Understanding The Self (GECC 108) PDF

Don Mariano Marcos Memorial State University OPEN UNIVERSITY SYSTEM La Union Philippines UNDERSTANDING THE SELF (GECC 108) "The pursuit to Xnow Oneseq- is the Xey to Understanding the Self' C.D.P.13. CLAUDIA DE...

Don Mariano Marcos Memorial State University OPEN UNIVERSITY SYSTEM La Union Philippines UNDERSTANDING THE SELF (GECC 108) "The pursuit to Xnow Oneseq- is the Xey to Understanding the Self' C.D.P.13. CLAUDIA DENISE PALABAY- BARBADILLO, R.G.C., R.Pm. Module Writer  2 COURSE OUTLINE In UNDERSTANDING THE SELF (GECC 108) COURSE DESCRIPTION This is a 3-unit course under the New General Education Curriculum (CMO 20, s. 2013) that deals solely with the nature of identity or individuality. The factors and forces that affect the development and maintenance of personal identity are likewise studied. The question on "Who am I?" is usually asked more often and posted challenge in adolescence—believed traditionally to be a time of vulnerability, unhappiness, unrealism and great possibilities. The issues of self and identity are among the most critical for the young. Thus, the directive to Know Oneself has inspired countless and varied ways to comply. This course is intended to facilitate the exploration of the issues and concerns regarding self and identity to arrive at a better understanding of one's self. It strives to meet this goal by stressing the integration of the personal with academic—contextualizing matters discussed in the classroom and in the everyday experiences of students—making for better learning, generating a new appreciation for the learning process, and developing a more critical and reflective attitude while enabling them to manage and improve their selves to attain a better quality of life. The course is divided into three major parts: The first part seeks to understand the construct of the self from various disciplinal perspectives: philosophy, sociology, anthropology, and psychology —as well as the more traditional division between the East and West each seeking to provide answers to the difficult but essential question of "What is the self?” And raising, among others, the questions: Is there even such a construct as the self?” The second part explores some of the various aspects that make up the self, such as biological and material up to and including the more recent Digital self. The third and final part identifies three areas of c oncern for young students: learning, goal setting, and managing stress. It also provides for the more practical application of the concepts discussed in this course and enables them the hands-on experience of developing self-help plans for self- regulated learning, goal setting, and self-care. This course also includes the mandatory topics on Family Planning and Population Education. GECC 108- Understanding the Self -Preliminaries-  3 OBJECTIVES GENERAL OBJECTIVES: At the end of the course, the students will be able to: 1. Understand and make reflections of one's identity in the "Self from Various Perspectives" particularly in the various traditional disciplinal viewpoints on Philosophy, Sociology, Anthropology, Psychology, East and West and make comparisons which influencethe development of a person 2. Explore, discover and assess one's identityin the "Unpacking of Oneself" with emphasis on the Physical Self, Sexual Self, Material or Economic Self, Political Self, Spiritual Self and Digital Self, and 3. Acquire proper attitude and life skills in loving and caring of one's identity in the "Managing and Caring for the Self" SPECIFIC OBJECTIVES: The Self from Various Perspectives 1. Discuss the different representations and conceptualizations of the self from various disciplinal perspectives 2. Compare and contrast how the self has been presented across different disciplines and perspectives 3. Examine the different influences, factors, and forces that shape the self 4. Demonstrate critical and reflective thought in analyzing the development of one's self and identity by developing a theory of the self Unpacking the Self 1. Explore the different aspects of self and identity 2. Demonstrate critical, reflective thought in integrating the various aspects of self and identity 3. Identify the different forces and institutions that impact the development of various aspects of self and identity 4. Examine one's self against the different aspects of self discussed in class GECC 108- Understanding the Self -Preliminaries-  4 Managing and Caring for the Self 1. Understand the different aspects of self and identity 2. Acquire and hone new skills and learning for better managing of one's self and behavior 3. Apply these new skills to one's and functioning for a better quality of life 0.11 DIRECTIONS/ MODULE ORGANIZER Reading is both an art and a skill. It is imperative to allot time to explore and read this module.Enjoy every moment going through the threemodules. Revisit yourself and discover more of who you are. Every module is a journey of yourself. Read and learn! COURSE REQUIREMENTS ar you Requirements are necessary to test and measure how f understood the course and how much you have learned. Be ab le to work on the aminations. Learning Activities, Summative Tests and pass the major ex Submit nding in this subject all requirements to your tutor on time. Your sta will be based following percentages. on your performance and output with the Midterm and Final Exam 50% Requirements 50% Motivational Activities Learning Activities Summative Tests Group Dynamic Activities Performance Task/Demonstration Blogs and video clips y, etc.) Self-portfolio (reflection/reaction paper, essa Total 100 GECC 108- Understanding the Self -Preliminaries-  5 COURSE CONTENT MODULE I THE SELF FROM THE VARIOUS PERSPECTIVES Lesson 1 Philosophy Lesson 2 Sociology Lesson 3 Anthropology Lesson 4 Psychology Lesson 5 The Self in Western and Eastern/Oriental Thought MODULE II UNPACKING THE SELF Lesson 1 The Physical Self Lesson 2 The Sexual Self Lesson 3 The Material/Economic Self Lesson 4 The Spiritual Self Lesson 5 The Political Self Lesson 6 The Digital Self MODULE III MANAGING AND CARING FOR THE SELF Lesson 1 Learning to be a Better Person Lesson 2 Setting Goals for Success Lesson 3 Taking Charge of One's Health GECC 108- Understanding the Self -Preliminaries-  6 REFERENCES Books Adolph, K. E., (2008), Motor/Physical Development: Locomotion in Encyclopedia of Infant and Early childhood Development, edited by M. M. Haith and J. B. Benson. San Diego, CA Academics Press Aurelia Estrada, (2011), Developmental Characteristics of Young Children, Rex Printing Company Inc., Sta. Mesa Heights, Quezon City, Philippines Barbara Kolucki, MA and DafnaLemish, PhD, (2011), Communicating with Children, Principles and practices to Nurture, Inspire, Excite, Educate and Heal, UNICEF Henry S. Tenedero, (2008), Creative Tips to Get through Student Life, Center for Learning and Teaching Styles, Phils. Inc. Henry S. Tenedero, (2008), Cooking Up a Creative Genius, Center for Learning and Teaching Styles, Phils. Inc. Henry S. Tenedero, (2008), Super Teacher, Center for Learning and Teaching Styles, Phils. Inc. Henry S. Tenedero, (2008), Mindful Ideas, Center for Learning and Teaching Styles, Phils. Inc. Imelda Villar, (2009), Career Counseling in the Philippines, Aligned Transformations Publications, 3423 Guernica St., Makati City 1235, Philippines Kathryn Williams Browne, et.al., ((2013), Early Childhood Field Experience, Learning to Teach Well, Pearson Education Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, U.S.A. Laura E. Marshak, et.al., (2010), The School Counselor's Guide to Helping Students with Disabilities, Jossey-Bass, A Wily Imprint, 989 Market Street, San Francisco CA 94103-1741, U.S.A. McMaster University, (Issue 3, July 2011), Preschooler Physical Activity and Motor Skill Development Focus, Child Health and Exercise Medicine Program Samuel Griffin, (2015), Handbook of Learning Disabilities, Arcler Press LLC, New York, NY 10017, U.S.A. GECC 108- Understanding the Self -Preliminaries-  7 Published Researches Geraldine French, (200a), Children's Early Learning and Development: A Research Paper Executive Summary, National Council for Curriculum and Assessment (NCCA) Nemours Health and Prevention Services, (2009), Best Practices for Physical Activity, A Guide to Help Children Grow Up Healthy (under editorial review, for educational purposes) Carolyn P. Edwards University of Nebraska - Lincoln, [email protected],(June 2005), Moral Development Study in the 21st Century: Introduction to Moral Motivation through the Life Span: Nebraska Symposium on Motivation, volume 51 The Discipline andGuidance of Children, MESSAGES FROM RESEARCH, A Review of Research Literature forthe Office of the Children's Commissioner by the Children's Issues Centre WEBSITE! Electronic References https: / /www.cdc gov/ ncbddd / childdevelopment/ positiveparenting/pdfs/pr esc hooters- 3-5-w-npa. pdf hap: / /www. preschool-plan-it. com /developmental-milestones. html https://wcwpds.wisc.edu/childdevelopment/resources/CompleteDevelopm entDetails. pdf Learning in the 21st Century: Teaching Today's Students on Their Terms, https://www.certiport.com/Portal/Common/DocumentLibrary/lEAB_Whitep aper040808.pdf) GECC 108- Understanding the Self -Preliminaries-  MODULE 1 THE SELF FROM THE VARIOUS PERSPECTIVES Lesson 1 Philosophy Lesson 2 Sociology Lesson 3 Anthropology Lesson 4 Psychology Lesson 5 The Self in Western and Eastern/Oriental Thought  2 MODULE I THE SELF FROM THE VARIOUS PERSPECTIVES INTRODUCTION LIFE is the greatest gift one can ever have. Life itself is a Blessing and an Opportunity. Life is manifested in the Self. Why