Republic of the Philippines

POLYTECHNIC UNIVIERSITY OF THE PHILIPPLINES

COLLEGE OF SOCIAL SCIENCES AND
DEVELOPMENT DEPARTMENT OF
PSYCHOLOGY

INSTRUCTIONAL
MATERIAL FOR GEED
10013

UNDERSTANDIN
G THE

SELF

Filipinas Corazon B. Abadilla, RPm | Charlon Agos | Jonna Karla C. Bien,

RN, MP Adrian Nicole S. Buan, MA, RPm | Barbara P. Camacho, RGC |
Ma. Luz Centeno, RGC
Rafael Lou Carlos L. Chinchilla, RPm | Ma. Corazon Constantino | Ma. Jeanette
A. De Guzman Ma. Aurora De Leon | Zaila C. Decin, MP, RPm | John Mark S.
Distor, PhD, RPm
Adrian Guinto, MP | Maria Laya T. Lara, RPm | Aimee Rose A.
Manda, MP Arianne Nicole Nachor, RPm | Alexander B.
Prudente Jr., MP Victoria Antonia R. Rafanan, RPm |
Krisette Romero, RPm
Elfie M Samaniego, RPm, RGC | Geraldine Santos, MP,
RPsy Felicitas C. Trinidad, MP, RPm
 TABLE OF CONTENTS

Introduction to Course…………………………………………………. 3
Part 1: The Self from Various Perspectives ……………………….. 4
Lesson 1- Philosophy …………………………………………………… 4
Lesson 2 - Sociology ……………………………………………………. 9
Lesson 3 - Anthropology ………………………………………………… 14
Lesson 4 - Psychology ………………………………………………….. 16
Lesson 5 - The Self in Western and Oriental/Eastern Thought ……. 22
Part 2: Unpacking the Self ……………………………………………. 2
Lesson 6 - The Physical Self …………………………………………… 24
Lesson 7 - The Sexual Self …………………………………………….. 28
MIDTERM ASSESSMENT 37
Lesson 8 - The Material and Economic Self ………………………….. 39
Lesson 9 - The Spiritual Self……………………………………………. 42
Lesson 10 - The Political Self ………………………………………….. 49
Lesson 11 - The Digital Self ……………………………………………. 56
Part 3: Managing and Caring for the Self …………………………. 59
Lesson 12 - Learning to be a better student …………………………. 59
Lesson 13 - Setting goals for Success ……………………………….. 62
Lesson 14 - Taking charge of one's health …………………………... 66
FINAL ASSESSMENT 70
References………………………………………………………………… 73





o
 INTRODUCTION

The course deals with the nature of identity, as well as the factors and forces
that affect the development and maintenance of personality identity.

The directive to Know Oneself has inspired countless and varied ways to
comply. Among the questions that everyone has had to grapple with at one time or
other is “Who am I?” At no other period is this question asked more urgently than in
adolescence – traditionally believed to be a time of vulnerability and great
possibilities. Issues of self and identity are among the most critical for the young.

This course is intended to facilitate the exploration of the issues and concerns
regarding self and identity to arrive at a better understanding of one’s self. It
strives to meet this goal by stressing the integration of the personal with the
academic – contextualizing matters discussed in the classroom and in the everyday
experience of students – making for better learning, generating a new appreciation
for the learning process, and developing a more critical and reflective attitude while
enabling them to manage and improve their selves to attain a better quality of life.

The course is divided into three major parts:

The first seeks to understand the construct of the self from various disciplinal
perspectives: philosophy, sociology, anthropology, and psychology – as well
as the more traditional division between the East and West – each seeking to
provide answers to the difficult but essential question of “What is the self?”
And raising, among others, the question: “Is there even such a construct as
the self?”
The second part explores some of the various aspects that make up the self,
such as the biological, material and the more recent Digital Self.
The third and the final part identifies three areas of concern for young
students: learning, goal setting, and managing stress. It also provides for the
more practical application of the concepts discussed in this course and
enables them the hands-on experience of developing self- help plans for self-
regulated learning, goal setting, and self-care.

This course includes the mandatory topics on Family Planning and Population Education.
 THE SELF FROM VARIOUS
PHILOSOPHICAL PERSPECTIVES

LEARNING OUTCOMES: At the end of this section, you are expected to:

1. Discuss the different representations and conceptualizations of the self

from various disciplinal perspectives.
2. Examine the different influences, factors and forces that shape the self.
3. Compare and contrast how the self has been represented across the different
disciplines and perspectives.
4. Demonstrate critical and reflective thought in analyzing the development of
one's self and identity by developing a theory of the self.

PHILOSOPHY
Philosophy is a training guide for your mind,
showing how you think in clear, analytic, and
INTRODUCTION powerful ways.
Studying philosophy in a serious and reflective way
will change you as a person. Learning to think philosophically will inspire you to be
more thoughtful, more open-minded, more attuned to the complexities and
subtleties of life, more willing to think critically about yourself and all of life’s
important issues, and less willing to accept superficial interpretations and simplistic
answers. And will help you develop the understanding and insight you will need to
make intelligent choices and fulfill your potential as an individual.
This is the special power of philosophy: to provide the conceptual tools
required to craft a life inspiring in its challenges and rich in its fulfillment.
Philosophy is not intended to limit your options or dictate your choices. Your
responsibility as a student is to explore, to reflect, to think critically- and then to
create yourself in the image you have envisioned.
PHILOSOPHY OF THE SELF
LESSON PROPER Philosophy is often called the mother of all
disciplines simply because all fields of study began
as philosophical discourses.
What is Philosophy? study of acquiring knowledge through rational thinking and
inquiries that involves in answering questions regarding the nature and existence of
man and the world we live in.
What is Self? It is defined as “a unified being, essentially connected to consciousness,
awareness and agency (or, at least, with the faculty of rational choice).
 PHILOSOPHERS
A. SOCRATES - First martyr of education, knowledge, and philosophy. His philosophy
underlies in the importance of the notion "knowing oneself". A person's acceptance
of ignorance is the beginning of acquisition of knowledge. But, possession of
knowledge is a virtue; ignorance is a depravity (evil, corruption, wickedness).
Knowing ourselves, lies in our own abilities, and wisdom. Understanding ourselves is
through internal questioning or introspection (understanding our strengths and
weaknesses, like vs. Dislike)
His way of teaching called Socratic Method or Socratic conversation (role of
both the teacher and the student is known to the world; asking and answering
questions to stimulate critical thinking and to draw out ideas and underlying
presumptions). However, he was charged with corruption of minors and died as a
martyr that fought against ignorance and narrow-mindedness.
But for him, men's goal in life is to obtain happiness. It motivates us to act
towards or avoid things that could have negative effects in our lives. As such, by
fully knowing oneself a person will be able to achieve happiness.
B. PLATO – He is a student of Socrates that is the reason he followed the idea of
Socrates in knowing thyself. He was called the Father of academy (a place where
learning and sharing of knowledge happens; Later became one of the pillars and
basis of what schools and education is now in the present). He also wrote several
literatures that tackles politics, human nature and established the idea of virtue and
intelligence.
According to Plato, a person who is a follower of truth and wisdom will not be
tempted by vices and will always be correct/moral/ethical. He believed in the
division of a person's body and soul which forms the person as a whole aside from
the material things and that could be observed and associated with a person. He
believed that the soul is divided into 3 different parts that has different views,
leading to different behaviors
1. Appetitive soul - the part of the person that is driven by desire and need to
satisfy oneself. This satisfaction involves physical needs, pleasures and
desires, objects, and situations
2. Spirited soul- courageous part of a 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.
3. Rational soul- the drive of our lives. The part that thinks and plan for the
future (the conscious mind). It decides what to do, when to do it and the
possible results one could have depending on their actions.
C. ST. AUGUSTINE - A saint and a philosopher of the church. He follows the idea that
God encompasses us all, that everything will be better if we are with God. He
believed that God and his teachings affects various aspects in life (that everything
is better if we devote ourselves in mending our relationship with God). His idea of a
man and how to understand who we are as a person is related to our understanding
of who we are and how we question ourselves. He also relates our existence to God
being modelled in his likeness though being alive means that we are still far from
god and has yet to be truly with him. But he rejected the doubtfulness of the
academy in which one cannot or should not accept ideas from others.
 St. Augustine emphasized that we may not be able to give our agreement to
everything other people tell us, but we can still agree to those who we are from our
own perception. His believes that teaching the church and establishing our sense of
self with God identifies the essence of our existence and role in the world (the
reason for this is because our bodies are limited).
D. RENE DESCARTES – a French philosopher known to be the father of modern
philosophy because of his radical use of systematic and early scientific method to
aid his ideas and assumptions. He believed in modern dualism or the existence of
body and mind and its importance to on e's existence were presented with the
evidences from experiments as well as philosophical reasoning.
Descartes is known to be the proponent of the "methodical doubt"
(continuous process of questioning) doubting, asking questions are part of one's
existence. He defined the roles of the mind and body to the notion of one's
existence and sense of self.
He is known for the statement "cogito ergo sum" (I think therefore I am) and
according to him, a person is comprised of mind (thinks and questions what the
body has experienced) and body (perceives from the different senses). The body
and its perceptions cannot fully be trusted or can easily be deceived (for example:
there are times that we feel that a dream is real before actually waking up or having
different perception of size based on an objects distance from the viewer).
Descartes believes that 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. He explained that the more we think and doubt what we perceived from our
senses and the answer that came from such thin king or doubting leads to better
understanding of ourselves. He also emphasizes that being in constant doubt
regarding one's existence is proof that a person exists.
E. JOHN LOCKE – An English philosopher and physician. He is the Father of Classical
Liberation. His works paved the way to several revolutions to fight the absolute
powers of monarchs and rulers of his time that led to the development of
governance, politics, and economic system that we now know. He works on the self
is most represented by the concept "tabula rasa" (blank slate).
The experiences and perceptions of a person is important in the
establishment of who that person can become. Locke does not disregard the
experiences of the person in the identification and establishment of who we are as a
person. He stated that a person is born with knowing nothing and that is susceptible
to stimulation and accumulation of learning from the experiences, failures,
references, and observations of the person
F. DAVID HUME – A Scottish philosopher. He focused his work in the field of
empiricism, skepticism, and naturalism. He explained that the Self is the
accumulation of different impressions and does not exceed the physical realm. For
him, there is no permanent self because impressions of things are based from our
experiences where we can create our ideas and knowledge. Thus, it may improve or
totally be replaced
G. IMMANUEL KANT – A German philosopher that is known for his works on
empiricism and rationalism. He established that the collection of impressions and
different contents is what it only takes to define a person. He believes that the
awareness of different emotions that we have, impressions and behavior is only a
part of ourselves.
He emphasizes that a person who fully understand the self has a certain level
of consciousness or sense that uses our intuition which synthesizes all the
experiences, impressions and perceptions of ourselves will pave the way to define
and know who we are really are. But he argued that the sense called
"transcendental apperception" is an essence of our consciousness that provides
basis for understanding and establishing the notion of self by synthesizing one's
accumulation of experiences, intuition, and imagination
H. SIGMUND FREUD – An Austrian psychologist and physician. The Father of
psychoanalysis. Freud is well known for his work on human nature and the
unconscious. He believed that man
has different constructs of personality. He conceptualized about the different
levels of consciousness that provides an idea how a person develops a sense of self:
Man has 3 aspects of personality
1. Id- the child aspect of a person; attention is on satisfaction of one's needs
and self- gratification. Driven by pleasure principle.
2. Super ego- the conscience of one's personality. Has the inclination to
uphold justice and do what is morally right and socially acceptable actions.
Involved in the notion of right or wrong that is imparted to us by our parents
or people that took care for us during childhood
3. Ego - police or the mediator between id and super ego. Operates within the
boundaries of reality, primary function is to maintain the impulses of the id to
an acceptable degree.
Introduced the Levels of Consciousness:
1. Conscious- where minority of our memories are being stored and the
memories that are in the conscious is easier to be to be tapped or accessed
2. Pre-conscious - the middle part of the entirety of our consciousness; the
memories stored in this area can still be accessed but with a little difficulty
3. Unconscious- this area is where majority of our memories since childhood
are deeply stored. It is very difficult to tap the memories. It would need a
trained professional and several special techniques in order to make some
memories resurface

He believed that we are a by-product of our experiences in the past and that
are actions are driven by the idea of resisting or avoiding pain, and are molded from
our need for pleasure or being happy
I. GILBERT RYLE – He used behavioristic approach to self. According to him, self is
the behavior presented by the person. The behavior that we show, emotions, and
actions are the reflection of our mind and as such is the manifestation of who we
are. He does not believe that the mind and body are two separate entities which is
said to be evident in the unexplainable phenomenon or abilities of the mind where
the soul is considered; however, to some they can co-exist.
He explained that the self is exemplified in his "ghost in the machine" view
(man is a complex machine with different functioning parts, and the intelligence,
and other characteristic or behavior of man is represented by the ghost in the said
machine. His idea is saying that the things that we do, how we behave and react
and all other components like the way we talk, walk and look is generally who we
are as a person
J. PAUL CHURCHLAND - A Canadian philosopher whose focus is on the idea that
people should improve our association and use of worth in identifying the self.
The self is defined by the movement of our brain. A constant movement of
the brain can be the basis of who the person is (emphasized by Churchland and his
wife in the statement "the brain as the self"). He focuses on the philosophy of
"eliminative materialism" and understanding the different neural pathways, how
they work, and what implications are those movement to people is a measurable
classification on one's behavior
K. MAURICE JEAN JACQUES MERLEAU-PONTY – A French philosopher. He is
known for his works on existentialism and phenomenology. He coined the idea of
phenomenology of perception (unity of the function of the mind and the body)
which is divided into three division. Merleau-Ponty regarded that the body and mind
are not separate entities but rather those two components is
one and the same. His idea of perception follows the idea of Gestalt psychology
(gives importance on the whole rather than the sum of its parts). The perception
guides our action based from our experiences. The body perceives while our
consciousness provides the meaning or interprets the various perception we have in
the world and the self could be established by the perceptions we have in the world.
One's actions, behavior and language used could be said to be the reflection of our
united perception of the world.
L. THOMAS AQUINAS - The most eminent 13th century scholar and stalwart of the
medieval philosophy, appended something to this Christian view. He explained that
Man is composed of two parts: Matter or hyle in Greek, refers to the “common stuff
that makes up everything in the universe.” and Form or morphe in Greek refers to
the “essence of a substance or thing”.
In the case of human person, the body of the human person is something that
he shares even with animals. The cells in man's body are akin to the cells of any
other living, organic being in the world. However, what makes a human person a
human person and not a dog, or a tiger is his soul, his essence. To Aquinas, the soul
is what animates the body; it is what makes us humans.

SUMMARY

The philosophical framework for understanding the self was first

introduced by the ancient Greek philosophers Socrates, Plato, and Aristotle.
In particular, Socrates: “Know thyself”. But what exactly does “know thyself”
mean that is self and the qualities that define it. The different views of
prominent philosophers regarding the nature of the self are discussed and
while there are disagreements in how philosophers view of the self, most of
them agree that self-knowledge is a prerequisite to a happy and meaningful
 SOCIOLOGY

How do you see yourself in the social world? Do you

INTRODUCTION need to just observe or are you oblige to interact
with them just to get the definition of your self?
These are just two questions that
will be answered by different proponents in sociological perspective of self. Read
more below and check how these ideas can be related to you.

