Unit II: Unpacking the Self - 1st Sem 2024-2025 - PDF

UNIT II: UNPACKING THE SELF Lesson 1: The Physical Self 0.5 week or 1.5 hours In Unit 1, you had your first encounter with the self from various perspectives. We looked at the self from different lenses; philosophical, social, psy...

UNIT II: UNPACKING THE SELF Lesson 1: The Physical Self 0.5 week or 1.5 hours In Unit 1, you had your first encounter with the self from various perspectives. We looked at the self from different lenses; philosophical, social, psychological, anthropological and Eastern Western Influence. This time you will take a closer look at what makes up the self. The best way to begin is exploring the Physical Self. Meaning and Nature of Physical Self Every person is made up of a physical body with different parts. Each body part is designed to perform specific functions which enable the person to live and carry out its will. Now, take a moment to touch your physical self, starting from your head, face, neck, shoulders, chest, stomach, arms, down to your legs and feet. Do you know the functions of each of these body parts? Do you value each and every part of your body? Wikihow.com Physical self generally refers to the natural, material aspect of the entire person, in contrast to things not readily visible such as mental, emotional, spiritual and other human dimensions. In other words, it denotes what is perceivable, tangible and concrete. Why do we look the way we do? Humans are said to be sexually dysmorphic in that size and appearance differ between males and females. Accordingly, males are taller, have heavier skeletons, have a large proportion of body weight in muscle, greater grip strength and larger hearts and lungs which subsequently, allow them to have larger aerobic capacity. The latter means that they have greater intake of oxygen during physically tiring activities. On the contrary, females typically display larger proportion of their body weight in fat and have wider pelvises (Ember, Ember and Peregrine, 2007). In adolescence, secretion of various hormones significantly affect the physical changes that occur during puberty. It is said that hormones impact almost all aspects of an adolescent’s development. It is the time of growth spurt, when weight and height rapidly increase (Feldman, 2010). When you look at your reflection, you see these changes in your physical self. 1. At the end of this lesson, you should be able to: 1. explore the different aspects of the physical self, 2. understand the impact of culture on body image and self-esteem, 3. develop a criteria for beauty, 4. express appreciation for discoveries about the self. How Do I See Myself Medium.com Take out your mirror and give some time to look at your reflection. After a few moments of looking at yourself in the mirror, reflect on the following questions. Processing Questions: 1. Describe what you see in the mirror. How do you see yourself? ______________________________________________________________________ ______________________________________________________________________ 2. Why do you see yourself that way? How do you feel about your appearance? ______________________________________________________________________ ______________________________________________________________________ 3. If you can change some parts of yourself, what specific parts will you change? Why or why none at all? ______________________________________________________________________ ______________________________________________________________________ 2 The Impact of Culture on Body Image and Self-Esteem Anthropologists define culture as a set of learned behaviors and ideas which is comprised of beliefs, attitudes, values and ideals that are typical of a specific society or social group. This means that culture varies across groups of people who share behaviors and ideas through the process of communication and observation. Hence, culture is commonly shared and learned (Ember, Ember and Peregrine, 2011). Given this definition, how then does culture affect a person’s body image and self- esteem? Do cultural conceptions and standards of beauty affect a person’s perception and appreciation of oneself? What is the effect of having fat or thin bodies to people? A comparison of women of different cultures from The Netherlands and Curacao reveal that they differ in response to imagined weight gain and loss. Despite fluctuations in weight, it was discovered that women in Curacao culture preserve their body satisfaction and self- esteem than the women of Netherlands. It is therefore gathered here that cultural beliefs may facilitate low or high body satisfaction among cultures. Adolescence is the period that lies psychologically and culturally between childhood and adulthood (Boyd and Bee, 2010). Many adolescents go through body image and self-esteem issues. Body image or body satisfaction is an important component of self-esteem. Findings of a study revealed that body image or satisfaction in both sexes is highly dependent on body mass index, weight in relation to height, especially for college-aged population. This finding affirms the general idea that weight control behaviors are common among college students (Sira and Parker White, 2010). Self-esteem, also referred to as self-worth or self-image on the other hand, is the global evaluative dimension of the self. Self-concept refers to domain- specific evaluations of the self, academic, athletic, physical appearance, etc. (Santrock, 2010). While for Plotnik and Kouyoumdjian (2009), self-esteem is determined by how much we like our self and how much we value our self-worth, importance, attractiveness and social competence. It is no wonder then that adolescents appear to be quite conscious of their physical appearance, the way they look to others and to themselves. These two aspects - body image and self-esteem, are very important factors in the way adolescents cope with the different developmental challenges during the adolescent stage. How do these two factors affect one another? According to research, levels of self- esteem were positively influenced by levels of body image (Morin, Maiano, Marsh, Janosz and Nagengast, 2011). This suggests that if a person possesses high self-esteem, it also follows that he or she would have high levels of body image. 3  In order to combat the effect of one to the other, a study on the longitudinal self- esteem and body image distress, took into account the moderating effect of relationship with parents among South Korean adolescents. It was found that for the females, self-esteem predicted body image distress and vice versa. For males, only self-esteem predicted body image distress. What is interesting is the effect parental relationship have on these variables. Researchers found that for the females, better parental relationship moderated the effect of body image distress on self-esteem. For the males, self-esteem reduced body image distress more when they have better relationship with their parents (Park and Epstein, 2013). The Importance of Beauty Before the 16th century migration and the succeeding hybridization that followed, there were approximately eleven major human races in the world: Caucasoid, Mongoloid, African Negroid, Melanesian, Micronesian-Polynesian, Congo or Central African Pygmy, Australoid, Bushman-Hottentot, Ainu and Veddoid. The Philippines belong to the Far Eastern Pygmy race characterized by fairly thick lips, wooly head hair, very dark skin color, slight body hair and an average height of five feet (Palispis, 2007). However, when you look around, these descriptions do not resemble how a typical Filipino looks anymore. Interracial breeding has definitely changed the physical appearance of races across continents and the conception of beauty therefore has also evolved through the years. Nonetheless, the actual definition of beauty remains elusive. Goldman and Waymer (2014) attempted to define this concept and they found that participants of their study defined beauty as relative and non-universal. This implies that beauty means different things to different people. It was also characterized as an attitude state, that is, if a woman for instance carries herself as beautiful, then she is by definition, beautiful. They likewise defined physical beauty as the stereotypical mediated and socially constructed and accepted standards of beauty in contemporary society. This highlights how media’s portrayals of beauty influence women’s evaluations, which can however be unrealistic at times. A study of four countries, two with Western cultures – United States and New Zealand, and two with Asian cultures – China and India, found that physical appearance and professional achievement are high across the four countries. This shows that such universality of the importance of personal appearance and professional achievement could be due to the globalization and exposure to global media (Durvasala and Lysonski, 2008). In the Philippines though, advertisements abound across different forms of media on the attractiveness of having white skin despite the predominantly brown skin color among Filipinos. In the neighboring country of Indonesia that also shares the similar skin color, this was also prevalent. According to Wulan (2017), the emergence of the concept of white may be a legacy of the colonial era. However, the present concept of whiteness is undergoing a paradigm shift, from the Western whiteness to the now preferred Asian whiteness given the presence of popular culture from Japan, Korea and China. This brings to light once again, the question of what is the essence of beauty in today’s generation. How do we describe the attributes of beauty? What are the barometers of beauty of face and body from the perspectives of men and women? Prospects for Change In the field of consumer research, Russell Belk’s paper on the extended self in a digital world highlighted that people exists not only as individuals, but as collectivities. According to Belk, possessions and other external elements have a central role in the definition of self- 4 identity. The extended self has four key layers: individual, family, community and group (Sheth and Solomon, 2014). This can be a reflection of the Philippine realities where an individual is not seen as distinct from others but as an extension of some other individuals. For instance, it is common to hear a person being described as the daughter or son of somebody, the sister or cousin of this person, a friend of another, or a member of this particular community or group. One does not exist by himself or herself only, there appears to be a sharing of identities. It is also apparent that physical appearance alone cannot fully capture the essence of self and identity. Self-esteem does not seem