Understanding the Self Reviewer (Midterms)
modern world
LESSON 1: The Philosophical Perspective of the
Self
Socrates - An unexamined life is not worth living
● DUALISM
● RATIONALISM
● Introspection - person becomes virtuous or
come to know his values
● Physical Realm = body and physical
attributes
● Ideal Realm - soul or spirit
Plato - The soul is synonymous with the self
● THREE PART OF THE SOUL (tripartite soul)
● RATIONALISM
● Rational soul - forged by reason and
intellect
● Spirited soul - in charge of emotions
● Appetitive soul - consists of desires we
need to live
St. Augustine - Take care of your body as if you
were going to live forever; and take care of your
soul as if you were going to die tomorrow
● GOODNESS
● RATIONALISM
● Almost same belief kay Plato except that
this is associated with Christianity
Rene Descartes - I think, therefore I am
● COGITO (mind) AND EXTENZA (body)
● RATIONALISM
● The father of Modern Philosophy
● DOUBTING SELF
● “When you think about yourself, it means
that yourself exists”
● The only thing that cannot be doubted is the
existence of the self.
David Hume - There is no self
● BUNDLE OF PERCEPTIONS, IMPRESSIONS
AND IDEA
● EMPIRICISM
● Impressions - product of experiences
● Ideas - haven’t experienced it yet in the
● Self is a collection of all perceptions of a
particular person
Immanuel Kant - All our knowledge begins with the
senses, proceeds then to the understanding, and
ends with reason. There is nothing higher than
reason.
● MIND AND REASON
● EMPIRICISM OR RATIONALISM
● Mind organizes impressions that man gets
from the external world
● Self is not just what one gives his
personality, it is also the seat of knowledge
acquisition for all human person
● Apparatus of the Mind - consists of ideas
that can’t be found in the world but is only
built in our minds. (time and space)
Gilbert Ryle - I act, therefore I am
● BEHAVIOR
● CARTESIAN DUALISM (none of the above)
● Our behaviors are the one that makes us a
person
● Not always what we think is what we do, we
need to act before we can say that it’s true
Maurice Merleau-Ponty - The mind and the body
are so intertwined that they cannot be separated
from one another.
● MIND AND BODY INTERTWINED
● PHENOMENOLOGY
● The self is not only what we think about, but
also what we do about it; the self is not only
what you do, but also what you think about
it.
● If body or mind is impaired, you can no
longer function as a person
LESSON 2: The self as the product of the society
Sociological Perspective - based on the
assumption that human behavior is influenced by
society
Sociology - study social groups and human
relationships w/c help shed new insights into
interconnectedness of individuals.
The Self in the external world
Feral Child - Wild child
● Human who live in isolation with human
contact
● Raised by animals
● Tarzan and Marcos Rodriguez Pantoja
● Lack Social skills, interest in human
activities and impaired ability in learning
human language
● Souls don’t make us special, our growth and
development are products of interaction
with external reality
● Sociologists: Self is multifaceted & is
capable of morphing itself (changing)
● Different qualities of the self
○ Self is self-contained and
independent
○ Self is consistent
○ Self is unitary
○ Self is private
○ Self is isolated from external world
○ Self shouldn’t be seen as static
Marcel Mauss - French sociologist
● Moi - person’s sense of who he is
(biological givenness)
● Personne - social concept of what it means
to be who he is (can be changed)
The Self and the Development of the Social World
George Herbert Mead - Theory of the Social Self
● Me - learned in interaction with others and
with the environment (responsible for social
interaction)
● I - response to the me and to the attitude of
the others (natural attitude)
Role Taking Theory
1. Preparatory Stage (birth - 3 years old)
- Imitation stage
- Mimic / imitate those around them
- They don’t have any idea of what
they are saying
2. Play Stage (3 years old - 5 years old)
- Learn self-development and
interaction
- Focused on role taking and acting
based on their perceived pov.
