Understanding The Self Module 1 PDF

COURSE OVERVIEW Course Code GE-SS 101 Descriptive Title UNDERSTANDING THE SELF (WITH GAD) School Year/Term 2020-2021 First Semester Mode of Delivery Modular Name of Instructor/ Mona Rea R. Cabalo; Karen Faye Torrecampo; Nenita V. Prof...

COURSE OVERVIEW Course Code GE-SS 101 Descriptive Title UNDERSTANDING THE SELF (WITH GAD) School Year/Term 2020-2021 First Semester Mode of Delivery Modular Name of Instructor/ Mona Rea R. Cabalo; Karen Faye Torrecampo; Nenita V. Professor Flores; Lourna Acaso; Roy Royeras; Paul Paloma Course Description This course deals with the nature of identity, as well as the factors and forces that affect the development and maintenance of personal identity. This course is intended to facilitate the exploration of the issues and concerns regarding self and identity to arrive at a better understanding of the self. It strives to meet this goal by stressing the integration of the personal with the academic – contextualizing matters discussed in the classroom and in the everyday experiences of students – making for better learning, generating a new appreciation for the learning process, and developing a more critical and reflective attitude while enabling them to manage and improve their selves to attain a better quality of life. Course Outcomes Demonstrate critical and reflective thought in analysing the development of one’s self and identity. SLSU Vision A high quality corporate science and technology university. SLSU Mission SLSU will produce S and T leaders and competitive professionals; generate breakthrough research in S and T – based disciplines; transform and improve the quality of life in the communities in the service areas; be self-sufficient and financially viable. Module Guide This material consists of 5 modules from the three chapters of this subject; Understanding the Self. Each module is designed to help students attain the desired outcomes of the course. The modules are structured with segments of lessons, each of which has common integrated parts; learning outcomes, discussions, individual reflective activities, supplemental readings and assessment tasks. This material shall be navigated accordingly as its sequence. 1  Pre-Test Name: _______________________________ Course, Year & Section: _________________________ Directions: Before we proceed to your lessons, you need to first take a pre-test to assess your understanding on the previous concepts that are related in this subject. Encircle the letter of your answer. 1. This is a great factor that affects the development of an individual. This includes a community’s behavior, eating habits, clothing, beliefs, values, customs, experiences and assumptions. a. Self b. Society c. Culture d. Consciousness 2. Irene considers herself as a materialistic person. She makes sure to purchase items online every payday. She also shops in the mall every week. She becomes unhappy whenever she is unable to shop items. She feels unsatisfied when she cannot buy what she likes. According to Three Dimensions of Orienting Values by Richins, Irene can be categorized in: a. Acquisition centrality b. Acquisition as the pursuit of happiness c. Possession-defined success d. All of the above 3. What are the ways to experience one’s sexuality? a. Through the body b. Through societal roles c. Through relationships d. All of the above 4. According to Freud, information that you are not currently aware of that can be easily recalled into awareness resides in which part of the mind? a. preconscious b. conscious c. unconscious d. subconscious 5. Individuals nowadays have a hard time accepting how they look like. What could be the ultimate cause of this? a. Because they are not contented b. Because they are being bullied c. Because of society’s standards d. Because of fear of rejection and discrimination 6. Noelle is born a girl and claims she is attracted to men however she loves to wear masculine outfit. How do we describe her using the Genderbread person? a. Identity: Woman, Expression: Masculine, Sex: Male, Orientation: Homosexual b. Identity: Woman, Expression: Masculine, Sex: Female, Orientation: Heterosexual c. Identity: Man, Expression: Feminine, Sex: Female, Orientation: Homosexual d. Identity: Man, Expression: Masculine, Sex: Male, Orientation: Heterosexual 2  MODULE 1 THE SELF FROM VARIOUS PERSPECTIVES: PHILOSOPHICAL, SOCIOLOGICAL, ANTHROPOLOGICAL, AND PSYCHOLOGICAL PERSPECTIVES OF THE SELF Intended Learning Outcome: By the end of the lesson, the students are able to explain the development of the self using the discussed concepts. Lesson 1: Philosophical Perspectives of the Self Keywords:  Philosophy  Sociology  Anthropology  Psychology  Identity  Self Introductory Activity 1: Encircle the words below that best describes you. You may also add further words. After which, explain in a few sentences what has influenced you to acquire these traits. Adaptive Self-Aware Dependable Intelligent Fearless Compassionate Hard Worker Respectful Calm Humble Energetic Clever Creative Confident Thoughtful Realistic Cautious Cooperative Shy Quiet Attentive Picky Ambitious Critical Traditional Others Words that describe you: __________ ________ _____________ What do you think are the influences that made you have the traits you chosen above? _________________________________________________________ _________________________________________________________________ ____________________________________________________________________ _______________________________________________ _____________________________________________________ _____________________________________________________ 3 Introduction: In understanding the self, we must first undertake the concepts that tries to define what the “self” is. In this lesson we first discuss about how the study of Philosophy tries to study and unravel the concept of the “self” Philosophy is the study of the basic or fundamental principles of life, knowledge, reality, existence, morality, human nature, etc., through the use of logic and reason. This study includes understanding what and how the self is formed. In this lesson, you will be provided with the different philosophical concepts in order to identify, differentiate and analyze how the self is formed as founded by Philosophy. A. Ancient Philosophy: Philosopher Concept of the Self Socrates He is a philosopher that was principally concerned on man. He is famous for the line, “Know thyself.” He emphasized that every individual must consciously understand themselves, in every aspect of their life, may it be mentally, emotionally and spiritually. Socrates said “An unexamined life is not worth living.” Thus, he focused on the importance of the conscious effort to evaluate how we are doing every day. This concept tells us to examine deep within our self. Try asking yourself, “How am I today? Am I happy or sad, why?” Answering questions like this creates in you an awareness of how the self is. It also creates a sense of knowing and identifying the state of “being” you are right now. Plato This philosopher is a student of Socrates and as a student he also talked about how the self is formed or what consists of the self. He said that the Self has 3 parts. He said all individuals have 1) Reason, 2) Physical Appetite, & 3) Spirit/Passion.  Reason – is the ability for us to think deeply. All individuals, you and me, are able to think, whether right or wrong, just or unjust and good or bad.  Physical Appetite - accounts for the basic biological needs such as hunger, thirst and sexual desire.  Spirit/Passion - accounts for the basic emotions such as love, anger, ambition, aggressiveness, empathy. Do you believe that the self consists of these 3 parts? Or are there other parts that Plato should have included? Aristotle This philosopher argued with the previous philosophers. He said that the self is a Tabularasa or a blank tablet. This means that the self is initially empty and that as time and experience progresses, we receive new learning and our self is slowly formed. According to him, the development of the self is a continuous process of developing and becoming. Every experience, whether good or bad, has created an impact to what we are today. Try asking yourself, “what experiences in your life do you believe has greatly affected who you are today?” 4  As time progressed, Philosophy’s notion of the “self” has also evolved. Below are some of the concept of “self” from the Modern Philosophy. B. Modern Philosophy Philosopher Concept of the Self René This modern philosopher is famous for his line: “Cogito ergo sum.” Descartes Which translates as “I think, therefore, I am.” He believes that the self is a thinking thing. The self is always thinking. Our being thinks and according to him, we stop being “who we are” when we stop thinking. Has there been a time you always thought that life has been hard you would not want to think at all? Well, this philosophy emphasizes that the more we think about not thinking, the more we should deepen about giving our “self” a thought. What have been your thoughts these past few days?  Sigmund This psychologist said that the SELF (or mind) is multi-layered: 1) Freud Conscious, 2) Preconscious 3) Unconscious.  Conscious – is the part of the Self that is aware of what he/she does. For instance, you are aware that you are looking at these words right now. You are aware about your name, your family and where you live.  Preconscious – is the part of the Self which is considered as half conscious and half unconscious. These could be thoughts that you don’t always have to remember because you have been used to in doing. An example of this would be; do you notice how you when you go inside a room, you always turn on the switch of the room even if it’s already on? Your automatic behavior belongs in the preconscious.  Unconscious – this is the part of the Self which is considered hidden. They are not the thoughts that you usually think of. Unconscious part consists of your dreams, desires, traumas and past pain or pleasure that Self prefers to be hidden from others. Gilbert Ryle This philosopher believes that the Self can be defined through the study of Behaviorism. He says that the self is a pattern of behavior, the tendency or disposition for a person to behave in a certain way in certain circumstances. Have you tried judging others and even yourself based on how you behaved in specific situations? Maurice This philosopher believed that in order to understand the Self. We must Merleau- use the Phenomenological approach. This means describing the Ponty phenomena of the lived experience by describing what your immediate responses are — physically, emotionally, cognitively. This means we are only able to understand the Self on our own personal point of view. Nobody can fully say that the Self is like this and like that. According to this approach, only in the view of the one who “lived” an experience can fully explain how he feels, thinks and do with regards to that situation. Take for example the question: “What happens to you when you fall in love – physically, emotionally, and mentally?” When you ask others about this question, you may realize that they may have a different answer from yours. This is because according to this philosopher, who we are differs because we see, feel and think about the experiences differently from others. 