Midterm Reviewer Understanding The Self PDF

UNDERSTANDING THE SELF Matter. Matter has no form. Essence Prepared by: Gaizka Montalbo has no mass. (Middle Ages) LESSON 1: The Philosophical Perspective on the Self...

UNDERSTANDING THE SELF Matter. Matter has no form. Essence Prepared by: Gaizka Montalbo has no mass. (Middle Ages) LESSON 1: The Philosophical Perspective on the Self 4. St. Augustine - Orientation: Platonism, Social, Environment, and Other Life - Philosophy: Neoplatonism. All Factors knowledge leads to God (S.E.L.F). - Only the pure in heart can see God. (Renaissance) - The self is studied structurally and functionally, from 5. Rene Descartes the molecular level to the entirety of the - Orientation: Rationalist, human - Philosophy: Mind-Body Dualism. physiological systems. - Father of the modern philosophy. Cogito ergo sums “I think, therefore, I WHAT PHILOSOPHERS SAY ABOUT am”. The mind and SELF the soul can exist without the body. (Classical Antiquity) 1. Socrates 6. John Locke Orientation: Idealism, - Orientation: Empiricist Philosophy: Socratic Philosophy. - Philosophy: Theory of personal - “Know yourself” “Know thyself”. Self identity exists - In consciousness alone, that identity in two parts: a) Physical (tangible, exists, mortal, not in the body and soul. There is a and changing), b) Soul (Immortal and distinction between man and person. unchanging). 7. David Hume 2. Plato - Orientation: Empiricist - Orientation: Idealism, - Philosophy: Skeptical Philosophy - Philosophy: Dualism and Idealism. - There is no self, only a bundle of - Process of self-reflection and self- perceptions. Ideas are copies of understanding. Wisdom and knowledge impressions lead and imaginations. You can only attain to virtue, which will lead to happiness. knowledge by Soul is experience. the user of the body. 3. Aristotle 8. Immanuel Kant - Orientation: Empiricist, - Orientation: Rationalist/Empiricist - Philosophy: Aristotelian Philosophy. - Philosophy: Metaphysics of the self. - “Soul cannot be separated from the -Reason is the final authority of body”. mortality. Ideals are Essence and Phenomena is Inner self: rational and reasoning. Outer self: body and physical mind. (Modern Times) 9. Gilbert Ryle - Orientation: Empiricist - Philosophy: The concept of mind. - “I act, therefore, I am”. Self is not an entity one can locate and analyze. 10. Patricia Churchland - Orientation: Empiricist, - Philosophy: Neurophilosophy. - The physical brain gives us a sense of self. A fully matured science will eliminate the need f or beliefs since “They are not real”. 11. Maurice Merleau-Ponty – - Orientation: Empiricist - Philosophy: Phenomenology of perception. - We are our bodies. The mind and body are so intertwined that they cannot be separated from one another. LESSON 2: The Biological Perspective of Tips for taking care of yourself and the Self your body: - Healthy eating BIOLOGICAL BLUEPRINT - Embracing a healthy lifestyle - Maintaining proper hygiene Heredity – transmission of traits from - Being confident parents to offspring. NURTURE VS NATURE -The nature vs. nurture debate in Gene – the basic unit of heredity. psychology concerns the relative Specific information importance of an individual’s innate embedded. qualities (nature) versus personal experiences (nurture) in determining or Genotype – specific information within causing individual differences in one gene physical and behavioral traits. While (Blood testing). early theories favored one factor over the other, contemporary views Phenotype – expression of a particular recognize a complex interplay between trait (directly genes and environment in shaping observed). behavior and development. - Each individual has 23 pairs of sex We think of nature as chromosomes: pre-wiring and are influenced XX female by genetic inheritance and XY male other biological factors. Nurture is generally taken as DNA (deoxyribonucleic acid) - contains the influence of external the genetic factors after conception, e.g., instructions specifying the biological the product of exposure, life development of experiences, and learning on the individual. Most crucial material. an individual. Maturation – growth of genetic character, physical changes. Environmental influences – shape your physical self, from your social networks, societal expectations, and cultural practices. LESSON 3: The Sociological Perspective THREE COMPONENTS OF of the Self LOOKING-GLASS SELF -We imagine how we appear to - The sociological self is how others. individuals interact with society. -We imagine the judgment of Our sense of self is shaped that appearance. through interactions with others -We develop ourselves through and cultural norms. the judgments of others. SOCIALIZATION EXAMPLE OF LOOKING-GLASS - Socialization is how individuals SELF-THEORY learn their culture or society's