Module 1: Understanding the Self - Davao del Norte State College - 2024 PDF

 1. deliver in the areas of instruction, research, extension and production, and good governance; 2. influence development through research, extension and production in collaboration with stakeholders; and 3. uphold good governance and quality management system thr...

 1. deliver in the areas of instruction, research, extension and production, and good governance; 2. influence development through research, extension and production in collaboration with stakeholders; and 3. uphold good governance and quality management system through optimum participation, accountability, transparency and adherence to the rule of law. Excellence Integrity Innovation Stewardship =========================================== DAVAO DEL NORTE STATE COLLEGE ----------------------------- -- -- -- -- ### Course Outcome: 1. Discuss the different representations and conceptualizations of the self from various disciplinal perspectives. 2. Compare and contrast how the self has been represented 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. 5. Explore the different aspect of self and identity. 6. Demonstrate critical, reflective thought in integrating the various aspects of self and identity. 7. Identify the different forces and institutions that impact the development of various aspects of self and identity. 8. Examine one's self against the different aspects of self-discussed in class. 9. Understand the theoretical underpinnings for how to manage and care for different aspects of the self. 10. Acquire and hone new skills and learnings for better managing of one's self and behavior. 11. Apply these new skills to one's self and functioning for a better quality of life. ### Course Requirements: ----------- -- **Total** ----------- -- - Portfolio - Personal Reflection Paper - Personal Journals/Essays - Other Written Outputs: Collage/Infographic Output, Poem and others ----------------------------------------------- -- --- 1 2 8 9 Socrates Plato John Locke David Hume Immanuel Kant Gilbert Ryle Charley Horton Cooley: Looking Glass Self George Herbert Mead: Theory of Social Self Catherine Raeff: The Self Embedded in Culture Sigmund Freud: Psychoanalytic Perspective Carl Rogers: Self-Actualization Framework ----------------------------------------------- -- --- +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | Major Concept | | | +-----------------------+-----------------------+-----------------------+ | The Gist | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | | | 5 | +-----------------------+-----------------------+-----------------------+ Introduction ============ ### Time Frame ### Desired Learning Outcomes - *Discuss the different representations and conceptualizations of the self from various disciplinal perspectives.* - *Compare and contrast how the self has been represented across different disciplines and perspectives.* - *Examine the different influences, factors and forces that shape the self.* - *Demonstrate critical and reflective thought in analyzing the development of one's self and identity by developing a theory of the self.*  ### Time Frame ### Desired Learning Outcomes - *Distinguish the different notions of the self from the points of view of the various Western philosophers.* - *Examine one's view of the self and compare it to the various views of the philosophers.*   1. Divide students into small groups and provide each group with an envelope containing the puzzle pieces. 2. Instruct students not to open the envelopes yet and ask them to speculate what the puzzle might represent, encouraging them to make connections to the concept of the self. 3. Have students open the envelopes and begin assembling the puzzle. 4. As they work on the puzzle, ask students to discuss the possible meaning of the 5. Encourage them to draw connections to their own experiences and beliefs. 6. Each group should write down their interpretation of the puzzle quote on the paper provided to them. 7. Ask one representative from each group to present their work to the class. 1. During the activity, you could hear different interpretations of the puzzle quote from your classmates. How did the diversity of perspectives contribute to a deeper exploration of the self as a philosophical topic? 2. Did any of the interpretations challenge your initial assumptions or shed new light on the concept of the self? 3. Looking ahead to the upcoming discussion, what questions or ideas from the puzzle activity do you hope to explore further? 4. How might the topic address the diverse interpretations of the self that emerged during the puzzle-solving process?  +-----------------+-----------------+-----------------+-----------------+ | | | | - The first | | | | | philosopher | | | | | who engaged | | | | | in a | | | | | systematic | | | | | questioning | | | | | about the | | | | | self. | | | | | | | | | | - Invented | | | | | the phrase | | | | | **"Know | | | | | Thyself"** | | | | | and he | | | | | believed | | | | | that it is | | | | | the true | | | | | task of a | | | | | philosopher | | | | |. | | | | | Know | | | | | Thyself | | | | | would mean | | | | | that a | | | | | person must | | | | | stand and | | | | | live | | | | | according | | | | | to his/her | | | | | nature. One | | | | | must look | | | | | at | | | | | him/herself | | | | |. | | | | | The | | | | | knowledge | | | | | of oneself | | | | | can be | | | | | achieved | | | | | only | | | | | through the | | | | | Socratic | | | | | Method, the | | | | | dialogue | | | | | between the | | | | | soul and | | | | | itself. He | | | | | often | | | | | played the | | | | | role of a | | | | | questioner. | | | | | He | | | | | questions | | | | | because he | | | | | believed & | | | | | knows that | | | | | he knows | | | | | nothing, in | | | | | this way he | | | | | discovers | | | | | the truths. | | | | | | | | | | - He notes | | | | | that | | | | | everyone is | | | | | composed of | | | | | body and | | | | | soul. | | | | | Individuals | | | | | have an | | | | | imperfect, | | | | | impermanent | | | | | aspect, the | | | | | **body**; | | | | | while | | | | | maintaining | | | | | that there | | | | | is also a | | | | | **soul** | | | | | that is | | | | | perfect and | | | | | permanent. | +-----------------+-----------------+-----------------+-----------------+ +-----------------+-----------------+-----------------+-----------------+ | | | | - He claimed | | | | | that | | | | | without | | | | | striving to | | | | | know and | | | | | understand | | | | | ourselves, | | | | | life is | | | | | worthless. | +=================+=================+=================+=================+ | | | | - The famous | | | | | student of | | | | | Socrates. | | | | | He took off | | | | | when his | | | | | teacher | | | | | died and | | | | | vastly | | | | | elaborated | | | | | on his | | | | | philosophy. | | | | | | | | | | - He is a | | | | | dualist; | | | | | the self | | | | | has both | | | | | immaterial | | | | | mind | | | | | (**soul**) | | | | | and | | | | | material | | | | | body, and | | | | | it is the | | | | | soul that | | | | | knows the | | | | | forms | | | | | (**ideas**) | | | | |. | | | | | | | | | | - He claimed | | | | | that the | | | | | soul (mind) | | | | | itself is | | | | | divided | | | | | into 3 | | | | | parts and | | | | | that person | | | | | differs as | | | | | to which | | | | | part of | | | | | their | | | | | nature is | | | | | predominant | | | | | : | | | | | | | | | | 1. - - | | | | | | +-----------------+-----------------+-----------------+-----------------+ | | | | 2. - - | +-----------------+-----------------+-----------------+-----------------+ | | | | 3. - - | +-----------------+-----------------+-----------------+-----------------+ | | | | - He | | | | | emphasizes | | | | | that | | | | | "justice in | | | | | the human | | | | | person can | | | | | only be | | | | | attained if | | | | | the three | | | | | parts of | | | | | the soul | | | | | are working | | | | | harmoniousl | | | | | y | | | | | with one | | | | | another." | +-----------------+-----------------+-----------------+-----------------+ | | | | | +-----------------+-----------------+-----------------+-----------------+ | | | | - One the | | | | | most | | | | | significant | | | | | Christian | | | | | thinkers. | | | | | | | | | | - He agreed | | | | | with Plato | | | | | that human | | | | | being is | | | | | dualistic, | | | | | and he then | | | | | combined | | | | | his beliefs | | | | | in the | | | | | newfound | | | | | doctrine of | | | | | Christianit | | | | | y. | | | | | | | | | | - Unsurprisin | | | | | gly, | | | | | he also | | | | | viewed the | | | | | \"self\" as | | | | | an | | | | | immaterial | | | | | (but | | | | | rational) | | | | | soul. | | | | | | | | | | - To give the | | | | | theory of | | | | | forms a | | | | | Christian | | | | | perspective | | | | | , | | | | | he asserted | | | | | that these | | | | | forms were | | | | | concepts | | | | | existing | | | | | within the | | | | | perfect and | | | | | eternal God | | | | | (The | | | | | Catholic | | | | | University | | | | | of America | | | | | Press, | | | | | 1982). | +-----------------+-----------------+-----------------+-----------------+ | | | | - He believed | | | | | that the | | | | | body | | | | | possessed | | | | | senses, | | | | | such as | | | | | imagination | | | | | , | | | | | memory, | | | | | reason, and | | | | | mind | | | | | through | | | | | which the | | | | | soul | | | | | experienced | | | | | the world. | | | | | And the | | | | | senses can | | | | | only | | | | | grasp/feel | | | | | the | | | | | temporal | | | | | objects in | | | | | the | | | | | material | | | | | world, yet | | | | | the | | | | | immaterial | | | | | but | | | | | intangible | | | | | God can | | | | | only be | | | | | clear to | | | | | the mind if | | | | | one tune | | | | | into | | | | | his/her | | | | | immaterial | | | | | self/soul. | +-----------------+-----------------+-----------------+-----------------+ | | | | | +-----------------+-----------------+-----------------+-----------------+ +-----------------+-----------------+-----------------+-----------------+ | | | | - The doctor | | | | | of the | | | | | church and | | | | | the most | | | | | eminent | | | | | 13^th^ | | | | | century | | | | | scholar and | | | | | stalwart of | | | | | the | | | | | medieval | | | | | philosophy | | | | | | | | | | - He | | | | | elucidates | | | | | that man is | | | | | composed of | | | | | two parts: | | | | | | | | | | 1. - *re | | | | | fers | | | | | to | | | | | the | | | | | com | | | | | mon | | | | | stu | | | | | ff | | | | | tha | | | | | t | | | | | mak | | | | | es | | | | | up | | | | | eve | | | | | rything | | | | | in | | | | | the | | | | | uni | | | | | verse.* | | | | | | | | | | 2. - | | | | | | | | | | - In humans, | | | | | the body of | | | | | the person | | | | | is | | | | | something | | | | | that he/she | | | | | shares | | | | | including | | | | | animals. | | | | | | | | | | - The soul | | | | | makes the | | | | | human | | | | | different | | | | | from the | | | | | animals as | | | | | the soul is | | | | | what | | | | | animates | | | | | the body, | | | | | it is what | | | | | makes us | | | | | humans. | +=================+=================+=================+=================+ | | | | - A French | | | | | philosopher | | | | | and | | | | | considered | | | | | as the | | | | | father of | | | | | modern | | | | | Western | | | | | philosophy. | | | | | | | | | | - His is | | | | | known in | | | | | his famous | | | | | line | | | | | "Cogito | | | | | ergo sum" | | | | | translated | | | | | as "I | | | | | think, | | | | | therefore I | | | | | am". He | | | | | stressed | | | | | that | | | | | everything | | | | | that can be | | | | | perceived | | | | | by the | | | | | senses | | | | | through the | | | | | body could | | | | | NOT be used | | | | | as proof of | | | | | existence | | | | | and there | | | | | is only one | | | | | thing that | | | | | one could | | | | | be sure of | | | | | in this | | | | | world and | | | | | that is | | | | | doing the | | | | | act of | | | | | doubting | | | | | (Otig, V. | | | | | et.al., | | | | | 2018). | | | | | | | | | | - The body is | | | | | nothing | | | | | else but a | | | | | machine | | | | | that is | | | | | attached to | | | | | the mind. | | | | | So, what | | | | | makes a | | | | | person a | | | | | person? | | | | | Descartes | | | | | said: \"But | | | | | what then, | | | | | am I? A | | | | | thinking | | | | | thing. It | | | | | has been | | | | | said. But | | | | | what is a | | | | | thinking | | | | | thing? It | | | | | is a thing | | | | | that | | | | | doubts, | | | | | understands | | | | | (conceives) | | | | | , | | | | | affirms, | | | | | denies, | | | | | wills, | | | | | refuses; | | | | | that | | | | | imagines | | | | | also and | | | | | perceives | | | | | (Descartes, | | | | | 2008) | +-----------------+-----------------+-----------------+-----------------+ | | | | - He | | | | | introduced | | | | | the concept | | | | | of the | | | | | \"tabula | | | | | rasa\" or | | | | | \"blank | | | | | slate. It | | | | | means that | | | | | the human | | | | | mind at | | | | | birth is | | | | | like a | | | | | blank slate | | | | | that has | | | | | not been | | | | | written on, | | | | | meaning it | | | | | does not | | | | | possess | | | | | innate | | | | | ideas, | | | | | knowledge, | | | | | or | | | | | pre-existin | | | | | g | | | | | content. | | | | | | | | | | - He believed | | | | | that the | | | | | self is | | | | | identified | | | | | with | | | | | consciousne | | | | | ss | | | | | and this | | | | | self | | | | | consists of | | | | | sameness of | | | | | consciousne | | | | | ss. | | | | | It would | | | | | mean that | | | | | the self | | | | | consists of | | | | | memory; | | | | | that the | | | | | person | | | | | existing | | | | | now is the | | | | | same person | | | | | yesterday | | | | | because | | | | | he/she | | | | | remembers | | | | | the | | | | | thoughts, | | | | | experiences | | | | | , | | | | | or actions | | | | | of the | | | | | earlier | | | | | self. | | | | | | | | | | - For him, a | | | | | person's | | | | | memories | | | | | provide a | | | | | continuity | | | | | of | | | | | experience | | | | | that allows | | | | | him/her to | | | | | identify | | | | | himself/her | | | | | self | | | | | as the same | | | | | person over | | | | | time. | +-----------------+-----------------+-----------------+-----------------+ +-----------------+-----------------+-----------------+-----------------+ | | | | - According | | | | | to Locke | | | | | since you | | | | | are the | | | | | same "self" | | | | | in the | | | | | passing of | | | | | time, you | | | | | can be held | | | | | accountable | | | | | for past | | | | | behavior. | | | | | However, | | | | | Locke | | | | | insisted | | | | | that a | | | | | person | | | | | could only | | | | | be held | | | | | accountable | | | | | for | | | | | behaviors | | | | | he/she can | | | | | remember. | +=================+=================+=================+=================+ | | | | - A Scottish | | | | | Enlightenme | | | | | nt | | | | | philosopher | | | | | , | | | | | which | | | | | highlights | | | | | empiricism. | | | | | Empiricism | | | | | is the | | | | | school of | | | | | thought | | | | | that | | | | | espouses | | | | | the idea | | | | | that | | | | | knowledge | | | | | can only be | | | | | possible if | | | | | it is | | | | | sensed and | | | | | experienced | | | | |. | | | | | | | | | | - As an | | | | | empiricist, | | | | | Hume | | | | | believed | | | | | that one | | | | | can know | | | | | only | | | | | through | | | | | one's | | | | | senses and | | | | | experiences | | | | |. | | | | | Argued that | | | | | the self is | | | | | nothing but | | | | | what | | | | | his/her | | | | | predecessor | | | | | s | | | | | thought of | | | | | it. It is | | | | | not an | | | | | entity over | | | | | and beyond | | | | | the | | | | | physical | | | | | body. | | | | | | | | | | - What is the | | | | | self then? | | | | | Self is | | | | | simply a | | | | | bundle of | | | | | collection | | | | | of | | | | | different | | | | | perceptions | | | | | , | | | | | which | | | | | succeed | | | | | each other | | | | | with an | | | | | inconceivab | | | | | le | | | | | rapidity, | | | | | and are in | | | | | a perpetual | | | | | flux and | | | | | movement | | | | | (Hume & | | | | | Steinberg, | | | | | 1992). | +-----------------+-----------------+-----------------+-----------------+ | | | | - Thinking of | | | | | the self as | | | | | a mere | | | | | combination | | | | | of | | | | | impressions | | | | | was | | | | | problematic | | | | | to Kant. | | | | | | | | | | - He thinks | | | | | that the | | | | | things that | | | | | men | | | | | perceive | | | | | around them | | | | | are not | | | | | just | | | | | randomly | | | | | infused | | | | | into the | | | | | human | | | | | person | | | | | without an | | | | | organizing | | | | | principle | | | | | that | | | | | regulates | | | | | the | | | | | relationshi | | | | | p | | | | | of all | | | | | these | | | | | impressions | | | | |. | | | | | | | | | | - He asserts | | | | | that | | | | | without the | | | | | self, one | | | | | cannot | | | | | organize | | | | | the | | | | | different | | | | | impressions | | | | | that one | | | | | gets in | | | | | relation to | | | | | his own | | | | | existence. | | | | | | | | | | - He suggests | | | | | that the | | | | | self is an | | | | | actively | | | | | engaged | | | | | intelligenc | | | | | e | | | | | in man that | | | | | synthesizes | | | | | all | | | | | knowledge | | | | | and | | | | | experience. | +-----------------+-----------------+-----------------+-----------------+ | | | | - A | | | | | philosopher | | | | | and | | | | | professor | | | | | who wrote | | | | | The Concept | | | | | of Mind | | | | | (1949), | | | | | where he | | | | | criticized | | | | | Descartes\' | | | | | idea that | | | | | the mind is | | | | | distinct | | | | | from the | | | | | body. | | | | | | | | | | - He defended | | | | | that the | | | | | distinction | | | | | between | | | | | mind and | | | | | matter is a | | | | | \"category | | | | | mistake\" | | | | | because it | | | | | attempts to | | | | | analyze the | | | | | relation | | | | | between | | | | | mind and | | | | | body as if | | | | | the two | | | | | were terms | | | | | of the same | | | | | categories | | | | | (Nath, | | | | | 2013). | | | | | | | | | | - For him, | | | | | what truly | | | | | matters is | | | | | the daily | | | | | behavior | | | | | that a | | | | | person | | | | | manifests. | +-----------------+-----------------+-----------------+-----------------+ +-----------------+-----------------+-----------------+-----------------+ | | | | - He believed | | | | | that the | | | | | actions and | | | | | behaviors | | | | | of a person | | | | | define the | | | | | sense of | | | | | self. \"I | | | | | act, | | | | | therefore I | | | | | am.