to be solely dependent on body image, but on a multitude of other factors, particularly during the adolescent stage when things can be quite overwhelming. In fact, it was found that a positive relationship exists between spirituality and self-esteem among college freshmen students. Spirituality served as a buffer between the relationship of self-esteem and stress (Hayman, Kurpius, Befort, Nicpon, Hull-banks, Sollenberger and Huser, 2007). Directions for future investigations lead to a more global approach in understanding the physical self in relation to culture, body image, self-esteem and standards of beauty. The traditional conceptions of physical appearance seem to be evolving and these changes are welcome in today’s more culturally and racially sensitive generation. While transitions are happening across the globe, support for initiatives and interventions that promote a healthy and holistic approach towards the physical self should be espoused and disseminated for a more balanced and psychologically sound human race. Make a survey of the criteria of beauty by asking your FB friends. Ask your female FB friends to share their criteria for a handsome man. Ask your male FB friends to share their criteria for a beautiful lady. Make a summary in tabular form. CRITERIA OF BEAUTY MALE FEMALE 5 Give your learnings/insights about physical self by completing the sentences below: 1. Beauty for me means ____________________________________________ ______________________________________________________________ 2. My idea of a beautiful person is ____________________________________ ______________________________________________________________ 3. I am conscious of how I look because________________________________ ______________________________________________________________ 4. I believe I am beautiful because____________________________________ ______________________________________________________________ 5. In this time of pandemic I can take care of my physical self by____________ ______________________________________________________________ Personal Reflection: Close your eyes, listen to the song of Christina Aguilera and reflect on the lyrics of the song. Beautiful Christina Aguilera Don't look at me Everyday is so wonderful Then suddenly It's hard to breathe Now and then I get insecure From all the pain I'm so ashamed I am beautiful No matter what they say Words can't bring me down I am beautiful In every single way Yes words can't bring me down Oh no So don't you bring me down today To all your friends you're delirious So consumed In all your doom, ooh Trying hard to fill the emptiness The pieces gone Left the puzzle undone Ain't that the way it is You are beautiful No matter what they say Words can't bring you down Oh no You are beautiful In every single way Yes words can't bring you down Oh no So don't you bring me down today No matter what we do (no matter what we do) No matter what we say (no matter what we say) We're the song inside the tune… Source: LyricFind 6 Alata, Eden Joy, Caslib, Bernardo Jr., Serafica, Janice Patria & Pawilen, R.A. 2018. Understanding The Self. 1st Ed. Manila, Philippines: Rex Book Store, 1st ed. Brawner, D. and Arcega, A. 2018. Understanding the Self. 1st Ed. Manila, Philippines: C & E Publishing, Inc. Corpuz M. Ronald, Estoque S. Ronan, & Tabotabo, Claudio V. 2019. Understanding the Self. 1st Ed. Manila, Philippines: C & E Publishing, Inc. 1 st Ed. https://www.pearson.com/us/higher-education/program/Ember-Anthropology-13th- Edition/PGM76189.html 7  UNIT II: Unpacking the Self Lesson 2: The Sexual Self 1 week or 3 hours We now proceed to another version of self, the SEXUAL one. I would like to emphasize that we are taking this topic in an OBJECTIVE manner i.e., WITHOUT MALICE. We will approach this in a mature way for purposes of understanding our own sexuality. Remember that WE ARE SEXUAL BEINGS, regardless of one’s civil status, profession, race, etc. Meaning and Nature of the Sexual Self When mothers give birth, their offspring are generally classified based on the sex organ the babies are endowed with. How do we become males and females anatomically speaking? The female offspring is a result of the combination of the XX chromosomes at the time of fertilization while the XY combination results in a male offspring. The dominant male hormone is the Testosterone while the female hormones are estrogen & progesterone. As human beings grow, developmental changes are normally occurring, starting from infancy to adulthood. For each of these changes, bodies grow and develop through the process of maturation. Maturation refers to the development of secondary sexual characteristics. During puberty, the sex glands ovaries for girls and testes for boys become active leading to the increased production of the sex hormones. This will initiate the unfolding of the menarche (first menstruation) for the girls and nocturnal emission (wet dreams) for the boys. These signal the sexual maturation of the persons. At the end of this lesson, you should be able to: 1. explore the different aspects of the sexual self, 2. understand the role of hormones in sexual behavior, 3. demonstrate reflective thought in analyzing consequences of sexual behavior, 4. express appreciation for the gift of being a sexual person. 8  Body Mapping 1. Draw your body in the box below. 2. Indicate changes that occurred during puberty by putting marks on specific parts of your drawing. 3. Close your eyes and think back at the time when you were growing up and be aware of your feelings. Processing Questions 1. While doing the activity, what were the good/bad things you have remembered while you were growing up? ______________________________________________________________________ ______________________________________________________________________ 2. How did you feel about these changes? ______________________________________________________________________ ______________________________________________________________________ 3. What questions about being a male/female bothered you at that time? ______________________________________________________________________ ______________________________________________________________________ 4. To whom did you get answers for these questions? ______________________________________________________________________ ______________________________________________________________________ 5. What significant insights did you have about growing up and being a man/woman? ______________________________________________________________________ ______________________________________________________________________ 9  There are so called Primary and Secondary Sexual Characteristics which are universal wherever you go. The primary sexual characteristics are the sexual organs, while secondary characteristics are the other changes that occur in relation with the development of the organism. The primary sexual characteristics start to develop during the fetal development of an organism, whereas the secondary sexual characteristics start to develop only around the pubertal age. The secondary sex characteristics set apart the boys from the girls with respect to outward appearances. Except for the genitals and reproductive systems, there is no major difference between male and females as far as primary characteristics are concerned. However, the two sexes differ in appearance with the development of secondary sexual characteristics. Behavioral and attitude differences are considerable between two sexes with secondary sexual characteristics, whereas those are low between males and females with primary sexual characteristics. As a general rule, girls experience puberty by a year or two earlier than the boys. The female secondary sex characteristics include the deposition of fat, predominantly in the breasts and hips, breast development, and broadening of the pelvis and growth of axillary and pubic hair. For the boys, these include increased larynx size and deepening of the voice, increased muscular development, growth of facial, axillary, and pubic hair, and increased growth of body hair. At this point, you can probably relate to these events in your life which happened just a few years back. It may not be very recent anymore but it’s not more than a decade ago. A significant part of the maturation process is the awareness of differences pertaining to human sexuality. Human sexuality is a complex phenomenon which involves the interaction of a person’s biological sex, core gender identity, and gender role behavior. Hence, it can be a combination of biological, physiological, and psychological factors. Our sexuality is expressed in various ways. Our manner of dressing, body movements are some of the ways that communicate our sexual self. Our human body has certain parts which are considered as erogenous zones. These parts are primarily receptive and increase sexual arousal when touched in a sexual manner such as the lips, nape of the neck, etc. This may vary from person to person. Understanding the Sexual Self The sexual self refers to the individual's perception, feelings, and understanding of their sexuality, including their sexual identity, orientation, preferences, and values. For adolescents, the development of the sexual self is a critical aspect of identity formation, influenced by biological, psychological, and social factors. As adolescents navigate this developmental stage, they are also exposed to societal norms, peer pressures, and media messages, all of which can shape their attitudes toward sex and relationships. Adolescence is a period of heightened exploration and self-discovery, during which young people become more aware of their physical bodies, sexual desires, and the complex emotions associated with romantic and sexual relationships. The development of the sexual self involves not only the recognition of one's sexual needs and boundaries but also understanding the emotional and social responsibilities tied to sexual behavior. 10 The Chemistry of Lust, Attraction, and Attachment Have you ever stopped for a second to think about the science and psychology of falling in love or why you are falling in love with that special someone? THE 3 STAGES OF LOVE Helen Fisher (1948) of Rutgers University identified three stages of love. These are lust, attraction, and attachment. 1. Lust (libido or sex drive) is characterized by the desire for sexual gratification which is inherent to every living organism. For humans, this is associated with the sex hormones, testosterone (for males) and estrogen (for females). 