1

Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES
Pedro Rebadulla Memorial Campus
Catubig Northern Samar

UNDERSTANDING THE SELF

School Year: 2021-2022

Course Instructor: Mr. Kevin Gerardo Caparal

Contact number: 09077149729 / 093506274154
Gmail Account: caparalkevin66@gmail.com
Messenger: Kevin Caparal

Student’s name: ________________________________________________________

Course and Section: _____________________________________________________
Contact Number: _______________________________________________________

SEXUAL SELF

At the end of this learning module, the student is expected to;

 2

a. Discuss the sexual development involving the human reproductive system, erogenous
zones, sexual behaviour and human sexual response.
b. demonstrate critical and reflective thought in understanding one’s sexuality, chemistry
of lust, love and attachment and the psychological aspect of being turned on.
c. examine the diversity of human sexuality, sexual health, sexually transmitted diseases
and method of contraception.

INTRODUCTION
Puberty marks the start of sexual development in an individual. Physical changes
start and as an individual continues to adolescence, these changes are highlighted
as sex hormones, undergoing physical changes, and producing feelings that are
sexual in nature. Since sex is usually a taboo subject, most adolescents confused
with those feelings with this feelings: how to handle them, who to ask about these
sexual feelings and what is considered normal and inappropriate sexual responses.
The way to understand these is to learn about human sexuality to get to know one’s
own body and responses and establish her/his Sexual Self.
WHAT IS YOUR SEXUAL SELF? This is the part of yourself where you learn and
understand your sexual development and how people’s sexual activity, beliefs,
misconceptions and unlimited access from the internet on sex can influence your own
sexual behaviours and responses. Your sexual self speaks of your sexual health,
sexual orientation, gender identity and expression and values around sexuality.
1. Sexual Development
Sexual development is a lifelong process that starts at the moment of conception
(Tsiaras, 2006). People are all a little different from each other, so it make sense that
they don’t all develop in the same way (kidshealth.org, 2008). Sexual development can
be predicted as part of human development but not everyone is expected to have same
pattern of changes or the same pacing.
2. Reason Why an Individual’s Sex is Important in Lifelong Development
1. Each year children come under increasing cultural pressure from parents,
teachers, peer group and society at large to develop attitudes and behaviour pattern
that are considered appropriate for member of their sex.
2. Learning experiences are determined by the individual’s sex. In the home, at
school, and in play groups, children learn what is considered appropriate for member
of their sex.
3. The attitude of parents and other significant family members towards individuals
because of their sex. Strong preferences for a child of a given sex have marked
influences on parents’ attitude affecting relationship with the child.
1.1 Sigmund Freud’s Psychosexual Stages of Development and the Concept of
Erogenous Zone
Freud believed that every child goes through a sequence of developmental stages
and that the child’s experiences during these stages determine adult personality
characteristics. Freud believed that the adult personality is formed by the end of the
5th year of life. Each stages has an erogenous zone association with stimulation and
pleasure. Freud used the term fixation to describe what occurs when a person does
not progress normally from stage to stage but remain overly involved with a particular
stage. That person prefer to gratify her/his needs in simpler or more childlike ways
than the adult mode that would resuld in normal development (Limpingco & Tria,
1990, p.14)
 3

1.2 The Human Reproductive System

One of the many seemingly magical things about human reproduction is that only
one sperm can ever penetrate the egg. Sex, however, is not just for reproduction—
not in humans. That may be its primary biological mandate, but serves other
purposes as well. It helps strengthen relationships, encourage a man to stick around
to for his child, and affect not only health but also well-being (Tsiaras, 2006).

*The Female Reproductive System

The ovaries produce 400,000 eggs or so every 28 days. The ovum is 100,000 larger
than the sperm cell. The cell carries the X chromosome (Villafuerte. SL. 2013).
Puberty in girls usually starts between the ages 8-13, along with all the bodily
changes (breast, hair, skin, hips, voice) it is also where Menarche (from the Greek
word ‘moon’ and ‘beginning’), the first menstrual period, would seal the growth spurt
and signal the female sexual maturity.
*The Male Reproductive System
The testes produces 200 million sperm cells/spermatozoa every week. It carries X or
Y chromosome, which is the sex-determining cell (Villafuerte, SL. 2013). In boys,
puberty starts around 1015 years old and explain why some girls look more mature
than boys. The testosterone hormone causes most of the changes in a boy’s body
and men need sperm to reproduce (kidshealth.org, 2008).
Besides the physical changes (voice, hair, size of penis, larenx), his brain also
changes. Unlike women varying monthly to create menstrual cycles, the hormones in
men’s brain are constantly active (Tsiaras, 2006). This is may be the reason why men
are said to think about sex more than women.
1.3 Human Sexual Response
Biological Factor such as the presence of androgens, estrogens and progesterone,
prime people for sex. People’s sexual responses follow a regular pattern consisting of
four phases: excitement, plateau, orgasm, and resolution. Sexual motivation,
often referred to as libido, is a person overall sexual drive or desire for sexual activity.
This motivated by biological, psychological, and social factors. In most mammals, sex
hormones control the ability to engage to sexual behaviour. However, sex hormones
do not directly regulate the ability to copulate in humans; they are only one influence
on the motivation to engage in sexual behaviours. Social factor such as WORK and
FAMILY also have an impact, as do internal psychological factors like personality and
stress.
2. Human Sexuality
Sexuality is much more than sexual feeling or sexual intercourse. It is an important
part of who a person is and what she/he will become. It includes all the feelings,
thoughts, and behaviours associated with being female or male, being attractive and
being in love, as well as being in relationships that include sexual intimacy and
sensual and sexual activity. It also includes enjoyment of the world as we know it
through the five senses: taste, touch, smell, hearing, and sight.
(advocatesforyouth.org/lessonplans/circleofsexuality 1.htm. 2008)

2.1 The Five Circle of Sexuality

*Sensuality
*Sexual Intimacy
*Sexual Identity
*Reproduction and Sexual Health
*Sexualization
 4

2.2 The Chemistry of Lust, Love, and Attachment

There are physiological and psychological aspects in being turned on, being in love
and attach to other person. The chemistry of lust, love and attachment lies in our
brains, which is the human’ most important ‘sex organ’ ”. the unexplained mechanism
responsible for sexual attraction lies in the brain not in the genital area.
Lust – This is a phase which is driven by the sex hormones testosterone and
estrogen – in both men and women. Estrogen and testosterone are the two basic
types of hormones present equally in men and women’s body that excite the feeling
of lust within the brain.
Attraction – This phase is said to be one of the beautiful moments of life. This is the
phase that the person actually starts to feel in love. This is the amazing time when
you are truly love-struck and think of little else. Scientists think that the three main
neurotransmitters are involve in this stage; adrenaline, dopamine, and serotonin.
Attachment – is a bond helping the couple to take their relationships to advanced
levels. It instigates the feeling of bearing children and falling in love with them
wholeheartedly. Scientist think there might be two major hormones involved in this
feeling of attachment; oxytocin and vasopressin.
3. The Diversity of Human Sexuality
There are many “rules” about what men and women can/should do that have nothing
to do with the way their bodies are built or function. This aspect of sexuality is
especially important for young adolescents to understand, since peer, parent and
cultural pressures to be “masculine” or “feminine” increase during adolescent years.
Both young men and young women need help sorting out how perception about
gender roles affect whether they feel encourage or discourage in their choices about
relationships, leisure activities, education, and career.
Gender bias means holding stereotype opinions about people according to their
gender. Gender bias might include believing that women are less intelligent or less
capable than men that men suffer from “testosterone poisoning,” that men cannot be
sensitive. Many times, people hold fast to these stereotype opinions without giving
rational thought to the subject of gender (advocatesforyouth.org, 2008).
What is Sexual Orientation?
Sexual orientation refers to an enduring pattern of emotional, romantic and/or
sexual attraction to men, women, or both sexes. Sexual orientation also refers to a
person’s sense of identity based on those attractions, related behaviours, and
membership in a community of others who share those attraction.
How do people know if they are lesbian, gay, or bisexual?
According to current scientific and professional understanding, the core attractions
that form the basis for adult sexual orientation typically emerge between middle
childhood and early adolescence. These patterns of emotional, romantic, and sexual
attraction may arise without any prior sexual experience. People can be celibate and
still know their sexual orientation—be it lesbian, gay, bisexual or heterosexual.
Different lesbian, gay, and bisexual people have very different experiences regarding
their sexual orientation. Some people know that they lesbian, gay, or bisexual for a
long time before they actually pursue relationships with other people. Some people
engage in sexual activity (with same-sex and or other sex partner) before assigning a
clear level to their sexual orientation. Prejudice and discrimination make it difficult for
many people to come to terms with their sexual orientation identities, so claiming a
lesbian, gay, bisexual identity may be a slow process.
3.1 Sexual Health and Sexually Transmitted Diseases/Infection
 5

The factual information about reproduction is necessary so youth will understand

how male and female reproductive systems function and how conception and/or STD
infection occur. Adolescents have inadequate information about their own and/or their
partner’s body. Teens needs this information so that they make informed decisions
about sexual expression and protect their health. Youth need to understand anatomy
and physiology because every adolescent needs the knowledge and understanding
to help her/him appreciate the ways in which his/ her body functions.
(advocatesforyouth.org/publications/lpe/Index.htm, 2008).

Sexual intercourse
Sexual intercourse is one of the most common behaviour among humans. Sexual
intercourse is a behaviour that may produce sexual pleasure that often culminates in
orgasm in females and in males. Sexual Intercourse may also result in pregnancy
and/or STD. In program for youth, discussion of sexual intercourse is often limited to
the bare mention of male-female (penile-vaginal) intercourse. However, youth need
accurate health information about sexual intercourse—vaginal, oral, anal.
Premarital Sex
Is sexual activity practiced by people who are unmarried. It can be any sexual
relations a person has prior to marriage. The alternative terms for premarital sex have
been suggested, including non-marital sex (which overlaps with adultery), youthful
sex, adolescent sex, and young adult sex.
A 2014 Pew study on global morality found that premarital sex was considered
particularly unacceptable in “predominantly Muslim nations”, such as Indonesia,
Jordan, Pakistan, and Egypt, each having 90% disapproval, while people in Western
European countries were the most accepting, with Spain, Germany, and France
expressing less than 10% disapproval.
People who have premarital sex are recommended by health professionals to take
precautions to protect themselves against sexually transmitted infections (STIs) such
as HIV/AIDS. There is also a risk of a planned pregnancy in heterosexual
relationships.

Sexually Transmitted Diseases/Infections

These are also known as Venereal Diseases (VD). They are passed through sexual
contact or genital – through vaginal intercourse, oral sex and anal sex. The term STI
evolved from “venereal disease” to “sexually transmitted disease”, then “sexually
transmitted infection” which has a broader range of meaning: that it can be passed
without disease. (You don’t have to be ill to infect others).
HIV/AIDS
HIV is “Human Immunodeficiency Virus”. This is a retrovirus—genetic info @RNA
than DNA. HIV is the virus causes AIDS and it is preventable and manageable but
not curable. AIDS is “Acquired Immunodeficiency Syndrome”. Since this is a
syndrome, there are several manifestation of the breakdown in body’s immune
system and have developed in people who have been infected by HIV.
How do people get Aids? AIDS is developed through:
1. Bodily fluids (blood products—transfusions, semen, and vaginal fluids).
2. Intravenous (IV) Drug abuse (sharing needles and use of unsterilized blades)
3. Sexual intercourse (unprotected vaginal, oral, and anal sex)
Around the World, there are 448 million new infections of curable sexually transmitted
infection which occur yearly.
 6

3.2 Teenage Pregnancy

This is pregnancy in females under the age of 20 at the time the pregnancy ends.
Pregnant teenagers face many of the same obstetrics issues as other women. There
are, however, additional medical concerns for mothers aged below 15 years old. For
mother aged 15-19, risk are associated with socio-economic factors than with the
biological effects of age. In teenage pregnancy, there are risk of low birth weight,
premature labor, anemia, and pre-eclampsia are connected to the biological age
itself, as it was observed in teen births. Every day in developing countries, 20,000
girls under age of 18 give birth.
Prevention of Teenage Pregnancy
Comprehensive sex education and access to birth control appeared to reduced
unplanned
teenage pregnancy. It is clear if a single intervention is most effective. In the United
States free access to long acting form of reversible birth control along with education
decrease the rates of teen pregnancies by around 80% and the rate of abortion by
more than 75%.
Education
The Dutch approach to preventing teenage pregnancy has often been seen as a
model by other countries. The curriculum focuses on values, attitudes,
communication and negotiation skills, as well as biological aspects of reproduction.
The media has encouraged open dialogue and the health care system guarantees
confidentiality and a non-judgemental approach.
Abstinence and education
Some schools provide abstinence-only sex education. Evidence does not support
the effectiveness of abstinence-only sex education. It has been found to be
ineffective in decreasing HIV risk in the developed world, and does not decrease of
unplanned pregnancy when compared to comprehensive sex education.
3.3 Family Planning/Responsible Parenthood
In Philippine education, the concept of Family Planning is a mandatory topic in the
curriculum. Family Planning, also called Responsible Parenthood is as old as
humankind. It is a simple way of regulating and spacing the birth of children. It is
giving birth according to the health and economic condition of the family, giving birth
of the mother according to her right age. Conception is not left to chance. Benefits
derived from Family Planning are identified as follows.
1. For the family --- to promote healthy, happy family.
2. For the mother --- she can recover her health and strength after delivery.
3. For the child --- a better chance of growing healthier and well cared.
Family Planning Methods / Methods of Conception
Youth also need to know that traditional methods of preventing pregnancy (that may
be common in that particular community and/or culture) may be ineffective in
preventing pregnancy and may, depending on the method, even increase
susceptibility to STDs. It should be determined what those traditional method are,
their effectiveness, and their side effects and know traditional methods of
contraception in a culturally appropriate and informative way.
A concept linked to Family planning is contraception, also known as birth control
and fertility control. This is a method or device used to prevent pregnancy. It is also
defined as a deliberate prevention of conception or impregnation. Family planning
methods and/or contraception methods are presented as follows:
1. Natural Birth Control employs natural control methods that people do to help
prevent an unintended pregnancy are without the use of modern/artificial ways of
 7

conception. These require commitment when you make the decision, discipline and
self-control for it to be effective. These include abstinence, fertility awareness
method, the rhythm, calendar or standard day method, outercourse and continued
breast feeding, all requiring discipline and responsibility which the Catholic Church
approves.
2. Artificial Birth Control employs artificial control methods to help prevent
unintended pregnancy use modern/contemporary measures such as contraceptive or
birth control pills, diaphragm, male and female condoms, spermicide, cervical cap,
today sponge, birth control patch, birth control shot, birth control implant, intrauterine
device (IUD), tubal ligation/vasectomy, tubal implants and emergency contraception
pill.

