Survey of English and American Literature PDF

REVIEWER SURVEY OF ENGLISH AND AMERICAN LITERATURE INFLUENCES OF ENGLISH 1. INDO-EUROPEAN- influenced by European countries and Western Asia. PROTO-INDO-EUROPEAN- spoken 5,000 years ago.  GERMANIC LANGUAGE  EASTERN- Burgundian, Vandal, Go...

REVIEWER SURVEY OF ENGLISH AND AMERICAN LITERATURE INFLUENCES OF ENGLISH 1. INDO-EUROPEAN- influenced by European countries and Western Asia. PROTO-INDO-EUROPEAN- spoken 5,000 years ago.  GERMANIC LANGUAGE  EASTERN- Burgundian, Vandal, Gothic, all extinct.  MODERN- Icelandic, Faroe, Norwegian, Swedish, Danish.  WESTERN- German (conservative), Dutch, Frisian, English. 2. SCANDINAVIAN- came after the arrival of Scandinavians in British Isles. - Assimilation (emerging) - The use of shall and will 3. LATIN- Most influential factor in English language. - Came after the Normans invaded England in 1066. - Catholic church - 70% of English words are derived from Latin. HISTORY  EARLY BRITAIN - for 10,000 years people have been moving in and out of Britain yet population continues to grow 'British‟ identity was only established in 1707 with the union of England, Wales, and Scotland they were part of the Caucasoid population of Europe.  GERMANIC INVASION - The withdrawal of the Romans from England in the early 5th century left a political vacuum the invaders consisted of members of various Germanic tribes it was the tribe of Angels that named England as England (England the land of the Angels) other tribes represented in these early invasions were the Jutes, the Saxons, and the Frisians.  THE ANGLO-SAXON SOCIETY (inferior over the Norse) - England was one of the wealthiest kingdoms in Europe due to successful farming and trades in towns and villages. - The king, his earls, and the Church profited from this through taxes. ROYAL FAMILY- highest class. MAJOR NOBILITY- right hand men of the king. MINOR NOBILITY- they lead the army (Generals). REVIEWER FREEMEN- they have their own land, free of taxes, and free rent. SERES- servants. ESTABLISHMENT OF CHRISTIANITY - All English kings converted their courts to Christianity starting in the 590s. - Italian and Frankish missionaries converted people in the south of England, whilst Irish missionaries did the same in the north. - By the 660s monasteries could be found throughout the country and the abbots and monks that maintained them performed a number of important social functions. FUNCTIONS OF MONKS - The monasteries were the main centers of learning. - By the 11th century almost every village had a church of some kind. These parish churches performed baptisms at birth, consecrated marriages and prayed for the dead. The church was central to people’s lives. - The church collected ten per cent of people’s annual earnings. This large sum of money was used to pay priests, build churches and, most importantly, to support the poor. REVIEWER CONTEMPORARY AND POPULAR LITERATURE I. STORY A story or narrative: A connected series of events told through various forms (written, oral, visual, performance, music). Can cover real or imaginary events (fiction and nonfiction). Exists across all times (past, present, and future) and topics. Integral to human culture for entertainment, reporting, and recording history. Key Points: Forms of storytelling: Oral, written, journalism, TV, film, radio, stage performance, fine arts, music, etc. Universal presence: Stories exist in all cultures, religions, languages, and regions. Life as a story: Everyday events can be seen as stories. Types of Stories 1. Fiction Stories Definition: Based on imaginary events. Examples of Genres: Fairy tales Folklore Mythology Legends Epics Historical fiction Fantasy Science fiction Love stories Horror 2. Non-Fiction Stories Definition: Based on real-life events. Examples of Categories: Historical events News and current events REVIEWER Biographies Cultural history Travel stories War stories Importance of Stories Essential to human culture and understanding of history. Used for: Learning about others, the past, and cultures. Entertainment or recounting real-life events. Billions of stories exist, with new ones created every second. Examples of Stories In Literature: Short Poems: Shel Silverstein’s ―Masks‖ tells a story in eight lines. Fairy Tales: Grimm’s Rapunzel begins with ―Once upon a time.‖ News Stories: CNN’s coverage of Alibaba’s Singles Day reports real events. In Popular Culture: Film: The Never-ending Story unfolds as a boy reads it, intertwining him with the story. Music: The Fresh Prince of Bel-Air uses rap to tell a backstory. Books: Harry Potter and the Deathly Hallows includes ―The Tale of the Three Brothers,‖ adding depth to the wizarding world. Conclusion Stories are integral to literature, history, and life. They help us connect, understand, and entertain across time and cultures. Stories will remain timeless and central to human experience. II. POETRY Poetry is a special way of writing that plays with words and sounds. It can rhyme and have a pattern of syllables in each line. In the past, poets followed strict rules for how they wrote poems, but nowadays, poets often write freely without these rules. Even without rhyme and specific patterns, modern poems still sound nice and aim to be beautiful. On the other hand, prose is regular writing like what you see in books or articles, without the rhythmic patterns and breaks found in poetry. IMPORTANCE OF POETRY REVIEWER Poetry is important because it existed before writing. It helps people remember stories through rhythm and rhyme, especially in cultures without writing. Poetry can be used for beauty, humor, storytelling, and political messages. ELEMENTS OF POETRY (Structure, Sound, Imagery, Figurative Language, Elements of Fiction, Poetic Forms) STRUCTURE 1. Poetic Line - words in a single line. 2. Stanza - A poem section with a specific number of lines (e.g., a couplet has two lines). 