2. Attraction (passionate or obsessive love, infatuation) is characterized by the intense attention given to a desired partner. An individual with a high degree of attraction towards another person craves for emotional union with that person. Sometimes, when one is dominated by passion, one tends to do stupid and foolish acts. This stage is driven by chemicals and hormones like adrenaline, dopamine, and serotonin. a. Adrenaline – is released by the body for “fight” or “flight”. For instance, after surprisingly meeting one’s object of affection, this hormone will activate one’s stress response such as sweating and drying of the mouth. b. Dopamine – ignites an intense rush of pleasure when released. High level of neurotransmitter like dopamine causes increased energy, less need for food and sleep, and focused attention to one’s desired partner. c. Serotonin – is attributed to “falling in love” as this hormone makes a person think of his or her desired partner at most times. 3. Attachment (compassionate love) is characterized by the desire of couples to stay together. A person who is already attached feels comfort and security from his or her partner. This phase also includes behaviors anchored on long-term companionship. This stage is driven by two major hormones, namely oxytocin and vasopressin. a. Oxytocin (cuddle hormone) – is released during orgasm. The feeling of attachment becomes more intense after the couple has sexual intercourse. b. Vasopressin (anti-diuretic hormone) – is released after intercourse. Scientists discovered the role of vasopressin in attachment by studying prairie vole, small creatures (like mice) that form monogamous bonds like humans. When male prairie voles were injected a drug that suppresses vasopressin, they began neglecting their partners. 11 This illustrates how chemicals secreted in the human body can be quite powerful in making people feel and behave in certain ways. With an irresistible cocktail of chemicals, our brain entices us to fall in love. We call it love, it feels like love, but the most exhilarating of all human emotions is probably nature’s beautiful way of keeping the human species alive and reproducing. Understanding the science of lust, attraction, and attachment can help you develop more realistic expectations of your relationships. Below are some tools to guide you through the stages of love: 1. Don’t mistake lust for love – a new relationship time before you start dreaming of a future together. 2. Keep the dopamine flowing in a long-term relationship by having date nights, studying your lessons, or going on trips in which you do novel and exciting things together. Perhaps you can go hiking, climb a rock climbing wall, or go and see a thrilling movie. 3. Keep the oxytocin flowing by writing cards and or sending text messages, think of your partner when she's not around, share your hopes and dreams, and support those of your partner. 4. If you’re the jealous, controlling type, start developing your own activities and friendships that make you feel important and cared about. Responsible Sexual Behaviors Responsible sexual behaviors in adolescents can be defined as actions and decisions that reflect a thoughtful and mature understanding of sexuality, prioritize safety and consent, and respect both personal and others' boundaries. Such behaviors are essential for promoting healthy relationships and safeguarding against negative outcomes like sexually transmitted infections (STIs), unintended pregnancies, and emotional distress. 12 Key components of responsible sexual behavior include: 1. Self-awareness and Sexual Identity Adolescents need to have a clear understanding of their sexual identity—how they perceive their own sexual orientation and preferences. This self-awareness enables them to make informed choices that align with their values and desires. Exploring and embracing one’s sexual identity in a healthy, non-judgmental way fosters a sense of authenticity, reducing the likelihood of engaging in risky or coerced sexual behavior. 2. Informed Decision-Making Informed sexual decisions are grounded in knowledge about sexual health, contraception, consent, and emotional readiness. Adolescents who are well-educated about the risks of sexual activity, including STIs and unplanned pregnancies, are better equipped to make decisions that protect their physical and emotional well-being. This knowledge is critical in reinforcing the importance of condom use, contraception, and regular sexual health check-ups. 3. Consent and Mutual Respect An essential aspect of responsible sexual behavior is understanding and respecting consent. Adolescents must be taught that all sexual encounters should be based on mutual agreement, with both partners actively willing and comfortable participating. Developing this understanding of consent not only helps protect against sexual coercion or assault but also fosters healthier, more respectful relationships. 4. Emotional Preparedness and Relationship Building Sexual activity should be approached not just as a physical experience, but as one that involves emotional connections. Adolescents need to recognize whether they are emotionally prepared for the intimacy that comes with sexual relationships and whether they can navigate the complexities of romantic feelings, trust, and vulnerability. Responsible sexual behavior includes considering the emotional consequences of sexual activity and being mindful of how one's actions impact both oneself and one’s partner. 5. Resisting Peer Pressure Adolescents often face peer pressure to engage in sexual activity as a means of fitting in or proving maturity. Developing a strong sense of the sexual self helps adolescents resist this pressure and make decisions based on personal values rather than external influences. Peer support networks that emphasize respect for individual choices can play a crucial role in promoting responsible sexual behavior. 6. Access to Sexual Education Comprehensive sexual education is fundamental in promoting responsible sexual behavior. Adolescents need access to accurate information about sexual health, contraception, STIs, and healthy relationships. Sexual education that also addresses the emotional and psychological aspects of sexuality can help adolescents develop a balanced view of sexual activity and its consequences. The Role of the Sexual Self in Promoting Responsibility The sexual self is central to promoting responsible sexual behavior among adolescents. When adolescents develop a clear understanding of their own sexual identities, values, and boundaries, they are better able to navigate sexual experiences responsibly. This sense of self 13  provides a framework for decision-making that is aligned with their personal beliefs and well- being, rather than impulsively reacting to external pressures. Moreover, a well-developed sexual self is associated with higher self-esteem and self- efficacy, which can empower adolescents to communicate their needs and boundaries effectively in sexual relationships. By fostering open communication and emotional intelligence, adolescents are more likely to engage in sexual behaviors that reflect respect for themselves and their partners. Responsible sexual behavior in adolescence is deeply intertwined with the development of the sexual self. By promoting self-awareness, informed decision-making, respect for consent, emotional preparedness, and the ability to resist peer pressure, adolescents can engage in sexual behaviors that are both physically and emotionally healthy. Comprehensive sexual education that supports the holistic development of the sexual self is critical to helping young people navigate their sexual lives responsibly, leading to more positive outcomes in their relationships and overall well-being. Read the following statements carefully and check the column which represents your stand regarding boy/girl relationships. BOYS/GIRLS AGREE NOT DISAGREE SURE 1. Girls have to say ‘No’ to sex, but they really mean ‘Yes’. 2. Boys need to practice sex with different girls so they can please their wives later. 3. Condoms are only for people with many sexual partners. 4. Boys with no money can never get a girlfriend. Girls are lucky because they can get money and gifts from men. 5. A family or couple needs a boss and this should be the man because he is stronger. 6. A girl should always do what her boyfriend tells her. 7. Beating is a good way to make children or women behave properly. 8. If a boy gives a girl a gift, she has to have sex with him. 9. Women should only speak when the men have finished and if they are invited. 10. When boys or girls grow up and start to feel sexy, they should marry quickly to avoid disgrace. 14 Answer the following questions: 1. If you were invited to speak to teenagers in your barangay about sexuality what will be the focus of your speech? Write the main concepts of the content of your speech on the space provided below. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 2. Your best friend emailed you that she is engaged in pre-marital sex, how would you share your learnings in the chemistry of lust, attraction, and attachment to him/her? You can use the space below. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ However, staying together is about a much deeper emotional intimacy and commitment, not brain chemicals and hormones The lesson you just read is intended to make you appreciate your sexuality and dignity as a human being, Please remember that your body is God’s temple and that you should endeavor to protect it because it is inviolable. 15 Alata, Eden Joy, Caslib, Bernardo Jr., Serafica, Janice Patria & Pawilen, R.A. 2018. Understanding The Self. 1st Ed. Manila, Philippines: Rex Book Store, 1st ed. Brawner, D. and Arcega, A. 2018. Understanding the Self. 1st Ed. Manila, Philippines: C & E Publishing, Inc. Corpuz M. Ronald, Estoque S. Ronan, & Tabotabo, Claudio V. 2019. Understanding the Self. 1st Ed. Manila, Philippines: C & E Publishing, Inc. 1 st Ed. https://www.pearson.com/us/higher-education/program/Ember-Anthropology-13th- Edition/PGM76189.html https://www.webmd.com/sex-relationships/guide/sexual-health-your-guide-to-sexual- response-cycle#1 16  UNIT II: UNPACKING THE SELF Lesson 3: The Material/Economic Self 1 week or 3 hours Before the onset of COVID-19 pandemic, we seem to live in a world of consumerism. People work to earn money not only to buy their basic necessities like food, clothes, shelter and the like but also to buy material things that will give them comfort, convenience, and pleasure. Some would buy things to earn admiration, praise, and recognition while others buy things to represent their status in life. Many people perceive material things as the extension of their identities. What we want to have and already possess is related to our self. Belk (1988) stated that “we regard our possessions as parts of ourselves. We are what we have and what we possess.” There is a direct link between self-identity with what we have and what we possess. Our wanting to have and possess has a connection with another aspect of self, the material self. In the midst of the COVID-19 situation, we are challenged to look deeply into our material self, re-examining our needs versus our wants. At the end of this lesson, you should be able to: 1. explain the association of self and possessions. 