Understanding The Self
MODULES/ TERM 1
THE SELF FROM THE VARIOUS PERSPECTIVES
UNIT 1
1 Philosophical Perspective of Self
2 Sociology
3 Anthropology
4 Psychology
5 Self in Western and Oriental Thoughts
Philosophical Self
Socrates
Brief Background and Significant Events
àHe was accused of disrespect for the city of gods
and corrupting the youth of Athens.
àHe caused the youths to question all things including
many traditional beliefs.
àHe was a controversial figure in Athens because of
his argumentative skill.
àSocrates’ way of searching for meaning and truth
was abrasive in nature (ex. endless process of asking
questions).
àThis gave birth to the “Socratic method of
questioning”.
Philosophical Statement: “ Know thyself”
àThe unexamined life is considered as not worth
living, humans must strive to seek their purpose and
value
Definition of the SELF: The self is an immortal
soul which exists over time
àThe self is also the source of all knowledge.
àIndividual experience is important when you want to
know yourself. Hence, to truly know about something,
you must understand its essence.
Example: It is not enough to identify something as
beautiful; one must know WHY IT IS BEAUTIFUL.
àView of Reality: Reality is dualistic
1. Physical Realm - it is constantly changing, transient
and imperfect (ex. the physical body)
2. Ideal Realm - it considered as unchanging, eternal
and immortal (ex. the soul, truth, goodness and
beauty
Plato
Brief Background and Significant Events
àThe death of Socrates was a turning point in the life
of Plato because he elaborated on Socrates’ ideas
after the former’s death.
àHe contributed original ideas on a wide range of
issues such as morality, politics, metaphysics and
epistemology.
Definition of the SELF: The self is an immortal
soul which exists over time
THE THREE PART SOUL (The Three Part Self)
1. Reason- it enables the individuals to think deeply,
make choices and achieve true
understanding.
2. Physical Appetite- this refers to basic biological
needs such as thirst, hunger and sexual
desire.
3. Spirit or Passion- this refers to basic emotions like
love, anger, aggressiveness and empathy.
The three-part self may act in consonance or may act
in conflict with each other.
For example, you may have a relationship with
someone who is intelligent (reason);
with whom you are passionately in love (spirit)
and whom you find sexually attractive which ignites
your desires (appetite).
Another example, you fell in love with a person (spirit)
who is sexually attractive (appetite)
who does not satisfy your ideal type, he/she is the total
opposite of the person you are looking for (reason)
In this case the selves are in CONFLICT.
Genuine happiness can be achieved when REASON is
in control of SPIRITS and APPETTITES
ILLUSTRATION:
“The Chariot Analogy”- the soul is likened to a chariot
drawn by two powerful winged horses.
o Noble horse – spirit
o Wild horse - embodying the appetite
o Charioteer -reason; the task is to guide the
chariot to
o The eternal realm by controlling the two
independent- minded horses
St. Augustine
Brief Background and Significant Events
àPlotinus (Roman Philosopher) influenced the thinking
of St. Augustine.
àPlotinus based his views on Plato’s core concepts.
àHe believes that “The soul possesses superiority over
the body”.
àHe is committed to his Platonic ideas regarding the
imperfection of his physical body; in contrast to the
perfection of his eternal soul.
àHe refused to celebrate his birthday because he was
ashamed that his immortal soul had to be contained in
imperfect vessel as his body.
àPlotinus ideas had a profound influence on St.
Augustine
Definition of the SELF: The self is an immortal
soul which exists over time
àRelationship of body and the soul
He considers the body as a “slave” to the soul
Then he alters his view that “the soul makes war with
the body”
He changed it again into “the body as the spouse of
the soul” with both attached to
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one another by a natural appetite.
He finally concluded that “The body is united with the
soul so that man maybe entire
and complete”
àWhat is a virtuous life for St. Augustine?
àTo live a virtuous life is to live in LOVE, all
sins are the result of turning away from love
and God.
àPlato’s vision of immortal souls striving to
achieve union with the eternal realm through
INTELLECTUAL ENLIGHTENMENT became
transformed by Augustine into IMMORTAL
SOULS STRIVING TO ACHIEVE UNION WITH
GOD through faith and reason. Hence, this is
the start of the medieval Christian Doctrine
and Western Philosophy.
Descartes
Brief Background and Significant Events
o Founder of Modern Philosophy
o He was a mathematician and a scientist
o He is a rationalist who emphasized that
thinking must follow a logical and rational
process
Philosophical Statement:
àCogito Ergo Sum “I think therefore I am”- this is the
essence of your SELF, humans are thinking thing
àDescartes believed that man is a thinking being,
genuine knowledge must be based on independent
rational inquiry and real-world experimentation.
Performing mental operations was essential to being a
human self.
àTo arrive at knowledge, human must use their
thinking abilities (investigate, analyze, experiment and