5 Name: _______________________________ Course, Year & Section: _________________________ Application: Each of the philosophical concept is unique. All of these have distinct explanations of what the self is. We may believe one, two or all of these theories in explaining the self. What about you? What theories do you associate most with regards to what the “Self” is? In this activity, choose one (or more) theory from Ancient Philosophy and Modern Philosophy and explain how these theories have been real in your life. Chosen Theory Life Experience Ancient Philosophy: Modern Philosophy: “We know not through our intellect but through our experience.” - Maurice Merleau-Ponty 6  Lesson 2: Sociological and Anthropological Perspectives of the Self Introductory Activity 2: Read the questions and input your answers in the space provided. Write at least 5 things (one in each box) that other people (family, friends, peers, classmates, teachers, neighbors, and others) describe you to be. Source: www.vectorstock.com Next, explain in a few words why you believe these descriptions are true or untrue about who you truly are. _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ Introduction: Understanding our self requires understanding how our environment affects us. Society and culture impacts how we behave, how we view certain circumstances in the world, how we make decisions and ultimately how we view our selves. Sociology is the study of human society and social behavior, from large-scale institutions and mass culture to small groups and individual interactions. This study involves how society behaves as a group and how these behaviors affect humans and vice versa. In deepening the understanding of the “self”, we must take into consideration how society plays the role in the molding of the identity of a person. 7  A. The Looking Glass Self Sociologist Charles Horton Cooley introduced the “Looking Glass Self” in 1902 to highlight that the people with whom we interact with becomes a mirror in which we view ourselves. According to this sociological theory, our self-identity is achieved through a threefold event as specified below: 1. Conceiving an idea of how you present yourself to others 2. How you analyze how others see you 3. How you adjust accordingly to that analysis and create a self-image Image Source: www.freepik.com Let’s have an example for this one. Lisa, a 16 year old, went to school wearing a loose shirt and loose pants thinking it was trendy. Some of her classmates reacted that she looked like a boy and shouldn’t be wearing it. Lisa thought that her classmates hated her because of her outfit. Thus, the next time around, she only wears what her classmate’s outfits were. In the situation, Lisa analyzed that her classmates hated her because of her outfit and then adjusted how she behaved afterwards due to this analysis. This tendency sometimes becomes disadvantageous for us. It is not all the time that our analysis or assumptions of what other people think of us is correct. In the situation above, what if her classmates only shared their sentiment and not necessarily “hated” her? There are times that we assume incorrectly what other people think of us. And this assumption greatly affects us. What about you? Were there moments you had assumptions of how people see you? Do you think you could have assumed it correctly or incorrectly? Were there moments you were affected by how people see you? Or were you greatly affected by “what you think” how they see you? Take note, be careful in being very critical on how others see you. As times, this would lead in creating a negative self-image of ourselves and this becomes unhealthy for us. 8  B. I and Me Another sociological theory that talks about the formation of the self is George H. Meads, “I & Me” theory. He supports the view that person develops a sense of self through social interaction and not the biological preconditions of that interaction. Mead’s theory explained that the self has two divisions: the “I” and the “me”. “I” is the subjective element and the active side of the self. It represents the spontaneous and unique traits of the individual. This refers to your usual reaction/behaviour towards a specific event. (e.i. crying when sad, screaming when afraid) Image Source: www.vectorstock.com “Me” is the element of the self that represents the demands of other people and individual’s awareness of those demands. Example would be – controlling one’s crying when in front of people or being silent when attending class or going to church. Image Source: www.vectorstock.com According to Mead, the full development of the self is attained when “I” and “me” are united. The self develops only with social experience in which language, gestures and objects are used to communicate meaningfully. Through experiences, the self continues to change and develop. Thus, the self is created through his adjustment to one’s environment (me) and his natural behavior of things. Let have an example for this one. Ben is a very talkative person. He makes a lot of friends by talking to them about random things. One time as he was attending a conference, he was scolded by the organizer for talking while the event is ongoing. Later on, Ben adjusts and waits for the time to be able to chit-chat with friends while attending certain events. In the example above, what do you think is the “I” here? ____________________________ What about the “me”? ___________________________. Take note that according to Mead, our social self is continuously adapting depending on the demands of our social experiences. Thus, our self is dynamic and evolving. 