2. identify the role of consumer culture to self and identity. 3. differentiate between needs and wants. 4. appraise one’s self based on the description of material self. 17  Debit Card Challenge A very wealthy relative of yours gave you a debit card worth one (1) million pesos. What are you going to do with such a huge amount of money? Make a list of what you want to have or how you will spend the money. LIST of what you want to have or how you will spend the money. 1. ___________________________________________________________________ 2. ___________________________________________________________________ 3. ___________________________________________________________________ 4. ___________________________________________________________________ 5. ___________________________________________________________________ 6. ___________________________________________________________________ 7. ___________________________________________________________________ 8. ___________________________________________________________________ 9. ___________________________________________________________________ 10. ___________________________________________________________________ 11. ___________________________________________________________________ 12. ___________________________________________________________________ 13. ___________________________________________________________________ 14. ___________________________________________________________________ 15. ___________________________________________________________________ 16. ___________________________________________________________________ 17. ___________________________________________________________________ 18. ___________________________________________________________________ 19. ___________________________________________________________________ 20. ___________________________________________________________________ Answer the following questions: 1. How do you feel as you do the Debit Card Challenge? ____________________________________________________________________________ ____________________________________________________________________________ 2. Which among the items in your list you like the most? Why? ____________________________________________________________________________ ____________________________________________________________________________ 3. From the list, identify your needs as well as your wants. ____________________________________________________________________________ ____________________________________________________________________________ 18 Material Self William James, a Harvard psychologist in the late 19th century, wrote in his book, The Principles of Psychology, that understanding the self can be examined through its different components. He described three components as 1) its constituents, 2) the feelings and emotions they arouse - self-feelings; and 3) actions to which they prompt - self-seeking and self-preservation. The constituents of the self are composed of the material self, the social self, the spiritual self, and the pure ego. Our focus for this lesson is the MATERIAL SELF. The material self, according to James is primarily about our bodies, clothes, immediate family and home. We are deeply affected by these things because we have put much investment of our self to them. SELF BODY Clothes Immediate Family Home 19 Material Self Investment Diagram The figure above shows that the innermost layer of the material self is the body. Perhaps you are recalling the physical self which is basically our tangible body. We invest in our body. We are directly attached to it and we strive hard to make sure that the body functions well and is healthy. We make sure that it looks and feels good. Any ailment or disorder directly affects us. We do have preferential attachment or intimate closeness to certain body parts because of its value to us. U.S. Celebrities like Mariah Carey and Jennifer Lopez had certain body parts insured. Mariah had her vocal cords and legs insured at $35 million each. On the other hand, JLo had her butt insured at $27 M. What about you? Which body part has the highest value to you? Next to the body are the clothes we wear. James believed that clothing is an essential part of the material self. Hermann Lotze, a German philosopher, stipulates in his book Microcosmus, that any time we bring an object into the surface of our body, we invest that object into the consciousness of our personal existence taking its contours to be our own and making it a part of the self. The fabric and style of the clothes we wear bring sensations to the body which directly affect our attitudes and behavior. Thus, clothes are placed in the second hierarchy of the material self. Clothing is a form of self- expression. We choose and wear clothes that reflect our self. Third in the hierarchy is our immediate family. Our parents and siblings are another important part of the self. What they do or become affects us. Their success becomes ours, too and we feel down in their failures. We get affected when anybody in the immediate family gets sick and more so when the ones we love pass away. In difficult situations we always prioritize our immediate family for we always say that blood is thicker than water. We place huge investment, emotionally or otherwise, in our immediate family because we see them as the nearest replica to our self. The fourth and outermost component of the material self in our home. The home is the extension of the self; it where the heart is. Our home was the non-living witness to many of our experiences, pleasant or not. It is the earliest nest of our childhood. There are parts of the house and possessions which are unforgettable. There be some of you who transferred homes several times but may still be able to connect with a home which held many of your memories. The investments we made to these constituents make us attach to them. The more we invest, the more likely we identify. We tend to collect and possess priorities. Our collections become a part of the self. As Russell Belk, American professor of marketing, said “we regard our possessions as part of ourselves. We are what we have and what we possess.” The identification of the self to things started in our infancy stage when we are able to make distinctions between the self and others in the environment. As a person grows older, putting importance to material possessions decreases. However, some people resort to acquiring a lot of material possessions because these become their source of happiness, associate these things with significant events, accomplishments and 20 people in their lives. There are times when the material possession of a person that is closely associated to that person gains acknowledgment with high regard and value even if the person is gone already. For instance, a Kobe Bryant fan raked in a big amount of money after selling Bryant’s towel, which he acquired many years ago. The towel that Lakers legend Kobe Bryant wore over his shoulders after playing in the final game of his NBA career sold for more than $30,000 at auction over the weekend. Iconic Auctions sold the towel for $33,077.16 after receiving 16 bids. It marked the second time the towel had been auctioned. The possessions that we dearly have tell something about who we are, our self- concept, our past, and even our future. In your case, what do you cherish? The Consumer Culture on One’s Sense of Self and Identity Through credit cards, people can now buy goods or avail of services even without cash or checks. Credit cards have brought convenience, security, and comfort in the way people engage in the consumption of goods and services in society. Transactions are made simply by swiping the card. Credit cards are now accessible even to low-income earners. Credit cards definitely changed consumer culture and its role in how individuals, as consumers, function as part of the process of production and consumption. Many credit card holders find themselves vulnerable to incurring too much debt. This is why a credit card holder must be responsible for knowing his or her limits when purchasing goods and services via credit card. Credit cards also modified how transactions and payments are made and done. Having credit cards may urge people to make unnecessary purchases that may make them seem capricious and extravagant. Some people may also tend to purchase goods just for the sake of buying. Consequently, credit cards may lessen one’s opportunity to save money because one’s income will be allotted for paying credit card debt. Over the years, innovations and developments in advertising further changed consumer culture. Advertising is influential in shaping how and why people consume goods and services. It lets individuals relate to particular goods and services in order to convince or compel them to purchase these. Advertisements in any form, when viewed by an individual, further emphasizes his or her identity as a consumer with the ability to avail of goods and services based on his or her financial capacity, preference, and practical interests. The world of consumer culture has turned shopping into a lifestyle. It says that shopping often works as a substitute for something that we are missing in life. Is it true? In addition, the person may succumb to becoming materialistic. Materialism is defined as a trait that can affect both rich and poor, and which the researchers define as “a value system that is preoccupied with possessions and the social image they project is both socially destructive and self-destructive.” It smashes the happiness and peace of mind of those who succumb to it. It is associated with anxiety. There has long been a correlation between materialism, a lack of empathy and engagement with others, and unhappiness. 