3. Enjambment - continuation of words from one line to the next without a pause. 4. Placement - how words are arranged on a poem's page. 5. Verse - A metrical line in traditional poetry. 6. Capitalization and Punctuation - used at the poet's discretion for artistic effect. SOUNDS 1. Rhythm - the basic beat in a poem line (e.g., "Whose woods these are, I think I know" by Robert Frost). 2. Meter - stressed and unstressed syllable pattern in poetry lines (e.g., iambic pentameter). 3. End Rhyme - similar sounds at the end of different lines (e.g., "Keep your whiskers crisp and clean, do not let the mice grow lean"). 4. Internal Rhyme - similar sounds within a line (e.g., "When they said the time to hide was mine"). 5. Rhyme Scheme - pattern of rhyme in a poem (e.g., abcb for a quatrain). 6. Assonance - vowel sound repetition in a line (e.g., "The children were nestled all snug in their beds"). 7. Consonance - consonant sound repetition in a line (e.g., "Not a creature was stirring, not even a mouse") 8. Alliteration - consonant sound repetition at the beginning of words (e.g., ―Peter Piper picked a peck of pickled pepper‖). 9. Onomatopoeia - words that sound like what they mean (e.g., buzz, swish). 10. Repetition - repeating sounds, words, or phrases for emphasis or rhythm (e.g., ―The rain kept on falling, falling all through the night‖). 11. Refrain - line or stanza repeated in a poem or song (e.g., "Jingle Bells"). 12. Word Play - playing with sounds and meanings of words (e.g., "Claptrap, bombast, rodomontade"). IMAGERY (see also Imagist Poetry) REVIEWER 1. Precise Language - specific words describing people, places, things, or actions (e.g., "Reverend Mona surrendered her tabernacle next to Fast Frankie’s Pawn Shop"). 2. Sensory Details - descriptive details appealing to the five senses (e.g., "The giant sea dog moans, Licking his greasy paws") FIGURATIVE LANGUAGE 1. Simile - comparison using "like" or "as" (e.g., "I read the shoreline like an open volume"). 2. Metaphor - comparison without "like" or "as" (e.g., "Ribbons of sea foam/wrap the emerald island"). 3. Personification - giving human traits to non-human things (e.g., "The unfurled sailboat glides on/urged by wind and will and brilliant bliss"). 4. Symbolism - using symbols to represent something else (e.g., stairs symbolizing life in "From Mother to Son"). 5. Hyperbole - exaggeration for emotion or humor (e.g., "I’m so hungry I could eat a hippo"). 6. Verbal Irony or Sarcasm - saying the opposite of what is meant (e.g., "My darling brother is the sweetest boy on Earth" sarcastically). 7. Situational Irony - when a situation's outcome is opposite to expectations (e.g., Mr. Smith won the lottery after years of trying, only to pass away from a heart attack). 8. Pun - humorous play on words (e.g., "Tomorrow you shall find me a grave man"). 9. Allusion - A reference to a well-known person, place, or event (e.g., allusion to Pandora’s Box in "My Muse"). 10. Idiom - A cultural expression not to be taken literally (e.g., "She is the apple of his eye"). ELEMENTS OF FICTION 1. Setting - time and place of a story or poem. 2. Point of View / Narrative Voice - the narrator's perspective (e.g., first, second, third person). 3. Characterization - characterization shows how characters are portrayed in a story or poem through various aspects like appearance, actions, and personality. 4. Dialog or Dialogue - conversation between characters. 5. Dialect or Colloquial Language - character's style of speech. 6. Conflict - problems characters face. 7. Plot - series of events in a story or poem. 8. Tone and Voice - the unique way the narrator tells the story, influenced by the audience, purpose, and feelings about the subject. REVIEWER 9. Style - writer's word crafting technique. 10. Mood - emotions evoked in the reader. 11. Theme and Message - the main idea and what the author wants to say. TWENTY POETIC FORMS 1. Acrostic - A poem with the first letter of each line spelling a word. Example: ―A Rock Acrostic‖ by Avis Harley. 2. Couplet - two rhyming lines expressing one idea. Example: "Catch a Little Rhyme" by Eve Merriam. 3. Haiku - three-line Japanese poem with syllables in 5-7-5 pattern. Example: "I call to my love on mornings ripe with sunlight. The songbirds answer" 4. Quatrain - A four-line stanza often with a rhyme scheme. Example: ―The Toaster‖ by William Jay Smith. 5. Cinquain: Five-line untitled poem with a syllable pattern of 2-4-6-8-2. Example: A cinquain starting with ―Oh, cat‖ by Paul B. Janeczko. 6. Limerick - humorous five-line rhyming poem with a specific meter. Example: Limericks by Edward Lear. 7. Sonnet - 14-line poem typically in iambic pentameter. Example: ―Sonnet 116‖ by William Shakespeare. 8. Free Verse - A poem without a set form, rhyme, or meter. Example: ―Mother to Son‖ by Langston Hughes. 9. List or Catalog Poem - poem structured as a list with sensory details. Example: ―Things To Do If You Are a Subway‖ by Robbi Katz 10. Villanelle – A poem with five tercets followed by a quatrain and repeated lines. Example: ―Is There a Villain in Your Villanelle?‖ by Joan Bransfield Graham. REVIEWER 11. Ode - A poem celebrating or praising something. Example: ―Ode to Pablo’s Tennis Shoes‖ by Gary Soto. 12. Lyric Poetry - poetry that expresses the emotions and experiences of the poet. Example: ―I Wandered Lonely as a Cloud‖ by William Wordsworth. 13. Blank Verse - iambic pentameter poem without rhyme. Example: Verses in Romeo and Juliet by William Shakespeare. 14. Blues Poem - poetry like blues songs focusing on personal or world issues. Example: ―Evening Air Blues‖ by Langston Hughes. 15. Nonsense Poem - fun, rhyming poem focusing on sounds and rhythm. Example: ―The Jumblies‖ by Edward Lear. 16. Concrete Poem - words forming the shape of the poem's subject. Example: ―Concrete Cat‖ by Dorth Charles. 17. Narrative Poem – A poem telling a story. Example: ―The Sneetches‖ by Dr. Seuss. 