MODULE 1 OF

Prepared by:
RACHELLE R. BIBAT-JACUTIN

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LESSON 1: CONCEPT AND NATURE OF SELF: WHO AM I?
Our names represent who we are. Our names signify us. However, the name is not the
person itself no matter how intimately bound it is with the bearer. It is only a signifier. Self is
thought to be more than the name. Self is something that a person perennially molds, shapes, and
develops. The self is not static.

LEARNING OUTCOMES
At the end of the lesson, you will be able to:
1. Define the nature, concept, and meaning of the self
2. Discuss the nature of the self from your own point of view;
[Link] the conceptualization and representation of the self from various disciplines and perspectives

LESSON PROPER
The Philosophical view of Self: Various Philosophers
Socrates: Know Yourself
He is principally concerned with man. He was the first philosopher who engages in
systematic questioning about the self. “Every man is composed of body and soul.” – i. e. dualism
[Man is composed of two important aspects of his personhood]

Therefore, all individuals have an imperfect, impermanent aspect to him, and the body, while
maintaining that there is also a soul that is perfect and permanent. [Platonic] He considers man
from the point of view of his inner life. The famous life of Socrates tells each man to bring his
inner self to light. A bad man is not virtuous through ignorance. The core of Socratic ethics is the
concept of virtue and knowledge. Virtue is the deepest and most basic propensity [strong natural
tendency to do something] of man. Knowing one’s own virtue is necessary and can be learned.
Since virtue is innate in the mind and self-knowledge is the source of all wisdom, an individual
may gain possession of oneself and be one’s own master through knowledge.

“To know thyself is the beginning of wisdom.” – Socrates

Plato: The Ideal Self, perfect self

Plato claimed in his dialogues that Socrates affirmed that the unexamined life is not worth
living. With this, he basically took off from his master and supported the idea that man is dual in
nature. He added that there are components of the soul: a] rational soul; b] spiritual soul; and c]
appetitive soul.
The republic – he emphasizes that justice in the human person can only be attained if the
three parts of the soul are working harmoniously with one another. The rational soul forged/ copied
by reason and intellect that govern the affairs of the human person; the spiritual soul which in
charge of emotions; and appetitive soul in charge of base desires.

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 Therefore, when this ideal state is attained, the human person’s soul becomes just and
virtues. To make it simple, a man was omniscient before he came to be born into this world. In
practical terms, this means that man in this life should imitate his former self; he should live a life
of virtue in which true human perfection exists.

“Love in fact is one of the links between the sensible and the eternal world.” – Plato

Rene Descartes: Cogito, ergo sum/ I think, therefore I am

He conceived of the human person as having a body and a mind. He claims that there is so
much that we should doubt since much of what we think and believe is not infallible, they may
turn out to be false. Rene thought that the only thing that one cannot doubt is the existence of the
self, for even if one doubts oneself, that only proves that there is a doubting self, a thing that thinks
and therefore, that cannot be doubted.

The self then for Rene is also a combination of two distinct entities, the COGITO, the thing
that thinks, which is the mind, and the EXTENZA of the mind, which is the body, ie. like a machine
that is attached to the mind. The human person has the body but it is not what makes a man a man.
If at all, that is the mind. Descartes: says: “What then am I? A thinking thing, that doubts,
understands, affirms, denies, wills, refuses; that imagines also and perceives. To sum, although the
mind and the body are independent of each other and serve their own function, man must use his
own mind and thinking abilities to investigate, analyze, experiment, and develop himself.

David Hume: The self is the bundle theory of mind

He is an empiricist who believes that one can know only through the senses and experiences.
Example: Ana knows that Lenard is a man not because she has seen his soul. Ana knows Lenard
just like her because she sees him, hears him, and touches him. Hume posits that self is nothing
else but a bundle of impressions. What are impressions? For Hume, they can all be categorized
into two: impressions and ideas. The first one is the basic objects of our experience or sensation.
So, it forms the core of our thoughts. Example: when one touches fire, the hotness sensation is an
impression which is the direct experience.

On the contrary, Ideas are copies of our impressions. Because of this, they are not as lively
and clear as our impressions. Example: the feeling of being in love for the first time that is an idea.
According to Hume, the self is a bundle or collection of various perceptions, which succeed each
other with an inconceivable rapidity, and are in a perpetual flux and movement. Thus, the self is
simply a collection of all experiences with
a particular being.