\" | +=================+=================+=================+=================+ | | | | - He was a | | | | | philosopher | | | | | and author | | | | | who | | | | | rejected | | | | | the mind- | | | | | body | | | | | dualism | | | | | view | | | | | instead he | | | | | insisted | | | | | that the | | | | | mind and | | | | | body are | | | | | intertwined | | | | | , | | | | | that they | | | | | cannot be | | | | | separated. | | | | | | | | | | - He argued | | | | | that the | | | | | body is | | | | | part of the | | | | | mind, and | | | | | the mind is | | | | | part of the | | | | | body. The | | | | | mind | | | | | perceives | | | | | what the | | | | | body senses | | | | | experience | | | | | from the | | | | | external | | | | | world, then | | | | | the body | | | | | acts out of | | | | | what the | | | | | mind | | | | | perceives. | +-----------------+-----------------+-----------------+-----------------+ I. Choose the letter that represents the correct answer. 1. According to St. Augustine of Hippo, the self is [ ] a. A rational and immortal soul united with a physical body. b. A restless soul seeking ultimate fulfillment and rest in God's love. c. A bundle of perceptions and experiences lacking a unified substance. d. An embodied entity, existing within lived experiences and interactions. 2. What is the emphasis of Thomas Aquinas's view of the self? e. illusion resulting from a "category mistake" f. thinking, a conscious entity distinct from the body g. rational soul inseparably united with a physical body h. transcendental unity of apperception organizing experiences 3. Rene Descartes posited that the self is primarily characterized by [ ] i. A bundle of perceptions and experiences. j. A thinking, conscious entity distinct from the body. k. An enduring substance separate from the mind and body. l. An embodied entity existing within lived experiences and interactions. 4. What is the philosophical view of David Hume about the self? m. The self is a rational soul united with a physical body. n. The self is an illusion resulting from a "category mistake." o. The self is a thinking, conscious entity distinct from the body. p. The self is a bundle of perceptions and experiences without unity. 5. What is the center of Immanuel Kant's perspective on the self? q. An enduring substance separate from the mind and body. r. The self as a thinking, conscious entity distinct from the body. s. The self as an embodied and inseparable entity in lived experiences. t. The self as a transcendental unity of apperception organizing experiences. 6. Gilbert Ryle's view of the self challenges the idea of [ ] u. The self is a bundle of perceptions and experiences. v. The self as a rational soul united with a physical body. w. An enduring substance separate from the mind and body. x. The self as an embodied and inseparable entity in lived experiences. 7. What is the philosophical view of Maurice Merleau-Ponty? y. The self as a rational soul united with a physical body. z. The self as an illusion resulting from a "category mistake." a. The self as a thinking, conscious entity distinct from the body. b. The self as an embodied entity existing within lived experiences. 8. Maurice Merleau-Ponty's perspective on the self emphasizes the significance of: c. Understanding the self as a bundle of perceptions and experiences. d. Recognizing the self as a rational soul united with a physical body. e. Embracing the self as a thinking, conscious entity distinct from the body. f. Emphasizing the self as an embodied and inseparable entity within lived experiences. 9. According to Gilbert Ryle, the concept of the self as a "ghost in the machine" refers to: g. An enduring substance separate from the mind and body. h. The self as an illusion resulting from a "category mistake." i. The self as a thinking, conscious entity distinct from the body. j. The self as an embodied entity existing within lived experiences. 10. Immanuel Kant's idea of the self as a "transcendental unity of apperception" refers to the self as a/an [ ] k. bundle of perceptions and experiences without unity. l. rational soul inseparably united with a physical body. m. organizing principle for all experiences and concepts. n. restless soul seeking ultimate fulfillment and rest in God's love. II. Application: Read the short description and match column A with column B based on the views of the philosophers discussed. -- -- -- -- III. For 3 points, make a short reflection about your own philosophical theory of the self, using the insights you gained from this lesson. Limit your answer to one paragraph with 5-6 sentences. -- -- -- -- -- -- ### Time Frame ### Desired Learning Outcomes - *Discover how others' views influence the view of the self.* - *Recognize two social theories of the self.* - *Analyze one's I and ME self of Mead**.***  1. Gather the students to form a huge circle facing inward. 2. The facilitator will distribute a piece of paper cut in an oblong shape treated as a mirror. 3. Ask the students to write their names above the paper legibly. 4. Prepare the students to exchange their papers in a manner of clockwise rotation. 5. The facilitator will decide how many times the paper will be passed on. 6. Once the facilitator will end the counting, the student should describe the owner of the paper they are handling by writing an adjective. 7. The facilitator will ask the students to exchange the papers again. This will be repeated at least five times. 8. The Facilitator will ask the students to return the papers to their owners. 1. How do you find activity? 2. What did you realize about the activity? 3. Do you think that your identity is also a reflection of others especially those surrounding you? 4. Do you believe in what others tell about you? 6. Do you agree with their descriptions of you? 7. How do other opinions affect you? 8. What is the importance of society's opinion of you?  ### Looking Glass Self ### Theory of Social Self -- -- -- -- -- -- -- -- -- -- 1. Which sociologist introduced the concept of the \"looking-glass self\" in their work on the sociology of the self? a. Emile Durkheim c) George Herbert Mead b. Charley Horton Cooley d) Max Weber 2. Which sociologist is known for the theory of \"symbolic interactionism\" and emphasized the role of communication and language in the development of the self? c. Charley Horton Cooley c) George Herbert Mead d. Émile Durkheim d) Karl Marx 3. Which concept emphasizes that the self is not a fixed entity, but a product of social processes and emerges from our ability to take on the perspectives of others? e. The looking-glass self c) Social construction of the self f. Symbolic interactionism d) Reflexive consciousness 4. Which sociologist highlighted the role of symbols and language in the formation of the self, emphasizing the significance of language as a tool for understanding social meanings and identities? g. Emile Durkheim c) George Herbert Mead h. Charley Horton Cooley d) Max Weber 5. Which sociologist proposed that individuals develop a \"generalized other,\" an internalized sense of societal norms and expectations, through socialization processes? i. Emile Durkheim c) George Herbert Mead j. Charley Horton Cooley d) Max Weber 6. Which sociologist emphasized the role of primary groups, such as family and close friends, in shaping an individual\'s self-concept and identity? k. Emile Durkheim c) George Herbert Mead l. Charley Horton Cooley d) Max Weber 7. Which sociologist\'s work laid the foundation for contemporary sociological theories that emphasize the interplay between the individual and society, demonstrating the mutual influence between the self and its social context? m. Charley Horton Cooley c) Émile Durkheim n. George Herbert Mead d) Max Weber 8. According to George Herbert Mead, the \"I\" and the \"Me\" are essential components of the self. What do they represent? o. The \"I\" represents the individual\'s spontaneous and creative aspect, while the \"Me\" represents the social and reflective aspect. p. The \"I\" represents the social and reflective aspect, while the \"Me\" represents the individual\'s spontaneous and creative aspect. q. The \"I\" represents the self as an observer, while the \"Me\" represents the self as a performer. r. The \"I\" represents the self\'s subconscious, while the \"Me\" represents the self\'s conscious mind. 9. In Mead\'s theory, what is the role of significant others in the development of the self? Significant others are [ ] s. those who represent the \"I\" aspect of the self. t. people who hold the most important roles in society. u. the social institutions that shape the \"Me\" aspect of the self. v. individuals who have a strong influence on the development of the self during childhood and adolescence. 10. Mead\'s theory posits that the self is a product of social interaction. What is the process through which individuals learn to take on the perspectives of others and anticipate their reactions to their actions? w. Generalized other c) Self-reflection x. Looking-glass self d) Symbolic interaction 11. In Mead\'s concept of the \"generalized other,\" what does it refer to? y. The unconscious aspects of the self. z. The process of mirroring the behavior of others. a. A specific person who significantly influences an individual\'s self-concept. b. The internalized sense of societal norms and values that individuals develop through social interactions. 12. What does Cooley\'s concept of the \"looking-glass self\" refer to? c. A self-concept shaped by introspection and individual reflection. d. The process of mirroring the behaviors of others in social interactions. e. A psychological disorder characterized by excessive self-consciousness. f. The idea that individuals develop their self-concept through their imagination of how others perceive them. 13. According to Cooley, what are the three main elements involved in the looking-glass self process? g. Sympathy, empathy, and compassion. h. Perception, introspection, and self-reflection. i. Imagination, judgment of others, and self-concept. j. Self-awareness, self-esteem, and social comparison. 14. The looking-glass self concept highlights the significance of: k. Introspection and self-reflection. c) Social comparison and competition. l. Self-determination and individuality. d) Understanding the perspectives of others. 15. Which of the following best describes the looking-glass self\'s impact on an individual\'s self-esteem? m. Positive judgments by others have no impact on self-esteem, only self-reflection does. n. Negative judgments by others have no impact on self-esteem, only self-reflection does. o. Self-esteem is solely determined by internal self-assessment, not influenced by others\' judgments. p. Positive judgments by others lead to higher self-esteem, while negative judgments lead to lower self- esteem. ### General Choices -- -- -- --  ### Time Frame ### Desired Learning Outcomes - *Know what culture is.* - *Illustrate how culture influences the self.* - *Point out one's collectivist and individualist characteristics.*  1. Observe your own culture. 2. Write down all the beliefs, traditions, values, arts, language, ways of living and the others that you acquire from it. 3. Present it in a form of graphic organizer. 4. Be as creative as you can. 1. What did you discover about your cultural background while creating the graphic organizer? Were there any aspects that surprised you or that you hadn\'t considered before? 2. How did the process of identifying and documenting your cultural beliefs, traditions, values, arts, language, and ways of living impact your understanding of your own identity? 3. Did you find any commonalities or differences between your cultural background and those of your peers? How did this exercise contribute to your appreciation of cultural diversity? 