9  C. The Self as Embedded in Culture The concept of Anthropology also contributes to the understanding of the “Self”. Anthropology is the study of people throughout the world, their evolutionary history, how they behave, adapt to different environments, communicate and socialize with one another. One concept of Anthropology that enables in understanding the “self” more is Culture. Culture is defined by Clifford Geertz as a system of inherited conceptions expressed in symbolic forms by means of which people communicate, perpetuate, and develop their knowledge about the attitudes toward life. He further proposes that it is necessary that humans give meanings to their experiences so that order can be established. This perspective in culture is helpful in trying to understand the conceptual world where human beings live. In trying to understand the self, Geertz suggests two important ideas: 1 Culture should not be perceived only as behavioral patterns such as traditions, habit clusters, customs usages. It should be also thought as set of control mechanisms- plans, recipes, rules, and instructions for governing behavior. Image Source: blog.socialstudies.com 2 Man is the only animal most desperately dependent upon such control mechanisms and culture programs to govern his behavior. Image Source: hro-partners.com Therefore, man is defined by his genetic potentials shaped into actual accomplishments which is made possible by culture. Geertz also emphasizes that human nature is interdependent with culture. Without men, there is no culture but most importantly without culture there is no man. The following examples below show the culture of Filipinos:  Filipinos are known to be very resilient  Filipinos are very respectful  Filipinos take pride in their families  Filipinos help one another “bayanihan”  Filipinos are very religious  Filipinos love to eat and sing These examples mentioned above has one way or another affected who we are as individuals. Because these cultures have been taught to us by our elders and have been practiced everywhere in the Philippines, it becomes automatic for us to acquire in our “selves”. Thus, these practices whether positive and negative will have an effect of who we are as individuals. It is up to us to analyze whether these practices adversely affect us and our daily lives. Therefore, we must always check whether some Filipino practices are good or bad for us and if it is rightful to continue doing these practices. 10 Name: _______________________________ Course, Year & Section: _________________________ Application: Directions: Answer the following questions honestly. Write your answers in the space provided. 1. How do you think did your family and relatives influence in your development of the self? 2. What social pressure do you think has affected the development of your “self”? 3. In what way did these social pressures become good or bad for you? 11  Lesson 3: Psychological Perspective of the Self Introductory Activity 3: In the space provided below, answer the following statements in each box. Afterwards, answer the questions below the boxes. One thing that One thing that When I am makes me laugh makes me cry angry, I tend to One thing that When I am One thing that most people don’t stressed, most people know know about me I tend to about me Image Source: www.dreamstime.com What do you think of the activity above? _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ Does knowing things about yourself make you understand yourself better? _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ 12 Introduction: Psychology is the scientific study of the mind and behavior. It encompasses the biological influences, social pressures, and environmental factors that affect how people think, act, and feel. Gaining a richer and deeper understanding of psychology and its different theories can help a person achieve insights of what the self is. Being aware of how our mind works and how our behaviour and emotions are create a deeper understanding of the self. In this lesson, two topics shall be introduced in order to further understand how the structure of our mind and emotions affect our behaviour and eventually create our personalities. A. Sigmund Freud’s Construction of Self and Personality According to Sigmund Freud, the dynamic forces within the self are many and inevitable conflict. He argues that the mind is composed of three structures through which the personality is formed: The Id refers to the component of the personality characterized by its need to satisfy basic urges and desires and demands instant gratification. Because its sole function is to seek pleasure, we say that the id serves the pleasure principle. The ego or I, is the only region of the mind in contact with reality. It is governed by the reality principle, which it tries to substitute for the pleasure principle of the id. As the sole region of the mind in contact with the external world, the ego becomes the decision-making or executive branch of personality. The superego, or above-I, represents the moral and ideal aspects of personality and is guided by the moralistic and idealistic principles as opposed to the pleasure principle of the id and the realistic principle of the ego. Image Source: courses.lumenlearning.com In Freud’s view, the id, ego, and superego develop in a series of stages. Freud calls these the psychosexual stages of development. Each stage is associated with conflicts that the individual must resolve so that he or she can move to the next stage. Freud also believes that each stage has needs and if not met may result in fixation which would have lasting negative effects on one’s personality. 