LESSON PROPER GEORGE HERBERT MEAD

 Sociologist from University of Chicago
 Symbolic Interactions Perspective
THEORY OF SELF
Two parts of Self: Self-awareness and Self-image
Our bodies age biologically, but the self is something that emerges
thorough social interaction
Self is developed as we age, as we grow
Self develops through interacting with others, through reflecting on that
interaction, to thinking about how others are perceiving you, and that
helps you generate an image of yourself
Our self is mirrored in the reaction of the other
Self-image was developed in recognizing how others are perceiving us, we
are constantly trying to put ourselves in the shoes of another and think
about how they are seeing this event or situation or this action transpiring
– this is imitation
When you have internalized the widespread cultural norms, mores, and
expectations of behaviors – this is generalized others
By taking the role of other, we can become self-aware

THE “I” and “ME” of the SELF

“I” – what is out there, acting, being spontaneous, doing things in the world
”me” – an object, the aggregate combined image of yourself that has been
given to you from interacting with society

HENRI de SAINT-SIMON (1760-1825)

Historic founder of French Socialism
Origin of many ideas elaborated into Comtism
His idea of the reconstruction of society were conditioned by the French
Revolution and by feudal and military system
He insisted on the necessity of new and positive reorganization of
society Industrial chiefs should control society
In medieval church, spiritual direction of society should fall to the men of
science Industrial state directed by modern science, in which universal
association should suppress war
 Men who are successfully able to organize society for productive labor are
entitled to govern it
The social aim was to produce things useful to life
Call for “society of science” – influenced his disciple Auguste Comte

HERBERT SPENCER (1820-1903)

Synthetic Philosophy - Encompasses realms of physical, psychological,
biological, sociological, and ethical
Moral Philosophy
Social Statistics
o Human happiness can be achieved only when individuals can
satisfy their needs and desires without infringing on the right of
others to do the same
o In obtaining full satisfaction, one must derive pleasure from seeing
pleasure in others
Principles of Ethics – basic law of ethics and morality
o Extension of laws in the natural world, and much of his scientific
justification for his moral position
o Moral dictum: Once physical and biological realms are discovered,
humans should obey them and cease trying to construct, through
political legislation, social forms that violate these laws
o Scientific position: The laws of social organization can no more be
violated than can those of the physical universe, and to seek to do
so will create, in the long run, more severe problems
o Humans should be as free from external regulation as possible –
“implicitly obey them!”
Social Statistics
o Moral laws and laws of laissez-faire capitalism converge and how
they reflect biological laws of unfettered competition and struggle
among species
o In the union of many men into one community – the law of individuation
o While decrying war as destructive, it allows more organized “races”
to conquer the ”less organized and inferior races,” increasing
thereby, the level and complexity of social organization

DAVID EMILE DURKHEIM (1858-1917)

French sociologist, cited as the principal architect of modern social
sciences Established academic discipline with Marx and Weber
How societies could maintain their integrity and coherence in modernity, an
era in which a traditional social and religious tie are no longer assumed, and
in which new social institutions have come into being
Acceptance of sociology as a legitimate science

Sociology of Knowledge
How concepts and categories of logical thought could arise out of social life
Certain aspects of logical thought common to all human did exist, but they
were products of collective life and that they were not universal a priori
since the content of categories differed from society to society
 Collective representations
The symbols and images that come to represent the ideas, beliefs, and
values elaborated by a collectivity and are not reducible to individual
constituents
Created through intense social interaction and are products of collective
activity Controlled by society (as a whole) yet simultaneously by virtue
of that individual’s participation within the society
A language product of collective action, language contains within it a
history accumulated knowledge and experience that no individual would
be capable of creating on their own
Language – a social product that structures and shapes our experience of
reality

ALBERT BANDURA (1925) Social Learning Theory

Theory that attempts to explain socialization and its effect on the
development of the self It looks at the individual learning process, the
formation of self, and influence of society in socializing individual
Formation of one’s identity is a learned response to social stimuli
An individual’s identity is not the product of the unconscious, but instead is
the result of modeling oneself in response to the expectations of others
Behaviors and attitudes develop in response to reinforcement and
encouragement from people around us

Self-Efficacy
People’s belief about their capabilities to produce designated levels of
performance that exercise influence over events that affect their lives
This belief determines how people feel, think, motivate themselves, and
behave People with high assurance in their capabilities approach difficult
tasks as challenges to be mastered rather than as threats to be avoided
They set themselves challenging goals and maintain strong commitment
to them despite series of failures
They attribute failure to insufficient effort or deficient knowledge and skills
which are acquirable
o Not on their personal deficiencies, on the obstacles they will
encounter, and all kinds of adverse outcomes
They approach threatening situations with assurance that they can
exercise control over them

Four Main Sources of Self-Efficacy

1. Mastery Experience
Successes build a robust belief in one’s personal efficacy
A resilient sense of efficacy requires experience in overcoming
obstacles through perseverant effort
2. Vicarious Experience
Provided by social models
Seeing people similar to oneself succeed by sustained effort raises
observers’ beliefs that they too, possess the capabilities to master
comparable activities required to succeed
People seek proficient models who possess the competencies to
which they aspire
 3. Social Persuasion
People who are persuaded verbally that they possess the
capabilities to master given activities are likely to mobilize greater
effort and sustain it than if they harbor self-doubts and dwell on
personal deficiencies when problem arises People who have
persuaded that they lack capabilities tend to avoid challenging
activities that cultivate potentials and give up in the face of difficulty
4. Psychological Responses
People rely partly on their somatic and emotional states in judging
their capabilities
They interpret their stress reactions and tensions as signs of
vulnerability to poor performance

KARL MARX (1818 – 1881)

Theory of Self-Estrangement or Self-Alienation
“the alienation of man’s essence, man’s loss of objectivity and his loss of
realness as self-discovery, manifestation of his nature, objectification and
realization”
When a person feels alienated from others and society as a whole
A person may feel alienated by his work by not feeling like he has meaning
to his work, therefore losing their sense of self at the workplace

MAX WEBER (1864 – 1920)

German sociologist and political economist
Capitalism developed out of a Protestant ethic, a religious calling
“iron cage” – as the religion became peripheral, capitalism decoupled from its
roots and established itself as the dominant force in society

Exercise Self-Help Imagination

 “Personality” makes little sense in its modern usage
 “an inner devotion to the subject and only to the subject”
 which raises one “to the height and dignity of the subject”
 You gain personality within a field only by stepping out of your own self
 Teach the subject, not your interpretation of the subject
 Make your students interested in the subject itself, rather than in the person
teaching it

LEWIS MORGAN
The Leasguge of the Ho-de-no-sau-nee or Iroquois (1851)
This presented the complexity of Iroquois society in a path-breaking
ethnography that was a model for future anthropologists
He wanted to provide evidence for monogenesis, the theory that all human
beings descended from a common source
The structure of the family and social institutions develops and change
according to a specific sequence

Theory of Social Evolution

Kinship relations as a basic part of society
Critical link between social progress and technological progress
 Interplay between the evolution of technology, of family relations, of
property relations, of the larger social structure, and systems of
governance, and intellectual development.

SUMMARY

 George Mead – Symbolic Interactions Perspective; two parts of Self: Self-

awareness and Self-image
 Henri de Saint-Simon – French Socialism; synthetic and moral philosophies
 David Emile Durkheim – Sociology of Knowledge
 Albert Bandura – Social Learning Theory
 Karl Marx – Theory of Self-Estrangement or Self-Alienation
 Max Weber – Self-help Imagination
 Lewis Morgan – Theory of Social Evolution
 ANTHROPOLOGY
INTRO

Anthropology is a relative newcomer to the debate

INTRODUCTION on selfhood. It emerged as a subject from the
imperial ambitions of European states during the
eighteenth and
nineteenth centuries and was initially an effort to identify the weaknesses and
failings of other cultures so that they could be exploited and subjugated. It was only
in the late-nineteenth and early-twentieth centuries that anthropology threw off its
intimate links with the national and religious organisations it had been serving, and
began to ask the big question that has informed its research ever since:‘ What does it
mean to be human?

Anthropology does express a unique view on the issue of selfhood: the

anthropological approach both starts and finishes with the group. The self needs to
be seen as a socially defined phenomenon, created by both the impression of the group
upon the individual and the expression of the individual upon the group. Humans
have a unique relationship with other members of their species, both
communicatively and socially. Our capacity for group living and group institutions
exceeds that of every other animal on the planet. Anthropology therefore has an
important voice in the discussion of selfhood.

MARCEL MAUSS - Remaining the same person and

LESSON PROPER turning chameleon by adapting to one’s context
seems paradoxical. However, 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
givenness. 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.

He studied non-Western societies all over the world and proposed the “Total
Social Phenomenon”, which tackles that every sector in a community or society
should cooperate to have a well-balanced living.

LANGUAGE

Has something to do with culture. It is a salient part of culture and ultimately, has a
tremendous effect in our crafting of the self. This might also be one of the reasons
why cultural divide spells out differences in how one regards oneself. If a self is born
into a particular society or culture, the self will have to adjust according to its
exposure.

Language and culture are intertwined. A particular language usually points

out to a specific group of people. when you interact with another language, it means
that you are also interacting with the culture that speaks the language. you cannot
understand one’s culture without accessing its language directly. When you learn a
new language, it not only involves learning its alphabet,
the word arrangement and the rules of grammar, but also learning about the
specific society’s customs and behavior. when learning or teaching a language, it is
important that the culture where the language belongs be referenced, because
language is very much ingrained in the culture.

CLIFFORD GEERTZ
An American cultural anthropologist who defined culture as “a system of inherited
conceptions expressed in symbolic forms by means of which men communicate,
perpetuate, and develop their knowledge about and attitudes towards life.
Basic premises of his work, "The Impact of the Concept of Culture on the Concept of
Man," The Interpretation of Cultures. (1966), include the following:
Look for what makes people/cultures different, not the same; it is more
effective to analyze human nature by noting the differences between cultures
that arise over time and space than to try to form vague notions of universals
Culture reveals the link between what man is capable of and how he actually
behaves, which in turn helps define human nature.
Culture is the "accumulated totality" of symbolic patterns that appear in different
societies.

ASSESSMENT III

SUMMARY

 According to the anthropological perspective, the self is embedded in our

culture.
 Personne is composed of the social concepts of what it means to be who he is.
 Moi refers to a person’s sense of who he is, his body, and his basic identity,
his biological givenness.
 Language is a salient part of culture and ultimately, has a tremendous effect
in our crafting of the self.
 Culture is a system of inherited conceptions expressed in symbolic forms by
means of which men communicate, perpetuate, and develop their knowledge
about and attitudes towards life.
 PSYCHOLOGY
INTRO

The next perspective to be tackled is the

INTRODUCTION Psychological View of the Self. The following ideas
and principles are derived from the theories of
different psychologists who theorized about the
concept of Self. Let us see how you will be able interpret your own experiences
through Psychology.
Psychology delves in the Physiological having to
LESSON PROPER with an organism’s physical processes and the
Cognitive having to do with an organism’s thinking.
Learning psychology can
help you gain better understanding of your own behavior and give useful insight
thereof said behaviors.

It is derived from two Greek words, psyche meaning soul/mind; and logos
meaning study”. Literally, psychology means the study of souls but now it is study
of mind. Psychology primarily studies WHO and WHAT we are, WHY we act and think
in a particular manner and what is our potential as an individual. Study of
psychology is concerned with specific study of behavior and mental process.
Psychology focus on the individual, cognitive functions and other possible factors
that affect the individual.

Who am I?
o 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 who
you are?”
“SELF” is the “sense of personal identity and of who we are as individuals
(Jhangiani and Tarry 2014).”
Identity- concept of an individual about himself and often referred to as “self-
identity”
“Self-identity” - is the belief of what the individuals thinks and feels about him.
And can also be influenced by how others perceive an individual
Self-development is a continuous process throughout the lifespan; one’s sense
of self may change, at least somewhat, throughout one’s life.
Self-representation has important implications for socio-emotional
functioning throughout the lifespan.
WILLIAM JAMES (1890)
William James was one of the earliest psychologists to study the self and
conceptualized the self as having 2 aspects – the “I” and the “me”. Both “me” and
“I” are 1st person singular pronouns, which means that they are used by one
person to refer to himself or herself. Difference is: ... While “me” is the object
pronoun, which means that it is used as the object of the verb.
 The "Me" is the social self and the "I" is the response to the "Me." In other
words, the "I" is the response of an individual to the attitudes of others, while the
"me" is the organized set of attitudes of others which an individual assumes. Mead
develops William James' distinction between the "I" and the "me.”
E.g. “Don’t wait for ME, I will be gone for long time.
 Furthermore, according to James, the “I” is the thinking, acting, feeling self.
While the
“me” is the physical characteristics as well psychological capabilities that makes

who you are. James’s further assumptions on the self:

“I” (the self in action) Me” (the self as an object in the world)
- Self in process, in the moment - The structured and determinate
- The impulsive, spontaneous, part of the self
and indeterminate part of - A product of interaction and
the self conscious reflection
- Non-reflective - We know the “I” only through the
- Part of the self that “me”
produces individuality

Attitudinal Change
Quoting William James himself “The greatest discovery of my generation is
that human beings can alter their lives by altering their attitudes of the mind”. He
meant that with just the simple change of attitude anyone even you can change
your life for better or for worse.

CARL ROGERS
“When I look at the world I'm pessimistic, but when I look at people I am optimistic.” - Carl Rogers
Carl Rogers’s theory of personality also used the same terms like William
James. According to his theory, the “I” as the one who acts and decides while the
“me” is what you think or feel about yourself as an object.
The I Self reflects what people see or perceive themselves doing in the
physical world (e.g., recognizing that one is walking, eating, writing), in other words,
the one who acts and decides.
Meanwhile, the Me Self is a more subjective and psychological phenomenon,
referring to individuals’ reflections about themselves (e.g. characterizing oneself as
athletic, smart, cooperative). Therefore, it is what you think or feel about yourself.
Self-schema – is our organized system or collection of knowledge about who we are.
It may also include our interests, work, course, age, name, and physical
characteristics. As you grow and adapt to the changes around you, self-schema also
changes.
Example:
a. When someone states your first name even if they are not talking
about you, your attention is drawn to them.
b. If you have provincial language and you hear someone using it, it
catches your attention.
c. If you consider yourself a book-lover, a bookstore may always entice
you out of all other stores in a mall.

Unconditional Positive Regard

 Unconditional positive regard, sometimes referred to as “UPR”, is a term
attributed to Carl Rogers, the creator of person-centered counseling and one of the
founders of humanistic therapy. UPR refers to accepting and supporting another
exactly as they are, without evaluating or judging them.
Identity and Self concept Overview
Identity is composed of personal characteristics, social roles and
responsibilities, as well as affiliations that define who one is.
SELF-CONCEPT - how someone thinks about or perceives themselves. “the
individual’s belief about himself or herself, including the person’s attributes
and who and what the self is."

Identity- concept of an individual about himself and often referred to as “self-

identity” or the self- belief of what the individuals thinks and feels about himself.
And can also be influenced by how others perceive an individual

Roles- are also part of his identity. (E.g. birth order in the family, nature of work,
occupation or title, academic and social standing)

SELF, IDENTITY, and SELF-CONCEPT are NOT FIXED in one-time frame.

For example, when you are asked about who you are, you can say
“ I was a varsity player in 5th grade” which pertains to
the past, “ a college student” which may be the
present, and
“a future politician” which is the future.

They are not also fixed for life nor are they ever-changing at every moment.
Think of a malleable metal, strong and hard but can be bent and molded in other
shapes.
Think about water. It can take any shape of the container, but at its core, it is still
the same element.

Experiences of the Self

The Self-concept includes two different experiences of the self:
1. The existential self - The concept that you are unique/different from others
(Persian poet RUMI pondered, “Who am I in the midst of all this thought
traffic?”), Subjective (I).
2. The Categorical self -concept (and the concept of others) tends to focus on his
or her own visible characteristics, Objective (ME).

Self-Concept

The real self is WHO WE ACTUALLY ARE. It is HOW WE THINK, HOW WE FEEL, LOOK,
AND ACT. The real self can be seen by others, but because we have no way of truly
knowing how others view us, the real self is our self-image.
Self-Concept/Self-Schema Composed of 3 Things:
1. Self-Image(Real Self) – who you are at the moment (e.g. – as a student you are
interested in basketball but academically challenge in most of your subjects),
Self image includes: Physical description, Social Roles, Personal traits,
existential statements

2. Ideal Self – who you like to be (e.g.- to practice more and play with the varsity
team) is how we want to be. It is an idealized image that we have developed
over time, based on what we have learned and experienced. Could include
components of what our parents have taught us, what we admire in others,
what our society promotes, and what we think is in our best interest.
 3. Ought Self ( Self-Esteem/Self-worth) – who you think you should be (e.g. – to
pass your subjects as a responsible student) 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 defined as our own positive and
negative perception or evaluation of ourselves.

A person’s ideal self may not be consistent with their actual experience (real self),
or what is even possible. This is called incongruence. One has to find solution to
such discrepancies to avoid agitation, dejection, or other negative emotions. In
some instances, however, all 3 may be in line with one another.
Self-actualization refers to the need for personal growth and development
throughout one's life. It is the highest level of Maslow's hierarchy of needs, which
was developed by psychologist Abraham Maslow. Once you are self-actualized,
you've met your full potential as an individual.
Self-Esteem and Self-Worth refers to the extent to which we like, accept, or
approve of ourselves; or how much we value ourselves. Self-esteem always involves
a degree of evaluation, and we may have either a positive or a negative view of
ourselves
Social Comparison Theory
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 appropriateness of our behaviors, as well as our social status
by comparing aspects of ourselves with other people. There are types of social
comparison:
1. Downward Social Comparison - is the more common type of comparing
ourselves with others. We create a positive self-concept by comparing
ourselves with those who are worse off than us. By having the advantage, we
can raise our self-esteem.

2. Upward Social Comparison - comparing ourselves with those who are better
off than us. 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. In this theory, we can feel threatened when someone out-performs us,
especially when that person is close to us (i.e, a family or a friend). In this case, we
usually react in 3 ways:
 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 some kind of acknowledgment also.
 Reconsider the importance of the aspect or skill in which you were
outperformed. If you got beaten in a drawing competition, you might think
drawing is not really for you and you will find a hobby where you could excel,
thus, preserving self-esteem.
 Strengthen or resolve to improve that certain aspect of ourselves. Instead of
 quitting drawing, you might join seminars, practice more often, read books
about it, and add some elements in your drawings that makes it unique,
among others. Achieving your goal through hardwork may increase your self-
esteem, too.