18. Ballad - storytelling poem usually in four-line stanzas. Example: ―The Wreck of the Hesperus‖ by Henry Wadsworth Longfellow. 19. Epic Poem – A long, heroic narrative poem. Example: ―The Odyssey‖ by Homer. 20. Imagist Poetry - A poetry that uses vivid images. Example: ―The Red Wheelbarrow‖ by William Carlos Williams. EXAMPLE IN POETRY LITERATURE ―Thanksgiving‖ by Joyce Kilmer. This poem is about showing gratitude for all the challenges, pain, and hindrances of life. REVIEWER EXAMPLE OF POETRY IN POPULAR CULTURE At the 2021 U.S. Presidential Inauguration, Amanda Gorman performed a poem named "The Hill We Climb." This poem blends spoken word and traditional poetry to discuss unity, hope, and challenges in America. DRAMA Drama is a fictional representation through dialogue and performance. It is written for theater, TV, radio, or film, featuring characters in conflict. The writer is called a dramatist or playwright. Types of Drama Comedy  Lighter in tone with a happy conclusion.  Quaint circumstances, unusual characters, and witty remarks. Tragedy  Dark themes like disaster, pain, and death.  Protagonist has a tragic flaw leading to their downfall. Farce  Nonsensical drama with exaggerated actions.  Overacting and slapstick humor Melodrama  Exaggerated and sensational drama appealing to the senses.  Simple or stereotypical characters.  Single-dimensional roles. Musical Drama  Combines acting, dialogue, dance, and music.  Stories may be comedic or serious. Dramatic Structure The structure is how the plot or story of a play is laid out, including a beginning, a middle, and an end. Plays may also include subplots, which are smaller stories that allow the audience to follow the journey of different characters and events within the plot. Plays also feature an element of conflict, which does not necessarily mean a fight or argument but instead an obstacle that needs to be overcome. Dramatic Structure REVIEWER Exposition Introduces the setting, characters, and basic situation, providing background information needed to understand the story. Rising Action Develops the story's conflict through a series of events or complications that build suspense and interest. Climax The turning point or most intense moment of the story, where the main conflict reaches its peak. Falling Action Events that occur after the climax, leading toward resolving the conflict and tying up loose ends. Resolution The conclusion of the story, where the conflict is resolved, and the story reaches a satisfying end. Non-linear and Cyclical Structures – Some plays follow a non-linear structure. Acts and Scenes – Traditionally, plays are divided into acts and scenes to organize the narrative and signify changes in time or location. Examples of Drama in Literature Comedy Much Ado About Nothing (By William Shakespeare) Tragedy Oedipus Rex (By Sophocles) Farce The Importance of Being Earnest (By Oscar Wilde) Melodrama The Heiress (By Henry James) Functions of Drama  Dramatists can directly speak to their readers or the audience and receive instant feedback.  Characters serve as vehicles for dramatists to convey their thoughts and values, similar to poets with personas and novelists with narrators.  The spoken words and dialogues in drama play a vital role in the story.  Language used by characters reveals their feelings, personalities, backgrounds, and emotional changes.  Drama provides a direct presentation of characters’ life experiences without authorial commentary. Ten Common Challenges in Contemporary Literature REVIEWER 1. Globalization of Literature Literature, often tied to specific cultures and languages, struggles to adapt to a world that is becoming more global and diverse. 2. Rise of Digital Media Social media, streaming platforms, and texting are replacing books as the primary form of communication and storytelling. 3. Decline in Reading Habits Fewer people, especially younger generations, read books regularly due to the dominance of digital entertainment. 4. Publishing Industry Struggles Traditional publishing faces challenges like high production costs, competition from digital formats, and declining book sales. 5. Overwhelming Volume of Content The ease of self-publishing has led to an overload of books, making it harder for quality works to stand out. 6. Copyright and Plagiarism The digital age makes it easy to copy and share content without permission, leading to stolen work and loss of earnings for authors. Plagiarism undermines originality, devalues creators’ efforts, and harms the integrity of contemporary literature. 7. Books Competing with Other Media Books now compete with movies, video games, and other media, making it harder to keep readers’ attention. 8. Impact of Technology on Reading Digital devices and short-form content are changing how people read, with shorter attention spans for long texts. 9. Decreasing Interest in Poetry Poetry is losing its audience as people gravitate toward more accessible forms of art and entertainment. 10. Financial Challenges for Writers Many authors struggle to earn a stable income due to low royalties, competition, and the undervaluing of creative work. REVIEWER UNDERSTANDING THE SELF (LESSON 1) SELF- is composed of self- perception as defined by their self- concept, self-knowledge, self-esteem and social self. SELF-CONCEPT-An idea of the self-constructed from the beliefs one holds about oneself and the responses of others. SELF-KNOWLEDGE- Understanding of oneself or one's own motives o character. ―self-knowledge‖ standardly refers to knowledge of one's own mental states—that is, of what one is feeling or thinking, or what one believes or desires SELF-ESTEEM - Confidence in one's own worth or abilities self-respect. - Is an individual's subjective evaluation of their own worth.... Synonyms or near-synonyms of self-esteem include many things: self- worth, self-regard, self-respect, and self-integrity. SOCIAL SELF- Those aspects of one's identity or self-concept