norms, values, beliefs, and The looking-glass self-theory suggests behaviors. that people shape their self-concept based on how they believe others SOCIAL IDENTITY perceive them. Examples include - Social identity encompasses the checking your appearance in a mirror group membership and social and seeking feedback from others about categories that define who we your behavior. are. Cultural diversity is an important aspect of social MEAD’S THREE ROLE-PLAYING identity. STAGES OF SELF-DEVELOPMENT SELF- CONCEPT INTRODUCTION TO GEORGE - According to sociologists, our HERBERT MEAD self-concept is shaped through interactions with others and is - Meal's theory of reflected to us through the self-development posits that we looking-glass self. become self-aware through symbols, gestures, and language. INTRODUCTION TO THE These elements allow us to take LOOKING-GLASS SELF the perspective of others and develop a sense of self. - The looking-glass self-theory MEAD’S THREE STAGES OF proposes that our self-image is SELF-DEVELOPMENT formed by how we think others perceive us. It consists of 3 - Meail's theory of components: how we imagine self-development explains the we appear to others, how we role of symbolic interactionism imagine others judge us, how we in shaping our sense of self. It feel about the imagined involves three stages: the judgments  preparatory stage, the play stage, game stage. Each stage builds and the game stage. on the previous one, leading to a fully formed sense of self. Stage One: The Preparatory Stage ERVING GOFFMAN: A PIONEER - Chibiron begins to imitate the OF SYMBOLIC behaviors of those around them INTERACTIONISM This stage involves role-playing and trying on different pers The Key concepts of symbolic child develops a sense of self interactionism and their place in the world - People construct their reality through these experiences. through social interaction - Symbols are used to Stage Two: The Play Stage communicate and create shared meaning - Children learn to take on the - Individuals can change their sole of specific others behavior based on the meaning they attach to symbols and - They develop their ability to see interactions themselves from the perspective Presentation of self in everyday life - Goffman’s theory of front stage and backstage highlights how - Children learn to understand and people present themselves use symbols during play, differently in public and private settings, impacting identity. Stage Three: The Game Stage Goodman’s major works - The presentation of self in - Children learn to take on the everyday life: analyzes human perspective of multiple others. interaction as a theatrical performance - They learn to understand the - Stigma: explores the social and rules of games and the psychological effects of being importance of role-taking. stigmatized - Frame analysis: examines how - They begin to understand not people interpret and make sense only their position but also the of their experiences position of others around them NUTSHELL - Mead's three stages of self-development involve the pre-play stage, play stage, and AGENTS OF SOCIALIZATION: behaviors. They play a crucial role in UNDERSTANDING THEIR IMPACT identity formation. DEFINITION OF AGENTS OF SOCIALIZATION - Agents of socialization are people or groups that Influence our self-concept, attitudes, and behaviors. - most common agents of socialization are family, school, peers, and media. - These agent helps shape our understanding of social norms, values, and beliefs Family as an agent of socialization Family plays a crucial role in shaping a person's values, beliefs, and behaviors. They teach social norms, customs, and traditions through communication and interaction. Peer group as an agent of socialization Peer groups such as friends and classmates can greatly influence an individual’s beliefs values also behaviors.. This leads to social conformity or rebellion. Media as an agent of socialization TV shows shape our beliefs, attributes , and values, and influence how we perceive others. Conclusion Agents of socialization, such as family, peers, school, media, and religion. Shape our beliefs, values, and LESSON 4: The Western and Eastern INDIVIDUALISM VS COLLECTIVISM Perspective of the Self DEFINITION OF INDIVIDUALISM - Individualism is a social theory KEY DIFFERENCES that emphasizes the importance - Western culture values of individual freedom and individualism, while Eastern autonomy, and value of culture values collectivism. self-reliance and personal responsibility. - Western philosophy emphasizes reason and logic, while Eastern DEFINITION OF COLLECTIVISM philosophy emphasizes intuition - Collectivism emphasizes the and spiritual insights. importance of the group over the individual. It can promote social - Western thought tends to focus harmony, but may limit on materialism ang progress, individual