21  A series of studies published in the journal “Motivation and Emotion” showed that as people become more materialistic, their well-being (good relationships, autonomy, sense of purpose and the rest) diminishes. Materialism forces us into comparison with the possessions of others, a race both cruelly illustrated and crudely propelled by that toxic website. This is a dreadful mistake we are making allowing ourselves to believe that having more money and more stuff enhances our well-being. We are what we have and what we possess. A man’s self becomes the sum total of all that he has, these possessions become part of an extension of the self. Needs versus wants One’s sense of self and identity is influential on how an individual chooses to purchase his or her wants and how he or she makes economic decisions that will address his or her personal and social needs. The decision that go into the purchase of items and certain services is dependent on a number of items and certain services is dependent on a number of factors, including financial constraints, availability of items and services, and the influence of family and friends. However, the most important factor is determining whether these items and services fall under “wants” or “needs”. Some people may confuse needs with wants, but there is a clear distinction. Needs are those important for survival. Food, clothing, and shelter are basic needs so people purchase them out of necessity. Wants, however, are synonymous with luxuries. People buy them for reasons that do not warrant necessity. Buying cellphones and other gadgets for communication can be perceived as a necessity but purchasing units on the high-end line can be a way of projecting a particular social status or taste. People sometimes purchase items to build how they want to be perceived by others. Clothes may be a necessity, but people who have the capacity choose brands and styles to project their identity for other people to see. Regardless of whether the things that people have are needs or wants, material possessions tell something of the personality and social values of those who own them. Possessions are extended versions of oneself. As consumers, people have different buying behaviors. Some are considered to be impulse buyers - buying anything without giving much thought to what they buy and the consequences that may come later on. Some may also reason that they are working hard in order to buy things. Other people work in order to ensure that they have everything they need while others work in order to have both needs and wants. Other consumers do not easily differentiate their needs from their wants because they do not inculcate self-control in their buying behaviors. There are instances when some people spend more money on luxurious things in order to keep up with the latest trends and end up living paycheck to paycheck, with no savings allotted for needs that may arise in the future. This is why there is a need to balance needs from wants. As a consumer, one should know what to prioritize that would benefit him or her in the long run. One should also allocate part of his or her earnings for savings so that when 22 important reasons to expend comes in the future, one is ready. In spending money, one should avoid being impulsive and instead be practical and prudent. One should take note that every person has free will whether to buy or not. Conscious consumption is about practicing responsible buying habits. In the process of acquiring material goods, people generally consider two things: utility and significance. Utility is concerned with how things serve a practical purpose. On the other hand, significance is concerned with the meaning assigned to the object. It is also concerned with how objects become powerful symbols or icons of habit and ritual which can be quite separate from their primary function. Significance, in contrast to utility, has more to do with expression and meaning. However, meanings are often culturally determined. For some, even the smallest utilitarian objects are capable of embodying values. To further understand the term significance, Roland Barthes studied the concept of semiology or the study of signs. He was one of the first philosophers to analyze the relationship between people and objects. According to Barthes, it is through objects that people assert their identities. Objects are not just things but are reflections of the wider lives of communities and individuals; the things people possess are also in sync with what is valued by their community. This idea suggests that objects, aside from contributing to how an individual identifies himself or herself, also signify relationships of people with others based on what they possess. The possession of material things also indicates one’s status in the society. People can tell whether the owner is part of a wealthy family or in the middle class. One’s possessions are perceived as personal choices that define people to a certain extent. These personal choices build one’s material and economic self which is an extension of his or her social identity. “Find satisfaction independent of material trappings.” - Steven Redhead, Life is a cocktail 23 1. Wants and Needs, Utility and Significance List down at least 10 material things that you possess. Indicate whether they are wants and needs. Write their utility and significance. Material Things Wants/Needs Utility Significance 2. Write yourself a series of text messages, meme description and “hugot” lines in the light of your material self amidst the COVID-19 pandemic. 24 Alata, E.J.P. et al (2018). Understanding the Self. : Quezon City: Rex Bookstore Inc. Corpuz, R.M. et al (2019). Understanding the Self. Quezon City: C & E Publishing, Inc. Macayan, J.V. et al (2019). Understanding the Self (Outcome-Based Module). Quezon City: C & E Publishing, Inc.: https://faculty.washington.edu/jdb/452/452_chapter_02.pdf https://prezi.com/p/rtcf6o40smhy/the-materialeconomic-self/ http://www.pearsoned.ca/highered/showcase/beebe/pdf/samplechapter_2.pdf 25  UNIT II: UNPACKING THE SELF Lesson 4: The Political Self 0.5 week or 1.5 hours The Philippines as we know it today has only emerged in the 1890’s after over three centuries of colonization of the Spaniards. Meanwhile, liberation from the last colonizers, the Japanese, only occurred in 1946. Foreign culture, beliefs, language and religion have made a huge dent on our own by setting a foundation to the contemporary Filipino identity and culture. At the end of this lesson, you should be able to: 1. identify different Filipino values and traits; 2. reflect on your selfhood in relation to your national identity; and 3. develop and enhance a Filipino identity. 26 Who is a Filipino? Cut out pictures or illustrations from magazines and newspapers that show what being a Filipino is about. Paste them below. Processing Questions: Answer the questions below in relation to what you have posted in the activity. 1. How does this activity remind you of your being a Filipino? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. Are you proud of being a Filipino? Why and Why not? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 3. Imagine that you were of a different nationality, what would change in you aside from your citizenship and origin? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 4. How extensive are the effects of being Filipino in your selfhood? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 27 Who is a Filipino? Technically, according to the 1987 Constitution, Filipino citizens are”…those whose fathers or mothers are citizens of the Philippines, those born before January 17, 1973, of Filipino mothers, who elect Philippine citizenship upon reaching the age of majority, and those who are naturalized in accordance with law.” However, citizenship is not the only marker of being a Filipino. Culture and history have greatly influenced the manner Filipinos learn, live, and behave to date. People who were born and grew up in the same culture develop and share common personality traits and values. Generations after generations, common traits and values have been passed on that the Filipinos of today still embody. (Alata EJ et al, 2018). Values are standards of behavior which subscribe to the conceptions of what is “good, true, beautiful, and desirable.” The Filipino values can best be seen from the aspects of personal and social relationships. In addition, knowing ones trait that serves as a distinguishing characteristics typically belonging to a person or group of people can be functional and beneficial to the Filipino experience and identity. Filipino Values and Traits 1. SIR (Smooth Interpersonal Relationship) It is getting along with others with minimum conflict. Indirect or tactful answer, silence or mere approvals are the individual’s effort of avoiding to hurt the feelings of others. 2. Reciprocity It is another version of SIR. It is a form of behavior which serves as an exchange for a favor granted and is attached with the sense of obligation to repay. As a debt of gratitude, an honor or an appreciation, utang na loob is observed in many situations: economic, political, social. It never ends as long as relationships exist. Failure to acknowledge the favor would cause the person to display hiya or shame. 3. The Filipino hospitality This value is done by people who welcome visitors with warmth and enthusiasm and that it promotes goodwill and cooperation. Filipino welcomes their guests and tourists as if they are their own brothers and sisters: they always make their guests feel at home/ offering them something to eat, or even a place to stay. 28 4. Respect for elders Filipinos greet their elders while saying “Mano Po!” and constantly using “Po” and “Opo” in conservations. Forgetting to address older people properly will regard them as rude and impolite. 5. Close Family Ties Filipinos maintain a tight relationship with their families regardless if the children are old enough and already have families of their own. It is solidifying the existence of the extended family system that symbolizes love, affection, and unity among family members. The pattern of interdependence among them serves as buffer to economic, social and spiritual inadequacies experienced during trying times. 6. Cheerful Personality Filipinos have a habit of smiling and laughing a lot. They smile when they are happy, or sometimes even when they are sad or angry. Smiling has been a coping strategy for many Filipinos especially during trying times and calamities. 7. Self –Sacrifice The self-sacrificing attitude of Filipinos can be seen as an extension of the Filipino hospitality. Filipinos go out of their way to extend help to their friends, families and loved ones. They wish comfort and better lives for their loved ones and would even go to the extent of working abroad hundreds of miles away to earn more money and save up for them. 8. Bayanihan A certain task is effectively and easily completed if everybody shares his time, effort, and money to expedite the completion of a task. Bayanihan is the spirit of communal unity and cooperation of Filipinos. It is also about giving without expecting something in return. Example: transferring the whole nipa hut to another place is done by bayanihan way; digging a drainage canal by the barangay people; cleaning the area for the putting up of the basketball court. 