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Immanuel Kant: Respect for self
Every man is thus an end in himself and should never be treated merely as a means – as per
the order of the Creator and the natural order of things. To Kant, there is necessarily a mind that
organizes the impressions that men get from the external world. Time and Space are ideas that one
cannot find in the world but built-in our human mind.

Kant calls these the apparatuses of the mind. Along with the different apparatuses of the
mind goes the self. Without the self, one cannot organize the different impressions that one gets in
relation to his own existence. Thus, the self is not just what gives one his personality. It is also the
seat of knowledge acquisition for all human persons.

Gilbert Ryle: The mind-Body dichotomy

For Ryle, what truly matters is the behavior that a person manifests in his day-to-day life.
For him, looking for and trying to understand the self as it really exists is like visiting your friends‟
university and looking for the “university.” Ryle says that self is not an entity one can locate and
analyze but simply the convenient name that people use to refer to all the behaviors that people
make.

Merleau Ponty: Phenomenologist

He insisted that body and mind are so intertwined from one another. One cannot find any
experience that is not an embodied experience. All experience is embodied. One’s body is his
opening toward his existence to the world. Because men are in the world. For him, the Cartesian
problem is nothing but plain misunderstanding. The living body, his thoughts, emotions, and
experiences are all one.

The Christian or Biblical view of Self

The Holy Bible
“God created man in His image; in the divine image He created him; male and female He
created them. God blessed them, saying, „Be fertile and multiply; fill the earth and subdue it. Have
dominion over the fish of the sea, the birds in the air, and all the living things that move on the
earth.” Gen. 1:24-28

Thus, it is appropriate to think of the self as the “multi-bejeweled crown of creation –the
many gems thereof representing and radiating the glorious facets of man’s self that include the
physical, intellectual, moral, religious, social, political, economic, emotional, sentient, aesthetic,
sensual, and sexual aspects.

Augustine: Love and justice as the foundation of the individual self

Augustine’s view of the human person reflects the entire spirit of the medieval world when
it comes to man. He combined the platonic ideas into Christianity perspective.

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 Augustine agreed that man is of a bifurcated/ dual nature. An aspect of man dwells in the
world and is imperfect and continuously years to be with the Divine and the other is capable of
reaching immortality. The body is bound to die on earth and the soul is to anticipate living eternally
in communion with God. He believes that a virtuous life is the dynamism of love. Loving God
means loving one’s fellowmen; and loving one’s fellowmen denotes never doing any harm to
another.

“Lord, teach me to know you, and to know myself” – Augustine

Thomas Aquinas: Angelic doctor

Adapting some ideas from Aristotle, Aquinas said that indeed, man is composed of two parts:
matter and form. Matter/ hyle refers to the common stuff that makes up everything in the universe.
Forms/ morphe refers to the essence of the substance of things. It is what makes it what it is.

In the case of the human person, the body of the human person is something that he shares
even with animals. What makes a human person a human person is his essence. Like Aristotle, the
soul is what animates the body; it is what makes us humans.

The Psychological View of Self

Sigmund Freud: Psychoanalytic theory of self
He asserts that the human psyche [personality] is structured into 3 parts. These structures –
ID [internal desires], EGO [reality], and SUPEREGO [conscience] – all develop at different stages
in a persons‟ life. Freud also argues that the development of an individual can be divided into
distinct stages characterized by sexual drives. As the person grows, certain areas become sources
of pleasure, frustration, or both. Freudian stages of psychosexual development: oral, anal, phallic,
latency, and genital.

Erik Erikson: Psychosocial stages of self-development

He primarily concerned with how both psychological and social factors affect the
development of individuals. He formulated 8 major stages of development, each posing a unique
developmental task and simultaneously presenting the individual with a crisis that s/he must
overcome [see chart]

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ACTIVITY 1
Write an essay about anything that you wish to submit about yourself. You may use these following
suggested topics:
a. Me as I see me
b. How other people see me
c. How I would like other people to see me

ACTIVITY 2
In your own words, state what “self” is for each of the following philosophers. After doing so,
explain how your concept of self is compatible with how they conceived of the “self”.

Socrates: _____________________________________________________________________

Plato: ________________________________________________________________________

Augustine: ____________________________________________________________________

Aquinas: ______________________________________________________________________

Descartes: _____________________________________________________________________

Hume: ________________________________________________________________________

Kant: _________________________________________________________________________

Ryle: _________________________________________________________________________

Merleau Ponty: _________________________________________________________________

Sigmund Freud: ________________________________________________________________

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LESSON 2: SELF, SOCIETY AND CULTURE
Across time and history, self has been debated, discussed and fruitfully or otherwise
conceptualized by different thinkers in philosophy. With the advent of social sciences, it became
possible for new ways and paradigms to reexamine the true nature of the self.