freedoms. while Easten thought emphasizes harmony and balance. CHARACTERISTICS OF INDIVIDUALISTIC SOCIETIES - Emphasis on individual THE WESTERN SELF achievement and personal goals. - The western self is individualistic and independent. - Prioritization of personal needs over group needs. - It prioritizes self-expression and self-actualization. - Valuing independence and self-expression. THE EASTERN SELF - Emphasis on collectivism and group harmony. CHARACTERISTICS OF COLLECTIVISM SOCIETIES - Importance of humility and -Emphasis on group harmony and self-restraint. interdependence. -Strong emphasis on family and - Focus on spiritual and community relationships. philosophical growth. -Decision-making is influenced by the opinions of others.  CORE FILIPINO VALUES PROS AND CONS OF INDIVIDUALISM - Individualism prioritizes KAPWA ( SHARED IDENTITY) personal growth, freedom and - Is the recognition of shared creativity, and competition over identity and equality. promoting social harmony, PAKIKIPAGKAPWA ( INTERPERSONAL) shared responsibility, and - Is the value of treating others mutual support. However, it may with respect and dignity stifle harmonious relationship. BAYANIHAN ( COMMUNITYY SPIRIT) - Is the belief in the importance of communal unity PROS AND CONS OF COLLECTIVISM UTANG NA LOOB OF DEPT OF - Collectivism prioritizes the GRATITUTE group over the individual, - Utang na loob or debt of gratitude is a promoting social harmony, core value in Filipino culture. It shared responsibility, and mtual emphasizes the importance of reciprocating kindness and favor. support. However, it may stifle BAHALA NA OR FATALISM creativity and personal freedom. - Bahala na is a Filipino term can be translated to come what may or leave it EASTERN PERSPECTIVE to fate. it reflects the core value of Nature of the self: fatalism in Filipino culture. HIYA OR SHAME The self is an illusion, impermanent, - Virgilio Enriquez a Filipino and interconnected with everything psychologist identified 7 core values else. including the hiya or shame Relationship: The self is interdependent and interconnected with others. Goal of life: To achieve enlightenment and liberation from the cycle of suffering WESTERN PERSPECTIVE Nature of self: The self is a unique, individual entity separate from others and the world around it. Relationship: The self is independent and autonomous. Goal of life: To live a meaningful and fulfilling life LESSON 5: The Psychological guide and motivate their efforts Perspective of the Self anticipatorily. Self-reactiveness - is the ability William James' Concept of Self to make adjustments based on the - The Me-Self is the self as an object outcomes of our actions. Being of knowledge. self-reactive means taking control of - How we see ourselves our lives and making positive changes. -The I-Self is the self as a subject of Self-reflectiveness - Through experience. functional self-awareness, they reflect - How we experience ourselves in on their efficacy, the soundness of their thoughts and actions, and the meaning the moment of their pursuits, and make corrective adjustments if necessary. Carl Rogers' Self Theory Self-efficacy - refers to the Individuals strive for congruence individual's belief that he or she is between their real and ideal selves. capable of performing a task. It Incongruence between the real and influences whether people think ideal selves can lead to emotional pessimistically or optimistically and in distress. Multiple Self vs. Unified ways that are self-enhancing or Self self-hindering. Multiple self involves having distinct identities or personalities. THEORY OF PSYCHOANALYTIC Unified self involves a consistent Proponent: Sigmund Freud and integrated identity. 1. ID: the most primitive and instinctual Bandura's Human Agency part of the psyche. It operates on the The human capability to influence pleasure principle and seeks immediate gratification of basic desires and needs, one's functioning and the course of such as hunger, thirst, and sex. The ID events by one's actions operates at an unconscious level, It involves intentionality, characterized by impulsivity, forethought, self-reactiveness, and irrationality, and lack of morality. self-reflectiveness. Efficacy beliefs are the foundation 2. EGO: The EGO operates on the reality principle and seeks to find of human agency. realistic ways to gratify the ID's needs. Intentionality - People form intentions that include action plans and strategies for realizing them 3. SUPEREGO: the moral and ethical Forethought - People set goals part of the psyche. It develops from the for themselves and foresee likely EGO due to internalizing social and outcomes of prospective actions to cultural values and norms.  