a blessing? As one journeys through the different stages of Human Development, the Self is slowly being discovered. It is evolving and hidden talent is uncovered. Try to imagine a baby learning how to talk, how to crawl and how to grasp objects. Everyday is a never-ending practice - struggle it is until mastery is achieved. The beauty of being able to see colors, hear the sound of nature and people laughing and exchanging words, and to feel the sensation of human touch. These are alt blessings life can offer. czennesketches corn Why an Opportunity? The Self is a window of possibilities. Growing means gaining awareness of what one is capable of doing and creating, and making it a reality. Taking advantage of what the environment and human resources can offer is a means of packaging and refining the self. Module 1 provides the learner a view of the Self from the perspective of Philosophy, Sociology, Anthropology, Psychology and Western and Eastern/Oriental Thoughts. Having an in-depth understanding of who a person is from these contexts using concepts, theories and principles offer analysis and reflections of the meaning of life - the essence of the Self. As a discipline, Philosophy is the study of life's existence, the love of knowledge. When an individual seeks answers to questions on the fundamental truths about self, this is the beginning of wisdom. Sociology, whereas, is a social science that deals with the study of society, its interactions and relationships. To understand the self means to fathom the collective behavior of people. GECC 108- Understanding the Self -Module I-  3 Anthropology, on the other hand, is a scientific study of humanity - what makes us human beings. How is human species different from animal species? Psychology is the scientific study of the mind and the behavior. How a person thinks, acts and feels is the direction of this discipline. Lastly, the Western and Eastern view of the self. Western focuses on rationality while Eastern fuses supernatural in comprehending individuation. In the end, these disciplines guide the learner towards building an objective, systematic and organized image of the self. OBJECTIVES At the end of the semester, students will be able to; 1. Discuss the different representations and conceptualizations of the self from various disciplinal perspectives; 2. Compare and contrast how the self has been presented across different disciplines and perspectives; 3. Examine the different influences, factors, and forces that shape the self; and 4. Demonstrate critical and reflective thought in analyzing the development of one's self and identity by developing a theory of the self. DIRECTIONS/ MODULE ORGANIZER Read carefully the module as presented in the different lessons. At the end of each lesson, there are questions and/or activities for you to answer and accomplish. These are designed to determine how well you benefited from the lesson in terms of knowledge and information (cognitive objective), desirable values and attitude (affective objective) as well as skills and competence (psychomotor or operative objective). Work on these questions/activities conscientiously and submit your output to your tutor on time. Reading and researching from references are strongly advised to gain maximum understanding and experiential learning. Immerse yourself into the various activities and surely, you will discover who you are. GECC 108- Understanding the Self -Module I-  4 Lesson 1 PHILOSOPHY Motivational Activity: "Who Am I?" On January 12 of 2020, Taal Volcano situated in Tagaytay, Philippines began erupting forcing several families to evacuate. Taal is the second most active volcano in the Philippines islands which is situated at several tectonic plates. If eruption will intensify, it is capable of producing deadliest volcanic hazards - tsunamis, mudflows, and superheated flows of gas and debris. You and your family live in Tagaytay. The government issued an Alert 4 level forcing residents to leave the place immediately. At the same time, you are required to fill up an Information Sheet for profiling and monitoring purposes. (Source: Scientific American 175, Natural Disasters, January 14, 2020) Activity 1: INFORMATION SHEET Name Sex ( ) Male ( ) Female Others: (please specify) Religion Citizenship: Civil Status Tribal Affiliation: Date of Birth Place of Birth: Address Highest Educational Attainment Occupation Employer/Address Contact No. Email Address: Body marks If married Name of Spouse: Occupation: No. of children No. of people in the house: Name of father Name of mother Siblings (specify) EDUCATIONAL BACKGROUND Nursery/Address Kinder/Address GECC 108- Understanding the Self -Module I-  5 Elementary/Address High school/Address Senior High School/Address College/Address Vocational School Eligibilities Skills Hobbies/ Interests Health Issues Fears Problem/s at present In case of Name: emergency, whom to Address: contact Contact Details: Processing Questions: 1. How did you feel about the activity? 2. Was it difficult to fill up the form? Why? 3. What are your reflections about yourself? 4. What are your realizations about the activity? Reflections to Ponder: 1. Relevance of information about the self 2. Preparedness during a crisis - calamity 3. Value of life PHILOSOPHICAL VIEWS OF THE SELF: The etymology of the word PHILOSOPHY is a two-Greek words, PHILOS which means "LOVE" and SOPHIA which means "WISDOM" translated to "love of knowledge" likely instituted by Pythagoras (c. 570-495 BCE). In other words, Philosophy deals with the rationality employed by individuals in learning. Aristotle for instance, an Ancient Greek philosopher from the nineteenth century tried to explore and understand the rationality employed in understanding and learning things. He looked into regular reasoning in discovering and learning. Aristotle introduced stargazing, pharmaceutical, and material science. Newton's 1687 Mathematical Principles of Natural Philosophy named a book of material science. In the nineteenth century, the development of current research, methods of inquiry have evolved. Thus, various approaches to inquiry by different colleges drove scholarly rationality and different orders to professionalize and practice the continuous search for learning. In the cutting edge period, a few examinations that were customarily part of logic wound up particular scholarly approaches including brain science, humanism, phonetics, and financial matters. The question on, "Who Am I?", continuously baffled and challenged philosophers to answer. The Self becomes a subject of scholarly studies GECC 108- Understanding the Self -Module I-  6 among philosophers who made impact on our lives and influenced the way we view human life. Who are these philosophers who contributed in the understanding the self? Let us study them one by one and find out their perspectives about individuality. SOCRATES (469-399 BC) Philosophy on Understanding the Self: The goal of life is to "Know Thyself" and improve the self through virtuous living and pursue of goodness. The key to self- discovery is meditation. Know the self means a person who can think, reflect and know what is right. The central concern of philosophy is the psyche, the "true self" or "soul" being the core identity, the unique spirit that makes one distinct. This is the authentic personality, the distinctive character. The soul is the source of deepest thoughts and highest aspirations, the unique life force that shapes and defines itself through choices made on a daily basis. The soul is "immortal and imperishable, and after death should continue to exist in another world." Thus, every soul seeks happiness. Only through the pursuit of goodness that one can bring happiness. The Law of Karma is very strong. The formation of a person's thinking and character is typically the result of many influences throughout their lives. Core Life Teachings: 1. "The unexamined life is not worth living". 2. "The truth lies within each of us". 3. "We should strive in excellence in all areas of life". 4. "No one knowing does evil". 5. "It is better to suffer wickedness than to commit it". Place of Origin: ATHENS, GREECE Significant Experiences: Philosophical Career - His pursuit of wisdom which became his full time job for the rest of his life because of his fascination with intellectual conversation (parties, going to Agora marketplace). Pelodonnesian War - He became a soldier influencing students towards his teachings, challenged the government which leads to fighting for democracy and questioning tyranny. GECC 108- Understanding the Self -Module I-  7 Socrates' Trial - He became more popular among Philosophers when he was indicted to be polluting the minds of Greek students. His defense on reason put him to death, yet he was able to influence great Philosophers like Plato, Euclid and Xenophon. Schools of Thought: RATIONALISM, DUALISM a. Rationalism - The search for truth and clarity through questioning, through reason b. Dualism - The self is the immortal soul that exists over time. The self is not separated from the soul. About Socrates that explains and manifests his schools of thought: Socrates laid down the conceptual framework and method of inquiry for Western consciousness and culture. The Father of Western Philosophy, Wisest man in Greece, Crown Jewel in the native city for the following: a. He was a catalyst for a significant advancement in human consciousness. "Know thyself," Socrates was the first important Western thinker to focus the light of human reason and intelligence on human beings themselves. b. He was an archetypal thinker, a quintessential model of rational inquiry. Socrates