Republic of the Philippines

MINDANAO STATE UNIVERSITY – MAGUINDANAO

Dalican, Datu Odin Sinsuat, Maguindanao

COLLEGE OF ARTS AND SCIENCES

e-mail: cas@[Link]

GEC 101

UNDERSTANDING THE SELF

Margie D. Fiesta, PhD, RGC, RPm

Al Bismarck S. Salazar, PhD
Bai Jasslyn Aisha I. Ali, RPm, MPA
Janina Emmeline G. Sinsuat, MPA
Evangeline B. Verano

1st Sem. 2021-2022

GEC 101| Understanding the Self 0

 Part 1
The Self from Various Perspectives

LESSON 1
PHILOSOPHICAL PERSPECTIVE OF THE SELF

Overview:

Philosophy employs the inquisitive mind to discover the ultimate causes,

reasons, and principles of everything. It goes beyond scientific investigation by
exploring all areas of knowledge such as religion, psychology, politics, physics,
and even medicine. Hence, the etymological definition of philosophy “love of
wisdom” could pertain to the desire for truth by formulating never ending
questions to provide answers to every inquiry about the nature of human
existence. The nature of the self is a topic of interest among philosophers.

The philosophical framework for understanding the self was first

introduced by the ancient great Greek philosophers Socrates, Plato, and
Aristotle. In particular, Socrates suggests: “know thyself” mean? What is self and
the qualities that define it? This lesson presents an overview of the philosophical
perspective of the self to assist students identify one’s own self—to gain self-
knowledge.

Learning Outcomes:

At the end of this lesson, the students can:

1. Explain the role of philosophy in understanding the concept of
self;
2. Discuss the different concept of self from the philosophical
perspective;
3. Differentiate the various concepts of the self and identify their
similarities; and
4. Develop your own philosophy of the self.

Materials Needed:
 Module
 Internet Connection
 Laptop

GEC 101| Understanding the Self 1

Duration: 3 hours

Learning Content:

Self According to Contemporary (Modern Day) Philosophers

“AN UNEXAMINED LIFE IS NOT

WORTH LIVING”
~Socrates

Socrates suggests that the

self is synonymous with the soul.
He believes that every human
possesses an immortal that
survives the physical body.

He was the first to focus on the full power of reason on the human self:
who we are, who should be, and who we will become. Socrates suggests that
reality consists of two dichotomous realms: physical and ideal realms. The
physical realm is unchangeable, transient and imperfect. The ideal realm is
unchanging, eternal, and immortal. The physical world in which man lives
belongs to the physical realm. On the other hand, the unchanging, eternal,
perfect realm includes the intellectual essences of the universe, concepts such
as truth, goodness, and beauty. The soul belongs to the ideal realm.

Socrates explains that the essence of the self—the soul—is the immortal
entity.

The soul strives for wisdom and perfection, and reason is the soul’s tool to
achieve this exalted state. But then as long as the soul is tied to the body, the
quest for wisdom is inhibited by the imperfection of the physical realm, where it
wanders and is confused. Socrates thus suggests that man must live an
examined life and a life of purpose and value. For him, an unexamined life is not
worth living. The individual person can have a meaningful and happy life only if
he becomes virtuous and knows the value of himself that can be achieved
through incessant soul searching. He must begin at the source of all knowledge
and significance—the self. The Socratic method of introspection is a method of
carefully examining one’s thoughts and emotions—to gain self-knowledge.

GEC 101| Understanding the Self 2

“THE SELF IS AN IMMORTAL SOUL”
~Plato

Plato believes that the

self is synonymous with the
soul.

For Plato, the three

elements of the soul/self are
reason, physical appetite, and
spirit or passion. Reason is
the divine essence that enables people to think deeply, make wise choices, and
achieve a true understanding of eternal truths. The physical appetite includes
the basic biological needs while the spirit or passion includes the basic emotions.

As explained by Messerly (2014). The soul (mind) itself is divided into 3

parts: reason; appetite (physical urges); and will (emotion, passion, spirit.) The
will is the source of love, anger, indignation, ambition, aggression, etc. When
these aspects are not in harmony, we experience mental conflict. The will can be
on the side of either reason or the appetites. We might be pulled by lustful
appetite, or the rational desire to find a good partner. To explain the interaction of
these 3 parts of the self, Plato uses the image is of the charioteer (reason) who
tries to control horses representing will and appetites. Elsewhere he says that
reason uses the will to control the appetites.

Plato also emphasized the social aspect of human nature. We are not self-
sufficient, we need others, and we benefit from our social interactions, from other
person’s talents, aptitudes, and friendship.

Plato believed the soul exists before birth and after death. [We don’t see
perfect circles or perfect justice in this world, but we remember seeing them in
Platonic heaven before we were born.] Thus he believed that the soul or mind
attains knowledge of the forms, as opposed to the senses. Needless to say, we
should care about our soul rather than our body.

As pointed out by Landazuri (2014) only a self-controlled man, then, will

know himself and will be capable of looking to see what he actually knows and
what he doesn’t know. By the same token only a self-controlled man will be

GEC 101| Understanding the Self 3

capable of examining others to see what a person knows and thinks he knows
(assuming that he does have knowledge), and whether there are things which he
thinks he knows, but doesn’t really. And no one else will be capable of doing this
(Charmides, 167a).

A self-controlled man has introduced an inner order which allows him to

acknowledge his own limits and to examine other person’s knowledge.

“THE SOUL IS THE ESSENCE OF THE

SELF”
~Aristotle

Aristotle suggests that anything with

life has a soul. The soul is the essence of
all living things, thus the soul is the
essence of the self. He introduced the
three kinds of souls: vegetative, sentient,
and rational. The vegetative soul includes
the physical body that can grow. Sentient
soul includes sensual desires, feelings and emotions. Rational soul is what
makes man human. It includes the intellect that allows man to know and
understand things. Aristotle suggests that the rational nature of the self is to lead
a good, flourishing, and fulfilling life.

He posits that the rational soul is characterized by moral virtues such as

justice and courage.

“THE SELF HAS AN IMMORTAL SOUL”.

“I am doubting, therefore I am”
~St. Augustine

Augustine viewed the

body as “spouse” of the soul,
both attached to one another
by “natural appetite”. He
believes that the body is
united with the soul, so that
man may be entire and

GEC 101| Understanding the Self 4

complete. As a religious, the soul is what governs and defines man. For him,
humankind is created in the image and likeness of God. Everything created by
God is all good is good. Therefore, the human person, being a creation of God is
always geared towards the good. Augustine is convinced that the self is known
only through knowing God. Accordingly, self-knowledge is a consequence of
knowing God.

“Cogito Ergo Sum - I THINK, THEREFORE I AM”

~René Descartes

Descartes suggests that the act of

thinking about the self or being self-conscious is
proof that there is a self. The human self is a
thinking entity that doubts, understands,
analyzes, questions, and reasons. There are
dimensions of the human self: the self as a
thinking entity and the self as a physical body.
Soul for him is non-material, immortal, conscious being, and independent of
physical laws of the universe, In contrast, the physical body is a material, mortal,
non-thinking entity, fully governed by the physical laws of nature. In other words,
the soul and the body are independent of one another, and each can function
without the other. For Descartes, the essence of human self-a thinking entity that
doubts, understands, analyzes, questions, and reasons.

“THE SELF IS CONSCIOUSNESS”

~John Locke

Locke believes that human mind at birth

is a tabula rasa or a blank slate. For him,
conscious awareness and memory of previous
experiences are the keys to understanding the
self. He believes that the essence of the self is
its conscious awareness of itself as a thinking,
reasoning, and reflecting identity. He contends
that consciousness accompanies thinking and
makes possible the concept people have of a

GEC 101| Understanding the Self 5

self. Self-consciousness is necessary to have a coherent personal (self) identity
or knowledge of the self as a person. Consciousness is what makes identity of a
person similar in different situations.
The power of reason and introspection enables one to understand and
achieve accurate conclusions about the self (or personal identity).

“THERE IS NO SELF”
~David Hume

The idea of personal identity for Hume

is a result of imagination and that if the person
carefully examines his sense experience
through the process of introspection, he will
discover that there is no self. For him, what
people experience is just a bundle of collection
of different perceptions. If one examines his
experiences, he will find distinct entities: impressions and ideas. Impressions are
the basic sensations of people’s experience such as hate, love, joy, pain, cold,
and heat. Impressions are vivid perceptions and are strong and lively. Ideas are
thoughts and images from impressions so they are less and vivid. For Hume, the
idea of personal identity is a result of imagination.

“WE CONSTRUCT THE SELF”

~Immanuel Kant

It is the self that makes experiencing an

intelligible world possible because it is the self that is
actively organizing and synthesizing all of our thoughts
and perceptions.

The self, in the form of consciousness, utilizes

conceptual categories which he calls transcendental
deduction of categories, to construct an orderly and
objective world that is stable and can be investigated
scientifically. Kant believes that the self is an organizing principle that makes a
unified and intelligible experience possible.

GEC 101| Understanding the Self 6

 The self constructs its own reality, actively creating a world that is familiar
and predictable and most significantly mine, according to Kant.

“THE SELF IS MULTILAYERED”

~Sigmund Freud

Freud holds that the self consists of three

layers: conscious, unconscious, and preconscious.
The conscious self is governed by the “reality
principle”. The unconscious part of the self, the
“pleasure principle”, contains the basic instinctual
drives including sexuality, aggressiveness, and self-
destruction, traumatic memories, unfulfilled wishes
and childhood fantasies. The preconscious self contains material that is not
threatening and is easily brought to mind. This is located between the conscious
and unconscious part of the self. Freud argues that much of the self is
determined by the unconscious.

“THE SELF IS THE WAY PEOPLE BEHAVE”

“I ACT, THEREFORE I AM”
~Gilbert Ryle

Ryle believes that the self is best understood as a

pattern of behavior, the tendency or disposition for a
person to behave in a certain way in certain
circumstances. For him the self is the same as bodily
behavior. He concludes that the mind is the totality of
human dispositions that is known through the way people
behave. Mind expresses the entire system of thoughts,
emotions and actions that make up the human self.

“THE SELF IS THE BRAIN”

~Paul Churchland

The idea of eliminative materialism or idea

that the self is inseparable from the brain and
physiology of the body is advocated by Churchland.
For him, all a person has is the brain, and so if the

GEC 101| Understanding the Self 7

brain is gone, there is no self. What gives the people the sense of self is the
physical brain and not the imaginary brain. The mind does not exist because it
cannot be experienced by the senses.

“THE SELF IS EMBODIED SUBJECTIVITY”

~Maurice Merleau-Ponty

For Merleau-Ponty, all knowledge about

the self is based on the “phenomena” of
experience. He is convinced that consciousness,
the world, and the human body are intricately
intertwined in perceiving the world. For him,
perception is not merely a consequence of
sensory experience; rather it is a conscious experience. Thus, the self is
embodied subjectivity. He notes in his book, Phenomenology of Perception, that
everything that people are aware of is contained within the consciousness.

Learning Activities:

Activity 1:

Identify the philosopher who proposed the particular view of the self
presented in the first column. Then, examine your personal view about the nature
of self and indicate whether you believe or not in that philosophical view of self. If
you believe in that stated philosophy, recall an important experience you have
had which relates to it. If you do not believe, explain your disbelief. How do you
think your experiences or belief affects your selfhood?

Your output will be rated based on the rubric below.

Criteria Excellent Good Fair Poor

5 3 2 1
Content All ideas Most ideas Some ideas None ideas
presented are presented are presented are presented are
informative, informative, informative, informative,
organized organized organized organized and
and explained and explained and explained explained well
well well well
Spelling and There is no There are There are Full of
Grammar grammatical some few grammatical
errors grammatical grammatical errors
errors errors
Neatness All writings Most writings Some writings None of the
are neatly are neatly are neatly writings are
done done done neatly done
GEC 101| Understanding the Self 8
 Believe
Philosophical Philosopher It or Not: Related Life Reasons Effects
Views of Self (Write B Experiences Why I Do on My
if you Not Selfhood
believe; Believe
N if you
do not
believe.)
An
unexamined
life is not worth
living.
If human
beings do not
live in
accordance to
their
nature/function,
the result will
be injustice.
Self-realization
is attained by
fulfilling man’s
threefold
nature:
vegetative.
Sentient, and
rational.
The self seeks
to be united
with God
through faith
and reason.
The self is a
thinking thing,
distinct from
the body.
The human
mind at birth is
a blank slate or
tabula rasa.
There is no
self, only a
bundle of
constantly
changing
perceptions
passing
through the
theater of our
minds.
The self
transcends
experience.
I act, therefore,
I am.

GEC 101| Understanding the Self 9

The self is the
brain.
The
consciousness,
the world, and
the human
body are
intricately
intertwined in
knowing the
world.