- You do it for fun
3. Game Stage (6 years old - 9 years old)
- Final stage where they begin to
understand and adhere to the rules
of the game
- You play with rules
- Significant others
- People who have important
relationship with individual
- Generalized others
- You just coexist with them
- Their roles are replaceable
- Their opinion doesn’t really
matter
The Social Development Theory
Lev Vygotsky- Russian psychologist
● Social Interaction - plays a fundamental role
in process of cognitive development
○ Social Level - social learning takes
place
○ Individual Level - self-reflection
● Elementary Mental Functions
○ Sensation
○ Hunger
○ Memory
● Higher Mental Functions
○ Language
○ Memory
○ Attention
○ Perceptions
● More Knowledgeable Others (MKO)
○ Anyone who has a better
understanding or professional in a
certain aspect or field.
○ They’re the ones who guide an
individual for them to fully develop
themselves
 ● Zone of proximal development (ZPD)
○ Stage where child would be given
the most sensitive instructions and
guidance with a lot of
encouragement
LESSON 3: The Anthropological Conceptualization
of the Self: The Self as Embedded in Culture
Anthropology
● Holds a holistic (doesn’t only study about
identities but as well as their cultural,
biological and other factors from their past)
view of human nature
● Study of Biology and Culture of human
● Considers human experience as an interplay
of nature and nurture
○ Nature - genetic inheritance
(biological givenness)
○ Nurture - socio cultural environment
(can be nourished)
Two ways of viewing the self
● Egocentric
○ Each person is replica of humanity
but is capable of acting
independently from others
○ Indicator of success: branded items,
paying mortgage, buying things and
properties
○ Their survival matters
○ Personal and career growth
● Sociocentric
○ Self is dependent on the social
situation or social setting
○ Indicators of success: famous, able
to help his family
○ Survival of their family matters
Identity Toolbox
● Features of a person’s identity that he/she
chooses to emphasize in constructing a
social self
● Maraming traits and characteristics na
nilalabas mo lang depende sa social setting
na mayroon ka
“Family membership could be the most significant
feature to determine the person’s social identity”
Self identification
● Attained by kinship, family membership,
gender, age, language, religion, ethnicity,
personal appearance and socio economic
status.
Personal Naming
● Establishing child’s birthright and social
identity
Three-phased rite of passage
1. Separation phase
- Detachment
- Walking down the aisle to be given
away
2. Liminality phase
- Transition
- Wedding ceremony is the transition
phase where bride and groom will
turn into husband and wife
3. Incorporation phase
- Change
- Officially recognized bride and
groom as husband and wife
- Properties will now be viewed as
50/50
The Self as Embedded in Culture
Clifford Geertz - American Anthropologist
Two important ideas of Clifford Geertz
1. Culture should not be perceived only as
complexes of concrete behavior patterns
2. Man is precisely the animal most
desperately dependent upon outside-the-
skin control mechanisms
LESSON 4: The Psychological Perspective of the
Self
William James
- Philosopher and Psychologist
- One of the great pragmatists
- Theory of the Self
- The principles of Psychology
● Me and I
○ All human thoughts are owned by
some personal self.
○ All thoughts are constantly changing
or are never static
○ There’s a continuity of thoughts as
its focus shifts from object to
another
○ Thoughts deal w/ objects that are
diff from and independent of
consciousness itself
○ Consciousness can focus on a
particular object and not others
● Me-Self -
○ empirical self
○ Person’s personal experience
○ Material Self
■ Things that belongs to
person
■ Person’s body, house,
clothes, money
○ Social Self
■ Refers to whom and how
person acts on social
situations
■ Type of personality a person
has
■ Introvert can be uncomfy in a
middle of a crowd or party
while extrovert enjoy these
things
○ Spiritual Self
■ Most subjective and intimate
and important part of the self
■ Deeper understanding of the
self
■ Engaging in the process of
introspection
● I-Self
○ Self that knows who he or she is
○ Reflects the soul of a person or what
is now thought of as the mind and
called the pure ego
○ Comprises the totality of the
person’s identity
Carl Roger’s Self Theory: Real and Ideal Self
Carl Rogers - American psychologist
● Proposed personality theory known as
Person-centered theory
● Self concept - used to refer to how a person
thinks about or perceives themselves.
Two types of self concept
1. Real Self Concept - ideas including the
awareness of “what I am” and “what I can
do”
2. Ideal Self-Concept - person’s conception of
what one should be or wanted to be
The closer the real self to ideal self, the more
fulfilled and happy the individual becomes
The farther the ideal to real self leads to unhappy
and dissatisfied person.