believed in the supreme importance of thinking as well as possible, and for him, everything in human experience was an appropriate subject for exploration and critical analysis. c. He was committed to making our actions reflect our convictions. For Socrates, striving to think well-meant striving to live well, developing consistent and rigorous standards of conduct and then following through with the choices that we make. d. He believed that philosophical inquiry was a social activity. In contrast to the "ivory tower" dreamer. He found his greatest pleasure engaging in passionate and energetic discussions with others. He was certainly capable of deep, introspective thought. e. He was a heroic martyr to enlightened thinking and virtuous living. It wasn't just that he died but rather that he died willingly for the moral principles and values on which his life was constructed. His martyrdom, and the genius of Plato, made him a secular saint, the superior man confronting the ignorant mob with serenity and humor. This was Socrates' triumph and Plato's masterpiece. Socrates needed the hemlock, as Jesus needed the Crucifixion, to fulfill a mission. GECC 108- Understanding the Self -Module I-  8 Proponent of Socratic Method - Seeking clarity and truth through penetrating questioning and astute analysis. Reason is the path to the truth. Uses several strategies to converse with people a. Dialectic, which is derived from a Greek word for conversation, and its goal was to achieve a deep, clear, rationally founded understanding of the most significant areas of human experience: knowledge, justice, morality, religion, beauty, goodness, and the traits of good character such as courage and piety. b. Master of irony used to expertly create a false sense of security in his dialogue partners and create the conditions for unmasking their foolishness and ignorance. PLATO (427-347 BC) "I am the wisest man alive, for I know one thing, and that is, that know not hind. " Philosophy on Understanding the Self: Plato believes in the presence of a soul which he called "psyche" consisting of three elements: (1) Reason - refers to the divine essence that enables a person to think deeply, make wise choices, and achieve a true understanding of eternal truths (2) Physical Appetite - refers to the basic biological needs such as hunger, thirst, and sexual desire (3) Spirit or Passion - refers to basic emotions such as love, anger, ambition, aggressiveness, empathy. These three elements of our selves are working together. They are in a dynamic relationship with one another either sometimes working in concert or sometimes in bitter conflict. When conflict occurs, Plato believes it is the job of our Reason to fix things out and exert control, re-establishing a harmonious relationship between the three elements of our selves. He shows his view of the soul/self in Phaedrus with a vivid metaphor - the soul is likened to a winged chariot drawn by two powerful horses: a white horse, symbolizing the Spirit, and a black horse, embodying Appetite. The charioteer is Reason, whose task is to guide the chariot to the eternal realm by controlling the two independent- minded horses. Those charioteers who are successful in setting a true course and ensuring that the two steeds work together in harmonious unity achieve true wisdom and banquet with the gods. However, those charioteers who are unable to control their horses and keep their chariot on track are destined to experience personal, intellectual, and spiritual failure. GECC 108- Understanding the Self -Module I-  9 Plato's Lessons About the Soul and the Body According to Plato, the body, with its deceptive senses, keeps us from real knowledge; it rivets us in a world of material things which is far removed from the world of reality; and it tempts us away from the virtuous life. It is through the soul that we shall have knowledge, be in touch with reality, and lead a life of virtue. Only the soul can truly know, for only the soul can ascend to the real world, the world of the Forms or Ideas. Plato also tells us about the nature of beauty. Beauty has nothing essentially to do with the body or with the world of material things. Real beauty cannot "take the form of a face, or of hands, or of anything that is of the flesh." Yes, there are beautiful things, but they only are entitled to be described that way because they "partake in" the form of Beauty, which itself is not found in the material world. Real beauty has characteristics which merely beautiful things cannot have. Illustration 1: An individual may develop a romantic relationship with someone who is an intellectual companion (Reason), with whom he/she is passionately in love (Spirit), and whom he/she finds sexually attractive, igniting lustful appetites (Appetite). Or he/she may find himself/herself in personal conflict, torn between three different relationships, each of which appeals to a different part of our self: Reason, Spirit, Appetite. Illustration 2: A student who is thirsty for knowledge and driven towards the achievement of her goal enrolled at DMMMSU Open University System (Reason). She met friends and hang out with them during their vacant time, discovering food hubs (Appetite). These friends for her brought her happiness and a feeling of belongingness (Passion). Activity 2: Make your own example how the three elements - reason, appetite and spirit interact and collaborate. ST. AUGUSTINE (354-430 C.E.) Philosophy on Understanding the Self: For St. Augustine, the Self is a great mystery. A person regardless of the many sins he/she had committed can have a great and mysterious life, through the mercy and forgiveness of God. The self must continue to search for the truth in order for his/her soul to be rested. Augustine combines the philosophical concepts of Plato with the tenets of Christianity. He was convinced that Platonism and Christianity were natural partners, thus he enthusiastically adopted Plato's vision of a bifurcated universe in which "there are two realms, an intelligible realm where truth GECC 108- Understanding the Self -Module I-  10 itself dwells, and this sensible world which we perceive by sight and touch," but then adapted this metaphysic to Christian beliefs. Thus, Plat o's ultimate reality, the eternal realm of the Forms, became in Augustine's philosophy a transcendent God. In the same way, Plato's vision of immortal souls striving to achieve union with this eternal realm through intellectual enlightenment became transformed by Augustine into immortal souls striving to achieve union with God through faith and reason. The transient, finite nature of the physical world described by Plato became in Christianity a proving ground for our eternal destinies. Plato's metaphysical framework thus provided philosophical justification for Christian beliefs that might otherwise have been considered farfetched. Place of Origin: Taghaste, North of Africa Significant Experiences: He received a Christian education when he was young, but deferred receiving the sacrament and became a heresy which his mother Monica greatly suffered. He was sent to Carthage for a forensic career but he succumbed to the pleasure of the city and his good virtues were corrupted. Hence; he made his inquiring mind to search for the origin of evil. In Milan through the influence of Bishop Ombrose his souls long and difficult quest finally rested. He possessed the certainty that Jesus Christ is the only way to truth and salvation. School of Thought: Platonism-the use of reason to influence a person to do good RENE DESCARTES (1596-1650) "If you would be a real seeker after truth, it is necessary that at least once in your life you doubt, as for as possible, all things." Philosophy on Understanding the Self: He introduced the modern perspective of the self. According to him, everything must be subjected to doubt. "Cogito ergo sum" translated as "I think therefore I am" means that there should be the doubting I first then all other existence (God, universe, events, etc.) become certain. A French philosopher, the founder of Modern philosophy. In his Meditations on First Philosophy (1637), he dealt with issues surrounding GECC 108- Understanding the Self -Module I-  11 applied the geometric method skepticism, mind/body dualism, and he to s not only important to the philosophy. The influence of this work wa modern this day. period, but is also incredibly influential to soning process and He wanted to penetrate the nature of our rea onvinced that to understand its relation to the human self. He was c bout human develop the most informed and well-grounded beliefs a are existence, we need to be clear about the thinking instrument we employing. For if our thinking instrument is flawed, then it is likely that our conclusions will be flawed as well. He is a mathematician having invented analytic geometry and an aspiring scientist, Descartes was an integral part of the scientific revolution that was just beginning. (His major philosophical work, Meditations on First Philosophy, was published in 1641, the year before Galileo died and Isaac Newton was born.) The foundation of this scientific revolution was the belief that genuine knowledge needed to be based on independent rational inquiry and real-world experimentation JOHN LOCKE (1634-1704) Philosophy on Understanding the Self: "Before we can analyze the world and our success to it, we have to know about ourselves. It is only once we understand our cognitive capabilities that we can suitably direct our researches into the world" The Self is comparable to an empty space (tabula rasa) where everyday experiences contribute to knowledge. The self