Thinkers settled on the idea that there are two components of the human person and
whatever relationship these two have is less important than the fact that there is a self. One of the
loci, if not the most important axis of analysis is the relationship between the self and the external
world. What is the relationship between external reality and the self?

LEARNING OUTCOMES
At the end of the lesson, you will be able to:
1. State the relationship between the self, society, and culture
2. Describe and discuss the different ways by which society and culture shape the self
3. Interpret how the self can be influenced by the different institutions in the society; and
4. Examine one’s self against the different views of self that were discussed

LESSON PROPER
What is the self?
The self, in contemporary literature and even common sense, is commonly defined by the
following characteristics: “separate, self-contained, independent, consistent, unitary and private.”

 SEPARATE - it is meant that the self is distinct from other selves. The self is always unique
and has its own [Link] cannot be another person. Even twins are distinct
from each other
 SELF-CONTAINED & INDEPENDENT - because in itself it can exist its distinctness
allow it to be self-contained with its own thoughts, characteristics, and volition. It does
not require any other self for it to exist.
 CONSISTENT- because it has a personality that is enduring and therefore can be expected
to persist for quite some time its consistency allows to be studied , described, and
measured, consistency also means that a particular self traits , characteristics, tendencies,
and potentialities are more or less the same.
 UNITARY- in that it is the center of all experiences and thoughts that run through a certain
person it is like the chief command post in an individual where all processes, emotion, and
thoughts converge.
 PRIVATE- Each person sorts out information, feelings and emotions, and though processes
within the self. This whole process is never accessible to anyone but the self. This last
characteristic of the self being private suggest that the self is isolated from the external
world.

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 From this perspective: the concern of this lesson is in understanding the vibrant relationship
between the self and the external reality. This reality is called social constructionist perspective
- that argues for a merged view of the person and their social context where the boundaries of one
cannot easily be separated from the boundaries of the other.

Social constructionists argue that self should not be seen as a static entity that says constant
through and through. Rather, the self has to be seen as something that is in unceasing flux, in a
constant struggle with external reality and is malleable in its dealings with society.

As a man of different roles [as a father, friend, teacher, husband] one can expect a person
to change and adjust his behaviors, ways and even language depending on his social; situation. We
ourselves play different roles, act in various ways depending on our circumstances. This is not
only normal but it is also acceptable and expected. The self is capable of morphing and fitting itself
into any circumstances it finds itself in.

THE SELF AND CULTURE

Remaining the same person and turning chameleon by adapting to one's context seems paradoxical.
A French Anthropologist MARCEL MAUSS has an explanation for this phenomenon. According
to Mauss, every self has two faces: personne and moi.

Moi - refers to a person's sense of who he is, his body, and his basic identity, his biological
governess. Moi is a person's basic identity personne on the other hand, is composed of the social
concepts of what it means to be who he is.

Personne - has much to do with what it means to live in a particular institution, a particular family,
a particular religion, a particular nationality and how to behave given expectations and influences
from others.

THE SELF AND THE DEVELOPMENT OF THE SOCIAL WORLD

The unending terrain of metamorphosis of the self is mediated by language. Language as both a
publicly shared and privately utilized symbol system is the site where the individual and the social
make and remake each other.

THE SELF AND THE DEVELOPMENT OF THE SOCIAL WORLD

The unending terrain of metamorphosis of the self is mediated by language. Language as
both a publicly shared and privately utilized symbol system is the site where the individual and the
social make and remake each other.

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MEAD AND VYGOTSKY
For Mead & Vygotsky the way that the human persons develop is with the use of language
acquisition and interactions with others - without a family biologically and sociologically a person
may not even survive or became a human person.

GENDER AND THE SELF

Here is another important aspect of the self and gender. GENDER is one of those loci of
the self that is subject to alteration, change, and development. We have seen in the past years how
people fought hard for the right to express, validate, and assert their gender expression.
However, from the point of view of the social sciences and the self, it is important to give
one the leeway to find, express, and live his identity. This account illustrates that our gender partly
determines how we see ourselves in the world. Often times society forces a particular identity unto
us depending on our sex and /or gender.

Both Vygotsky and Mead treat the human mind as something that is made constituted
through language as experienced in the external world and as encountered in dialogs with other. A
young child internalized values, norms, practices, and social beliefs and more through exposure to
these dialogs that will eventually become part of his individual world. VYGOTSKY, for this part
a child internalizes real life dialogs that he has had with others, with his family, his primary
caregiver, or his play mates.

