Philosophy Document PDF

**LESSON 1: PHILOSOPHY** - **Philia -- love; Sophia -- wisdom** - The **study of the fundamental nature of knowledge, reality, and existence**, especially when considered as an academic discipline. **The Mirror Reflection** - Understanding the Self is much more than what we see on the...

**LESSON 1: PHILOSOPHY** - **Philia -- love; Sophia -- wisdom** - The **study of the fundamental nature of knowledge, reality, and existence**, especially when considered as an academic discipline. **The Mirror Reflection** - Understanding the Self is much more than what we see on the surface. - It\'s **about exploring who we are** on a deeper level---our identity, our beliefs, our emotions, and how we relate to the world around us. **Socrates** - The **self is an immortal soul** which exists over time - To **"Know Thyself"** is to live a life of reflection, purpose, and value - The **self is the source of all knowledge**, the self is composed of **a soul** and **a body** **Reality has a dualistic nature:** **Physical realm** - imperfect, transient, changeable **Ideal realm** - eternal, unchanging, immortal **Plato** - The **self is an immortal soul** which exists over time - Elaborated the **concept of psyche** or the soul: it consists of three parts **The tripartite soul:** **The Rational -** Reason **The Spirited -** Honor **The Appetite -** Desire - **Genuine happiness** is achieved when reason is in control of Spirits and Appetites **The Chariot Analogy** **Reason** - The divine essence that enables individuals to think deeply, make wise choices, achieve true understanding of eternal truths. **Physical Appetite** - Basic biological needs such as hunger, thirst and sexual desire. **Spirit or Passion** - Basic emotions such as love, anger, ambition and aggressiveness, empathy. **St. Augustine** - Responsible for synthesizing Platonic views and Christianity. - Integrated the ideas of Plato and Christianity - There is a radical distinction between the soul and the body St. Augustine. - The soul is immortal **Relationship of body and soul:** - Augustine believes that God is transcendent and everything created by God, who is all good, is good. - The body is united with the soul so that man may be entire and complete. **Virtuous life** - To live a virtuous life is to live in love and all sin is a result of turning away from love and God **René Descartes** - "**I think, therefore I am**." - The self (man) is a thinking being capable of rational inquiry. - Thinking processes: Doubting, understanding, affirming, denying, willing, refusing, imagining, feeling - Knowledge originates from an individual's reasoning ability (Rationalism). - Being **self-conscious** is integral to building a personal identity. **View of the Self** **The Physical Self** - is a part of nature, governed by the physical laws of the universe, available to scientific analysis and experiments. **The Conscious Self (mind, soul)** - is part of the spiritual realm, independent of physical laws of the universe and governed only by the laws of reason and God's will. **John Locke** - "Personal identity is made possible by self-consciousness" - All knowledge originates from direct experiences (Empiricism). - Knowledge is based on the careful observation of **sense experience** and memories of previous experiences. **Locke's Reflections** - To discover the nature of personal identity, we're going to find out what it means to be a person. - A person is a thinking, intelligent being who has the abilities to reason and to reflect. - A person is someone who considers itself to be the same thing in different times and different places. - Consciousness always accompanies thinking and is an essential part of the thinking process. - Consciousness makes possible the belief that we are the same identity in different times and different places. **David Hume** - "There is no self" - The self is only a bundle of constantly changing perceptions passing through the theater of our minds - What people experience is just a bundle or collection of different perceptions, impressions, sensations, ideas, thoughts, and images. - The idea of personal identity is a result of imagination. **Immanuel Kant** - **"We construct the self"** - Primary experiences are not disconnected, these are in fact **organized and stable** - Immanuel Kant believed that the self is **the active mind** that organizes and makes sense of our experiences. He argued that our mind shapes how we perceive the world, and through this process, we construct our understanding of the self. - "your world according to your terms" **Sigmund Freud "The Self if Multi-Layered"** **Conscious Level** - Thought, Perceptions **Preconscious Level** - Memories, Stored Knowlegde **Unconscious Level** - Fears, Violent Motives, Immoral Urges, Selfish Needs. Etc. **Provinces of the Mind:** **Id:** **"I want to do that now"** - The part that wants instant pleasure and doesn\'t think about consequences. **Ego**: **"Maybe we can compromise"** - The part that balances desires with reality, making practical decisions. **Superego: "It's not right to do that"** - The part that acts like a conscience, telling you what is right or wrong. **Gilbert Ryle** - **"The Self is how you behave"** - **"I act therefore I am."