is consciousness. A British philosopher. In his Essay Concerning Human Understanding (1690) Locke lays the groundwork for empiricist philosophy. His theory that the mind is a tabula rasa, a blank slate, on which experience writes, challenges the rationalist philosophy that preceded him. Founder of the school of thought "British Empiricism" where foundational contributions to modern theories of limited liberal government Believed that government should be more tolerant of religious diversity Argued that many beliefs traditionally believed to be mandatory for Christians were necessary GECC 108- Understanding the Self -Module I-  12 School of Thought: ationship between different Knowledge consists of a special kind of rel ideas. DAVID HUME (1711-1776) Philosophy on Understanding the Self: The self is just a bundle or collection of A wise man proportions different perceptions, which succeed each his belief to the evidence. other with an inconceivable rapidity, and are in a perpetual flux and movement. It is just an impression or a fiction. To Hume, there is no Self. Scottish philosopher whose philosophy is seen as drawing out the logical consequences of a thoroughgoing empiricism. His skepticism concerning causation, induction, and religion is still widely influential today. According to Hume, there are only two distinct entities, "impressions" and "ideas": Impressions—Impressions are the basic sensations of our experience, the elemental data of our minds: pain, pleasure, heat, cold, happiness, grief, fear, exhilaration, and so on. These impressions are "lively" and "vivid." Ideas are copies of impressions, and as a result they are less "lively" and "vivid." This include thoughts and images that are built up from our primary impressions through a variety of relationships, but because they are derivative copies of impressions, they are once removed from reality. IMMANUEL KANT (1724-1804) "All our knowledge begins with the senses, proceeds then to the understanding, and ends with reason." Philosophy on Understanding the Self: The self is always transcendental. His philosophy is called the Transcendental Unity of Apperception. The self is not in the body, instead it is outside the body and qualities of the body. It is something that is mystical. German Philosopher widely regarded as the greatest philosopher of the modern period. He attempted to synthesize the two competing schools GECC 108- Understanding the Self -Module I-  13 of the modern period, rationalism and empiricism, by showing the important role both experience and reason play in constructing our knowledge of the world. According to him, it is the self that makes experiencing an intelligible world possible, because it is the self that is responsible for synthesizing the discreet data of sense experience into a meaningful whole. The self is the weaver seen metaphorically who, using the loom of the mind, weaves together the fabric of experience into a unified whole so that it becomes his/her experience, his/her world, his/her universe. Without the self to perform this synthesizing function, experience would be unknowable, a chaotic collection of sensations without coherence or significance. SIGMUND FREUD (1856-1939) "Look into the depths of your own soul and learn first to know yourself, then you will understand why this illness was bound to come upon you and perhaps you will henceforth avoid falling ill." Philosophy on Understanding the Self: There are two selves -one Unconscious and one Conscious. The self is regarded as the "I" which; constitutes both the mental and physical actions. The self was multi-tiered, divided among the conscious, preconscious, and unconscious as seen in his theory on psychoanalysis. Psychologist. Freud founded the school of psychoanalysis which became one of the most influential theories of psychology and therapy in the twentieth century. The two levels of human functioning - the conscious and the unconscious differ radically both in their content and in he rules and logic that govern them. The unconscious contains basic instinctual drives including sexuality, aggressiveness, and self-destruction; traumatic memories; unfulfilled wishes and childhood fantasies; thoughts and feelings that would be considered socially taboo. The unconscious level is characterized by the most primitive level of human motivation and human functioning. The most basic instinctual drives that seek immediate gratification or discharge. In contrast, the conscious self is governed by the “principle” (rather than the "pleasure principle"), and at this level of functioning, behavior and experience are organized in ways that are rational, practical, and appropriate to the social environment. GECC 108- Understanding the Self -Module I-  14 GILBERT RYLE (1900-1976) "I discover that there are other minds in understanding what other people say and do." Philosophy on Understanding the Self: The self is how you behave. No more inner selves, immortal souls, states of consciousness, or unconscious entities: instead, the self is defined in terms of the behavior that is presented to the world, a view that is known in psychology as behaviorism. Analytic Philosopher, Ryle introduced the 'Linguistic Analysis' which focused on the solving of philosophical puzzles through an analysis of language. He mounted an attack against Cartesian mind/body dualism and supported a behaviorist theory of mind. A British philosopher whose book, The Concept of Mind, had a dramatic Behaviorism The view that the "self" is defined by observable behavior. Ryle's behaviorism was a different sort from that of psychology. He thought of his approach as a logical behaviorism, focused on creating conceptual clarity, not on developing techniques to condition and manipulate human behavior. PAUL (1942) AND PATRICIA CHURCHLAND Philosophy on Understanding the Self: The self is the brain. The self can be understood in terms of neuroscience that focuses on the function of the brain and how it affects one's behavior. The couple thus introduced Eliminative Materialism. Paul Churchland is an American philosopher (Ph.D., University of Pittsburgh, 1969); Areas of interest include philosophy of mind, philosophy of science, cognitive neurobiology, epistemology, and perception. Authored several works on mind, including The Engine of Reason, The Seat of the Soul: A Philosophical Journey into the Brain (MIT, 1995) He introduced a simple identity formula—mental states = brain states- - is a flawed way in which to conceptualize the relationship between the mind and the brain. He develops a new, neuroscience-based vocabulary that will enable us to think and communicate clearly about the mind, GECC 108- Understanding the Self -Module I-  15 consciousness, and human experience. He refers to this view as "eliminative materialism. Churchland's central argument is that the concepts and theoretical vocabulary about selves using such terms as belief, desire, fear, sensation, pain, joy actually misrepresent the reality of minds and selves. All of these concepts are part of a “commonsense "folk psychology that obscures rather than clarifies the nature of human experience. Eliminative materialists believe that emotional connection should be understood with reference to the neurophysiology of the brain. Eliminative Materialism develops a new vocabulary and conceptual framework that is ground in neuroscience that will be a more accurate reflection of the human mind and self. MAURICE MERLEAU-PONTY (1908-1961) Philosophy on Understanding the Self: The self is embodied subjectivity. The division between the "mind" and the "body" is a product of confused thinking. The self is seen as a unity in which the mental and physical are seamlessly woven together. This unity is the primary experience of the self, and one only begins to doubt it when the mind is used to concoct abstract notions of a separate "mind" and "body." There is no mystery in the body. The philosophy of Ponty is known as Phenomenology of Perception which is derived from the conviction that all knowledge of the self and the world is based on the "phenomena" of experience. Perceptions are caused by the intricate experiences of the self, and processed intellectually while distinguishing truthful perceptions from illusory. Thus, the self is regarded as a phenomenon of the whole, which is a Gestalt understanding of perceptual synthesis. SUMMARY Lesson 1 on Philosophy helped us to explore the answers to the question, "Who Am I?" as based on philosophical views. This question actually is oftentimes difficult to answer as the self is so complex and intriguing. However, philosophers tried to provide us with an in-depth understanding as based on their studies. The self is a puzzle that must be solved and discovered. GECC 108- Understanding the Self -Module I-  16 This lesson surely guided you to understand the mysteries of who you are and helped you deepen your insights about yourself. OUTPUT PLAN (1) Formulate your own Philosophy in Life and make a video clip. It can be in Filipino or English. Be creative. Running time at least 1 minute. Upload your video clip via fb and submit a screenshot of the comments and feedbacks. GECC 108- Understanding the Self -Module I-  17 Lesson 2 SOCIOLOGY Motivational Activity: What Makes You Beautiful? by One Direction (Song/Dance) Processing Questions: 1. How did you find the activity? 2. What is your understanding of being beautiful? 