develop well-reasoned conclusions)
Definition of the SELF:
The self is a thinking thing, distinct from the body
Dualistic View of the Self
àThe thinking self (or soul): non material, immortal,
conscious being and independent of the physical laws
of the universe.
àThe conscious self is part of the spiritual realm
governed by the laws of reason and God’s will.
àThe physical body is a material, mortal, non-thinking
entity governed by the physical laws of nature.
àRationalist View: Reasoning ability provides the
origin of knowledge
àRationalism - the view that reason is the primary
source of all knowledge and that only our reasoning
abilities can enable us to understand sense experience
and reach accurate conclusions.
John Locke
Brief Background and Significant Events
àHis background as a physician influenced his beliefs
about the nature of the self.
Definition of the SELF:
àPersonal identity is made possible by self-
consciousness
Definition of the SELF: Personal identity is made
possible by self- consciousness
àKnowledge is based on the careful
observation of sense experience/ or
memories of previous experiences.
àReason is a vital element in making
meaning out of the sense experience of a
person.
àEmpiricist view: all knowledge originates in
our direct SENSE EXPERIENCE
àEmpiricism- the view that sense experience
is the primary source of all knowledge and
that only a careful attention to sense
experience can enable us to understand the
world and achieve accurate conclusions.
LOCKE’S CONCLUSION ON EXAMINING ONE’S
EXPERIENCES:
1.To discover personal identity, one must establish how
it is to be a person
2.A person is a thinking, reflecting and analyzing being
3.A person is the same thing indifferent times and
places
4. Consciousness is accompanied by thinking
5. Consciousness makes it possible to exhibit the same
identity in different times and places
NOTE: Conscious awareness and memory of previous
experiences are the keys to understanding the self
Hume
Brief Background and Significant Events
o He was an empiricist like John Locke
o He was a controversial figure because of his
skeptical examinations of religion, ethics and
history during the 18th century
Philosophical Statement: There is no self!
Definition of the SELF:
There is no self, only a bundle of constantly changing
perceptions passing through the theatre of our minds.
TWO DISTINCT ENTITIES:
àImpressions- the basic sensations of our experience,
the elemental data of our minds: pain, pleasure, heat,
cold, happiness, grief, fear etc. These impressions are
“lively” and “vivid”.
àIdeas- ideas are copies of impressions, they are less
“lively” and “vivid”. Ideas include thoughts and images
that are built up from our primary impressions through
a variety of relationships.
“The mind is a kind of theatre where several
perceptions successively make their appearance...”
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Kant
Brief Background and Significant Events
àA German philosopher who wrote his books while
dressed in a bathrobe and slippers.
Philosophical Statement:
“We construct the self”
Definition of the SELF:
The self is a unifying subject, an organizing
consciousness that makes intelligible experience
possible.
o Kant argued that when we perceive objects, we
encounter mental states that appear to be
composed of bits and pieces and are organized
meaningfully. (For example, taking the raw data
of experience and actively synthesizing it into
familiar, orderly,
meaningful world in which we live.)
o Knowledge of the world begins with sensations:
sounds, colors, tastes, feels, smells are
the basic data for experience
o The mind actively sorts, organizes, relates and
synthesizes the raw data. It is yourself
that is actively organizing all of your sensations
and thoughts into a picture that makes sense to
you. YOUR WORLD ACCORDING TO YOUR
TERMS! Ergo, WE CONSTRUCT THE SELF!
Freud
Brief Background and Significant Events
àFreud’s parental experiences influenced his
development of the concept of Oedipus Complex.
àFreud was described as exhibiting the following
characteristics: intelligence, self- confidence, desire for
achievement and fame
Definition of the SELF:
the self is multi-layered
THREE LAYERS OF THE SELF:
1. ID - it is present at birth, entirely unconscious,
includes all innate instincts.
àIt is motivated entirely by the pleasure principle.
àIt has no sense of logic, time, or self-preservation.
àIts only resource is to form wish-fulfilling mental
images of desired objects.
2. EGO - It begins to develop out of the ID at about
6to8 months.
àIt operates in accordance with the logical and self-
preservative secondary process.
à The EGO is motivated by the REALITY PRINCIPLE.
(Example, delaying pleasure until a suitable and safe
object has been found.
- The ego is the locus of all emotions, including anxiety
and tries to keep the ID under control by using various
DEFENSE MECHANISM (repression, denial,
rationalization, displacement etc.)
;3. SUPEREGO - it begins to develop out of the ego at
about age 3to5 years.
à It is partly conscious and unconscious. It includes
standards or RIGHT and WRONG.
à The SUPEREGO results from parental standards. It
operates under the MORALITY PRINCIPLE.
Ryle
Brief Background and Significant Events