MULTIPLE VERSUS UNIFIED SELF
David Lester - British American Psychologist
● The construction of multiple selves varies
across different roles and relationships.
● Coping with different selves constitutes a
formidable task among adolescents.
● These challenges contribute heavily to the
young person’s struggle for a unified self.
Multiple - subselves that are autonomous sets of
psychological processes (diverse self)
Unified Self - integration of the subselves into one (
TRUE VERSUS FALSE SELF
Donald Woods Winnicott FRCP - English
pediatrician and psychoanalyst
● Donald Woods Winnicott suggests that the
self is composed of the true self and the
false self.
● The function of the false self is to hide and
protect the true self.
 ● People tend to display a false self to
impress others.
● The self can change depending on
situations.
True Self - real feelings and desires
False Self - changed its behavior, repressed
feelings and pushed needs aside in order to survive
SELF AS PROACTIVE AND AGENTIC
Albert Bandura
The Social Cognitive Theory
● learning through observation
● suggested that human beings are proactive,
self regulating, self-reflective, and self-
organizing
● The human agency is the essence of being
human
We’re not just passive recipients of experiences, we
actively shape our lives. We have the power to
make things happen.
● Intentionality: We do things on purpose,
fully aware of our actions.
● Forethought: We think ahead, considering
the consequences of our choices. Person’s
anticipation of likely outcomes of his
behavior.
● Self-reactiveness: We make decisions,
motivate ourselves, and regulate our
actions. Process in which the person is
motivated and regulates his behavior as he
observes his progress in achieving his
goals. (REGULATE)
● Self-reflectiveness: We evaluate our
thoughts and behaviors. The person looking
inward and evaluating his motivations,
values, life goals, and other people’s effect
on him. (EVALUATE)
THE SELF AS THE CENTRAL ARCHETYPE
Carl Jung
● The concept of central archetype
● The archetype represents the hidden
potentialities of the psyche, or total
personality.
● For Jung, there are four major archetypes:
persona, shadow, animus/anima, and self.
Structure of Personality:
● Ego: Our conscious mind, including
thoughts, feelings, and memories we’re
aware of. Individual’s conscious perception
of the self
● Personal Unconscious: Holds repressed
and forgotten experiences.
● Collective Unconscious: Contains
fundamental elements shared by all
humans.
Archetypes:
● Persona: Social roles we present to others.
● Shadow: Repressed, unacceptable thoughts
(the “dark side”).
● Anima/Animus: Feminine/masculine
aspects within us.
● Self: Central archetype that unites all parts
of our psyche.
SIGMUND FREUD’S CONSTRUCTION OF SELF AND
PERSONALITY
Sigmund Freud
● There are three structures of personality: id,
ego, and superego.
● It has no regard for others and the law.
● It strives for perfection rather than pleasure.
Three structures of personality
● Id: This is like our inner child—it seeks
pleasure, acts impulsively, and wants
immediate gratification. It’s the “devil”
within us. pleasure-seeking side
● Ego: The ego is our conscious self, the “I.” It
balances the id’s desires with reality. It can
delay pleasure and make rational
decisions.can conform with existing
societal consideration.
● Superego: Imagine it as the “angel” on our
shoulder. It’s our conscience and moral
judge, guiding our behavior. Violation of
rules leads to guilt feeling

Psychosexual Stages:
● Oral Stage (birth to 1 year):
○ Babies find pleasure in oral activities
like sucking and biting.
○ Overindulgence can lead to
overeating, smoking, or alcoholism.
○ Dissatisfaction may result in
sarcasm or tactlessness.
● Anal Stage (around age 2):
○ Pleasure comes from eliminating
body wastes (toilet training).
○ Anal fixations can lead to obsession
with cleanliness or clumsiness.
● Phallic Stage (ages 3 to 6):
○ Children explore their genitals out of
curiosity.
○ It’s about understanding male and
female anatomy.
● Latency Stage (ages 7 to 12):
○ Sexual energy is repressed as kids
focus on school.
● Genital Stage (adolescence to adulthood):
○ Pleasure returns to the genital area.