ENRICHMENT ACTIVITY
*Using you smart phone (video record) , Interview two kinds of parents (one
adolescent and one adult) and relate their experiences in raising children, and in making a
living to raise a family. Write down your insights about their experience and how
applicable the use of contraception is in their situation.

C. THE MATERIAL/ECONOMIC SELF

At the end of this module, the student is expected to:

a. define material self.
b. describe how material self affects a person.
c. Explain the relationship between possessions and extended self.

INTRODUCTION
Upon reaching an item in the display shelf of chocolate at a convenience store, a
women intends of buying a bar with a statement, “It’s a cheat day. I’m not myself
now.” If she is not in herself now, maybe she’ll have another self later, or tomorrow
perhaps. Many scholars conclude that people have a core set of behaviours, attitude,
beliefs, and values that constitute their selves. It is the sum total of who they are.
However, their concept of self can and does not change, depending on
circumstances and influences.
1. The Material Self
People had a “material self” in the words of William James, the Harvard psychologist
and giant of the American Intellectual scene in the late nineteenth century. A “man’s
self is the sum total of that he can call his,” James wrote in 1890. This included his
body, family, and reputation but also his “clothes and his house….his lands and
horses, and yacht and bank account.” If they grow, their owners felt triumphant. If
they faded, people felt a part of themselves is dying (Trentman, 2016).
Curtis (2017) manifested that cash can have serious bearing of one’s belief regarding
the way a person views himself/herself. The following are evidences behind that idea
that money truly change people.

a. Social and Business Value

Heyman and Ariely (2004) surmised that there two motivation for completing
given task. The first is social. By recognizing a task’s social value, a person sees it as a
worthy investment of time and a part of his/her social duty, and he/she is usually happy
 8

to help out. When money offered as the motivation, however, people then start thinking
less of the social aspect and more about the social value.
As a matter of fact, even relatives ask for favour nursing the dependent senior
citizens require compensation to equate the effort done. The more money received the
more frequent visit and more task done. If less money is paid, the lesser chances
coming back, with many alibis and excuses given.

b. Self-sufficiency and Service

Those are conscious of money typically strive to be more self-sufficient than
those for whom money isn’t priority. When given a very difficult and even impossible
task, with instruction that help was available, it was the money-related group that
seemed the most intent on getting the job done alone, even when it was not possible to
finish the task solo. It only means that money conscious individuals are more self-
sufficient than their peers, particularly when money is made the focus.

c. Self-View
The amount one earns could have effect on how he/she views both
himself/herself and others. The wealthiest people are those with the deepest sense of
class essentialism – the idea that differences between classes are based upon identity
and genetics, rather than circumstance. Poor people tend to believe that social class
was not related to genes, that essentially, anyone can be rich and anyone can be poor.
Rich people more likely to believe that wealth was part of genes and identity, that they
were entitled to wealth based upon their personal circumstances and actions. Wealthy
people also believe that, more or less life is fair and people mostly get what they
deserve.

d. Ethics
Those who perceive themselves to be in a higher class where the most likely to
engage in unethical behaviour, particularly when a symbol of wealth was introduced,
such as cutting off a pedestrian when a luxury car, for example. Piff, in his study labelled
the behaviour, “self-interest maximization,” an idea that suggests those who have the
most money or occupy higher classes are more likely to take a “what’s in it for me?”
attitude. They actively work toward the most benefit for themselves (Piff,2012).

e. Addiction
Many addictions because a person gets a positive response from a certain type
of behaviour. Whether it’s a happy feeling that one gets from shopping or a thrill that
comes from gambling, actively seeking out that behaviour again and again for the same
outcome can trigger an addiction. This is called “behavioural or process addiction” a
compulsive behaviour not motivated by dependency on an addictive substance, but
rather by a process that leads to a seemingly positive outcome.

2.2 Special Cases of Extended Self

1. Collections ("I Shop, Therefore I Am")
As Belk (1982) notes, humans and animals once primarily assembled collections of
necessities for future security, but today humans more often assemble collections of
non-necessities for distinction and self-definition. Collections of this sort may be
initiated, by gifts or other unintended acquisitions, but the cultivation of a collection is
a purposeful self-defining act. Collecting has become a significant activity in our
 9

consumer society as it has become more widely affordable through the discretionary
time and money available to the general population rather than just to the wealthy
elite (Mason, 1981).
Goldberg and Lewis (1978, p. 64) go further in suggesting that "Many collectors who-
are inhibited and uncomfortable in social interaction, surround themselves with
favored objects upon which they project human-like qualities. They practically talk to
these objects; they find comfort in being ·with them and regard them as friends." In
this sense, collections may be seen as transition objects or security blankets for
adults.
To some extent, a compulsive tendency. urges them the increasing desire to collect
as much as they could which gives them a greater feeling of security, and therefore
becoming a basis of the sense of self and identity -_"! shop, therefore I am; I have,
therefore, I am".
2. Pets as Extended Self
Pets are regarded commonly as representative of self and studies show that we
attempt to infer characteristics of people from their pets (Foote 1956; Heiman 1967).
Some relationship between personality and choice of pets does, in fact, exist (Kidd
and Kidd 1980). Others have observed that, like people, pets are regarded as family
members ( e.g., Cain 1985; Friedmann and Thomas 198'5; Hickrod and Schmitt
1982; Rochberg-Halton . 1985; Wallendorf and Belk 1987).
In this regard, it is significant that we name our · pets, feed and care for them,
photograph them, spend money on them, groom them, talk to them, protect them,
sleep and play with them, and mourn their death (Hickrod and Schmitt 1982; Mer
1984). Carmack (1985), Cowles (1985), and Keddie (1977) found that in some cases
of pet death the mourning is similar to that which occurs due to t_he loss of a home
or the loss of a limb.
Levinson (1972) and Robin and Bensel (19"85) found that pets are so instrumental to
self-identity that they are often useful as transition objects (surrogate parents) for
children and as surrogate children for adults. These observations and popular
treatments suggest that pets can be therapeutic in expanding the self of children,
hospital patients, and the elderly.
3. Body Parts
Body parts are among the most central parts of the extended self. In psychoanalytic
terms, such self-extension is called cathexis. _Cathexis involves the charging of an
object, activity, or idea with emotional energy by the individual. The concept most
commonly has been applied to body parts and it is known, for instance, that women
generally tend to cathect body parts to a greater. degree than men and that such
cathexis reflects self-acceptance. When a body part is more highly cathected, there is
greater use of grooming products to care for this part of the body.

Enrichment Activities
Note: This is an individual activity which is to be shared in groups after accomplishing the
desired output.
Assessment
Test I: Multiple Choices. Encircle the letter of your answer.
1. The use and splay of wealth and other possessions, all the physical elements that
reflect who a person is, make up the _________.
A. material self C. social self
B. spiritual self D. none
 10

2. It is an idea which suggests that those who have the most money or occupy higher
classes are more likely to take a "what's in it for me?" attitude.
C. self-sufficiency and service C. self-view
D. self-interest, maximization D. addiction
3. It is the idea that differences between classes are based upon identity and genetics,
rather than circumstance.
E. class essentialism C. self-interest maximization
F. self-sufficiency D. social and business value
4. The "cycle of work and spend" is best illustrated in _____________.
A. work more to buy more C. buy more to spend more
B. work less to buy more D. work more to provide
5. Which is not a nonvoluntary loss of enough
possession?
A. lost to theft or casualty C. handbag snatching
B. mudslide and forest fire D. lending an item

D. THE SPIRITUAL SELF

At the end of this module, the student is expected to:
a. articulate ways of finding meaning in life;
b. explain the Biblical as well as the Filipino understanding of the soul and the spirit;
c. Discuss the significance of the practice of religion in the spiritual life of the person;
and
d. Construct an essay indicating how he/she could personally and concretely live the
great commandment of love.
Introduction:
Are you happy with your life now? Do you find meaning in the things that you do
everyday? ·What makes you truly happy? Did you ever take these questions seriously
before?
In search of his true identity, man can never do away from considering his spiritual
well-being. For one thing, he is composed of both body and soul. The body points to
his relationship with the material world and the soul, his relationship with the spiritual
world, which is the transcendental dimension of life. Man's spirituality is the focus of
our discussion in this section.
In the search for meaning in life, one of the major concerns is the development of a
'balanced spirituality 0£ the human being which integrates well with his/her
psychological maturation. This psychospiritual integration or development can be of
help in bringing about social transformation since it exposes the individual to different
situations or cases that awaken in him/her the desire to make a difference in his/her
life as he/she searches for the meaning of his/her life.
Such integration leads to a better understanding of oneself with the questions: Who
am I? What are my big aims in life? How clear are they? How truly Filipino am I? How
truly Christian am I? It seeks answers to the basic existential questions in life. It leads
to self-introspection, a journey into the core of the human being.

1. The Concept of Spirituality.

As mentioned in the earlier chapter, the spiritual self is who we are at our core. It is
more permanent than the other two selves, material self and social self. The spiritual
self is our subjective and most intimate self. It is the aspect of self which develops a
certain level of spirituality which is deemed as man's way of seeking as well as
 11

expressing the meaning and purpose of his life. It speaks of the quality of one's
relationships - with God, self, others, institutions and God's entire creation, marked by
respect, forgiveness, generous service and prayer. It is showing great refinement or
high level ·of Christian maturity and concern with the higher things in life such as the
Sacred or the Divine. This spirituality 'is specified more concretely in deepening the
faith. Spirituality leads man to a deeper communion with the Divine. It is a path of
direct and personal connection with the Divine. It embraces all faiths, social and
political ideologies. It aids persons in spiritual, emotional or physical distress, crisis or
discomfort as well as those seeking to make a significant change in their lives
through self-awareness. This can be a healing process that leads to personal
development.