that are important to or influenced by interpersonal relationships and the reactions of other. PHILOSOPHY- Love of wisdom The word philosophy comes from the ancient Greek words Philo- to love or to befriend, Sophia- to be wise -The dictum KNOW THYSELF is an ancient greeting of the highly civilized Greeks. It was believed that the temple gods greet the people with this salutation as they enter the holy sanctuary. The ancient Greek philosophers manifested to the people their various interpretations of the greeting. - Knowing oneself is only about quantifiable facts that pertain to the self, such as: age, height, color, blood type or cholesterol level. But philosophers insisted that knowing oneself is more than just the basic facts. REVIEWER PHILOSOPHERS  SOCRATES  Wisest among the philosophers  His method of questioning, famously known as Socratic method laid the groundwork for Western systems of logic in particular and philosophy in general.  He believes that the soul existed first before man‟s body. Man first exists in the realm of ideas and exists as a soul or pure mind.  Plato was considered to be his greatest student.  For Socrates ―the SOUL is the essence of the human person‖ it is the essence of humans to think and will.  The ―SOUL‖ or the ―SELF‖ is the responsible agent in knowing rightly and wrongly.  According to SOCRATES the SOUL is the seat of knowledge and ignorance goodness and badness.  The worst thing that can happen into a man is to live but die inside.  Every person is dualistic. This means all individuals have an imperfect, impermanent aspect to him, and the body, while maintaining that there is also a soul that is perfect and permanent.  PLATO (former student of SOCRATES)  ―If we are ever to have pure knowledge of anything, we must get rid of the body and contemplate things by themselves with the soul by itself.‖  Human beings are composed of two things – body and soul. Body is what we see in the material world- a mere replica of the true self (that is why it is changing). Soul was already existing even before bodily death and thus, will survive even after the body dies. Thus, the body becomes a prison of the soul. To free us, we have to contemplate.  The soul is composed of three parts:  Rational soul–considered as the superior of all elements (moral and rational guide): reflects, think, analyze and do other cognitive functions.  Will or spiritual soul- part of the psyche that is excited when given challenges, or fights back when agitated, or fights for justice when unjust practices are evident. (Hot blooded part of the psyche). It contains man‟s emotions  Appetitive soul – one‟s desires, pleasures, physical satisfactions, comforts, pains, hunger, thirst etc. REVIEWER  ST. AUGUSTINE  Highly influenced by Plato- the permanent world is where God is and the material world is our world now.  Man is created out of God’s love and also created I His image. He also has an immortal soul whose goal is to be with God eternally.  He hailed from Tagaste, Africa in 354 B.C.  To St. Augustine, man’s end goal is happiness. Only in God can man attain true and eternal happiness, made possible in his contemplation of the truth and the divine wisdom. The main differences between humans other animal species is our ability of complex reasoning, our use of complex language, our ability to solve difficult problems, and introspection (this means describing your own thoughts and feelings). MODERN PHILOSPHY  RENE DESCARTES  ―FATHER OF MODERN PHILOSOPHY‖ ― I think, therefore, I am.‖ (Cogito ergo sum)  The essence of man is in being a purely thinking being. Thus, I think, therefore; I am.  The mind and body are separate but at the same time conjoined with one another that they causally act upon each other. (I cannot act without my body)  The self is Mind more than the Body.  Difference: Body is structured but the mind cannot be boxed- hence, the study of the self requires a science of its own because mind pursues its own thoughts.  He said, ―cogito ergo sum‖. This is translated as ―I think therefore I am” or “I doubt therefore I exist,‖ only after the certitude of doubting ―I‖ can all the other existence become certain.  Discovery of the cogito revolutionizes the way we view ourselves. The primary condition, therefore of the existence of the self, at least according to Descartes, is human rationality.  JOHN LOCKE  A BRITISH PHILOSOPHER AND POLITICIAN ―What worries you, masters you.”  John Locke opposed the idea that only reason is the source of knowledge of the self.  His proposition is that the self is comparable to an empty space/blank sheet where every day experiences contribute to the pile of knowledge that is put forth on that empty space. ( Tabula Rasa) or blank slate. REVIEWER  Experience is an important requirement in order to have sense data which, through the process of reflection and analysis, eventually becomes sense perception.  These sense data are further categorized by Locke according to primary qualities such as: numbers, figure, motion among others.  Secondary qualities: colors, odor, temperature and all other elements that are distinguishable by the subjective individual.  DAVID HUME  Born in Scotland, he was a lawyer but is known more for the history book that he wrote – History of England.  Just like Locke, he is an empiricist and regarded the senses as our key source of knowledge. He (1738) does believe in the existence of the mind and what‟s inside the mind is divided into two: impressions and ideas.  As long as we derive our knowledge from sense impressions, there will never be a “self” For Hume, we are just bundles of temporary impressions=There is no self.  IMMANUEL KANT  ―All our knowledge begins with the senses, proceeds then to the understanding, and ends with reason. There is nothing higher than reason.‖  Considered as one of the giants in philosophy, he was spurred into philosophical activism when he encountered Hume’s skepticism and took it upon himself to refute it.  