13  Stage Age What happens at this stage? What happens if the need is dissatisfied? Oral 0 – 1 year Babies derive pleasure from Overindulgence may result to Stage old oral activities like sucking and personality disorders such overeating, biting smoking, and alcoholism. Dissatisfaction may result to oral aggressive personality such as sarcasm and tactlessness. Anal 2 – 3 years The child derives pleasure Anal fixations can lead to anal retentive Stage old from elimination of body personality disorder such as having wastes. obsession with cleanliness or anal expulsion disorder such as clumsiness. Phallic 3 – 6 years Children around this age Fixations of this stage may lead to Stage old derive pleasure from abnormal sex behaviors in later life. examining, touching, fondling, or displaying their genitals. They become curious of the differences between the anatomy of man and woman. Latency 7 – 12 years At this stage, sexual energy is Stage old repressed because children become occupied with school. Genital Adolescence Pleasure is again derived from Sexual problems may result as a Stage to the genital area and consequence of inappropriate sex adulthood individuals seek to satisfy behaviors. their sexual drives from sexual relationships. Let’s have an example for this one: George wants to buy a new smartphone but his money is not enough. He thought of getting money from his mother’s card. However, he understood that it was not the right thing to do. He then asked his mother to let him borrow money that he would gradually pay back. In this example given, which structure prevailed? The Id, Ego or Superego? Why do you think so? _________________________________________________________________________________________ Take note that, according to Freud, the key to a healthy personality is a balance between the id, the ego, and the superego. If the ego is able to adequately moderate between the demands of reality, the id, and the superego, a healthy and well-adjusted personality emerges. Freud believed that an imbalance between these elements would lead to a maladaptive personality. If the ego is able to adequately moderate between the demands of reality, the id, and the superego, a healthy and well-adjusted personality emerges. Freud believed that an imbalance between these elements would lead to a maladaptive personality. What about you? Have you experienced moments were you had a conflict with what you want versus what should be done? How were you able to deal with it? 14  B. Carl Rogers’ Self Theory: Real and Ideal Self Carl Rogers defines the self as flexible and changing perception of personal identity. The self is the center of experience. He suggests that the self develops from interactions with significant people and awareness of one’s own characteristics and level of functioning. According to Rogers, human beings are always striving for self-fulfillment and self-actualization. When the needs of the self are denied, severe anxiety may arise. Central to achieving self-actualization is the development of self-concept. Rogers suggests two components of self-concept: the real self and the ideal self. The real self consists of all the ideas, including the awareness of what one is and what he or she can do. On the other hand, the ideal self is one’s conception of what he or she should be. This includes what he or she aspires to be, his or her goals, and ambitions in life. In Roger’s view, the closer the ideal self to the real self, the happier the individual becomes. When the real self is far from the ideal self, the individual becomes unhappy and dissatisfied. Real Self Self Ideal Self Real Self Self Ideal Self Satisfied Individual Unsatisfied Individual Let’s have an example for this one: Cindy is born with as a small, brown-skinned with curly hair girl. She often sees girls as beautiful when they’re fair-skinned, tall and with straight hair. Thus, often times she gets unsatisfied with how she looks like. She always labels herself as ugly and would be shy when facing other people. In the example above, Cindy grew with a distorted self-concept. Her self was not in line with her ideal self. The inconsistence in her real self and her ideal self often leads to unhealthy self-image. This may cause other people to be anxious and depressed due to their unsatisfied wants. In your opinion, what could make Cindy be satisfied with how she looks like? Carl Rogers believed that humans have one basic motive that is the tendency to self-actualize. A person may be able to fully grow given that the conditions are right. Each person will flourish and reach their potential if their environment is good enough. The potential of an individual human is unique, and we are meant to develop in different ways according to our personality. Rogers believed that people are inherently good and creative. They become destructive only when a poor self-concept or external constraints override the valuing process. Take Note: Carl Rogers believed that for a person to achieve self-actualization they must be in a state of congruence. This means that a person’s ideal self is in harmony with their actual behaviour. 