** - In defining the self, it is necessary to focus on **observable behavior.** - What is the self being presented in the world. - Mind wills and the body executes it. - The self is understood according to the patterns of behavior **Paul Churchland** - **"The Self is the Brain"** - Mental states are superseded by the brain. - Physical states have an emotional impact on our mental and emotional functioning. - Understand the nature of the brain. - Coined the term: Eliminative materialism: it contended that scientific theory does not require reference to the mental states posited in informal, or "folk," psychology, such as thoughts, beliefs, desires, and intentions **Maurice Merleau-Ponty** - **"The Self is embodied subjectivity"** - Viewed the self from **a Phenomenological Perspective** -- refers to the conviction that all knowledge of ourselves and our world is based on the "phenomena" of experience. - We have our own lived experiences. - Consciousness is a dynamic form responsible for actively structuring our consciousness. **LESSON 2: SOCIOLOGY** - The study of formed **norms, beliefs and values** that come to exist within the person; becomes natural and normal. - The study of social life, social change, the social causes and consequences of human behavior. **Modernization** - Has significantly changed society - Modernization has also **"delocalized"** the self: detachment from traditional attachment to the community. - The self is released from time- honored traditions and communal attachments and faces infinites possibilities (i.e. free to seek its own identity). **Characteristics of Modernity (Giddens)** **Industrialism** - People rely more on machines to produce goods and services, which has changed how we work and live. - **Dependence on machines** rather than people **Capitalism** - This is an economic system where businesses compete in the market, and workers sell their labor to make money. It's all about competition and making profits. - **Commodification of labor --** selling your skills/abilities in exchange for wages. **Institutions of Surveillance/surveillance capacities** - which is defined as **"the supervision of the activities of subject populations (mainly, but not exclusively) in the political sphere".** - Governments and other organizations have gained a lot of power to monitor and control what people do. **Dynamism** - Characterized by vigorous activity and progress. - Nothing stays the same for long, and there's a sense that anything is possible, but this also means that life can feel uncertain and unpredictable. **Social Groups** - Having two or more **people interacting with each other**, sharing **similar characteristics, identify themselves** as part of a group **TYPES of Groups:** **Organic** - **Family** **Rational groups** - **Friends** **Social Networks** - The ties or connections that link you to your social group - **Family** = Blood relation - **Barkada** = Friendship **The Social Self (George Herbert Mead)** - **Theory of the Social Self** - **Definition of the self:** The self is a product of social interactions and internalizing the external (i.e. other people's) views along with one's personal views about oneself. **JOHARI WINDOW MODEL:** **Open Area** - This is the part of ourselves that we are aware of and others are too. **Blind Spot** - This quadrant represents what others know about us that we aren't aware of. **Hidden Area** - This is what we know about ourselves but keep hidden from others. **Unknown** - It includes unconscious or undiscovered parts of our personality or potential. **Mead and Vgotsky: The Social Self** **Mead's Stages of Role-Taking:** **1. Acquisition of Language/Preparatory Stage** - Symbols, meaning, gestures allow other people to understand them. - Children mimic what they see and hear from others. **2. Play Stage** - Play is the universal language of childhood. - Perspective taking, the child assumes "the other". **3. Game Stage:** - individuals take into account "rules" **Two Sides of the Self:** **I** - The self that is unsocialized and spontaneous - The 'I' enables the person to express individualism and creativity and it does not blindly follow rules. **Me** - The product of what has been learned from interactions with others. - Learned behaviors, attitudes, expectations. - Exercises control over the self, Sees to it that rules are not broken. **Bronfenbrenner's Ecological Systems Theory** - The ecological theory focuses on the impact that environment plays on the growth and development of an individual. **MICROSYSTEM** - The microsystem refers to **the environment in which an individual lives.** **MESOSYSTEM** - The mesosystem is described as **the interactions between the microsystems.