He argued that it is possible to discover universal truth about the world using our reason. He also argued that it is possible to find the essence of the Self.  The SELF is always TRANSCENDENTAL (To rise above) He believes that man is a FREE agent capable of making decisions for himself.  And because of man being a free agent the data that we gather and organize would be the guide in understanding and knowing the existence of the self.  SIGMUND FREUD  ―The ego is not master in its own house.  Man is a combination of his biological structure and the influence of his socio cultural environment.  He devised a tripartite division of man- id, ego, superego.  ID represents the biological structure  Superego represents the socio-cultural environment.  ID vs. Superego, whoever wins between them is manifested in the ego.  The ego being the Self. REVIEWER  GILBERT RYLE  “Minds are things, but different sorts of things from bodies.‖  Proposed that physical actions or behaviors are dispositions of the SELF. These dispositions are derived from inner private experiences.  We will only be able to understand the self-based from the external manifestations-behaviors, expressions, language, desires and others.  The mind, therefore is Nothing but a disposition of the self. He continued that the mind will depend on how the words are being told, expressed and delivered. Operations of the mind are simply manifested by the dispositions of knowing and believing.  All the manifestations of the in physical activities or behavior are the dispositions of the self, the basis of the statement: ―i act therefore i am” or “you are what you do”.  PAUL CHURCHLAND and PATRICIA CHURCHLAND  ―We do have an organ for understanding and recognizing moral facts. It is called the brain.”  Known for his Eliminative Materialism- the idea which states that the mind is unreal, and the brain is real.  The self is the brain. The brain is the essence of the self.  The term mind, moods, emotions, actions, and consciousness are deeply affected by the state of the brain.  A new conceptual framework should be based on neuroscience.  MAURICE MERLEAU PONTY  ―We know not through our intellect but through our experience.‖  An existentialist, he believes that a person is defined by virtue of movement and expression. A person is the sum of all that he does with his body. Including his interpretation of his past and his decisions.  The definition of self is all about one‟s perception of one‟s experience and the interpretation of those experiences.  The self is grounded on the experiences from the past, the possibilities for the future and the present cognition. (LESSON 2): THE SELF, SOCIETY, AND CULTURE  Self is equated to being separate, self-contained, independent consistent, unitary and private.  This means that self is distinct from others, unique and has own identity.  Even twins have their own self-identity. REVIEWER  Its distinctiveness allows its being self-contained with own thoughts, independence characteristics and volition.  Separate – the self is distinct from other selves  Self-contained and independent – in itself it can exist  Consistent – it has a personality that is enduring  Unitary – center of all experiences like a chief command center  Private – The self-isolated from the external world. It lives within its own world. Constructivists Perspective of the Self  They argue that the self has to be seen as something that is in unceasing flux (flowing).  In a constant struggle with external reality and is malleable (shapable) in its dealing with society.  The self is always is participation with social life and its identity. THE SELF AND CULTURE  According to Marcel Maus every self has two faces  Personne – composed of the social concepts of what it means to be who he is.  Moi – a peson‟s basic identity. The Self and the Development of the Social World  Mead and Vygotzky- The way that human person develop is with the use of language acquisition and interaction with others  Gender and the Self- Our gender partly determines how we see ourselves in the world.  Self in families- 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. (LESSON 3): SELF AS COGNITIVE CONSTRUCT THE SELF ACCORDING TO PSYCHOLOGISTS  Jhaniani and Tarry (2014) ―the sense of personal identity and of who we are as an individual‖  William James – two aspect of the self, the ―I‖ and ―Me‖  The ―I‖ is the, THINKING, ACTING, FEELING self (Gleitman, Gross, Reisberg 2011)  The ―Me‖ is the physical characteristic as well as psychological capabilities that makes you who you are (Hogg and Vaughan 2010).  Theory of Personality (Carl Rogers)- he also used the term ―I‖and ―Me‖ REVIEWER  Identity is composed of one’s personal characteristics, social roles and responsibilities as well as affiliation that defines who one is (Elmore, Oyserman, and Smith 2012)  Self-concept is basically what comes to your mind when you are asked about who you are. (Elmore, Oyserman, and Smith 2012)  Self, identity, self-concept are NOT FIX in one time frame  Your description in the past, present, and future about yourself varies.  They are changing at every moment  Think of malleable metal, strong and hard. Think about water.  Carl Rogers captured this idea in his concept of self-schema, on our own organized system or collection of knowledge about who we are.  Theories generally see the self and identity as mental construct created and re-created in memory.  Current researches point to the frontal lobe of the brain as the specific area in the brain associated with processes concerning the self.  The self, its mental processes, and one‟s behavior as the results of the interaction between the Id, Ego, and Superego. THREE PARTS OF THE MIND 1. ID- unconscious (desires) 2. EGO- reality/ balances the ID and Superego (experiences outside world) 3. SUPEREGO- conscience (moral, sense of guilt) THREE REASONS AS SELF AND IDENTITY AS SOCIAL PRODUCTS 1. We do not create ourselves out of nothing. 