CARVER AND SCHEIER (1981)

Carver and Scheier have identified 2 types of self that we can be aware of:
1. The Private self – your internal standards and private thoughts and feelings
2. The Public self – public image Psychoanalysis is
commonly geared toward having a a method through which
good presentation of yourself to an analyst unpacks
others. unconscious conflicts
based on the free
One must find solution to such associations, dreams
discrepancies to avoid agitation, dejection, and fantasies of the
or other negative emotions. In some patient. Psychoanalysis
instances, however, all 3 may be in line with and Sigmund Freud
one another. Sigmund Freud,
Self-consciousness the influential German
psychologist of the early
Self-consciousness is when self – 20th century, provided
awareness can be too much that we are not only a revolutionary
concerned about being observed and way of understanding
criticized by others. At other times, human personality but
especially with large crowds, we may also how society affects
experience deindividuation or the “loss our psychology. Freud's
of individual self-awareness and theory of human
individual accountability in groups” when personality revealed
we attuned ourselves with the emotions another facet of society.
of our group and because the large Based on Freud's
crowd also provides some kind of formulation, the
anonymity, we may lessen our self- individual human mind
control and act in ways that we will not —the source of our
do when we are alone (e.g. mass subjectivity—is created
demonstration erupting into a riot). by social and cultural
forces that operate
 Looking outside – e.g. seeing beneath the level of the
other people who are better and unconscious self. It is
dreaming to become the same. like saying that even in
 Looking inside – reflecting on what the our minds, there are
heart desires facets of ourselves.
SIGMUND FREUD In Freudian
perspective,
Sigmund Freud was an Austrian
“socialization”, the
neurologist and the founder of
lifelong process of
psychoanalysis, the clinical method for
learning the ways and
treating psychopathology through
behaviors appropriate to
dialogue between a patient and a
particular society, is not
psychoanalyst.
only an external or
structural process but also an internal, who are, the original
mental process. There, in the inner you, unshaped by
psyche the individual—the unconscious upbringing or society.
and conscious self—societal presence is This is the state you
constantly being engaged with by the were born in and it is a
person. This is what makes up the state that still exists
totality of the person; and society is very inside you. Your false
much part of it. self can also be called
your adapted self. This
Freud further concluded that is the parts of you that
mental disorder might be caused purely have altered behavior,
by psychological factor rather than repressed feelings and
organic factors. He also proposed that pushed your needs
dreams are the disguised expressions of aside to fit in with
unconscious wishes and emphasized others.
libidinal (sex) urges of a person.
Freud’s view of human nature
Freud’s view of human nature is
that human beings are biological
organisms motivated by the satisfaction
of bodily needs and with motivating
forces that drive behavior. His theory
suggests that personality (mind) is
composed of the id, the ego, and the
superego.

True Self Vs False Self

The concept of true self and false
self can be found in many psychological
and spiritual circles, and it can mean
different things in each. Inside each of us
are 2 wolves: One is evil and one is
good.
Which wolf wins? The one you feed
most.
The true self is the core of you

SUMMARY

ACTIVITY IV
 Study of psychology is concerned with specific study of behavior and mental
process. Psychology focus on the individual, cognitive functions and other
possible factors that affect the individual
 William James was one of the earliest psychologists to study the self and
conceptualized the self as having 2 aspects – the “I” and the “me”. the “I” is
the thinking, acting, feeling self. While the “me” is the physical
characteristics as well psychological capabilities that makes who you are.
 THE SELF IN WESTERN AND
ORIENTAL/EASTERN
INTRO THOUGHT
Nowadays, the Western people are quite concerned
INTRODUCTION with how to make the dharma authentically Western.
But caution please, folks. Before we start inventing a
new flavor of Buddhism to suit
Western palettes, it is important to look closely at the implicit assumptions we are
bringing to this project.
To start, we might examine more closely our underlying picture about the nature of
cultural difference. It looks something like this: Westerners tend to think of Asians
as people basically like us who just have different customs—they hold different
beliefs and have different ways of doing things. We tend to assume that Asians
experience self-identity in the same way as the Westerners do—that they are the
same equation, if you will, just with different values for the variables. But what if in
fact Asians aren’t basically like the Westerners at all? What if the structure of the
self— or call it the ego or the personality—is essentially different across cultures?
Wouldn’t this give us pause? And if we are fundamentally different in this sense,
how could we even know?
These are just some of the ideas that would run in the mind when we talk about
Eastern and Western culture. In this chapter, we will be discussing how the Self is
seen based on some Western and Eastern beliefs.
“One of the most effective ways to learn about oneself is
LESSON PROPER by taking seriously the cultures of others. It forces you to
pay attention to those details of life which differentiate
them from you.” - Edward T. Hall

CONCEPT OF SELF - There are a lot of sources in which we can analyze the
perspective of each culture and country about the concept of the “self.”

Literature - like how one depicts a hero or villain in their stories in different
countries, like USA, China, Korea, etc.
Socialization - like how they see their boss or their subordinate.
Artworks, Dances, Even Clothing - This thing may show us clues about
the Self. Cultural Diversity
 Put themselves first
 Dedicated to independent thinking and self-reliance
 Distant to the feelings of others
 Preserving, and success of the group is more important
 Paying attention to the needs and feelings of each member of the group
 Sensitive with the feelings of the members of the group to each other

WESTERN THOUGHTS
 They give higher value with their personal rights.
 The western society is trying to find and prove the "truth."
EASTERN THOUGHTS
 Giving more value to social responsibility and accepting the reality of
life (fact) and interested in maintaining the balance of life
 WESTERN EASTERN
VALUES
Westerners emphasize more on the Eastern with their collectivistic culture,
value of equality even if they see that put more emphasis on hierarchy as the
the individual can rise above everything culture wants to keep things in
else. Because everyone is on their own harmony and order (Qingxue, 2003).
competition, one can say that they also
promote ideals that create “fair” Ex: For Asians, we have respectful terms for our
competition and protect the individual. seniors and a lot of workers would not dare go
against the high-ranking officials.
Ex: Westerners would most likely to call their
bosses, parents, or other seniors by their first
name. The boss can also be approached head-on
when conflicts or problems about him arises.
SELF-DESCRIPTIONS
Talk more about their personal In general talk about their social roles
attributes when describing themselves; or the social situations that invoked
certain traits that they deem positive
for their selves.
SELF-EVALUATIONS
They would highlight their They would rather keep a low profile as
personal achievements promoting the self can be seen as
boastfulness that disrupts social
relationships
INDIVIDUALISTIC COLLECTIVIST
Focus is on the person The group and social relations is given
more importance than individual needs
and wants
Talk more about their personal Talk about their social roles or the social
attributes when describing themselves. situations that invoked certain traits
that they deem positive for their selves.
Highlight their personal achievements Keep a low profile as promoting the
self can be seen as boastfulness that
disrupts social relationships
Looks at the world in DUALITIES Sees the other person as part of
wherein you are distinct from the other yourself as well as the things you may
person, the create, a drama in
creator is separate from the object he which everyone is interconnected with
created. their specific roles

WESTERN VS. EASTERN PHILOSOPHERS

CONFUCIANISM

Also known as RUISM, is described as tradition, a philosophy, a humanistic or

rationalistic religion which was developed from the teachings of the Chinese
philosopher CONFUCIUS (1551-479 BCE) who considered himself a re-codifier and
re-transmitter of the theology and values inherited from the Shang and Zhou
dynasty.
 It is focused on having a harmonious social life. 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.
 Subdued Self’ – personal needs are repressed (subdued) for the good of
many, making Confucian society also hierarchical for the purpose of maintaining
order and balance in society. (Ho, 1995).

3 Essential Core Values of Confucianism: 5 Basic Virtues of Confucianism:

Filial Piety – respect for elders Ren – benevolence,
Humaneness- goodness humaneness Yi – righteous,
Ritual - proper conduct justice
Li – proper, rite
Zhi –
knowledge
Xin - integrity

TAOISM

Also known as Daoism. A Chinese philosophy based on the writings of Lao-tzu

(6th century BC) advocating humility and religious piety.
Is living in the way of the TAO or the UNIVERSE. It is a simple lifestyle and its
teachings. It aims to describe how to attain life. The self is part of the universe. It is
living a balanced life with society and nature, being open and accepting to change,
forgetting about prejudices and egocentric ideas and thinking about equality as well
as complementarity among humans as well as other beings. (Ho, 1995) The self is in
harmony with everything.

The 3 Treasures or 3 Jewels - (3 ESSENTIAL ENERGIES SUSTAINING HUMAN LIFE):

⚫ Jing – “essence”
⚫ Qi – “energy”
⚫ Shen – “spirit”

Concept of Harmony - A central feature of Taoism 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.

BUDDHISM

It is the world’s 4th-largest religion, with over 520M followers or over 7% of the
global population are Buddhists. It is an Indian religion.

All Buddhist traditions share the GOAL OF OVERCOMING SUFFERING AND

THE CYCLE OF DEATH & REBIRTH, either by the attainment of Nirvana or
through the path of Buddhahood.

3 Marks of Existence:
1. Impermanence (anicca) - all things are in constant state of flux;
nothing lasts, and everything decays
2. Suffering (dukkha) - all things are not experienced; everything is
conditioned and conditioning
3. Non-Self (anatta) - denies that there is anything called a “SELF”
 It is our quest to forget about the SELF, forget about the cravings of the self,
break the attachments you have with the world, and to renounce the self which is
the cause of all suffering and in doing so, attain the state of NIRVANA.
Gautama Buddha taught that all beings conditioned by causes (sankhara) are
impermanent (anicca) and suffering (dukhha), and that not-self(anatta)
characterizes all dhammas, meaning THERE IS NO “I”, “ME” or “MINE” in either the
conditioned or the unconditioned (i.e. nibbana).
Unsatisfactoriness and suffering exist and are universally experienced. Desire
and attachment are the causes of unsatisfactoriness and suffering.

ACTIVITY V

SUMMARY

 Western thought favors a rational-empirical approach over magical and

superstitious explanation of things, including the self.
 The law of Karma is the most important doctrine of Hinduism which
implies that individual actions will lead to either good or bad outcomes in
one’s life.
 According to the teachings of Buddhism, every person has the seed of
enlightenment, hence, potential to be a Buddha.
 In Confucian thought, moral character is perfected by continuously
taking every opportunity to improve oneself in thought and action.
 To Taoists, the self is an extension of the cosmos, not of social
 UNPACKING THE SELF

LEARNING OUTCOMES: At the end of this section, you are expected to:

1. Explore the different aspects of self and identity

2. Demonstrate critical, reflective thought in integrating the various
aspects of self and identity
3. Identify the different forces and institutions that impact the
development of various aspects of self and identity
4. Examine one's self against the different aspects of self-discussed in class.

PHYSICA SEL
L F
People now a days are too conscious how they look.
INTRODUCTION How they see themselves in the mirror, how people
will look at them and what will people say about
them. Our concept of our self and the perception of
people around us will always have big effect on how
we deal in a situation, cultural or not.

LESSON PROPER

PHYSICAL SELF- refers to the body which we interface with our environment and
fellow being. It is a tangible of the person that can be directly observed examined.
Arthur Marwick (1988) defends the view that physical beauty is no more than
what it is: only “skin deep”. It is a fact of life that some people are physically
beautiful while others are not. Physical beauty is defined as a feature of a person’s
body. This feature can be valued, it seems, independent of others that make a
person valuable, such as intellect, character, or humor. However physical beauty
was also considered suspect and dangerous, due to its link to sexuality and its
“merely carnal”, power and seductive side.
The modern view that acknowledges the autonomous status of physical
beauty, although widespread nowadays, is still contested by both feminists (beauty
as a suspect concept, as a male construct of feminine looks) as well a religious
conservatives (only inner beauty counts).
Physical Beauty in its own right
 The culture in which we are surrounded by has a significant impact on how
we feel about ourselves and the manner in which we think about our body.
 A person’s attractiveness depends on many features. We can value a person
at different levels with respect to his or her:
a. Physical looks (body, face, figure)
b. Artistic looks (clothes, make-up, perfume, hair)
c. Personal looks (Appearance, impressions, aura)
d. Performance (voice, attitude, behavior)
e. Personality (charisma, charm, appeal, allure)
f. Relational capacities (contractual skills, communication competence)
g. Friendship abilities (reliable, nice, offbeat, loveable, companionable)
Judgements can be made at each level. A person may have good looks, but
nevertheless be a faithless friend or a very poor dresser. A person may be fat and
ugly but extremely charming, with a pleasant attitude and a great personality. This
is how we evaluate a person’s appearance in everyday life. These distinctive
evaluations clearly appreciate the levels as independent dimensions. By this we could
already say that evaluating someone’s beauty is difficult because we need to see the person as
a whole and not just criticizing him/her because the way of his/her dress or because of his/her
skin color. Beauty is Beauty.
If we then accept the conclusion that physical beauty can be valued, an
important implication follows. Intervention in the body itself is often the only way
out for those who want to be physically beautiful, and cosmetic or aesthetic surgery
can be, at least for some people and to some extent, the option par excellence.
Before considering the norms of physical beauty (‘What are we to conceive of
as physically beautiful or not beautiful?’), it may be helpful to consider for a
moment the levels of artistic beauty and personal looks, as mentioned above. These
refer to a broader context than the narrow, bodily one, reflecting views on the
importance of make-up, clothes, fashion and individual self- expression.
Beauty is Culture Bound
In different countries, not all feel the same way about the concept of beauty. In fact,
cultures around the world have different ideas of what is beautiful

Africa – they do not celebrate thinness the way other countries do. Famously
the country of Mauritania has come to be known as one that idolizes
overweight women. This is most often seen as a sign of wealth and fertility

Brazil – women want to appear fit and toned, and things like waxing, sculpting
massages and manicures are everyday treatment, not only reserved for the
spa
Asia & Africa – skin lightening has risen in popularity.
 Woman with more than 25 rings on her neck.
[Link]
Elongated Necks – Women of Myanmar are known for their bronze rings that they use
to elongate their necks. Depending on the wealth of the family, young girls will start
wearing the rings as early as five or six years old. The belief is that the longer the neck,
the more beautiful the woman. The Kayan say this custom was originally established to
make women less attractive, thereby protecting them from being kidnapped by rival
tribes. Nowadays, they are worn to preserve cultural tradition. Although there are some
drawbacks, the brass coils weigh 44 pounds, making work in fields extremely painful and
difficult. The body modification can be dangerous because if removed, it can snap their
spine and kill them.

PART OF AFRICA- ELONGATED HEAD

In order to understand their inherent beauty norms, we should study today’s trends
and tastes, and their functions and meanings in our lives. In this broader context ‘a
beautiful appearance’ refers to a beauty that is man-made. It is artistic in two
respects: (1) it is clearly achieved by ‘cultural’ means and reflects our present
culture, and (2) it expresses someone’s personal choice and intentions. Its result is
an intentional structuring from an artistic point of view: in short, artistic beauty.

Physical beauty in which one has an interest

In an article on Immanuel Kant’s aesthetics, Hannah Ginsborg (1997) shows
that – according to Kant – beauty can be attached to living things (organisms) as
well as to artificial things (works of art). The character of the judgement of beauty is
the same in both cases. Moreover, central to Kant’s idea of beauty is that beauty gives
the observer a feeling of disinterested pleasure or liking. By ‘disinterested’ he means
that the object does not fulfill an aim or satisfy a need. There is, for instance, no
‘wish to possess’, regardless of whether it is a work of art or a natural object being
observed. Finally, according to Kant’s view, beauty judgements are not objective, but
are nevertheless universal.
Physical beauty and Personal Identity
By assuming an attitude towards our bodily looks we more or less integrate
our appearance-related experiences in our lives, and thereby make these
experiences part of our personal ‘identity’. This notion must be grasped in order to
fully understand the concept of physical beauty. Physical beauty is understood as
experienced beauty in primarily a relational perspective. Implied is that not just that
ugly nose or plain face concerns us, but the story that a person tells about his nose
or face or other bodily parts, as experienced by him and others. Stories about
reactions from friends and the attitudes of parents; stories about an inherited ethnic
nose, or the color of one’s skin; stories about one’s feelings, perhaps one’s
suffering, and about expectations for one’s future (Freedman, 1986, pp. 49–54). The
characterization of a person therefore includes experiences, values and beliefs,
desires and psychological qualities, which together constitute someone as a person
(Schechtman,1996). Changing a person’s physical looks, e.g. by aesthetic surgery,
does not necessarily make someone a different person, no matter how drastic the
change.

A new sense of identity has to fit the reconstructed image and leave the old
self behind: “Altering appearance also changes the way we see ourselves, and this is a
crucial consequence of cosmetic surgery” (Freedman, pp. 54, 56). But although ‘deep’
connections do exist between the physical (biological) and the psychological
(existential) realm of life, each undeniably represents a different perspective:
“Bodies constrain, but do not determine” (Schechtman, pp. 67–70). Bodily changes
may undoubtedly change a person, but these changes do not necessarily imply a denial
or loss of his identity.

As our physical self, dictates how we act in front of other it also defines how
we will manage our self-esteem. Yet this self-esteem is vital on how we form
positive and healthy relationships with people around us. We have different kinds of
self-esteem.
Self- esteem – is used to describes a person’s overall sense of self-worth or personal
value. In other words, how much you appreciate and like yourself. It involves a
variety of belief about yourself, such as the appraisal of your own appearance,
beliefs, emotions, and behaviors.
Inflated Self-Esteem – this people holds high regards of themselves. Better
than the other to the point of underestimating them.
High Self-Esteem – This is a positive esteem, which make the person be
satisfied of themselves
Low Self-Esteem – This person does not value themselves and do not
trust their possibilities.