1.1 The Spirit and the Soul

The interconnection of two important terms in our discussion needs to be
considered, which is that of the spirit and the soul. Though these are sometimes used
interchangeably, they have distinctions which need to be· recognized. As mentioned
by L. Mercado (1994), "the spirit in the Hebrew language is ruach or pneuma in
Greek which means breath (esp. the breath of life). The spirit is described as the
disposition of an individual, a person's habitual attitudes, as man's supernatural
power which comes from God. It is the part of us through which all life and power of
God flow. It is the "life-giving part of man" (Jas. 2:26). Soul on the other hand, is in
Hebrew, nephesh, or in Greek, psyche, originally meaning 'throat' or 'neck', which
means 'human life' , the animating principle of human nature .. In modem psychology,
·it is described as the 'will, mind, the seat of emotion, conscience'. Both soul and
spirit mean life. But soul (nephesh-psyche) stands for natural man, while spirit
(ruach-pneuma) is the ethical factor which adds the new, dimension of relationship
with God. spirit enables man to serve God and to participate in the supernatural
order, Here, the Hebrew concept of man is holistic, not a trichotomy of, body (flesh),
soul, and spirit, but one totality. However, the Hebrew sees the distinction between
the natural and the supernatural, in respect to the soul and spirit." The· term used by
· the Filipinos for spirit is a loan word, "espirito" or "espiritu", which is in Visayan
term, "ginhawa", in Tagalog, "hininga" and in Ilocano, "anges".
The concept of soul is very familiar to the Filipinos. As mentioned earlier, this is the
"nonphysical aspect of the person, the complexity of human attributes that manifests
as consciousness, thought, feeling, and will, regarded as distinct from the physical
body. It is the person's emotional and moral nature, where the most private thoughts
and feelings are hidden. In some systems of religious belief, the soul is the spiritual
part of a human being that is believed to continue to exist after the body dies. The
soul is also regarded as subject to future reward and punishment. The Bible further
speaks of the soul as the innermost aspect of the person which signifies the spiritual
principle in him, "the breath of life". It is because of this spiritual soul that the body
becomes alive.
1.2 The Filipino Traditional Understanding of Soul
We consider the traditional understanding of Filipino communities in our discussion
of the soul since this is the key to understanding ourselves at present, recalling our
past as a people which still has traces in today's context. The 'soul' and 'spirit' are
sometimes used interchangeably but Filipinos interpret the soul differently. According
to Demetria, et. al. in the book “The Soul According to the Indigenous Filipino”,
"kaluluwa, kararwa, kadkadduwa, all come from the root word duwa, which means,
 12

two. This is because the soul has two existences one physical that is connected to
the human body and its life, and the other spiritual where it exists on its own. The
Ilocano "kadkadduwa" is further derived from kadduwa, meaning "companion." The
doubling of "kad " intensifies the nature of companionship so that it means "constant
companion" or an inseparable partner," therefore an attached companion of the living
person".
"The Tagalogs call the soul, kaluluwa; the Bagobos, gimokud; the Bukidnons,
makatu; the Ilokanos, kadkadduwa or kararwa (inside physical body); the Ilonggos,
dungan (if person is alive), and kalag (if person is dead); and the Visayans, dungan
(willpower)" (Demetria, et. al., 2011). For the Cebuanos, the soul is referred to as
kaluha, and the Mindoro for, karadwa or kalag. For the Kankanays of Cordillera, ab-
abiik is the term used for the spiritual self which is also applicable to trees, stones,
rivers, etc. which are also believed to have ab-abiik. Demetrio used the word of
Mariano Gatan, 'ikararua' for the
Ibanag's soul "which has the role of giving direction and, wholeness to the man. The,
body can stay alive independently of the soul while the soul itself, even when separate
from the body, experiences material wants and needs" (Demetrio, et. al., 1991).
Furthermore, "when the person is frightened, the ikararua leaves the body while the body
remains alive. A ritual called 'mangaggakao' is performed to invite the soul to return to
the body" (Mercado, 1994).
"For the Tagalogs, the kaluluwa speaks more of the soul of the deceased person
than that of the living. Jocano refers to the soul of a living person as his kakambal
(twin or double) which is thought of as the 'malay' or the 'tiny voice' ."It is a
consciousness which is the individual's capacity to think, to reason, to learn and to
have willpower. At night, the kakambal may travel around and its · troublesome
encounters could. be the cause of nightmares (bangungut). The double becomes a
kaluluwa after the person dies'' (Jocano, 1971).
"The dungan (not normally seen by the human eye) for the, Ilonggos and Cebuanos
sometimes comes out of the body and takes on a visible form such as that of an
insect like a housefly or even a lizard. The dungan may leave the body voluntarily as
when a person is asleep, according to the Visayans. When a person can see himself
in his dreams, -it means that his "other self' has left the physical body. The dungan's
travel outside the body should be free from accidents. Only when the soul has safety
returned home would the owner be able to wake up. Whatever happens to the
Dungan happens to the physical body as well" (Demetrio, et.al., 2011).
Alicia Magos (1986) as cited by Demetrio, et. al. (2011), also indicates that another
cause of the withdrawal of the soul from the body is when the body is badly
maltreated. The soul then voluntarily leaves the body. Similarly, Arsenio Manuel, as
cited by Demetrio, et. al., speaks of the soul, leaving the body involuntarily as in the
case of a child who is frightened. The kaluluwa or dungan departs from the body
and so there's a need to call the soul bad<; by saying, "Come back, come back
soul of __ , return to your home body." The child becomes normal again the
moment the kaluluwa or dungan rejoins the body. Another involuntary departure of
the soul happens when it is lured or captured by bad spirits or 'engkantu'. "Sickness
is the effect of temporary loss of the soul and death is the effect of permanent loss".
The notion of multiplicity of soul.s is common among Filipinos. According to Llanes
(1956), as cited by Demetrio, et. al. (2011), four souls animate the body in early Ilokano
belief namely:
1. The kararwa or the soul proper, is the vital element in man. It can leave only after
death. It is the Ilokano name presently used for the Christian soul.
 13

2. The karkarma or second soul can leave the body when one is frightened; or it can
be stolen from the body when the person goes to isolated places. If the soul fails to
return, the owner becomes insane. Sacrifices and attendant ceremonies are held to
lure back a lost karkarma. The Ilokano karkarma stands for natural vigor, energy,
strength or power. It ·also stands for mind or reason. It is our counterpart of what the
Greeks referred to as psyche.
3. The aniwaas (aningaas or alingaas) or third soul, can leave the body 'during
sleep and visit places which the person who owns it frequents when awake. If he
wakes up -\d may lose his aniwaas (aningaas, alingaas) and become insane.
4. Ar-aria (al-alia), or our fourth soul, is the liberated soul of the dead. It is the soul
that comes down to earth to visit its relatives and friends, asking them to pray or
perform a duty it failed to do in life. The· howling of dogs announces the presence of
an ar-aria/al-alia. It makes noise, disturbs the chickens, makes audible footsteps,
breaks the door, or bangs the utensils in the kitchen. If the dead was a cook, he likes
staying in the kitchen; if a tailor, he plays with the sewing machine. If he was lame· in
life, his footsteps betray that fact.
Like the Visayans and the Ibanags, the Ilokanos believe that the soul leaves the
body when frightened which resl1lts to sickness and a ritual is necessary to invite the
strayed soul back to its homebody.
2. Loob and Personhood
In the contemporary Filipino understanding of self, we have the concept of loob and
personhood. LOOB, the inner self or _inner being, is the core of one's personhood
and where the true worth of the person lies. It is what makes one what he is and who
he is as a person. It is a term used to describe a person in relationship with others.
Contemporary psychology has defined the person by his relationship with others and
such is done by describing what sort of loob he has such as magandang loob or
mabuting loob and masamang loob. A person is said to be of magandang
loob/mabuting loob if he relates well and positively with others. He is not only well-
intentioned but he also promotes the well-being of others, especially those in need.
They are called people of goodwill. On the contrary, a person is said to be of
masamang loob if he is of bad character. He relates negatively with others. This
LOOB is manifested through external behavior, and behavior in an authentic person
stems from the loob.
According to Mercado (1994), "a purified kalooban is supported by prayer. This loob
that has been continually purified and strengthened acquires commitment to the
cause of the _individual. This happens through forms of sacrifices which include
prayers, abstinence from certain kinds of food, or comf9rts, and sexual abstinence.
Constant prayer and religious exercises are ways to purify the loob. One of the most
popular sacrifices done by some Filipino Catholics is the 'penitensia' during Good
Friday. The penitents reenact the suffering of Jesus Christ, from the flagellation to the
crucifixion. Penitents whip themselves on the back, using whips made of bamboo or
paddles to draw blood. To complete the rites, some devotees willingly allow
themselves to be nailed to the cross, reenacting Jesus' crucifixion. Despite the pain,
loss of blood, the penitent emerges a "new man" whose loob has been renewed,
ready to face squarely the challenges of this world .. Prayer and ritual can be a
source of power".
Covar, in Mercado's hook, 'The Filipino Mind' says that "the use of amulet (anting-
anting) may also be a source of power. Those who use the anting-anting believe that
the words of Christ and the things used in Catholic liturgy are a strong source of
power. While Scriptures say that the Word of God is efficacious (Heb.4:12; lTh.2:13
 14

ff.), meaning, 'has the power to produce _a desired result', their belief extends· to
other rituals and liturgical language in the Catholic rite. The efficacy of the anting-
anting" depends upon the proper execution of certain rituals and the following of strict
rules." Holy Week is supposedly the best time for obtaining, testing and recharging
the powers of anting-antings"
God's Kagandahang-loob
The Filipino concept and value, kagandahang-loob (kindness, generosity, benevolence,
helpfulness) can be a very appropriate description of who God is for Filipinos. It
connotes all that is good in a person which is the ideal among Filipinos. It is a quality
of BEING which has its roots in the very heart of a person and which is given
expression in the totality of one's life of interrelationship. This reminds us of Jesus in
whom words and deeds are true manifestations of His kagandahang-loob. This is
why God's saving activity is described as kagandahang-loob.
Loob and Prayer
Prayer is said to be "the first expression of man's interior truth". interior truth refers to
the core of one's personhood, his loob which is closely related to man's spirit. It is the
ultimate organizing center of human reality. It is also the very zone of creaturehood
which is the substratum of ideas, feelings and behaviors. Those whose loob is pure,
serene and controlled have "special powers" granted, to them by Christ such as the
ability to control elements, cure the sick, speak in different tongues, interpret signs,
among others.
Prayer then is the Christian's acknowledgment and awareness of the true nature of
the loob, and the richness or weakness of this loob as exposed by the light of faith. This
loob is made "in the image and likeness" of God; hence, it is constituted by being
related to God.
With this, prayer becomes an active receptiveness, an active listening to what God is
revealing through one's loob. It is the recognition, acknowledgment, acceptance of
this relatedness to God of' our loob in an explicit manner. "Christian prayer is our
conscious personal communion with God, our Father, in Christ Jesus. It is the fruit of
the Holy Sp1rit working in our hearts, enabling us to turn to God and with confidence,
to call Him our Father. This prayer is always a free gift of God, which leads us back to
Him, pagbabalik-loob (conversion) when astray, restoring the original goodness of
one's kalooban. How does this concept of loob and prayer help us find leaning in
life?
3. Finding and Creating Meaning - Viktor Emil Frankl
According to Viktor Frankl, "meaning is something to discover rather than to invent."
It has the same concept with inner happiness, life satisfaction, self-actualization,
deep· spirituality. He believes that in life, there is an existential vacuum which means
that life is empty, meaningless, purposeless, aimless, adrift, and so on. Because of
this existential vacuum, we fill our lives with pleasure, eating beyond all necessity, or
even having promiscuous sex.
We might seek power, especially the power represented by monetary success.
Because of this existential vacuum, Frankl says that we fill our lives with "busy-ness,"
conformity, conventionality, anger, hatred and even attempts to destroy what we think
is hurting us, a neurotic "vicious cycle," such as obsession with germs and
cleanliness, or fear-driven obsession with a phobic object.

3.1 Three Ways of Discovering Meaning in Life

 15

Viktor Frankl indicates three broad approaches namely: experiential values, creative
values, and attitudinal values.
a. Experiential Values
This approach involves experiencing something· or someone we value. The most
important example of experiential values is the love we feel towards another - family,
relatives, friends, and workmates.
b. Creative Values
This is the traditional existential idea of providing oneself with meaning by becoming
involved in one's projects, or, better; in the project of one's own life. It includes the
creativity and passion involved in art, music, writing, invention, and work.
c. Attitudinal Values
Attitudinal values include practicing virtues such as compassion, bravery, a good
sense of humor, and the like. But Frankl's most famous example is achieving
meaning by way of suffering. The ultimate goal is self-transcendence, in the spiritual
realm. It is a reference to God, a reference to religion.
3.2 The Practice of Religion
Researches speak of religion as the people's way of connecting themselves to God
as they search for meaning in life. Religion is also popularly understood as "beliefs
and behaviors related to supernatural beings and powers." Still others define religions
"an organized system of ideas about the spiritual sphere, along with ceremonial
practices; our way of relating with the supernatural or the DIVINE". All cultures have
religion.
Religion serves several functions to man.as follows:
1. "The practice of religion has a ·significant effect on happiness and an overall sense of
personal wellbeing" (Stark, R., 1971).
2. "Regular religious attendance led to much less psychological distress" (Williams, D.
1970).
3. "Young people see love as the central aspect of the meaning of life; they believe that
religion is still important in helping form judgments and attitudes (Thomas, D.).
4. The cohabitation rate is seven times higher among persons who seldom or never attend
religious services compared to persons who frequently attend (Larson, D).

"Therefore, the practice of religion is beneficial to · individuals, families, states, and

the nation. It improves health, learning, economic well-being, self-control, self-
esteem, and empathy. It reduces · the incidence of social· pathologies, such as out-
of-wedlock births, crime, delinquency, drug and alcohol addiction, health problems,
anxieties, and prejudices. Furthermore, religion creates a moral community to which
people experience a sense of belonging. It provides rites of passage as in the case of
sacraments in Christianity. It provides emotional support. It serves as a means to
provide answers to ultimate questions -in life. It shapes the people's views of the
universe. Finally, it can be a powerful agent of social change" (Haviland, et.al., 2007).
How do people practice Religion? The practices we discuss here are just among the
many ways through which religion is practiced. 3.2a Rituals
Rituals are patterned forms of behavior that have something to do with the supernatural
realm'. They are performed in a repetitive nature. They can be religious or secular.
"People worldwide engage in religious rituals that require a considerable amount of time
or personal sacrifice. A good example is the case of the Vegans of Phuket, Thailand who
perform various acts of self-torture, including bathing in hot oil, fire walking, and piercing
themselves with sharp implements during their annual ·vegetarian festival. "Life-cycle
rituals", often referred to as 'rites of passage', mark a status change from one important
 16

life stage to another. The Christian sacraments· are examples of this. Many religions
encourage rituals of pilgrimage, a round trip to a-place considered sacred for the purpose
of religious devotion or ritual" (Sosis, 2010).
In many cases, sacrifice as the offering of something to the supernatural being is
performed to please or to express gratitude to such deities. An example of this is the
offering ritual called 'harang', practiced by the Visayan fishing villages. Such ritual is
described as "a process of purification (tuob), invocation (pagtawag), entreaty
(pangamuyo), offering (bayad), feast (kan-on), encompassing almost every aspect of
the community's existence including good or bad harvest, the operation of fishing
boats and cases of illnesses" (Kawada, M., 1956). Kanyaw in the Cordillera, which is
performed as an expression of thanksgiving to their deities as well as a means to
appease them is also noteworthy. This is also an expression of solidarity among the
members of the community. Similarly, the Buklog of the Subanens in Aurora,
Zamboanga is performed in their fiesta to honor the spirits. and plea for favors. It is
also a symbol of the Subanens' relationship -with their fellowmen, and a spiritual
journey to their Creator. Rituals in this sense have the function of uniting the people.
They allay fear of crisis as they prompt collective action.