4. Were there any specific cultural elements that hold special significance for you? Why do you think these aspects are essential in shaping your cultural identity? ### Discussion: Anthropological Self ### What is culture? ### The Self Embedded in Culture ### Individualistic and Collectivist Culture 1. According to Cristina De Rossi, what does culture encompass? a. Food, music, and the arts b. Language, religion, and social customs c. Socialization-related patterns of behavior and cognitive abilities d. Everything that people themselves produce, including religion, food, language, music, and social customs 2. In the broader sense, what does \"high culture\" refer to? e. Social patterns particular to a society f. The so-called \"high culture\" of a nation\'s elite g. The entirety of a people\'s customs and traditions h. Intellectual life of society in the conventional sense 3. What does the word \"culture\" derive from? i. Latin cultura, meaning \"to alter\" j. Latin cultus, meaning \"to create\" k. Latin colere, meaning \"to produce\" l. Latin cultura, colo, colere, meaning \"to cultivate\" 4. How does culture influence social patterns according to Papp (2021)? Social patterns are influenced by\_ m. genetics and natural instincts. n. environmental factors and climate. o. traditions and customs of a society or country. p. economic factors and technological advancements. 5. What aspect of society does the word \"culture\" primarily refer to? q. The economic and political systems of a country. r. The natural environment and resources available to society. s. The traditions and customs of a particular nation or ethnic group. t. Everything that people themselves produce, including customs, traditions, language, religion, and more. 6. According to Catherine Raeff, how does culture influence relationships? u. Culture influences how individuals perceive hardship in a relationship. v. Culture determines the personality traits of individuals in a relationship. w. Culture determines the types of individual and group achievements valued in a relationship. x. Culture affects how individuals enter into and maintain relationships, whether voluntary or duty-based. 7. How does culture impact the perception of personality traits? y. Culture shapes how individuals express emotions. z. Culture determines the type of relationships individuals engage in. a. Culture influences how individuals define success and achievement. b. Culture affects how individuals value traits like humility, self-esteem, and assertiveness. 8. In relation to achievement, how does culture play a role? c. Culture determines the types of emotions individuals can express. d. Culture impacts how individuals maintain and define their relationships. e. Culture influences how individuals perceive hardship in achieving their goals. f. Culture influences how individuals define success and value certain types of achievements. 9. How does culture influence expressing emotions? g. Culture determines the personality traits individuals possess. h. Culture affects how individuals define success and achievement. i. Culture influences the types of relationships individuals engage in. j. Culture impacts what affects individuals emotionally and how they express themselves. 10. What are the two most studied aspects of culture related to the sense of self? k. Individualism and collectivism l. Social psychology and construal m. Personality traits and characteristics n. Independence and interdependence constructs 11. In social psychology, what does \"construal\" refer to? How individuals [ ] o. perceive and interpret their own behavior and actions. p. construct their sense of self based on personality traits and characteristics. q. construct their sense of self based on their relationships and roles in society. r. perceive and interpret the behavior and actions of others towards themselves. 12. How is self-construal rooted in culture? s. Self-construal is shaped by societal norms and cultural values. t. Self-construal is influenced by genetic factors and innate traits. u. Self-construal is a universal concept, independent of cultural influences. v. Self-construal is solely determined by individual experiences and upbringing. 13. How do individuals with an independent self-construal view themselves? w. They see themselves as part of a collective group and define themselves based on group norms. c. They see themselves as connected to others and define themselves based on relationships and roles. d. They see themselves as separate from others and define themselves based on personality traits and characteristics. 14. How do individuals with an interdependent self-construal view themselves? x. They see themselves as part of a collective group and define themselves based on group norms. y. They see themselves as part of a community and define themselves based on community values. z. They see themselves as separate from others and define themselves based on individual accomplishments. a. They see themselves as connected to others and define themselves based on personality traits and characteristics. 15. Assume you are a cultural psychologist conducting research on how people from various cultural backgrounds construct themselves. Participants from an individualistic and a collectivistic culture will be compared, as you have decided. In your study, you ask participants to use \"I am\" statements to describe who they are. Individualistic culture participants primarily use personality traits (such as \"I am funny\" or \"I am outgoing\"), whereas collectivistic culture participants primarily use relational roles (such as \"I am a sibling\" or \"I am a member of a community\"). b. The findings indicate that culture does not influence how individuals view themselves, as both groups used similar \"I am\" statements. c. The findings suggest that culture significantly shapes self-construal, as individuals from different cultures use distinct types of self-descriptions. d. The findings suggest that self-construal is solely determined by genetic factors, as participants from different cultural backgrounds used similar self-descriptions. e. The findings indicate that collectivistic culture encourages individualistic self-views, as participants from both cultures used personality traits in their self-descriptions.  ### Time Frame ### Desired Learning Outcomes - *Discover the influences of various psychological constructs of the self.* - *Learn the difference between I-self and Me-self.* - *Realize the difference of real and ideal self through a Self-Assessment Test for Congruence.*  1. In this activity, you will purposefully take in the details of your surroundings using each of your senses. Try to notice small details that your mind would usually ignore. This will let you experience the here and now. 2. Slowly pose for a while and stop whatever you are doing. 