Self in Families
Apart from the anthropological and psychological basis for the relationship between the
self and the social world, the sociological likewise struggled to understand the real connection
between the two concepts. In doing so, sociologists focus on the different institutions in powers at
play in the society. Among these the most prominent is the family. GENDER has to be personally
discovered and asserted and not dictated by culture and the society.

ACTIVITY 1:
By means of a diagram, you are going to present your relationship to the society and culture.

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ACTIVITY 2:
Answer the following questions cogently but honestly. Write your answer in the space provided.

[Link] social pressures help shape yourself? Would you have wanted it otherwise?

2. What aspect of your self do you think may be changed or you would like to change?

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LESSON 3: SELF AS COGNITIVE CONSTRUCT
As discussed in the previous unit, every field of study, at least in the social sciences, have
their own research, definition, and conceptualization of self and identity. Some are similar while
some specific only their field. Each field also has thousands of research on self and identity as well
as related or synonymous terms. The trend of the lessons also seems to define the concept of the
"self" from a larger context (i. e; culture and society) down to the individual.
However, it must be pointed out the modern researches acknowledge the contributions of
each field and this is not some sort of a Nurture vs. Nature, society/culture versus Individual/brain,
and other social sciences vs. Psychology debate, psychology may focus on the individual and
cognitive functions, but it does not discount the context and other possible factors that affect the
individual.
For students who take up psychology, discussions on theories, and development, among
others actually take at least one semester and there are still more to be learned about the concept
of "self".

This lesson provides an overview of the themes of psychology regarding the said concept.
LEARNING OUTCOMES
At the end of the lesson, you will be able to:
1. Analyze the effects of various factors identified in psychology in the formation of the "self".
2. Create your own definition of the "self" based on the definitions from psychology; and
3. Evaluate the different ideas in psychology about the "self".

LESSON PROPER
Self as cognitive construct
In confidence or in an attempt to avoid further analytical discussions, a lot of people say,
"I am who I am" yet, this statement still begs the question, "if you are who you are, then who are
you that makes you who you are?"

As mentioned earlier, there are various definitions of the "self" and other similar or
interchangeable concepts in psychology simply put, "self" is "the sense of personal identity and of
who we are as individuals (Jhangiani and Tarry 2014)."

William James (1890) was one of the earliest psychologists to study the self and conceptualized
the self as having two aspects the "I" and the "me".

The "I" is the thinking, acting, and feeling self (Gleitman, Gross, and Reisburg 2011; Hogg,
and Vaughan 2010). The "me" on the other hand, is the physical characteristics as well as
psychological capabilities that makes who you are (Gleitman, Gross, and Reisburg 2011; Hogg
and Vaughan 2010). Carl Rogers's (1959) theory of personality also used the same terms, the "I"

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as the one who acts and decides while the "me" is what you think or feel about yourself as an object
(Gleitman,Gross and Reisburg 2011).

Other concept similar to self are IDENTITY is composed of personal characteristics, social
roles, and responsibilities, as well as affiliations that define who one is (Oyserman, Elmore, and
Smith 2012).

Self-concept is what basically comes to your mind when you are asked about who you are
(Oyserman, Elmore, and Smith 2012). Self-identity and self-concept are not fixed in on-e time
frame, and they are not fixed for life nor are they ever-changing at every moment.

Carl Rogers captured this idea in his concept of self-schema or our organized system or
collection of knowledge about who we are (Gleitman, Gross, and Reisberg 2011; Jhangaini and
Tarry 2014). Imagine an organized list or diagram similar to the one below.

It may also include your interest, work, course, age, name, and physical characteristics,
among others. As you grow and adapt to the changes around you, they also change, but they are
not passive receivers, they actively shape and affect how you see, think and feel about things.
Theories generally see the self and identity as mental construct created and recreated in
memory (Oyserman, Elmore, and Smith 2012). Current researches point to the frontal lobe of the
brain as the specific area in the brain associated with the processes concerning the self.

Several psychologist, especially during the fields earlier development, followed this trend
of thought, looking deeper into the mind of the person to theorize about the self, identity, self-
concept, and in turn, one's personality.

The most influential of them is SIGMUND FREUD. Basically, Freud saw the self its
mental processes and ones behavior as the result of the interaction between the I.D, EGO and the
SUPEREGO.