Why Self-Esteem is Important

Self-esteem can play a significant role in your motivation and success
throughout your life. Low self-esteem may hold you from succeeding at school or
work because you don’t believe to be capable of success.
By Contrast, having a healthy self-esteem can help you achieve because you
navigate life with a positive, assertive attitude and believe you can accomplish your
goals.
 Sign of Healthy Self-Esteem Signs of Low Self-Esteem
You probably have healthy self-esteem if You tend to experience these
you are more likely to: common problems caused by low self-
 Avoid dwelling on past, esteem:
negative experiences  You believe that others are better
 Express your needs than you
 Feel confident  You find it difficult expressing
 Have a positive outlook on life your needs
 Say “no” when you want to  You focus on your weaknesses
 See overall strengths and  You frequently experience
weaknesses and accept them feelings such as shame,
depressions, or anxiety
 You have intense fear of failure
 You have trouble accepting
positive feedback
 You have trouble saying “no”
 You put other people’s needs
before your own
 You struggle with confidence

[Link]

SUMMARY

Physical beauty is an important human value and can be evaluated on its

own. The fact, however, that our beauty judgements concern human physical
beauty makes all the difference. This human perspective presumes an idea of
personhood and personal identity. Evaluations include an inner perspective that
is fundamentally relational in character. For this reason, physical beauty is not
just skin deep. Stories, in which context and contrast are expressed, provide the
sense needed for a full understanding of the concept of bodily beauty.
 S EINTRO
XUA SEL
L F
Sex makes the world go around: It makes babies
INTRODUCTION bond, children giggle, adolescents flirt, and adults
have babies. It is addressed in the holy books of the
world’s great religions, and
it infiltrates every part of society. It influences the way we dress, joke, and talk. In
many ways, sex defines who we are. It is so important, the eminent
neuropsychologist Karl Pribram described sex as one of four basic human drive
states. Drive states motivate us to accomplish goals. They are linked to our survival.
According to Pribram, feeding, fighting, fleeing, and sex are the four drives behind
every thought, feeling, and behavior. Since these drives are so closely associated
with our psychological and physical health, you might assume people would study,
understand, and discuss them openly. Your assumption would be generally correct
for three of the four drives (Malacane & Beckmeyer, 2016). Can you guess which
drive is the least understood and openly discussed?

This module presents an opportunity for you to think openly and objectively
about sex. Without shame or taboo, using science as a lens, we examine
fundamental aspects of human sexuality—including gender, sexual orientation,
sexually transmitted diseases, and behaviors.

DEVELOPMENT OF THE SEXUAL ORGANS IN THE

LESSON PROPER EMBRYO AND FETUS
Females are considered the “fundamental” sex—that
is, without much chemical prompting, all fertilized eggs would develop into females.
To become a male, an individual must be exposed to the cascade of factors initiated
by a single gene on the male Y chromosome. This is called the SRY (Sex-
determining Region of the Y chromosome). Because females do not have a Y
chromosome, they do not have the SRY gene. Without a functional SRY gene, an
individual will be female.
In both male and female embryos, the same group of cells has the potential to
develop into either the male or female gonads; this tissue is considered bipotential.
The SRY gene actively recruits other genes that begin to develop the testes and
suppresses genes that are important in female development. As part of this SRY-
prompted cascade, germ cells in the bipotential gonads differentiate into
spermatogonia. Without SRY, different genes are expressed, oogonia form, and
primordial follicles develop in the primitive ovary.
Soon after the formation of the testis, the Leydig cells begin to secrete testosterone.
Testosterone can influence tissues that are bipotential to become male reproductive
structures. For example, with exposure to testosterone, cells that could become
either the glans penis or the glans clitoris form the glans penis. Without
testosterone, these same cells differentiate into the clitoris.
A baby’s gender is determined at conception, and the different genitalia of male
and female fetuses develop from the same tissues in the embryo. View the video
linked to below to see a comparison of the development of structures of the female
and male reproductive systems in a growing fetus. Where are the testes located for
most of gestational time?
Further Sexual Development occurs at Puberty
Puberty is the stage of development at which individuals become sexually mature.
Though the outcomes of puberty for boys and girls are very different, the hormonal
control of the process is very similar. In addition, though the timing of these events
varies between individuals, the sequence of changes that occur is predictable for
male and female adolescents. As shown in Figure 1, a concerted release of
hormones from the hypothalamus (GnRH), the anterior pituitary (LH and FSH), and
the gonads (either testosterone or estrogen) is responsible for the maturation of the
reproductive systems and the development of secondary sex characteristics, which
are physical changes that serve auxiliary roles in reproduction.
The first changes begin around the age of eight or nine when the production of LH
becomes detectable. The release of LH occurs primarily at night during sleep and
precedes the physical changes of puberty by several years. In pre-pubertal children,
the sensitivity of the negative feedback system in the hypothalamus and pituitary is
very high. This means that very low concentrations of androgens or estrogens will
negatively feed back onto the hypothalamus and pituitary, keeping the production
of GnRH, LH, and FSH low.
As an individual approaches’ puberty, two changes in sensitivity occur. The first is a
decrease of sensitivity in the hypothalamus and pituitary to negative feedback,
meaning that it takes increasingly larger concentrations of sex steroid hormones to
stop the production of LH and FSH. The second change in sensitivity is an increase
in sensitivity of the gonads to the FSH and LH signals, meaning the gonads of adults
are more responsive to gonadotropins than are the gonads of children. As a result of
these two changes, the levels of LH and FSH slowly increase and lead to the
enlargement and maturation of the gonads, which in turn leads to secretion of
higher levels of sex hormones and the initiation of spermatogenesis and
folliculogenesis.
Signs of Puberty
Different sex steroid hormone concentrations between the sexes also contribute to
the development and function of secondary sexual characteristics. Examples of
secondary sexual characteristics are listed in Table 1.
Development of the Secondary Sexual Characteristics
Male Female
Increased larynx size and deepening of Deposition of fat, predominantly in
the voice breasts and hips
Increased muscular development Breast development
Growth of facial, axillary, and pubic hair, Broadening of the pelvis and growth of
and increased growth of body hair axillary and pubic hair

As a girl reaches puberty, typically the first change that is visible is the
development of the breast tissue. This is followed by the growth of axillary and
pubic hair. A growth spurt normally starts at approximately age 9 to 11 and may
last two years or more. During this time, a girl’s height can increase 3 inches a year.
The next step in puberty is menarche, the start of menstruation.
In boys, the growth of the testes is typically the first physical sign of the
beginning of puberty, which is followed by growth and pigmentation of the scrotum
and growth of the penis. The next step is the growth of hair, including armpit, pubic,
chest, and facial hair. Testosterone stimulates the growth of the larynx and
thickening and lengthening of the vocal folds, which causes the voice to drop in
pitch. The first fertile ejaculations typically appear at approximately 15 years of age,
but this age can vary widely across individual boys. Unlike the early growth spurt
observed in females,
the male growth spurt occurs toward the end of puberty, at approximately age 11 to
13, and a boy’s height can increase as much as 4 inches a year. In some males,
pubertal development can continue through the early 20s.
I. SEXUAL MOTIVATIONS - are vital for the continuation of any species. One of the
primary tasks for most living organisms is reproduction. Since humans are one of
the most complex living organisms, our sexual motivations are correspondingly
complex. Like hunger, sex is motivated by both biological and psychological
factors.
Erogenous Zones

Breast and Nipples - Female breasts can obviously play an important

role in breastfeeding, but breast and nipple play on anyone can also set off
the fireworks of sexual excitement. Using MRI technology, a landmark
2011 study found that nipple stimulation in women activated the genital
sensory cortex, the same part of the brain revved by the clitoris, vagina,
and cervix. People with a penis have a genital sensory cortex, too, and the
penis sends its signals there.

Mouth and Lips Science says we kiss because it floods the body with natural
feel- good chemicals like dopamine, oxytocin, and serotonin. These
chemicals can fuel desire for our partner by juicing our excitement.

Neck - We sometimes refer to the hairs on the back of our neck standing
up, and there’s a reason for that. It’s a highly sensitive region. A 2018
study found it to be a pleasure provoking part across genders, although a
bit more arousing in women.

Ears - The ear bone is connected to the neck bone… In a 2016 study,
females ranked non-genital erogenous zones. The ears came in fourth —
behind breasts, lips, and neck.

Sexual Response Cycle

The famous lab studies done by William Masters and Virginia Johnson
documented the sexual response cycle in men and women. Our sexual
response progresses through four stages:
Stage I Initial Genital areas become engorged with blood, penis
excitemen becomes erect, clitoris swells, respiration, and heart
t rate increase.
Stage II Platea Respiration and heart rate continue at an elevated
 u level, genitals secrete fluids in preparation for coitus.
phase
Stage III Orgasm Rhythmic genital contractions that may help
conception,
respiration, and heart rate increase further, males
ejaculate, often accompanied by a pleasurable
euphoria.
Stage IV Resolution Respiration and heart rate return to normal resting
phase states, men experience a refractory period—a time
period that must elapse before another orgasm,
women do not have a similar
refractory period and can repeat the cycle
immediately.

Psychological Factors in Sexual Motivation

Unlike many animals, our sexual desire is not motivated strictly by

hormones. Many studies demonstrate that sexual motivation is controlled
to a great extent by
psychological rather than biological sources. Sexual desire can be present
even when the capability to have sex is lost. Accident victims who lose the
ability to have sex still have sexual desires. Erotic material can inspire sexual
feelings and physiological responses in men and women, including elevated
levels of hormones. The interaction between our physiology and psychology
creates the myriad of sexual desires we see in society and ourselves.

II. SEXUAL ORIENTATION - As attention and controversy about sexual-orientation

issues increase, so does research about homosexuality. Researchers (like Alfred
Kinsey, who documented the variety of human sexual behaviors in the famous
Kinsey Reports) have been able to dispel some common myths about what it means
to be homosexual. Studies show that homosexuality is not related to traumatic
childhood experiences, parenting styles, the quality of relationships with parents,
masculinity or femininity, or whether we are raised by heterosexual or homosexual
parents. Although some researchers believe environmental influences probably
affect sexual orientation, these factors have not yet been identified.

Researchers have identified possible biological influences, however. Some

studies indicate that specific brain structures might differ in size in brains of
homosexuals when compared with the same structures in heterosexuals. Twin
studies indicate a genetic influence on sexual orientation since a twin is much more
likely to be gay if his or her identical twin is gay. Some researchers theorize that
hormones in the womb might change brain structure and influence sexual
orientation. Since 3 to 10 percent (estimates vary) of the population worldwide is
homosexual, research in this area will certainly continue, and the causes of sexual
orientations will become clearer.

What do the terms sexual orientation, gender identity, gender expression, sexual health,
sexual behaviour, and sexuality mean?

Sexual orientation refers to a person’s physical, romantic, and/or emotional

attraction towards other people. Sexual orientation is distinct from gender identity.
Sexual orientation is comprised of three elements: sexual attraction, sexual
behaviour, and sexual identity. Sexual orientation is most often defined in terms of
heterosexuality to identify those who are attracted to individuals of a different sex
from themselves, and homosexuality to identify those who are attracted to
individuals of the same sex from themselves. Gender identity is understood to refer
to each person’s deeply felt internal and individual experience of gender, which
may or may not correspond with the sex assigned at birth, including the personal
sense of the body (which may involve, if freely chosen, modification of bodily
appearance or function by medical, surgical or other means) and other expressions
of gender, including dress, speech, and mannerisms. Gender identity exists on a
spectrum. This means that an individual’s gender identity is not necessarily
confined to an identity that is completely male or completely female. When an
individual’s gender identity differs from their assigned sex, they are commonly
considered to be transgender, gender fluid, and/or gender queer. Whereas when an
individual’s gender identity aligns with their assigned sex, they are commonly
considered cisgender.

Gender expression refers to the way in which an individual outwardly

presents their gender. These expressions of gender are typically through the way
one chooses to dress, speak, or generally conduct themselves socially. Our
perceptions of gender typically align with the socially constructed binary of
masculine and feminine forms of expression. The way an individual expresses their
gender is not always indicative of their gender identity. Sexual health is a state of
physical, emotional, mental and social wellbeing in relation to sexuality; it is not
merely the absence of disease, dysfunction or infirmity.
Sexual health requires a positive and respectful approach to the possibility of
having pleasurable and safe sexual experiences, free of coercion, discrimination,
and violence. For sexual health to be attained and maintained, the sexual rights of
all persons must be respected, protected and fulfilled. Sexual behavior is used to
describe the way in which an individual sexually engages with others. Sexual
behavior is not always determined by an individual’s sexual orientation. For
instance, an individual can be identified as MSM (men who have sex with men)
regardless of whether or not they have sex with women or have a personal or social
gay or bisexual identity. This concept is useful because it also includes men who
self-identify as heterosexual but have sex with other men and would not otherwise
be reached through public health interventions. The term MSM is also useful in
identifying male sex workers whose clients include other men. Sexuality is a central
aspect of being human throughout life [that] encompasses sex, gender identities
and roles, sexual orientation, eroticism, pleasure, intimacy and reproduction.
Sexuality is influenced by the intersection of biological, psychological, social,
economic, political, cultural, legal, historical, religious, and spiritual factors.

What do the terms lesbian, gay, bisexual, transgender, cisgender, queer, and intersex
mean?
Lesbian women and gay men are denigrate sexual and gender
attracted to individuals of the same minorities, but more recently it has
sex and/or gender identity as been reclaimed by these groups and is
themselves. Lesbian women and increasingly used as an expression of
gay men were once commonly pride and to reject narrow reductive
grouped as homosexual, but this labels.
term is no longer used as it has a Intersex people are born with physical
 history in the wrongful or biological sex characteristics
pathologization of people with non- (including sexual anatomy,
heterosexual orientations as a reproductive organs, and/or
mental health disorder. chromosomal patterns) that do not fit
Bisexual people may be attracted to the traditional definitions of male or
individuals of the same or different female. These characteristics may be
sex and/or gender identity. apparent at birth or emerge later in
Cisgender means having a gender life, often at puberty. Intersex people
identity that matches one’s may be subjected to gender
assigned sex, Queer is an umbrella assignment interventions at birth or in
term which is commonly used to early life with the consent of parents
define lesbian, gay, bi, trans, and through this practice is largely
other people and institutions on the contested by intersex persons and has
margins of mainstream culture. been the subject of a number of
Historically, the term has been used to recommendations by human
rights experts and bodies.

III. SEXUALLY TRANSMITTED DISEASES (STDS) — or sexually transmitted infections

(STIs) — are generally acquired by sexual contact. The organisms (bacteria, viruses
or parasites) that cause sexually transmitted diseases may pass from person to
person in blood, semen, or vaginal and other bodily fluids.

Sometimes these infections can be transmitted non-sexually, such as from

mother to infant during pregnancy or childbirth, or through blood transfusions or
shared needles. STDs don't always cause symptoms. It's possible to contract
sexually transmitted diseases from people who seem perfectly healthy and may not
even know they have an infection.

Symptoms - Sexually transmitted diseases (STDs) or sexually transmitted infections

(STIs) can have a range of signs and symptoms, including no symptoms. That's why
they may go unnoticed
until complications occur or a partner is diagnosed. Signs and symptoms that
might indicate an STI include:

Sores or bumps on the genitals or in Pain during sex

the oral or rectal area Sore, swollen lymph nodes,
Painful or burning urination particularly in the groin but
Discharge from the penis sometimes more widespread Lower
Unusual or odd-smelling vaginal abdominal pain
discharge Unusual vaginal bleeding Fever
Rash over the trunk, hands, or feet
 Signs and symptoms may appear a few days after exposure, or it may take
years before you have any noticeable problems, depending on the organism.
IV. BIRTH CONTROL METHODS - In choosing a method of contraception, dual
protection from the simultaneous risk for HIV and other STDs also should be
considered. Although hormonal contraceptives and IUDs are highly effective at
preventing pregnancy, they do not protect against STDs, including HIV. Consistent
and correct use of the male latex condom reduces the risk for HIV infection and
other STDs, including chlamydial infection, gonococcal infection, and trichomoniasis.
Reversible Methods of Birth Control
 Intrauterine Contraception
Levonorgestrel intrauterine system (LNG IUD)—The LNG IUD is a small T-shaped
device like the Copper T IUD. It is placed inside the uterus by a doctor. It
releases a small amount of progestin each day to keep you from getting
pregnant. The LNG IUD stays in your uterus for up to 3 to 6 years, depending
on the device. Typical use failure rate: 0.1- 0.4%.1

Copper T intrauterine device (IUD)—This IUD is a small device that is shaped in

the form of a “T.” Your doctor places it inside the uterus to prevent
pregnancy. It can stay in your uterus for up to 10 years. Typical use failure
rate: 0.8%.

 Hormonal Methods

Implant—The implant is a single, thin rod that is inserted under the skin of a
women’s upper arm. The rod contains a progestin that is released into the
body over 3 years. Typical use failure rate: 0.1%.

Injection or “shot”—Women get shots of the hormone progestin in the

buttocks or arm every three months from their doctor. Typical use failure
rate: 4%.

Combined oral contraceptives—Also called “the pill,” combined oral

contraceptives contain the hormones estrogen and progestin. It is prescribed
by a doctor. A pill is taken at the same time each day. If you are older than 35
years and smoke, have a history of blood clots or breast cancer, your doctor
may advise you not to take the pill. Typical use failure rate: 7%.

Progestin only pill—Unlike the combined pill, the progestin-only pill

(sometimes called the mini-pill) only has one hormone, progestin, instead of
both estrogen and progestin. It
is prescribed by a doctor. It is taken at the same time each day. It may be a
good option for women who can’t take estrogen. Typical use failure rate: 7%.

Patch—This skin patch is worn on the lower abdomen, buttocks, or upper

body (but not on the breasts). This method is prescribed by a doctor. It
releases hormones progestin and estrogen into the bloodstream. You put on
a new patch once a week for three weeks. During the fourth week, you do not
wear a patch, so you can have a menstrual period. Typical use failure rate:
7%.

Hormonal vaginal contraceptive ring—The ring releases the hormones

progestin and estrogen. You place the ring inside your vagina. You wear the
ring for three weeks, take it out for the week you have your period, and then
put in a new ring. Typical use failure rate: 7%.