3. Make yourself comfortable, you can sit or stand, either way. 4. Slowly put your awareness to your breathing. 5. Make sure that you inhale through your nose and exhale you're your mouth. 6. Breathe in for 5 seconds, hold the breath for 5 seconds, and breathe out for 5 seconds. 7. Continue this pattern until you find your thoughts slowing down or until necessary. 8. After you are able to find your breath, go through the numbers in order to help ground yourself in present thinking through external factors: i. **5:** Acknowledge **FIVE** things you see around you. Maybe it is a table, maybe it is notebook, maybe it is a spot on the ceiling, however big or small, then state or say out loud the 5 things you see. ii. **4:** Acknowledge **FOUR** things you can touch around you. Maybe this is your clothes you wear, hands, ground, grass, pillow, etc., whatever it may be, state/say out loud the 4 things you can feel. iii. **3:** Acknowledge **THREE** things you hear. Maybe it is the ticking clock, roaring vehicle, or trees blowing in the wind or maybe you hear your tummy rumbling, internal noises that make external sounds can count, what is audible in the moment and then state/say out loud the 3 things you can hear. iv. **2:** Acknowledge **TWO** things you can smell. Try to notice smells in the air around you, like an air freshener or freshly mowed grass. Then, state/say out loud the 2 things you can smell. v. **1:** Acknowledge **ONE** thing you can taste. What does the inside of your mouth taste like, gum, coffee, or the sandwich from lunch? Then, state/say out loud the 1 thing you can taste. vi. **0:** Acknowledge **nothingness** you can think nothing. Slowly close your eyes and just breathe in for 5 seconds, hold the breath for 5 seconds, and breathe out for 5 seconds. Do it 3 times and slowly open your eyes. And take another deep breath to end.  1. How do you feel after doing the activity? 2. Did you at some point connect yourself to your body through your senses? 3. How often do you connect yourself to your body? 4. What are ways to connect your body? 5. Do you believe that you have a soul? 6. In the activity, when you think of nothingness were you able to connect with your soul? 7. How often do you connect yourself to your soul? 8. Is it important to examine the inner self?  ### Psychoanalytic Perspective ### Levels of Mental Life 1. **Conscious Mind**. It consists of all the mental processes of which you are aware of, and this is seen in the tip of the iceberg. For example, you may be feeling hungry at this moment, and you decide to get food to eat. 2. **Preconscious Mind**. It contains thought and feelings that you are currently aware of but can easily be brought to consciousness (1924). This would refer to our \"memory\". For example, you are not thinking about your mobile phone number but when you are asked about it you can recall it easily. 3. **Unconscious Mind**. It comprises mental processes that are inaccessible to consciousness but influences your judgments, feelings, or behavior (Wilson, 2002). For Freud, this level of the mind is the primary source of human behavior. Like an iceberg, the most important part of the mind is the part that you cannot see. Your past experiences are strongly influenced by your feelings, motives, and decisions and stored in the unconscious. -- -- -- -- -- -- ### Provinces of the Mind +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | - Sex | | | | | | | | - Aggression | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ ### Defense Mechanism -- -- -- -- ### Psychosocial Perspective 1. **Body ego**. It refers to the experiences with our body, way of seeing physical self as different from other people. 2. **Ego ideal**. It represents the image we have of ourselves in comparison with an established ideal. 3. **Ego identity**: It is the image we have of ourselves in the variety of social roles we play. -- -- -- -- -- -- -- -- -- -- -- -- ### Theory of the Self 1. the material self (all those aspects of material existence in which we feel a strong sense of ownership, our bodies, our families, our possessions), 2. the social self (our felt social relations), and 3. the spiritual self (our feelings of our own subjectivity). ### Hierarchy of Needs 5. **Self-Actualization**. At the top of the hierarchy, is the desire to realize one\'s potential, experience personal growth, and improve oneself while pursuing meaningful and 4. **Esteem**. People pursue self-esteem, recognition, and respect after their lower- level needs are met in an effort to improve their self-image and win the respect of ### Self-Actualization Framework 1. The **IDEAL SELF** is the person that you would like yourself to be; it is your concept of the" best me" who is worthy of admiration. 2. The **REAL SELF** is the person you actually are. It is how you behave right at the moment of a situation. It is who you are in reality-how you think, feel, or act at present. ### Incongruent Congruent -- -- -- -- 1. **Distortion** happens when a person misinterprets an experience in order to fit it into some aspect of his/her self-concept. The person perceives the experience in awareness but fails to understand its true meaning. 2. **Denial** is when an individual refuse to perceive an experience in awareness, or at least keep some aspect of it from reaching symbolization -- -- -- -- -- -- -- -- ### Part B -- -- -- -- -- -- -- -- -- -- ### Scoring ### True and False Self 1. The **True Self** refers to a sense of self; who you really are; and the one who experience/feeling the moment of being alive. 