Learning Evaluation:
Quiz 1:
Multiple Choices. Encircle the letter of that corresponds to your answer.

1. According to him, “an unexamined life is not worth living.”

a. Socrates
b. Plato
c. Augustine
2. In his Theory of Forms, he introduces the concept of the two worlds: the
world of forms (non-physical ideas) and the world of sense (reality).
a. Socrates
b. Plato
c. Augustine
3. He is regarded as the Father of Modern Philosophy.
a. Gilbert Ryle
b. Paul Churchland
c. Rene Descartes
4. He postulates that the human mind at birth is a blank slate or tabula rasa.
a. Augustine
b. René Descartes
c. John Locke
5. He introduces the idea of eliminative materialism.
a. Immanuel Kant
b. Gilbert Ryle
c. Paul Churchland
6. He believes that the self is nothing but a collection of interconnected and
continually changing perceptions passing through the theater of our
minds.
a. David Hume
b. Paul Churchland
GEC 101| Understanding the Self 10
 c. Immanuel Kant
7. The Phenomenology of Perception is the work of:
a. David Hume
b. Maurice Merleau-Ponty
c. Paul Churchland
8. He believes that the mind is not the seat of self but behavior, thus the
principle “I act, therefore, I am.”
a. Gilbert Ryle
b. David Hume
c. Immanuel Kant
9. He believes that the self is the brain.
a. David Hume
b. Maurice Merleau-Ponty
c. Paul Churchland
10. The cornerstone of Socrates’ philosophy is:
a. I think, therefore, I am.
b. Know thyself.
c. The self is the way people behave.

References:

Books
 Monilla, M.J. and Ramirez, N. (2018). Understanding the Self. C&E
Publishing,Inc. Quezon City
 Tadena,J. (2019) Philosophical Perspective of the Self.
 Messerly,J. (2014). Summary of Plato’s Theory of Human Nature.
 Landazuri,M. (2014). The Development of Self-Knowledge in Plato’s
Philosophy.

Websites
 [Link]
[Link]
 [Link]
.69i59l2j69i57j0l5.3030j0j8&sourceid=chrome&ie=UTF-8
 [Link]
Perspective-of-the-Self-docx
 [Link]
of_Self-Knowledge_in_Plato's_Philosophy

GEC 101| Understanding the Self 11

 LESSON 2
SOCIOLOGICAL PERSPECTIVE: THE SELF AS A PRODUCT OF
SOCIETY

Overview:

Sociological perspective of the self is based on the assumption that

human behavior is influenced by group life. A particular view of oneself is
informed through interactions with other people, groups, or social institutions.
This lesson draws on the principles and concepts of well-known sociologists to
foster student understanding of sociology and how sociology impacts students’
everyday lives, and provide a pathway to self-understanding of “who you are”
and “what you are” in contemporary society.

Learning Outcomes:

At the end of this lesson, the students can:

1. Recognize what sociology tells about understanding the self and
others;
2. Discuss how individuals view the self as a product of
socialization;
3. Explain George Herbert Mead’s theory of the social self;
4. Describe the self as a product of modern and postmodern
societies; and
5. Identify your own social experiences that have been particularly
helpful in understanding the self.

Materials Needed:
 Module
 Internet Connection
 Laptop

Duration: 3 hours

Learning Content:

Postmodern individuals try to avoid fixation and keeps the options open for
self-improvement. Sociology generates new insights into the interconnectedness
between self and other people.

GEC 101| Understanding the Self 12

 The self continues to change along with his or her social experience; no
matter how much the world shapes a person, they will always remain a creative
being and be able to react to the world around them.

The looking-glass self, a concept introduced by Charles Horton Cooley,

describes the development of one’s self and identity through interactions with
others.

The self has two dimensions according to Mead, the I and the me. The I
is the subjective element and the active side of the self, whereas the me is the
objective element of the self.

According to Mead, the self passes through three stages of development:

preparatory, play,and game.
 Preparatory stage (0-3years old): children imitate people around
them especially family members; they copy behavior without
understanding intentions.
 Play stage (3-5years old): children start to view themselves in
relation to others; learns to communicate through language and
other symbols, but don’t perceive role-taking as something
expected of them. The self is developing at this stage.
 Game stage (8-9years old): children understand not only their own
position but also others; children become concerned about and
take into account their behavior. The self is now present at this
stage.

According to Lanuza, the attainment and stability of self-identity in modern

societies are freely chosen and no longer restricted by customs and traditions.

GEC 101| Understanding the Self 13

Problems such as alienation and dehumanization of the self appear, hindering
the full development of human potentials. Hence, a need to discover the
“authentic core” of the self to freely work towards self-realization.

For Lanuza, self-identity continuously changes due to the demands of

multitude of social contexts, new information technologies, and globalization.

Individuals achieve self-identity

through prestige symbols that they consume
is explained by Baudrillard. In post modern
societies, self-identity continuously change
due to social contexts, new info technologies,
and globalization. The postmodern person
has become an insatiable consumer and may be never be satisfied because of a
need to seek for a position in society through quality of prestige symbols they can
consume. Therefore, leading to a never-ending search for prestige in the society.
The postmodern individuals achieve self-identity through prestige symbols that
they consume.

The cultural practices of advertising and mass media greatly influence

individuals to consume goods not for their primary value and utility but for the
feeling of goodness and power when compared with others.

Learning Activities:
Activity 1:
In a long bond paper, answer the following questions. Your work will be
rated based on the rubric below.
Criteria Excellent Good Fair Poor
5 3 2 1
Content All ideas Most ideas Some ideas None ideas
presented are presented are presented are presented are
informative, informative, informative, informative,
organized organized organized organized and
and explained and explained and explained explained well
well well well
Proper All parts of Most parts of Some parts of None of the
Illustration the ideas are the ideas are the ideas are parts of the
properly properly properly ideas are
illustrated illustrated illustrated properly
illustrated
Layout Easy to Almost makes Make some Hardly makes
understand sense senses sense

GEC 101| Understanding the Self 14

 1. How do you perceive yourself as you interact with other people in the
society? How do you think you formed this perception of yourself? Identify
the people, groups, or social institutions that significantly influenced your
understanding of yourself. Fill in the table below with your answers.

People/Groups/Social
Institutions with Whom I My Self-perception via How my Self-perception
Have Had Meaningful Social Interaction was Established
Encounters

2. Consider Mead’s concepts of the I and me self. Using the graphic

organizer below, make a list of your characteristics for each of these two
categories. Which one better describes your social self?

My Social Self

I Self Me Self

GEC 101| Understanding the Self 15

Learning Evaluation:
Quiz 1:
A. Multiple Choice. Encircle the letter that corresponds to your answer.

1. He introduced the concept “looking-glass self”.

a. George Herbert Mead
b. Charles Horton Cooley
c. Gerry Lanuza
d. Jean Baudrillard
2. He proposed the theory of social self.
a. George Herbert Mead
b. Charles Horton Cooley
c. Gerry Lanuza
d. Jean Baudrillard
3. During this stage, there is no self.
a. Game stage
b. Play stage
c. Preparatory stage
d. Role playing
4. During this stage, the self is developing.
a. Game stage
b. Play stage
c. Preparatory stage
d. Role playing
5. The attitudes, viewpoints, demands, and expectations of others and the
society.
a. Role taking
b. Role playing
c. Generalized others
d. Looking-glass self

B. True or False. Write T on the blank if the statement is true and write F if it
is false.
__________ 1. The I is the objective element of the self.
__________ 2. The me represents the spontaneous and unique traits of
the individual.
__________ 3. The full development of the self is attained when the I and
the me are united.

GEC 101| Understanding the Self 16

 __________ 4. The postmodern individuals achieve self-identity through
prestige symbols that they consume.
__________ 5. During the play stage, individuals have a more
sophisticated look of people and an ability to respond to
numerous members of the social environment.

C. Critical Questions for Discussion.

1. Discuss Mead’s stages of self. Describe how the development of self is
unique for every individual, and cite personal experiences showing how
Mead’s stages of self relate to your experiences.
2. What is the most expensive thing you have bought so far? Analyze the
reasons why you chose that item instead of a cheaper brand. Are you
satisfied with that expensive possession of yours? Do you still consider
buying another one when a new model comes out in the market? Justify
your answer. How do you think the sense of self is achieved in our present
society wherein consumption has been the main organizing element?
Focus your discussion on Baudrillard’s theory on the impact of
postmodernity on social life.
3. Interview or have a conversation with three famous students (e.g.,
basketball player, student organization officer) in the campus. Ask them
about how they view themselves as they socialize with other students and
how they think others perceive them. Do they think most people have
perceived them correctly? Analyze how famous personalities understand
themselves based on Cooley’s looking-glass self.

Your output will be rated based on the rubric below.

Criteria Excellent Good Fair Poor
5 3 2 1
Content All ideas Most ideas Some ideas None ideas
presented are presented are presented are presented are
informative, informative, informative, informative,
organized organized organized organized and
and explained and explained and explained explained well
well well well
Spelling and There is no There are There are Full of
Grammar grammatical some few grammatical
errors grammatical grammatical errors
errors errors
Neatness All writings Most writings Some writings None of the
are neatly are neatly are neatly writings are
done done done neatly done

GEC 101| Understanding the Self 17

References:

Books
 Monilla, M.J. and Ramirez, N.(2018). Understanding the Self. C&E
Publishing,Inc. Quezon City

Websites
 [Link]
[Link]
 [Link]
&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjG8Le5tpXrAhX5yosBHY
W8ATgQ_AUoAXoECA0QAw&biw=

LESSON 3
AN ANTHROPOLOGICAL CONCEPTUALIZATION OF SELF: THE
SELF AS EMBEDDED IN CULTURE

Overview:

Practices among different societies reveal ways how societies

conceptualize what the self is and how it relates to culture. Anthropology,
considered as one of the most complex areas of discipline, has explored various
meanings of culture, self and identity in the desire to come up with a better
understanding of the self. Some anthropologists, however, arrive at a conclusion
that there is no simple definition.

Learning Outcomes:

At the end of this lesson, the students can:

1. Enumerate the various social sciences;
2. Identify the various social sciences;
3. Differentiate sociology from other social sciences; and
4. Analyze the relationship between sociology and other social
sciences.

Materials Needed:
 Module
 Internet Connection
 Laptop
GEC 101| Understanding the Self 18
Duration: 3 hours

Learning Content:

Anthropology is concerned with how cultural and biological processes

interact to shape human existence. Both biological and cultural factors have
significant influence within the society. The most important contribution of
anthropology is providing insights into the nature of self- based on continuous
understanding of the basic elements of culture.

Culture is defined by Edward Tylor as a complex whole which includes

knowledge, belief, art, morals, law, customs, and any other capabilities and
habits acquired by man as member of society. Culture is not behavior itself but
the shared understandings that guide behavior. Culture, being diverse, self and
identity may have different meanings in different cultures. Identity is a disposition
of basic personality features acquired mostly during childhood and once
integrated, more or less fixed.

There are two ways in which the concept of self is viewed in different
societies: egocentric and sociocentric. In the egocentric view, the self is seen as
an autonomous and distinct individual. Each person is defined as a replica of all
humanity but capable of acting independently from others. While in the
sociocentric view, the self is contingent on a situation or social setting. This is a
view of the self that is context-dependent which emphasizes that there is no
intrinsic self that can possess enduring qualities (Robbins, 2012).

From the similarities and differences in characteristics among individuals,

people construct their social identities. The identity toolbox refers to the features
of a person’s identity that he or she chooses to emphasize in constructing a
social self. Some characteristics such as kinship, gender, and age are almost
universally used to differentiate people. Other characteristics, such as ethnicity,
personal appearance, and socioeconomic status are not always used in every
society. Family membership could be the most significant feature to determine a
person’s social identity. Another important identity determinant that is often
viewed as essential for the maintenance of a group identity is language. In other
societies, religious affiliation is an important marker of group identity (Robbins,
2012). In Mindanao, being Christian or a Muslim is possibly the most important
defining feature of one’s social identity.

GEC 101| Understanding the Self 19

 Personal naming, a universal practice with numerous cross-cultural
variations, establishes a child’s birthright and social identity. A name is an
important device to individualize a person and legitimize him or her as a member
of a social group such as family (Haviland, Prins, Walrath, & McBride, 2013).
Personal names in all societies are intimate markers of a person which
differentiates him or her from others. A person’s name may symbolically
represent his or her cultural self. Hence, many cultures mark the naming of a
child with a special ceremony.