○ Sexual relationships become
important.
THE ROLE OF ERIK ERIKSON’S THEORY IN
UNDERSTANDING THE SELF
Erik Erikson
● Adolescence stage is a period of identity
development.
● Identity formation is usually viewed as a
process that requires adolescents to
distance themselves from the strong
expectations and definitions imposed by
parents and other family members.
● Erikson’s theory proposes that individuals
go through eight psychosocial stages of
development.
● Each stage consists of developmental tasks
that one needs to accomplish in order to
develop successfully.
● During each stage, the person experiences a
life crisis which could have negative
consequences if not properly resolved.
● Individual Identity:
○ To truly understand ourselves, we
must create an authentic vision of
who we are.
○ This involves recognizing our unique
qualities and having a sense of
control over our destiny.
○ Our goals should align with what
personally matters to us.
Erikson’s Eight Stages:
Erikson proposed that throughout our lives, we
pass through eight stages of development.
Each stage presents specific challenges or tasks
that we must overcome to grow successfully.
These tasks shape our identity and influence how
we relate to others.
● Trust vs. Mistrust (Infancy to 18 months):
During this stage, infants seek stability and
consistency from their primary caregiver.
● Autonomy vs. Shame and Doubt (18
months to 3 years):
Toddlers assert independence and
autonomy.
● Initiative vs. Guilt (3 to 6 years):
Children explore their environment and
develop a sense of purpose.
● Industry vs. Inferiority (6 to 12 years):
Children focus on mastering skills and
social interactions.
● Identity vs. Role Confusion (Adolescence):
Adolescents explore their identity, values,
and roles.
● Intimacy vs. Isolation (Young Adulthood):
 Young adults seek meaningful
relationships.
● Generativity vs. Stagnation (Middle
Adulthood):
Middle-aged adults focus on contributing to
society and future generations.
● Integrity vs. Despair (Late Adulthood):
Older adults reflect on life and accept
mortality.
● Raise questions about the ultimate meaning
of life & answer through religion
● Not in isolation but always in relation w/
society
The Wheel of Life
Eastern - Nirvana (Hinduism- end of eternal cycle of
reincarnation)
Western - every human being is accountable for
his/her life

LESSON 5: The Western and Eastern Concept of

Self Individualism Collectivism
1.The self is a 1.The self is an
Western Thoughts distinct and integrated part of
● Scientific autonomous the universe and
● Individualistic rather than relational entity; it is an the society. 2.
● Egocentric independent part Interdependence
of the universe and
and the society. connectedness
Eastern Thoughts
2.Independence are core values.
● Sociocentric (relational)
and selfreliance 3. No distinctions
are core values. between
Dimension Western Thought Eastern Thought 3.Prioritize personal and
Frame of There is a Religion and personal goals group goals, or if
Reference separation philosophy are Cultural over group goals there is a
between intertwined. Framework 4.Characterized distinction, the
philosophy and by exchange personal goals
religion/spiritualit relationship are subordinate
y. 5. Uniqueness, to the group
Examples of Scholasticism, Hinduism sense of goals.
School of Rationalism, Buddhism direction, 4. Characterized
Thought/Belief Empiricism, Confucianism purpose and by communal
System Phenomenology Taoism volition are the relationship
Notable Socrates, Plato, Confucius Lao acknowledged 5. Conformity
Philosophers Aristotle, Rene Tzu Siddharta features of self. and obedience
Descartes, John Gautama 6. Personal are essential
Locke (Buddha) success is social behaviors.
Source of Has made use of Has trusted important. 6. Duty towards
Knowledge reason rather intuition and is all others is
than faith to often associated important.
pursue wisdom. with religious
beliefs.
View of Self Egocentric Sociocentric Scholasticism - debate, dialectical reasoning
Theological View Monotheistic Polytheistic involving 2 or more parties
Rationalism - associated w/ reasoning. Everything
(Pluralistic)
is based on reason & pure logic
Ideal Self-actualization To achieve a
through personal balanced life and
growth find one’s role in
society.