àAnalytic philosopher who analyzed language to
solve philosophical puzzles.
Definition of the SELF:
“The self is the way people behave”
o àIn defining the self, it is necessary to focus
on OBSERVABLE BEHAVIOR because these are
concrete evidences of how the minds works
and functions.
o àThe self is defined in terms of what is
presented to the world.
o àWhat the minds wills, it is the body that
executes it.
o àThe self is better understood as a pattern of
behavior, the tendency for a person to behave
in a certain way.
Churchland
Brief Background and Significant Events
àA contemporary American Philosopher and
professor at the University of California.
Definition of the SELF:
Self is the brain
o Mental states will be superseded by the brain
states
o The physical states (health of our bodies, the
food we ingest, the experiences we
endure) have an impact on our mental and
emotional functioning.
o The emotional and mental states likewise
impact on our physical conditions (ex. stress,
depression, psychosomatic disorder)
o To understand the nature of the mind, we
have to fully understand the nature of the
brain.
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GOAL OF BRAIN/SCIENTIFIC RESEARCH:
Link the self to the physical wiring and physiological
functioning of the brain.
o He proposed ELIMINATIVE MATERIALISM-
developing a new vocabulary and conceptual
framework that is grounded in neuroscience.
Merleau-Ponty
Brief Background and Significant Events
o French philosopher who was influenced by
Husserl
o He worked in the Army as an officer and was
eventually appointed as a Philosophy
professor at University of Lyon
Definition of the SELF:
“The self is embodied subjectivity”
o “I live in my body”- entity that can never be
objectified or known in a completely objective
sort of way. (Ponty is a phenomenologist in
this aspect).
o The living body is a natural synthesis of mind
and biology and separating them would be
nonsensical and artificial.
o Everything that we are aware of is contained
within our own consciousness. Consciousness
is a dynamic form responsible for actively
structuring our conscious ideas and physical
behavior.
o For him, perception was the source of
knowledge and has to be studied before the
conventional sciences.
Lesson 2
SOCIOLOGY
SOCIOLOGY
à the study of formed norms, beliefs, and values that
come to exist within the person to a degree where
these become natural and normal, thus, developing
the person’s identity (Elwell, 2003).
MODERNIZATION
àhas significantly changed society and this has
affected how individual builds and develops his/her
“identity”.
PRE-MODERN SOCIETY-
àcentered on survival, people behaved
according to social rules and traditions
MODERNIZATION-
àhas improved people’s living conditions; a
person in the modern society is free to choose
where to live, what to do, and who to be with.
In modern societies, individualism is
dominant and developing one’s self- identity
is central.
àMODERNIZATION is also called the
destruction of the traditional way of life
“delocalized” the self (Mannheim, 1950). The
self is dislocated and deracinated from its
traditional attachment to the community.
delocalization- the self is released from
time- honored traditions and communal
attachments and faces infinites possibilities
(i.e. free to seek its own identity).
Note: The self as a product of modern society
is free to seek its own identity and free from
customary constraints.
KEY CHARACTERISTICS OF MODERNITY:
Industrialism- the social relations implied in
o
the extensive use of material power and
machinery in all processes of production. (ex.
people are more and more dependent
on machines)
o Capitalism-a production system involving
both competitive product markets and the
commodification of labor power.
o Institutions of surveillance- the massive
increase of power and reach by institutions,
especially in government.
o Dynamism- the most evident characteristic of
modern society. Dynamism is
characterized as having vigorous activity and
progress. In modern society, it is a society
that is full of possibilities, everything is subject
to change. (Ex. Liquid Society- nothing is
permanent; living in times of uncertainty!)
WHAT IS A SOCIAL GROUP?
• This is described as having two or more people
interacting with one another, sharing similar
characteristics, and whose members identify
themselves as part of the group. (ex. family, barkada,
classmates)
TWO TYPES OF SOCIAL GROUP:
o ORGANIC GROUPS- it is naturally occurring,
and it is highly influenced by your family. This is
usually formed in traditional societies. You
joined these groups because your family is also
a part of it (organic motivation).
o RATIONAL GROUPS- it occurs in modern
societies. Modern societies are made up of
different people coming from different places.
Rational groups are formed as a matter of
shared self-interests; people join these groups
out of their own free will (rational motivation)
WHAT IS A SOCIAL NETWORK?
- refers to the ties or connections that link you to your
social group.
(eg. The connection you
have with your family is your blood relation, the
connection you have with your barkada is your
friendship)
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The SOCIAL SELF according to George Herbert Mead:

o Mead was a sociologist from the late 1800s. BRONFENBRENNER’S ECOLOGICAL
He is well known for his “theory of the Social
Self” SYSTEMS THEORY:
àthe ecological theory focuses on the impact that
o Mead’s work focused on how the “self” is
environment plays on the growth and development of
developed. His theory is based on the
an individual.
perspective that the self is a product of social
interactions and internalizing the external
The MICROSYSTEM
(i.e., other people’s) views along with one’s
àThe microsystem refers to the environment in which
personal view about oneself.
an individual lives. This system includes family
o Mead believed the “self” is not present at
members, peers, religious communities,
birth; rather it developed over time through
neighborhoods and others whom the individual has
social experiences and activities.
regular interaction and direct contact with.

Developing the SELF: The MESOSYSTEM

Mead developed a concept that proposed different
stages of self-development. These stages are:
Language- through shared understanding of symbols,
gestures and sound, language gives the individual the
capacity to express himself or herself while at the
same time comprehending what other people are
conveying.
Language sets the stage for self- development.
Play- at this level, individuals role-play or assume
the perspective of others. Role-playing enables the
person to internalize some other people’s
perspectives.
Game- is the level where the individual not only
internalize the other people’s perspectives, he/she is
also able to take into account societal rules and
adheres to it.
According to Mead, the self is developed by
understanding the rule, and one must abide by it to
win the game or be successful at an activity.
TWO SIDES OF SELF: “I” and “Me”:
o The “I” and “Me” have a didactic relationship,
which is like a system of checks and balance.
o events, as well as major transitions in life. Some
“Me” is the product of what the person has
learned while interacting with others and with
the environment. Learned behaviors,
attitudes and expectations comprises the
“me”. The ‘me’ exercises control over the self,
it sees to it that rules are not broken.
àThe mesosystem is described as the interactions
between the microsystems. The mesosystem could
include experiences at home related to experiences at
school, or experiences at school related to experiences
at church.
The EXOSYSTEM
àThe exosystem is a system in which the individual
plays no role in the construction of experiences, but
these experiences have a direct impact on the
microsystems the individual is part of. An example of
an exosystem could include a husband being laid off
and this lack of employment having a direct impact on
the family's financial state that could affect their day-
to-day lifestyle and the stress level in the home.
The MACROSYSTEM
àThe macrosystem is influenced greatly by the culture
and society in which a person lives. The belief systems
and ideology of the individual's culture influence the
person directly, however, the individual does not
necessarily have as much freedom in determining his
or her surroundings
The CHRONOSYSTEM
àThe chronosystem reflects the cumulative
experiences a person has over the course of their
lifetime. These experiences include environmental
notable transitions include divorce, marriage or the
birth of a baby. These transitions are major
experiences in an individual's lifetime.