One’s identity is not inborn. It is something people continuously develop in

life. For instance, rites of passage usually involve ritual activities to prepare
individuals for new roles from one stage of life to another such as birth, puberty,
marriage, having children, and death. Arnold van Gennep believes that changes
in one’s status and identity are marked by a three-phased rite of passage:
separation, liminality, and incorporation. In the separation phase, people detach
from their former identity to another. For example, in a wedding, the bride walking
down the aisle to be “given away” by the parents to the groom implies the
separation from one’s family to become part of a new one. In the liminality phase,
a person transitions from one identity to another. For example, the wedding
ceremony itself is the process of transition of the bride and groom from
singlehood to married life. Finally, in the incorporation phase, the change in one’s
status is officially incorporated. For example, the wedding reception and parties
that celebrate the wedding serve as the markers that officially recognize the bride
nad groom towards being husband and wife.

Self-identification may be attained by overcoming traditional practices or

through internalizing divergent cultural models and suppressing any conflicting
self-representations.

The concept of the “illusion of wholeness” implies that the cohesiveness

and continuity of self are only illusory.

Geertz defined culture as a system of inherited conceptions expressed in

symbolic forms by means of which people communicate, perpetuate, and
develop knowledge about and attitudes towards life.

GEC 101| Understanding the Self 20

 According to Geertz, man is defined by his genetic potentials shaped into
actual accomplishments which are made possible by culture.

Cultural differences exist when groups of people assign different

meanings to different life events and things.

Learning Activities:
Activity 1:
A. Identity Toolbox: “Birds of the Same Feather”
Walk around singing “Ang mga ibon na lumilipad ay mahal ng Diyos…”
The activity leader will shout: Birds of the same feather flock together. Group
yourselves according to (any characteristic such as age, gender, religion,
ethnicity, skin color, body shape, height, etc.). Do the activity for 15 minutes, then
answer the following questions.

1. Cognitive Processing Questions

a. Who among your classmates are similar to you in terms of the
characteristics mentioned by the activity leader?
b. What did you observe during the activity?
c. What did you realize about your social identity?

2. Affective Processing Questions

a. How did you feel being in contact with your classmates who are similar
to you?
b. How did you feel when you were not able to find your group?
c. How did you feel when you found yourself not belonging to any group?

Make a short write-up about your experience. Give some insights on the use of
identity toolbox in the conceptualization of self.

B. Ethnicity, religion, political affiliations, or even socioeconomic status may be

associated with one’s name. Analyze the names of your grandparents, parents,
siblings, and yours. What naming practices do you have in your family? How do
you think your personal name established your social identity?

C. Anthropological Perspective of Self: Biocultural Connection in Me

The self is continually influenced by cultural variation that depends on our
inherited biological characteristics and cultural environments. Every human being

GEC 101| Understanding the Self 21

is born with a specific set of genetic potentials and limitations which influence his
or her own construction of self, but the self is also a result of the complex
interplay of biological and cultural environments. Using the biocultural framework,
list down your inherited potentials as well as your cultural environment such as
your personal experiences, beliefs, norms, and values. Analyze your lists, then
describe your “biocultural self.” Use the graphic organizer below.

My Genetic Inheritance My Cultural Inheritance

My Biocultural Self

GEC 101| Understanding the Self 22

 Criteria Excellent Very Good Good Fair
5 4 3 2
Content Concepts Most Some of the Very few
reflected are concepts concepts concepts
all accurate reflected are reflected are reflected are
all accurate all accurate all accurate
Connection All concepts Most Some Very few
between are concepts are concepts are concepts are
concept connected connected connected connected well
well well well
Spelling and There is no There are There are Full of
Grammar grammatical some few grammatical
errors grammatical grammatical errors
errors errors
Neatness All writings Most writings Some writings None of the
are neatly are neatly are neatly writings are
done done done neatly done

Learning Evaluation:
Quiz 1:
A. Multiple Choice. Encircle the letter that corresponds to your answer.

1. It refers to “that complex whole which includes knowledge, belief, art,

morals, law, customs, and any other capabilities and habits acquired by
man as a member of society.”
a. Identity toolbox
b. Social identity
c. Society
d. Culture
2. According to this view, there is no intrinsic self that can possess enduring
qualities.
a. Androcentric
b. Egocentric
c. Sociocentric
d. Polycentric
3. This refers to the features of a person’s identity that he or she chooses to
emphasize in constructing his or her social self.
a. Personal name
b. Social identity
c. Identity toolbox
d. Cultural construction of self
4. It is universal practice with numerous cross-cultural variations and
establishes a child’s birthright and social identity.
a. Personal naming
GEC 101| Understanding the Self 23
 b. Rites of passage
c. Identity toolbox
d. Incorporation
5. These are interactions in which there is a discrepancy between the identity
a person claims to possess and the identity attributed to that person by
others.
a. Illusion of wholeness
b. Identity struggles
c. Rites of passage
d. Separation

B. True or False. Write T on the blank if the statement is true and write F if it
is false.
__________ 1. Anthropology considers human experience as an interplay
of nature and nurture.
__________ 2. We are born with an identity.
__________ 3. Without a name, an individual’s social identity is not
established.
__________ 4. The Japanese view of self can be best described as
egocentric.
__________ 5. In the sociocentric view, the self is viewed as contingent
on a situation or social setting.

C. Critical Questions for Discussion

1. Think of at least three cases of college fraternity hazing in the Philippines
within the last five years. What do you think of organizations requiring their
neophytes to perform various demeaning acts and undergo life threatening
initiation rites before incorporating them into the fraternity as full-fledged
brothers? Would you consider joining a fraternity/sorority in your campus?
What could be the reasons why college students are encouraged to join
fraternities/sororities? Focus your discussion using Golubovic’s theory on
identity crisis.
2. Identify Filipino anthropologists and describe their contributions towards
the Filipino conceptualization of the self.
3. Do you know someone in your family, neighborhood, or school who has
identity struggles? What is the basis of your judgement? Do you think that
individuals must be able to defend their identities if they are threatened?

GEC 101| Understanding the Self 24

 Group yourselves into five and discuss your answers. Write your group’s
conclusions on how individuals must act when facing identity struggles.

References:

Books

 Monilla, M.J. and Ramirez, N. (2018). Understanding the Self. C&E

Publishing,Inc. Quezon City

LESSON 4
PSYCHOLOGICAL PERSPECTIVE OF THE SELF

Overview:

The development of self-understanding in adolescence involves a number

of theories about the self, identity, and personality. Theories about the self give
away for the identification of which characteristics of the self are relevant and the
understanding of how these characteristics are related to each other. They foster
discourse on the different conceptualizations of identity based on different
sociocultural context (Santrock, 2002). This lesson outlines the psychological
theories that influence the way people understand the self. As the following
theories illustrate, adolescents construct their own understanding of their selves
well by integrating the information into their lives. Understanding of the self is
highest when the different parts of the self become integrative. Consistent with
Carl Roger’s theory of self, an important aspect of understanding the self is self-
awareness—how much an adolescent is aware of his or her own psychological
make-up, what makes him or her unique as a person, as well as his or her
strengths and weaknesses.

Learning Outcomes:

At the end of this lesson, the students can:

1. Define and describe the different psychological concepts of self;
2. Differentiate the various concepts of the self and identify their
interrelationships;
3. Explain how the concepts of self influence behavior; and
4. Apply concepts of the self in one’s life to develop self-
awareness and self-understanding.

GEC 101| Understanding the Self 25

Materials Needed:
 Module
 Internet Connection
 Laptop

Duration: 3 hours

Learning Content:

William James suggests that the self is divided into two categories: the I-
Self and the Me-Self. The I-Self refers to the self that knows who he or she is.
The Me-Self refers to the person’s personal experiences and is further divided
into sub-categories: material self, social self, and spiritual self.

According to Rogers, the real self consists of all the ideas, including the
awareness of what one is and what one can do. The ideal self is the person’s
conception of what one should be or what one aspires to be which includes one’s
goals and ambitions in life.

The function of the false self is to hide and protect the true self.

People viewed as proactive agents of experiences. Efficacy beliefs are

the foundation of human agency.

The self is the central archetype that unites all parts of the psyche. The
ego is the individual’s conscious perception of the self.

Freud makes a distinction among the three components of the personality:

id, ego, superego.

 Id - characterized by the need to satisfy basic urges and desires

 Ego - operates on the reality principle and controls the Id
 Superego - the conscience or moral judge of one’s conduct

GEC 101| Understanding the Self 26

 When talking about the id, the ego, and the superego, it is important to
remember that these are not three separate entities with clearly defined
boundaries. These aspects are dynamic and always interacting to influence an
individual's overall personality and behavior.

With many competing forces, it is easy to see how conflict might arise
between the id, ego, and superego. Freud used the term ego strength to refer to
the ego's ability to function despite these dueling forces.

A person who has good ego strength can effectively manage these
pressures, while a person with too much or too little ego strength can be
unyielding or disruptive.

 Oral Stage – babies derive pleasure from oral activities like sucking and
biting; overindulgence may lead to overeating, smoking, and alcoholism;
dissatisfaction may lead to sarcasm and tactlessness.
 Anal Stage – the child derives pleasure from the elimination of body
wastes. Fixations can lead to having obsessions to cleanliness or
clumsiness.
 Phallic Stage – children derive pleasure from examining, touching,
fondling, or displaying their genitals. Parents and teachers need to
properly educate children about sexuality. Fixations may lead to abnormal
sex behaviors later in life.
 Latency Stage – sexual energy is repressed at this stage as children
become occupied with school.
 Genital Stage – pleasure again derived from the genital area and seeks to
satisfy sexual desires from sexual relationships.

GEC 101| Understanding the Self 27

 In Erik Erickson’s theory, to achieve an individual identity, one must create
a vision of the self that is authentic.

 Trust vs Mistrust – a child will develop trust if well-taken cared for, mistrust
if not
 Autonomy vs Shame and Doubt – if parents allow children to explore, they
will become more confident and secure in their own abilities.
 Initiative vs Guilt – developing a sense of responsibility among children
leads to a development of initiative, a child who is made to feel
irresponsible might develop feelings of guilt.
 Industry vs Inferiority – when children are encouraged on their efforts,
industry will develop, if children receive little to no encouragement from
parents or teachers, they will doubt their own abilities and likely develop
inferiority
 Identity vs role confusion – if parents provide proper support, adolescents
will develop positive identity; if not, they will feel insecure and role
confusion will likely develop.
 Intimacy vs Isolation – those who are successful In this stage will likely
form relationships that are stable and successful; inability to develop
these, will lead to isolation.
 Generativity vs Stagnation – generativity involves a person’s desire to
contribute activities that will benefit the community; those who fail to attain
these will feel worthless.
 Integrity vs Despair – at this stage, individuals reflect on the important
events of their lives. If they are satisfied and proud of their
accomplishments, they will feel a sense of integrity; those unsuccessful
will feel that their life has been wasted and will feel regrets.

Learning Activities:
GEC 101| Understanding the Self 28
Activity 1:
1. One way to learn about the self is by using self-assessment measures.
Understand more about yourself and gain insights about your strengths by
taking the survey of character strengths. You can download the survey at
[Link]

2. The Story of My Life

You can deepen your self-understanding by writing your life story.
Essentially, the stories we tell are windows into our inner self. Write your
life story. Begin your story by writing the basic information about yourself
such as your name, nickname, age, birthplace, favorite subjects, course,
year level, interests, hobbies, strengths and weaknesses, your motto,
beliefs, ambitions, and goals in life; and the aspirations and lessons you
learned in your life. Then in the subsequent paragraphs, tell something
about your parents, the lessons that your parents taught you, the things
that you are grateful for about them, and the things that you are happy
with in your life.

3. My Ideal Self
Describe what you will be or what you want to be in the next ten
years, including your goals and ambitions, the places you want to go to,
and the things you want to have, among others. Include views and ideas
about who and what you aspire in the future. Start your statements with
prompts such as ten years from now, I envision myself as…

The Story of My Life

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

GEC 101| Understanding the Self 29

 My Ideal Self

Criteria Excellent Very Good Good Fair

5 4 3 2
Content All drawings Some Few drawings None of the
presented drawings presented drawings
described about presented described about presented
culture described culture described
about culture about culture
Spelling There is no There are There are few Full of
and grammatical some grammatical grammatical
Grammar errors grammatical errors errors
errors
Neatness All Most Some None of the
drawing/writings drawing/ drawing/writings drawing/writing
are neatly done writings are are neatly done s are neatly
neatly done done

Learning Evaluation:

Quiz 1

A. Fill in the blanks.

1. The term __________ refers to the image of oneself.

2. Central to the theory of __________ is the concept of archetype.
3. William James suggests that the self is divided into two categories:
__________ and the __________.
4. __________ archetype is often considered as the dark side of the psyche.
5. __________ refers to the “conscience” and “moral judge” of conduct.
6. __________ refers to the individual’s belief that he or she is capable of
performing a task.