3.2b Magic
Magic is commonly referred to as "tricks" and "illusions" that make impossible things
seem to happen, usually performed as entertainment. Stein and Stein (2011),
describe it as a special talent or skill; an act that makes impossible things happen
through some sort of trickery or deception, and thereby manipulating not the
supernatural world, but rather human perception. However, magic, as anthropologists
use the term, refers to activities, usually rituals, by which a person can compel the
supernatural to behave in certain ways. It is seen as the ability which gives somebody
control over the forces of nature. It is sed in many cultures for healing, keeping away
evil, seeking the truth, and for vengeful purposes. It is an attempt to make
supernatural forces act in specific ways for good or evil purposes by recourse to
certain specified formulas.
Stein & Stein (2011), state that magic answers our need to have some control or our
lives and also of others with the ability to control the supernatural forces. Haviland
(2007), also explains that like religion, magic tries to explain the unexplainable and
provides comfort and a coherent view of the world. It also reduces stress, reinforcing
group norms and identity; providing sanctions for individual behavior and providing a
sense of the world. It leads to avoidance or healing of illness. In the area of
entertainment, magic captivates the audience with expert showmanship. It promotes
and advances the art of staged magic. Magic exists in all cultures.

3.3c Witchcraft
'Witchcraft, commonly understood as 'kulam', refers to the idea that certain people
have an inborn power to harness spirits or energies for specific purposes. "It is an
explanation of events based on the belief that certain individuals possess an innate
psychic power capable of causing harm, including sickness and death" (Microsoft
Encarta 2009).
Here, it is closely understood closely with sorcery. Witchcraft is widely considered
evil. Like sorcery, it is seen as magic or special power that is worked for illegal or
antisocial ends. For example, magic that is worked to kill someone for vengeful
purposes is bad. The witch or sorcerer tends to steal food remnants, hair, nail
clippings, or clothes from the victim and use these objects to inflict harm upon the
 17

victim. As stated by Stein & Stein (2011), "Although magic is used for variety of
reasons to increase success and control the uncertainties of life, magic can also be
used m antisocial ways to interfere with the economic act1V1t1es of others and to
bring about illness and even death. Anything that disrupts the· life and happiness of
someone is evil". The use of magic in this way is abominable. But why do people still
practice witchcraft?
Haviland (2007), mentions that witchcraft serves a number, of functions in society.
Just like religion and magic, he says that "witchcraft provides explanations of the
inexplicable, like illness, or natural disasters, as well as allows a community to come
together, focus their energies on something (ridding themselves of bad witchcraft)
and to reassert their communal identity. It is also a way for people to explain a
personal misfortune without having to shoulder any blame to themselves. Finally, it
provides an outlet for feelings of hostility and frustration without disturbing the norms
of the larger group."

3.3 What the Bible Says About Magic, Ritual and Witchcraft
As Filipinos of today, predominantly Christians, we have the Bible as our guide in 'the
practice of our religion. Specifically, the Book of Deuteronomy states:
"Don't sacrifice your children in the fires on your altars; and do not let your people
practice fortunetelling, or use sorcery, or interpret omens, or engage in witchcraft, or
cast spells, or function as mediums or psychics, or call forth the spirits of the dead.
Anyone who does these things is detestable to the 'Lord. It is because the other
nations have done these detestable things that the Lord your God will drive them out
ahead of you. But you must be blameless before the Lord your God" (Dt.18:10-13).
For us Christians, God alone is worthy adoration, for He alone is the ONE, TRUE
GOD. Such as acts contrary to this, such as ascribing power to amulets, magic and
other mentioned above, are considered idolatrous and therefore, unacceptable, it it’s
a violation to the very first commandment of God. “I am the Lord, your God who
brought you out of the Egypt where you were slaves; worship no god but Me”
(Ex. 20:2-3). This is further made clear in Jesus Christ’s declaration for of ‘Great
Commandment of Love’ when he said,
"The most important one is this: Listen, Israel! The Lord our God is the only Lord.
Love the Lord your God with all your heart, with all your soul, with all your mind, and
with all your strength. The second most important commandment is this: Love your
neighbor as you love yourself There is no other commandment more important than
these two" (Mark 12:29-31).
In conclusion, submission to practices such as magic, kulam, and others of their kind
may not lead us to the "ONE, TRUE GOD", the source of all power. Much
discernment must be done to examine or evaluate our practices whether or not they
lead us closer to the One, True God. There are indeed Filipino traditional religious
practices (popular/folk religiosity) which are not helpful to our true worship of GOD,
practices which need to be purified, and this· calls for a genuine, meaningful
Christian evangelization. Without careful examination, our practices may lead us
away from the ultimate source of happiness, our ultimate end. Such ultimate end is
God Himself, our union with Him. Failure to examine the things that we do, the way
we live our lives, results to the loss of meaning in life. Jesus-Christ Himself gave us a
clear guide when He spoke about the commandment of love – love of God and love
of neighbor.
May you truly find meaning as you continue your life's journey, guided by Jesus, the
Incarnate Word of God.
 18

Enrichment Activities
1. In an A4 bond paper, draw a symbol that best illustrates your most intimate or most
meaningful experience with God. Explain such experience and describe how you felt.
What do you think was God telling you in that particular experience?

2. If you were to choose from the following values, which one would you prefer: beauty,
faith, wealth or wisdom? Why?

3. What is your concept of a meaningful life?

E. THE POLITICAL SELF

 19

At the end of this learning module, the student is expected to:

a. trace the historical context of the political self of the Filipinos;
b. take pride of the Filipino identifying values and traits; and
c. connect the current trends or social upheavals to the historical viewpoints of
independence and liberation.
Introduction
Have you ever asked yourself what is truly a Filipino identity? Recall an instance, or
maybe you can imagine a moment when you are the only Filipino conversing among
a group of people from different nationalities. Will you be proud of speaking about all
the beautiful things about your country and of being a Filipino? Are you going to
speak ill of your country or will you be just quietly mortified by the fact that you are a
Filipino?
Truly, we have a lot to be proud of. If only we realize that there are things unique to
the identity of the country, we might be able to rethink our sense of pride. For
example, our University of Santo Tomas in Manila and the University of San Carlos in
Cebu are among the oldest schools in the world, and they have outdated most of the
known schools today. The Philippines is not only the first country in Southeast Asia to
gain independence; it is also the only country in the world known to hoist the flag
upside down during war.
In terms of animals, our Philippine eagle soars being the largest eagle in the world.
The country is also home to the world's largest snake and the longest reptile – the
reticulated python. Almost 90 percent of the known giant clam species in the world is
found in the Philippines.
Filipinos are also known for their greatness. One will be surprised·. to see the
monuments of Dr.
Jose Rizal not only in the Philippines but throughout Asia and Europe. Another
controversial physician, Dr. Abelardo Aguilar. helped in the discovery of antibiotic
erythromycin (Ilosone) that has been saving millions of people until today. The
famous Carlos P. Romulo was the first Asian to become President of the United
Nations. This is not to mention the. countless professionals, athletes, beauty titlists,
and artists who made it to the global stage.
With more than 7, 100 islands, the Philippines became known for this one particular
island province - Camiguin - whose number of volcanoes (7) outnumbered the
number of towns (5). Camiguin has the greatest number of volcanoes per square
kilometers in the world. The country's geography also contributed to more than 170
spoken languages and about 200 ethnic groups.
The most hospitable, joyful and cheerful Filipinos observe Christmas Season from
September until about mid-January - the longest season in the world. Also, the
popular Philippine Basketball Association is the first and the oldest in Asia. And
perhaps part of our being cheerful is our eagerness to connect with one another.
Though it does not always give a positive impression, the Philippines is considered
as the text capital of the world. The number of text messages sent by Filipinos every
day is said to be more than the text messages sent by Americans and Europeans
combined.
In this section, we will trace the historical roots of our values and traits, and we will
consider the community and institutional factors that affect the Filipino identity.
Secondly, we will consider the role of the self in establishing a democratic culture.
The primary goal of this section is to help the self-discover one's source of pride the
national heritage from which one can truly develop a political self with an authentic
Filipino identity.
 20

A. MOTIVATIONAL ACTIVTY
A.1 Pinoy Selfie
We usually make selfies on ·significant places, stunning architectures, scenic
landscapes; or with our admired individuals, favorite pets, or with whatever charming
things and novelties we have, or even with our new haircut and faces showing
emotions. These selfies are important to us. They will remind us of the things and
places that are valuable to us and vital to our identity.
In this activity, the class will make a depiction of the most profound selfie of a typical
Filipino. The selfie must be able to show the favorite background, landmark, scene,
festivity, or people who are significant to most Filipinos. Also, ·the selfie must display
the, \historical artifact, valued possessions and things that are of national importance.
The class will be divided into two. This is a contest of the most beautiful and
meaningful' selfie of' a Filipino. Each group must pull out all the props and available
materials to be included in the selfie. Members of. the group will stand as historical
monuments of significant men and women of the country. Even facial expressions
and emotions are communicated in the meaning of the selfie.

The rubrics for rating the most winning selfie is as follows:

Scenic background and landscape 15%
Artifacts, memorabilia, work of art, inventions, 15%
etc.
Landmarks, monuments, unique architectures 15%
Historical figures, heroes, famous individuals 15%
Emotions, facial expressions 15%
Festivities, celebrations 15%
Quality and unity of the selfie photo 10%

100%

If projection equipment are available, each group will show the selfie photo in class. One
representative will explain all the components and details of the picture.
A.2 PROCESSING QUESTIONS
After the activity, the students shall answer the following questions:
1. What are the elements, figures and essential features that the group had included in the
selfie of a typical Filipino? Who are the significant personalities integrated in it? How did
the group decide what will be included in the selfie?
2. What are your feelings while formulating and making your selfie?
3. What are your insights about the activity?

B. DISCUSSION
In sharp contrast to the usual idiosyncratic selfies of faces in social media, the
activity reminds us of what are truly important to us as Filipinos. Our identity_ as an
individual and as a nation marks our distinctiveness and solidifies our sense of pride.
And so, we ask again what distinctive values and traits do we have as a people and
as a nation? How did these identities turn up in our communities and our institutional
systems?
1. Developing a Filipino Identity: Values, Traits, Community and Institutional
Factors
Our historical experience provides a profound trace of how our identifying values
and- traits have developed. In the precolonial era, the Filipinos were free. The system
 21

of government was. wide-ranging in small units called balangay - a term derived _

from a wooden boat used by a community of families for their living. The notes of
Antonio Pigafetta, the scribe of the Spanish explorer Ferdinand Magellan, revealed
that the natives of the Philippine islands were autonomous and economically
prosperous.
When the Spanish ·colonizer, Miguel Lopez de Legazpi made a kinship pact, the
sanduguan, with a native chieftain Sikatuna of Bohol, the pact was initially
understood as a mutual promise, like blood brothers of helping one another in times
of need and development. The blood compact as primarily grounded on the Filipino
value of katapatan (true to one's promise). For over three centuries the Filipinos
helped the colonizers build their military fortress, paid their taxes, joined their civil
guards. and constructed their government and religious infrastructures. However, the
Spanish colonizers did not remain faithful to the pact that they have agreed with the
Filipins. They required the natives · to render forced labor; they have monopolized
the market by determining the price of farm products produced by the natives; they
have grabbed the lands of the farmers; they have limited the freedom of the natives
and they have kept the Filipinos ignorant.
Towards the end of the third century under the Spanish colonial rule, a few educated
indios (Filipino natives), reminded themselves of the· original kinship pact, and
faithful to the traditional values and traditions of the. prosperous balangay, they
manifested the value of katapangan (courage) to fight back against the oppressive
rule of the colonizers.
The reformist Dr. Jose Rizal of Laguna used his talent and skill as a poet I and a
writer to enlighten the Filipinos about the oppressive structures brought by the
colonizers. He burned in them the spirit of pagka-makabayan (patriotism) once
again after centuries of hopelessness and desperation. He trusted the Filipino
intelligence and banked on it to awaken the consciousness of the people. His satirical
novels - Noli me Tangere and El Filibusterismo candidly depicted the worsened
tyranny, oppression and domination of Filipinos under colonial rule.
Although he never involved and succumbed to the invitation of the bloody revolution,
the last poem written by Jose Rizal - Mi Ultimo Adios - seemed to favor the armed
wing of the same revolutionary struggle of Andres Bonifacio. The latter justified the
need for: a bloody revolution by the fact that there was betrayal of the pact between
brothers. This philosophy honors more than just the social contract existing between
the colony and the colonizers. It seeks to uphold and advocate the pact between
brothers to sustain kalayaan (liberty) and pakikipagkapwa-tao (being faithful to the
goodness of the other).