9. “Bahala Na” Attitude It is the “come what may” or “que sera sera” attitude that rests on the line of least resistance. This is a kind of fatalism in which a person leaves everything to fate. He lets fate control his destiny and decides his success. “Bahala na” is the Filuipino version of the famous”Hakuna Matata,” meaning no worries. The phrase is said to have originated from “Bathala na,” where Bathala means God, and the phrase meaning leaving everything into God’s hands. It can also be viewed as something similar to the cheerful and positive attitude of Filipinos and allowing situations take care of themselves instead of worrying about them. This is utilized to maintain mental balance in times of stress; it gives courage and determination. 10. Colonial Mentality Colonial mentality is regarded as the lack of patriotism and the attitude where Filipinos favor foreign products more than their own. This does not only concern goods but also the desire to look for foreign than local and keep up with foreign beauty trends. 29 11. “Manana “ Habit This is the Filipino term for procrastination or the tomorrow-attitude. It was derived from a longer Filipino phrase called “Mamaya na” meaning dawdling things which could have been done at an earlier time. It is a poor habit of laziness that results in heavier workloads. People can accomplish many things if they only make use of their time profitably. 12. “Ningas Kugon” “Ningas” is a Filipino term which means to catch fire while “kugon” is a fast burning kind of grass. Thus, ningas kugon refers to enthusiasm that is intense only at the start but gradually dies down. It is the attitude of eagerly starting things but quickly losing eagerness soon after experiencing difficulty; just like how fast the fire of a Cogon grass burns out after being ignited. This could be a hindrance towards initiative and productivity. Laziness is a common problem among Filipinos that is why Filipinos are regarded as “Juan Tamad” or Lazy Juan. In an affair/occasion for instance, there is so much publicity at the start – but at the end of the affair, all the chairs, tables, used plates are left and nobody volunteers to put these things on their proper place. 13. Pride Most Filipinos hold on to their pride as if they are more precious than keeping a good relationship with family and loved ones. When two parties are not in good terms, they find it so hard to apologize and wait until the other party asks for an apology first. 14. Crab Mentality This is a toxic trait among Filipinos where one resents the achievement of another, instead of feeling happy for that person. Just like crabs in a container, they pull each other down and ruin each other’s reputation rather than bringing them up resulting to no progress. To counter this negative attitude is to develop a sense of helping to those who lack, while also looking back to those who helped him during his bad times. 15. Filipino Time Filipinos have this common attitude of arriving late at commitments, dinner or parties especially if they are meeting someone close to them. They tend to not observe punctuality altogether. Qualities of an Effective Leader Leadership is a multifaceted concept that requires a combination of personal attributes, skills, and an understanding of one’s role within a larger social and political framework. In relation to the Political Self, leadership extends beyond the individual’s capacity to lead in isolation and reflects how they navigate and interact within political systems, influence others, and uphold civic responsibilities. The Political Self refers to one’s identity as it relates to political beliefs, values, and behaviors, which are shaped by socialization, culture, and experiences in the public sphere. 1. Visionary Thinking An effective leader is able to envision a future that benefits not only themselves but the collective. They must articulate clear goals, inspire others to follow, and guide their community or organization toward progress. 30  A strong Political Self includes the awareness of societal issues and the desire to contribute to public welfare. Leaders with this trait think beyond personal gain and focus on long-term social and political impact, guided by principles of justice, equity, and collective advancement. 2. Emotional Intelligence Leadership quality: Leaders must be emotionally intelligent, displaying empathy, self- regulation, and interpersonal skills. They should be able to understand and manage their own emotions while being attuned to the emotions of others. Emotional intelligence strengthens a leader’s political identity by enabling them to connect with various stakeholders, listen to different viewpoints, and build trust. This helps them navigate political environments effectively, balancing personal beliefs with public expectations. 3. Ethical Decision-Making Effective leaders consistently demonstrate integrity and ethics in their decision-making processes. They are transparent, fair, and accountable for their actions. The Political Self encompasses an individual's moral compass in political actions. Leaders with a strong ethical foundation are more likely to engage in responsible governance, uphold the rule of law, and promote the common good. Ethical decision- making reflects a leader’s commitment to justice and the well-being of society. 4. Adaptability and Resilience Effective leaders are adaptable, capable of responding to changing circumstances and challenges. They are resilient in the face of adversity and inspire others to persevere through difficult times. The political landscape is dynamic, with constant shifts in public opinion, policies, and power structures. A politically self-aware leader must be able to adapt their strategies and viewpoints to align with the evolving needs of the people they serve, while remaining grounded in their core values. 5. Collaborative Spirit Collaboration is essential for leadership, as leaders often work with diverse groups, including peers, subordinates, and external stakeholders. They must foster cooperation and build coalitions to achieve collective goals. The Political Self is shaped by interactions with various social and political groups. Effective leaders understand the importance of partnerships and inclusivity, as political success is often rooted in collective efforts rather than individual achievements. Collaborative leaders strengthen democratic processes by encouraging participation and empowering others. 6. Commitment to Civic Responsibility Effective leaders demonstrate a strong commitment to their civic duties, promoting civic engagement and taking responsibility for societal outcomes. They inspire others to be active citizens and work toward the common good. The Political Self is defined by one’s engagement with civic life, including voting, advocacy, and participation in community development. A leader with a well-developed political identity recognizes the importance of being an active citizen and encourages others to contribute to the democratic process. 31 7. Communication Skills Effective leaders are articulate and persuasive communicators. They can convey complex ideas clearly, engage in constructive dialogue, and motivate others through their words. Leaders with a well-formed Political Self use communication not only to express their vision but to engage with diverse viewpoints. Political dialogue is essential in leadership, and a strong communicator is able to unite people, manage conflict, and foster a culture of openness and transparency in governance. 8. Courage and Integrity Leaders must have the courage to make difficult decisions and stand up for what is right, even when it is unpopular. Integrity ensures that they remain honest and principled in their leadership. Political leadership often involves navigating complex moral landscapes. A leader with a robust Political Self demonstrates the courage to advocate for justice, uphold ethical standards, and maintain integrity in the face of pressure or corruption. This builds public trust and ensures that leadership decisions are aligned with societal values. The qualities of an effective leader are deeply intertwined with the development of the Political Self. A leader who is politically self-aware understands their role in shaping society and guiding others through complex social, political, and ethical landscapes. By fostering qualities like vision, emotional intelligence, collaboration, and ethical decision-making, leaders can strengthen their political identity and become agents of positive change within their communities. Leadership, in this context, is not just about personal success, but about creating an environment where the public good is prioritized, and democratic values are upheld. Voting as a Right and Responsibility Voting is both a fundamental right and a significant responsibility for individuals within a democratic society. It represents one of the primary ways citizens can exercise their political voice and influence the direction of their government. In relation to the Political Self, voting becomes an expression of one's political identity, values, and commitment to civic duty. In the Philippines, the right to vote, or suffrage, is both a constitutional guarantee and a civic responsibility. The 1987 Philippine Constitution explicitly recognizes and protects the right to suffrage, reflecting the importance of citizen participation in democratic governance. The act of voting is not just a personal choice but a key aspect of the Political Self, wherein individuals exercise their political identity and responsibility to the nation. Article V, Section 1 of the 1987 Philippine Constitution states: "Suffrage may be exercised by all citizens of the Philippines, not otherwise disqualified by law, who are at least eighteen years of age, and who shall have resided in the Philippines for at least one year and in the place wherein they propose to vote for at least six months immediately preceding the election. No literacy, property, or other substantive requirement shall be imposed on the exercise of suffrage." This provision guarantees the right of every eligible Filipino citizen to vote, emphasizing inclusivity and accessibility, without discrimination based on literacy, property ownership, or other barriers. The Constitution enshrines suffrage as a fundamental right that embodies the principles of democracy. 