 Barrier Methods

Diaphragm or cervical cap—Each of these barrier methods are placed inside

the vagina to cover the cervix to block sperm. The diaphragm is shaped like a
shallow cup. The cervical cap is a thimble-shaped cup. Before sexual
intercourse, you insert them with spermicide to block or kill sperm. Visit your
doctor for a proper fitting because diaphragms and cervical caps come in
different sizes. Typical use failure rate for the diaphragm: 17%.

Sponge—The contraceptive sponge contains spermicide and is placed in the

vagina where it fits over the cervix. The sponge works for up to 24 hours, and
must be left in the vagina for at least 6 hours after the last act of intercourse,
at which time it is removed and discarded. Typical use failure rate: 14% for
women who have never had a baby and 27% for women who have had a
baby.

Male condom—Worn by the man, a male condom keeps sperm from getting
into a woman’s body. Latex condoms, the most common type, help prevent
pregnancy, and HIV and other STDs, as do the newer synthetic condoms.
“Natural” or “lambskin” condoms also help prevent pregnancy, but may not
provide protection against STDs, including HIV. Typical use failure rate: 13%.1
Condoms can only be used once. You can buy condoms, KY jelly, or water-
based lubricants at a drug store. Do not use oil-based lubricants such as
massage oils, baby oil, lotions, or petroleum jelly with latex condoms. They
will weaken the condom, causing it to tear or break.

Female condom—Worn by the woman, the female condom helps keeps sperm
from getting into her body. It is packaged with a lubricant and is available at
drug stores. It can be inserted up to eight hours before sexual intercourse.
Typical use failure rate: 21%,1 and also may help prevent STDs.

Spermicides—These products work by killing sperm and come in several

forms—foam, gel, cream, film, suppository, or tablet. They are placed in the
vagina no more than one hour before intercourse. You leave them in place at
least six to eight hours after intercourse. You can use a spermicide in addition
to a male condom, diaphragm, or cervical cap. They can be purchased at
drug stores. Typical use failure rate: 21%.
 Fertility Awareness-Based Methods
Fertility awareness-based methods—Understanding your monthly fertility
pattern external icon external icon can help you plan to get pregnant or avoid
getting pregnant. Your fertility pattern is the number of days in the month
when you are fertile (able to get pregnant), days when you are infertile, and
days when fertility is unlikely, but possible. If you have a regular menstrual
cycle, you have about nine or more fertile days each month. If you do not
want to get pregnant, you do not have sex on the days you are fertile, or you
use a barrier method of birth control on those days. Failure rates vary across
these methods. Range of typical use failure rates: 2-23%.

 Lactational Amenorrhea Method

For women who have recently had a baby and are breastfeeding, the
Lactational Amenorrhea Method (LAM) can be used as birth control when
three conditions are met:
1)amenorrhea (not having any menstrual periods after delivering a baby), 2)
fully or nearly fully breastfeeding, and 3) less than 6 months after delivering
a baby. LAM is a temporary method of birth control, and another birth control
method must be used when any of the three conditions are not met.

 Emergency Contraception

Emergency contraception is NOT a regular method of birth control.

Emergency contraception can be used after no birth control was used during
sex, or if the birth control method failed, such as if a condom broke.

Copper IUD—Women can have the copper T IUD inserted within five days of
unprotected sex.

Emergency contraceptive pills—Women can take emergency contraceptive

pills up to 5 days after unprotected sex, but the sooner the pills are taken,
the better they will work. Some emergency contraceptive pills are available
over the counter.

 Permanent Methods of Birth Control

Female Sterilization—Tubal ligation or “tying tubes”— A woman can have her

fallopian tubes tied (or closed) so that sperm and eggs cannot meet for
fertilization. The procedure can be done in a hospital or in an outpatient
surgical center. You can go home the same day of the surgery and resume
your normal activities within a few days. This method is effective
immediately. Typical use failure rate: 0.5%.

Male Sterilization–Vasectomy—This operation is done to keep a man’s sperm

from going to his penis, so his ejaculate never has any sperm in it that can
fertilize an egg. The procedure is typically done at an outpatient surgical
center. The man can go home the same day. Recovery time is less than one
week. After the operation, a man visits his doctor for tests to count his sperm
and to make sure the sperm count has dropped to zero; this takes about 12
 weeks. Another form of birth control should be used until the man’s sperm
count has dropped to zero. Typical use failure rate: 0.15%.

SUMMARY

 Personal values and attitudes can impact on the delivery of sexual self.
 It is important to recognize the importance of self-esteem, communication
and negotiation in relationships and other risk factors associated with poor
sexual self.
 It is vital to develop and practice the skills needed to empower service users
to resist pressure, to reduce risk, to promote resilience and to develop and
maintain healthy relationships.
 Friendships, supportive adults and professionals has an important role in
developing positive sexual self.
 It is a must to develop an awareness of choices around safer sexual
behaviours.
 ASSESSMENT

M A TINTRO
ERIA SEL
L F
We are living in a world of sale and shopping spree.
INTRODUCTION We are given a wide array of products to purchase
from a simple set of spoon and fork to owning a
restaurant. Almost everywhere,
including the digital space, we can find promotions of product purchase. Product
advertisements are suggestive of making us feel better or look good. Part of us
wants to have that product. What makes us want to have those products are
connected with who we are. What we want to have and already possess is related
to our self.

Belk (1988) stated that “we regard our possessions as parts of ourselves. We are
what we have and what we possess.” There is a direct link between self-identity
with what we have and possess. Our wanting to have and possess has a connection
with another aspect of the self, the material self.
A Harvard psychologist in the late nineteenth
LESSON PROPER century, William James, wrote in his book, The
Principles of Psychology in 1890 that understanding
the self can be examined through its different
components.
James described these components as:
 Its constituents
 The feelings and emotions they arouse – self-feelings;
 The actions to which they prompt – self-seeking and self-preservation.
The constituents of self are composed of the material self, the social self, the
spiritual self and the pure ego. (Trentmann 2016; Green 1997)
The material self, according to James primarily is about our bodies, clothes,
immediate family and home. We are deeply affected by these things because we
have put much investment of our self to them.
The innermost part of our material self is our
body. Intentionally, we are investing in our body. We
are directly attached to this commodity that we cannot
live without. We strive hard to make sure that this body
functions well and good. Any ailment or disorder
directly affects us. We do have certain preferential
attachment or intimate closeness to certain body parts
because of its value to us.
There were people who get their certain body parts
insured. Celebrities, like Mariah Carey who was reported to have placed a huge
amount for the insurance of her vocal cords and legs (Sukman 2016).
Next to our body are the clothes we use. Influenced by the “Philosophy of
Dress” by Herman Lotze, James believed that clothing is an essential part of the
material self. Lotze in his book, Microcosmus, stipulates that “any time we bring an
object into the surface of our body, we invest that object into the consciousness of
our personal existence taking in tis contours to be our own and making it part of the
self.” (Watson 2014). The fabric and style of the clothes we wear
bring sensations to the body to which directly affect our attitudes and behavior.
Thus, clothes are placed in the second hierarchy of material self. Clothing is a form
of self-expression. We choose and wear clothes that reflect our self (Watson 2014).
Third in the hierarchy is our immediate family. Our parents and siblings hold
another great important part of our self. What they do or become affect us. When
an immediate family member dies, part of our self dies, too. When their lives are in
success, we feel their victories as if we are the one holding the trophy. In their
failures, we are put to shame or guilt. When they are in disadvantage situation,
there is an urgent urge to help like a voluntary instinct of saving one’s self from
danger. We place huge investment in our immediate family when we see them as
the nearest replica of our self.
The fourth component of material self is our home. Home is where our heart
is. It is the earliest nest of our selfhood. Our experiences inside the home were
recorded and marked on particular parts and things in our home. There was an old
cliché about rooms: “if only walls can speak.” The home thus is an extension of self,
because in it, we can directly connect our self.
Having investment of self to things, made us attached to those things. The
more investment of self-given to the particular thing, the more we identify ourselves
to it. We also tended to collect and possess properties. The collections in different
degree of investment of self, becomes part of the self. As James (1890) described
self: “a man’s self is the sum total of all what he CAN call his.” Possessions then
become a part or an extension of the self.
We are What We Have
Russel Belk (1988) posits that “…we regard our possessions as part of
ourselves. We are what we have and what we possess.” The identification of the
self to things started in our infancy stage when we make a distinction among self
and environment and others who may desire our possessions.
As we grow older, putting importance to material possession decreases.
However, material possession gains higher value in our lifetime if we use material
possession to find happiness, associate these things with significant events,
accomplishments, and people in our lives. There are even times, when material
possession of a person that is closely identified to the person, gains
acknowledgment with high regard even if the person already passed away.
Examples of these are the chair in the dining room on which the person is
always seated, the chair will be the constant reminder of the person seated there; a
well-loved and kept vehicle of the person, which some of the bereaved family
members have a difficulty to sell or let go of because that vehicle is very much
identified with the owner who passed away; the favorite pet or book, among others
that the owner placed a high value, these favorite things are symbols of the owner.

ACTIVITY VIII
REACTION PAPER.

SUMMARY

The possessions that we dearly have tell something about who we are, our self-
concept, our past, and even our future.
 SPIRITUA SEL
L F
Spiritual self is one of the four constituents of the
INTRODUCTION "self" according to William James in his book, The
Principles of Psychology in 1890. The spiritual self is
the most intimate,
inner subjective part of self. It is the most intimate version of the self because of the
satisfaction experienced when thinking of one's ability to argue and discriminate, of
one's moral sensibility and conscience, and of our unconquerable will ( James 1890)
is purer than all other sentiments of satisfaction(Green 1997). The ability to use
moral sensibility and conscience may be seen through the expressions of religion,
its beliefs and practices. In the same manner, cultural rituals and ceremonies are
some manifestations what people believe in. Moreover, seeking the meaning of life
is a journey that the spiritual self is on.
What Is the Difference between the Soul and the Spirit?
LESSON PROPER
The terms soul and spirit have been discussed at
length throughout philosophy, literature, and religion.
Even scientists
have ventured remarks about the soul. Often, though, soul and spirit are interpreted
to mean the same thing and end up being used interchangeably. This can lead to
the question, “Is there a difference between the soul and the spirit, and does it
really matter if there is?” Regardless of what philosophy, literature, religion, or
some scientists say, we have to ask, “What does the Bible say?” The Bible clearly
makes many references to both. So what does God’s Word say about our soul and
our spirit? And why can knowing this be a crucial factor in our spiritual progress and
relationship with God?
Are they the same thing?
1 Thessalonians 5:23 says, “And the God of peace
Himself sanctify you wholly, and may your spirit and soul
and body be preserved complete, without blame, at the
coming of our Lord Jesus Christ.” This verse clearly tells us
that human beings are made up of three parts—the spirit,
soul, and body. In the original Greek language, the
conjunction “and” in “spirit and soul and body”
indicates the three are different from one another. So just as the body is separate
and distinct from the soul, the soul is also separate and distinct from the spirit, as
illustrated in the diagram below:
Hebrews 4:12 makes an even finer distinction, saying, “For the word of God is
living and operative and sharper than any two-edged sword, and piercing
even to the dividing of soul and spirit and of joints and marrow, and able to
discern the thoughts and intentions of the heart.” From this verse, we can
understand that the soul and the spirit are so close to one another that the two
require the word of God to divide them, to separate them from each other.
Based on these two verses alone, we can conclude that our soul and our spirit are
not the same thing. In fact, it is evidently not only important for us to see that they
are distinct components, but also to discern one from the other.
Religion - Rebecca Stein (Stein 2011) works on the definition of religion "as set of
cultural beliefs and practices that usually includes some or all of basic
characteristics. These characteristics are:
1. A belief in anthropomorphic supernatural being, such as spirit and gods.
2. A focus on the sacred supernatural, where sacred refers to a feeling of
reverence and awe.
3. Supernatural power or energy that is found on supernatural beings as well
as physical beings and objects.
4. The performance of ritual activities that involves the manipulation of
sacred object to communicate to supernatural beings and/or influence or
control events.
5. The articulation of worldview and moral codes through narratives and other
means.
6. Provide the creation and maintenance of social bonds and mechanism of
social control within a community; provide explanation for unknown and a
sense of control for individuals.

An individual lives in a society where there are many practices of religion.

The choice of religious belief lies within the spiritual self. Although the choice maybe
influenced by the society and its culture.

Ritual - is the performance of ceremonial acts prescribed by a tradition or sacred law

(Britannica 2017). Ritual is a specific, observable mode of behavior exhibited by all
known societies. It is thus possible to view ritual as a way of defining or describing
humans.
There are three fundamental characteristics of rituals according to Penner (Britannica
2017). Ritual has the characteristics of:
1. A feeling or emotion of respect, awe, fascination, or dread in relation to the
sacred.
2. Dependence upon a belief system that is usually expressed in the language of
myth.
3. Is symbolic in relation to its reference.

The self can be described as a ritual being who exhibits a striking parallel
between their ritual and verbal behavior. Just as language is a system of symbols
that is based upon arbitrary rules, ritual may be viewed as a system of symbolic
acts that is based upon arbitrary rules. Participation to rituals is expressions of
religious beliefs.
SOME WORLD RELIGIOUS BELIEFS AND PRACTICES
There are different religions with different beliefs and practices. Some major world
religions are Buddhism, Christianity, Hinduism, Islam, and Judaism. Excerpt of some
religious beliefs and practices are found in the University of London’s Religion and
Belief Guide 2017.
Buddhism
Beliefs - Buddhism believes that life is not a bed of roses. Instead, there are
suffering, pain, and frustrations. When people suffer, they want to experience the
goodness of life and avoid disappointments. It becomes a habit known as the
reactive cycle of wanting and hating, like and dislike, and craving and aversion. This
reactive cycle can be broken through the practice of mediation, acquiring more
wisdom and deeper understanding, and acceptance of things as they are.
Customs and Practices - There are two types of meditation practices: samatha and
vipassana. Samatha is practiced as mindfulness of breathing and development of
loving- kindness (Metta Bhavana). Vipassana practices aim at developing into
reality. Acquiring wisdom is by studying
Buddha's teaching, the Dharma. Through the reflection of Dharma, Buddhists can
achieve a deeper understanding of life.
Buddhist believe in non-violence principle - Some of the major Buddhist celebrations are
Parinirvana Day in February; Buddha Day (Wesak) in May; Dharma Day in July:
Padmasambhava Day in October; and Sangha Day in November.
Christianity
Beliefs - Christians believe in Trinitarian God. One God in three personas: God the
Father (Creator), God the Son (Savior), and God the Holy - Spirit. Eternal life after
death will be achieved through faith in Jesus Christ. Jesus Christ is, God the Son,
who came into flesh, to spread the Good News of Salvation. He died on the cross for
the sin of the humanity but resurrected from the death, so that anyone who
believes in Him will be saved and have eternal life. The Holy Bible is a selection of
books, which is divided into two, the Old Testament and New Testament
Customs and Practices - Sacrament of Baptism and Sacrament of Communion are
practiced by Christian churches. The Sacrament of Baptism symbolizes the birth in
Christian World, while the Sacrament of Communion is an act of remembrance of
Jesus Christ's sacrificial love. Jesus Christ teaching in unconditional love that is
expressed in loving the poor, oppressed, and outcast of the society.
Christmas and Resurrection (Easter) are the two major celebrations in
Christianity. Christmas, usually on December 25, commemorates the birth of Jesus
Christ while Resurrection Sunday (depends on the lunar calendar, sometime in
March or April) celebrates the resurrection of Jesus Christ from death.
Hinduism
Beliefs - Hinduism covers a wide range of traditional beliefs and religious groups;
thus, there is no single founder or leader. Hindus believe that existence is a cycle of
birth, death and rebirth, governed by Karma. Karma is a concept where the
reincarnated life will depend on how the past life was spent. Hindus believe that the
soul passes through a cycle of successive lives and its next incarnation is always
dependent on how the previous life was lived. Vedas are sacred scriptures of
Hindus. Mahabharata and Ramayana are two other important texts of the Hindus.
Customs and Practices - Diwali, and Navrati are the most celebrated festivals of the
Hindus. Diwali is the Festival of Lights while Navrati is the festival of nine nights,
which celebrate the triumph of good over evil. Hindus have set dates to honor
particular manifestations of God.
Islam
Beliefs - Muslims believe in Allah, who is their "One God." They believed in the unity
and universality of God. Muslims also have a strong sense of community or
"ummah" and an awareness of their solidarity with all Muslims worldwide. Islam
means 'willing submission to God."
Muslims believe that Mohammed is the last and final prophet sent by God.
Mohammed was born in Mecca in 570 CE and received revelations from God
through the Angel Gabriel over a period of 23 years. The Holy Book of Islam is called
the Quran, which was taught to be recited in Arabic because any translation is seen
as inadequate.
Customs and Practices
Muslims believe in the five pillars of Islam, which are the foundation of Muslim life:
 1. Shahadah - statement of faith: "There is no God but the one true God and
Mohammed is his messenger."
2. Salat - the prayer that is practiced five times a day.
3. Zakat - the monetary offering for the benefit of the poor. It comprises the
2.5% of a Muslim's assets.
4. Hajj - the yearly pilgrimage to Mecca. Muslims who can afford are asked to
do the pilgrimage at least once in their lifetime.
5. Sawm - the fasting. Muslims do fasting from food, drink, and sexual act,
during the celebration of Ramadan. Ramadan is the ninth month of the
Islamic lunar calendar. The fast is from dawn to sunset.