-The “I” is that part of the self that is

unsocialized and spontaneous. It is
the individual’s response to the
community’s attitude toward the
person. The ‘I’ presents impulses
and drives.
-The ‘I’ enables the person to
express individualism and creativity
and it does not blindly follow rules.

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Lesson 3
Anthropology
THE SELF EMBEDDED IN CULTURE
• Cultural anthropologists have argued that the self is
culturally shaped and infinitely variable (e.g., cultural
traditions and social practices regulate, express and
transform the human psyche resulting less in psychic
unity for humankind).
TWO WAYS OF HOW THE SELF IS CONSTRUCTED
1.
INDEPENDENT CONSTRUCTS- the
characteristic of individualistic culture such
as North America. Individualistic culture
represents the self as separate, distinct, with
emphasis on internal attributes, skills and
values.
2. INTERDEPENDENT CONSTRUCT- it is typical of
the collectivist culture in East Asia which
stresses the essential connection between the
individual to other people (ex. strong family
ties).
Developmental psychologist Catherine Raeff (2010),
believed that culture can influence how you view:
relationships, personality traits, achievement, and
expressing emotions.
o Relationship- may be seen as voluntary or
duty based; Eastern societies practice
arranged marriage while Western societies
are free to choose whom they will marry
o Personality traits- culture influences whether
(and how) you value traits, like humility, self-
esteem and the like.
o Achievement- Culture influences how you
define success and whether you value certain
types of individual and group achievements
o Expressing Emotion- Culture influences what
will affect you emotionally, as well as how you
express yourself (example: Showing your
feelings in public or keeping it private).
Two Basic Components of culture
Nonmaterial culture- includes the values, beliefs,
symbols, and language that define a
society.
Material culture- includes all the society’s physical
objects, such as its tools and
technology, clothing, eating utensils, and means of
transportation.
Element Of Culture
1. Symbols - Every culture is filled with symbols,
or things that stand for something else
and that often evoke various reactions and
emotions. Some symbols are actually types of
nonverbal communication (gestures and
movements), while other symbols are in fact
material objects.
2. Language - The most important set of
symbols is language. It is crucial to
communication and thus to any society’s
culture.
3. Norms - Cultures differ widely in their norms,
or standards and expectations for behaving
o Norms are often divided into two
types: formal norms and informal
norms.
- Formal norms, also called
mores (MOOR-ayz) and
laws, refer to the standards
of behavior considered the
most important in any
society.
- Informal norms, also called
folkways and customs, refer
to standards of behavior
that are considered less
important but still influence
how we behave.
4. Rituals - Different cultures also have different
rituals, or established procedures and
ceremonies that often mark transitions in the
life course. As such, rituals both reflect and
transmit a culture’s norms and other
elements from one generation to the next.
5. Values - Values are another important
element of culture and involve judgments of
what is good or bad and desirable or
undesirable. A culture’s values shape its
norms.
6. Artifacts - The last element of culture is the
artifacts, or material objects, that constitute
a society’s material culture.
THE SELF AS COGNITIVE CONSTRUCTION:
PSYCHOLOGY
àthe scientific study of how people behave, think and
feel.
à Some of the focuses of psychology are:
how the brain works, how the memory is organized,
how people interact with groups, and how children
learn about the world.
JEAN PIAGET
àHe was a Swiss clinical psychologist and he
pioneered the “theory of cognitive development”.
COGNITIVE DEVELOPMENT is a progressive
reorganization of mental processes resulting from
biological maturation and environmental experience.
THREE BASIC COMPONENTS OF PIAGET’S
COGNITIVE THEORY
Schema- the building blocks of knowledge. Schemas
are mental organizations that individuals use to
understand their environments and designate action.
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Adaptation-it involves the child’s learning process to
meet situational demands.
TWO PROCESSES OF ADAPTATION
Assimilation-the application of previous concepts to
new concepts.