3. How did the song affect you? 4. What have you learned about the activity? Sociology is the systematic study of social behavior and human groups. It focuses primarily on the influence of social relationships upon people's attitudes and behavior and how societies are established and changed. As a sociological approach to self and identity, it begins with an assumption that there is a reciprocal relationship between the self and the society. This two mutually affects each other. The self influences the society through the actions of people, thus creating groups and organizations. The society in return influences the self through its shared language and meanings that enable the self to take the role of engaging in social interaction and make self-reflection. This process of reflectivity constitutes selfhood. What is the meaning of this? We need to understand our society in which the self is acting. In general, Sociologists are interested in understanding the nature of society or the social structure. How the society is being formed, developed and transformed. There are two approaches, (1) Situational Approach to self and the society sees society as always in the process of being created through the definitions and interpretations of actors in situations. This means that the individuals are free to define the situation in any way they care to. Thus, in this approach, the self is seen as undifferentiated, unstable and unorganized. On the other hand, (2) Structural Approach looks at society as stable, organized and durable. There are patterned regularities that characterize most human action. These patterned regularities have varied levels of analysis. By pooling several similar individuals, we can understand persons at certain type. Illustration 1: A scientist who has a pattern of behavior of being logical, analytical, careful and experimentally inclined can be viewed in a larger social structure. Scientists, because of their background can be elected to higher positions in their scientific organizations. GECC 108- Understanding the Self -Module I-  18 This is a very good example of how a person may validate his conceptions about himself/herself. Further, this implies that the basis in understanding social structure may arise from the actions of individuals. SOCIOLOGICAL VIEWS OF THE SELF 1. The Self as a Product of Modern Society Among Others In a Modern Society, life is full of possibilities and opportunities. The process of finding oneself is enforced upon all individuals - a process of continuous transformation. Self-identification becomes a reflexive project of each individual. Thus, the self is "DELOCALIZED" having a freedom to seek its own identity. Individuals have Increased Choices which makes possible new dimensions of self-development. Globalization and Increased Mediated Experience are present which bring forth more unitary framework of experience and create deeper forms of fragmentation and levels of distance between individuals. Reflections: Modern Society brings people to experience anxiety because they have troubles choosing between available options and having fears that they are not making the right choices. Individuals are given little guidance on what is the best option. The rote of the family, religion and traditional authority has declined and the constant drive of change within modern institutions and social life makes everything uncertain and flexible. There is a concern on the dehumanization of the self. 2. The Self in the Post-Modern View The Self becomes "DIGITALIZED". Social media becomes the platform of the cyber self. Therefore, the self is dynamic which has a story, a narrative, a text written and rewritten. It is continuously changing and updating. This is because of modernity where electronic mediated virtual interaction is part of daily life. Individuals try to avoid fixation and keep their options open for self- improvement The self is found in the prestige symbols of goods consumed by people. The Post-modern person has become an insatiable consumer (Jean Baudrillard). GECC 108- Understanding the Self -Module I-  19 Reflections: Globalization produces diverse/multicultural identities. The self is "DIGITALIZED" in cyberspace; thus deviating from the traditional concept of the self. Information technology dislocates the self. 3. The Self as a Necessary Fiction The self is regarded as a symbolic and material weight, meaning an ideological force that inserts us into particular roles we may or may not have chosen in a social script we don't control. The self is the totality of individuals' thoughts, feelings and actions. It is seen as metaphoric or just a representation of something that is abstract (Nietzche). Reflections: Memory has a role in the concept of the self. 4. The Social Constructed Self Social constructionism is a theory of knowledge in sociology and communication theory that examines the development of jointly- constructed understandings of the world that form the basis for shared assumptions about reality. An example of a social construction is the concept of self/self-identity. The self/self-identity is acquired based on social roles that people partake. Socialization has an important role in discovering and exploring the self. Socialization agents such as the family, school, church and society are active forces that shape a person. 5. Theory of the Self by George Herbert Mead Mead supports the view that a person develops a sense of self through social interaction and not the biological preconditions According to him, the self has Two Divisions: a. "1" is the Subjective element and the active side of the self represents the spontaneous and unique traits of the individual b. "Me" is the Objective element that represents the internalized attitudes and demands of other people and the individual's awareness of those demands GECC 108- Understanding the Self -Module I-  20 Full development of self- attained is when the “I” and the “Me” are united The Self is not present at birth. It is only de veloped with social experience in which language, gestures, and objects are used to communicate meaningfully. Role-taking is a process in which a person infers people's intention or direction of action, which may lead him to understand the world from other's perspective, since there is meaning in human actions. The person creates his own role and anticipates how others will look and respond. By performing his own role, the self continues to change along with his social experience. Three Stages of Development of Self (Mead): (1) Preparatory stage (from birth to 2) begins when we are born. Generally, children are only capable of imitation. They like to pretend to be someone else. They have no ability to imagine how others see things. They copy the actions of people with whom they regularly interact, such as their significant others. (2) Play stage (Age 2 to 6) is when children start to take on the role that one other person might have. Children might try on a parent's point of view by acting out "grown up" behavior, like playing "dress up" and acting out the "mom" role, or talking on a toy telephone the way they see their mother do. (3) Game stage (Age 7 onwards) is when children learn to consider several roles other than being a child at play. They also interact with other children, with their parents and other significant figure. They learn to understand interactions involving different people with a variety of purposes. For example, a child at this stage is likely to be aware of the different responsibilities of people in a restaurant who together make for a smooth event/party experience. They begin to have formalized games similar to the real life situations like "bahay-bahayan". Finally, children develop, understand, and learn the idea of the generalized other, the common behavioral expectations of general society. By this stage of development, an individual is able to imagine how he or she is viewed by one or many others—and thus, from a sociological perspective, to have a "self" (Mead 1934; Mead 1964). 6. LOOKING-GLASS SELF (Charles Horton Cooley) This concept is helpful in understanding how a person views himself as he interacts with the social environment including family, school, peer groups, and mass media. GECC 108- Understanding the Self -Module I-  21 This further states that part of how we see ourselves comes from our perception of how others see us, who serve as mirror of ourselves. The process of discovering the looking-glass self occurs in three steps: a. An individual in a social situation imagines how they appear to others. b. That individual imagines others' judgment of that appearance. c. The individual develops feelings about and responds to those perceived judgments. SUMMARY Lesson 2 on Sociology focused on the study of the functioning of society and social relationships. The self and the society influenced each other. The concept of self can be validated by how others perceive a person which becomes a pattern of behavior. Therefore, the self may be viewed in terms of the "I and Me" relationship, delocalized, digitalized, and constructed. What could be the relevance of studying the society and its behavior? Through comparisons of behaviors, we can attempt to solve issues and gain a rational understanding of some of society's social problems and concerns. Sociological backgrounds can be studied and can be a basis for improving and developing a society. Wi OUTPUT PLAN © COMPOSE AN ESSAY WITH THE TITLE: 1. How Do I Negotiate my Self-identity in the Social Contexts I am in? (A Reflection Paper) 2. Listen to the song, "Beautiful" by Christina Aguilera and make a Reflection Paper Title: Beautiful A Reflection Paper GECC 108- Understanding the Self -Module I-  22 Lesson 3 Ela ANTHROPOLOGY Motivational Activity: Pinoy Ako! What makes a Filipino? Name at least 10 unique practices or beliefs. Processing Questions: 1. What makes you proud as a Filipino? 