** **EXOSYSTEM** - Is a system in which **the individual plays no role in the construction of experiences**, but **these experiences have a direct impact on the microsystems** the individual is part of. **MACROSYSTEM** - Is **influenced greatly by the culture and society** in which a person lives. **Lesson 3: Anthropological Perspective** **Anthropology** - "the science of humanity" (Encyclopedia Britannica, 2018) - The study of human beings and their ancestors through time and space and in relation to physical character, environmental and social relations, and culture. (Merriam-Webster) - Main focus: understanding the human condition in its cultural aspect **The Self Embedded in Culture** - The idea here is that who you are-your identity, beliefs, values, and how you see yourself is deeply influenced by the culture you belong to. **How the self is constructed:** **Independent constructs (individualistic culture)** - The self is separate, distinct, with emphasis on internal attributes. - The **self is central**. - Personal goals are valued more than group interests. - Imagine someone who values their personal achievements and likes to stand out from the crowd. **Interdependent Construct (collectivist culture)** - Is typical of the **collectivist culture** in East Asia, focuses on connections with people - You focus on relationships, fitting in, and maintaining harmony. - Imagine someone who prioritizes their family\'s or community\'s needs over their own and values teamwork. **Independent self** is about **\"me\"** **Interdependent self** is about **\"we\"** **Culture can influence** - Relationships, personality traits, achievement, and expressing emotions. **Relationship** **Western Societies:** - Marriage is typically viewed as a voluntary, personal choice. **Eastern Societies:** - Marriages are often arranged by families. **Components of Culture:** **Non-material -** Intangible - **Values** - **Beliefs** - **Symbols** - **Language** **Material -** Tangible **Elements of Culture:** **1. Symbols** - Things that represent something **2. Language** - Method of human communication (verbal and nonverbal) **3. Norms** - Cultures differ widely in their norms, or standards and expectations for behaving. **Formal norms:** - Also called mores and laws, refer to the standards of behavior considered the most important in any society. **Informal:** - Also called folkways and customs, refer to standards of behavior that are considered less important but still influence how we behave. **4. Rituals** - Established procedures that mark transitions in the community. **5. Values** - Societal judgements of what is good and bad passed on from one generation to another. - **Positive core values:**...family is of fundamental importance....honesty is always the best policy and that trust has to be earned....maintaining a healthy work/life balance. - **Negative core values:**...people are powerless to change their fates or personal situations....you don't deserve good things or relationships in life....other people are fundamentally untrustworthy and unloving **6. Artifacts:** - Material objects that constitute a society's material culture. **Lesson 4: Psychological Perspective** **Psychology** - Scientific study of how people behave, think and feel. **Cognitive** - Relating to mental process that is involve in knowing, learning, and understanding things. **Focus of Psychology:** - How the brain works - How memory is organized - How people interact with groups - How children/individuals learn about the world **Psychology** **Sigmund Freud** - The importance of unconscious Father of Psychoanalysis Three layers of the self **1. Id -Makahayop (primal)** - First part of the self to develop - the seat of all our desires and wants **2. Ego -- Makatao** - Know what is right and wrong **3. Super-ego -- maka-diyos** - It strives for perfection **Jean Piaget** - A Swiss clinical psychologist who pioneered **"The Theory of Cognitive Development"** - Cognitive Development is defined as the progressive reorganization of mental processes brought about by **biological maturation** and **environmental experience** **Jean Piaget's Cognitive Development** **Basic Elements:** **1. Schema** - Building blocks of knowledge - Mental organizations that individual use to understand their environment - Example: the word "DOG **2. Adaptation** - Involves the child's learning process to meet situational demands - 2 processes: **Assimilation** (application of previous concepts to new concepts) **Accommodation** (altering previously learned information to to change our current thinking) **Four Stages of Development:** **SENSORIMOTOR STAGE** - The child begins to interact with the Environment. - 0-2 **PREOPERATIONAL STAGE** - The child begins to represent the world symbolically. - 2-6 or 7 **CONCRETE OPERATIONAL STAGE** - The child learns rules such as conservation - 7-11 or 12 **FORMAL OPERATIONAL STAGE** - The adolescent can transcend the concrete situatiions and think about the future. - 12-Adulthood **Susan Harter: Self-Concept** - Harter provided a framework which talked about the emergence of the self. - Developing cognitive capacities X socialization experiences = **SELF** **Development of Self Concept (Stages)** **1. Early childhood (ages 2-6):** - Children think of themselves in terms of **observable, verifiable** characteristics; physical attributes. **2. Middle childhood (7-11 years old)** - The self is described in terms of **trait-like constructs.