While the colonial powers and influence were so ingrained in the Filipino system, the
revolutionary movements against the Spaniards began to claim only little and
scattered victories all over the country. Then the Americans intervened to help the
Filipinos win the war and gain liberation from Spain. In 1898, the country gained. its
independence from Spain. However, for the next fifty years, the Americans remained
in the country and continued to intervene with its political, educational, economic and
military affairs. In the course of many years, the Filipino revolutionists, never blinded
of their desire for real independence, began to suspect that the Americans do not
have the plans to leave the country. Thus, the Philippine-American war broke and
costed the lives of thousands of Filipinos and Americans.
The superiority and might of American military led to the surrender of the Philippine
President Emilio Aguinaldo. This signified the end of the revolutionary struggles of
 22

the Filipinos. Nonetheless, the desire for freedom was still burning in the heart of
every Filipino. This led the political pragmatist Manuel Quezon to bring the fight to·
the US Congress and eventually won the Jones Law. He became the Commonwealth
President, and in 1946 the country finally received its independence.
2. Establishing a Democratic Culture
Just shortly after we have· gained independence from the United States, Filipino
democracy started to take shape; the Japanese occupied the country and
established the Japanese-sponsored Philippine Republic. President Jose Laurel
cushioned the impact of the atrocities and violence by constantly winning the trust of
the Japanese while faithfully serving the suffering Filipinos. He was the guerilla who
fought his battle not in the jungles but in the embattled office in Malacaῆang.
The defeat of Japan in World War II also meant the regaining of Philippine
independence. Since then, we struggled to rebuild our communities and the
structures of our democracy. Filipinos lived their liberated hopes and dreams until the
establishment of the 1973 Marcos 'Constitution. This placed the entire nation under
the authoritarian rule of President Ferdinand Marcos. · We have once again lost our
freedom. We have once again succumbed to the mercy not of foreign colonizers but
of a fellow Filipino wanting to pursue his development ideologies. The dictator initially
delivered the needs of the Filipino people by improving infrastructures and
government systems. After 13 years under Martial Law, the people became fed up
with so much corruption, injustice and violence that eventually led to EDSA
Revolution. The People Power in EDSA remains to be a compelling message to the
w9rld that the Filipinos value freedom so dearly.
The historical bloodless EDSA People Power Revolution guided the promulgation 'Of
the 1987 Constitution. This document defined how the institutions and systems of
government function in the way of democracy. Since President Corazon Aquino, until
the present administration under President Rodrigo Duterte, the Filipinos became
highly vigilant and watchful to safeguard the democratic processes in the government
and communities. The people's assertions· to peaceful and assertive means of
participation to democratic election and representation are healthy indications that
the Filipinos have matured in their quest for real independence.
In recognition of the importance of People Power, arid the fortification of democratic
culture, the 1987 constitution ensures the following:

1. That the government shall afford full protection of Filipino workers here· and abroad,
and provide equality of employment opportunities (Article XIII Section 3);
2. That everyone guarantees the right of workers to self-organization, collective bargaining
and negotiations, and peaceful conceited activities in accordance with law (Article XIII,
Section 3);
3. That institutions recognize the rights of farmers and land owners, as well as
cooperatives and farmers' organizations (Article XIII, Section 3);
4. That authorities protect the rights of subsistence fisherfolks (Article XIII, Section 7);
5. That the people may pursue and protect, within the democratic framework, their
legitimate and collective interest through peaceful and lawful means (Article XIII,
Section 15);
6. That the government ensures the right of the people and their organizations to effective
and reasonable participation at all level of social, political and economic decision-
making (Article XIII, Section 16); and
 23

7. That congress provides a system of initiative and referendum where people can directly
propose and enact or reject laws passed by congress or local legislative body (Article
XVI, Section 32).

All these, among others, ensure the protection of the rights of every individual, and
the development of a democratic culture that is fit to the long-standing desire of the
Filipinos to achieve peace and liberty.
Democracy is described as the awareness and understanding that the self and
community are both the foundation of democratic practice and the result of it. Yet,
studies confirm that the 'presence of democratic institutions is no guarantee that the
people are able to exercise their rights and obligations. What are the attributes of
democracy? Based on the discussion above, the following are · identified as
attributes of a democratic society: empowerment of the people, consultation, popular
decision-making, total development, delivery of services, fair and impartial system of
justice, accountability of public officials, promoting respect for the rights of others,
concern for their welfare, unity, justice and equity.

ACTION AGENDA FOR A DEMOCRATIC SOCIETY

1. Improve the political and social environment and reduce poverty through structural
reforms in order to foster a sense of community and enable citizens to exercise their
rights and fulfill their obligations.
2. Continually re-examine societal institutions responsible for value formation so that
they inculcate rather than indoctrinate democratic and citizenship values.
3. Incorporate cross-cultural ·activities in public and private sector programs, including
those of schools, churches, NGOs and POs, so as to recognize ethnolinguistic and
cultural diversity in the country and encourage the sharing of experiences.
4. Further promote the use of Filipino and Philippine languages in all transactions so
as to enable the articulation of citizenship and democratic views and values.
5. Continue to harness institutional as well as informal mechanisms that open up
space for the exercise of citizenship and democracy - conflict resolution processes,
face-to-face dialogues, partnership among groups, sectors, even the government.
If the government officials and the society cooperate with each other, respect each
other, know how to handle situations, this will lead to a better democratic
government, a stronger sense of community, a stronger sense of belonging and a
more stable, more - meaningful and healthier sense of self.
In conclusion, the vibrant history of our nation emphasized our fidelity to our
promises and our desire to attain independence We have explored all the possibilities
to attain and sustain these values. The colonial influence may have tainted our
values and traits but we remain faithful to one another and to our nation. Despite
numerous foreign influences, · and the imposition of authoritarian rule, we continue to
build democratic communities and strong institutions to demonstrate distinct and
separate national identity.
Enrichment Activities
A. Answer the following questions.
1. What are the ordinary day-to-day political decisions that you make? How do these
decisions affect your routine?
 24

2. Do you consider the Philippine government as truly democratic? Why do you say so?

B. Answer the following questions.

a. How do you describe the plight of the Filipino people toward liberation and
independence?
b. Relate the struggle for self-determination of the Bangsamoro people with the historical
viewpoint.
c. What is your opinion about neocolonialism where the Americans are viewed to continue
to intervene in the socio-political and economic affairs of the country?
d. What are the significant insights we have. gained from the dictatorial rule of Marcos?
e. What present conditions and ·affairs are the Filipino people so passionate about in
showing their- love for peace and democracy?
f. How can the youth exemplify patriotism?
 25

F. THE DIGITAL SELF: SELF AND OTHER IN CYBERSPACE

At the end of this learning module, the student is expected to:
a. discuss about online identity and their 'self in cyberspace and user id;
b. expound selective self-presentation and impression management;
c. evaluate the impact of online interactions on the self; and
d. establish boundaries of the online self: private vs. public, personal vs. social identity
online; gender and sexuality online.
INTRODUCTION
The term "online identity" implies that there is a distinction between how people
present themselves online and how they do offline. But any split between "online" and
"offline" identity is narrowing, for, two reasons. In contrast to the internet of the 1990s,
people today use social media primarily to communicate with people they know in
"real life" contexts like home, work, and school. Second, wireless networking ·and
portable devices like smartphones and tablets make it easy to access social media as
part of day-to-day life, rather than having to formally "log on" to the internet (Marwtck,
A. 2013).
We are living in a digital age and other than face to face interaction, we have
interactions involving technology--cellular phones, computers and other gadgets.
Thus, we build our DIGITAL SELF. What is your Digital Self? How do you represent
yourself online? This chapter module will help you understand how online identity is
established based on what information you offer in technologyinteractions. It will
present the risks and dangers for posting too much of your personal life or pretending
you are somebody else in the social media world. This chapter module will also
present what you can do to protect your online personality that can affect your offline
personality.

1. ONLINE IDENTITYAND 'SELF' IN CYBERSPACE: (I, Me, Myself, and My User ID

Online Identity)
Online Identity is the sum of your characteristics and interactions. Because you
interact differently with each website you visit, each of those websites will have a
different picture of who you are and what you do. Sometimes · the different
representations of you are referred to as partial identities, because none of them has
the full and true, picture of who you are.
"Your online identity is not the same as your• real-world identity because the
characteristics you represent online differ from the characteristics you' represent in
the physical world. Every website you, interact with has its own idea of your identity.
because each one you visit sees you and your; characteristics differently''
(InternetSociety.org.2011)
“Online, most research on identity focused in self-presentation” (boyd 2010; Wynn &
Katz 1997; Papacharissi 2002; Baym 2010). "Social media like social network sites,
blogs, and online personals require users to self-consciously create virtual depictions
of themselves. One way of understanding such selfrepresentation is the information
and materials people choose to show others on a Facebook profile or Twitter stream.
But identity is also expressed through interacting with others, whether over instant
messenger or email.
Since there are few.er identity cues available online than face-to-face, every piece of
digital information a person provides, from typing speed to nickname and email
address, can and is used to make inferences about them" (Marwick, A. 2013).
How do you build your Online Identity? Every website that you interact with will
collect its own version of who you are, based on the information that you have
 26

shared. Thus, it is up to you how you will represent yourself as closely as who you
are and what you do in real life or selectively, to create a representation far from your
rea} life.
2. SELECTIVE SELF-PRESENTATION AND IMPRESSION MANAGEMENT
These are characteristics showing behaviors designed to convey an image about
ourselves to other people and to influence the perception of other people of this
image. This explains why our behaviors can change if we notice that we are being
watched or observed. This self-presentation can also change depending on who we
are interacting with or what personal information we need to be providing to present
ourselves in a way that will be acceptable to others. Thus, we can select only what
we want to present and impress to others, what we view beneficial to our personality,
especially when we create a digital self. We carefully choose representation or
expression of one's real world to the online world.

3. IMPACT OF ONLINE INTERACTIONS ON THE SELF

When interacting with other people, we automatically make inferences about them
without even being consciously aware of it. We cannot help but ponder what they are
thinking about, what their facial expressions mean, what their intentions are, and so
mi. This predisposition is what makes social interactions so demanding. This
suggests that interaction with human partners requires more emotional involvement,
and thus more cognitive effort, than interacting through a computer. The conclusion is
clear online interaction does not require cognitive. or emotional involvement, making
our interaction with it much easier (Rilling, Sanfey, Aronson, Nystrom, & Cohen,
2004).
Is it true that Facebook provides opportunities for increased identity
development? YES! Research suggests that young users report increased self-
esteem and general wellbeing following instances of positive feedback on social
networking sites (Valkenburg, Peter, & Schouten, 2006). Relatedly, results from a
2009 survey of college students indicated that the heaviest Facebook users were
also most satisfied with their lives and exhibited greater social and political
engagement (Valenzuela, Park, & Kee, 2009).
However, online interactions cannot reveal our true feelings and can decrease
people's happiness levels. The extra effort involved in face-to-face interactions can
be spared in online interactions that are founded on minimal or constrained social
cues; most of these signals can be summed up in emoticons or punctuation. Hence, it
is easier to hide our emotions behind an email, a Facebook post or a tweet. Studies
were conducted to show that within the first two years after people first accessed the
internet, their happiness level decreased (Kraut, 1998) and that social media has a
small, yet significant detriment on overall well-being. This is because browsing social
media sties alone can lead to feelings of jealousy when we compare self to the online
personal of others. We can control our self-presentations on online interactions and
this may be both beneficial and harmful to the individual. Compared with face-toface
presentations, online interactions enable us to self-censor to a greater extent and
manage our online
Discuss in class the following illustrations to emphasize the negative and positive
effects of online interactions.
 27

4. EXTENDED SELF IN A DIGITAL WORLD - Russel W. Belk

A glimpse on the ideas of Russell W. Belle on his "Extended Self in a Digital World"
could give more light on the topic. Belle presents five changes emerging from our
current digital age:
1. Dematerialization
Things are disappearing tight before our eyes - our information, communications,
photos, videos, music, calculations, messages, "written" words are now largely
invisible and immaterial, composed of electronic streams stored in digital storage
devices in locations we will never know. The question is; "Can we gain status or an
enhanced sense of self from virtual possessions?" Belk proposes four functions of
virtual consumption:
1. stimulates consumer desire for both material and virtual goods
2. actualizes possible daydreams such as those of wealth and status by enacting
them in video games
3. actualizes impossible fantasies such as being a magician or space pirate with
magical objects
4. facilitates experimentation such as being a criminal in a video game. Reports· show
that virtual goods are now some of the most valued commodities for cybercriminals
who attempt to hack into games and steal virtual possessions to resell. Suicide may
also result to a stolen virtual or digital possession.