2. We need other others to affirm and reinforce who we think we are; 3. What we think as important to us may also have been influenced by what is important in our social or historical context. SELF-AWARENESS  Social interaction and group affiliation, therefore, are vital factors in creating our self-concept especially in the aspect of providing us with our social identity or our perception of who we are based on our membership to certain groups; Think of studying with friends and studying on your own. Self-awareness: Carver and Scheier (1981) identified two types of self that we can be aware of: REVIEWER 1. the private self or your internal standards and private thoughts and feelings 2. the public self or your public image commonly geared towards having a good representation of yourself to others. SELF-AWARENESS AS SELF-SCHEMA  The "actual" self is who you are at the moment.  The "ideal" self is who you like to be,  The "ought" self is who you think you should be. (Higgins 1997 in Hogg and Vaughnn 2010). Think about an athlete with academic difficulty.  Self-awareness may be positive or negative depending on the circumstances and your next course of action. Think about spending time playing computer games with your cousins and having exam tomorrow.  Self-awareness can be too much that you are concerned about being observed and criticized by others also known as self-consciousness. (Jhangiani and Tarry 2014)  Mass demonstration erupting into riot.  Deindividuation or "the loss of individual self-awareness and individual accountability in groups" (Jhangiani and Tarry, 2014).  A lot of people will attune themselves with the emotions of their group and because the large crowd also provides some kind of anonymity, we may lessen our self-control and net in ways that we will not do when we are alone.  Our group identity and self-awareness also has a great impact on our self-esteem, one of the common concepts associated with the "self"  It is defined as our own positive or negative perception or evaluation of ourselves. SOCIAL COMPARISON THEORY  We learn about ourselves, the appropriateness of our behaviors, as well as our social statures by comparing aspects of ourselves with other people. (Jhangani and Tarry 2014)  The downward social comparison is the more common type of comparing ourselves with others;We create a positive self-concept by comparing ourselves with those who are worse off than us;  By having the advantage, we are able to raise our self-esteem.  Upward comparison is comparing ourselves with those who are better off than us. REVIEWER  A lot of those who do this actually felt lower self-esteem as we highlight more of our weakness or inequities. SELF-EVALUATION MAINTENANCE THEORY  It states that we can feel threatened when someone out-performs us, especially when a person is close to us, a friend or a family: In this case, we usually react in three ways: 1. We distance ourselves from that person or redefine our relationship with them like resort to silent treatment, change of friends, while some may also redefine by being closer with that person, hoping to give him/her acknowledgment, 2. Reconsider the importance of the aspect or skill in which you were out-performed like being told that drawing is not really for you and you will find a hobby which you could excel, thus preserving your self-esteem. 3. Strengthen our resolve to improve that certain aspect of ourselves like after quitting drawing, you might join seminars, practice more often, read books about it, add some elements in your drawing that makes it unique. ACHIEVING YOUR GOAL THROUGH HARD WORK MAY INCREASE YOUR SELF-ESTEEM TOO. NARCISSISM  In attempt to increase or maintain self-esteem, some people become narcissistic;  "Trait characterized by characterized by overly high self-esteem, self-admiration, and self- centeredness." (Jhiangiani and Tarry 2014)  They are often charismatic because of how they take care of their image:  Taking care of that image includes their interpersonal relationships thus they will try to look better partners, better acquaintances, as well as people who will appreciate them a lot.  Self-esteem is very important concept related to the self, studies have shown that it only has correlation, not causality, to positive outputs and outlook.  It can be argued that high or healthy self-esteem may result to an overall good personality but IT IS NOT, AND SHOULD NOT BE, the ONLY SOURCE of a person's HEALTHY PERSPECTIVES OF HIMSELF OR HERSELF.  People with self-esteem are commonly described as outgoing, adventurous, and adaptable in a lot of situations. REVIEWER  They also initiate activities and building relationship with people: However, they may also dismiss other activities that do not conform to their self-concept or boost their self-esteem;  They may also be bullies and experiment on abusive behaviors with drugs, alcohol, and sex (Jhiangani and Tarry 2014). REVIEWER GENDER AND SOCIETY INTRODUCTION TO GENDER AND SOCIETY  SEX- biological aspects  Genitals  Chromosomes  XX(F) & XY(M)  Hormones  Estrogen(F)  Testosterone(M) CASES INTERSEX- in cases where there is no clear differentiation between the genitals or in cases where someone has both sets of genitals (penis and vagina).  GENDER- social dimension of one’s sexuality.  Characteristics, expectations, standards according to society. GENDER ISSUE  HETERONORMATIVITY- is the notion that what is “normal” SEXUAL ORIENTATION- refers to our emotional and sexual attraction to another person(s).  LGBTQIA+- lesbian, gay, bisexual, transgender, queer/questioning, intersex, asexual or ally.  Gay refers to men who are attracted to other men.  Lesbian refers to women who are attracted to other women.  Bisexual refers to people who are attracted to both male and female.  Asexual is someone who does not get sexually attracted.  