LESSON-2-UTS-STUDENTS.docx

***LESSON 2: THE SELF, SOCIETY, AND CULTURE*** LESSON OBJECTIVES: At the end of this lesson, you should be able to: 1. Explain the relationship between and among the Self, Society, and Culture. 2\. Describe and discuss the different ways by which society and culture shape the Self. 3\. Com...

***LESSON 2: THE SELF, SOCIETY, AND CULTURE*** LESSON OBJECTIVES: At the end of this lesson, you should be able to: 1. Explain the relationship between and among the Self, Society, and Culture. 2\. Describe and discuss the different ways by which society and culture shape the Self. 3\. Compare and contrast how the self can be influenced by the different institutions in the society; and 4\. Examine one's self against the different views of self that were discussed in class ***Introduction*** Across time and history, the self has been debated, discussed, and fruitfully or otherwise conceptualized by different thinkers in the society. Eventually, with the advent of social sciences, it became possible for new ways and paradigms to reexamine the true nature of the Self. People put a hold on speculative debates on the relationship between the Body and Soul eventually became the Body and the Mind. Thinkers just eventually got tired of focusing on the long debate since six (6) century BC between the relationship of these two (2) components of the Human Person. Thinkers just settled on the idea that there are two components of the human persons and whatever relationship these two have is less important that the fact that there is a SELF. The debate shifted to another focus of discussion. Given the news of knowing and the growth of social sciences, it became possible for new approaches to the examination of the Self to come to the fore. \- One of the Loci, if not the most important axis of analysis is the relationship between the Self and the external world. What is the relationship between External reality and the Self? In the famous Tarzan story, the little boy named Tarzan was left in the middle of the forest. Growing up, he never had an interaction with any human being but apes and other animals. Tarzan grew up acting strangely like apes. Tarzan an animal in effect. His sole interaction with them made him just like one of them. Disappointedly, human persons will not develop as human persons without intervention. This story which was supposed to be in real life, challenges the long -- standing notion of human persons being special and being a particular kind of being in the spectrum of living entities. After all, our selves are not special because of the SOUL infused into us. We may be gifted with intellect and the capacity to rationalize things but at the end of the day, our growth And development and consequentially, our selves are truly a products of our interaction with external reality. QUESTIONS: HOW MUCH OF YOU ARE NOW A PRODUCT OF YOUR SOCIETY, COMMUNITY, AND FAMILY? HAS YOUR SCHOOL OF CHOICE AFFECTED YOU NOW? ***What is the Self?*** The self, in contemporary literature and even common sense, The self has always been unique and has its own identity. One cannot be another person. Even twins are distinct from each other. Means: \"Each person processes information, feelings, emotions, and thoughts uniquely within their own self.\" This process is never accessible to anyone but the SELF. and why it is never accessible to anyone but the self? (- touches on the idea that certain aspects of human experience and self-awareness are inherently private and personal) An example of these are your TRAITS, CHARACTERISTICS, TENDENCIES. EXPERIENCES AND POTENTIALITIES...... ***THE SELF ACCORDING TO RICHARD STEVENS*** The Self according to (Richard Stevens 1996), In his 1996 book \"Understanding the Self,\" he outlines these characteristics of the self: 1\. SEPARATE 2\. SELF-CONTAINED AND INDEPENDENT 3\. CONSISTENT 4\. UNITARY AND, 5\. PRIVATE ***1. Separate - The Self is distinct from other selves*** -The Self is always unique and has its own identity -One cannot be another person -NO TWO SELF ARE IDENTICAL To explain this, "If Person A and Person B each have a sense of self, their senses of self are distinct and unique. One cannot be the other person, which is why they are considered separate.\" Example: twins are distinct from each other. ***2. Self-contained and independent - The self contains and sustains itself.*** \- The self relies on its own resources and capacities. \- It is autonomous, managing its own development and maintenance. \- The self's existence is not dependent on others for its core identity. \- In itself can exist -in itself can exist. In its distinctness it allows to be self-contained with its own thoughts, characteristics, and volition To explain this, \"Our sense of self is independent of others. This means we have our own unique ideas, attributes, and qualities. We make our own choices and decisions, exercising our personal will. Each person operates based on their individual thoughts and characteristics, independent of external influence.