2. Re-embodiment
This is characterized as the "breakout of the visual" online, leading to new
"constructions" and definitions of the self in the virtual world where online games,
blogs, web pages, photo and video-sharing sites, internet dating sites are possible;
we are disembodied and reembodied as avatars, sharing identity with the chosen
avatar virtually. Online, the plain represents themselves as glamorous, the old as
young, the young as older. Those of modest means wear elaborate jewelry, in virtual
space, the crippled walk without crutches, etc. We may employ anonymous and
 28

pseudonymous identities online and enact wild fantasy identities in online games and
virtual worlds. In some cases, even virtual sex, marriage and divorce are made
possible. Virtual participants may also have multiple characters, increasing one's
anonymity.

3. Sharing
Uploading, downloading, sharing, etc. provide free access of information through web
surfing. How does sharing of possessions online enhance · our individual and aggregate
senses of self?
In Facebook, social media friends know more than the immediate families about our
daily activities, connections, and thoughts. Diaries that were once private or shared
only with close friends are now posted as blogs for everyone to read. There is loss of
control due to sharing - uncontrolled sharing of information by online participants or
friends; restrictions are not observed.

4. Co-construction of Self
Our digital involvement is social in nature. Our blogs invite comments, social
interaction which help in constructing our individual and joint extended sense of self
as the new version of Cooley's "Looking Glass Self Theory" known as the
collaborative self. What are' the effects of this? Seeking affirmation is obviously
identified. Friends also help to co-construct and reaffirm each other's sense of self
through their postings, tagging and comments.

5. Distibuted Memory
In a digital world, there is a new set of devices and technologies for recording and
archiving our memories. The dilemma is seen in the narrative of the self. Our identity
is not to be found in behavior nor in the reactions of others, but in the capacity to
keep a particular narrative going, done by continually integrating events in the outside
world into our ongoing story about the self. Photos posted in the online world may not
be accurate in giving memories of the past since the photos, blogs, etc. may just be
selected representations of happy times hence, may not be sufficient to tell our
stories.
Here is the summary of changes in digital self. With the proliferation of multiple online
personas, the core self-idea crumbles in the digital world, the self is now extended into
avatars, which can affect our offline behavior and our sense of self, from a more private
to public presentation of self which is now coconstructd that can help affirm or modify
our sense of self. It is highly recommended that we set boundaries to our online self.
5. BOUNDARIES OF THE ONLINE SELF: PRIVATE VS. PUBLIC; PERSONAL VS.
SOCIAL IDENTITY ONLINE; GENDER AND SEXUALITY ONLINE.
Adolescents' online interactions are both a literal and a metaphoric screen for
representing major adolescent developmental issues, such as sexuality and identity:
Because of the public nature of internet chat rooms, they provide an open window
into the expression of adolescent concerns (Subrahmanyan, Greenfield & Tynes,
2004).
Research states that there are more gender-related similarities in establishing an
online self and blog use (Huffaker, 2004) and that the online self is a good venue for
gender expression and sexuality. This is because in one's online identity, there is no
physical embodiment of gender or other physical markers of identity (Subrahmanyam
et al., 2004) and the online interactions serve as an agency for negotiating and
expressing sexuality (Boonmongkon, et al. 2013). Age and sex are the primary
 29

categories to which people are assigned (Brewer & Lui, 1989) but in online identity,
these are not evident and nonexplicit. Interactions online are important sources of
sexual information for teens (Borzekowski & Ricket, 2001; Ward, 2004). Yet, extra
care with full sense of accountability mut be. observed in the use of the social
media to protect the self.

Enrichment Activities
1. Slogan-Making. Get a partner and make a slog to advocate the responsible use of
the internet. Compare your slogans to the rest of the class and come up with a
unique statement for the whole class on Protecting your online identity.

2. In 1 whole sheet of paper, create a quick survey to ten random students. Complete.
the table below.
MALE
Number of
Most hours
Most
frequently spent on
Name Course & frequently
Age played phones,
(optional) Year used social
computer gadgets, or
media
game computers
per day

FEMALE

Answer the following questions:

1. What is the most common social media platform and computer game for students?
2. What is the average number of hours spent by the students online?
3. What insights have you gained from the quick survey?

ASSESSMENT
Test I: Modified True or False. Write T for True and F for False.
1. Interaction through on1ine requires emotional involvement.
2. Online, interaction can decrease people's happiness levels.
3. Impression management is an attempt to influence the perceptions of other people
about self.
4. Your Online self is the sum of your characteristics and interactions using the internet
5. The internet is an important source of sexual information for teens.
 30

CHAPTER 3
MANAGING AND CARING FOR THE SELF
This third and · final chapter identifies three areas of concern for the students,
namely: learning, goal setting, and managing stress. It also provides for. the more
practical application of the concepts discussed in this course and enables them the
hands-on experience of developing self-help plans for selfregulated learning, goal
setting, and self-care.
Specifically, this chapter aims to realize the following outcomes:
A. Understand the theoretical underpinnings for how to manage and care for the different
aspects of the self
B. Acquire and hone new skills and learnings for better managing of one's self and
behaviors
C. Apply these new skills to one's self and functioning for a better quality of life
At the end of this learning module, the student is expected to:
a. articulate the theoretical underpinnings for how to manage and care for different
aspects of the self;
b. acquire and manifest new skills and learning for managing of one's self and
behavior; and
c. apply new skills to one's self to function to for a better quality of life.

Introduction
How exciting life would have become if, like a puzzle, has gradually concluded with
the fit of the last single piece. Its pieces are the different representations and
conceptualizations of the self from various disciplinal perspectives, that were
examined of their influences, factors, and forces that shape the self, which have ·
given color to life. Different forces and institutions were likewise identified, and
recognized for their impact in the development of the various aspects of self and
identity.

A. LEARNING TO BE A BETTER PERSON

Students are still in the process of becoming a better person in different aspects. At
this stage of development, their brain's functioning is a work in progress. Learning to
be a better person entails learning how to handle brain and the corresponding
behavioral changes that it undergoes.
The brain acts as a dense network of fiber pathways that consists of approximately
100 billion (1010) neurons which is responsible for all connections among the three
principal parts: stem, cerebellum and cerebrum. Learning can be owed to the
cerebrum, since it is where higher-order functions like memory and reasoning occur.
Its tasks become apparent in behavior as each area accomplishes its functions in
hearing, speech, touch, short-term memory, language and reasoning abilities (Ford,
2011).

1. How Learning Happens in the Human Brain

Expounded by Ford (2011), learning happens through· a network of neurons where
sensory information is transmitted by synapses along the neural pathway and stored
temporarily in short-term memory, a volatile region of the brain that acts like receiving
center for the flood of sensory information we encounter in our daily lives. Once
processed in short term memory, our brain's neural pathways carry these memories
 31

to the structural core, where they are compared with existing memories and stored in
our long-term memory, the vast repository of everything we have ever experienced in
our lives. This process occurs in an instant, but it is not always perfect. In fact, as
information races across billions of neuron's axons, which transmit signals to the next
neurons via synapse, some degradation is common. It is the main reason why many
memories are incomplete or may include false portions that we make up to fill holes
in the real memory. When two neurons frequently interact, they form a bond that
allows them to transmit more easily and accurately that leads to more complete
memories and easier recall. On the other hand, when two neurons rarely interact, the
transmission is often incomplete that leads to a faulty memory or no memory at all.
As an example, when students commute or when employees get to work places,
they don't really need to think consciously about how to arrive at their destinations. It
becomes effortless because the trip had taken many times already that the brain gets
used to the usual scenario every time it happens. Memory of how to navigate gets
rooted, such that, neurons which control memory have communicated so often that
they have formed a. tight bond like friends who became so overly close like· "bff’s".
During emotional reaction to fear, anger, laughter, love, to name a few, the emotion
becomes part of the memory and strengthens it dramatically. This explains why
students who had the best emotions during an event in their college years like the
much-awaited promenade, first college sweetheart, first heartbreak, topping the final
examination, failing a subject, humiliated by a teacher, etc., are most likely to
remember the events with higher accuracy than those who simply witnessed the
event without any emotional attachment to it. Hence, birth, marriage, divorce and
even death of a loved one become unforgettable.
Learning fundamentally requires the acquisition of new information even from the
moment a person is born. What makes the brain search for the unusual in the
environment is its natural curiosity. Stevens (2014) emphasized that changes in the
brain allow for faster, stronger signaling between neurons as the brain gains new
skills, but the best way to speed up those signals is to slowly introduce new
information to the head.
2. Metacognition
One amazing wonder the brain is capable of doing besides learning, which is
something that everyone is expected to do, is learning to learn. College students'
state of mind may have learned component skills that allow them to perform a task, or
had completed steps toward producing a product, but they are not actually learning
and mastering knowledge. Introducing metacognition into this chapter gives students
the ability to control and direct their learning experience to develop powerful skills
that can directly relate to their academic and career success.
Perras (2014) has mentioned these descriptions of the word, metacognition:
According to Pierre Paul Gagne et al. (2009): "Metacognition enables students to be
more active in their learning, i.e., to mobilize all of their resources in order to have
successful learning experiences. In order to do this, they must know how they learn
and be aware of the steps that are followed and the means that are used to acquire
knowledge, solve problems, and perform tasks." [Unofficial translation]
According to the LD Online Glossary (2014), metacognition is the process of
"thinking about thinking." For example, good readers use metacognition before
reading when they clarify their purpose for reading and preview the text. So, in other
words, metacognition is the understanding and awareness of one's· own mental or
cognitive processes. Here are some examples of metacognition:
 32

• a student learns about what thigs help him or her to remember facts, names, and
events.
• A student learns about his or her own style of learning.
• A student learns about which strategies are most effective for solving problems.
A student become increasingly autonomous in their learning as they become aware
of their strengths and weaknesses and understand that being successful depends on
the effort they make and the strategies they implement. Their ability to regulate their
cognitive processes increases accordingly and their self-image improves. Students
with learning disabilities can improve their learning capacity through the use of
metacognitive strategies.
According to a number of research studies (Brown et al., 1983, Paris et Lindauer,
1982, Pans. et al., 1988 ainsi que Persely et al, 1985), when students are able to
manage their own performance on a task, they perform better and their learning is
more meaningful than when they are not able to manage it.
To paraphrase Edgar Morin (2014), metacognition involves thinking and reflecting
before, during, and after a learning task. Metacognition starts when students think
about the strategies, they will use to perform a task. Metacognition happens when
they choose the most effective strategies and decide for themselves whether the
outcome of these strategies meets the standard. The time taken to teach a variety of
strategies is very important because students must choose strategies for each task
they perform.
Many metacognitive strategies are appropriate for use in the
classroom including: • Think-Aloud (for reading comprehension and
problem solving)
• Organizational Tools (such as checklists, rubrics, etc.: for solving word problems)
• Explicit Teacher Modeling (for math instruction)

Types of Learning Strategies and Supports: Cognitive

Strategy Definition Benefit
Rehearsal Reciting items to be Believed to influence the attention and
learned from a coding process. It does not seem to help
list students connect current information with
prior knowledge.
Elaboration Summarizing and Believed to improve a student's ability to
paraphrasing store information into the long-term memory
by building
internal connections between items to be
learned and assisting with the integration of
new
information with prior knowledge
Organization Outlining Helps learners select appropriate information
and make the connections to be learned
Analyzing Problem-solving, Assists students with applying previous
critical thinker knowledge to new situations in order to solve
problems and/or reach decisions.

2.1 Types of Learning Strategies and Supports: Metacognitive

These strategies would. help students think about thinking. First is monitoring their
progress as they learn, and second is making changes and adapting their strategies
 33

if they perceive that they are not doing as well as yon could. These are some basic
metacognitive aids or strategies:
• Connecting new information to existing knowledge
• Selecting thinking strategies deliberately
• Planning, monitoring, and evaluating thinking processes.
Metacognitive activities usually occur before or after a cognitive activity. In the
relationship between metacognition and cognitive strategies, a student who usually
monitors himself/herself when reading his/her reference books is, the student,
through self-monitoring, can sense that he or she does not comprehend what was
read (metacognitive) and recognizes that he/she will understand the text better if
he/she creates an outline (cognitive).
Strategies to develop metacognition include:
• Share and model self-monitoring processes (e.g. proofreading).
• Explain and provide handouts regarding particular strategies that may be
helpful.
• Clarify and model when particular strategies are appropriate.
• Clarify why particular strategies are appropriate.
2.2 Study Strategies
What shall the students do now to 'make learning effective? Here are popular study
strategies and learning techniques based on a meta study evaluated by Dunlosky et al.
(2013).
1. Practice over time. Practice testing refers to any form of testi.ng for
learning which a student is able to do on his or her own. 'More is better' and
that multiple practice tests are more beneficial when they are spaced in
time, rather than crowded in, .one after another. Examples of-this technique
are practicing recall through flash cards, or completing practice problems or
tests. Distributed practice refers to distributing the learning over time, not
cramming. Time lags between learning episodes boost learning, despite the
fact that people might initially forget more of the material between the
individual sessions. Students, then, start early and ensure that they · revisit
and review the material they have already revised.
2. Questioning and explanation. Elaborative interrogation is a complex name
for a simple concept
- asking one's self why something is the way it is or a particular concept or fact is true,
and providing the answer. Self-explanation refers to a similar process, through which the
explanation might take the form of answering why but also other questions, as well as
relating new information to information which is already known.
3. Producing summaries of texts. This is likely to involve the reading and
comprehension of text, as well as the ability to identify the most important information
within it and to encapsulate it briefly in one's own words. It requires a complex set of
skills that "it can be an effective learning strategy for learners who are already skilled
at summarizing." Summarizing may b the first stage of a learning process, with other
techniques such as self-testing, and self-explanation come subsequently for review
purposes. Imagery or 'keywords mnemonics' for both vocabulary learning and text
memorization were found to be constrained to highly visual materials only.
4. Highlighting and underlining portions of text. This also includes rereading.
Highlighting tended to work better for students who were more adept at identifying
the crucial-to-be-remembered aspects of a text.