Ally is not a member of the LGBTQ community but who helps spread awareness and advances the social cause. GENDER IDENTITY  Cisgender biological male and female.  Transgender is an umbrella term referring to people whose assigned sex at birth does not represent his or her gender identity. REVIEWER  Bm-woman, Bf-male  TRANSEXUAL- surgery  Queer or Questioning is someone who does not conform to any particular gender identity label or who may still be in the process of discovering it. SEXUAL ORIENTATION  HETEROSEXUAL straight.  HOMOSEXUAL lesbian and gay. GENDER ACQUISITION Gender role socialization is the process of learning and internalizing culturally approved ways of thinking, feeling and behaving. A.By example (mimicking those around us) B. By elicitation (how children are treated in terms of rewards and punishments)  EXTERNAL REGULATION- involves various institutions dictating what is proper and normal based on one’s identity. (OUTSIDE OF WHO WE ARE).  INTERNALIZED SELF-CONTROL- a person to police himself or herself according to society’s standards and norms. GENDER AND SEXUALITY ACROSS TIME GENDER IN ANCIENT CIVILIZATION  PATRIARCHY- men rule Comes from the Greek word „patriarkhes‟ which means ―the rule of the father” WOMEN EMPOWERMENT  The Women‟s Liberation Movement (Feminism)- social movements that aim to challenge the patriarchal society that creates oppressive political structures, beliefs and practices against women. GENDER AND SEXUALITY AS A SUBJECT OF INQUIRY  GENDER STUDIES is a field of study concerned about how reproductive roles are interpreted and negotiated in the society through gender. REVIEWER GENDER STUDIES AND RESEARCH  QUALITATIVE- experiences  QUANTITATIVE- numbers QUALITATIVE 1. Phenomenology – conducting intensive interviews with individuals who have experienced a particular event and understanding their ―lived experience‖ 2. Hermeneutics – understanding the meaning of texts (literary works, artworks) and what they convey about human realities 3. Ethnography – immersing in a community and taking note of their experiences, beliefs, attitudes and practices QUANTITATIVE 1. Surveys –collecting information from a sample with the use of questionnaires. 2. Experimentation – designing controlled environments and manipulating circumstances to determine how these impact behavior, thoughts and emotions. This holistic view is particularly important if gender and sexuality are to be studied using the human ecological approach. HUMAN ECOLOGICAL APPROACH- we acknowledge that human development across the lifespan is impacted by internal and external factors— physical/biological, psychological, socio-political, economic, and cultural. ETHICS IN GENDER AND SEXUALITY RESEARCH  NON-MALEFICENCE AND BENEFICENCE- A study should do no harm (non-maleficence) to participants involved.  INFORMED CONSENT  CONFIDENTIALITY- means once the researcher acquires information from the participants, the researcher has the responsibility to ensure that the said information does not get passed on to others and that the information cannot be traced back to the participants. REVIEWER  PRIVACY- participants are free to decide which information they are willing to share and which ones they would like to withhold from the researcher. LESSON 2: BIOMEDICAL PERSPECTIVE IN GENDER AND SXUALITY REPRODUCTIVE SYSTEM THE BIOLOGICAL FEMALE PUBERTY – signals final development of primary and accessory organs. EXTERNAL GENITALIA- vulva  LABIA MAJORA- protection and temperature regulation.  LABIA MINORA- protection, lubrication, and sensory role(erogenous zone)  PERINEUM- Space between anus and vaginal opening  ANUS- rectal opening  MONS PUBIS- fatty mound, cushioning, physical protection, and secondary sexual char.  CLITORIS- sensitive nerve, sexual pleasure, erectile tissue.  URETHRAL OPENING- tube that carries urine from bladder.  VAGINAL OPENING- Canal that joins lower part of uterus to outside of body. INTERNAL GENITALIA- within the true pelvis.  Uterus (womb)- Home to developing fetus; Middle layer of uterine wall; Two parts: cervix and corpus (corpus: main body of uterus that holds developing baby).  CERVIX- Small opening called is where menstrual blood flows, semen travels, and dilates during childbirth.  VAGINA- Birth canal that joins cervix to outside of the body.  FALLOPIAN TUBES- Tunnels for ova (egg cells) to travel to uterus; where fertilization of egg occurs.  ENDOMETRIUM- Inner lining in uterus; builds up and sheds monthly depends on hormonal situation.  MYOMETRIUM- Middle layer of uterine wall; main function is to induce uterine contraction. REVIEWER HORMONES  ESTROGEN  Major female hormone  Big role in reproductive and sexual development  Including puberty, menstruation, pregnancy, and menopause  PROGESTERONE  Prepares endometrium for potential pregnancy after ovulation  Prohibits muscle contractions in uterus that would cause body to reject egg  FOLLICLE-STIMULATING HORMONE (FSH)  Gonadotropins  Starting follicle (egg) development  Causing the level of estrogen to rise  LUTEINIZING HORMONE (LH)  Aids in egg maturation  Provides the hormonal trigger to cause ovulation and the release of eggs from the ovary. Females also produce and need small amount of TESTOSTERONE. Role in several body functions: Sexual desire Regulation of menstrual cycle Bone and muscle strength MENSTRUAL CYCLE Controlled by different glands and hormones that glands produce HYPOTHALAMUS – brain structure that causes nearby pituitary gland to produce chemicals which prompt ovaries to produce sex hormones (estrogen and progesterone) It is a biofeedback system where each structure and gland is affected by the activity of others Can be described by ovarian or uterine cycle UTERINE CYCLE- changes in endometrial lining of uterus  Menstrual Phase - occurs when ovum is not fertilized and does not implant itself into the uterine lining.  