\" Example: person A has its own ideas and attributes and options and it can be different or even the same with person B, that's why we have different political views, religious views and even opinions, because our sense of Self is contained and independent. -It does not require other selves for it to exist. \- Capable of morphing and fitting into any circumstances it find in itself fitting ***3. Consistent - The self remains stable over time.*** The core aspects of the self do not change drastically. The self maintains its identity through various experiences. Consistency provides a sense of continuity in personal identity. maintaining a stable identity over time The Self as Consistent means that a person's basic qualities and who they are stay the same over time. Even if they go through changes or different experiences, their core identity remains stable. This helps them feel like they are always the same person. \- Consider a person who is known for their strong sense of responsibility and reliability. Whether they're in high school, college, or starting their career, they continue to be dependable and trustworthy. Even as their roles and responsibilities change, their essential trait of being responsible persists, showing that their core self remains stable over time. Or another example: \- Imagine a student who is naturally outgoing and friendly. Throughout their school years, they might make new friends, join different clubs, and face various challenges. Despite these changes, their core personality---being sociable and approachable---remains the same. They might adapt to new situations, but their fundamental way of interacting with others stays consistent. ***4. Unitary - The self is a coherent whole.*** The self integrates various aspects of personality and identity. It functions as a single, unified entity. This coherence ensures that the self operates harmoniously. Example: A student who loves helping others might volunteer, tutor classmates, and support friends. Even though they do different things, their caring nature stays the same. This shows how their personality and actions work together as a single, unified whole. ***5. Private - The self\'s inner experiences are accessible only to the individual.*** Thoughts, feelings, and personal reflections are hidden from others. The self has an internal world known only to itself. Privacy of the self allows for personal introspection and self-awareness. To explain\ - The Self as Private means that a person's inner thoughts, feelings, and personal reflections are kept to themselves. This private inner world is only known to the person, allowing them to reflect on their own experiences and understand themselves better without sharing everything with others. This privacy helps them think deeply and be more self-aware. Example/s \- Imagine a student who feels nervous before a big exam. They might keep their worries and strategies to themselves, even if they talk confidently to others. This private way of handling their feelings allows them to think and prepare without outside influence, helping them understand their own emotions and needs better. Or A student might feel unsure about their future but keep those thoughts to themselves or share them only with a close friend. This private space lets them think about their feelings and plans without outside influence. These characteristics of the Self,( from Stevens - psychological perspective) SEPARATE, SELF-CONTAINED AND INDEPENDENT, CONSISTENT, UNITARY AND PRIVATE , suggest that the Self is isolated from the External World/Reality. \- It lives with in its own world. largely free from external influences, including societal pressures, cultural norms, and prevailing beliefs. This perspective emphasizes the self as an internal construct that operates independently of external factors. ***SOCIETY/CULTURE*** ***Society***: Society is a group of individuals who share a common geographical area and are bound together by relationships, institutions, and collective activities. It encompasses the social structures, roles, and relationships that shape interactions among its members. A group of individuals sharing a common area, connected by relationships and institutions. ***Culture:*** Culture consists of the shared beliefs, norms, values, customs, behaviors, and artifacts that characterize a group or society. It influences how people perceive the world and behave within it. \- Aims to help students understand how individuals (the self) are influenced by and interact with their social environment (society) and the shared beliefs, norms, and practices (culture) within that society \- Understanding this relationship helps students recognize the complexity of identity formation and the multifaceted interactions between personal and collective dimensions of human life. It also encourages critical thinking about how societal and cultural contexts influence individual behaviors and how individuals can impact their societies and cultures. ***QUESTION*** ***1. Is it accurate to say that the self exists entirely within its own world, unaffected by external factors such as societal pressures, cultural norms, and prevailing beliefs?