32 Voting as a Right Expression of Political Freedom In a democratic society, voting is a legal right that guarantees individuals the freedom to choose their leaders and influence government policies. It is a cornerstone of democratic governance, symbolizing the principle of popular sovereignty—the idea that political power resides in the people. Exercising the right to vote is a manifestation of the Political Self because it reflects a person’s engagement with the political system. When individuals vote, they assert their identity as political beings who have a say in shaping their society. The act of voting affirms their freedom to participate in decision-making processes, reinforcing their sense of empowerment and political agency. Empowerment through Representation Voting ensures that individuals are represented in the political system. By choosing representatives who align with their values and priorities, citizens exercise their right to have their voices heard in government. The Political Self involves a recognition of one’s role in the larger political community. Through voting, individuals connect their personal beliefs with broader social and political movements. This act of representation strengthens the individual's connection to the collective political system, affirming their place as active contributors to societal development. Protection of Rights and Freedoms Voting plays a crucial role in safeguarding individual rights and freedoms. It allows citizens to hold elected officials accountable for protecting these liberties and to influence policies that affect their lives. The Political Self is built on a foundation of rights awareness and the understanding that voting is essential for maintaining personal and societal freedoms. By participating in elections, individuals help protect not only their own rights but also the rights of marginalized groups, promoting social justice and equity within the political system. Voting as a Responsibility Duty to Participate in Democratic Processes Voting is more than a right; it is a civic duty. Democracies rely on the participation of their citizens to function effectively. When individuals abstain from voting, they leave critical decisions to others and risk weakening the democratic process. The Political Self includes an understanding of one’s responsibilities as a member of society. Voting as a responsibility is an acknowledgment that each person plays a vital role in shaping governance and that democracy thrives when people actively contribute. This sense of duty reinforces a responsible Political Self, where individuals see themselves as accountable for the collective future. Informed Decision-Making Responsible voting requires individuals to make informed decisions. This involves researching candidates, understanding policies, and considering the implications of their vote on society. The development of the Political Self involves critical thinking and the ability to engage in informed political participation. Voting without adequate knowledge undermines the 33  democratic process. When citizens take the responsibility to educate themselves, they strengthen their Political Self by aligning their personal values with informed political choices, ensuring their vote reflects thoughtful consideration of the common good. Contributing to the Collective Good Voting is not only about personal interests but also about the welfare of the broader society. A responsible voter considers the impact of their vote on various social groups and the country’s future. The Political Self is shaped by the balance between individual needs and collective responsibilities. In voting, individuals acknowledge that their actions affect not only their lives but also the lives of others. The Political Self embraces the idea that democracy is a shared enterprise and that voting is a tool for fostering inclusive growth, equality, and social justice. Fostering Accountability and Transparency By voting, citizens hold their elected leaders accountable for their actions. It is through regular elections that leaders are judged based on their performance, ensuring transparency in governance. The Political Self embodies the role of the citizen as a watchdog in the political system. A responsible voter not only participates but also stays vigilant about government performance. This sense of accountability strengthens democratic institutions, as the Political Self actively contributes to creating transparent and accountable governance structures. Preservation of Democracy Democracy is preserved when citizens exercise their right to vote. Failure to participate can erode democratic structures, leading to disenfranchisement and weakening of the political system. The Political Self includes a commitment to upholding democratic values. A responsible voter understands that democracy is not self-sustaining—it requires active participation. By voting, individuals reaffirm their role as stewards of democracy, ensuring that it remains robust, inclusive, and representative for future generations. Voting, in relation to the Political Self, is both a right that empowers individuals to influence political processes and a responsibility that underscores their role in preserving democracy. The act of voting allows citizens to express their political identity, align their personal beliefs with public policies, and participate in shaping the society they live in. At the same time, it demands thoughtful engagement, informed decision-making, and a commitment to the common good. A well-developed Political Self recognizes the dual nature of voting as a personal right and a collective responsibility, ensuring that democratic values are upheld and that the political system remains responsive to the needs of all citizens. 34  1. Discuss how being a Filipino affects your “self”. How can becoming a better Filipino influence your duty to becoming a better version of yourself? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 2. If you will be given the chance to choose who you are, do you still want to become a Filipino? Why? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 3. Complete the statement below: I am a Filipino and I love being a Filipino because _____________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Alata, E. J., Caslib, B. Jr., Serafica, J. P. & Pawilen, R.A. (2018). Understanding the self (1st ed.). Manila: Rex Book Store. Aligada, G. & Trajeco, S. (2010). Introduction to sociology and anthropology: Text and workbook. Quezon City: AMMS Publications. Ariola, Mariano (2012). Sociology and anthropology with family planning. Intramuros, Manila: Purely Book Trading and Publishing Corp. Atienza, M.E., Rico, R., Arugay, A., Franco, J. & Quilala, D. (2016). Understanding culture, society and politics. Quezon City: C & E Publishing, Inc. Brawner, D. & Arcega, A. (2018). Understanding the self. Quezon City: C & E Publishing, Inc. Limpingco, D. & Tria, G. (2007). Personality (3rd ed.). Quezon City: KEN Incorporated. 35  UNIT II: UNPACKING THE SELF Lesson 5: The Spiritual Self 1 week or 3 hours When a pandemic like COVID 19 spreads, people turn to religion. When war hits, people pray for and depend on one another. When terror tries to steal life from us, we stand in solidarity and hope for the goodness of humanity. The spiritual self is one of the three sections of the self according to William James. It is the most intimate, inner subjective part of self. It is the most intimate version of the self because of the satisfaction experienced when one thinks of one’s ability to argue and discriminate, of one’s moral sensibility and conscience, of our unconquerable will is more pure than all other sentiments of satisfaction (Green, 1997). The ability to use moral sensibility and conscience may be seen through the expressions of religion, its beliefs, and practices. In the same manner, cultural rituals and ceremonies are some manifestations what people believe in. Moreover, seeking the meaning of life is a journey that the Spiritual Self is on. At the end of this lesson, you should be able to: 1. compare and contrast spirituality and religiosity. 2. identify various religious practices and beliefs. 3. understand the self in relation with religious beliefs. 4. explain ways of finding the meaning of life. 36  Art Recall Recall: When was the first time you realized that there is a higher being than yourself? How old were you then? What made you believe that there is a higher being? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ _____________________________________________________________ Draw: Make a poster about the instance or situation that made you believe in the existence of higher being. 37 Discuss the following questions: 1. How did these experiences affect your belief on a higher being? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 2. How is the belief on a higher being related to your self? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 3. Do you consider having a spiritual self? Why or why not? ____________________________________________________________________________ ____________________________________________________________________________ ___________________________________________________________________ Spirituality and Religiosity When we speak of the spiritual self, two ideas come into our minds. These have to do with spirituality and religion. What is spirituality? Spirituality can be defined broadly as a sense of connection to something higher than ourselves. Many people search for meaning in their lives. The sense of transcendence experienced in spirituality is a universal experience. Some find it in monotheistic religion, while others find it in meditation. While the understanding of spirituality differs across religions and belief systems, it can be described by finding meaning and purpose in life. Religion and spirituality are not understood in the same way, though they often overlap. Spirituality has a much broader understanding of an individual’s connection with the transcendent aspects of life. Puchalski (2004) defined spirituality as the aspect of the self that is associated to an individual’s process of seeking and expressing meaning and how he or she is connected to the self, to others, to the moment and to everything else that composes his or her environment, including the sacred and the significant. Thus, spirituality talks about meaning and purpose that go beyond the physical realities of life. One should ask himself or herself “what meaning do I put in my life”. Another aspect of spirituality is focused on a person’s connections to different aspects of his or her existence: to other people, to nature, 38 and to sacredness and divinity. Spirituality is relational. In the pursuit of and applying meaning to one’s life, relationships are created and sustained not only with people but with other life forms or with a higher being. The way people relate to others, to family members, to peers in school, and to nature speaks of an individual’s core values. Spirituality also talks about the sacred and transcendent. It is a general belief that in this vast