UNDERSTANDING THE SELF

Understanding The Self (UTS)

 Having insight into one's own behavior, attitudes, strengths, and weakness.
 It is the individual's ability to say and know what he or she is good at or needs improvement.
 Self-understanding is one of the highest goals in psychology.
 The self is the simplest but the most complex thing that we’ll going to explore for the rest of our
lives.
 It’s a lifelong process.
 “Know Thyself”
 The self is your main companion in living in this world.
 Who you are, who you want to be, who society wants you to be, and who you can be are some of
the ideas we will explore
 The self is complex

Three Parts:

1. The Self from various perspectives

2. Unpacking the self
3. Managing and caring for the self

Nature - Biological characteristics (something that has developed since birth); hereditary and genetics

Nurture - characteristics formed from our environment and society.

Identity - “qualities, characteristics, beliefs, opinions, etc., that make a person unique from others.”

Self - “person of himself/herself” personal character; this is what makes up a person; inner awareness
of who you are

Dimensionalities of the Self/Identity

1. Social factors - factors in the development of a person which includes the entire person around
us, like our family members, relatives, friends, teachers or professors, and even strangers, that
might create an impression to you or affects your actions and thoughts in life.

2. Environmental Factors - factors in the development of a person that includes the

environmental structure, events, and such, which might give an impact on how a person could
grow in all the aspects of his/her life.

3. Hereditary factors - factors in the development of the person that includes biological changes
and events, such as growth in height, puberty (growing of pubic hair, deeper voices for male,
broadening of hips and start of menstruation for female, etc.) that usually affects the physical
characteristics of a person.

4. Person-volition factors - the inclination of a person creates a social construct which sets him
apart to others. Inner reasons that motivate or push a person to act, based on their desires,
goals, interests, values, and beliefs.

SELF FROM VARIOUS PERSPECTIVES

 Philosophical
 Sociological
 Anthropological
 Psychological
 Eastern and Western perspective

PHILOSOPHICAL PERSPECTIVE OF THE SELF

Philosophy

 Philos - love; Sophia - wisdom

 Philosophy employs the inquisitive mind to discover the ultimate causes, reasons, and principles
of everything.
 The nature of the self is a topic of interest among philosophers.
  The philosophical framework for understanding the self was heavily explored by ancient Greek
philosophers Socrates and Plato.

SOCRATES

 Most famous and influential ancient Greek philosopher.

 Founder of Western Philosophy
 Socrates suggests to “know thyself”
 What is self and qualities that define it?
 Philosophers agree that self-knowledge is a pre-requisite to a happy and meaningful life.
 Socrates suggests to “know thyself”
 What is self and qualities that define it?
 Philosophers agree that self-knowledge is a pre-requisite to a happy and meaningful life.
 “An unexamined life is not worth living”
 For ancient Greek Philosopher Socrates, the self is synonymous with the soul (Psyche).
 The soul is immortal. Socrates believed that every human possessed an immortal soul.
 Human life does not end at one’s death.
 Socrates explained that death is the departure of the soul for the eternal world.

DICHOTOMOUS REALMS

 The Physical Realm is changeable, transient, and imperfect. The body belongs to the
Physical Realm.
 The Ideal Realm is unchanging, eternal, and immortal. The soul belongs to the ideal realm.
 Socrates was the first thinker to focus on the full power of reason on the human self; who we
are, who we should be, and who we will become.
 The soul strives for wisdom and perfection, and reason is the soul’s tool to achieve an exalted
state of life.
 Our preoccupation with bodily needs such as food, drink, sex, pleasure, material possessions,
and wealth keep us from attaining wisdom.
 A person can have meaningful and happy life only if he becomes virtuous and knows the value
of himself that can be achieved through constant soul-searching.

Socratic Method

 the so-called introspection. A method of carefully examining our thoughts and emotions-
to gain self-knowledge.
 a method of inquiry by answering a question with a question to stimulate critical thinking
and to draw out ideas and underlying presumptions

PLATO

 Student of Socrates
 The self-consist of 3 parts:
1. Spirited soul- courageous part of the person. One who wants to do something or to right
the wrongs that they observe. This is very competitive and is very active. Competitiveness
drives one to expect positive results and winning.
2. Appetitive soul- the part of the person that is driven by desire and need to satisfy oneself
–physical needs, pleasures (food, drink, sleep, sexual needs, etc.)
3. Rational soul-The drive of our lives. The part that thinks and plans. It decides what to do,
when to do it and the possible results one could have depending on their actions.
 He believed in the division of a person’s body and soul which forms a person aside from the
material things and that could be observed &associated with the person.
 These three elements of ourselves are in a dynamic relationship with one another, sometimes in
conflict.
 When conflict occurs, Plato believes that it is the responsibility of our Rational soul to sort things
out and exert control, restoring a harmonious relationship among the three elements of
ourselves.
 Plato believes that genuine happiness can only be achieved by people who consistently make
sure that their Reason is in control of their Spirits and Appetite.
ARISTOTLE