Empiricism- you have to be in that experience for
you to understand the situation
Phenomenology- study of experience. “You are just
an observer”
John Locke - Father of LIBERALISM (shaping
modern democratic society, individual freedom)

● Buddhism
○ Concept of being awaken, enlighten
○ Budd - Awake
○ Nothing is permanent (ANICCA)
impermanence, nothing lasts forever
○ State of transcendency - achieved
through meditation
○ There is only nothing and all else is
an illusion
● Hinduism
○ Goal is the knowledge of true reality
○ Doctrine of Karma and
Reincarnation
○ Karma- all actions will lead to either
good or bad outcomes in one’s life.
○ Law of Karma is the most important
Doctrine of Hinduism
○ Atman - immortal soul
● Confucianism
○ Golden rule (principle of reciprocity)
○ Development of self cultivation and
moral character
○ Individual’s greatest mission of
attaining self - realization wherein
self-cultivation is instrumental
● Taoism
○ Self is extension of cosmos and not
social relationship
○ You should know your role/establish
connection w/ nature
○ There should be balance between
nature and society
○ Nature is the foundation of all that
exists
○ It is not bounded by time and space
Understanding The Self Reviewer (Final Terms)

LESSON 6: The Physical Self

Physical Self
● Physical characteristics of a person’s body
● The concrete dimension in the body
● TANGIBLE aspect of the person which can
be directly observed and examine
● Example: facial features, hairstyle or clothes
● Easily distinguished by naked eye
Self-understanding ● BRAIN-NEUROENDOCRINE process -
● Dictionary - understanding of one's own triggers rapid physical changes
capability ○ Pituitary gland - master endocrine
● Santrock - about self-conception, observing gland
phenomena and forming cognitive ○ Gonads (sex glands) - secretes
representation. (forming the true image of hormones distributed throughout
yourself based on social tasks that define body
us as an individual) ■ Ovaries
● From simple to perplex and involves a ■ Testes
number of aspect of the self ○ Hormones
■ Estrogen (hips, fatty tissues
Growing Up in breast)
● Between 15-30 years ■ Androgen and Testosterone
● Still considered young (body hair and development
● We are establishing the boundaries as of muscles and change in
teenagers who are developing holistically voice)
● We crave respect and privacy for us to grow ○ Secondary change - distinguish boys
and develop from girls
● Erik Erikson ○ Primary change - changes in
○ Highlighted the importance of body reproductive organs
from early development
○ They were able to manage complex Factors that affect perception of the physical self
tasks
○ If they were able to face and handle ● Personal Factors
the diff demands of life complexities ○ Introspection and self reflection
○ PSYCHOLOGICAL SELF - very ■ How we observe yourself
important in forming our identity and ■ How u examine one internal
pagdefine ng personality state
● William James ■ behavior , reaction and
○ Considered the body as the initial motivation
source of sensation and necessary ■ Underestimated yung aspect
for the origin and maintenance of natin
personality ■ Kapag negative, kinekeep
lang natin yun
Three period of adolescents ○ Self perception
1. Early adolescence ( 11-14 ) ■ Self perception is treating
2. Middle adolescence ( 15-17 ) your inner perspective to
3. Late adolescence ( 18-21 ) outer behavior
○ Self concept
PUBERTY ■ Self knowledge
● The period where there are rapid physical ■ Totality of belief pertaining to
change yourself
● Not the same as adolescence because this ■ How you describe your
is prior to the end of adolescence physical self
(SANTROCK) ■ Non negotiable in terms of
● Puberty is the most essential marker of description
beginning of adolescence ○ Personal identity
● Is the time when an individual becomes ■ Concept of person that has
sexually mature developed thru years
● MENARCHE (menstrual flow) ■ Includes the choices you
● Male has late development than females make
● SPERMARCHE OR SEMENARCHE ■ Developed self concept
(ejaculation) ● Social factors
○ Attachment process and social
appraisal
■ Attachment process first
develops when we first
interact with our caregivers
■ Ung first time na natututo
tayo ng care and love
■ Caregiving must always be
consistent
■ They promote positive self
concept
○ Maintaining, regulating and
expanding the self in interpersonal
relationships
■ Continuously shaped thru
socializing with others
■ We know how to control our
emotions
■ The way how others perceive
you, that is somehow related
to the societal standard
■ Reflected appraisal - you
reflect on the feedback of
others towards you