Isolation: Separating oneself from the DEFENSE MECHANISM emotional aspects of a situation or memory. Denial: Refusing to accept or acknowledge the reality of a situation. Compensation: Overachieving in one area to make up for perceived Repression: Pushing unwanted deficiencies in another area. thoughts, memories, or feelings into the unconscious mind. Dissociation: Separating oneself from reality to avoid emotional distress or Projection: Attributing one's own pain. unwanted or unacceptable thoughts, feelings, or behaviors to someone else. Minimization: Downplaying or trivializing a situation or problem to Rationalization: Creating a justification reduce its perceived significance. or explanation for one's actions or feelings that may not be accurate or truthful. Displacement: Redirecting emotions or behaviors towards a less The Big Five Personality Traits threatening target. Openness to experience. Sublimation: Transforming negative Sometimes called intellect or emotions or impulses into positive, imagination, this represents productive outlets. the willingness to try new things and think outside the Regression: Reverting to an earlier box. Traits include stage of development or behavior as a insightfulness, originality, way of coping with stress or anxiety. and curiosity. Intellectualization: Separating Conscientiousness. The emotions from facts and analyzing a desire to be careful, and situation in a detached, rational way. diligent and to regulate immediate gratification with Reaction formation: Expressing the self-discipline. Traits include opposite of one's true feelings or ambition, discipline, desires. consistency, and reliability. Extroversion. A state where Undoing: Trying to reverse or make an individual draws energy up for an action or thought by doing the opposite. from others and seeks social connections or interaction, as Identification: Taking on the opposed to being alone characteristics of someone else to deal (introversion). Traits include with feelings of inadequacy or being outgoing, energetic, anxiety. and confident.  Agreeableness The measure while the anima of how an individual represents the feminine traits in interacts with others, men. Both are essential for a characterized by the degree balanced psyche. of compassion and cooperation. Traits include tactfulness, kindness, and The self archetype loyalty. represents the unity and Neuroticism. A tendency integration of the unconscious towards negative personality and conscious mind. traits, emotional instability, and self-destructive thinking. THEORY OF PSYCHOSEXUAL Traits include pessimism, STAGES OF HUMAN anxiety, insecurity, and DEVELOPMENT fearfulness. Proponent: Sigmund freud JUNG’S SELF CONCEPT - The self is the center of the psyche and the union of the conscious and unconscious minds. - Archetypes, such as the persona, shadow, animus/anima, and self, are key to Oral stage ( first year of life) understanding individuation. - Marks the infant’s need for gratification from the mother. An infant’s eating, sucking, The Persona is like a spitting and chewing do not only mask we wear to hide our true satisfy hunger, but also provide selves. pleasure Anal stage ( second to third year of life) - Reflects the toddler’s ned for The shadow is the gratification along the rectal area. During this stage, children unconscious part of our must endure the demands of personality that holds our toilet training. repressed desires, fears, traumas. Phallic stage ( fourth to fifth year of life) - Concentrates on the The animus represents preschooler’s gratification the masculine traits in women. involving the genitals.  -Vital to Erickson’s concept of Latency stage ( sixth year of life to development is the element of trust. pubert Human life is a social endeavor that - The latent period is a time of involves linkages and interactions exploration in which the sexual among people. energy is repressed or dormant. Autonomy vs shame and doubt This energy is still present, but it - As children begin to crawl, is sublimated into other areas walk, climb, and explore, a new such as intellectual pursuits and conflict confronts them; whether social interactions. This stage is to assert their wills or not. important in the development of social and communication skills Initiative vs Guilt and self-confidence. - During this stage the repertoire - As with the other psychosexual of motor and mental abilities stages, Freud believed that it that are open to children greatly was possible for children to expands. become fixated or "stuck" in this phase. Fixation at this stage can Industry vs inferiority result in immaturity and an - During the elementary school inability to form fulfilling years, a child becomes relationships as an adult. concerned with how things work and how they made. Genital stage (from puberty onwards) Identity vs role confusion - Characterized by the maturation - As children enter adolescence, of the reproductive system, they experience a