 Student of Plato
 “Knowing yourself is the beginning of all wisdom.”
 For Aristotle, the self is the soul. It is the form or blueprint of your body — your purpose, your
character, and your potential.
 What makes us truly human is our ability to: Think rationally, Make moral choices, Act with
purpose
 Every living thing has a "telos" — a purpose or goal
 Self is not just something you are born with — it’s something you develop.

ST. AUGUSTINE

 A Saint and Philosopher of the Church

 For him, questioning your life is a sign that your soul is active — that you’re not just existing,
but really living.
 Knowing yourself means knowing God
 Augustine believed that the more we reflect on our lives, the more we understand that we are
not just people who live, eat, sleep, and die — we have a soul. And that soul came from God.
 He believed we were made in God’s image — but we’re still far from Him because of sin and
imperfections. That’s why we sometimes feel “lost” or incomplete.
 St. Augustine believed we humans have a “bifurcated” nature — meaning we are split into two
parts: body and soul.
 The goal in life is to restore your relationship with God. That's where happiness really begins.
 He was inspired by Plato, who said that we have a soul that wants to return to its perfect form.
But Augustine added something big: Christianity.
 Our body — this lives in the physical world. It gets tired, it makes mistakes, and one day, it will
die.
 Our soul — this is the spiritual part of us. It came from God and longs to return to Him.
 “So when you feel like there’s something more to life than just school, food, and sleep – that’s
your soul talking”

RENE DESCARTES

 French Philosopher and known as the Father of Modern Philosophy

 Believed in modern Dualism or the existence of body & mind
 Body: Physical form. It feels, sees, hear- basically, it uses the senses
 Mind: thinks and questions or doubts what the body has experienced
 We should focus on the mind in order to perceive as who we are or the essence of our existence
because we cannot always trust our senses
 Known to be the proponent of “METHODICAL DOUBT”
 there is so much that we should doubt
 continuous process of questioning
 “I think therefore I am” “Cogito ergo sum”
 the body is a machine attached to the mind
 it’s the mind that makes the man
 “I am a thinking thing. . . A thing that doubts, understands, affirms, denies, wills, refuses,
imagines, perceives.”

JOHN LOCKE

 English Philosopher and Physician

 His work on the “SELF” is most represented by the concept “TABULA RASA”- blank slate/clean
slate
 SELF is the product of what we acquire through our experience of the world.
 Stated that the person is born with knowing nothing and that is susceptible to stimulation and
accumulation of learning from experiences, failures, references and observations of the person
 Experiences “WRITES” knowledge and understanding as the individual matures. Experiences
are important in the establishment of who that person can become.
DAVID HUME

 Scottish Philosopher
 The self is nothing but a bundle of impressions and ideas
 Impression - basic objects of our experience/sensation
- forms the core of our thought
 Ideas – memories or reflections of past impressions
 The “self” is not one solid, unchanging thing. It’s like a bundle — a collection of changing
thoughts, feelings, and experiences that are constantly coming and going.
 there is no single way to define the self.

SOCIOLOGICAL PERSPECTIVE OF THE SELF

SOCIOLOGY

 a discipline in social science which aims to discover the ways by which the social
surrounding/environment influences people’s thoughts, feelings and behavior.

GEORGE HERBERT MEAD

 He describes the self as a dimension of personality that is made up of the individual’s self-
awareness and self-image

Social Self

 used to describe the power of the environment in shaping human behavior.

 He describes the self as a dimension of personality that is made up of the individual’s self-
awareness and self-image

● Self-awareness – You recognize yourself as a person.

● Self-image – How you think others see you.

STAGES OF DEVELOPMENT

1. PREPARATORY STAGE - This is when a child is very young (usually under 3 years old). They
copy or imitate others but don’t understand the meaning yet. Its development is dependent on
social interaction and social experience.
2. PLAY STAGE - Around ages 3 to 6. Kids now start to take on roles they see around them. At this
stage, skills at knowing and understanding the symbols of communication is important for this
constitutes the basis for socialization.
3. GAME STAGE - Around 7 to 9 years old. The child can now understand and take on many roles
at once. They start to see how they fit into a larger group, like in a game where there are rules
and positions. The child has the ability to respond not just to one but several members of his
social environment.