GEC 101| Understanding the Self 30

 7. __________ developed the psychosexual stages of development.
8. __________ proposes that individuals go through eight psychosocial
stages of development.
9. __________ means independence of thought and confidence to think and
act for oneself.
10. The __________ is the central archetype that unites all parts of the
psyche.
11. __________ is the final psychosocial stage which occurs during old stage
and is focused on the reflections on life.
12. Freud believes that the __________ is the pleasure-seeking side.
13. __________ suggests that humans are proactive agents of experiences.
14. __________ is the ability to control one’s behavior without having to rely
on others for help.
15. Developing a sense of __________ is important during adolescence
stage.

B. Answer the following essay questions.

1. Which of the basic concepts described in the preceding theories do you

think applies to you the most?
2. Did your study of the different theories of the self lead you to change any
of your perceptions about yourself?
3. Did the theories of the self lead you to recognize your strengths and
weaknesses?
4. How does the lesson foster self-understanding and development?

References:

Books

 Monilla, M.J. and Ramirez, N. (2018). Understanding the Self. C&E

Publishing,Inc. Quezon City

LESSON 5
THE WESTERN AND EASTERN CONCEPTS OF SELF

Overview:
This lesson outlines the Western and Eastern concepts of self and how
they differ and agree on certain perspective. The Western conceptualization of
the self is divided into three periods of historical development while the Eastern
GEC 101| Understanding the Self 31
concepts of the self are presented based in the four great systems of Eastern
thought: Hinduism, Buddhism, Confucianism, and Taoism.

Learning Outcomes:
At the end of this lesson, the students can:
1. Explain the Western concept of self;
2. Enumerate and discuss the different Eastern conceptions of
self;
3. Compare Eastern and Western views of the self; and
4. Examine your own conceptualization.

Materials Needed:
 Module
 Internet Connection
 Laptop

Duration: 3 hours

Learning Content:

Western thought favors a rational-empirical approach over magical and

explanation of things, including the self.

Western self as an individualistic self that is deeply conscious of itself

including its uniqueness, motivation, and free will is characterized by Ho.

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 Taoist, the self is an extension of the cosmos, not of social

relationships. The self is described as one of the limitless forms of the Tao
(nature).

Western Concepts of Self:

 Western Self as Analytic – the whole is understood when differentiated
into parts.

GEC 101| Understanding the Self 32

  Western Self as Monotheistic – the belief in one Supreme Being
coexisting with the universe condenses the supernatural and human
capabilities into bipolarity of both existence and categories.
 Western Self as Individualistic – exhibits the coexistence of favorable and
unfavorable conditions inherent in personal freedom.
 Western Self as Materialistic and Rationalistic – the Western way of
thinking is focused on material “things” and favors a rational-empirical
approach over magical and superstitious explanations of immaterial
“things”.

Eastern Concepts of Self:

 The Hindu concept of self is expounded in Vedanta; stated that Brahman
is an absolute reality and Atman is soul or spirit.
 in Buddhist philosophy, man is just a title for the summation of the five
parts that compose the individual, however each parts distinctly is not
man; stated that “there is nothing permanent but change”.
 Confucius: “Do not do unto others what you would not want others to do
unto you”; stated “the self is known as a relational self”, “the individual’s
greatest mission of attaining self-realization wherein self-cultivation is
instrumental”.
 5 cardinal relationships: between ruler and minister, between father and
son, between husband and wife, between brothers, and between friends.
 The individual is set to respond to what is socially required rather than to
one’s personal needs and goals.
 Tao is commonly regarded as Nature that is the foundation of all that
exists, not bounded by time and space.
 One unique feature of Eastern philosophy is its great reverence for nature,
believed that nature promotes introspection into one’s inner life and that
wisdom and enlightenment can be attained by observing nature.

Learning Activities:

Activity 1:
A. Sentence Completion Test: Fill in each blank with the first answer that comes
to your mind.
1. I am _______________________________________________________
2. I am _______________________________________________________
3. I am _______________________________________________________
4. I am _______________________________________________________
GEC 101| Understanding the Self 33
 5. I am _______________________________________________________
6. I am _______________________________________________________
7. I am _______________________________________________________
8. I am _______________________________________________________
9. I am _______________________________________________________
10. I am _______________________________________________________
11. I am _______________________________________________________
12. I am _______________________________________________________
13. I am _______________________________________________________
14. I am _______________________________________________________
15. I am _______________________________________________________
16. I am _______________________________________________________
17. I am _______________________________________________________
18. I am _______________________________________________________
19. I am _______________________________________________________
20. I am _______________________________________________________

In the following chart, categorize your responses in the sentence

completion test above.
Individual Self: Collective Self:
Unique personal traits, skills, abilities Beliefs, values, and characteristics
and hobbies which are socially shared within a
group

GEC 101| Understanding the Self 34

B. Cite your Western, Eastern, and Filipino characteristics. Fill up the chart
below. Rubric is presented below.
My Western My Eastern My Filipino
Characteristics Characteristics Characteristics

Criteria Excellent Good Fair Poor

5 3 2 1
Content All ideas Most ideas Some ideas None ideas
presented are presented are presented are presented are
informative, informative, informative, informative,
organized organized organized organized and
and explained and explained and explained explained well
well well well
Spelling and There is no There are There are Full of
Grammar grammatical some few grammatical
errors grammatical grammatical errors
errors errors
Neatness All writings Most writings Some writings None of the
are neatly are neatly are neatly writings are
done done done neatly done

GEC 101| Understanding the Self 35

Learning Evaluation:
Quiz 1:

A. Multiple Choice. Encircle the letter that corresponds to your answer.

1. All schools of thought in the East except:
a. Buddhism
b. Empiricism
c. Hinduism
d. Confucianism
2. All are schools of thought in the West except:
a. Rationalism
b. Scholasticism
c. Taoism
d. Phenomenology
3. The _____ thought assumes that the self is the measure of all things.
a. Eastern
b. Filipino
c. Western
d. Collectivist
4. Eastern thought emphasizes _____.
a. Distinction
b. Oppositions
c. Individualism
d. Harmony
5. The ideal of _____ is self-actualization through personal growth.
a. Western thought
b. Eastern thought
c. Filipino thought
d. Indian thought

B. True or False. Write T on the blank if the statement is true and write F if it is
false.
__________ 1. Eastern thought is pluralistic.
__________ 2. There is separation between philosophy and religion in
Eastern thought.
__________ 3. The Eastern way of thinking is analytic-deductive.
__________ 4. The Western concept of individual freedom is seen as a
double-edged sword.

GEC 101| Understanding the Self 36

 __________ 5. The primary source of knowledge in Western philosophy is
faith.

C. Critical Questions for Discussion

1. Is the Philippines a collectivist society? Justify your answer.
2. Watch a film on any of the Western and Eastern concepts of self. What is
your reflection as a Filipino about the Western and Eastern concepts of
self?
3. Divide the class into two groups. Role play a scenario illustrating the
Western (Group 1) and Eastern (Group 2) concepts of self. What are the
strengths and weaknesses of the Western and Eastern concepts of self?

References:

Books

 Monilla, M.J. and Ramirez, N. (2018). Understanding the Self. C&E

Publishing,Inc. Quezon City

Part 2
Unpacking the Self

LESSON 6
THE PHYSICAL SELF

Overview:
This lesson explores the process of physical growth and development.
Understanding the physical self requires an analysis of the life span and the
physical development that happens in each stage. Particularly, the physical
changes that occur at the start of adolescence result largely from the secretion of
various hormones which virtually affects every aspect of an adolescent’s life,
particularly the way they view themselves (Feldman, 2010).

Learning Outcomes:
At the end of this lesson, the students can:
1. Identify the stages of life and explain the physical changes that
occur during each stage;
2. Recognize the contributions of genetic and environmental
factors to the physical development of the self;

GEC 101| Understanding the Self 37

 3. Describe the factors that affect body image;
4. Examine the impact of culture on body image and self; and
5. Develop a positive body image.

Materials Needed:
 Module
 Internet Connection
 Laptop
 Video presentation

Duration: 3 hours

Learning Content:

Unpacking the self is a gradual unfolding, a growth process, in which the

aspects that surround the self and identity develop in an integrated and healthy
way.

Aspects of the Self:

 Physical
 Sexual
 Material
 Spiritual
 Political
 Digital

The Physical Self

 The physical self refers to the body. The body’s ability to perform its
functions gradually changes through the years.
 Each individual goes through a succession of developmental stages. Life
span is a development from conception to death.
 Physical growth and development is the product of heredity and
environment. Heredity is the biological process of the inheritance of traits
from parents to offspring. Environment refers to factors the individual is
exposed to throughout life which include learning and experiences.
 Body image refers to how individuals perceive, think and feel about their
body physical appearance. It can affect both the adolescent’s physical
and psychological well-being.

GEC 101| Understanding the Self 38

  Some people desperately change their physical appearance through body
modifications such as through tattooing, body piercing, and cosmetic
surgery.
Here are some ways to improve
your body image and inner self:
 Smile a lot.
 Take good care of your
health.
 Live a well-balanced life.
 Dress well and be neat.
 Spend some time alone
to reflect.
 Be creative and do
something new all the
time.
 Develop a wholesome attitude toward sex.
 Avoid temptations.
 Respect individuality.
 Make friends.
 Face your fears.
 Be independent.
 Accept things as they are.
 Ask and listen.
 Think positive.
 Pray.
 Count your blessings.
 Be thankful.

Learning Activities:
Activity 1:
1. The following questionnaire is designed to describe how satisfied you are with
your physical characteristics. Rate each item from 1 (very dissatisfied) to 5 (very
satisfied).
Physical Very Satisfied Moderately Dissatisfied Very
Characteristics Satisfied Satisfied Dissatisfied
5 4 3 2 1
1. Hair color

GEC 101| Understanding the Self 39

2. Hair texture
3. Eye color
4. Eye shape
5. Eyelashes
6. Eyebrows
7. Nose shape
8. Cheekbones
9. Cheeks
10. Facial
expression
11. Skin color
12. Skin texture
13. Posture
14. Height
15. Body weight
16. Body size
17. Physical
vigor
18. Clothing
19. Grooming
20. Hygiene

2. Make a list of the things that make you beautiful as a person. You may start
your statements with prompts such as “I have pretty…”; “My greatest asset is…”;
“I am good at…” etc.
Inside Outside

GEC 101| Understanding the Self 40

3. Answer the survey on the Rosenberg Self-Esteem Scale. The Rosenberg Self-
Esteem Scale includes a list of statements dealing with general feelings about
the self. Write a short reflection paper about the results of the survey.
4. Watch the documentary film Life Inside the Womb by Body Atlas. This film
shows the physical development of a fetus from conception to birth. Identify the
factors that may affect the development of the baby inside the womb. What are
your insights from the film?

The following is the rubric of the activities above.

Criteria Excellent Good Fair Poor
5 3 2 1
Content All ideas Most ideas Some ideas None ideas
presented are presented are presented are presented are
informative, informative, informative, informative,
organized organized organized organized and
and explained and explained and explained explained well
well well well
Spelling and There is no There are There are Full of
Grammar grammatical some few grammatical
errors grammatical grammatical errors
errors errors
Neatness All writings Most writings Some writings None of the
are neatly are neatly are neatly writings are
done done done neatly done

Learning Evaluation:
Quiz 1:
Multiple Choice. Encircle the letter that corresponds to your answer.

1. It refers to the sex chromosomes.

a. Autosomes
b. Gonosomes
c. Zygote
2. This refers to how individuals perceive, think, and feel about their body.
a. Self-concept
b. Body image
c. Self-esteem
3. It is the basic carrier of hereditary traits.
a. Genes
b. Autosomes
c. Chromosomes
4. It is the inheritance of traits from parents to offspring.
a. Disease

GEC 101| Understanding the Self 41

 b. Heredity
c. Heterosexual
5. It is an eating disorder in which the person refuses to eat for fear of
gaining weight.
a. Bulimia
b. Anorexia nervosa
c. Obesity
6. This stage is considered to extend from age 40 to 60.
a. Early adulthood
b. Middle adulthood
c. Late adulthood
7. It is a form of body modification in which a decorative design is made on
the skin.
a. Tattooing
b. Piercing
c. Cosmetic surgery
8. Physical efficiency generally peaks during _____.
a. Puberty
b. Adolescence
c. Early adulthood
9. It is a condition in which a person has accumulated so much body fat.
a. Bulimia
b. Anorexia nervosa
c. Obesity
10. The greatest concern that girls express about their bodies is they are
_____.
a. Too fat
b. Too dark
c. Too small

References:

Books

 Monilla, M.J. and Ramirez, N. (2018). Understanding the Self. C&E

Publishing,Inc. Quezon City
Websites
 [Link]
[Link]

GEC 101| Understanding the Self 42

 LESSON 7
THE SEXUAL SELF

Overview:

Understanding and experiencing the self includes a discussion of the

biological factors of sexual behaviors that include the reproductive system and
the sex characteristics that differentiate between man and woman. The
reproductive system is a system of sex organs designed for reproduction and
sexual function. It affects not only how individuals view themselves but also their
sexuality and sexual relationships. During adolescence, most young people
involve in dating and courtship. Through romantic relationships, sexual behaviors
are developed. Risk factors such as early pregnancy and sexually transmitted
infections, as well as some strategies to prevent these, are discussed in this
lesson.