2. If you will be required by the school to come up with your own label or "tatak", what would it be and why? 3. How did you find the activity? 4. What is your insight about it? Whang-od Oggay is a tattoo artist. She was born on February 17, 1917. She is also known as Maria Oggay, a Filipino tattoo artist from Buscalan, Tinglayan, Kalinga, Philippines. She is often described as the "last" and oldest mambabatok (traditional Kalinga tattooist) and is part of the Butbut people of the larger Kalinga ethnic group. She has been tattooing headhunters and women of the indigenous people of Butbut in Buscalan, Kalinga, since she was 15 years old, but the Butbut warriors who used to earn tattoos through protecting villages or killing enemies no longer exist. Despite that, Whang-od continues to apply her traditional art form to tourists visiting Buscalan. The National Commission for Culture and the Arts (NCCA) conferred on Whang- od the prestigious Dangal ng Haraya Award at Tabuk, the capital of Whang- od's ethnic province of Kalinga, in 2018. She was nominated for the National Living Treasures Award (Gawad Manlilikha ng Bayan) in 2017. Her nomination is still being processed by the NCCA. ANTHROPOLOGICAL VIEW OF THE SELF Anthropology is the science of humanity that studies human beings in aspects ranging from biological to evolutionary history of Homo sapiens to the features of society and culture that decisively distinguish humans from other animal species. It has several branches - Physical anthropology is the branch that concentrates on the biology and evolution of humanity. It discussed in greater detail human evolution. Cultural anthropology (or ethnology), social anthropology, linguistic anthropology, and psychological anthropology are branches that study the social and cultural constructions of human groups. GECC 108- Understanding the Self -Module I-  23 Further, anthropology according to Waltz is the science of the nature of man. Nature means a matter animated by the Divine Breath. Based from Thomas Csordas, anthropology means "what it means to be human". For Clifford Gertz, it is the study of cultures, practices, values, ideas, technologies economies, and other domains of social and cognitive organization. He even said that, "Without culture, there is no man". The study of culture is always a part of anthropology The word "culture" is derived from a French term, which in turn derives from the Latin "colere," which means to tend to the earth and grow, or cultivation and nurture. It shares its etymology with a number of other words related to actively fostering growth is the integrated pattern of human knowledge, belief, and behavior that depends upon man's capacity for learning and transmitting knowledge to succeeding generations. It is also the customary beliefs, social forms and material traits of a racial, religious, or social group. Culture therefore; is the characteristics and knowledge of a particular group of people, encompassing language, religion, cuisine, social habits, music and arts. It is a shared pattern of behaviors and interactions, cognitive constructs and understanding that are learned by socialization. It can be seen as the growth of a group identity fostered by social patterns unique to the group. The Center for Advance Research on Language Acquisition goes a step further, defining culture as encompassing religion, food, what we wear, how we wear it, our language, marriage, music, what we believe is right or wrong, how we sit at the table, how we greet visitors, how we behave with loved ones, and a million other things (Cristina De Rossi, an anthropologist at Barnet and Southgate College in London). What is the relevance of studying Anthropology? It provides us basic assumption about human life. It gives us information about different cultures and norms which help us understand beliefs, practices, and values of people across the globe. THE SELF EMBEDDED IN CULTURE Culture is a system of inherited conceptions expressed in symbolic forms by means of which people communicate, perpetuate and develop their knowledge about and attitudes toward life. Culture is everything a person learns as a member of the society. It is a powerful agent that shapes the decisions and actions of humans. It can material (tangible) and non-material (intangible) which differ based on the country as a result of environment and history. Culture is likewise learned through socialization agents. This can be through; a. Enculturation - the process of learning your own culture as a result of interaction with significant others GECC 108- Understanding the Self -Module I-  24 b. Acculturation - the process of modifying culture to accommodate desirable traits from other culture (ex. Inclination of Filipinos towards Kpop culture) c. Decculturation - happens when the culture of the older generation comes in conflict with the needs and realities of the younger generation (ex. Parental high expectation of elders is an instigator of high suicidal rate and high educational attainment among Japanese adolescents) Culture is also shared intergenerationally. It even affects Biology such as humans are born into cultures that have values on beauty and body (ex. Mursi Tribe in Ethiopia Africa wearing lip plates is a sign of beauty. Women are expected to wear them to attract men). In summary, the self is embedded in culture once it identifies its relationship with culture. The self has to respect these cultural practices and remain reflexive. It is only when the self the power of culture constituted by every system that we can have an effective shaping of social reality. A reflection of this is the threat of Cultural Degradation which happens when there is a loss of a particular culture due to assimilation or loss of interest (ex. Indigenous people not being proud of who they are and try to conceal their background when enrolling in a university). Social media has become a venue of cultural degradation due to commercials or advertisements and exposures to virtual activities that influence traditions, language, beliefs, knowledge, and personalities (ex. being thin is beautiful, being black is ugly, hair must be silky and black, drinking liquor is cool, etc.). 11 SUMMARY Lesson 3 on Anthropology emphasized the importance of culture in shaping one's behavior. The self is understood in the context of anthropology in a sense that the self is biologically attuned to respond in the environment where he/she lives. OUTPUT PLAN 3 Compose your own original Shout Out of who you are as a Filipino. It should reveal the identity of Filipinos. GECC 108- Understanding the Self -Module I-  25 LESSON 4 PSYCHOLOGY Motivational Activity: Group Dynamic Activity: "Personare" Processing Questions: 1. How did you find the activity? 2. What are your strategies to be able to remember the details of your partner? 3. Is it easy to know a person just by looking at his/her photo? 4. What did you learn from the activity? Psychology is a discipline in Behavioral science that seeks to measure, explain and sometimes change the behavior of man and animals. The word psychology is derived from 2 Greek words, "psyche" (mind/soul), logos (science/study). There are two determinants of human behavior (1) HEREDITY (NATURE) which comprises the totality of influences, biologically transmitted from the parents to the offspring that determines the ways in which an individual will make use of his environment. It covers all the factors that were present in the individual at the time of conception and (2) ENVIRONMENT (NURTURE) which is the sum total of all external conditions and factors potentially capable of influencing an organism. It covers all the external factors that have acted on him after conception. These determinants complimented each other toward the development of an individual. The self is understood in the psychological context as a Cognitive Construction and as a Proactive and Agentic. PSYCHOLOGICAL PERSPECTIVE OF SELF 1. Cognitive Construction 2. Proactive and Agentic GECC 108- Understanding the Self -Module I-  26 THE SELF AS A COGNITIVE CONSTRUCTION William James is a renowned American psychologist who developed a theory of self-consciousness. His theory of the self divides a person's mental picture of his/her self into two categories: a. "Me" can be thought of as a separate object or individual a person refers to when describing their personal experiences; b. "I" is the self that knows who they are and what they have done in their life. Both concepts are depicted in the statement; "I know it was me who ate the cookie." He called the "Me" part of self the "empirical me" and the "I" part "the pure Ego". For James, the "I" part of self was the thinking self, which could not be further divided. He linked this part of the self to the soul of a person, or what is now thought of as the mind. Educational theorists have been inspired in various ways by James's theory of self, and have developed various applications to curricular and pedagogical theory and practice. James further divided the "Me" part of self into: a material, a social, and a spiritual self, as below. Material self The material self consists of things that belong to a person or entities that a person belongs to. Thus, things like the body, family, clothes, money, and such make up the material self. The core of the material self was the body. Second to the body, a person's clothes were important to the material self. A person's clothes were one way they expressed who they felt they were; or clothes were a way to show status, thus contributing to forming and maintaining one's self- image. Money and family