B. SETTING GOALS FOR SUCCESS.

 34

Students are bound to face multifarious tasks, overlapping with other roles they
"portray at different social institutions. Enlightening them with which goals they are to
track would ease their minds in possible dilemma.
1. The Importance of Goals
Ryan (1970) as cited by Locke & Latham (2002), premised that conscious goals
affect action, thus, a goal is the object or aim of an action. A college student's
academic goal is to fulfill the course requirements and pass all examinations to
graduate on time for the length of the program he/she is taking. Goals affect
performance through four mechanisms (Locke, 2002):
First, goals serve a directive function; they direct attention and effort toward goal-.
relevant activities and away from goal-irrelevant activities.
Second, goals have an energizing function. High goals lead to great effort than low goals.
Third, goals affect persistence. When participants are allowed to control the time they
spend on a task, hard goals prolong effort (LaPorte & Nath, 1975, as cited by Locke
& Latham, 2002). Faced with a difficult goal, it is possible to work faster and more
intensely for a short period or to work more slowly and less intensely for a long period
(Bryan & Locke, 1967b, as cited by Locke & Lathan, 2002).
Fourth, goals affect action indirectly by leading to the arousal, discovery, and/or use of
taskrelevant knowledge and strategies. (Wood & Locke, 1990, as cited by Locke &
Latham, 2002).

2. Albert Bandura 's Self-efficacy

Students' goals can be achieved only if they are worthy of believing these goals can be
achieved. As Gandhi perfectly understood the essential role of self-belief in the
students' lives: "Your beliefs become your thoughts. Your thoughts become your words.
Your words become your actions. Your actions become your habits. Your habits
become your values. Your values become your destiny.''
Self-efficiency was developed by Albert Bandura as part of a larger theory, the Social
Learning Theory (Ashford & LeCroy, 2010), which has progressed into the Social
Cognitive Theory (Levin, Culkin, & Perrotta, 2001). Self-efficacy beliefs are an
important aspect of human motivation and behavior and they influence the actions
that can affect one's life. Self-efficacy, as Bandura (1995) explains, "refers to belief in
one's capabilities to organize and execute the courses of action required to manage
prospective situations." More simply, self-efficacy is what an individual believes he or
she can accomplish using his or her skills under certain circumstances. Self-efficacy
has been thought of as a task-specific version of selfesteem. The basic principle
behind Self-efficacy Theory is that individuals are more likely to engage in activities
for which they have high self-efficacy and less likely to engage in those they do not
(Van der Bijl & Shortridge-Baggett, 2002). People behave in the way that executes
their initial beliefs; thus, self-efficacy functions as a self-fulfilling prophecy.
Albert Bandura (1994) as cited by Weibell (2011) defined self-efficacy as "people's
beliefs about· their capabilities to produce designated levels of performance that
exercise influence over events that affect lives." Increasing a person's self-efficacy
increases his/her ability to deal with a potentially averse situation.
People with high assurance in their capabilities:
1. Approach difficult tasks as challenges to be mastered
2. Set challenging goals and maintain strong commitment to them
3. Heighten or sustain their efforts in the face of failures or setbacks
4. Attribute failure to insufficient effort or deficient knowledge and skills which
are acquirable
 35

5. Approach threatening situations with assurance that they can exercise control
over them.
On the contrary, people who doubt their capabilities:
1. Shy away from tasks they view as personal threats
2. Have low aspirations and weak commitment to goals they choose to pursue
3. Dwell on personal deficiencies, obstacles they will encounter, and all kinds of
adverse outcomes, rather than concentrating on how to perform successfully.
4. Loosen their efforts and give up quickly in the face of difficulties
5. Are slow to recover their sense of efficacy following failure or setbacks
6. Fall easy victim to stress and depression
Four (4) Main Sources of Efficacy Beliefs (Bandura, 1997)
1. Mastery Experiences. It is also known as personal performance
accomplishments; are the most effective way to create a strong sense of efficacy.
Positive example: If an individual performed well in a previous job assignment, then
they are more likely to feel confident and have high self-efficacy in performing the
task when their manager assigns them a similar task. The individual's self-efficacy
will be high in that particular area, and since he or she has a high self-efficacy; he or
she is more likely to try harder and complete the task with much better results.
Negative example: If an individual experiences a failure, he/she will most likely -
experience a reduction in self-efficacy. However, if these failures are later overcome
by conviction, it can serve to increase self-motivated persistence when the. situations
viewed as an achievable challenge (Bandura, 1977).
2. Vicarious Experiences. These are done through observance of social models
that also influence one’s perception of self-efficacy. The most important factor that
determines the strength of influence of an observed success or failure on one’s own
self-efficacy is the degree of similarity between the observer and the model.
Increase in self-efficacy example: Mentoring programs, where an indivi4ual is
paired with someone on a similar career path who will be successful at raising the
individual's self-efficacy beliefs. This is even further strengthened if both have a
similar · skill set, so a person can see first-hand what they may achieve.
Decrease in self-efficacy example: Smoking cessation program, in which,
individuals witnessing several people's failure to quit, may worry about their own
chances of success., leading to low self-efficacy for quitting; or a weight-loss program
in which others do not achieve the results you are hoping for.

3. Verbal or Social Persuasion. It is a "way of strengthening people's beliefs that

they have what it takes to succeed." When it is effective in mobilizing a person to
action, lead their actions lead to success, the enhanced self-efficacy may become
more permanent. It is influenced by encouragement and discouragement pertaining
to an individual's performance or ability to perform.
Positive example: A teacher telling a student: "You can do it. I have confidence in
you." Using verbal persuasion in a positive light generally leads individuals to put
forth more effort; therefore, they have a greater chance at succeeding.
Negative example: A teacher saying to a student; "This is unacceptable! I thought you
could handle this task", can lead to doubts about oneself resulting in lower chances of
success.

4. Emotional and Physiological States. The state a person is in will influence how
he or she judges selfefficacy. Stress reactions or tension are interpreted as signs of
vulnerability to poor performance whereas positive emotions can boost confidence in
 36

skills. ·Some examples of physiological feedback are giving a speech in front of a

large group-of people, making a presentation to an important client, taking an exam,
etc. All of these tasks can cause agitation, anxiety, sweaty palms, and/or a racing
heart. Although this source is the least influential of the four, it is important to note
that if one is more at ease with the task at hand he/she will feel more capable and
have higher beliefs of self-efficacy.

3. Carol Dweck’s Mindset

Another groundbreaking idea on beliefs comes along. Mindset is a simple idea
discovered by world-renowned Stanford University psychologist Carol Dweck in
decades of research on achievement and success.
Mindsets are beliefs, beliefs about one's self and one's most basic qualities. People
with fixed mindset believe that their traits are just given. They have a certain amount
of brains and talents and nothing can change that. If they have a lot, they are all set,
but if they do not. So, people in this mindset worry about their traits and how
adequate they are. They have something to prove to themselves and others.
Believing that their qualities are carved in stone, creates an urgency to prove
themselves over and over. If they have only a certain amount of intelligence, a certain
personality, and a certain moral character, then they would better prove that they
have a healthy dose of them. There are many people with this consuming goal of.
proving themselves, in the classroom, in their careers, and in their relationships.
Every situation calls for a confirmation of their intelligence, personality, or character.
Every situation is evaluated (Dweck, 2006).
People with growth mindset see their qualities as things that can be developed
through their dedication and effort. They are brainy and talented, but that is just the
starting point. They understand that no one has ever accomplished great things
without years of passionate practice and learning. This is based on the belief that
their basic qualities are things they can cultivate through their efforts. Although
people may differ in every which way, in their initial talents and aptitudes, interests, or
temperaments, everyone can change and grow through application and experience
(Dweck, 2006).
Mindsets frame the running account that's taking place in people's heads. They guide
the whole interpretation process. The fixed mindset creates an internal monologue that is
focused on judging: "This means I'm a loser." "This means I'm a better person than they
are "This means I'm a bad husband.'' "This means my partner is selfish" (Dweck, 2006).
People with a growth mindset are also constantly monitoring what's going on, but
their internal monologue is not about judging themselves and others in this way.
Certainly, they're sensitive to positive and negative information, but they're attuned to
their implications for learning and constructive action as reflected in the questions:
"What can I learn from this? How can I improve? How can I help my partner ao this
better?" (Dweck, 2006).
Four (4) Simple Steps to Begin Changing Mindset
1. Learn to hear your fixed mindset “voice.".
2. Recognize that you have a choice.
3. Talk back to it with a growth mindset voice.
4. Take the growth mindset action.

4. Goal-Setting Theory
Goal-setting is something most people recognize as necessary for their success. By
understanding this theory, students can effectively apply it to the goals they set. The
 37

best way to set goals is to look into the pioneering research of Dr. Edwin Locke, and
another researcher who studied the effect of goal setting in the workplace, Dr. Gary
Latham. His results supported exactly what Locke had found, and the inseparable
connection between goal setting and workplace performance.
In 1990, Locke and Latham published their seminal work "A Theory of Goal Setting and
Task Performance." They reinforced the need to set specific and difficult goals.

Five (5) Principles of Goal Setting

To motivate, goals must have:
1. Clarity. Clear goals are measurable and unambiguous. When a goal is clear
and specific, with a definite time set for completion, there is less
misunderstanding about what behaviors will be rewarded.
2. Challenge. One of the. most important characteristics of goals is the level of
challenge. People are often motivated by achievement, and they'll judge a goal
based on the significance 0£ the anticipated accomplishment. When one
knows that what he or she does will be well received, there is a natural
motivation to do a good job. When setting goals, make each goal a challenge.
If an assignment is easy and not viewed as very important, then the effort may
not be impressive.
3. Commitment. Goals must be understood and agreed upon if they are to be
effective. It means that goals should be consistent and in line with previous
expectations. The harder the goal, the more commitment is required. If a goal
is easy, there's no need for a lot of commitment to get it done. Working on a
difficult assignment means more likely to encounter challenges that require a
deeper source of inspiration and incentive.
4. Feedback. This provides opportunities to clarify expectations, adjust goal,
difficulty, and gain recognition. It is important to provide benchmark
opportunities or targets, so individuals can determine for themselves how they
are doing.
5. Task Complexity. For goals or assignments that are highly complex, take
special care to ensure that the work doesn't become too overwhelming.
People who work in complicated and demanding. roles. probably have a high
level of motivation already. However, they can push themselves too hard if
measures are not built into the goal expectations. to account for the complexity
of task. It is therefore important to do the following:
• Give the person sufficient time to meet the goal or improve performance.
• Provide enough time for the person to practice or learn what is expected and
required for success.
The whole idea of goal setting is to facilitate a person's success. It has to be made sure
that the surrounding conditions inspire and · allow people ' to accomplish their objectives.

C. TAKING CARE OF ONE'S HEALTH

1. Stressors and Responses
If, in fulfilling one's. goals, obstacles get in the way and the surrounding conditions
become unfavorable, then stress is very much of an invitation. Humprey; Yow &
Bowen (2000) described stress as any factor that makes adaptation to an
environment difficult for the individual to maintain a state of equilibrium between
himself and the external environment. It includes a physical and mental response to
meet the demands of the stressful event (Richlin-Klonsky & Hoe, 2003). These
events or conditions that put a strain on the individual are called stressors (Santrock,
 38

2003). In addition, stressors are situations that are experienced as perceived threat
to one's well-being or position in life, when the challenge of dealing with which
exceeds the person's perceived, available resources (Scott, 2017).

There are two broad categories of stressors, according to the Center for Studies on
Human Stress (2917): physiological (or physical) stressors and psychological
stressors. Physiological (or physical) stressors are those that put strain on the body
(i.e., very cold/hot temperatures, injury, chronic illness, or pain). Psychological
stressors are events, situations, individuals, comments, or anything we interpret as
negative or threatening (i.e., not being able .to· review your notes for the exam as
you are taking care of your sick parent in the hospital). Moreover, scientists are now
proposing that stressors can be further divided into: Absolute stressors - those to
which everyone exposed would interpret as being stressful. These are objective
stressors that are universal (i.e.: earthquakes, a tsunami, or events of, September
11th 2001). Relative stressors are those to which only some persons exposed
'would interpret as being stressful. These are subjective stressors that cause different
reactions in different people (i.e.: time pressure at work and school traffic, paying
taxes or bills, writing or taking an exam).