Two of the major festivals in Islam are Eidul-Fitr and Eidul-Adha. Eidul-Fitr is
the celebration at the end of Ramadan, while Eidul-Adha is celebrated within the
completion of the Pilgrimage, the Hajj.
Judaism
Beliefs - The Jews believe in the God of Abraham, the same God that liberated the
Hebrew slaves from Egypt to Canaan, the Promised Land through the leadership of
Moses and later, Joshua.
Jews believe in the coming of Messiah, the Savior. The sacred scripture of the
Jews is called the Torah or the Law. The Torah is the guide of the Jewish living. The
study and interpretation of Torah is part of the Jewish culture.
Custom and Practices
Five major festivals observed by Jews:
1. Rosh Hashanah – New Year
2. Yom Kippur – Day of Atonement
3. Pesach – Passover
4. Shavuot – Pentecost
5. Sukkot – Tabernacles. The Jewish Sabbath begins on Friday evening at
sunset and is an important time when families gather for the Shabbat
meal.
Religious beliefs, rituals, practices, and customs are all part of the expression of the
spiritual self. What to believe and how to manifest the belief is entirely dependent
on the individual, to the self. Religious beliefs and practices, therefore, are formed
relative to its context and culture.
Finding and Creating Meaning of Life
Another extensive study of self can be found in the works of Dr. Viktor E.
Frankl. The Viktor Frankl Institute in Vienna was created in 1992.
Dr. Viktor E. Frankl was born on March 26, 1905 in Vienna, Australia where
famous psychiatrists Sigmund Freud and Alfred Adler lived. At a young age, he
wrote a short paper to Freud which was published after three years. He graduated
with a medical degree from the University of Vienna in 1930. Was assigned in
Vienna Hospital suicide ward and headed the Rothschild Hospital, eight years later.
A survivor of the Holocaust, Dr. Frankl published a book about logotherapy. In
1959, the book was translated to English and was revised in 1963 as The Doctor and
the Soul: An Introduction to Logotherapy. His book, Man’s Search for Meaning has
been used as a textbook in high school and college courses. Dr. Frankl died in 1997.
Logotherapy
Logotherapy is a psychotherapy introduced by Dr. Viktor Frankl, the Father of
Logotherapy. Main belief of this is that “man’s primary motivational force is search
for meaning.” Which aids individuals to find personal meaning of life, whatever life
situation they may be.
In logotherapy, meaning can be discovered by creating a work or doing a
deed, experiencing something, or encountering someone and the attitude toward
unavoidable suffering. According to the Viktor Frankl institute of Logotherapy, it
uses the philosophy of optimism in the face of tragedy, where people are capable of
“fuming suffering into human achievement and accomplishment; deriving from guilt
the opportunity to change oneself for the better; and deriving from life’s
transistorizes an incentive to take responsible action.”
Basic Concepts of Franklin Psychology
Life has meaning under all circumstances.
Main motivation for living is our will to find meaning in
life. Freedom to find meaning.
Furthermore, it aims to: (1) become aware of spiritual resources, (2) make
conscious spiritual resources, and (3) use “defiant power of the human spirit” and
stand up against adversity.
Logotherapy Assumptions
All psychotherapies make philosophical assumptions about the human
persons that cannot be proved with certainty. Viktor Frankl Institute of Logotherapy
states the assumptions of logotherapy, which include the following:
1. The human being is an entity consisting of body, mind, and spirit. First
assumption deals with body (soma), mind (psyche), and spirit (noos).
2. Life has meaning under all circumstances, even the most miserable.
Assumption two is “ultimate meaning”
3. People have a will to meaning. The third assumption is seen as our main
motivation for living and acting.
4. People have freedom under all circumstances to activate the will to find
meaning. Assumption four is that we are free to activate our will to find
meaning, and this can be done under any circumstances.
5. Life has a demand quality to which people must respond if decisions are to
be meaningful. The meaning of the moment is more practical in daily
living than ultimate meaning.
6. The individual is unique. Deals with one’s sense of meaning. Enhanced by
the realization that we are irreplaceable.
In essence, all humans are unique with an entity of body, mind, and spirit. We
all go through unique situations and are constantly looking to find meaning. We are
always free to do these in response to certain demands.
Frankl’s Sources of Meaning
Popova (2017) discussed Viktor Frankl’s work. There are three possible
sources of the meaning of the purposeful work, courage in the face of difficulty, and
love.
1. Purposeful Work. To find the meaning of life starts with holding a future goal.
2. Courage in the Face of Difficulty. A meaningful life is a life with suffering.
 3. Love. Popova (2017) quoted Dr. Frankl’s notes about his experience in the
Nazi Camp: “For hours I stood hacking at the icy ground. The guard
passed by, insulting me, and once again, I communed with my beloved.
More and more I felt that she was present, that she was with me; I had the
feeling that I was able to touch her, able to stretch out my hand and grasp
hers. The feeling was very strong: she was there. Then, at that very
moment, a bird flew down silently and perched just in front of me, on the
heap of soil which I had dug up from the ditch, and looked steadily at me”
Dr. Frankl’s wife, parents, and some relatives were victims of gas chambers.
His love for his wife kept him fight for his life. Popova (2017) also quoted Dr.
Frankl’s definition of love: “Love is the only way to grasp another human being in
the innermost core of his personality. No one can become fully aware of the very
essence of another human being unless he loves him. by his love, he is enabled
even more, he sees that which is potential in him. Furthermore, by his love, the
loving person enables the beloved person to actualize these potentialities. By
making him aware of what he can be and of what he should become, he makes
these potentialities come true”
Castello (2015) captured Frankl’s message: “The ultimate secret on the
spiritual foundation of life is that love is salvation and joy eternity.” The ultimate
factor to find the meaning of life is love.
 SUMMARY

Spiritual self is one of the four constituents of the "self" according to

William James in his book, The Principles of Psychology in 1890. The spiritual self
is the most intimate, inner subjective part of self. It is the most intimate version
of the self because of the satisfaction experienced when thinking of one's ability
to argue and discriminate, of one's moral sensibility and conscience, and of our
unconquerable will ( James 1890) is purer than all other sentiments of
satisfaction(Green 1997). The ability to use moral sensibility and conscience
may be seen through the expressions of religion, its beliefs, and practices. In the
same manner, cultural rituals and ceremonies are some manifestations what
people believe in. Moreover, seeking the meaning of life is a journey that the
spiritual self is on. Rebecca Stein (Stein 2011) works on the definition of religion
"as set of cultural beliefs and practices that usually includes some or all of basic
characteristics. Ritual is the performance of ceremonial acts prescribed by a
tradition or sacred law (Britannica 2017). There are different religions with
different beliefs and practices. Some major world religions are Buddhism,
Christianity, Hinduism, Islam, and Judaism. Excerpt of some religious beliefs and
practices are found in the University of London’s Religion and Belief Guide 2017.
Buddhism believes that life is not a bed of roses. Instead, there are suffering,
pain, and frustrations. Christians believe in Trinitarian God. One God in three
personas: God the Father (Creator), God the Son (Savior), and God the Holy -
Spirit. Eternal life after death will be achieved through faith in Jesus Christ.
Hinduism covers a wide range of traditional beliefs and religious groups; thus,
there is no single founder or leader. Hindus believe that existence is a cycle of
birth, death and rebirth, governed by Karma. Muslims believe in Allah, who is
their "One God." They believed in the unity and universality of God. The Jews
believe in the God of Abraham, the same God that liberated the Hebrew slaves
from Egypt to Canaan, the Promised Land through the leadership of Moses and
later, Joshua. Logotherapy is a psychotherapy introduced by Dr. Viktor Frankl,
the Father of Logotherapy. Main belief of this is that “man’s primary motivational
force is search for meaning.” Which aids individuals to find personal meaning of
life, whatever life situation they may be.
 POLITICA SEL
L F
What makes a Filipino, a Filipino? We have all been
INTRODUCTION asked this at one point. How did you answer? Are you
a Filipino because of your physical characteristics,
your language, or your
birthplace? How do we separate the Filipino identity from cultural influences during
the colonization era?
ETHYMOLOGY AND DEFINITION

LESSON PROPER POLITICS - The English word "politics" derives

from the Greek word and the title of Aristotle's
classic work politiká (Πολιτικά; affairs of the cities).
It is defined as (1) the science of government; and (2) the activities of a political
party. The word politics is a noun, while the word political is an adjective which
pertains to governmental affairs or to politics.

Simply, politics is a set of activities that are associated with making decisions in
groups, or other forms of power relations between individuals.

Filipino - The word Filipino has roots from the Spanish colonization, more specifically
from “las Islas Filipinas” or "the Philippine Islands".

Filipino means (1) a native or national of the Philippines, or a person of Filipino

descent; and (2) the national language of the Philippines

WHO IS A FILIPINO?

The 1987 Constitution of the Philippines tells us who the citizens of the Philippines
are.
 According to the Constitution, Filipino citizens are: (1) Those who are
citizens of the Philippines at the time of the adoption of this
Constitution; (2) Those whose fathers or mothers are citizens of the
Philippines; (3) Those born before January 17, 1973, of Filipino
mothers, who elect Philippine citizenship upon reaching the age of
majority; and (4) Those who are naturalized in accordance with law.

To understand that better, let’s look at the modes of acquiring Philippine citizenship.
 There are two (2) generally recognized forms of acquiring Philippine citizenship:
1. Filipino by birth
a. Jus soli (right of soil) which is the legal principle that a
person’s nationality at birth is determined by the place of
birth (e.g. the territory of a given state)
 b. Jus sanguinis (right of blood) which is the legal principle that,
at birth, an individual acquires the nationality of his/her
natural parent/s. The Philippine adheres to this principle.
2. Filipino by naturalization which is the judicial act of adopting a
foreigner and clothing him with the privileges of a native-born
citizen. It implies the renunciation of a former nationality and
the fact of entrance into a similar relation towards a new body
politic ([Link].561, par.188).

However, citizenship is not the only element we need to consider in

identifying who a Filipino is.
 History, culture, traits, and values are also part of what makes one a
Filipino.

FILIPINO TRAITS AND VALUES

Any geographical unit has common traits and values. For Filipinos, the
following are what we are most known for (some of them are positive traits, while
some are negative traits, can you tell which is which?):
1. The Filipino Hospitality
A true trademark of
Filipinos It involves;
 welcoming guests and tourists as if they are blood related

 making their guests “feel at home”

 bringing out their best sets of plates and utensils for honored

guests and would even go as far as spending a lot of money and

going into debt.

2. Respect for Elders

Filipinos greet and address their elders in distinct ways to show respect.
 Mano culture, po at opo

 Ate for older sister, Kuya for older brother, Tito for uncle, Tita for

aunt, Lola for grandmother and Lolo for grandfather, Manong and
Aling for older people outside the family.

3. Respect for Elders

Filipinos greet and address their elders in distinct ways to show respect.
 Mano culture, po at opo

 Ate for older sister, Kuya for older brother, Tito for uncle, Tita for

aunt, Lola for grandmother and Lolo for grandfather, Manong and
Aling for older people outside the family.

4. Cheerful Personality (Joy and Humor)

Filipinos have cheerful and fun-loving approach to life. We have a pleasant,
happy disposition.
 Contributes not only to Filipino charm, but also to the indomitability

of spirit.
- It has been said that smiling is a coping strategy for many
Filipinos especially during trying times and calamities.
- Filipinos always try to maintain a positive outlook in
life which makes them resilient.
5. Self-Sacrifice
 the giving up of one's own interests or wishes in order to help others
 Filipinos often wish comfort and better lives for their loved ones and
would even go to the extent of working abroad hundreds of miles away
to earn more money and save up for them (OFW).

6. Bayanihan
 Derived from the word Bayan which means town, nation, or a
community in general.
 Bayanihan literally means “being a bayan” and is thus used to refer to
the spirit of communal unity and cooperation of Filipinos.
 A traditional system of mutual assistance in which the members of a
community work together to accomplish a difficult task. In later use
also: a spirit of civic unity and cooperation among Filipinos.
 Usually observed during calamities, but best exemplified by the old
tradition of neighbors helping to relocate a family by carrying the
whole house (bahay kubo).

7. “Bahala Na” Culture

 “Bahala na” is the Filipino version of the famous line “Hakuna Matata”
meaning no worries.
 The phrase is said to have originated from “Bathala na,” where Bathala
means God.

8. Colonial Mentality
 Colonial mentality is regarded as the lack of patriotism and the
attitude where Filipinos favor foreign products more than their own.
o It does not only concern goods, but also the desire to look more
foreign than local and keep up with foreign beauty trends.
 Attributed from the centuries of colonization Filipinos had experienced
under the Spanish, American, and Japanese rule.

9. Manana Habit
 Filipino term for procrastination.
 Derived from longer Filipino phrase “Mamaya na”.
 Poor habit of laziness that results in heavier workloads

10. Ningas Kugon

“Ningas” is a Filipino term for flame and “kugon” is a term for Cogon
grass that easily burns out after it is put into flames.
Refers to the attitude of eagerly starting things but quickly losing
eagerness soon after experiencing difficulty, just like how fast fire
burns Cogon grass.

11. Pride
A high or inordinate opinion of one's own dignity, importance, merit, or
superiority, whether as cherished in the mind or as displayed in bearing,
conduct,
etc.
Filipinos
are known
for being
prideful
(e.g.
holding on
to their
pride as if
they are
more
precious
than
keeping a
good
relationshi
p with
family and
loved
ones)
 A lot of Filipinos find it hard to apologize first.

12. Crab Mentality

Resents the achievement of another, instead of feeling happy for that
person.
 Just like crabs in a container, they pull each other down and ruin
each other’s reputation rather than bringing them up, resulting to
no progress.

13. Filipino Time

Arriving late at commitments, class, dinner or parties especially if they
are meeting someone close to them.

FILIPINO MAKERS - The hallmarks of being a Filipino, a constant reminder of our

nationality.
1. Proverbs or Salawikain
These are sayings that convey lesson and reflections on Filipino
practices, beliefs and traditions.
 An example of a Filipino proverb are the sayings “Kung may
tiyaga, may nilaga” and “Kung ano ang itinanim, siyang aanihin”.

2. Superstitions
A belief or notion, not based on reason or knowledge, in or of the
ominous significance of a particular thing, circumstance, occurrence,
proceeding, or the like. Some of Filipino superstitions are passed down
from generation to generation.
 Some of these maybe influenced by beliefs from other cultures

but Filipinos have retold these superstitions according to their

own experiences.
 Some examples are:

- Serve pancit (noodles) at birthdays - believed to represent

long life.
- Referred to as either “usog” or “bati”, this superstition says
that when a person with strong energy greets a child, the
child may soon after suffering from unexplainable
discomfort.

2. Myths and Legends

These stories are aimed to explain the origin of things, at the same
time, teach a valuable lesson.
Alamat ng Pinya is one example of myth.

3. Heroes and Icons

Heroes serve as a reminder of true patriotism and nationalism as they
have sacrificed their lives for the sake of their country’s freedom and
progress.
 Icons have made the Filipinos known worldwide through their abilities
and expertise.
Now that you have a more concrete sense of who you are as a Filipino, let us talk
about the politics side of things. The political self is shaped and enhanced through
active citizenship.
THE POLITICAL SELF AND DEVELOPING ACTIVE CITIZENSHIP
Politics function based on a particular social economic and cultural context.
The nature of politics and political systems is dependent on the culture of the
state.
 Political claims made by any person are influenced by their
geographical location and ideology (i.e. Being a Filipino Citizen living in
the Philippines influences your political claims).
 Politics is concerned with power. Power inequalities can be observed
within societies. The one who holds power holds influence.

Politics goes hand in hand with the society.

 Politics pervades the structure of society, and thus influences
inhabitants in their beliefs, ethics, and behavior.

Political Identity
 Identity is the story that we tell ourselves and others about who we
are, who we were, and who we foresee ourselves to be. Identity shapes
many of aspects of life, from how we see the world to how we behave.
 The concept of a political identity can best be understood as an inner
narrative of one’s political self.
- Orientation of political self
o National identity
o Various forms of specific knowledge, feelings, beliefs
about political institutions
o More transient views about specific policies, issues,
programs, personalities and events
 Much of the literature on identity admits that a political identity is a
vague concept inherently difficult to measure (Valde 1996).

As members of the society, people are naturally obligated to participate in a

political system.
 As Aristotle stated, “Man is, by nature, a political animal.” This is
because man is a social being and are naturally drawn to various
political involvements in order to satisfy their social needs.
 The political self is not only shaped by one’s political affiliation or
beliefs. One’s sense of accountability should be manifested in
promoting certain advocacies through healthy political engagement.
This is aligned with the concept of active citizenship.
- Active citizenship refers to the structured forms of engagement
with political processes and everyday forms of participation in
society.
- It is also defined as the process of sharing decisions which affect
one’s life and the life of a community in which one lives.
Participation is the fundamental right of citizenship.
- Active citizenship is anchored on one’s cognitive and behavioral
engagement to participate in formal and informal political
activities.
- Different people manifest different levels of active citizenship;
some they take a more active approach in making their voices
heard, while some, less so.
 - Active citizenship is a practice of democracy.
o Democracy should not only be thought of as a form of
government. It is a communal system that allows freedom of
citizens to make informed choices that allow them to be
heard.
- Active citizenship is a social construct.
o It fosters social relatedness and belongingness.
- The most important goal of active citizenship is to instill change
and influence society at large.
- Active citizenship is also associated with the “sense of community.”
o People, including adolescents, participate in communal
activities because it gives a sense of belonging in a
particular group.
- For the younger generation, active citizenship can contribute to
their social development.
o Engaging in such activities can also enhance efficacy and
competence of the younger generation, as they are
considered to be the “future leaders” of the society.
o The participation of the youth in nation-building activities
enhances their value orientation and fosters integrity,
compassion, and the sense of justice, which are crucial to
the holistic development of a citizen of a nation.
o The participation of the youth in political discourse and
social activities can result in cultural and political paradigm
shifts that may be felt even by future generations.