George Mead’s Theory of the Self

 The self is not present at birth but begins as a central character in a child’s world. Children see
themselves as the center of their universe and is having difficulty understanding others around
them.
 The significant others who strongly influence an individual’s development
 Socialization continues for as long as the person is alive. The self may change based on life
circumstances that have strong impact on it. Though a person may have no control over such
events, he has control over how he reacts and deals with it which is still an important aspect of
the self

PSYCHOSOCIAL THEORY

ERIK ERIKSON

 German-American psychoanalyst and developmental psychologist known for his theory of

psychosocial development
  Erikson maintained that personality develops in a predetermined order through eight stages of
psychosocial development, from infancy to adulthood. During each stage, the person
experiences a psychosocial crisis which could have a positive or negative outcome for
personality development.

ANTHROPOLOGICAL PERSPECTIVE OF THE SELF

ANTHROPOLOGY

 a field of the social sciences that focuses on the study of man (the totality of what it
means to be human).

Four Subfields of Anthropology

1. ARCHEOLOGY - Study of artifacts in order to discover how these people lived their lives. Its
focus is the past and how they contributed to the present ways of how people conduct their
daily lives.
2. BIOLOGICAL ANTHROPOLOGY - study on how human body adapts to the different earth
environments. They look at the probable cause of disease, physical mutation and death. They
also want to know how human beings might have evolved from their early forms.
3. LINGUISTIC ANTHROPOLOGY - the study of man’s ability to communicate. Language
identifies a group of people. The words, sounds, symbols, writings and signs that are used are
reflections of a group’s culture.
4. CULTURAL ANTHROPOLOGY - study of the cultural factors that affect people’s way of life. The
study of customs, beliefs, and traditions that make each group unique.

WAYS CULTURE MAY MANIFEST IN PEOPLE

1. Symbols - words, gestures, pictures, objects that have recognized/accepted meaning in

particular culture.
2. Heroes - persons from the past or present who have characteristics that are important to a
culture. They may be real or fictitious
3. Rituals - activities participated in by a group of people for the fulfillment of desired objectives
and are considered to be socially essential.
4. Values - the core of every culture. Values are unconscious and can neither be discussed nor be
directly observed but can only be inferred from the way people act and react to circumstances
and situations.
PSYCHOLOGICAL PERSPECTIVE OF THE SELF

PSYCHOLOGY

 a field of social science that deals with the description, explanation, prediction, and control of
behavior.
 scientific study of the mind and behavior. It helps us understand how people think, feel, and act
in different situations.

WILLIAM JAMES

⮚ one of the “fathers” of psychology, said that the Self can be understood in three categories:

⮚ James claims that the understanding of Self can be separated into three categories:

1. Its constituents
2. The feelings and emotions they arouse—Self-feelings
3. The actions to which they prompt—Self-seeking and Self-preservation

Its Constituents.

 Material Self –This is everything we physically own or are connected to. It includes our body,
clothes, house, gadgets, pets, and even people close to us.
 Social Self –We act differently depending on who we are with. We have many “social selves” for
different situations.
 Spiritual Self –This is the “core you” — your values, beliefs, personality, and conscience. It’s
more permanent than the material and social selves.

Models of Self-Esteem

1. Global self-esteem (Trait self-esteem) - represents the way people generally feel about
themselves. Relatively enduring across time and situations, it is a decision people make about
their worth as a person.
2. State Self-esteem (Feelings of Self-Worth) - the temporary feelings of momentary emotional
reactions to positive and negative events where we feel good or bad about ourselves
3. Domain Specific Self-esteem (Self-evaluations) - focused on how people evaluate their
various abilities and attributes. This is where one creates differentiates how good or bad people
are in specific physical attributes, abilities, and personal characteristics.

KAREN HORNEY

 German psychoanalyst known for her critiques of Freudian theory and her contributions to
feminine psychology.
 People develop a number of strategies to cope with basic anxiety due to experienced conflict
and tensions.
1. Idealized Self-Image - imaginary picture of self as the possessor of unlimited powers and
superlative qualities.
2. Actual Self – real-life self-right now. Often feels frustrated, anxious, disappointed for not
living up to the idealized self
3. Real Self - will only be realized if the person begins to internalize that impossibility of
Idealized self and embracing the failures of the actual self

CARL ROGERS

 One of the founders of Humanistic psychology.

 Person-centered approach
 Rogers focused on understanding the self and believed that for a person to grow, they need an
environment of genuineness, acceptance, and empathy.