** **3. Adolescence (12-18)** - Emergence of more abstract self-definitions **related to inner thoughts, emotions, attitudes and motives.** - Example: **I am feeling blue** - **My mind is a blur** - **I have roller-coaster emotions** **4. Emerging Adulthood** - Visions of a "possible self," the age of possibilities **William James: The "I" and the "Me"** ** Two elements of the self** **I Internal** - Pure ego, subjective. - Aware of its actions. - Initiator of behavior. - Sense of uniqueness. - Sense of continuity **Me External** - Self in relation to physical characteristics, personalities, social roles, relationships, thoughts, feelings. - Dimensions: physical, social, spiritual **Features of the Self (William James):** **The Material Self:** - Extensions of the self, "ours" **The Social Self:** - How we are regarded and recognized by others **The Spiritual Self:** - Our self perceived abilities, attitudes, emotions, interests **Pure Ego (The Transcendental Self):** - Our awareness of our self **Carl Rogers: "The Self Theory"** **Humanistic Psychology** - Self-concept refers to the image of oneself. - He fined the self as a flexible and changing perception of personal identity. **Real Self:** - It\`s the self that feels mostly true to what and who we really are. **Ideal Self:** - Is defined as one's view of self as one wishes to be. **THE IDEAL SELF AND REAL SELF** **IDEAL SELF** is the person you would like yourself to be; the concept of the "best me" who is worthy of admiration. **REAL SELF** is the person you actually are, it is how you behave right at the moment. **The importance of alignment: According to Rogers** - "If the way that I am (the real self) is aligned with the way that I want to be (the ideal self), then I will feel a sense of mental being or peace of mind. **CONGRUENT:** - The self-concept is similar to the Ideal self - There is more overlap - Person can self-actualize **INCONGRUENT** - The self-concept is different from the Ideal self - There is a little overlap - Self-actualization can be difficult **ERIC BERNE: Transactional Analysis** **EGO STATES** - Every person has three parts of the SELF. - **Ego States:** Refer to distinct parts of a person's personality or behavior that influence how they think, feel, and act in different situation. - People communicate with one another assuming roles of the ego states **Parent Ego State:** - "controlling parent" **Adult Ego State:** - Rational, voice of reason, asserts itself **Child State:** - Natural child, the little professor, adaptive child **ERIC BERNE: Transactional Analysis** **TYPES OF EGO STATES:** **1. THE PARENT EGO STATE** - Is the voice of authority, it could be comforting voice or a "controlling/critical parent" voice that tells what you should or you should not do. **2. THE ADULT EGO STATE-** - Is the rational person, it is the voice that speaks reasonably and knows how to assert herself/himself. **3. THE CHILD EGO STATES o THE NATURAL CHILD** - Who loves to play but is sensitive and vulnerable **4. THE LITTLE PROFESSOR** - The curious child who wants to try everything. **5. THE ADAPTIVE CHILD** - The one who reacts to the world, he/she could be trying to fit in or is rebelling against authority. **ERIC BERNE: Transactional Analysis** **Examples:** 1. **Parent-Child Transaction (Critical Parent)** **Sender (Manager):** \"Why are you always late for meetings? You need to be more responsible!\" **Ego state:** Critical Parent (judgmental and authoritative) ** Receiver (Employee):** \"I\'m really sorry; I'll try harder next time.\" **Ego state:** Child (submissive and apologetic) **2. Adult-Adult Transaction (Problem-Solving)** ** Sender (Coworker 1):** \"We need to finish this project by tomorrow. Do you think we can complete it on time?\" ** Receiver (Coworker 2):** \"Yes, if we divide the tasks evenly and focus, we should be able to meet the deadline.\" **3. Child-Parent Transaction (Nurturing Parent)** ** Sender (Child):** \"I fell off my bike and hurt my knee. It really hurts!\" ** Receiver (Parent):** \"Oh no! Let's clean it up and put a bandage on. You\'ll feel better soon.\" **4. Parent-Adult Transaction (Directive Parent)** ** Sender (Supervisor):** \"Make sure you submit the report by 5 PM today.\" ** Receiver (Employee):** \"Got it. I\'ll make sure it\'s ready by then.\" This is a **Parent-Adult transaction where the supervisor** gives a directive, and the employee responds in an Adult state by acknowledging the instruction without emotion. **5. Child-Child Transaction (Playful Exchange)** ** Sender (Friend 1):** \"Let's skip work and go to the beach today!\" ** Receiver (Friend 2):** \"That sounds fun! I'm in!\" This is a **Child-Child transaction** where both friends are interacting playfully and impulsively.