Proliferative Phase- FSH is released to stimulate the ovaries to produce estrogen and causes the ova to mature. REVIEWER  Secretory Phase- LH is released that causes ovaries to release a mature ovum and helps in producing progesterone.  Follicular Phase- ovarian follicle mature and get ready to release the egg (day 1-13)  Ovulation Phase- mature egg is released from one follicle down the fallopian tube (day 14)  Luteal Phase- marked after the release of mature egg (day 15-28) THE BIOLOGICAL MALE- most parts are located outside the body. EXTERNAL STRUCTURES\  Penis Male genital organ carrying the duct for the transfer of sperm during copulation; consist of erectile tissue and serves for elimination of urine  Scrotum- Cooling unit to maintain temperature (lower than 37°C) for sperm development.  Epididymis- Stores sperm for maturation; tube connecting rear of testicles to vas deferens.  Testes- Contained in the scrotum; male gonads. INTERNAL ORGANS- Called as an‖Accessory organs‖  Prostate Secretes- fluid that nourishes and protects sperm Transports.  Vas deferens- Transports mature sperm to urethra in preparation for ejaculation.  Seminal Vesicles- Two small glands that store and produce majority of fluid that makes up semen.  Bulbourethral glands (“Cowper's glands”)- Pair of exocrine glands; contribute to the final volume of semen by producing lubricating mucus secretion mature sperm to urethra in preparation for ejaculation. HORMONES  TESTOSTERONE  Major male hormone  Produced mainly by testes  Responsible for growth and development during adolescence  Development of sperm and secondary sexual characteristics  FOLLICLE-STIMULATING HORMONE (FSH)  Helps control sperm production  LUTEINIZING HORMONE (LH)  Stimulate testosterone production REVIEWER The Process of Reproduction REPRODUCTION  One of the physiological processes and most important concepts in biology.  It means making a copy, a likeness, and thereby providing for the continued existence of species.  OVULATION- is a part of a female’s menstrual cycle when a mature egg is released from the ovary and travels to the fallopian tube for possible fertilization.  CONCEPTION- is the time when sperm travels up through the vagina, into the uterus, and fertilizes an egg found in the fallopian tube.  FERTILIZATION- the time when a sperm cell successfully meets an egg cell in the fallopian tube  PREGNANCY- is the period in which a fetus develops inside a woman's womb or uterus. HOW DOES PREGNANCY OCCUR?  A mature egg, that was released by the female, travels through the fallopian tube towards the uterus  When the male and female have sexual intercourse, Sperm cells gets into the vagina through ejaculation.  The sperms cells travels through the cervix and uterus into the fallopian tube looking for an egg.  As the sperm cell burrows into the egg and fertilizes it. The fertilized egg is called a zygote.  The baby's genes and sex are set, then, the zygote moves down to the fallopian tube towards the uterus, forming a ball of cells called the blastocyst. The blastocyst floats in the uterus for 2 to 3 days.  The blastocyst attaches to the lining of the uterus and is called Implantation. The pregnancy begins officially. The Human chorionic Gonadotropin hormone (HcG), a pregnancy hormone is in the blood from the time of implantation. The Human chorionic Gonadotropin hormone (HcG) - A hormone that prevents the lining of the uterus from shedding. If the egg does not meet up with the sperm or does not implant tin the uterus, the thick lining of the uterus pass out of the body during menstruation. MENSTRUATION  Menstrual period among females occurs at an average age of 12.3 years.  It signals maturation of the adolescent female body  And is associated with the ability to ovulate and reproduce. REVIEWER LESSON 3: Risky Behaviors & Adolescents Understanding Developmental Characteristics of Adolescents THREE STAGES OF DEEVELOPMENT  EARLY(10-13)  PHYSICAL- Puberty begins, growth spurt, sexual interest.  COGNITIVE- Beginning abstract thinking, present focus.  EMOTIONAL- Parent conflict, identity formation, peer influence.  MIDDLE(14-18)  PHYSICAL- Puberty complete, girl’s growth slows.  COGNITIVE- Greater abstract thinking, goal setting.  EMOTIONAL- Independence, romantic relationships, friends central. THERE ARE THREE MAIN PHYSICAL CHANGES COME WITH ADOLESCENCE:  Physical Development  Growth spurt (an early sign of maturation);  Primary sex characteristics (changes in the organs directly related to reproduction);  Secondary sex characteristics (bodily signs of sexual maturity that do not directly involve reproductive organs).  Cognitive Development  ADOLESCENT vs. CHILDREN Adolescent thinking is on a higher level than that of children. Children are only able to think logically about the concrete, the here and now. Adolescents move beyond these limits and can think in terms of what might be true, rather than just what they see is true. They are able to deal with abstractions, test hypotheses and see infinite possibilities. Yet adolescents still often display egocentric behaviors and attitudes.  Emotional Development  Adolescents are also developing socially and emotionally during this time. The most important task of adolescence is the search for identity. This is often a lifelong voyage, launched in adolescence. Along with the search for identity comes the struggle for independence. REVIEWER RISKSY BEHAVIORS OF ADOLESCENTS IN THE PHILIPPINES -According to DOH Adolescent Job Aid Manual 2009 ADOLECENTS HEALTH RISKS 1. ALCOHOL USE 2. SUSBTANCE ABUSE 3. CIGARETTE SMOKING PREVENTING MULTIPLE RISKY BEHAVIORS 1. Support and strengthen family functioning. 2. Increase connections between students and their schools. 3. Make communities safe and supportive for children and youth. 4. Promote involvement in high quality out-of-school-time programs. 5. Promote the development of sustained relationships with caring adult. 6. Provide children and youths opportunities to builds social and emotional competence.