Understanding the Self - GE1 Module 1, 2nd Sem AY 2024-2025 - PDF

 ***Tuguegarao Archdiocesan Schools System*** ***Saint Joseph's College of Baggao, Inc.*** Baggao, Cagayan, Philippines Transforming Lives, Shaping the Future **THE SELF: Its Nature and Significance** --------------- ------------------------ ------------- ---------------...

 ***Tuguegarao Archdiocesan Schools System*** ***Saint Joseph's College of Baggao, Inc.*** Baggao, Cagayan, Philippines Transforming Lives, Shaping the Future **THE SELF: Its Nature and Significance** --------------- ------------------------ ------------- ------------------------- Course Title Understanding the Self Course Code GE1 Instructor Psychelynne M. Nicolas Term & AY 2^nd^ Sem, AY 2024-2025 E-mail/Cp no. --------------- ------------------------ ------------- ------------------------- I. **O**verview II. **Intended Learning Outcomes (ILOs)** a. Define the concept '***the self'***; b. Discuss the meaning of ***'identity'***; and c. Determine the process of understanding the ***'self'.*** III. **Learning Resources and References:** - **Go-Monilla, Ma Joycelyn A. (2008). *Understanding the Self*. C & E Publishing Inc., Quezon City.** Lecture Content/Summary of Lesson  **What is self?** What comes to your mind when you hear the word *self*? Write your ideas on the blanks provided below. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ The term "***self"*** can be as diverse as *self-awareness, consciousness, identity, self-esteem, self-concept, ego* and the like. But all of those terms and concepts direct us towards our *inner being* and *soul.* It takes much intelligence and awareness to determine that there is a being inside of us who experiences every undertaking that we have. The self is thinking and a feeling being within ***us*** and within ***ourselves.*** The self generally is the distinct identity which is a summation of the experiences of an individual. The self is related to the awareness and consciousness of a rationale being. The essence of our humanity and the meaning of our existence demand an appreciation of who we are as a person, as a member of the community and as a member of a larger institution of people. The same matters as this temporal life is geared towards a certain meaning that all of us desire to understand in the process. **What is the process of discovering the self?** The search for our true identity is a process of learning, re-learning and unlearning the lessons that we acquire from the teachings of life. Discovering and re-discovering the self becomes a complex procedure that we need to undergo to finally find our genuine self and individuality. This life learning is a continuous flux, an unending adventure onto the realms of life's complexities. Everything that we embrace in this learning experience is part of our meaningful evolution. IV. **Learning Activity** ***\ *Directions:** Cut your picture and paste it on the box below and describe your identity. +-----------------------------------+-----------------------------------+ | ***Yourself*** | ***Your Background*** | | | | | | *\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_* | | | | | | *\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_* | | | | | | *\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_* | | | | | | *\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_* | | | | | | *\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_* | | | | | | *\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_* | | | | | | *\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_* | | | | | | *\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_* | | | | | | *\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_* | | | | | | *\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_* | | | | | | *\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_* | | | | | | *\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ | | | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ | | | \_\_\_\_\_\_* | +-----------------------------------+-----------------------------------+ V. **Supplemental Content** Sometimes we cannot define and or even describe our self. We are confused because we cannot understand the feelings and emotions we have. We do not know what we want that sometimes affects our decisions in life. To better understand our self, let's try to do this activity below. **Directions:** In a separate sheet, draw an object that represents you, make it creative. Put the following. Example: VI. **Assessment!** Self Self-identity VII. **Assignment**  *S e l f R e f l e c t i o n !* What is the value of studying the self? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ ***Tuguegarao Archdiocesan Schools System*** ***Saint Joseph's College of Baggao, Inc.*** Baggao, Cagayan, Philippines Transforming Lives, Shaping the Future **THE SELF: Philosophical Perspective** --------------- ------------------------ ------------- ------------- Course Title Understanding the Self Course Code GE1 Instructor Psychelynne M. Nicolas Term & AY AY 20242025 E-mail/Cp no. --------------- ------------------------ ------------- ------------- I. **O**verview II. **Intended Learning Outcomes (ILOs)** Upon completion of this module, the students should be able to: a. Determine the varied philosophical ideas about the nature of '***the self'***; b. Identify the differences in these perspectives; c. Use these perspectives in the forming of own insight about the ***'self';*** and d. Point on to the concepts that define the ***self.*** III. **Learning Resources and References:** - **Go-Monilla, Ma Joycelyn A. (2008). *Understanding the Self*. C & E Publishing Inc., Quezon City.** IV. **Lecture Content/Summary of Lesson** A number of philosophers through ages have posited ideas about the nature of the self. These philosophers include ***David Hume, Rene Descartes, Socrates, Plato*** and even ***Saint Augustine of Hippo*** among others who remarkably have provided unique views about the real nature of the concept we call ' ***self'.*** ***Socrates*** Was a classical Greek Philosopher and a pioneer in Western moral philosophy. As a contribution to the field of philosophy, Socrates introduced the ***Socratic problem*** also known as the ***Socratic question***. The goal of which was to "***Know thyself*.**" Accordingly, there should be a dialogue between the self and the soul. One should accept that he knows nothing and accept it as this leads to learning and discovering the truth. He was greatly known for his **[SOCRATIC METHOD]** stated that "An Unexamined life is not worth living." One has to self-examine and discuss about the self as this is a duty to achieve what is the greatest good to life. It is the goal of Socratic perspective to better the quality of human life through consistent self-explanation.***\ Socrates (470-399 BC)*** ***Plato*** Ancient and classic [Greek](https://www.britannica.com/topic/Greek-philosophy) philosopher, student of [Socrates](https://www.britannica.com/biography/Socrates) (*c.* 470--399 BCE), teacher of [Aristotle](https://www.britannica.com/biography/Aristotle)(384--322 BCE), and founder of the Academy, best known as the author of philosophical works of unparalleled influence. He was the founder of the Academy in Athens, the first Institution of higher learning in the western world. An influential figure in western philosophy and the founder of western spirituality. Plato stated that the ***PSYCHE** or the **MIND*** is comprised of three elements. 