HOW TO BE A GOOD FILIPINO

Be an active and responsible Filipino citizen.
 Keep abreast of current events and participate in government
programs aimed at the country’s progress and development.
 Exercise your right to vote; choose a representative that would serve
the interests of the people and the Filipino nation.
 Exercise your rights responsibly and with due regard for the rights of
others.
 Uphold the Constitution and obey the laws.

Study the Philippine history.

 By learning the Philippine history, you will hopefully develop a sense of
nationalism and patriotism.
 This will help you recognize abuse of political power, and how to
contribute into making a better country.
 This will put you in perspective, not to take for granted the
sacrifices of our ancestors.

Support local products.

 Help strengthen the local economy.
  A strong economy means there is stable work for more Filipinos,
and more investments within and from outside the country.

Speak the Filipino language.

  To love of our own language is to show pride at being a Filipino, it is
a way of displaying love for one’s own country.

Do not spread fake news and be democratic in engaging with dissent.

 Verify your resources, be responsible in your postings and arguments.
Remember that you also have the duty to be a role model to the
younger generations.

Do not litter. Dispose of your garbage properly. Segregate. Recycle. Conserve.

 Take care of our home, the land that feeds us and sustains us.

There are other ways and other things you can do, to be a good Filipino, but
remember first and foremost your duty as a human, and that is to be respectful and
kind, not just to your fellow Filipinos, but to your fellow humans.

available.

SUMMARY

 The whole Filipino identity does not only include cultural traits and
values, but also active citizen participation and is influenced by political
identity.
 Politics function based on a particular social economic and cultural
context. The nature of politics and political systems is dependent on
the culture of the state. Active citizenship, on the other hand, refers to
the structured forms of engagement with political processes and
everyday forms of participation in society.
 The Filipino value system or Filipino values refers to the set of values
that a majority of the Filipino have historically held important in their
lives.
 There are many ways you can do to be a “good Filipino”, but the best
 DIGITA SEL
L F
The Internet has been a big part of our lives
INTRODUCTION especially in this generation. We use it for various
purposes such as entertainment, communication,
business, and academic
matters. It is indeed of great help for almost every one of us. On the other hand, it
has also affected our behavior and identity online and offline.

LESSON PROPER

DIGITAL SELF

More than half of the worldwide

population uses the Internet
and it continues to increase. 25
years ago, Tim Berners-Lee
made the World Wide Web. The
Philippines is among one of the
countries with the most active
Figure 1: An example of a Global Digital Snapshot in 2020
Internet users.

More people are becoming interested and devoted on online activities. In a

survey in the Philippines (2016), the most avid users of the Internet are adolescents.
Figure 2: Time Spent in using Social Media by Country
Among the Filipino youth, the use of
digital technology has now become part
of the self— the digital self. The digital
self is the aspect of the self that is
expressed with others through online
interactions on the internet, specifically
in social networking sites. On such
sites, users normally disclose personal
information such as their name, age,
birthdate, address, and contact details.
Some users also provide very personal
information about themselves such as
their likes, dislikes, hobbies, favorite
food,
favorite movies, places they have visited, relationship status, thoughts, feelings,
and important events in their lives. This sharing of personal information on social
networking sites may be related to the strong desire of adolescents for social
approval and acceptance. Similar can be said about adults.
I. SELF-PRESENTATION & IMPRESSION MANAGEMENT
Self-presentation is the process of controlling how one is perceived by other
people. To construct positive images, individuals selectively provide information
about them and carefully cater this information in response to other’s feedback.
Personal identity is the interpersonal level

of self which differentiates the individual as unique from others, while social identity
is the level of self whereby the individual is identified by his or her group
memberships.
Digital devices help us share information broadly, more than ever before.
Facebook and other social media applications are now a key part of self-
presentation for about 49% of humanity. As a result, researchers become concerned
with actively managing identity & reputation. In addition, they also warn against the
phenomenon of “oversharing.” Sometimes, people become unaware of the extent of
information they share online. They forget to delineate what can be shared online
and what should not. Furthermore, it provides a more complete narration of self and
gives people an idealized view of how they would like to be remembered by others.
One of the reasons for so much self-disclosure online is the so-called disinhibition
effect. The lack of face-to-face meetings, together with feelings of anonymity &
invisibility, gives people the freedom for self-disclosure but can also “flame” others
and may sometimes cause conflict. The resulting disinhibition causes people to
believe that they are able to express their “true self” better online than they ever
could in face-to-face contexts. However, it does not mean that there is a fixed “true
self.” The self is still a work in progress and we keep on improving & developing
ourselves every single day. Self-revelation can be therapeutic to others especially if
it goes together with self- reflection. But it does appear that we now do a large
amount of our identity work online. When the internet constantly asks us: “Who are
you?” and “What do you have to share?” it is up to us if we are going to provide
answers to such queries every time we use the internet and to what extent we are
going to share details of ourselves to others.
In addition to sharing the good things we experience, many of us also share
the bad, negative, and “sinful” things we experience. We also comment and react
on the negative experiences of others. Sometimes, we empathize with people but
we also argue with others online. Relationships may be made stronger or broken
through posts online. Consequently, we should have a filtering system to whatever
information we share online, as well as to what information we believe in, which are
being shared or posted by others online. We should look at online information
carefully whether they are valid and true before believing and promoting them. In
the same way, we should also think well before we post or share anything online in
order to prevent conflicts, arguments, and cyberbullying thus preserving our
relationship with others.
II. ONLINE GUIDELINES
 Stick to safer websites
  Guard your passwords
 Limit what you share
 Remember that anything you put online is there forever, even if you try to
delete it
 Do not embarrass or be mean with other people online
 Always tell if you see strange or bad behavior online
 Be choosy about your online friends
 Be patient

III. DATA PRIVACY ACT

To protect the people from invasion of privacy, Republic Act 10173,
otherwise known as the Data Privacy Act of 2012 was passed in the
Philippines. The act states that:
It is the policy of the State to protect the fundamental human right of
privacy, of communication while ensuring free flow of information to promote
innovation and growth. The State recognizes the vital role of information and
communication technology in nation- building and its inherent obligation to
ensure that personal information in information and communication systems
in the government and in the private sector are secured and protected.
Personal information in this context refers to any information, whether
recorded
in a material form or not, from which the identity of an individual is apparent
or can be reasonably and directly ascertained by the entity holding the
information, or when put together with other information would directly and
certainly identify an individual.
ACTIVITY XI

SUMMARY

 The digital self is the aspect of the self that is expressed with others
through online
interactions on the internet, specifically in social networking sites.
 The Philippines has the fastest growing internet population in Southeast
Asia.
 Self-presentation is the process of controlling how one is perceived by
other people.
 Personal identity is the interpersonal level of self which differentiates
the individual as unique from others.
 Social identity is the level of self whereby the individual is identified by
his or her group memberships.
 The disinhibition effect causes people to believe that they are able to
express their “true self” better online than they ever could in face-to-
face contexts.
 MANAGING AND CARING FOR
THE SELF

LEARNING OUTCOMES: At the end of this section, you are expected to:

1. Understand the theoretical underpinnings for how to manage and care for
different aspects of the self
2. Acquire and hone new skills and learnings for better managing of one's self and
behaviors
3. Apply these new skills to one's self and functioning for a better quality of life.

LEARNING TO BE A BETTER STUDENT

Some people say, learning is a never-ending journey,

INTRODUCTION that we have to constantly instill knowledge and
wisdom in order for us to grow, reach our fullest
potential and to overcome life’s challenges.
Learning should not just mean studying for your quizzes and exams in school.
Learning could also occur outside the confines of a book or classroom, like when
you want to acquire a new move in your favorite sport, or the skills for a certain
hobby, among others.
Furthermore, the techniques here are not the only techniques available and months
or years from now, new ways on how to study better will be discovered or
rediscovered. What is important at this moment is that you learn these things.
(Eden Alata, [Link], 2018)
Metacognition is commonly defined as “thinking
LESSON PROPER about thinking” (Livingston, 1997; Papaleontiou-
Louca 2003). It is the awareness of the scope and
limitations of your current
knowledge and skills (Meichenbaum, 1995 in American Institutes for Research
2010). Due to this awareness, metacognition enables the person to adapt their
existing knowledge and skills to approach a learning task, seeking for the optimum
result of the learning experience (American Institutes for Research 2010).
Metacognition is also not limited to the thinking process of the individual. It also
includes keeping one’s emotions and motivations while learning in check
(Papaleontiou-Louca, 2003). Some people learn better when they like the subject,
some when they are challenged by the topic, and others if they have a reward
system each time they finish a task. The emotional state and the motivation of a
person then should be in the preferred ideal state for that person in order to further
facilitate his or her learning. (Alata, E. 2018)
Metacognition basically has two aspects:
1. self-appraisal and;
2. self-management of cognition.
Self-appraisal is your personal reflection on your knowledge and capabilities while
self- management is the mental process you employ using what you have in
planning and adapting to successfully learn or accomplish a certain task (Paris and
Winnograd, 1990 in Papaleontiou- Louca, 2003). Metacognition allows people to
take charge of their own learning. It involves awareness of how they learn, an
evaluation of their learning needs, generating strategies to meet these needs and
then implementing strategies (Hacker, 2009)
According to Waterloo Student Success Office, the following are skills that can help
you in exercising metacognition:
1. Knowing your limits. Knowing your limits also looks at the scope and
limitations of your resources so that you can work with what you have at the
moment and look for ways to cope with other necessities.

2. Modifying your approach. It begins with the recognition that your strategy is
not appropriate with the task and/or that you do not comprehend the learning
experience successfully.
For example, you are not able to understand what you are reading, you
should learn to modify your strategy in comprehending your material. You
might wat to read and reread a page in five-minute intervals instead of trying
to finish the material in one sitting.

3. Skimming. This is basically browsing over a material and keeping an eye on

keywords, phrases, or sentences. It is also about knowing where to search for
such key terms.

4. Rehearsing. This is not just about repeatedly talking, writing, and/ or doing
what you have learned, but also trying to make a personal interpretation or
summary of the learning experience.
5. Self-test. This is trying to test your comprehension of your learning experience
or the skills you have acquired during learning.
For example, you can make an essay questions or definition of terms test
while you are reading or watching a material.
Other strategies that you need to develop include asking questions about methods,
self-reflection, finding a mentor or support group if necessary, thinking out loud
(though you have to be considerate of others also when doing this), and welcoming
errors as learning experience.
Queensland University of Technology Library, identified other guidelines or techniques that you
can use in studying.
1. Make an outline of the things you want to learn, the things you are reading or
doing, and/ or the things you remember.
2. Break down the task in smaller and more manageable details.
3. Integrate variation in your schedule and learning experience. Change reading
material every hour and do not put similar topics together. Also include
physical activities in your planning.
4. Try to incubate your ideas. First, write your draft without doing much editing.
Let the ideas flow. Then leave your draft at least overnight or around 24
hours— some even don’t look at it for a week—and do something else. After a
 given period, go back to your draft and you might find a fresh perspective
about it. Sometimes, during incubation, you suddenly have ideas coming to
you.
5. Revise, summarize and take down notes, then reread them to help you
minimize cramming in the last minute, especially when you have a weakness
in memorizing facts and data.
 6. Engage what you have learned. Do something about it. On a reading material
for example, highlight keywords and phrases, write your opinions about the
matter on a separate notebook, or create a diagram or concept map. Some
people also learn best by copying the key paragraphs word for word. You may
want to look for other definitions and compare or contrast materials.
In summary, metacognitive strategies are methods used to help students know and
understand the way they can acquire and process knowledge or in simplest term, it
means processes intended for learners to “think about their “thinking”.

ACTIVITY XII
Make a list of your “Top 5 Tips/ Secrets for Studying”
based on your personal experiences/ preferences.
Write your answer on the space provided below.

Scenario: You are about to study for your final

examinations, all your subjects provided at least three ASSESSMENT XII
new reading materials and
topics one week before the examination period. Create a diagram or schedule using at
least five
(5) of the metacognitive strategies, skills and studying techniques mentioned in this
lesson on how you would prepare for the next seven (7) days before your final
examinations.

SUMMARY

 Metacognition is commonly defined as “thinking about thinking”.

 Metacognition allows people to take charge of their own learning. It
involves awareness of how they learn, an evaluation of their learning
needs, generating strategies to meet these needs and then implementing
strategies (Hacker, 2009)
 According to Waterloo Student Success Office, the following are skills that
can help you in exercising metacognition: 1. Know your limits, 2.
Modifying your approach, 3. Skimming, 4. Rehearsing. 5. Self-Test
 Queensland University of Technology Library, identified other guidelines
or techniques that you can use in studying.
o Make an outline of the things you want to learn.
o Breakdown the task in smaller and more manageable details.
o Integrate variation in your schedule and learning experience.
o Try to incubate your ideas.
o Revise, summarize, and take down notes then reread.
o Engage what you have learned and do something about it.
 SETTING GOALS FOR SUCCESS

Through this chapter, you

INTRODUCTION would gain knowledge on new
skills and learnings for better
managing of one’s self and
behavior.
After working on this chapter, you should be able to do the
following: Identify the importance of goal
Understand the concept of Bandura’s Self efficacy and Dweck’s
Mindset Learn Locke’s goal setting theory
People at some point in their life feel as if they're
LESSON PROPER adrift in the world. They work hard, but they don't
seem to get anywhere worthwhile.
A reason that they feel this way is that they haven't spent enough time thinking
about what they want from life, and haven't set themselves formal goals. It is like
having a major journey with no real idea of your destination? This would be hard
and time consuming isn’t it?
A renowned psychologist in the name of Albert Bandura, made a significate
contribution to all branches of Psychology. One of this is Social Cognitive Theory
which is a fundamental part of positive psychology, and a part of the social learning
theory is the Self-Efficacy Theory.
What is Self-Efficacy Theory
Self-Efficacy Theory is commonly defined as the belief in one’s capabilities to
achieve a goal or an outcome. It is the ability to influence events that affect one’s
life and control the way these events are experienced (Bandura,1994)
Students with high self-efficacy enjoy challenges and endure failure and can
recover quickly with setbacks, whereas students with low self-efficacy are more
likely to avoid difficult tasks and have low commitment to goals that may result to
poor academic performance. Students with higher self-efficacy set higher goals and
expend more effort towards their achievement.
Theoretical Constructs
Bandura recognized four prominent sources of self-efficacy and asserted that it is
by the interplay of these factors that we grow significant belief or disbelief in ourselves.
 Mastery Experiences
Success has an on-
point impact on the way we
think about ourselves.
Achieving in a task boosts
confidence and increases the
likelihood of attaining similar
tasks again. We gain a sense
of ‘mastery’ over it. Failure,
on the other hand, does just
the opposite. It breaks our
confidence and leaves us in
self-doubt. (Chowdhury,
2020)
Building efficacy through self-
mastery requires resilience to
manage expectations about
success and accept
failure
positively. People who succeed after overcoming the obstacles and recuperating
from the breakdown have a strong sense of self-belief efficacy. A good example of
this is workshops, seminars, on-the job training or apprenticeship these help us
hone the skills we needed and be proficient to increase self-efficacy.
Vicarious Experiences
Another factor of efficacy roots from observing the success and failures of
others around us, especially people who we can relate to. Similarity to others is a
cue for gauging one’s self- efficacy (Schunck,1995), people we follow, admire, and
want to replicate their actions, principles, and achievements indirectly teach and
persuade us to repeat the same. We are more willing to put in efforts and work in
the direction that they show us. Watching similar people succeed or hearing their
success stories motivate us, however watching them fail threatens the self-efficacy.
Verbal/ Social Persuasion
When people are persuaded verbally that they can achieve or master a task,
they are more likely to do a task. A study done by (Gonzales [Link], 2009) suggest
that coaching has an impact on the athletes will to win the game. To boost their
mood to be in it to win it.
Emotional and Physical Experiences
Our present mental and physical states influence self-efficacy to a great
extent. Having feeling of tension, anxiety and weariness can lower our self-efficacy.
Negative experiences and stress make us vulnerable whereas positive experiences
and happiness make us feel good about ourselves. Bandura (1977) said that the
cues that we receive from our mind and body at any given moment and the way we
perceive these cues shape our sense of self.
 Carol S. Dweck, a psychologist on the faculty at Stanford University, proposed
mindset theory as a way to understand the effects of the beliefs that individuals hold
for the nature of intelligence. This in turn has implications for learning and
education.
Mindset Theory: Fixed vs Growth
Dweck proposed that the implicit theories that people hold for the nature and
causes of intelligence have a number of implications, particularly for motivation to
practice and learn. “Mindset” is a term used by Dweck to explain the assumptions,
methods, or notations held by one or more people or group of people. It represents
the cognitive processes activated in response to a given task.
Fixed Mindset (before termed as entity mindset) is an innate or in-born personality of
a person, who you are or how God made you on the other hand Growth Mindset (or
the incremental mindset), where people believe that training and effort to learn can
change one’s qualities and traits.
Individuals with a fixed mindset tend to be interested only in feedback on their
success in activities to the degree that it serves to evaluate their underlying ability.
They are not using the feedback to learn, since they do not believe that their
success depends on their effort to learn. Rather, they believe that success depends
on the level of innate ability that they have. Therefore, they dread failure, because
it suggests constraints or limits that they will not be able to overcome.
A growth mindset, on the other hand, attributes success to learning. Therefore, the
individual is not terrified of failure, because it only signals the need to pay attention,
invest effort, apply time to practice, and master the new learning opportunity. They
are confident that after such effort they will be able to learn the skill or knowledge,
and then to improve their performance.
GOAL SETTING THEORY
Most people would probably agree that goal setting is one of the main
ingredients for a person to succeed. Dr. Edwin Lock pioneers a research in 1960s
about setting goals. His theory was inductively developed within industrial/work
setting much from where the SMART goal oriented, he collaborated with Dr. Gary
Lantham to a seminal work “A Theory of Goal Setting and Task Performance”.
Goal Setting Theory states that there is a relationship between how difficult and
specific a goal was and the people’s performance task. He found that specific and
difficult goals led to better task performance than vague or easy goals.
Five Principles of Goal Setting
1. Clarity. A goal must be specific and clear.
2. Challenge. An easy or tedious goal is
demotivating. But keep a realistic balance:
don’t expect anyone on your team to spin
straw into gold.
3. Commitment. Your employees have to
understand and buy in to the goal from the
outset.
4. Feedback. Provide regular feedback throughout the whole process. This helps
to keep the goal on track.
5. Task complexity. Think about realistic timescales and break down the process
into sub- goals with regular reviews
Examine your goals by writing down your short and
long-term goals. Identify the possible barriers and ACTIVITY XIII
ways to achieve your goals.
1. Short-Term
2. Long-Term
3. Barriers to Achieve Goals
4. Ways to Achieve Goals

Explain the question below, before you begin writing

read the passage carefully and compose your ASSESSMENT XIII
thoughts. Your essay
should be as well organized and as carefully written as you can make it.
1. Why does self-efficacy matter?
2. Explain the five theoretical constructs of self-efficacy.
3. How can you apply Dweck’s Theory of Mindset in your everyday life?