Accommodation- happens when people encounter
new information or when existing ideas are
challenged.
Stages of cognitive development
àthey reflect the increasing sophistication of the
child’s thought process.
o SENSORIMOTOR (0-2 yrs. old)
the child learns by doing: looking, sucking,
touching. Object Permanence emerges.
o PREOPERATIONAL (2-7 yrs. old)
the child uses language and symbols.
o CONCRETE OPERATIONS (7-11 yrs. old)
the child demonstrate conservation,
reversibility, serial ordering, understanding of
cause and effect.
o FORMAL OPERATIONS (12+)
the individual demonstrates abstract thinking
(ex. Ability to understand hypothetical
situations).
HARTER’S SELF DEVELOPMENT
CONCEPT
àDr. Susan Harter (1999)
detailed the emergence of self-concept.
àThe development of self-concept according to Harter
is as follows:
àEARLY CHILDHOOD- the child describes the “self” in
terms of concrete, observational characteristics, such
as physical attributes (ex. I am pretty/ugly/strong),
material possessions (ex. I have lots of toys).
àMIDDLE TO LATER CHILDHOOD- the self is described
in terms of trait like constructs (e.g. smart, honest,
friendly, smart).
àADOLESCENCE- this is the emergence of more
abstract self- definitions, such as inner thoughts,
emotions, attitudes, and motives.
àEMERGING ADULTS- the marked characteristics of
“self” for emerging adults is having a vision of a
“possible self”; the “age of possibilities”.
WILLIAM JAMES AND THE
ME-SELF; I-SELF
William James is “the father of American psychology”.
According to James, the ‘self’ has two elements:
I-SELF
àit is the pure ego, it is the subjective self, It is the
“self” that is aware of its own actions.
FOUR FEATURES:
o A sense of being the agent or initiator of
behavior- I believe my actions have an impact
o A sense of being unique
o A sense of continuity- I am the same person
from day to day
o A sense of awareness about being aware- I
understand what is going on in me and around
me.
ME-SELF
àit is the self that you can describe such as your
physical characteristics, personalities, social role, or
relationships, thoughts, feelings
The dimensions of the me-self include:
Material- physical appearance and extensions of it
such as clothing, immediate family, and home;
Social- social skills and significant interpersonal
relationships; and
Spiritual- personality, character, defining values.
CARL ROGERS
PERSONALITY DEVELOPMENT
AND THE SELF CONCEPT
àCarl Rogers was an American psychologist and
among the founders of Humanistic Psychology- this
approach highlighted the individual’s innate drive
toward self-actualization and the process of realizing
and expressing one’s own capabilities and creativity.
àRogers divided the self into two categories: the ideal
self and the real self.
àThe IDEAL SELF is the person you would like
yourself to be; the concept of the “best me”
who is worthy of admiration.
àThe REAL SELF is the person you actually
are, it is how you behave right at the moment
àThe importance of alignment: According to Rogers,
“If the way that I am (the real self) is aligned with the
way that I want to be (the ideal self), then I will feel a
sense of mental being or peace of mind.
àWhen your REAL SELF and IDEAL SELF are very
similar you experience CONGRUENCE.
àWhen there is a great inconsistency between your
IDEAL and REAL SELVES, then you experience
INCONGRUENCE.
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àAccording to Allport, a “trait” is your essential
characteristic that never, ever changes and sticks with
you all your life.
ERIC BERNE-THE EGO STATES
àPsychiatrist Eric Berne develop his transactional
analysis model as a basis of understanding behavior.
Transactional analysis is anchored on two notions:
1. Every person has three parts called “ego
states” in his/her personality.

2. People communicate with one another

assuming roles of any of the ego
states.

TYPES OF EGO STATES:

o THE PARENT EGO STATE- is the voice of
authority, it could be comforting voice or a
“controlling/critical parent” voice that tells what
you should or you should not do.
o THE ADULT EGO STATE- is the rational person, it
is the voice that speaks reasonably and knows
how to assert herself/himself.
o THE CHILD EGO STATES
o THE NATURAL CHILD- who loves to play but is
sensitive and vulnerable
o THE LITTLE PROFESSOR- the curious child who
wants to try everything.
o THEADAPTIVECHILD-the one who reacts to the
world, he/she could be trying to
fit in or is rebelling against authority.

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