Learning Outcomes:
At the end of this lesson, the students can:
1. Explain the development of sex characteristics and the human
reproductive system;
2. Distinguish between attraction, love, and attachment;
3. Explain sexual orientation;
4. Identify the causes and consequences of sexually transmitted
infections and early pregnancy; and
5. Reflect the importance of contraception and Reproductive
Health Law.

Materials needed:

 Module
 Computer
 Internet connection

Duration: 3 hours

Learning Content:

Primary sex characteristics are the physical characteristics present at birth

which are directly involved in reproduction. This includes vagina, uterus, and
ovaries.

GEC 101| Understanding the Self 43

 In males, primary sex characteristics include the penis, testes or testicles,
scrotum and prostate gland.

While secondary sex characteristics develop during the onset of puberty.

The reproductive system is a system of sex organs designed for

reproduction or sexual function. At about 5 weeks of pregnancy, two organs,
called gonads, form in the embryo. In men, the gonads release testosterone and
other androgens stimulate the development of primary and secondary sex
characteristics and also increase one’s sex drive. In women, the ovaries produce
estrogen and progesterone as well as small amount of testosterone. Estrogen
promotes female reproductive capacity and secondary sex characteristics.
Progesterone stimulates growth of the female reproductive organs and prepares
the uterus for pregnancy. The production of female sex hormone follows a
cyclical pattern on approximately 28-day monthly cycle. Ovulation period can
occur 14 days after the beginning of the menstrual cycle.
Erogenous zones are areas of the body that provide pleasure which
include the genitals, mouth, breasts, ears, and anus.
Attraction is a positive attitude held by one person toward another person.
It is influenced by social norms, physical attractiveness, and processes of
interpersonal exchange.
There are three components of love: intimacy, passion, and commitment.
GEC 101| Understanding the Self 44
 Attachment is a strong affectional tie that binds a person to an intimate
companion.
Sexual orientation refers to a person’s sexual identity anchored on what
gender they are attracted to. The most common sexual orientation is the
attraction to the opposite sex called heterosexuality. Homosexuality, is the
orientation of one who is sexually attracted to the same sex. Homosexuals
males are referred to as gays, while homosexual females are referred to as
lesbians. Bisexuality is an orientation where one is attracted to both opposite
and same sex.
Some explanations for homosexuality and bisexuality are biological in
nature, suggesting that genetic factors such as hormones and certain neural
systems may also play a role in sexual orientation.
Sexually transmitted infections or sexually transmitted diseases (STDs)
are contracted primarily through sexual contact (vaginal, oral, or anal sex).
Bacterial infections are treatable with antibiotics, but those cause by viruses are
more difficult to treat and are often incurable such as HIV/SIDS. It attacks the
immune system and the infected person eventually dies.
Contraception refers to the methods used to prevent pregnancy. Some
methods of contraception such as the use of condoms can be used to prevent
STDs.
Responsible parenthood and Reproductive Health Act of 2012, also
known as Reproductive Health Law or RH Law, guarantees universal access to
methods of contraception, fertility control, sexual education, and maternal care.

Learning Activities:
Activity 1:
1. Answer the Love Scale Test. Think of the person you love most
passionately right now, and answer the items in the Love Scale Test as
truthfully as possible. If you are not in love right now, think of the las
person you loved passionately. Write a short reflection paper about the
results of the survey.
2. Begin improving your relationships and discover your love language by
answering the survey at [Link]
3. Write a short reflection paper about the results of the survey. Below is the
rubric for this activity.

Criteria Excellent Good Fair Poor

5 3 2 1
Content All ideas Most ideas Some ideas None ideas
presented are presented are presented are presented are
informative, informative, informative, informative,
organized organized organized organized and
and explained and explained and explained explained well
well well well
GEC 101| Understanding the Self 45
 Spelling and There is no There are There are Full of
Grammar grammatical some few grammatical
errors grammatical grammatical errors
errors errors
Neatness All writings Most writings Some writings None of the
are neatly are neatly are neatly writings are
done done done neatly done

Learning Evaluation:

Quiz 1:
Fill in the blanks.
1. Masters and Johnson divide the sexual-response cycle into four phases:
the excitement, plateau, __________, and resolution.
2. In women, the __________ produce estrogen and progesterone.
3. The most common sexual orientation is __________.
4. __________ is a law that guarantees universal access to methods of
contraception, fertility control, sexual education, and maternal care.
5. __________ people are those who believe they were born with the body
of the opposite sex.
6. __________ is a sexually transmitted disease which is caused by
gonococcal bacteria.
7. Sternberg suggests that there are three components of love: __________,
passion, and commitment.
8. __________ refers to methods that are used to prevent pregnancy.
9. The __________ is responsible for the production of sperm cells and male
sex hormones.
10. __________ are attracted to and interested in relationship with people of
the same sex.

References:

Books

 Monilla, M.J. and Ramirez, N. (2018). Understanding the Self. C&E

Publishing,Inc. Quezon City
Websites
 [Link]
[Link]
 [Link]
 [Link]
scale/

GEC 101| Understanding the Self 46

 LESSON 8
THE MATERIAL SELF

Overview:

A person’s tangible possessions like his or her car, house, clothes, even
family and friends make up his or her material self. Regardless of how much or
how little a person owns materially, he or she will always strive to acquire more
because material possessions are usually a reflection of a person’s success or
failure.

Learning Outcomes:
At the end of this lesson, the students can:

1. Develop understanding about the material self;

2. Describe the basic components of the material self;
3. Discuss the influence of media in people’s acquisition of material
possessions; and
4. Develop qualities of a wise buyer.

Materials needed:

 Module
 Computer
 internet connection

Duration: 3 Hours

Learning Content:

A person’s possessions including the body, family, clothes, money, house,

car, and other tangible objects make up his or her material self.
The basic component of the material self includes the body. One of the
tasks of the adolescents is to accept and appreciate the physical characteristics
of their body.
Another component of the material self is the clothes that people wear.
Clothes represent the self. The clothes they tend to wear are greatly influenced
by their peer groups because they are anxious to conform to what their peer
groups find fashionable and attractive.
Materialism is the importance that people give to material possessions
over intangible values. A materialistic person is excessively concerned with the
acquisition of material possessions. People are exposed to television, the
GEC 101| Understanding the Self 47
internet and magazines that brag about the importance of material possessions
such as branded clothes, mobile phones, cars and the like. Lack or loss of these
material possessions could lead to anxiety, insecurity and depression in people
who are overly materialistic. So, when you are about to buy something, ask
yourself: “DO I REALLY NEED THIS?”
Compulsive buying disorder (CBD) is characterized by an obsession with
shopping and buying behaviors. A Consumerist society is one in which people
spend a great deal of time, money, and energy to “consume” commercial
products, goods and services. Consumerism is the consumption of material
goods and services in excess of one’s basic needs.
The state of needs and wants tends to be endless, and thus could cause
negative effects such as dissatisfaction, unhappiness, and depression.
The material self is constituted by: our bodies, clothes, immediate family,
and home. It is to these things, according to James, that we are the most deeply
affected by because of our investments of self within these things. The more we
invest of ourselves in these objects, the more attached to them we inevitably are
to them.
A man’s social Self is configured based upon out interactions with society
and the reactions of others that are analyzed in order to contribute to our idea of
a social Self. Within this notion of the social Self, there are multiple divergences;
which version of Self is present is contingent upon which of a particular social
group one finds one’s self in. Seemingly, possessing multiple social Selves and
maintaining the right face depending on social situation can be a chaotic or
harmonious. In attempts to maintain order between different variations of social
Self, an individual sense of “fame” or “honor” regulates and determines what
behaviors are nor moral, reasonable or honorable.

Learning Activities:

Activity 1:

Write your answers in your journal notebook. Your output will be rated based on
the rubric below.
1. Choose one material thing that you possess and has personal significance
or meaning to you. Why do you find that particular object personally
relevant or meaningful? Discuss your answer.
2. In this COVID time, how significant now for you to have material things?
3. Watch the movie Confessions of a Shopaholic (2009). Write your
reflection on the experiences of a person with compulsive buying disorder.

GEC 101| Understanding the Self 48

 Criteria Excellent Good Fair Poor
5 3 2 1
Content All ideas Most ideas Some ideas None ideas
presented are presented are presented are presented are
informative, informative, informative, informative,
organized organized organized organized and
and explained and explained and explained explained well
well well well
Spelling and There is no There are There are Full of
Grammar grammatical some few grammatical
errors grammatical grammatical errors
errors errors
Neatness All writings Most writings Some writings None of the
are neatly are neatly are neatly writings are
done done done neatly done

Learning Evaluation:

Quiz 1:

True or False.

__________ 1. Poor people are not interested in material possessions.

__________ 2. The soul makes up the material self.
__________ 3. People tend to judge others through their material possessions.
__________ 4. Material possessions can make people depressed.
__________ 5. The greater the material possessions, the more one is likely to be
happy.
__________ 6. All individuals are materialistic.
__________ 7. The strong desire for material possessions could lead to
insecurity.
__________ 8. Material possessions can be used as status symbol.
__________ 9. The desire for material possessions is usually influenced by the
media.
__________ 10. Identification with material things begins in adolescence.

References:

Books

 Monilla, M.J. and Ramirez, N.(2018). Understanding the Self. C&E

Publishing,Inc. Quezon City
Websites
 [Link]
selves#:~:text=The%20material%20self%20is%20comprised,%2C%20im
mediate%20family%2C%20and%20

GEC 101| Understanding the Self 49

 LESSON 9
THE SPIRITUAL SELF

Overview:
Spirituality influences the individual through acts of faith, hope, and love.
This lesson provides an overview of spirituality and religion. It also includes
topics on the practice of animism.

Learning Outcomes:
At the end of this lesson, the students can:
1. Demonstrate an understanding of the spiritual self;
2. Explain the importance of spirituality in one’s life;
3. Discuss how spirituality is connected to religion;
4. Describe how spirituality develops; and
5. Analyze how spirituality animism are associated.

Materials Needed:
 Module
 Internet Connection
 Laptop

Duration: 3 hours

Learning Content:

Spirituality influences the individual through acts of faith, hope and love.
This is the inner essence that connects the person to the sacred, the
supernatural, and the universe. The spiritual self enables the person to
experience a feeling of oneness with a higher being and the universe and gives a
deeper purpose or meaning of one’s life. Spirituality is taken from the Latin word
spiritus, meaning breath or life force.
Spirituality can be understood as a search for the sacred and
transcendent, a process through which people seek to discover, hold on to
meaning and purpose in one’s life, a search for wholeness, and a relationship
with a transcendent being (Hage, Hapson, Siegel,Payton,& DeFanti,2006).
Christians use the term “Spirit” to describe the Holy Spirit. Understanding
and developing awareness of the spiritual self allows the person to experience a
feeling of oneness with God.

GEC 101| Understanding the Self 50

 Spirituality is connected with religion. Religion is an organized system of
ideas about the spiritual sphere or the supernatural along with associated
ceremonial practices by which people try to interpret and/or influence aspects of
the universe otherwise beyond their control. All religions recognize the
importance of spirituality in one’s life. Spirituality and religion fulfil numerous
social and psychological needs, such as the need to explain human sufferings
and death.
Logotherapy is the pursuit of human existence as well as on man’s search
for such a meaning. According to logotherapy, the striving to find a meaning in
one’s life is the primary motivational force in man. In logotherapy, one can
discover the meaning of life in three different ways: by doing a deed, by
experiencing a value, and by suffering.

In doing a deed, the way of finding meaning in life is through achievement

or accomplishments. The second way of finding meaning in life is by
experiencing something or someone, such as loving a person. Frankl elaborates
that love is the only way to grasp another human being in the innermost core of
his or her personality.
The third way of finding a meaning in life is by suffering. According to
Frankl, it is through sufferings that man encounter the central theme of
existentialism: to live is to suffer, to survive is to find meaning in the suffering. If

GEC 101| Understanding the Self 51

there is purpose in life at all, there must be a purpose in suffering and dying. But
no one can tell another what this purpose is. Each one must find out for himself
or herself, and must accept the responsibility that his or her answers prescribe. If
he or she succeeds, he or she will continue to grow in spite of all indignities.
Everyone has his or her own specific vocation or mission in life; everyone
must carry out a concrete assignment that demands fulfilment. Ultimately, one
should not ask what the meaning of his or her life, but rather recognize that it is
he or she who is asked. In a word, each individual is questioned by life; and he
or she can only answer to life by answering for his or her own life; to life he or
she can only respond by being responsible.