are critical parts of the material self. If one lost a family member, a part of who they are was lost also. Money figured in one's material self in a similar way. If a person had significant money then lost it, who they were as a person changed as well. Social self Our social selves are who we are in a given social situation. People change how they act depending on the social situation that they are in. People had as many social selves as they did social situations they participated in. For example, a person may act in a different way at work when compared to how that same person may act when they are out with a group of friends. In a given social group, an individual's social self may be divided even further. An example of this would be, in the social context of an individual's work environment, the difference in behavior when that individual is interacting with their boss versus their behavior when interacting with a co-worker. GECC 108- Understanding the Self -Module I-  27 Spiritual self The spiritual self was who we are at our core. It is more concrete or permanent than the other two selves. The spiritual self is our subjective and most intimate self. Aspects of a spiritual self include things like personality, core values, and conscience that do not typically change throughout an individual's lifetime. The spiritual self involves introspection, or looking inward to deeper spiritual moral, or intellectual questions without the influence of objective thoughts. Achieving a high level of understanding of who we are at our core, or understanding our spiritual selves is more rewarding than satisfying the needs of the social and material selves. Pure ego This refers to as the "I" self. The pure ego is what provides the thread of continuity between our past, present, and future selves. The pure ego's perception of consistent individual identity arises from a continual stream of consciousness. It is similar to what we think of as the soul, or the mind. The pure ego is not a substance and therefore could not be examined by science. (2) KAREN HORNEY "Real Self and Ideal Self" Karen was a German psychoanalyst who practiced in the United States during her later career. Homey believed that if we have an accurate conception of our own self, then we are free to realize our potential and achieve what we wish, within reasonable boundaries. Thus, self-actualization is the healthy person's aim through life—as opposed to the neurotic's clinging to a set of key needs There are two views of our self: the "real self" and the "ideal self". The real self is who and what we actually are. The ideal self is the type of person we feel that we should be. The real self has the potential for growth, happiness, will power, realization of gifts, etc., but it also has deficiencies. The ideal self is used as a model to assist the real self in developing its potential and achieving self-actualization. But it is important to know the differences between our ideal and real self. The neurotic person's self is split between an idealized self and a real self. As a result, neurotic individuals feel that they somehow do not live up to the ideal self. They feel that there is a flaw somewhere in comparison to what they "should" be. The goals set out by the neurotic are not realistic, or indeed possible. The real self then degenerates into a "despised self", and the neurotic person assumes that this is the "true" self. Thus, the neurotic is like a clock's pendulum, oscillating between a fallacious "perfection" and a manifestation of self-hate. Homey referred to this phenomenon as the "tyranny of the shoulds" and the neurotic's hopeless "search for glory". She concluded that these ingrained traits of the psyche forever prevent an individual's potential GECC 108- Understanding the Self -Module I-  28 from being actualized unless the cycle of neurosis is somehow broken, through treatment or, in less severe cases, life lessons. (3) CARL ROGERS "Self-actualization" The organism has one basic tendency and striving - to actualize, maintain, and enhance the experiencing organism" C.R. Carl Rogers (1902-1987) was a humanistic psychologist who believed that for a person to achieve self-actualization they must be in a state of congruence. This means that self-actualization occurs when a person's "ideal self" (i.e., who they would Like to be) is congruent with their actual behavior (self-image). Humans have one basic motive, that is the tendency to self-actualize that is, to fulfill one's potential and achieve the highest level of 'human-beingness' we can. Like a flower that will grow to its full potential if the conditions are right, but which is constrained by its environment, so people will flourish and reach their potential if their environment is good enough. However, unlike a flower, the potential of the individual human is unique, and we are meant to develop in different ways according to our personality. People are inherently good and creative. They become destructive only when a poor self- concept or external constraints override the valuing process. For a person to achieve self-actualization, they must be in a state of congruence. This means that self-actualization occurs when a person's "ideal self" (i.e., who they would like to be) is congruent with their actual behavior (self-image). Childhood experience is the main determinant of whether we will become self-actualized or not. (4) DONALD W. WINNICOTT "True Self and False Self" Donald Woods Winnicott FRCP (7 April 1896 - 25 January 1971) was an English paediatrician and psychoanalyst who was especially influential in the field of object relations theory and developmental psychology. The self is a very important part of mental and emotional welt-being which plays a vital role in creativity. People were born without a clearly developed self and had to "search" for an authentic sense of self as they grew. The sense of feeling real, feeling in touch with others and with one's own body and its processes was essential for living a life. TRUE SELF "Only the true self can be creative and only the true self can feel real. The True Self is a sense of being alive and real in one's mind and body, having feelings that are spontaneous and unforced. This experience of aliveness is what allows people to be genuinely close to others, and to GECC 108- Understanding the Self -Module I-  29 be creative. "True Self' begins to develop in infancy, in the relationship between the baby and its primary caregiver (typically the mother). One of the ways the mother helps the baby develop an authentic self is by responding in a welcoming and reassuring way to the baby's spontaneous feelings, expressions, and initiatives. In this way the baby develops a confidence that nothing bad happens when she expresses what she feels, so her feelings don't seem dangerous or problematic to her, and she doesn't have to put undue attention into controlling or avoiding them. She also gains a sense that she is real, that she exists and her feelings and actions have meaning. FALSE SELF A defense, a kind of mask of behavior that complies with others' expectations. It is what allowed one to present a "polite and mannered attitude" in public. This began to develop in infancy, as a defense against an environment that felt unsafe or overwhelming because of a lack of reasonably attuned caregiving. Parents did not need to be perfectly attuned, but just "ordinarily devoted" or "good enough" to protect the baby from often experiencing overwhelming extremes of discomfort and distress, emotional or physical. But babies who lack this kind of external protection had to do their best with their own crude defenses. "Compliance", or behavior motivated by a desire to please others rather than spontaneously express one's own feelings and ideas. For example, if a baby's caregiver was severely depressed, the baby would anxiously sense a tack of responsiveness, would not be able to enjoy an illusion of omnipotence, and might instead focus his energies and attentions on finding ways to get a positive response from the distracted and unhappy caregiver by being a "good baby". The "False Self" is a defense of constantly seeking to anticipate others' demands and complying with them, as a way of protecting the "True Self" from a world that is felt to be unsafe. (5) Albert Bandura, "THE SELF AS A PROACTIVE AND AGENTIC" "Self-efficacy is the belief in one's ability to influence events that effect one's life and control over the way these events are experienced. (Bandura, 1994)" Aged 93, is one of the most renowned living psychologists in the field of psychology Social Cognitive Theory takes an agentic view of the self. This means that individuals have the capacity to control their lives. They are proactive, self-reflective, self-regulating and self-organizing (Feist, et., 2013). People have the power to influence their own actions to produce desired results. Thus, the Agent Self is the executive function that allows for action. That is why; people make choices and utilize GECC 108- Understanding the Self -Module I-  30 their sense of control in various life situations. This leads to self- efficacy. Self-efficacy is, according to psychologist Albert Bandura who originally proposed the concept, a personal judgment of "how well one can execute courses of action required to deal with prospective situations" Psychologists have studied self-efficacy from several perspectives. Educator Kathy Kolbe adds, "Belief in innate abilities means valuing one's particular set of cognitive strengths. It also involves determination and perseverance to overcome obstacles that would interfere with utilizing those innate abilities to achieve goals. Self-efficacy affects every area of human endeavor. By determining the beliefs a person holds regarding their power to affect situations, it strongly influences both the power a person actually has to face challenges competently and the choices a person is most likely to make. These effects are particularly apparent, and compelling, with regard to behaviors affecting health. Factors affecting self-efficacy: 1. Experience, or "enactive attainment" - The experience of mastery is the most important factor determining a person's self-efficacy. Success raises self-efficacy, while failure lowers it. According to psychologist Erik Erikson: "Children cannot be fooled by empty praise and condescending encouragement". They may have to accept artificial bolstering of their self-esteem in lieu of something better. Ego identity gains real strength only from wholehearted and consistent recognition of real accomplishment, that is, achievement that has meaning in their culture." 