Two main parts of the Self:

1. Real Self (Self-Concept) - all aspects of one’s being and one’s experiences that are perceived
in awareness by the individual. It is the part of ourselves where we feel, think, look and act
involving our self-image. It is who we actually are. It can be seen by others, but because we
have no way of truly knowing how others view us, the real self becomes our self-image.
 2. Ideal Self - revolves around goals and ambitions in life, is dynamic and the idealized image that
we have developed over time. This is what our parents have taught us considering: what we
admire in others, what our society promotes, what we think are in our best interest.

IMPORTANCE OF ALIGNMENT OF SELF

1. CONGRUENCE - If the way that I am (the real/actual self) is aligned with the way that I want to
be (the ideal self), then I will feel a sense of mental well-being or peace of mind. When our real
self is close to our ideal self, we feel satisfied and authentic.
2. INCONGRUENCE - If the way that I am is not aligned with how I want to be, it will result in
mental distress or anxiety. The greater the level of incongruence between the two self, the
greater the level of resulting distress.

TRUE SELVES VS. FALSE SELVES

1. True Self - Your authentic, natural self—rooted in your real feelings, desires, and creativity. It
develops from infancy, when you can express yourself freely without fear of judgment.
2. False Self- The version of yourself you show to meet others’ expectations or follow social rules.
It is a survival tool—protects you in situations where the true self might not be accepted. Can
be healthy (helps you adapt in formal situations) or unhealthy (when you hide your true self
too often).
3. Agent Self- known for actions, making choices, utilizing our control in situations. The self is
agentic because it makes decisions, produce desired outcomes and consequences. This is our
proactive personality, growth towards psychological health.
4. Efficient Self (Self-Efficacy)- the measure of one’s ability to complete goals. Ability to accept
challenges, competition, taking risks and gaining accomplishment. This is the belief that we are
capable of performing actions that will produce a desired effect.

EASTERN AND WESTERN PERSPECTIVE OF THE SELF

 INDIVIDUALISTIC SELF- The individual identifies primarily with self, with the needs of the
individual being satisfied before those of the group. Looking after and taking care of oneself,
being self-sufficient, guarantees the well-being of the group. Independence and self-reliance are
greatly stressed and valued. In general, people tend to distance themselves psychologically and
emotionally from each other.
 COLLECTIVE SELF- The individual’s identity is within the group. The survival and success of
the group ensures the well-being of the individual, so that by considering the needs and feelings
of others, one protects oneself. Harmony and the interdependence of group members are
stressed and valued.
 Both collectivist and individualistic cultures have their failings. People in individualist
cultures are susceptible to loneliness, and people in collectivist cultures can have a
strong fear of rejection.

THE SELF AS EMBEDDED IN RELATIONSHIPS AND THROUGH SPIRITUAL DEVELOPMENT IN

CONFUCIAN THOUGHT

Confucius , also known as Kong Qiu or K’ung Fu-tzu, was a Chinese philosopher, teacher and
political figure. His teachings, preserved in the Analects, focused on creating ethical models of family
and public interaction and setting educational standards. He is believed to have lived from c. 551 to c.
479 BCE in the state of Lu (Shandong Province or Shantung).

The Analects: fundamental human goodness

 Chief among his philosophical ideas is the importance of a virtuous life, filial piety and ancestor
worship. Also emphasized is the necessity for benevolent and frugal rulers, the importance of
inner moral harmony and its direct connection with harmony in the physical world and that
rulers and teachers are important role models for wider society.
 “Courtesy, generosity, honesty, persistence, and kindness. If you are courteous, you will not be
disrespected; if you are generous, you will gain everything. If you are honest, people will rely on
you. If you are persistent, you will get results. If you are kind, you can employ people.”
Concept of Jen as loving relationship

 Jen is a proper relationship between two parties, a loving and caring relationship to reach
humanity.
 Meditation strengthens spiritual development. It is considered a cornerstone to search for self,
find truth, and achieve individual and collective goals.

Concept of Harmony

 A central feature of Confucianism is harmony between people and their environment, Nature,
or Tao. The Tao Chi (Yin-Yang diagram) is an example of the value of harmony with the
environment. It is also applied to the concept of health for energy (qi/chi), balance for disease
prevention, healing, and the development of human potential.
 In the model, any systems' solutions to conflict resolutions and goals for development aim to
integrate love ( Jen), justice, freedom, and fidelity (the image of Tao) in the dynamics.

Family Conflict Resolution

The approach aims to fulfill human needs (love). Justice is seen by the end of the cycle under
perfectly equal treatment. Freedom is practiced by volunteer choice and participation in negotiation
and compromise—the flexibility of mean line and possibility of forming new systems. Faithfulness is
reached by the stability, repeatability, and accountability of leadership and/or revealed by the natural
laws. Role equity and role change, therefore, are the core implication of the Yin-Yang Theory.