2. The **False Self** is the protective shield the vulnerable true self. Its behaviors are leant and controlled by the environment that surrounds you. 1. Defense mechanisms, as proposed by Freud, are: a. Techniques used by the ego to protect the conscious mind b. Strategies used by the ego to navigate the preconscious mind c. Psychological processes used by the unconscious to control desires d. Unconscious strategies used by the ego to cope with anxiety and protect self-esteem 2. Sara is facing a challenging decision, and she can\'t seem to make up her mind. According to Freud\'s theory, which level of mental life might be influencing her indecisiveness? e. Conscious b) Preconscious c) Subconscious d) Unconscious 3. Mark has an intense fear of snakes that he can\'t explain. He doesn\'t remember any traumatic experiences with snakes in his life. According to Freud\'s theory, the origin of Mark\'s fear is likely from which province of the mind? f. Ego b) Id c) Superego d) Unconscious 4. After receiving a low grade on her exam, Emma unconsciously redirects her feelings of disappointment and frustration toward her roommate, picking a fight over a minor issue. This defense mechanism is known as: g. Projection b) Regression c) Repression d) Sublimation 5. Maria is feeling conflicted about her desire to pursue her dream career versus the pressure from her family to follow a more traditional path. According to Freud\'s theory, which province of the mind is likely influencing Maria\'s internal struggle? h. Ego b) Id c) Superego d) Unconscious 6. According to William James\' theory of the self, which term describes an individual\'s beliefs and feelings about themselves? i. Ego b) Consciousness c) Self-concept d) Subconscious 7. Susan is an ambitious and confident person who believes she can achieve her goals through hard work and determination. According to William James, which aspect of the self is Susan expressing? j. Material self b) Social self c) Spiritual self d) Me-self 8. Jason is an artist who experiences a state of \"flow\" when he is completely immersed in his creative process. According to William James, which aspect of the self is Jason experiencing during these moments? k. Material self b) Social self c) Pure ego d) I-self 9. The \"looking-glass self\" concept, where individuals form their self-concept based on how they believe others perceive them, aligns closely with which aspect of William James\' theory? l. Material self b) Social self c) Spiritual self d) Me-self 10. Emily is a compassionate and caring individual who finds a sense of meaning and purpose in her volunteer work. According to William James, which aspect of the self is Emily fulfilling through her altruistic actions? m. Material self b) Social self c) Spiritual self d) Me-self 11. According to Carl Rogers, self-actualization refers to: n. The formation of an individual\'s ideal self through external influences. o. The ability to maintain a stable self-concept despite conflicting beliefs. p. The defense mechanism that shields the individual from anxiety and distress. q. The process of becoming one\'s true, authentic self and fulfilling one\'s potential. 12. The term \"real self\" in Carl Rogers\' theory refers to: r. The true, authentic, and genuine representation of the individual as they are. s. The defensive mechanism that distorts reality to protect the ego from discomfort. t. The state of congruence where the self-concept aligns with the person\'s actual experiences. u. The person an individual aspires to become and their vision of the best version of themselves. 13. When someone experiences a conflict between their real self and their ideal self, they are likely to feel: v. Anxious and uneasy. c) Satisfied and content. w. Congruent and self-actualized. d) Detached and indifferent 14. Carl Rogers\' concept of defense mechanism is different from Freud\'s in that: x. Rogers\' defense mechanisms are innate and instinctive, while Freud\'s are learned responses. y. Rogers\' defense mechanisms operate at the unconscious level, while Freud\'s operate at the conscious level. z. Rogers\' defense mechanisms are primarily observed in childhood, while Freud\'s continue to influence behavior throughout life. a. Rogers\' defense mechanisms involve distorting reality to protect the self-concept, while Freud involves protecting the individual from unacceptable thoughts and desires 15. A person who experiences incongruence between their self-concept and their actual experiences is more likely to: b. Experience anxiety, defensiveness, and dissatisfaction. c. Develop a strong sense of self-acceptance and self-esteem. d. Engage in self-actualizing behaviors and fulfill their potential. e. Demonstrate higher levels of empathy and compassion towards others 16. According to Donald Winnicott, the \"True Self\" refers to: f. The authentic and genuine aspect of an individual\'s personality. g. The defensive mechanism that distorts reality to protect the ego from discomfort. h. The part of the self that is shaped by external influences and societal expectations. i. The state of congruence where the self-concept aligns with the person\'s actual experiences 17..The \"False Self\" in Donald Winnicott\'s theory is characterized by: j. A state of emotional openness and vulnerability. k. A strong sense of self-identity and self-awareness. l. A congruence between the individual\'s self-concept and their actual experiences. m. The person\'s ability to adapt and meet others\' expectations, but at the expense of their true feelings and desires 18. When someone experiences a significant discrepancy between their True Self and False Self, they are likely to feel: n. Authentic and self-actualized. c) Satisfied and content with their relationships. o. Anxious and disconnected from their true emotions d) Indifferent and detached from others. 19. The False Self is often developed as a coping mechanism in response to: p. Social pressures and expectations from caregivers. q. Traumatic events that lead to emotional suppression. r. A strong sense of self-confidence and assertiveness. s. Early childhood experiences of unconditional love and acceptance. 20. Winnicott believed that the False Self develops as a defense against: t. Emotional pain and vulnerability. u. Fear of abandonment and rejection. v. Unconscious desires and repressed memories. w. Internal conflicts between the id and the superego. 21. What do individuals seek at the Safety Needs level of the hierarchy? x. Personal growth and self-improvement c) Self-esteem and recognition y. Security and stability in their environment d) Social connections and relationships 22. Which need is associated with the desire for companionship and affection from others? z. Esteem Needs c) Physiological Needs a. Love and Belongingness Needs d) Self-Actualization Needs 23. At which level of the hierarchy, do individuals strive to develop a positive self-image and gain the admiration of others? b. Esteem Needs c) Safety Needs c. Physiological Needs d) Self-Actualization Needs 24