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 As in the above mentioned definitions of the self, social interaction always has a part to
play in who we think we are. This is not nature vs. Nurture but instead a nature-- and--nurture
perspective.

Three reasons why self and identity are social products:

1. We do not create ourselves out of nothing.
2. Whether you like to admit it or not, we actually need others to affirm and reinforce who we
think we are, we also need them as reference points about our identity.
3. What we think is important in our social or historical context.

Two types of self that we can be aware: the private self or your internal standards and
private thoughts and feelings. The public self or your public image commonly geared toward
having a good presentation of yourself to others (Hogg and Vaughan 2010)

Self-awareness there are times, however, when we are aware of our self-concepts also
present us with at least three other self-scheme
 ACTUAL, IDEAL, and OUGHT SELF.
 ACTUAL SELF is who you are at the moment
 IDEAL SELF is who you like to be.
 OUGHT SELF is who you think you should be.

SELF- AWARENESS may be positive or negative depending on the circumstances and

our next course of action. It can keep you doing something dangerous. It can be too much that we
are concerned about being observed and criticized by others. It is also known as self-consciousness
(Jhangiani and Tarry 2014).

At other times, especially with large crowds, we may experience de individuation or "the
loss of individual self-awareness and individual accountability in groups. A lot of people will
attune themselves with the emotions of their group and because the large crowd also provides some
kind of anonymity. We may lessen our self-control and act in ways that we will not do when we
are alone.

Our group identity and self-awareness also has a great impact on our self-esteem, one of
the common concepts associated with the "self". It is define our own positive or negative
perception or evaluation of ourselves (jhangiani, And Tarry 2014; Gleitman, Gross, and Reisberg
2011).

One of the ways in which our social relationship affects our self-esteem is through social
comparison. According to the social comparison theory, we learn about ourselves, the

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appropriateness of our behaviors, as well as our social status by comparing aspects of ourselves
with other people (Jhangiani, and Tarry 2014; Hogg and Vaughan 2010).

The DOWNWARD SOCIAL COMPARISON is the more common type of comparing

ourselves with others. As the name implies, we create a positive self-concept by comparing
ourselves with those who are worse off than us. (Jhangiani and Tarry 2014). By having the
advantage, we can raise our self-esteem.

The UPWARD SOCIAL COMPARISON which is comparing ourselves with those who
are better off than us (jhangiani, and Tarry 2014). While it can be a form of motivation for some,
a lot of those who do this actually felt lower self-esteem as they highlight more of their weakness
or inequities.

SOCIAL COMPARISON also entails what is called self-evaluation maintenance theory,

which states that we can feel threatened when someone out-performs us, especially when that
person is close to us (i.e., a friend or family).

Take note that this occurs not only between individuals but also among groups. Thus, if a
person‟s group is performing better and is acknowledged more than the group, then his self-esteem
may also be heightened.

Such social comparison also entails what is called self-evaluation maintenance theory,
which states that we can feel threatened when someone out-performs us, especially when that
person is close to us. In this case, we usually react in three ways:

FIRST, we distance ourselves from that person or redefine our relationship with them.
Some will resort to the silent treatment, change of friends, while some may also redefine by being
closer to that person, hoping that some association may give him a certain kind of
acknowledgement also.
SECOND, we may also reconsider the importance of the aspect or skill in which you were
out performed.
LASTLY, we may also strengthen our resolve to improve that certain aspect of ourselves.
However, in the attempt to increase or maintain self-esteem, some people become narcissistic.
NARCISSISM is a "trait characterized by overly high self-esteem, self-admiration, and
self-centeredness.
Sometimes, there is a thin line between high self-esteem and narcissism and there are a lot
of test and measurements for self-esteem like the Rosenberg scale but the issue is that the result
can be affected by the desire of the person to portray herself in a positive or advantageous way.

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ACTIVITY 1
Research and list 3 major things to boost your self-concept or self- esteem. Cite the sources.
Analyze which of those tips are more likely do back fire and make someone conceited or
narcissistic and revise them to make the statements both the helpful to the individual as well as
society in general.

ACTIVITY 2
Choose the correct answer.
1. It is a trait characterized by overly high self-esteem and self-centeredness.
a. Narcissism b. Venus c. Egoism d. None of these
2. It entails self-evaluation.
a. Social Contrast b. Social comparison c. Social justice
3. It is comparing ourselves with those who are better than us.
a. Downward Social Comparison b. upward social comparison
c. Ego d. None of these
4. It is a common type of comparing ourselves with others.
a. Downward Social Comparison b. upward social comparison
c. Ego d. None of these
5. Other similar concept to self.
a. Identity b. culture c. Society d. None of these

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LESSON 4: SELF IN WESTERN AND EASTERN THOUGHT
Different cultures and varying environment tend to create different perceptions of the self
and one of the most common distinctions between cultures and people in the Eastern-vs-Western
dichotomy wherein Eastern represents Asia and Western represents Europe and Northern America.