The Practice of Animism

Spirituality is associated with
animism. Animism is the belief that
creatures, objects, and places represent
certain spirits. It is also a belief that
things and places are alive and
grounded by a supernatural order. In
the Philippines, indigenous peoples are
known to practice animism. Others believe that spirits inhabit animals and nature
such as trees, rocks, mountains and bodies of water and among others and that
respect must be given to them through acts of worship (e.g., offerings, prayers,
sacrifices) to please or appease them. Being linked with folk belief, animism
cultivates among people a consciousness of the environment that they are in,
thus making them more mindful of how they act according to the different things
they come in contact with.

Learning Activities:

Activity 1:

Answer the test on How Spiritual Are You? The test may be downloaded
at [Link] What are your insights
on the outcomes of the test? Write in your journal notebook. Your work will be
rated based on the rubric below.

Criteria Excellent Good Fair Poor

5 3 2 1
Content All ideas Most ideas Some ideas None ideas
presented are presented are presented are presented are
informative, informative, informative, informative,
organized organized organized organized and
GEC 101| Understanding the Self 52
 and explained and explained and explained explained well
well well well
Spelling and There is no There are There are Full of
Grammar grammatical some few grammatical
errors grammatical grammatical errors
errors errors
Neatness All writings Most writings Some writings None of the
are neatly are neatly are neatly writings are
done done done neatly done

Learning Evaluation:

Quiz 1:

Answer the following questions. Your output will be rated based on the rubric
above.
1. Distinguish the difference between belief in spirits and belief in the Holy
Spirit.
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. What is the relationship between religion and spirituality?
___________________________________________________________
___________________________________________________________
___________________________________________________________
3. Give at least two kinds of spiritual beliefs (animism) in the Philippines.
What are the reasons for having those spiritual beliefs?
___________________________________________________________
___________________________________________________________
___________________________________________________________
4. What are the functions of religion in developing the spiritual self?
___________________________________________________________
___________________________________________________________
___________________________________________________________

References:

Books

 Monilla, M.J. and Ramirez, N. (2018). Understanding the Self. C&E

Publishing,Inc. Quezon City
Websites
 [Link]

GEC 101| Understanding the Self 53

 LESSON 10
THE POLITICAL SELF

Overview:
The hierarchical structure of the family influences the political self through
the obligations and expectations associated with one’s role as a member of the
family and the power and status related with one’s positions in the family. An
important prelude to the study of political self is understanding the concept of
politics. Hence, this lesson begins with defining politics. It includes concepts on
political community, socialization, social interaction, and citizenship. It also
defines political self and describes the influence of family, school, church, peers,
and media on the development of political self.

Learning Outcomes:
At the end of this lesson, the students can:
1. Describe the nature, functions, and origins of political self;
2. Discuss the role of family, school, church, peer groups, and
media in the development of political self;
3. Determine the importance of social interaction in developing the
political self; and
4. Identify and describe the theoretical perspectives in the
development of political self.

Materials Needed:
 Module
 Internet Connection
 Laptop

Duration: 3 hours

Learning Content:

Politics is a social institution through which power is acquired and

exercised by some people and groups. Kendall (1998) describes the role that
politics and the political community must play in bringing about the virtuous life in
the citizenry. He observes that “man is by nature a political animal”. Politics is an
important part of human development because it promotes ideologies about
democracy, citizenship, human rights, freedom, family, health and other social
issues. Citizenship is the most basic identification with the nation. Stevens,
GEC 101| Understanding the Self 54
Anglin, and Jussim (2015) cite that in some people, politics is a central
component of their identity. The political self organizes one’s beliefs, attitudes,
and affiliations and aids in processing of politically relevant information.
Man is by nature a political animal.
The process of learning is imbued with political values and beliefs. Politics
is a central component of self. In order for governance to work in any group or
society, a covenant of mutual trust and respect must exist
According to the social learning theory, a person can acquire learning
through observation and limitation.
Political socialization is viewed as a lifelong process by which individual
gain knowledge about politics. The family has a hierarchical structure which
requires a set of rights, responsibilities, and expectations. The father is the most
influential member of the family. His role as a leader entails power and authority.
He coordinates with the father in helping the children perform the roles necessary
for a successful family. From an early age, individuals are taught to obey and
treat parents with respect and conform to their rules. Aristotle considers the state
as a natural union of families, established for the common good under a definite
government.
The theory of symbolic interaction suggests that behaviors are products of
communication, meaning, and symbols
Political participation can be defined as a citizen’s actions or activities
anchored in politics. Any activity concerning the government or governance of
the state is an example of political participation.

Learning Activities:

Activity 1:

The lives of the national heroes are great sources of inspiration. Choose
one Filipino hero. Identify his or her courageous and heroic acts which make him
or her worthy of respect and emulation. Identify your characteristics which are
similar to the hero you have chosen and the things that you can do for the
country. Your work will be rated based on the rubric below.

Criteria Excellent Good Fair Poor

10 8 5 3
Content All ideas Most ideas Some ideas None ideas
presented are presented are presented are presented are
informative, informative, informative, informative,
organized organized organized organized and
and explained and explained and explained explained well
well well well
GEC 101| Understanding the Self 55
 Grammar There is no There are There are Full of
grammatical some few grammatical
errors grammatical grammatical errors
errors errors
Neatness All writings Most writings Some writings None of the
are neatly are neatly are neatly writings are
done done done neatly done

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Learning Evaluation

Quiz 1:
Answer the following essay questions. Your output will be rated based on the
rubric below.
1. Enumerate at least five functions of the political self.
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. Explain the origins of the political self. Discuss how the family, school,
church, peer groups, and media affect the development of the political
self.
___________________________________________________________
___________________________________________________________
___________________________________________________________
3. Identify current political issues in the Philippines and recount the
circumstances that led to the issues. As a citizen, what can you do to
prevent the issues from recurring?
___________________________________________________________
___________________________________________________________
___________________________________________________________
4. Give at least three problems that ail the Philippines political system.
Explain how these problems can affect your political views and beliefs.
Discuss your answers.
___________________________________________________________
___________________________________________________________
___________________________________________________________

GEC 101| Understanding the Self 56

 Criteria Excellent Good Fair Poor
10 8 5 3
Content All ideas Most ideas Some ideas None ideas
presented are presented are presented are presented are
informative, informative, informative, informative,
organized organized organized organized and
and explained and explained and explained explained well
well well well
Grammar There is no There are There are Full of
grammatical some few grammatical
errors grammatical grammatical errors
errors errors
Neatness All writings Most writings Some writings None of the
are neatly are neatly are neatly writings are
done done done neatly done

References:

Books

 Monilla, M.J. and Ramirez, N. (2018). Understanding the Self. C&E

Publishing,Inc. Quezon City
Websites
 [Link]
[Link]

LESSON 11
THE DIGITAL SELF

Overview:
The digital self is the persona you use when you're online. Some people
maintain one or more online identifies that are distinct from their “real world”
selves; others have a single online self that's more or less the same as the one
they inhabit in the real world.

Learning Outcomes:
At the end of this lesson, the students can:
1. Define digital self;
2. Explain the role of mobile phones, internet, and social networking in
developing the digital self;
3. Identify the Filipino values of social networking;
4. Explain the role of the government, school and church in the prevention of
identity theft, false information, and fake news, and
5. Describe the provisions of the Data Privacy Act of 2012.

GEC 101| Understanding the Self 57

Materials Needed:
 Module
 Internet Connection
 Laptop

Duration: 3 hours

Learning Content:

The Importance of Digital Technology

At present, the use of technology is essential for survival and for
communication with other people. This is becoming important for individuals; it is
also developing to be important for the development of society. Technology has
changed the social features of people’s lives. It has altered the way people view
the social dimension of relationships and dictated new ways for people to relate
with one another. These technologies improve not only very common areas of
people’s daily life, but also areas of education, health, and production industries
(Mishra, Misra, Mueller, Perez, Bhatia, & Wang,2014).
Digital technology includes the use of devices that process and use digital
information such as computers and mobile phones. It changed the pattern of
working as well as the learning of new concepts, including communication.
Innovations in mobile phones, for example, resulted in the wide use of the
internet and social networking.

Impact of Online Interactions on the Self

The Philippines has the fastest
growing internet population in Southeast
Asia. This can be rooted to majority of the
Filipinos, particularly the youth, use the
internet primarily for social networking which
is mostly used for communication,
information, and entertainment (Estuar,2003;
Bristol, Caro, Mangalinan, & Bernarte,2013;
Ignatius & Hechanova,2014). This allows the users to connect and keep in touch
with others. However, the use of digital technology and online interactions limit
face –to-face interaction with others and has drawn people away from meaningful
and intimate communication with families and friends. The growing use of
internet and social networking sites changes the social behaviors of individuals,
families, and societies as a whole.
GEC 101| Understanding the Self 58
 Hechanova and Ortega-Go find that the use of internet has both positive
and negative outcomes. The use of internet can improve one’s relationships
through communicating. Social networking can be an important facility for
debates on current issues in the Philippines. However, through social networking
identity theft, false information, and fake news are able to articulate.
Thus, the church, schools, and the government exert efforts to prevent
and effectively manage the spread of identity theft, false information, and fake
news in the country. Adolescents are particularly susceptible to cyberbullying,
gossips and stalking because they usually post pictures and videos of
themselves, their friends and family.

Data Privacy Act

Republic Act 10173 known as the Data Privacy Act which 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
communications 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 the 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 would
directly and certainly identify an individual.

Learning Activities:

Activity 1:

1. Answer the Internet Addiction Test (IAT) by Dr. Kimberly Young. You may
download the test at
[Link]
[Link]. What are your insights on the outcomes of the
test?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

GEC 101| Understanding the Self 59

 2. What can you do to help prevent and effectively manage the spread of
theft identity, false information, and fake news in the country?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Use this rubric for the questions above.

Criteria Excellent Good Fair Poor
10 8 5 3
Content All ideas Most ideas Some ideas None ideas
presented are presented are presented are presented are
informative, informative, informative, informative,
organized organized organized organized and
and explained and explained and explained explained well
well well well
Grammar There is no There are There are Full of
grammatical some few grammatical
errors grammatical grammatical errors
errors errors
Neatness All writings Most writings Some writings None of the
are neatly are neatly are neatly writings are
done done done neatly done

Learning Evaluation:

Quiz 1:

Answer the following questions. Use the rubric above as basis of the scores.
1. What are the basic ethical issues to consider when sharing personal
information in social networks?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. What are the advantages and disadvantages of the Data Privacy Act of
2012?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

GEC 101| Understanding the Self 60

 3. Explain why privacy and confidentiality matter in one’s life.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

References:

Books

 Monilla, M.J. and Ramirez, N. (2018). Understanding the Self. C&E

Publishing,Inc. Quezon City
Websites
 [Link]
[Link]

Part 3
Managing and Caring for the Self

LESSON 12
LEARNING TO BE A BETTER LEARNER

Overview:
According to the neuroscientists, learning new knowledge and skills
everyday keeps the structures of the brain changing and increases its ability to
learn. This lesson discusses theories and concepts that explain the nature and
dimensions of learning. Metacognition and self-regulated learning are also
discussed along with suggestions and strategies on how to improve learning and
become a better student.

Learning Outcomes:
At the end of this lesson, the students can:
1. Explain learning and how it works in humans;
2. Identify the parts of the brain involved in learning;
3. Describe the importance of neuroplasticity and its implications
on learning;
4. Discuss the influence of metacognition and self- regulation in
learning;
5. Choose and apply strategies to improve learning.

GEC 101| Understanding the Self 61

Materials Needed:
 Module
 Internet Connection
 Laptop
 Video presentation

Duration: 3 hours

Learning Content:

The only person who is educated is the one who has learned how to learn
and change.
-Carl Rogers

LEARNING

Behaviorists define learning as a relatively permanent change in behavior

as a result of practice or experience. Cognitive psychologists define learning as
a process that leads to change as a result of experience. In other words,
learning is the acquisition of knowledge, skills and attitudes through experience.
It is a transitional process that leads to personal growth and development.
Leaning helps the individual to adapt to the constantly changing environment. It
starts at birth and continues throughout life. It is a constant process that can
result from direct and direct experiences. Individuals learn from one another
through observation and imitation. Learning is important to the survival of human
beings because it enables them to discover new knowledge, technology, and
interventions.

WHAT HAPPENS IN THE BRAIN DURING LEARNING

Development and learning are powerful agents of change throughout

one’s life that induce structural and functional plasticity in the neural systems of
the brain (Galvan,2010). The process of neuroplasticity is the process of the
brain to change throughout one’s life. It involves the addition of new neurons,
new interconnections between neurons, and the recognition of information
processing areas. The ability of the brain to change happens in two ways; it
could be through an increase in the number of synapses between neurons or a
change in the function and structure of the neurons.