*** ***THE SELF AND CULTURE*** \- Consider a man named Jon. Jon is a math professor at a Catholic university for more than a decade. Jon has a beautiful wife whom he met in college, Joan. Joan was Jon\'s first and last girlfriend. Apart from being a husband, Jon is also blessed with two doting kids, a son and a daughter. He also sometimes serves in the church too as a lector and a commentator. As a man of different roles, one can expect Jon to change and adjust his behaviors, ways, and even language depending on his social situation. When Jon is in the university, he conducts himself in a manner that befits his title as a professor. As a husband, Jon can be intimate and touchy. Joan considers him sweet, something that his students will never conceive him to be. His kids fear him \- As a father, Jon can be stern. As a lector and commentator, on the other hand, his church mates knew him as a guy who is calm, all-smiles, and always ready to lend a helping hand to anyone in need. This short story is not new to most of us. We ourselves play different roles, act in different ways depending on our circumstances. Are we being hypocritical in doing so? Are we even conscious of our shifting selves? According to what we have so far, this is not only normal but it also is acceptable and expected. The self is capable of morphing and fitting itself into any circumstances it finds itself in. Remaining the same person and turning or by adapting to one\'s context seems paradoxical. THEN,\ How can one maintain a consistent self while simultaneously shifting behaviors and roles according to various social situations? \- This clash would be between the SELF AND THE EXTERNAL REALITY. And because of this clash, it give reasons to the Self to have a clear understanding of: 1\. WHAT MIGHT THE SELF BE? -- considering the influences of social interactions and cultural practices? \- Ano ITO maaaring maging? 2\. WHAT THE SELF CAN BE? - as it adapts to different social contexts and roles? \- Ano ITO puwedeng maging 3\. WHAT THE SELF WILL IT BE? - given the ongoing interaction between internal identity and external realities? \- Ano ITO magiging? \- Example: \"Consider Jon, who behaves differently as a father, a professor, and a church member. As a father, he is stern; as a church lector, he is calm and helpful. - This variation in behavior might appear as if Jon is being hypocritical or inconsistent." \- From this perspective then, one can see that the Self is always at the mercy of the External circumstances that bump and collide with it. It is ever changing and dynamic, allowing then, external influences to take part in its shaping. the concern then of this lesson, is how vibrant the relationship between the SELF and the EXTERNAL REALITY. Also known as the ***SOCIAL CONSTRUCTIONIST PERSPECTIVE, OR SOCIAL CONSTRUCTIVISM*** 1. ***MARCEL MAUS*** Birth Date: May 10, 1872Place of Birth: Épinal, FranceProfession: Sociologist and Anthropologist Key Contributions: 1\. The Gift (Essai sur le don, 1925) -the concept of gift-giving and its role in social relationships and exchanges. 2\. Concepts of Moi and Personne: ***a. MOI*** ***b. PERSONNE*** According to Marcel Mauss The Self has two faces or concepts 1. ***Moi (SELF) internal, subjective aspect of identity***---the personal self as experienced internally. It captures our personal identity, feelings, and self-perception. OR, IT IS THE stable, internal aspect of ONE'S identity, reflecting his core self that persists across different contexts. EXAMPLE : (core identity, which might include his intrinsic values, his love for his family, his dedication to his profession, and his faith. This internal self remains constant even as his external behaviors change.) 2. ***Personne (Social Identity):*** \"Personne represents the social and collective aspects of identity---the way we are perceived and understood within our social and cultural contexts. It highlights how our identity is influenced by social roles and cultural norms." OR is the adaptable, external aspect of ONE'S identity, reflecting how he changes his behavior and presentation to fit different social roles and expectations. EXAMPLE: As a father, Jon\'s "personne" is shaped by his role in the family, where he is stern to maintain discipline. As a lector and commentator at the church, Jon\'s "personne" is calm and helpful, aligning with the expectations of his religious community. As a math professor, Jon\'s "personne" is professional and authoritative, suitable for his academic environment. By examining Jon's behaviors through the lens of "moi" and "personne" we see how personal identity (moi) interacts with social identity (personne). These CONCEPTS of Marcel Mauss , helps us to see how the SELF identity is multifaceted, with a stable core (moi) and adaptable external roles (personne). 