15 Name: _______________________________ Course, Year & Section: _________________________ Application Instruction: Write as much as possible traits, characteristics, values etc. that describes your real and ideal self. Write your answer in the Venn Diagram. Write in the overlapping part of the circles the traits, characteristics, etc. that you think can be both found in your real self and ideal self. Afterwards, answer the questions below: My Real Self My Ideal Self Do you think you are truly satisfied with yourself right now? ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ What do you think can be done to be more satisfied of yourself? ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ 16 ASSESSMENT Name: ______________________________________ Year and Section: __________________ Instructions: In the illustration below, create your own assumption or perspective on the development of the self using the lessons that has been covered. You may use more than one page if needed. Philosophically, how does the “SELF” develop? Sociologically, how does the “SELF” develop? You may use one or more or a mix of the theories You may use one or more or a mix of the theories to explain or you may come up with your own to explain or you may come up with your own theory. theory. How does the develop? Psychologically, how does the “SELF” develop? You may use one or more or a mix of the theories to explain or you may come up with your own theory. 17 Rubrics: For you to be guided on how your work will be rated, please see details of the rubrics below: CATEGORY 30 25 20 15 10 Main concept The main The main The main The main The main concept concept is concept is concept concept of the has no relation to appropriate relevant belongs to the subject is not the main theme. and relevant within the topic, but it is exposed in a to the topic. topic, but not clear and does not fundamental or orderly way. present a answers the focus focus question. question. Subordinate It includes all It includes Some of the Most of the It did not include the concepts the most of the important important most significant important important concepts that concepts that concepts. It repeated concepts that concepts represent the represent the several concepts and the main that main main / or several foreign information represent information of information of or irrelevant of the topic the main the topic are the topic are concepts appear. represents. information missing. Repeat missing. Repeat of the topic. some concept. some concept. Link words The Some of the Only some of Several of the Presents invalid and propositions propositions the propositions propositions propositions represent are invalid or propositions are not valid according to topic, the main do not are valid according to with links describing information. represent according to the a non-existent the main the topic. Repeat relationship, false information topic. Repeat various claims. of the topic. some concept. concepts. Presents vague statements and / or various foreign or irrelevant concepts appear. Presentation All ideas Some ideas Only a few Ideas Ideas presented of Ideas presented presented ideas presented were were not clear and were clear were clear presented were somewhat not direct to the and direct to and direct to clear and direct unclear and main concept the main the main to the main indirect to the concept concept concept main concept 18  References Philosophical Perspective of the Self  Del Rosario, Ronuel L. (2018). Understanding The Self Lecture 1 - Philosophical Perspectives. Retrieved from: https://www.slideshare.net/shinpaiwa/understanding-the-self-lecture-1- philosophical-perspectives  Ilyzzaevanz (2019). Philosophical Perspective On Self. Wattpad. Retrieved from: https://www.wattpad.com/715925505-understanding-the-self-philosophical- perspective/page/3 Sociological and Anthropological Perspective of the Self  Delfin, Arnold. (2015). Social self & Socialization. Slideshare. Retrieved from: https://www.slideshare.net/ArnoldDelfin1/social-self-socialization  Open Education Resource (OER) LibreTexts Project. (2019). Retrieved from: https://socialsci.libretexts.org/Bookshelves/Sociology/Book%3A_Sociology_(Bo undless)/04%3A_The_Role_of_Socialization/4.02%3A_The_Self_and_Socializatio n/4.2B%3A_Sociological_Theories_of_the_Self  OpenStax CNX. (n.d). Introduction to Sociology 2e. Retrieved from: https://openstax.org/books/introduction-sociology-2e/pages/1-introduction-to- sociology  Stets, Jan & Burke, Peter. (2003). A Sociological Approach to Self and Identity. Handbook of Self and Identity. Retrieved from: https://www.researchgate.net/publication/252385317_A_Sociological_Approac h_to_Self_and_Identity Psychological Perspective of the Self  Aldana, Carl. (2018). Psychological Perspective Of The Self. Prezi. Retrieved from: https://prezi.com/p/fpbc8plhnddm/psychological-perspective-of-the-self/  Ngwako, Abby. (2014). Psychological Perspectives. Slideshare. Retrieved from: https://www.slideshare.net/angwako/psychological-perspectives-37304334 19