universe, there is a force higher than the self. In believing that death is inevitable, the different beliefs of what comes afterwards shape how people choose to act and live their lives. The search for sacredness is also triggered by the drive to attain peace and fulfillment. Acceptance and/or contentment is fostered and established despite problems that may occur. Seeking a meaningful connection with something bigger than yourself can result in increased positive emotions. Transcendent moments are filled with peace, awe, and contentment—emotional and spiritual wellbeing overlap, like most aspects of wellbeing. (https://positivepsychology.com/science-of-spirituality/) On the other hand, Rebecca Stein (2011) defines religion “as a set of cultural beliefs and practices that usually includes some or all of basic characteristics. These characteristics are: 1. a belief in anthropomorphic supernatural being, such as spirit and gods; 2. a focus of the sacred supernatural, where sacred refers to a feeling or reverence and awe; 3. the presence of a supernatural, where sacred refers to a feeling or reverence and awe; 4. the performance of ritual activities that involves the manipulation of sacred object to communicate to supernatural beings and/or to influence or control events; 5. the articulation of worldview and moral codes through narratives and other means; and; 6. provide the creation and maintenance of social bonds and mechanism of social control within a community; provides explanation for unknown and a sense of control for individuals. An individual lives in a society where there are many practice of religion. The choice of religious belief lies within the spiritual self. Although the choice may be influenced by the society and its culture. Our practice of a religion can contribute to our spirituality. The practice of religion may involve rituals. A ritual is the performance of ceremonial acts prescribed by a tradition or sacred law (Penner 2017). It is a specific, observable mode of behavior exhibited by all known societies. Thus, it is possible to view ritual as a way of defining or describing humans. Rituals have three fundamental characteristics (Penner 2017). These include 1. a feeling or emotion of respect, awe, fascination, or dread in relation to the sacred; 2. dependence upon a belief system that is usually expressed in the language of myth; and 3. is symbolic in relation to its reference. There are world religious beliefs and practices which will be explored in this section. There are different religions with different beliefs and practices. Some of the major world religions are Buddhism, Christianity, Hinduism, Islam, and Judaism. 39 A. Buddhism Beliefs It teaches that life is unsatisfactory. When experience is unsatisfying, we tend to crave pleasant experiences and avoid disappointing ones. Our habits tie us into a reactive cycle of craving and aversion. Buddha taught that a way to break this cycle is to practice ethics and meditation, and to cultivate wisdom, which is a deep understanding and acceptance of things as they are. B. Christianity Beliefs Christians believe that God became fully present in the world in the person of Jesus Christ of Nazareth. Christians believe that Jesus Christ’s dying on the cross, made Him a sacrifice to reconcile all humanity with their Creator. There are different Christian denominations throughout the world. C. Hinduism Beliefs The term “Hinduism” was coined as recently as the 19th century to cover a wide range of ancient creeds, textual traditions, and religious groups. Hinduism is best understood as a complete way of life, a path of sanctification, and discipline that leads to a higher level of consciousness. Hindus revere a body of texts as sacred scriptures known as the Vedas. D. Islam Beliefs Islam is an Arabic word which means willing submission to God. The root of the word Islam comes from a word meaning peace and Muslims believe it is the way of peace as laid down in the Quran or Koran. The Arabic word Allah means one God. E. Judaism Beliefs The Jewish people believe themselves to be descended from a Semitic tribe that originated in the land of Canaan in the Middle East. Jews believes of the coming of the Messiah, the Savior. Study and interpretation of the Torah is an integral part of Jewish life. Jewish food laws are highly complicated, prohibiting certain animals and shellfish. Religious beliefs, rituals, practices, and customs are all part of the expression of the spiritual self. Religious beliefs and practices therefore are formed relative to its context and culture. Another dimension to our spiritual life is finding meaning in our lives. One therapy which is effective is logotherapy. 40 Logotherapy - Finding and Creating Meaning of Life Logotherapy was created by Dr. Viktor Frankl (1905 – 1997), author of the bestseller Man’s Search for Meaning. Frankl was a psychiatrist and neurologist who lived in Vienna and who treated suicidal patients both before and after World War II. Logotherapy is a term derived from “logos,” a Greek word that translates as “meaning,” and therapy, which is defined as treatment of a condition, illness, or maladjustment. As a Jew, Frankl was incarcerated in four different concentration camps during the holocaust. One day some fellow prisoners wanted to run into the electric fence in order to kill themselves. They felt there was nothing more they could expect from life. Frankl turned their statement around and said, “Do not ask what you expect from life; ask what life expects from you!” Frankl understood that it is not suffering itself that causes despair. Rather, if you feel you have nothing to give and no one to love, you have nothing to live for! Today, the evidence is overwhelming that having a sense of meaning and purpose extends life. Human beings have higher aspirations. The rest of creation has energy and emotion but does not contemplate itself. Yet, logotherapy is the only meaning-based and values-based approach in existential psychology or psychology generally. (https://themeaningseeker.org/logotherapy-in-a-nutshell/) Components of Franklian Philosophy There are three main components that are at the heart of the Franklian philosophy: 1. Each person has a healthy core. 2. The primary focus is to enlighten a person to their own internal resources and provide them with the tools to use their inner core. 3. Life offers you purpose and meaning; it does not owe you a sense of fulfillment or happiness. Logotherapy assumptions All psychotherapies make philosophical assumptions about the human persons that cannot be proved with certainty. Victor Frankl Insitute of Logotherapy (n.d.) states the assumptions of logotherapy, which include the following: 1. The human being is an entity consisting of body, mind, and spirit. This first assumption deals with the body (soma), mind (psyche), and spirit (noos). According to Frankl, the body and mind are what we have and the spirit is what we are. 2. Life has meaning under all circumstances, even the most miserable. Assumption two is “ultimate meaning.” This is difficult to grasp but it is something everyone experiences and it represents an order in a world with laws that go beyond human laws. 3. People have a will to meaning. The third assumption is seen as our main motivation for living and acting. When we see meaning, we are ready for any type of suffering. This is considered to be different than our will to achieve power and pleasure. 41  4. People have freedom under all circumstances to activate the will to find meaning. Assumption four is that we are free to activate our will to find meaning, and this can be done under any circumstances. This deals with change of attitudes about unavoidable fate. Frankl was able to test the first four assumptions when he was confined in the concentration camps. 5. Life has a demand quality to which people must respond if decisions are to be meaningful. The fifth assumption, the meaning of the moment, is more practical in daily living than ultimate meaning. Unlike ultimate meaning this meaning can be found and fulfilled. This can be done by following the values of society or by following the voice of our conscience. 6. The individual is unique. The sixth assumption deals with one’s sense of meaning. This is enhanced by the realization that we are irreplaceable. In essence, all humans are unique with an entity of body, mind, and spirit. We all go through unique situations and are constantly looking to find meaning. We are free to do these at all times in response to certain demands, FINDING MEANING WITH LOGOTHERAPY Popova (2017) discussed Victor Fankl’s work. There are three possible sources of the meaning of life: purposeful work, courage in the face of difficulty, and love. 1. Purposeful work. To find the meaning of life starts with holding a future goal. Each individual has each own future goal to achieve or a task to perform. That task or goal to fulfill becomes the meaning of their life. Therefore, the meaning of life is unique to every individual. 2. Courage in the face of difficulty. A meaningful life is a life full with suffering. Suffering is inevitable part of life. To find meaning of life is to recognize suffering, pain, and death as part of life and to have the courage to face these life difficulties. Frankl believed that suffering is a part of life, and that man’s ultimate freedom is his ability to choose how to respond to any set of given circumstances, even the most painful ones. Additionally, people can find meaning in their lives by identifying the unique roles that only they can fulfill. For example, when a man consulted with Frankl due to severe depression following the death of his wife, Frankl asked him to consider what would have happened if he had died first and his wife had been forced to mourn his death. The man was able to recognize that his own suffering spared his wife from having that experience, which served as a curative factor and helped relieve his depression. (https://www.goodtherapy.org/learn-about-therapy/types/logotherapy) 3. Love. Popova (2007 quoted Dr. Frankl’s notes about his experience in the Nazi camp.): “For hours I stood hacking at the icy ground. The guard passed by, insulting me, and once again I communed with my beloved. More and more I felt that she was present, that she was with me; I had the feeling that I was able to touch her, able to stretch out my habd and grasp hers. The feeling was very strong: she was there. Then, at that very moment, a bird flew down silently and perched just in front of me, on the heap of soil which I had dug up from the ditch, and looked steadily at me.” 42  Dr. Frankl’s wife, parents, and some relatives, were victims of gas chambers. His love for his wife kept him fight for his life. Popova (2017) also quo