3. ***Social Constructionist\ (society and culture shape the self)*** "Social constructionists argue for a merged view of \'the person\' and \'their social context\' where the boundaries of one cannot easily be separated from the boundaries of the other" (Stevens 1996) (It means that the self should not be seen as a static entity that stays constant through and through. Rather, the self has to be seen as something that is in unceasing flux, in a constant struggle with external reality, and is malleable in its dealings with society. The self is always in participation with social life and its identity is subjected to influences here and there. Having these perspectives considered should draw one into concluding that the self is truly multifaceted). ***SOCIAL CONSTRUCTIVISM*** is a theory that emphasizes the role of social interactions and cultural context in the development of knowledge and understanding. It posits that individuals construct their own understanding and knowledge of the world through experiences and interactions with others OR, a framework for understanding how individuals construct their identities through social interactions and cultural practices. ***IMPACT*** The interplay between Moi and Personne demonstrates that our identity is not solely defined by our biological characteristics but also by the social roles and expectations we navigate. This dual perspective of the self (biological and social) shapes how we understand ourselves and how others perceive us. Marcel Mauss\' concepts convey that identity is multi-faceted, comprising both inherent biological traits and socially constructed roles. Moi represents the intrinsic, physical aspects of the self, while Personne represents the extrinsic, socially influenced aspects. The idea is to recognize that who we are is a combination of what we are born with and how society shapes us. ***Relevance/Importance*** Understanding these concepts can help us appreciate the complexity of identity formation. It highlights the importance of considering both biological and social factors when discussing the self and encourages a more holistic view of personal identity. In summary, Marcel Mauss\' concepts of \"Moi\" and \"Personne\" illustrate that our sense of self is influenced by both our biological makeup and the social environment. This dual influence shapes our identity and affects how we see ourselves and how others perceive us. This framework helps illustrate the dynamic nature of the self as it interacts with and is shaped by social contexts ***What is Culture*** \- Culture (from the Latin cultura stemming from colere, meaning \"to cultivate\") generally refers to patterns of human activity and the symbolic structures that give such activities significance and importance. \- Cultures can be \"understood as systems of symbols and meanings that even their creators contest, that lack fixed boundaries, that are constantly in flux, and that interact and compete with one another.\" A culture is a way of life of a group of people\--the behaviors, beliefs, values, and symbols that they accept, generally without thinking about them, and that are passed along by communication and imitation from one generation to the next. Culture: Culture consists of the shared beliefs, norms, values, customs, behaviors, and artifacts that characterize a group or society. It influences how people perceive the world and behave within it. ***-\" A set of shared values, norms, beliefs, practices, and artifacts that characterize a group of people..\"*** ***LANGUAGE*** \- is a system of communication used by humans, consisting of spoken, written, or signed words and symbols. It allows people to express thoughts, emotions, and ideas, and to share information with others. Language is essential for creating meaning, building relationships, and navigating social and cultural contexts OR. \- is a way to communicate and share ideas using words and symbols. \- In the story of Jon, we observe how his behavior and identity shift according to his different roles: as a math professor, husband, father, and church volunteer. \- Language plays a crucial role in these shifts, serving as a key component of culture. As a professor, Jon uses academic language and professional jargon that align with the cultural expectations of the university setting. At home, his language becomes intimate and affectionate, reflecting the cultural norms of family life. In church, his language is respectful and formal, resonating with the religious and communal values of his faith community. \- This example illustrates how language is deeply embedded in cultural contexts, shaping and reflecting Jon's identity in each social setting. \- It underscores the importance of language in constructing and expressing the multifaceted nature of the self within a cultural framework. ***IT'S IMPORTANCE*** Language is crucial for people for several reasons: 1. Communication: It allows us to share ideas, feelings, and information with others. 