production of sex hormones, and “psychological revolution”, and reactivation of the genital zone at the same time, they must as an area of sensual pleasure. answer the question “Who am I?” They try on many new roles as they grope with romantic THEORY OF PSYCHOSOCIAL involvement, vocational choice, DEVELOPMENT and adult status. Proponent: Erik erikson Intimacy vs isolation - As Erikson views intimacy, it is the capacity to reach out and make contact with that of others. Generativity vs Stagnation - By generativity, Erikson means reaching out beyond one’s immediate concerns to embrace the welfare of society and of future generations. Integrity vs Despair Trust vs Mistrust - As individuals approach the end of life, they tend to take stock of the years that have gone before. HIERARCHY OF NEEDS  Proponent: Abraham Maslow air, food, drink, shelter, clothing, \ warmth, sex, and sleep. -Our most basic need is for physical survival, and this will be the first thing that motivates our behavior. Once that level is fulfilled, the next level up is what motivates us, and so on. The human body cannot function optimally if physiological needs are not satisfied. Maslow considered physiological needs to be the most What is Maslow’s Hierarchy of important, as all the other needs become Needs? secondary until these needs are met. 2. Safety needs – people want to According to Maslow (1943, 1954), experience order, predictability, and human needs were arranged in a control. hierarchy, with physiological (survival) needs at the bottom, and the more -Safety needs can be fulfilled by the creative and intellectually oriented family and society (e.g., police, schools, ‘self-actualization’ needs at the top. businesses, and medical care). Maslow argued that survival needs must For example, emotional security, be satisfied before the individual can financial security (e.g., employment, satisfy the higher needs. The higher up social welfare), law and order, freedom the hierarchy, the more difficult it is to from fear, social stability, property, satisfy the needs associated with that health, and well-being (e.g., safety stage, because of the interpersonal and against accidents and injury). environmental barriers that inevitably frustrate us. After physiological and safety needs have been fulfilled, the third level of Higher needs become increasingly human needs is social and involves psychological and long-term rather than feelings of belongingness. physiological and short-term, as in the lower survival-related needs. 3. Love and belongingness needs refer 1. Physiological needs are biological to a human emotional need for requirements for human survival, e.g., interpersonal relationships, affiliating, connectedness, and being part of a for children and adolescents and precedes real self-esteem or dignity. group. 5. Self-actualization needs are the Examples of belongingness needs highest level in Maslow’s hierarchy and include friendship, intimacy, trust, refer to the realization of a person’s acceptance, receiving and giving potential, self-fulfillment, seeking affection, and love. personal growth, and peak experiences. This need is especially strong in This level of need refers to what a childhood and can override the need for person’s full potential is and the safety, as witnessed in children who realization of that potential. cling to abusive parents. Maslow (1943, 1987, p. 64) describes 4. Esteem needs are the fourth level in this level as the desire to accomplish everything that one can, and “to become Maslow’s hierarchy and include everything one is capable of becoming”. self-worth, accomplishment, and Individuals may perceive or focus on respect. this need very specifically. For example, one individual may have a strong desire to become an ideal parent. -Maslow classified esteem needs into two categories: (i) esteem for oneself In another, the desire may be expressed (dignity, achievement, mastery, athletically. For others, it may be independence) and (ii) the desire for expressed in paintings, pictures, or reputation or respect from others (e.g., inventions. status, prestige). Esteem is the typical human desire to be Although Maslow did not believe that accepted and valued by others. People many of us could achieve true often engage in a profession or hobby to self-actualization, he did believe that all gain recognition, which gives them a of us experience transitory moments sense of contribution or value. (known as ‘peak experiences’) of self-actualization. Low self-esteem or an inferiority complex may result from imbalances Such moments, associated with during this level in the hierarchy. personally significant events such as childbirth, sporting achievement, and Maslow indicated that the need for examination success), are difficult to respect or reputation is most important achieve and maintain consistently.