LEARNING OUTCOMES
At the end of the lesson, you will be able to:
1. Explain the concept of self as found in Asian thought;
2. Choose a representation from the Filipino self; and
3. Differentiate the concept of self-according to Western through against Eastern perspectives

LESSON PROPER
There are many sources in which you can analyze the perspective of each culture and
country about the concept of “self.” In this lesson, we will look at religious beliefs and political
philosophies that greatly influenced the mindset of each nation or culture.
First is Confucianism. It can be seen as a code of ethical conduct, of how one should
properly act according to their relationship with other people; thus it is also focused on having a
harmonious social life. Thus, identity and self-concept of the individual are interwoven with the
identity and status of his/her community or culture, sharing its pride as well as its failures.

Eastern Self
Everyone is interconnected in a drama with specific roles. Self-cultivation: The cultivated
self in Confucianism is what some scholars call a “subdued self” wherein personal needs are
repressed [subdue] for the good of many, making Confucian society also hierarchal for the purpose
of maintaining order and balance.

Second philosophy is Taoism. Taoism was founded by Lao Tzu. Taoism is living to the
way of the Tao (Universe). However, they reject the hierarchy and strictness of Confucianism.
Taoism prefers to live a simple life. Self is not an extension of family or community. Self is part
of the universe, one of the forms and manifestations of the Tao. The ideal self is selflessness but
this is not forgetting about the self, it is living a balanced-about prejudices and egocentric ideas
and thinking about equality as well as complementarily among humans as well as other beings.

The 3rd is Buddhism. The self is seen as an illusion, born out of ignorance, of trying to
hold and control things, or human centered needs; thus, the self is also the source of all these
suffering. Life is full of suffering and it is made up of a cycle of birth, decay, illness, death. It is
therefore our quest to forget about the self, forget the craving of the self, break the attachments
you have with the world, and to renounce the self w/c is the cause of suffering and in doing so,
attain the state of nirvana. Nirvana (liberation)- blowing out the flames of desire.

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Western Self
Western Self focuses on self (Individualistic). You compare in order to be better. You
create associations and bask in the glory of that group for your self-esteem. You put primacy on
developing yourself.
By focusing on the self, they may seem to have loose associations or even loyalty to their
groups. Competition is the name of the game and they are more likely straightforward and forceful
in their communication as well as decision making. They value equality even if they see that
individual can rise above everything else. They also promote ideals that create 'fair' competition
and protect the individual.

Western and Eastern Differences

Western referred as the school of thought from Greek Philosophy. It is rooted from Rome
and Christianity. Laws are the ones that govern the behavior. It is individualist in culture. It is all
about 'I'. Tries to find self as it is the given part of the divine. Logical, scientific, rational, and
focus on ethics.
Eastern roots are from Asia. They believe that natural world does not follow laws, it simply
'is'. It is collectivist in culture. It is all about 'We'. Drawn on people's actions and thought as one.
Trying to get rid of the false 'me' concept and find meaning in discovering the true 'me'. Life is all
about unity. The inner self must be freed.

Western and Eastern Similarities

Similarities: Both approach share a concept that a deeper understanding of reality is
possible. Influenced by the notion that there is a supreme being who guides the mankind and
provides for all he created. Believes in the concept of "god as the king of universe"

ACTIVITY 1
Choose the correct answer.
1. It is known as noble man
a. Chun-Tzu b. Li c. Yan d. None of these
2. A cultural belief that self is seen as an illusion, born out of ignorance
a. Taoism b. Confucianism c. Buddhism d. None of these
3. They possess an attitude of being straightforward and forceful in communication.
a. Eastern b. Western c. Northern d. None of these

Prepared by: Rachelle R. Bibat-Jacutin/Page 17 of 18

ACTIVITY 2
1. Make a mandala art work that represent about yourself. Then, put your explanation at the back
of the mandala. You can search samples of Mandala art works in the internet.

2. Create a concept map of the SELF according to Filipino culture. Provide a brief explanation of
your output. You can also cite books or researches about Filipino culture, self, and identity to
further elaborate on the topic.

Prepared by: Rachelle R. Bibat-Jacutin/Page 18 of 18