2. Identity: The language we speak and the way we use it can reflect our personal identity and cultural background. 3. Connection: It helps us build relationships and connect with others who speak the same language or share similar cultural references. 4. Understanding: Through language, we can understand and interpret our world, as well as the perspectives of others. 5. Expression: Language gives us the tools to express our thoughts, emotions, and experiences. 6. Learning: It's essential for education and acquiring knowledge. Through language, we learn about our history, culture, and the world around us. 7. Socialization: It helps us navigate social norms and expectations, influencing how we interact with others in different contexts. language is key to our interactions, identity, and understanding of the world. AS DEFINED BY SCHWARTS , WHITE AND LUTZ 1993) SAID \- ***"The unending terrain of metamorphosis of the self is mediated by language." Language as both a publicly shared and privately utilized symbols system is the site where the individual and the social make and remake each other"*** ***(that language is central to how we continuously form and reform our identities. It's the bridge between how we understand ourselves personally and how we interact with others socially.)*** ***How is culture shape the self?*** It is no doubt that culture has huge influence on the self and the individual. In fact, culture not only affects our way of doing things but also \- our thinking, \- how we perceive things, \- our beliefs, \- our values, \- characters, etc. \- For instance, our choice of friends could be influenced by our culture including the behavior that we think is right in people. Cultural factors are major environmental influences on the self, extremely powerful in forming, shaping the self....our beliefs, values, behaviors, and communication styles, including how we create our lives. If one finds himself born and reared in a particular culture, one definitely tries to fit in a particular mold. If a self is born into a particular society or culture, the self will have to adjust according to it's exposure. \- the SELF IS ALWAYS AT THE MERCY OF THE EXTERNAL WORLD. ***THE SELF AND THE DEVELOPMENT OF THE SOCIAL WORLD*** \- So how do people actively produce their social worlds? \- How do children growing up become social beings? \- How can boy turn out to just be like an ape? \- How do twins coming out from the same mother turnout to be terribly different when given up for adoption? \- More than his givenness (personality, Tendencies, and propensities, among others), one is believed to be in active participation in the shaping of the self. Most often, we think the human persons are just passive actors in the whole process of the shaping of selves. That men and women are born with particularities that they can no longer change. Recent studies, however, indicate that men and women in their growth and development engage actively in the shaping of the self. The unending terrain of metamorphosis of the self is mediated by language." Language as both a publicly shared and privately utilized symbols system is the site where the individual and the social makeand remake each other" (Schwartz, White, and Lutz 1993) ***MEAD AND VYGOTSKY*** \* - The way that human persons develop is the use of language acquisition and interaction with others. The way that we process information normally a form of an internal dialogue in our head. \- Those who deliberate internal dialogue in our head. Those who deliberate about moral dilemmas undergo this internal dialog. "Should I do this or that?" "But if I do this, it will be like this.?" "Don't I want the other option?" And so cognitive and emotional development of a child is always mimicry of how it is done in the social world, in the external reality where he is in. Both Mead and Vygotsky treat the human mind as something that is made, constituted through language as experienced in the external world and as encountered in dialogs with others. \- A young child internalizes -values, -norms, -practices, and \- social beliefs -and more through exposure to these dialogs that will eventually become part of his individual world. ***For Mead***, this takes place as a child assumes the "other" through language and role-play. \- Can you notice how little children are fond of playing role-play with their toys? \- How they make scripts and dialogs for their toys as they play with them? According to Mead, it is through this that child delineates the "I" from the rest. *Vygotsky,* for his part, a child internalizes real-life dialogs that he has had \- with others, \- with his family, \- his primary caregiver, \- or his play mates. -They apply this to their caregiver, or his playmates. \- They apply this to their mental and practical problems along with the social and cultural fusions brought about by the said dialogs. \- Can you