GEC 101| Understanding the Self 62

 Neurons are the basic building blocks of the nervous system that transmit
impulses or messages. Every neuron is made up of a cell body (soma),
dendrites, and an axon. Neurons vary according to their functions and locations.
The impulses that travel along neurons are electrochemical in nature. A neuron
transmits impulses or messages to another neuron through a junction called
synapse. Neurons are not totally connected and are separated by a small gap
separates neurons. Neurotransmitters are the electrochemicals that connect and
allow the transmission of impulses from one neuron to another. Several
neurotransmitters such as acetylcholine, glutamate, dopamine, and
norepinephrine are associated with memory and learning.

The process of neuroplasticity, or changes in the structure and functions

of the neurons in the brain, usually happens in the cerebral cortex which is
wrinkled layer of the brain. The cerebral cortex is packed with neurons and is
responsible for the most sophisticated information processing in the brain. The
cortex is divided into four lobes: The frontal, parietal, temporal, and occipital.
Each lobe is responsible for processing the different types of sensory
information. The cerebral cortex plays a key role in human learning, thought,
memory, and language (Rathus, 2017). Although the brain continues to grow and
develop throughout one’s life the overall number of neurons and synapses
declines with age. Thus, Dr. Michael Merzenich, a leader in the field of
neuroplasticity research, suggests that learning new knowledge and skills
everyday keeps the structures of the brain in constant change which increases its
ability to learn,

METACOGNITION AND SELF-REGULATED LEARNING

Metacognition is the awareness of one’s thinking and the strategies one

uses to learn. Metacognition is simply defined as cognition about cognition or
thinking about thinking. Psychologist John Flavell (Lai, 2011) identifies two
components of metacognition: metacognitive knowledge and metacognitive

GEC 101| Understanding the Self 63

regulation. Metacognitive knowledge includes knowledge of one’s own cognitive
abilities, knowledge of cognitive tasks, and knowledge of the strategies to
complete the cognitive tasks. Metacognitive regulation refers to how an individual
monitors and controls his or her cognitive processes.
Zimmerman (2002) defines self-regulated learning (SRL) as the process in
which students systematically direct their thoughts, feelings, and action toward
the attainment of their academic goals. It is a process of taking control of and
evaluating one’s own learning and behavior. It is a self-directed process through
which students transform their mental abilities into academic skills. It is also a
cyclical process in which the student plans for a task, monitors his or her
performance, and reflects on the outcome. The cycle is then prepared as the
student uses his or her reflections to adjust and prepare for the next task. Thus,
students practice their self-regulation learning by setting goals, selecting and
using strategies, monitoring their performance, and reflecting on their learning
outcomes (Zimmerman 2008).Consequently, the three essential components of
self-regulated learning are planning, problem solving, and self-evaluation.
Planning increases efficiency, control and motivation. Problem solving allows
students to learn to think and look for solutions when faced with adversities. Self-
evaluation increases self-awareness that leads to the better understanding of
one’s own emotions, strengths, and weaknesses.

General Benefits of Metacognition and Self-Regulation in Learning

 Increase students’ knowledge and understanding of different subject
matters
 Help students understand the kinds of information they need to
successfully solve a problem in school
 Help students choose the most appropriate and useful learning strategies
to improve their learning capabilities
 Help students organize daily tasks in school
 Help students identify strengths and weaknesses in their academic
performance
 Allow students to learn ideas from others such as their teachers and
fellow students
 Allow students to give and receive feedback in their own thinking and
performance
 Develop students’ autonomy and control
 Improve students’ academic performance and help them become
successful

GEC 101| Understanding the Self 64

  Develop students’ high sense of self- efficacy and self-esteem

How to Develop Metacognitive and Self-Regulated Learning Behaviors

 Set your short-term and long-term academic goals in your studies,

Identify the negative outcomes if you don’t achieve your goals as well as
the positive outcomes when you achieve them.

 Make a self-help plan to achieve your academic goals. Think and select
strategies to achieve your goals such as staying focused, avoiding
distractions, and developing skills to manage your time efficiently.

 Monitor your academic performance and progress. Use a chart to

monitor your work outcomes. When faced with difficult tasks, seek social
support when you need it. Look for inspiration to keep you motivated in
achieving your academic goals. When confronted with difficulties, always
think and keep working toward your goals and the future.

 Reflect on what you have learned and accomplished. Reflection helps

you develop your strengths and overcome your weaknesses.

Learning Activities:
Activity 1:
1. As adolescents enhance their self-understanding, they become more
aware of their own strengths, weaknesses, emotions, and feelings and
how these may affect their learning and behavior. Your journey toward
self-understanding may begin with your answers to the following:

a. My Goals

Short term Goals Long-term Goals

b. My strengths and weaknesses

Strengths Weaknesses

GEC 101| Understanding the Self 65

c. Special abilities and skills I have that can help me achieve my goals

d. Barriers to achieving my academic goals and how to overcome them

Barriers How to Overcome

e. Areas that I am unhappy/disappointed with in my school performance

and ways to improve in these areas

Things that I am Unhappy/ Ways to Improve

Disappointed With

f. The things I have achieved

g. The things that make me happy

GEC 101| Understanding the Self 66

Learning Evaluation:

Quiz 1:

True or False. Write T on the blank if the statement is true and write F if it is
false.
_________1. Cognition refers to emotions.
_________2. The number of neurons and synapses declines with age.
_________3. The structures of the brain keep changing.
_________4. The cortex is divided into four lobes.
_________5. Learning is a constant process.
_________6. Self-regulated learning is a cyclical process.
_________7. Neuroplasticity usually happens in the cortex.
_________8. The two components of self-regulated learning are knowledge and
regulation.
_________9. Self-regulation is a mental ability.
_________10. Metacognition is thinking about how others think.

References:

Books

 Monilla, M.J. and Ramirez, N. (2018). Understanding the Self. C&E

Publishing,Inc. Quezon City
Websites
 [Link]
[Link]

LESSON 13
SETTING GOALS FOR SUCCESS

Overview:
Success does not happen. It is not enough to have goals or ambitions.
Success is the outcome of hard work and determination that must be shaped
over a long process. Abraham Maslow and others have pioneered studies on
needs, goals, and motivation. This lesson lays down the theories that have been
useful in helping people understand their goals and motivations as well as the
needs and challenges that they face in their life journey to success.

Learning Outcomes:
At the end of this lesson, the students can:
GEC 101| Understanding the Self 67
 1. Identify the types of motivation;
2. Determine your short-term and long-term goals;
3. Recognize the importance of goal setting; and
4. Apply the ways on how to achieve your goals.

Materials Needed:
 Module
 Internet Connection
 Laptop

Duration: 3 hours

Learning Content:

If you plan being anything less than you are capable of being, you will
probably be unhappy all the days of your life. – Abraham Maslow

Goals
Motivation directs a person’s behavior toward a particular goal. A goal is
the object toward which the behavior is directed, usually within a specified period
of time. Within the context of industrial / organizational psychology, goal is
defined simply as what the individual is consciously trying to do. For Edwin Locke
and Gary Latham (2006) goals direct attention, effort, and actions. Goals
motivate people to develop strategies that will enable them to perform better.
Accomplishing the goal can lead to satisfaction and higher motivation, or
frustration and lower motivation if the goal is not accomplished. Goals can be
classified into two categories: short-term goals and long-term goals. Generally,
short-term goals are those that can be achieved in a day, week, or year while
long-term goals are usually achieved over a year or more.

Factors Which May Influence Goals

Values give direction to behavior. Values are those which the person
considers personally important and worthy. They could be the basis for what is
desirable, correct, and good individuals act in ways that allow them to express
their important values and attain the goals underlying them (Sagiv, Roccas,
Cieciuch, & Schwartz, 2017).
Needs also activate and direct behavior. Motivation is usually aroused by
a need for or lack of something that may propel a person to act. According to
drive-reduction theory, humans are motivated to satisfy needs in order to

GEC 101| Understanding the Self 68

maintain homeostasis or internal equilibrium (Atkinson, Atkinson, Smith, Bem, &
Nolen-Hoeksema, 2000). Unmet needs will cause a state of bodily tension and,
consequently, homeostasis is disturbed. There are two classifications of needs:
physiological and psychological needs. Physiological needs are innate needs of
the body such as food, water, air, sleep, and sex. Psychological needs arise from
relationship with other people such as affiliation, achievement, altruism, esteem,
and status.
The theory of psychologist Abraham Maslow suggests how needs
motivate behavior. Maslow developed the theory of hierarchy of needs presented
in the shape of a pyramid with the biological or physiological needs at the bottom
and the need for self- actualization at the top. Once the biological needs are
satisfied, safety or security needs become important, such as the need to be safe
from danger, illness, and threat. Once these needs are met, individuals may be
able to achieve love and fulfil the need for belonging. Eventually, individuals can
achieve self-esteem and realize self-actualization. Self-esteem includes being
accepted, respected and valued by others. Self- actualization refers to self-
fulfillment or achievement of one’s potentialities. A student may satisfy the need
for self-actualization by striving to get a high grade and becoming a better
student.

Maslow’s Hierarchy of Needs

The Motivational Impact of Self Efficacy and Mindset

The motivational impact of goals may be affected by moderators such as

self-efficacy and mindset. Psychologist Albert Bandura defines self- efficacy as
the person’s belief that he/she can successfully perform behaviors that will
produce desired effects (Engler,2012). Self-efficacy entails judgment of personal
capacity. Bandura suggests that efficacy beliefs influence students’ academic
performance.

GEC 101| Understanding the Self 69

 According to Psychologist Carol Dweck (2008), there are two categories of
mindset- fix mindset. People with fixed mindset believe that their basic qualities,
like their intelligence or talents, are simply fixed traits. Students of fixed mindset
worry about making mistakes. Those with growth mindset, in turn believe that
their most basic abilities can be developed through dedication and hard work.
Students with a growth mindset understand that mistakes and effort are critical to
learning. They welcome challenges and seek critical feedback to help them
learn. They embrace learning, mistakes and effort in a way that promotes their
achievement. Research shows that mindset is related to student’s self-
confidence and motivation.

The Rules of Goal-Setting

 Set goals that motivate you. When you set your goals, it is important that
they are personally important to you.
 Set SMART goals. Your goals must be clear and well defined so that you
can measure the degree of your success. Be sure that your goals are
attainable and personally relevant to you. Your goals must also have a
time frame.
 Write your life goals. Make a chart and write a list of all the goals you want
to achieve. Prioritize the items on the list, discard those unimportant, and
make space for all the important and urgent activities you want to do such
as studying your lessons.
 Develop an action plan for your future. Write the steps to attain your life
goals.
 Start working toward your life goals.

Learning Activities:

Activity 1:

The following activity is designated to help you set your goals and plan
your strategies to achieve them. The first step in setting your goal is to reflect
and think about your future and the things you want to achieve.

Short-term Goals
Write your to-do-list this week.
Day AM PM
Sunday
Monday

GEC 101| Understanding the Self 70

Tuesday
Wednesday
Thursday
Friday
Saturday

Long-term Goal

a. Specific: What exactly do you want to achieve?

___________________________________________________________
___________________________________________________________
___________________________________________________________

b. Measurable. How would you know if you have achieved your goal?
___________________________________________________________
___________________________________________________________
___________________________________________________________

c. Attainable: What resources can you use to achieve your goal? What
needs to be done achieve your goal?
___________________________________________________________
___________________________________________________________
___________________________________________________________

d. Relevant: Why is the goal important to your life?

___________________________________________________________
___________________________________________________________
___________________________________________________________

e. Time-bound: When will you achieve your goal?

___________________________________________________________
___________________________________________________________
___________________________________________________________

What are the possible challenges that may hinder you from achieving your
goal? What will you do to successfully achieve your goal?

___________________________________________________________

GEC 101| Understanding the Self 71

 ___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Learning Evaluation:

Quiz 1:

Identification. Identify the term being referred to each item.

1. __________________ are states that activate a person toward a goal.

2. Maslow suggest that people have a hierarchy of needs, the lowest is the
need for______.
3. According to Carol Dweck, there are two categories of mindset:
__________ and growth mindset.
4. ________________ is the process of improving work performance.
5. _______________ entails judgment of personal capacity.
6. _______________ is the need for fulfilment.
7. _______________ is the object toward which the behavior is directed.
8. _______________ is the need to be accepted and valued by others.
9. _______________ Goals should possess the characteristics presented by
the acronym.
10. _______________ is the maintenance of internal equilibrium.

References:

Books

 Monilla, M.J. and Ramirez, N. (2018). Understanding the Self. C&E

Publishing,Inc. Quezon City
Websites
 [Link]
[Link]

LESSON 14
TAKING CHARGE OF ONE’S HEALTH

Overview:
Stress has ill-effects on health. People sometimes use unconscious
strategies called defense mechanisms in order to cope with stress. Nonetheless,
psychologists suggest that people must learn positive ways to manage stress.
GEC 101| Understanding the Self 72
Some suggestions to manage stress include social support, self-care, and
compassion.