2. Sources of Coping
As mentioned earlier, stress is a negative experience, usually accompanied by
emotional, physiological, cognitive, and behavioral adjustments. The term, coping,
according to Lazarus & Folkman (1984), is the process of attempting to manage the
demands. created by stressful events that are appraised as taxing or exceeding a
person's resources. Among the coping resources to improve the ability to manage
stressful events and better health outcomes include. optimism, psychological control
or mastery, self-esteem, and social support.
Optimism refers to the outcome expectancies · "that good things rather · · than bad -
things will happen to the self (Scheier et.al. 1994).
Personal control or mastery refers to whether a person feels · able ·· to · control ' or
influence outcomes (Thompson, 1981).
Self-esteem, that is positive and high, is also protective against_ adverse mental
and physical health outcomes, thereby contributing to better psychological well: being
Self-esteem is often defined as an individual's self-perception of his/her abilities,
'skills, and overall qualities that guides and/or motivates specific cognitive processes
and ' behaviors (McCrae & Costa, 1988).
Social support is defined as the pefcepti6'n or experience that one is loved and
cared for by others, esteemed and valued, and part of a social network · of mutual
assistance and obligations (Wills, 1991).

3. The Social and Cultural Dimensions of Stress

No one could ever expound Filipinos' stress as Dr. Michael L. Tan, -a-Filipino
medical anthropologist. Below is an excerpt from Tan's (2006) article entitled', 'Stress
and·· the Filipino '. It talks about the social and cultural dimensions of stress
experienced by the Filipinos.
Stress is mediated through culture: from the very nature of the· stressors, to the
ways we respond to the stress. Understanding this local context might help us
develop more · culturally appropriate, and therefore more effective, ways to deal with
stress.
 39

Culture adapts to circumstances and we are only one of many countries with large
dense populations that have learned to live with the-maddening crowds, complete
with the noise. While we enjoy noise, we're quite sensitive to olfactory assaults.
Filipinos will claim "some odors are so bad they cause a stomachache". We sniff
everything, from food to lovers, and if we find the· smells good, we tend to indulge to
an excess. No wonder aromatherapy's taken off in · the Philippines, as did those
terrible car fresheners and deodorizers.
Filipinos do face many sources of stress, around work and livelihood mainly.
Farmers worry about drought and typhoons; urbanites go berserk with tyrannical
bosses and vicious gossipy office-mates. Rural or urban, we all face the stresses of
family; extended Filipino family can be stressful too, with all its obligations. Overseas
workers have a particularly difficult time with all the expectations family members
have back home. The · poor migrants who go from impoverished rural areas to work
in big cities face even 'greater stress from family relations, who can easily contact
their now "rich" urban cousins; for a share of the pittance these earn in the city.
But the scenes of smiling and laughing Filipinos, singing and dancing (and drinking)
away can be deceptive. Quite often; we dea1 with stress by trying to be "happy''
masaya, which is really more of an - externalized merriment. "Pagsasaya" is 'social
camaraderie, it's making cheer and quite often we do it precisely because ·there have
been unhappy events, stressful events. The best example can be that of death --- our
wakes are notorious for its merry-making, but that, precisely; is part of our stress-
coping mechanism.
We warn people about excesses as a cause of illness, and that includes the
excessive emotions generated by stress. The word dalamhati is graphic, describing
an inner sadness (from the Malay 'dalam', inside and 'hati', the heart or the liver,
believed to be seats of our emotions) that slowly consumes the person. Filipino
women are actually more prone to dealing with stressful situations through 'tiis’
(endurance) and 'kimkim' (repression). Check out the local scenes of merriment: It's
usually the men having a good time bringing out the beer and toasting. their problems
away, while the women look for ways to make ends meet.
Many Filipinos express their stress by complaining about recurring headaches, or
abdominal pains, accompanied by dizziness, nausea, or fatigue. Doctors used to
dismiss these as being all in the mind, but it has become clear the physical pain and
distress may be quite real, that the pent-up stress is expressed through the body.
Culturally, too, people may attach labels ·that don't quite reflect the actual part of the
body that's affected, as when they say that they're suffering from nerbyos or "nerves."
Nerbyos doesn't necessarily mean being nervous; it's often hypertension or high
blood pressure, for example, and a health professional or caregiver may miss the
problem.
Then, too, there's the intriguing bangungot, those sudden deaths, usually at
night, associated with nightmares. The term itself is derived from bangon, to rise, and
ungol, to moan. The medical world remains stumped, attributing the deaths to
everything, from pancreatitis to congenital defects in the heart, but too little has· been
done to explore the stress angle.
The Filipino is so attached to home and hearth that we even have a term
namamahay¸ missing home, to describe a range of symptoms, form insomnia to
constipation that plagues us when we are away form home. That’s stress too. And
with men, given the cultural-imperative of suppressing their distress, we might expect
nightmares, some with fatal endings.
 40

The manghihilot can be “reinvented” so his or her skills with therapeutic massage
can be applied not just for sprains, but also for broken hearts and weary spirits.
Filipino-style, such as spaces need not be totally quiet, but they do give some sense
of safety, of sanity in a mad world. Filipino-style, too we need to think of how these
therapeutic spaces might work out as places where people can engage in social
activities, without becoming more agitated. Alternatives could be offered: gardening,
cross-stitching, bingo… anything that calms the mind.

4. Taking Care of the Self: The Need/of Self Care and Compassion
Generally speaking, self-care is engaging in activities and behaviors that have a
positive effect-on one's mental and physical health (Greene, 2017). She adds that
there's a bit of "reverse golden rule" aspect to the practice; that is to treat yourself as
compassionately as you treat others.
Reasons why self-care is necessary:
• It increases sense of self-love, allowing appreciation and acceptance of who a
person is.
• It promotes feelings of calm and relaxation, serving as a way to refocus and
come back to daily life refreshed and ready to take' on anything.
• It improves both physical and mental health by reducing the effects of
prolonged stress on mind and body.
Ways to engage in self-care:
• Physical self-care: eating well, exercising regularly, prioritizing sleep and
taking care of health.
• Emotional self-care: managing -anxiety, anger, sadness, and other emotions.
Setting boundaries with people who are not positive or supportive. Spending
time alone to rest and recharge. Maintaining a bullet journal.
• Spiritual self-care: volunteering, connecting with nature, meditation,
mindfulness.

To take care of the self is also to delve into compassion, for the self needs to seek its
deeper meaning. Everyone has. had that share of loving-kindness; meaning wishing
happiness for another person. Compassion is wishing for that person to be free. from
suffering (Germer, 2009). Compassion literally means "to suffer together." Among
emotion researchers, compassion is defined as the feeling that arises when you are
confronted with another's suffering and feel motivated to relieve that suffering
(Greater Good Science Center, 2017).
Compassion is not the same as empathy or altruism, though the concepts are
related. While empathy refers more generally to our ability to take the perspective of
and. feel the emotions of another person, compassion is when those feelings and
thoughts include the desire to help. Altruism, in turn, is the kind, selfless behavior
often. prompted by feelings of compassion, though one can feel compassion without
acting on. it, and altruism isn't always motivated by compassion (Greater Good
Science Center, 2017).

There are various forms. of compassion and why they are so important'. Paul Ekman
(2010) enumerates:
• Familial Compassion is the seed ·of compassion, planted through the
caregiver-offspring bond. It raises very interesting questions about people who
were brought up without a, single caregiver, or were brought up with a parent
 41

who had. a very distant attachment. What is their capacity for compassion?
Without the seed, the flower won't grow.
• Global Compassion was exemplified by the response to the 2004 Indian
Ocean tsunami. People around the world extended assistance to the
strangers, or different races and skin colors. Now, that not everyone has it; a
lot or people acted, and a lot of people didn't. How does one cultivate global
compassion? Consider the survival of children and grandchildren, because
planet earth won't survive without global compassion.
• Sentient compassion is when one extends feelings of compassion towards
cockroaches, toward any living being. When people got sentient, they also got
global; sentient is the, highest moral virtue.
• Heroic Compassion is like altruism with a risk. It has two forms: Immediate
Heroic Compassion is when, without thought, one jumps onto the MRT
tracks to rescue someone. It is impulsive Considered Heroic Compassion
isn’t done impulsively; it is done with thought, and it can be maintained for
many years.
The most significant contribution of self-compassion is the attention given to
the self," which is always associated with the body, and the bodies are built for
survival. Self is needed.to make progress on the path of self-compassion.
People can cultivate a kind, gentle attitude, not rejecting, not overly prizing,
toward the self until it no longer suffers and has no reason to assert itself. The
more compassion one gives to the suffering "self," the more flexible it
becomes. Compassion from others or from within oneself helps him/her
accept himself in his/her discomfort (Germer, 2009).
 42

Republic of the Philippines

University of Eastern Philippines
PEDRO REBADULLA MEMORIAL CAMPUS
Catubig, Northern Samar
uepprmcampus@gmail.com
Mobile Numbers: Globe: 0927-508-5408 Smart: 0908-236-1226

FINAL EXAMINATION
(UNDERSTANDING THE SELF)

Name: ____________________ Year/course: ____________Date____________

Part I
Multiple Choices. Encircle the letter of your answer.

1. The use and splay of wealth and other possessions, all the physical elements that reflect
who a person is, make up the _________.
A. material self C. social self
B. spiritual self D. none
2. It is an idea which suggests that those who have the most money or occupy higher classes
are more likely to take a "what's in it for me?" attitude.
A. self-sufficiency and service C. self-view
B. self-interest, maximization D. addiction
3. It is the idea that differences between classes are based upon identity and genetics, rather
than circumstance.
A. class essentialism C. self-interest maximization
B. self-sufficiency D. social and business value
4. The "cycle of work and spend" is best illustrated in _____________.
A. work more to buy more. C. buy more to spend more
B. work less to buy more D. work more to provide enough
5. Which is not a non-voluntary loss of possession?
A. lost to theft or casualty C. handbag snatching
B. mudslide and forest fire D. lending an item

6. This refers to the understanding and the awareness of one’s own mental or cognitive
process.
a. Compensation C. goals
b. Metacognition D. self-efficacy
7. This cognitive strategy helps learner select appropriate information and make connections
to be learned.
 43

a. Analyzing c. organization
b. Elaboration d. rehearsal
8.This study strategy refers to any form of testing for learning which a student is able to do on
his or her own.
a. Distributed practice c. elaborative interrogation
b. Practice testing d. self-explanation

9. This study strategy refers to distributing the learning overtime, not cramping.
a. Distributed practice c. elaborative interrogation
b. Practice testing d. self-explanation
10. It is a study strategy in which the explanation might take the form of answering why but
also other questions, as well as relating new information to information which is already
known.
a. Distributed practice c. elaborative interrogation
b. Practice testing d. self-explanation
11. It is a source of coping that refers to the outcome expectancies that good things rather
than bad things will happen to the self.
a. Optimism c. mastery
b. Self-esteem d. social support
12. It is a source of coping that refers to whether a person able to control or influence
outcomes.
a. Optimism c. mastery
b. Self-esteem d. social support
13. This refers to engaging in activities and behaviors that have a positive effect on one’s
mental and physical health.
a. Compassion c. self-care
b. Stressor d. self-explanation
14. It is self-care that includes eating well, exercising regularly, prioritizing sleep and taking
care of health.
a. Emotional c. spiritual
b. Physical d. none
15 .It is self-care that includes volunteering, connecting with nature, medication, mindfulness.
a. Emotional c. spiritual
b. Physical d. none

PART II- IDENTIFICATION

Instruction: Identify the following statements.

__________1. This is a phase which is driven by the sex hormones testosterone and
estrogen.
__________2.It is a behaviour that may produce sexual pleasure that often culminates
in orgasm in females and in males.
__________3. This is pregnancy in females under the age of 20 at the time the
pregnancy ends.
__________4.It include practicing virtues such as compassion, bravery, a good sense
of humor, and the like.
 44

__________5. Uploading, downloading, sharing, etc. provide free access of

information through web surfing.
__________6.It refers to the outcome expectancies · "that good things rather · · than
bad - things will happen to the self.
__________7. It is also known as personal performance accomplishments; are the
most effective way to create a strong sense of efficacy.
__________8.It is managing -anxiety, anger, sadness, and other emotions
__________9. Goals must be understood and agreed upon if they are to be effective.
__________10. This approach involves experiencing something· or someone we value

PART III- ENUMERATION.

1. What are the three (3) ways of discovering meaning in life?

*
*
*
2. Give at least four (4) changes emerging from our current digital age?
*
*
*
*
3. What are the four (4) main sources of efficacy belief?
*
*
*
*
4. Give at least four (4) principle of goal setting?
*
*
*
*

PART IV- ESSAY

In your own words, explain the following questions.

(5 points each)

1. As a millennial, what advice can you give to your co millennial who’s a victim of
cyber bullying? What things or actions can you help to regain motivation after they lose it?

2. Explain the statement in your own words and understanding.

 45

“knowing yourself is the beginning of all wisdom’’.

God Bless!!!

MR. KEVIN GERARDO CAPARAL

Course Instructor