notice how children eventually become what they watch? \- How children can easily adapt ways of cartoon characters they are exposed for? - Mead and Vygotsky treat the human mind as something that is made, constituted through language as experienced in the external world and as encountered in dialogue with others. (Language is a vital part of human connection. Although all species have their ways of communicating, humans are the only ones that have mastered cognitive language communication. Language allows us to share our ideas, thoughts, and feelings with others. It has the power to build societies, but also tear them down. (Cognitive-communication abilities are those thought processes that allow humans to function successfully and interact meaningfully with each other. Many processes make up cognitive-communication. Examples of these are: orientation, attention, memory, problem solving, and executive function: ***SELF IN FAMILIES*** Apart from the anthropological and psychological basis for the relationship between the self and the social world, the sociological likewise struggled to understand the real connection between the two concepts. In doing so, sociologists focus on the concepts. They focus on the different institutions and powers at play in the society. Among these, the most prominent is the family. While every child is born with certain givenness, disposition coming from his parents' genes and general condition of life, the impact of one's family is still deemed as a given in understanding the self. The kind of family that we are born in, the resources available to us (human, spiritual, economic), and the kind of development that we will have will certainly affect us as we go through life. As a matter of evolutionary fact, human persons are one of those beings whose importance of family cannot be denied. Human persons learn the ways of living and either selfhood or by being in a family. \- It is what a family initiates a person to become that serves as the basis for this person's progress. \- Babies internalize ways and styles that they observe from their family. By imitating, for example, the language of its primary agents of rearing example, the language of its primary agents of rearing its family, babies learn the language. \- The same is true for ways of behaving. Notice how kids reared in a respectful environment, becomes respectful as well and the opposite if it's raised in a disrecpectful family. Without a family, biologically and sociologically, a person may not even survive or become a human person Go back to the Tarzan example. In more ways than one, the survival of Tarzan in the midst of the forest is already a miracle. His being a fully human person with a sense of selfhood is different story though. The usual teleserye plot of kids getting swapped in the hospital and getting reared by a different family gives an obvious manifestation of the point being made in this section. One is who he is because of his family for the most part. The impact of family is deemed given in understanding the Self. ·The kind of family a person is born in and the resources available to them (human, spiritual, and economic) affect the kind of development that person will go through in life. ·Human persons learn ways of living and their selfhood in a family ·It is what family initiates the person to become and serves as the basis for that person's progress ·A person will internalize the ways and styles they view from their family ·A person is who he is because of his family ***GENDER AND THE SELF*** Another important aspect of the self is gender. Gender is one of those loci of the self that is subject to alteration, change, and development. We have seen in the past years how people -fought hard for the right to express, validate, and assert their the right to express, validate, and assert their gender expression. From the point of view of the social sciences and the self, it is important to give one the leeway to find, express, and live his identity. The gendered self is then shaped within a particular context of time and space. \- The sense of self that is being taught makes sure that an individual fits in a particular environment. \- Gender has to be personally discovered and asserted and not dictated by culture and the society. \- This is dangerous and detrimental in the goal of truly finding one's self, self-determination, and growth of the self. ***GENDER AND SELF*** ***Gender:*** is one of those loci of the self that is subject to alteration, change, and development. -The way how people fought hard for the right to express, validate and declare their gender expression. --Our gender partly determines how we see ourselves in the world. Society forces a particular identity unto us depending on our sex and /or gender. The sense of self that is being taught makes sure that an individual fits in a particular environment. \- Gender has to be personally discovered and asserted and not dictated by the culture and society.