SUMMARY

 Self-Efficacy Theory is commonly defined as the belief in one’s

capabilities to achieve a goal or an outcome. It is the ability to influence
events that affect one’s life and control the way these events are
experienced (Bandura,1994).
 Bandura recognized four prominent sources of self-efficacy and asserted
that it is by the interplay of these factors that we grow significant belief
or disbelief in ourselves.
 Dweck proposed that the implicit theories that people hold for the nature
and causes of intelligence have a number of implications, particularly for
motivation to practice and learn. “Mindset” is a term used by Dweck to
explain the assumptions, methods, or notations held by one or more
people or group of people. It represents the cognitive processes activated
in response to a given task.
 Fixed Mindset (before termed as entity mindset) is an innate or in-born
personality of a person, who you are or how God made you on the other
hand Growth Mindset (or the incremental mindset), where people believe
that training and effort to learn can change one’s qualities and traits.
 Goal Setting Theory states that there is a relationship between how
difficult and specific a goal was and the people’s performance task. He
found that specific and difficult goals led to better task performance than
 TAKING CHARGE OF ONE’S HEALTH

In the previous lessons, you were taught on

INTRODUCTION understanding yourself by examining different areas
such as how you think, where your principles (moral
and political) are anchored on,
exploring your physical being and the physiological aspects of it. Also, you were
able to know what are the material things that can be associated with one’s self,
same with what self you present in your digital world and the technology’s impact
to you.
After all these topics previously discussed, you are now at the last unit wherein you
will be putting the pieces back together and focus on taking charge on your self
holistically.
Understanding one’s self is not enough, the essence of it comes to the part where
you take charge and take care of yourself. In, totality, all of which is part of
understanding one’s self plays a big part on one’s health. People at some point in
their life feel as if they're adrift in the world. They work hard, but they don't seem to
get anywhere worthwhile
LESSON PROPER
SELF-CARE: TAKING CHARGE

Self-care is defined as engaging in activities and

behaviors that have a positive effect on one’s mental and physical health (Greene,
2017).

In an article by Davis (2018) about ways to take better care of yourself she
mentioned the importance of taking good care of your body, mind, and soul every
day, not just when one gets sick. Learning how to eat right, reduce stress, exercise
regularly, and take a time-out when you need it are touchstones of self-care and
can help you stay healthy, happy, and resilient.

Why Do We Often Fail at Self-Care?

Practicing self-care isn’t always easy. Most of us are crazy busy, have stressful jobs,
or are too consumed with technology to make time for ourselves. Me-time is usually
last on the agenda. Worse, we can sometimes feel guilty about taking the time
required to take care of ourselves. So getting started with self-care can be
challenging.

How Do You Engage in Self-Care?

Fortunately, there are many things you can do to engage in self-care.

To start, go to the link provided on the list of references and take the quiz to know
about your
well-being. (refer to Assessment part of this unit)

Self-care is vital for building resilience toward those stressors in life that you can’t
eliminate. When you’ve taken steps to care for you mind and body, you’ll better
equipped to live your best life (Scott, 2020). She has come up with five domains
wherein one can look into and make sure that it is being attended to to be able to
make sure one is taking charge of one’s health.
5 DOMAINS TO ENSURE SELF-CARE (Scott, 2020)

1. Physical Self-Care
Taking care of your physical health is very important for you to function
well. There is a strong connection between your body and your mind. When
you are physically feeling better, your mind will function better too.

Physical self-care includes eating healthy, having some physical

activities, grooming and minding some physical health issues that may need
medical attention.

Self-assessment:
What do you do to make sleep part of a self-care routine?
Start by thinking about your nightly routine. Are you eating or drinking
immediately before bed?
Are you getting adequate rest or sleep?
Is your diet balanced with proper
nutrients? Are you taking charge of your
health?
Do you manage to get some physical activities for your body?

2. Social Self-Care
Socialization is key to self-care. Close connections are important to your
well-being. The best way to cultivate and maintain close relationships is to
put time and energy into building relationships with others

Everyone has different social needs. The key is to figure out what social
needs you prefer and how to make time for it.

Self-assessment:
Are you getting enough face-to-face time with friends?
What are the things you do to nurture your relationships with your
friends and family?
Can you Identify persons whom you feel comfortable with and makes you
feel good
about yourself?

3. Mental Self-Care
The way you think and the things that you're filling your mind with greatly
influence your psychological well-being.

Mental self-care includes doing things that keep your mind sharp, like
puzzles, or learning about a subject that fascinates you. You might find
reading books or watching movies that inspire you fuels your mind.

Mental self-care also involves doing things that help you stay
mentally healthy. Practicing self-compassion and acceptance, for
example, helps you maintain a healthier inner dialogue.
Self-assessment:
Are you making enough time for activities that mentally
stimulate you? Are you doing proactive things to help you stay
mentally healthy?
 Do you have a list of materials that stimulates your mind?

4. Spiritual Self-Care
Research shows that a lifestyle including religion or spirituality is
generally a healthier lifestyle.

Nurturing your spirit, however, doesn't have to involve religion. It can

involve anything that helps you develop a deeper sense of meaning,
understanding, or connection with the universe.

Whether you enjoy meditation, attending a religious service, or praying,

spiritual self-
care is important.

Self-assessment:
What questions do you ask yourself about your life and
experience? Are you engaging in spiritual practices that
you find fulfilling?
How do you express your spiritual belief?

5. Emotional Self-Care
It's important to have healthy coping skills to deal with uncomfortable
emotions, like anger, anxiety, and sadness. Emotional self-care may include
activities that help you acknowledge and express your feelings on a regular
basis.

Whether you talk to a partner or close friend about how you feel, or you
set aside time for leisure activities that help you process your emotions, it's
important to incorporate emotional self-care into your life.

Self-assessment:
Can you recognise emotions you experience daily?
Do you have healthy ways to process and manage your emotions?
Do you incorporate activities into your life that help you feel recharged?

Activity on well-being : ACTIVITY XIV

[Link]
[Link]

1. After viewing your result. Write down your reflections about it. Which area
you need to pay more attention in improving and how do you plan to do it.

2. List down your stressors and ways on how to cope with them:
Stressors Coping
Taking charge of your self: ASSESSMENT XIV
From the previous lessons, write down concrete
ways on how you (will) take charge on the
different areas of Self.
1. Physical Self
2. Sexual Self
3. Material/Economic Self
4. Spiritual Self
5. Political Self
6. Digital Self

Create your Commitment to Take Charge of your SELF:

SUMMARY

Why Self-care is necessary?

 It increases sense of self-love, allowing appreciation and acceptance of who

a person is
 It promotes feelings of calm and relaxation, serving as a way to refocus and
come back
to daily life refreshed and ready to take on anything
 It improves both physical and mental health by reducing the effects of
prolonged stress on mind and body
 Taking charge of one’s health, you have to make sure that the 5
 FINAL ASSESSMENT

Name:
Course:
Year and Section:

Story of Amanda Taylor

I’m a mixed chick born and raised in Gainesville, Florida. No one ever thought I’d be
anything, no one graduated high school in my family. My mother worked at Taco
Bell and my father fled the country on criminal charges when I was three.

I grew up in an abusive home with my two younger brothers. By 12th grade, I had
been raped, molested, abused, homeless and hungry. I remember every detail of
my childhood very vividly, every man my mother brought to the house, every one
she left us for, and the one who tried to drown my brother in the bathtub while she
ran to the store.

I remember living in a trailer with no electricity, a tarp for a wall and a piece of
plywood where the floor was supposed to be. I remember moving every single year
from one project to another. I remember seeing so much violence as a child that I
became desensitized to it. It was just a part of life.

I remember being homeless, walking miles as a child, bus after bus with my
bothers, just to get to the free food lines. I remember waiting in the food stamp line
for what seemed like forever just so my mother could hand us all a brown food
stamp dollar to spend at the ice cream truck.

I remember sneaking out of my window at night just so I could sleep in a quiet

place, so I wouldn’t be tired the next day at school. I don’t know what it means to
be broken or weak because growing up, survival meant I had to be strong and
vigilant. They told me to drop out of school when I was 15 to learn a trade, but I
didn’t.

I was the first person in my family to graduate high school. Until I was accepted into
the University of Florida, the teachers, the career counselor and my mother told me
that I wouldn’t. They said I couldn’t be a doctor, so I said, “watch me!” I feel at
home in the struggle, it motivates me like nothing else. From the mud I was formed
and out of the mud I grew.

I lost my best friend in 2010, I’ve been divorced twice now at 32, and I am a single
parent with two toddler boys. My story isn’t sad, it’s real. This is real life! Nothing
sugar coated about it just like me. I don’t need your validation. I’m not swayed by
your opinion. I know who I am and the value that I possess.
Every struggle that I have endured I’ve strategically mapped out so that I can share
it with you. My father from Kingston and my mother from New York both grew up in
poverty as I did. So, what did I become? What I always was buried deep beneath the
mud. A diamond, too tough to break, too beautiful to ignore. Love — I became love
— unconditional, unwavering, strong and pure.
I’ve been through hell a time or two, but your hell doesn’t scare me. I am never
blind. I know where I am going, and I know why when it’s dark or when there’s light.
At the top of the St. George Museum on the 14th of July, I looked over the skyline in
Paris, France, that little mixed girl from the hood who they said would be nothing
more. One thing I am is free because I love who I am and what I am meant to be.

Life isn’t always pretty, but if you keep going with purpose you will see more. I did
graduate from UF, learned French, saw Paris. I graduated with my master’s degree
to help people cultivate hope when they feel like giving up. I’ve faced eviction, I’ve
had my things repossessed, I’ve been incarcerated without just cause, I’ve been
homeless with the anger and heartache of knowing I couldn’t provide basic
necessities for my children. Yet, I ask for nothing from no one because my faith is
that God has a plan for me and moves people as he sees.

So even as my partner put his hands on me, lied to me, cheated on me, stole from
me and tried every which way to sabotage me, I still made it. Three years into my
PhD, I stand here. I’ve learned a whole new career and became a mother times two.
None of these are small feats.

So, what I want you to learn from who I am is how powerful it is to know you who
you are and what you stand for regardless of anyone else. Who do you want to be?

“I am not what happened to me, I am what I choose to become” - Carl Jung

Questions to ponder:

1. Give as many descriptions as you can about the personality of Amanda.

2. Which sentences in her story do you like best? Cite your reasons why you like them?
3. In Amanda’s experience in pain, how would you relate yourself dealing with your own
pain?
4. Identify at least 3 unpacking the self, happened with Amanda.
5. What characteristics do you think Amanda made when she set her free from her own
pain?
6. What seems to be the life goal of Amanda?
7. What do you believe to be the factors that enabled Amanda to achieve her goal?
8. If you were Amanda, how would you see yourself surviving? Are there things Amanda
has
done which you also have also done?
9. Create a plan on how you will improve your mental health.
[Link] a commitment plan where, when and who will be involved in your plan
to boost your mental health.
 REFERENCES

Ariola, M.M. (2018). Understanding the Self. Manila: Unlimited Books Library
Services & Publishing Inc.

Alata et. al. (2018) Understanding the Self First Edition. Published by Rex Bookstore

Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy

beliefs of adolescents, 5(1), 307-337.

Barron’s AP Psychology 5th Edition. © Copyright 2012, 2010, 2007, 2004, 2000 by
Barron’s Educational Series, Inc. ISBN: 978-0-7641-4701-2 (Book).

Belk, Russell. 1988. Are we what we own? Accessed October 10,

2017. [Link]

Belk, Russell. Possessions and the Extended Self. Accessed October 10,
2017. [Link]
doi=[Link]&rep=rep1&type=pdf.

Chowdhury, M.R.,(2020) 4 Ways To Improve And Increase Self-Efficacy. retrieved

from [Link]

Dweck, C. S. (2008). Mindset: The new psychology of success. Random House Digital,
Inc..
Gonzalez, S. P., Metzler, J. N., & Newton, M. (2011). The influence of a
simulated ‘pep talk’on athlete inspiration, situational motivation, and emotion.
International Journal of Sports Science & Coaching, 6(3), 445-459.

Go-Monilla, M. J. & Ramirez, N. (2018). Understanding the self. C & E Publishing, Inc.

Green, Christopher. 1997. Classics in the History of Psychology. An internet

resource developed by Christopher D. Green York University, Toronto, Ontario.
Accessed October 10, 2017. [Link]

Hyde, J.S. & DeLamater, J.D. (2011) Understanding human sexuality. Boston: McGraw Hill.

Jirgensone, Austra. 2016. We are what we have. Accessed October 10,

2017. [Link]

Lenz, E. R., & Shortridge-Baggett, L. M. (2002). Self-efficacy in nursing: research

and measurement perspectives. Springer Publishing Company.
Locke, E. A., & Latham, G. P. (2006). New directions in goal-setting theory. Current
directions in psychological science, 15(5), 265-268.
Maddux, J. E., & Gosselin, J. T. (2012). Self-efficacy. The Guilford Press.

Maddux, J. E. (2002). Self-efficacy. Handbook of positive psychology,

277-287.

Mekan, Sunil. 2016. ELLE. 13 Celebrities With Insured Body Parts That Are Worth
More Than YourHouse. Accessed October 10, 2017.
[Link] culture/articles/a30167/mariah-carey-
jennifer-lopez-doly-parton-celebrities-insured-body- parts/.

OpenStax, Development of the Male and Female Reproductive Systems. OpenStax

CNX. Jul 16, 2014 [Link]
a1142f5f98d8@5. © Jul 16, 2014 OpenStax. Textbook content produced by
OpenStax is licensed under a Creative Commons Attribution License 4.0
license.

Peragallo Urrutia R, Polis CB, Jensen ET, Greene ME, Kennedy E, Stanford JB.
Effectiveness of fertility awareness-based methods for pregnancy prevention:
A systematic reviewexternal icon. Obstet Gynecol 2018;132:591-604.

Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. Handbook of motivation at

school, 35- 53.

Schunk, D. H. (1995). Self-efficacy, motivation, and performance. Journal of applied

sport
psychology, 7(2), 112-137.

The Sartorial Self William James’ Philosophy of

Dress.
[Link]

Tretmann, Frank. 2016. Empire of Things: How We Became a World of Consumers,

from the Fifteenth Century to the Twenty-First (UK: Allen Lane/Penguin; US:
HarperCollins). Accessed October 10, 2017.
[Link]

Trussell J, Aiken ARA, Micks E, Guthrie KA. Efficacy, safety, and personal
considerations. In: Hatcher RA, Nelson AL, Trussell J, Cwiak C, Cason P, Policar
MS, Edelman A, Aiken ARA, Marrazzo J, Kowal D, eds. Contraceptive
technology. 21st ed. New York, NY: Ayer Company Publishers, Inc., 2018.

Vargas-Tonsing, T. M. (2009). An exploratory examination of the effects of coaches'

pre-game speeches on athletes' perceptions of self-efficacy and emotion.
Journal of Sport Behavior, 32(1), 92.

Watson, Cecelia. 2004. The Sartorial Self: William James’ Philosophy of Dress.
Accessed October 10, 2017.

William, James. The Self and Its Selves. DJJR Sociology. Accessed
October 10, 2017.
[Link]
Electronic references:
[Link]
[Link]
[Link]
[Link]
causes/syc-20351240
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
better-care-yourself
[Link]
[Link]
[Link]
[Link]
[Link]