developing the potential of humans.
It provides an appreciation of what makes human beings human.

Five Ecological on Bronfenbrenner's Theory

Microsystem – (Immediate Environment)
This level includes the settings in which individuals directly interact. This also
refers to the activities and interactions within the immediate surrounding
involving family, school, neighborhood, etc. A person’s development enhances
depending on the supportive environment provided by the socializing agents.
Mesosystem - (Connections)
- This level pertains to the relationship between the microsystem in one’s life. It
involves processes between the multiple microsystems that affect human
development. For example, parents and school are two microsystems closely
connected to one’s life. Parental involvement in school activities is a support that
can nurture the child in the mesosystem level.
Ecosystem - (Indirect Environment)
- includes the microsystems in which individuals are involved indirectly and do not
have an active role.
- It is consisting of wider social settings in which the child does not participate but
can affect a child’s experiences. This may include health and welfare services,
parent’s employment or workplace, and social networks.
Macrosytem – (Social and Culture Values)
involves the culture of an individual e.g. socioeconomic status, ethnicity, country.
- It is also defined as the set of overarching beliefs, values, and norms that serve
as a lens on an individual’s experiences.It is also composed of the cultural
patterns, political and economic systems.
- Inner levels are affected by the macrosystem depending on the amount of
support they receive at this level. For example, activities and work of people may
vary on socioeconomic status or the emerging tradition in society.
Chronosytem - (Changes over time)
this ecological system includes the transitions and shifts in one's lifespan.
- It demonstrates the influence of both changes and constancy in a child’s
environment over time. These changes may involve the growth of a child or
changes that are externally driven such as family experience e.g. conflict, death
of a loved one, etc.
- this level also represents the milestones, turning points, and
new conditions that affect one’s self.
Charles Horton Cooley - was an American sociologist known for his concept of the looking-
glass self.
- studied political economy and sociology at the University of Michigan.
- In his writings, he believed in the interplay of individual and social processes and
human life is a matter of social intercourse – society shaping the individual and
individuals shaping society.
Looking Glass Self Cooley
- believes that the human mind is social and mental abilities directly result from
social interaction.
- The self is defined by socialization.
The looking glass self is the idea that our self-image is shaped by our interactions with others, not just
meditation of one’s mind. It involves three different steps:
1. we imagine how we appear to other people;
2. we imagine the judgments that a person makes based on our appearance and self-presentation; and
3. we imagine how that person feels about us based.on the judgment they have made.
Looking glass self is not a one-way internalization of perceptions of others. A person tries to
shape how others perceive, judge, and feel about us. On self-image, Cooley
emphasized three things:
1. We do not know how we appear to others. An individual is the one who interprets the perceived
responses of others. He/she depends on imagination, thinking how others will react when one is looking
at the mirror, and observing and inferring based on others’ perceptions.
2. An individual is selective in applying looking glass self. There are times that a person cares more about
some things than others, including self-image.
3. An individual uses looking glass self to control and manipulate responses and evaluations of others.

Sigmund Freud - was an Austrian neurologist and the founder of psychoanalysis.

- developed the theory on unconscious desires and experiences, sexual and
aggressive impulses, and defense mechanisms.
Psychoanalytic Theory
Sigmund Freud - believed that the understanding of the self and personality is formed through
the three constructs of the mind: the id, ego, and the superego.
- these three elements are also influential in honing human personality.
Id (Pleasure Principle) - The id refers to the personality component which is
considered as the pleasure function.
- It strives to immediately gratify the desires, wants, and needs. For
example, the urge to eat is generated by the ego whenever
we feel hungry.

Ego (Reality Principle) - The ego operates as the reality principle and functions to
control the id.
- The needs are not always realistic for the
id, but the ego strives to satisfy the needs which are
realistic, and in socially appropriate ways.

Superego (Moral Principle) - The superego is the moral function of the mind.
- It internalizes moral standards and guides the individual in
making judgments.
- It involves the conscience and the moral judgment of a person.
(The Interplay of the Id, Ego, and Superego)
Erik Erikson - was a psychologist from Frankfurt, Germany who developed the theory of
psychosocial development.
- Through his youth, he had a crisis because he never knew his father and
grew up with his mother and stepfather whom he thought he was
unwanted
- Erikson studied child development and pursued the field of psychoanalysis.
- He practiced child psychoanalysis in Boston and Harvard Medical School.
Psychosocial Stages of Development
Erik Erikson - developed the Psychosocial Stages of Development. In this theory, the ego
contributes to the development of the self by mastering attitudes, ideas, and skills
at each stage of development.
- In every stage, there are developmental tasks to learn towards a healthy personality.
An individual experiences a life crisis and there is a need to overcome conflicts to
develop into a healthy and well-adjusted adult.
Trust versus Mistrust (Infant to 18 months) - This is the stage when the child will develop trust
If he or she is properly cared for. If the child is not well-cared for, mistrust is likely to
develop.
Autonomy versus Shame and Doubt (18 months to 3 years) - The child in this stage begins to
 assert independence. If the parent allows their children to explore, they will become
more confident and secure in their abilities. If overly protected, they may be too
dependent on their parents and manifest shame or doubt in their abilities.