Learning Outcomes:
At the end of this lesson, the students can:
1. Explain the concept of stress;
2. Discuss the dimensions of stress;
3. Explain how stress affects health;
4. Identify strategies to control stress; and
5. Develop your own self-care plan.

Materials Needed:
 Module
 Internet Connection
 Laptop

Duration: 3 hours

Learning Content:

Man needs difficulties; they are necessary for health.

-Carl Jung

Stress Defined
Stress refers to events that are perceived as challenging, or threatening to
one’s physical or psychological well-being. These events are referred to as
stressors and the way people respond to them is called stressor-response
(Nolen-Hoeksema, Fredrickson, Loftus,& Wagenaar,2009). Stress is experienced
by all people but in different degrees, from mild to severe, depending on how
people interpret the situation. Everyday, people encounter stressors: eustress
and distress. Eustress occurs when people experience positive events but
requires them to adjust. Distress occurs when people experience negative events
and make a great deal of demands on them.

Stressors and Responses

Thomas Holmes and Richard Rahe (Ciaccarelli & White, 2012) suggest
that any life event that requires people to change. Adapt, or adjust would likely
result in stress. There are factors that cause stress. Major life events such as
wedding and having a baby may be positive events but they demand a great deal
of adjustment, and thus cause stress. Catastrophe creates high level of stress.

GEC 101| Understanding the Self 73

 When people experience urgent demands as when targeting a deadline
such as submission of school project, they are likely to experience pressure.
Another factor that causes stress is frustration, especially when one is thwarted
or prevented from satisfying a need or achieving his or her goal. For instance, a
student will feel frustrated if he or she fails the examination, loses a mobile phone
or scolded by a teacher. Conflict is another factor of stress.
Conflict occurs when a person needs to choose between two or many
options. There are four types of conflict: Approach-Approach, avoidance-
avoidance, approach-avoidance, and multiple conflict. Approach-approach
conflict occurs when a person needs to choose between two options that he or
she finds both attractive. Avoidance-avoidance occurs when a person finds two
options unpleasant, Approach-conflict occurs when a person needs to choose
between options that have both positive and negative consequences. Multiple
conflict occurs when there are more than two options. Students usually
experience multiple conflict during examination period.
In order to deal with frustrations, conflicts and stress, people sometimes
use unconscious strategies called defense mechanisms to cope with the pain
and deal with anxiety. Beatnik reaction is a dense mechanism in which the
person exhibits behaviors that stand apart from the standards of society and
avoids most responsibilities of a good citizen. Beatnik reaction includes smoking,
drug use, early sex and dropping out of school. Anyone who is frustrated may
also act aggressively such as destroying things or harming another person. This
strategy is called displacement. Compensation is a defense mechanism in which
a person makes up for or covers up his weak areas by being superior in another
areas.
Other examples of defense mechanisms are denial, identification,
intellectualization, projection, rationalization, reaction formation, regression,
repression, and suicide. Denial occurs when a person refuses to accept a painful
reality or truth. Identification is imitating the characteristics of a person he or she
admires to deal with his or her insecurities. Intellectualization is a avoiding
negative emotions by focusing on the intellectual aspects of one’s life. Projection
is attributing one’s own weaknesses or shortcomings to someone else.
Rationalization is making up plausible explanations or excuses to cover up
negative feelings such as guilt. Reaction formation is acting opposite to what the
person truly feels. In regression, a person reverts to an earlier psychosexual
stage and begins to behave like a child. Repression is pushing unacceptable
impulses or urges into unconscious. Anyone who suffers from lots of frustration
may resort to hurting oneself or committing suicide.

GEC 101| Understanding the Self 74

The Physiological and Cognitive Factors of Stress
The effects of stress are manifested in a model developed by psychologist
Hans Selye who proposed the General Adaptation Syndrome. He suggests that
the body goes through three stages of physiological reactions during stressful
events: alarm, resistance and exhaustion. Alarm is the initial reaction to a
stressful situation. In trying to cope with the initial effects of stress, the
sympathetic nervous system is activated and releases hormones such as
cortisol, epinephrine, and norepinephrine that help the body to fight off stress.
However, the continued increase in these hormones could also adversely affect
the body such as increase in blodd pressure, heart rate, and blood sugar. In
resistance stage, the body adapts to the stress but continues to release
hormones that help the body to adapt and fight off the harmful effects of stress.
The body can eventually suffer fatigue if stress continues. If the stress is not
properly dealt with, the person will experience exhaustion in which the body may
suffer psychosomatic illnesses, including colds, flu, allergies, headache. Muscle
pain, as well those that may have irreversible damages to one;s heath such as
heart disease, ulcer, diabetes, stroke, cancer, or death.
Cognitive psychologist Richard Laarus (Ciccarelli & White,2012) has
developed a cognitive view of stress. In his theorym the way people think about
and appraise a stressor is a major factor in how stressful that particular stressor
becomes. Lazarus believes that there is a two-step process in appraising the
degree of threat, a challenge, or a harm of a stressor and how one should react
to that stressor; primary appraisal and secondary appraisal. In primary appraisal,
the individual primarily appraises the severity of the stressor and classifies as a
threat, a challenge, a harm or a loss. If the stressor is seen as a challenge (eg,
quiz, exam), the individual may perceive it as less stressful and more likely to
cope well. However, if the stressor is seen as a threat, negative emotions may
ensue. More common emotional reactions to stress include anxiety, anger,
aggression, apathy, depression, and psychological impairment.

Stress and the Filipino: The Socioeconomic and Cultural Factors of Stress
Another perspective in stress is the sociocultural perspective. In the
Philippines, poverty remains a critical problem. Experiencing poverty or receiving
low compensation means higher stress level (Crowder, 2013; Wadsworth, 2011,
Kahn & Pearlin, 2006). Thus, both parents need to work to make ends meet. As
parents take on multiple roles, achieving balance between work and family
becomes a source of stress (Ortega & Hechanova, 2010). Even if a person has a
job and is making an adequate salary, there are stresses associated with the

GEC 101| Understanding the Self 75

workplace that add to the daily stressors such as work overload, long hours, and
poor physical work environment (Ciccareli & White, 2012). In addition, research
indicates that overcrowding and living in poor housing condition can be a source
of stress (Ballesteros, 2010). Traffic and lack of transportation can also be
enormously stressful.

Poverty and Poor Housing Condition

In the cultural perspective, a person from one culture who must live in
another culture may experience a great deal of stress (Ciccareli & White, 2012).
For examples one primary source of stress imposed on immigrant Filipino
workers in other countries is the need to adapt to a new culture. Acculturation is
the process of adaptation by which immigrants, native groups, and ethnic
minority groups adjust to the new culture making behavioral and attitudinal
changes. Acculturative stress refers to the feelings of tension and anxiety that
accompany efforts to adapt to the orientation and values of a dominant culture
(Nevid & Rathus, 2003). Perhaps the greatest stress is when migrant Filipino
workers experience discrimination, stereotyping, and prejudice because of
racism and anti-immigrant attitudes.

Traffic and Lack of Transportation

Sources of Coping and Strengths

One strategy by which people cope with stress is focusing on the problem.
In problem-focused coping, the individual reduces the impact of the problem by

GEC 101| Understanding the Self 76

looking for best solutions through his or her own effort. Another strategy that
appears to help the individual cope with a stressful situation is through emotion-
focused coping. The individual uses this strategy to reduce the intensity of
negative emotions. Among the behavioral techniques that may be used to help
people cope with stressful situations are biofeedback, relaxation technique,
meditation, and physical exercise (Atkinson, Atkinson, Smith, Bem, & Nolen-
Hoeksema, 2000). Biofeedback is the technique from medical devices and
programs that the individual can use to recognize and control the symptoms of
stress, such as tension headache. Relaxation techniques (deep breathing,
listening to music), meditation, and exercise (aerobic, swimming, jogging) can
help individuals cope with everyday stress and control stress-related health
problems, such as heart disease, high blood pressure, and diabetes. Another
strategy that appears to help people during a stressful situation is having a social
support system or a network of family members and friends. Research has
shown that social support is considered one of the most important ways of coping
with stress (Camara, Bacigalupe, & Padilla, 2017). It is likely that lack of social
support can make the individual more vulnerable to stress.

The Need for Self-Care and Compassion

People who are high in self-compassion treat themselves with kindness,

care and understanding when they experience stressful events or situations.
Self-compassion has three elements: self-kindness, a sense of common
humanity, and mindfulness. Self-compassion entails self-kindness when
confronted with life difficulties rather than being angry. Self-compassionate
people accept that mistakes and failures are part of being human and common to
all. They are more likely to be mindful or aware of their painful thoughts and
feelings. Self-compassion has shown to reduce anxiety, stress, exhaustion, and
depression (Neff, 2012).

Stress has effects on health. For this reason, people must learn ways to
manage stress with self-compassion. Stress management is the ability to control
stress and develop the skills to prevent the harmful effects of stress. Particularly,
students who are able to manage stress successfully are more likely to develop
physical and emotional well-being. They are also able to perform better in school.
Below are some suggestions to manage stress and practice self-compassion:

 When you are stressed, find a quiet place where you will not be disturbed.
Sit with your back straight. Close your eyes, and begin the process of
calming yourself by paying attention to your breathing. Inhale through the
nose and exhale through the mouth. As you inhale, say to yourself—relax.
GEC 101| Understanding the Self 77
 As you exhale, imagine yourself releasing out all the tensions. Do this
exercise three times. Make this breathing exercise regularly. It will help
you relax.
 Pray or meditate. Make it part of your daily life. It provides power and
energy for living.
 Read spiritual materials such as Bible, self-help books, or magazines, that
will make you relax and guide you throughout your life.
 Be mindful of your thoughts and feelings.
 Keep a diary or journal where you can write down and process your
thoughts and feelings.
 Talk to people. Share your feelings.
 Develop good habits, eat the right kind of food, drink lots of water, sleep at
least 8 hours a day, exercise regularly, and relax. Pamper yourself. Go to
the beach, watch a movie, have a haircut, a spa, and a massage, or eat
your favorite food.
 Develop a sense of humor. Think positive and find reasons to smile and
be happy.

Learning Activities:

Activity 1:

1. Stress Test. The test is designed to help you recognize the symptoms of
stress and discover your stress level. Indicate your responses by
checking the appropriate column that corresponds to your choice the
following scale.

Rating Description
0 I never experience this symptom at all.
1 I almost never (perhaps once a month) experience this symptom.
2 I sometimes experience this symptom (more than once a month).
3 I fairly often experience this symptom (once a week).
4 I very often experience this symptom (more than once a week).

Symptom Very Fairly Some Almost Never

Often Often times Never
4 3 2 1 0
1. Headache
2. Stiffness in neck, shoulders, arms,
jaw, stomach, or legs.
3. Coldness of feet or hands
4. Excessive perspiration
GEC 101| Understanding the Self 78
 5. Nausea or dizziness
6. Chest pain or increased heartbeat
7. Difficulty in breathing
8. Diarrhea of constipation
9. Allergies and rashes
10. Difficulty in falling or staying
asleep
11. Loss of appetite
12. Absenteeism
13. Moodiness, irritability, or
restlessness
14. Worry, anxiety, or restlessness
15. Sadness or depression

2. Develop your own self-care plan. A self-care plan can help you manage
your stress, enhance your health and well-being, and improve your
academic performance. In your self-care plan, include the things you need
to do and need to avoid. Specifically, make your self-care plan in the
following six dimensions:

My Self-Care Plan

Physical Cognitive

Emotional Social

Moral Spiritual

Learning Evaluation:

Quiz 1:

Identification. Identify the term being referred to each item.

1. __________ refers to experiencing events that endanger or threaten the

psychological and physiological well-being of a person.

GEC 101| Understanding the Self 79

 2. __________ is a type of conflict that occurs when an individual is
simultaneously motivated toward two equally attractive goals.
3. __________ is a term used to describe the blocking or prevention of goal
achievement.
4. __________ are medical problems that often result from stress.
5. __________ is a type of conflict that concerns two elements one of which
is very desirable while the other is undesirable.
6. The General Adaptation Syndrome has three stages: alarm, __________,
and exhaustion.
7. __________ is the ability to control stress.
8. People who are optimistic tend to have __________outlook in life.
9. __________ are duly occurring conditions that could harm a person’s well-
being of such events continue and pile up.
10. Earthquake is an example of __________ which can cause high level of
stress.

References:

Books

 Monilla, M.J. and Ramirez, N. (2018). Understanding the Self. C&E

Publishing,Inc. Quezon City
Websites
 [Link]
[Link]

GEC 101| Understanding the Self 80