2. Modeling, or "vicarious experience" - Modeling is experienced as, "If they can do it, I can do it as well". When we see someone succeeding, our own self-efficacy increases; where we see people failing, our self- efficacy decreases. This process is most effectual when we see ourselves as similar to the model. Although not as influential as direct experience, modeling is particularly useful for people who are particularly unsure of themselves. 3. Social persuasion - Social persuasion generally manifests as direct encouragement or discouragement from another person. Discouragement is generally more effective at decreasing a person's self-efficacy than encouragement is at increasing it. 4. Physiological factors - In stressful situations, people commonly exhibit signs of distress: shakes, aches and pains, fatigue, fear, nausea, etc. Perceptions of these responses in oneself can markedly alter self- GECC 108- Understanding the Self -Module I-  31 efficacy. Getting 'butterflies in the stomach' before public speaking will be interpreted by someone with low self-efficacy as a sign of inability, thus decreasing self-efficacy further, where high self- efficacy would lead to interpreting such physiological signs as normal and unrelated to ability. It is one's belief in the implications of physiological response that alters self-efficacy, rather than the physiological response itself. SUMMARY Lesson 4 on Psychology presented the concept of the self from various personalities. The self is regarded as having components such as material, social, spiritual and pure ego. it consists of the real and ideal self, true and the fake self. Further, the self is also viewed as self-actualizing and self- regulating with a goal towards self-efficacy. OUTPUT PLAN Analyze yourself. Come up with a Picture Collage of yourself. Cut out pictures or draw your Ideal and Real Self. Include your reflections. GECC 108- Understanding the Self -Module I-  32 Lesson 5 THE SELF IN WESTERN AND EASTERN/ORIENTAL THOUGHT Motivational Activity: Audio-Visual Presentation on the difference between Western and Eastern in terms of beliefs, practices, values, etc. „ta tip I to Group work: Be able to show the difference between eastern and western thoughts through a skit. irt The comparison between the Eastern and Western thoughts about self led us to the richness of ideas, knowledge, skills, practices, beliefs of both worlds. In Western thought, people tend to think of the self as an entity separate from others. People tend to answer affirmatively. The search for absolute truth is focused on the role of people and individual events. Research and analysis outside the self are bases in finding answers related to absolute truth. This implied that the truth needs to be proven by science. On the other hand, in the Eastern thought, the self is often viewed as an illusion like in the case of Buddhism where they people in interconnectedness. Everything that is happening is in fact is connected. Because of this interconnectedness, the approach to absolute truth is holistic. All events in the universe are all intertwined. Meditation and right living become the bases for searching the inside self. This implied that the truth is already given and does not have to be proven rather look how to find balance. The table shows us more of the differences between the two thoughts in terms of Philosophy, cultural values and mindset which help us appreciate their contributions in the development of the self. EAST WEST PHILOSOPHY EASTERN MAIN PRINCIPLES WESTERN MAIN PRINCIPLES Christianity, Scientific, Rational, The self is embedded in relationships Logical schools and through Spiritual Development. Feeling oneself as an element Buddhism, Confucianism, Hinduism, of the Divine Integral Yoga, Islam, Taoism, Zen Life is a service to God, Believes in cosmological unity money, business, etc. Life is a journey towards eternal realities that are -Module l-  33 beyond realities that surround Linear view of the universe us and life based on the Circular view of the universe Christian philosophy where based on perception of everything has beginning and eternal recurrence the end Self liberation form the "False Outer-world dependent Me" and finding the "True Self-dedication to the goal Me". The highest state is believed to be a state of "No- self" where neither self- worth nor self-importance have an real meaning LIVING PRINCIPLES VIRTUE ETHIC "Be satisfied with whatever you have "One can live magnificently in this world and enjoy the same. When you come to if one knows how to work and how to love" know that you have everything and (Leo Toistoy) you are not short of anything, then the whole world will be yours" (Lao Tzu) "There is no real excellence in all "Five things to be able to become this world which can be separated virtuous - gravity, generosity of from right living" (David Starr soul, sincerity, earnestness, Jordan) kindness" (Confucius) BELIEFS AND VALUES The true key is Inside. The inner The main values are success and world of a human being and his/her achievement which can be achieved ability to control and develop it is of in many ways, but rarely through highest value. The way to the top is developing inner strength. The inside yourself through self- majority of success and achievement development. criteria have external nature (money, faith, popularity, etc.) the way to the top is through Active Outside intervention. SOCIAL CONSTRUCTION OF THE SELF INDIVIDUALISM/COLLECTIVISM A human being is an integral art of A human being has an individualistic the universe and the society. Duty nature and is an independent part of towards all others is a very the universe and the society. important matter. Collectivism is Individualism is stronger. stronger. Self-sufficiency is encouraged which is relevant to independence. This implies confidence in one's capacity to provide what the self needs. Being Rational is utilized. The self must not waste resources. GECC 108- Understanding the Self -Module I-  34 IMPROVEMENT/ EVOLUTION Cyclic development, hence Linear development, hence improvement is a never ending improvement has a goal. journey that has no limits. Development stops when the goal is reached. ACHIEVEMENT/WINNING Winning is Inside yourself Winning is Outside yourself IMPLEMENTATION Spiritual and Missionary approach Pragmatic and Emotional approach GOALS AND KEY TO SUCCESS Spiritual Materialistic "Live a virtuous life and adhere to "The secret of success in life and performing your duties" subsequently of making money is to (Confucianism) enjoy your work. If you do, nothing is hard work no matter how many hours you put in" (Billy Butlin) ESTABLISHING CONTROL OVER YOUR EMOTIONS Through Meditation Through Analysis "A man can separate his/her mind "I can control my passions and from his/her emotions and control emotions if l can understand their them" (Taoism) nature" (Spinosa) LEADERSHIP Spiritual Hands-on Walking behind people. Silence is Walking ahead of people. Speech is golden golden MODULE SUMMARY k In summary, amidst the dichotomy of the Eastern and Western thoughts, the self is developing and being explored. Eastern in general are spiritually and communally inclined. Western traditions put high regard on individualism, self-efficacy, rationality and science. Indeed, the pursuit to understand the self is challenging and interesting. Module 2 will further widen our knowledge of who we are. OUTPUT PLAN Provide comparisons between the Eastern and Western thoughts using a collage. Place it in a 1 /8 illustration board. Recyclable materials are encouraged. Make a one paragraph reflection about your work. GECC 108- Understanding the Self -Module I-  35 AK SUMMATIVE TEST 1. Explain the following quotations. (Note: Follow the format.) a. The unexamined life is not worth living. b. I discover that there are other minds in understanding what other people say and do. 2. What are your personal insights or reflections of the various sociological perspectives of the self? 3. Provide 2 illustrations of each and be able to cite your sources or references. You may include a photo. a. enculturation, b. acculturation, c. decculturation and d. cultural degradation 4. Identify the name of the proponent based on the kind of self mentioned. Self-actualization Imitation Self-efficacy Real versus ideal self True versus fake self 5. Conduct an interview to an individual with Asian background who was born and raised in the Asian way and worked in the Western world. Be able to list down his/her observations and experiences (at least 5) of the differences between the two thoughts. Follow format. GECC 108- Understanding the Self -Module I-