Initiative versus Guilt (3 to 5 years) - When a sense of responsibility is instilled in an individual,

he or she will develop the initiative. An individual who is made to feel irresponsible
might develop a feeling of guilt.
Industry versus Inferiority (5 to 13 years) - This stage occurs around elementary school years.
When an individual receives encouragement in their efforts, they will develop a
sense of industry. However, when he or she receives little or no encouragement
from parents and teachers will doubt their abilities and are likely to develop
inferiority.
Identity versus Role Confusion (13 to 21 years) - At this stage, adolescents face the task of
finding out who they are, what they are, and what they want in life. They are
confronted with many roles and responsibilities. If child is not adequately supported,
they will feel insecure and identity confusion will likely develop.
Generativity versus Stagnation (40 to 65 years) - Generativity involves a person’s desire to
contribute to the world by teaching, leading, and guiding the next generation and
doing activities that will benefit the community. Those who fail to attain generativity
will feel worthless and experience stagnation. This is the stage when an individual is
focusing on self-reflection in his/her life. If they are satisfied and proud of their
accomplishments, they will feel a sense of integrity. Those who are unsuccessful in
this stage will feel that their life has been wasted and will experience regret and
despair.
Karen Horney - was a German psychologist who pursued her career in psychoanalysis and
learned Freud’s views and techniques.
- She worked as a doctor and also conducted psychiatric work in Berlin. In 1926,
she got divorced from his husband.
- Years after, she started questioning some of Freud’s views. While Horney
followed the tenets of Freud’s theory, she began to disagree with some of his
views and started to explore female psychology.
- She believed that neurosis and mental health problems are not caused by
biological or instinctual drives, but social and cultural conditions and for
women, it is negatively affected by male-dominated culture.
The Theory of Neurotic Needs
Neurosis - is described as a mental or emotional disorder affecting the personality.
Horney - believed that neurosis or anxiety is caused by interpersonal relationships.
Neurotic needs - can be understood as coping mechanisms developed to manage anxiety.
Horney - gave the ten neurotic needs classified into three groups: moving toward others,
moving against others, and moving away from others.
Moving against Others
Need for power – the craving of power and strength.
Need to exploit others – belief that they can achieve success by taking advantage of others.
Need for social recognition or prestige – occurs when
self-esteem is being based on recognition and compliments received from others.
Need for personal admiration – the desire for
admiration and self-image dependent upon other person’s approval.
Need for personal achievement – a person's sense of
 insecurity, seeking superiority to prove their worth.
Moving towards Others
Need affection and approval – tendency to be people- pleasers
Need for partner to take over their life – fear of being
left by their partner and becoming overly dependent.
Need to restrict their lives – the tendency to appear with
a lack of ambition and the tendency to keep life in
"safe" and inconspicuous ways.
Moving away others
Need for independence – the desire for freedom from
commitment usually from a disappointing relationship.
Need for perfection – fear of failure and criticism.

Manifestation of gender bias - is brought about by unequal power relations embedded in the:
- Patriarchal system
- Cisnormative/Heteronormative
- culture Capitalist system
- Other forms of oppression
Manifestations of Gender Bias - Multiple Burden-being assigned multiple tasks of productive,
Multiple Burden-being assigned multiple tasks of productive, reproductive/care work,
community work as part of their expected gender roles Violence Against Women (VAW)
- any act of gender-based violence that results to physical, sexual or psychological harm
or suffering to women, including threats of such acts, coercion or arbitrary deprivation
of
liberty
Manifestations of Gender Bias
Stereotyping - tendency or attitude to ascribe particular traits, characteristics and roles
distinctly to men
and women
Marginalization - act of being excluded or given lesser importance in society and development
Subordination - being treated as lowly, secondary or someone with no/little decision-making
Power
Intersectionality
• interconnected nature of social categorizations
• overlapping and interdependent systems of discrimination or disadvantage
• characterized by power relations
Sexual Orientation - Refers to each person's capacity for profound emotional, affectional, and sexual
attraction to, and intimate and sexual relations with, individuals of a different gender or the
same
gender or more than one gender (Yogyakarta Principles, 2007)

Role of Social Institutions

• Perpetuate the assignment of characteristics associated with women and men
• Influences gender socialization
• Mechanism of Social control that maintains gender roles
Gender Division of Labor Production -activities that result in the generation of marketable goods and
services Reproduction activities carried out to reproduce labor and to care for and maintain the
household
 • Community management-roles or activities that produce results for the community's collective
consumption, use, or benefit Leisure-activities that do not pertain to productive or reproductive
work but are instead related to rest and recreation
Gender Socialization Do you remember what you were Allowed and Not Allowed to do as Boys and
Giris? individual learns to conform to the norms of the group where one
- is born with
- internalizes these norms
- acquires status
- plans corresponding roles
Sex and Gender
Roles SEX roles - roles that male or female assumes (or expected to assume) because of basic
physiological
or anatomical differences
GENDER roles - roles assigned to men and women based on the social relations of gender and what is he
considered appropriate and acceptable for boys or girls, men or women. It is society's evaluation
of behavior as masculine or feminine
Gender as a Social Construct - Gender norms-way by which a society expects men and women to
behave
and the different values associated with being a boy or a girl, man or woman: Gender-based
behavior-socially constructed according to what they believe to be differences in male/female
behavior. transmit such belief to future generations and perpetuate Gender stereotypes