1. The appetites which involve our pleasurable desires such as those which provide us physical pleasure and physiological comfort. 2. The spirited which denotes the part within us that is agitated most of the time. It is highly spirited and motivated to surpass and conquer life challenges. It is highly the area within us that enjoys triumph, honor, greatness and affirmation. 3. The mind is the conscious awareness which thinks, meditates, weighs, choices and assesses situations in our lives. This side is rational and logical as it chooses only the best for us. ***Saint..Augustine*** ***\ *** ***Rene Descartes*** Believed to be the father of modern western philosophy. He was a French scientific thinker, mathematician and philosopher. He developed the ***Cartesian Philosophy*** which holds that mental acts determine physical acts. Moreover, he reiterated on the role of cognition as the active acquisition of knowledge involving the individual's imagination, intellect, perception as well as memory. He described the mind as the "***intellectual substance***" which possesses a will. He was acknowledged through his renowned and brilliant principle which state that "***Cogito, ergo sum***" which means "***I THINK, THEREFORE I AM.***" This is a method to assess one's self. Further, he asserted that the idea of being a human brings about an awareness of the self which may lead to the development and unique identity. ***John Locke*** He was a prominent thinker during the "**Age of reason"** He is an English philosopher and physician. Remarkably Locke is considered the father of liberalism as he had posited the theory of mind which is a breakthrough in the origin and the self. It was Locke who developed the concept of **TABULA RASA.** He pointed onto the theory that at birth, the mind is a blank slate without innate ideas, and it is experience that provides us knowledge provided by sensory experiences and reflections. John Locke stated that personal identity or the self is found in the consciousness. He identified the brain as comprising the consciousness which has one's identity. It is alleged that life is a quest for the understanding of what is after death and immortality. He argued as well that a person may only be judges for the acts of his body but the truth according to him is that one is liable only for the acts of which he is conscious. ***David Hume*** A prime mover in western philosophy is a Scottish philosopher from Edinburgh, known for his insights on the psychological basis of human nature where he posited that passion rather than reasons governs human behavior. He argued against the existence of innate ideas, positing that all human knowledge is ultimately founded solely in experience. He reiterated that reason is only the slave of passion which implies that logic and intellect is basically superseded by an individual's passion, drive and motivation. According to Hume the self and one's mind is like a machine that can be turned on and off as they are only active when one is conscious. ***Immanuel Kant*** He was born in Prussia and a great contributor in modern western philosophy. He asserted that it is the human mind which creates experiences. These experiences are similar among human on the level of abstraction as we share important characteristics that resemble in specific points of interests. Human experiences make up our persona according to logical effects provided by certain causes. Evidently, the development of individuality and self is a result of unique human experiences as it forges significant learning within the person. "***Every person has an inner and outer which comprises the consciousness.***" According to Kant, the intellect as well as the psychological state of a being is what we call as the inner self while the outer self is made of the senses and physical self. Largely, the object of the inner self is the ***soul*** while the outer self is directed as the ***body.*** ***Sigmeund Freud*** A neurologist from Australia. He established psychoanalysis***.*** This is a school of thought resolving around the role of psychological conflicts within the unconscious which is relevant in the development of human behavior as well as personality. It was Freud who stated that there are three components in the mind that interact to produce the individual persona. This concept in the structural theory of personality involves the ***id, ego, and superego*** which are largely found within the unconscious. The conflict between these three components gives rise to human persona. The ***id** and the **superego*** are in constant conflict brought about by the differences in their desire. As the ***id*** demands pleasure and gratification of urges, the ***superego*** requires compliance to social norms. The conflict is resolved by the ***ego*** which is the ***self*** by maintaining the balance between these two structures of the mind. Freud considered the ego as the realistic area of one's persona that maintains the balance and harmony within the individual. **SUPER EGO ID** **EGO** **\*\*\**The ego balances the conflicting force between the superego and the ID. --S. Freud*** ***Gilbert Ryle*** Born in Brighton, England. He was a British philosopher, a behaviorist who coined the phrase "***the ghost in the machine.***" Ryle believed that mental phenomena are explained by observing public behavior. ***Paul Monthomery Churchland*** From Vancouver, Canada. He is a modern-day philosopher whose studies greatly focuses on the workings of the brain. ***Maurice Merleau Ponty*** A French philosopher, he wrote the book ***Phenomenologie de La Perception*** in 1945. In this book he expounded his thesis on the primacy of perception where he revealed how the body is central to one's perception. As an existentialist, Ponty argued that perception is the determinant of one's consciousness. It is our prejudice that creates the perception that we have in our mind. This is the primacy of perception where he said that "***there is harmony between what we aim at and what is given, between intention and performance."*** The same provide and explanation as to Ponty's claim *[that consciousness is primarily not a matter of I think that, but of I can].* Hence in this argument, it shows how action is required in the formation of self-perception as well as self-concept. [ ] V. **Learning Activity** **Directions:** Identify the philosopher who proposed the particular view of self-presented in the first column. Then, examine your personal view about nature of self and indicate whether you believe or not in that philosophical view of self. If you believe in that stated philosophy, recall an important experience you have had which relates to it. If you do not believe, explain your disbelief. How do you think your experience or disbelief affects your selfhood? ------------------------------------------------------------ ----------------- --------------------------------------------------------------------------- ------------------------------ ----------------------------------- ---------------------------- **Philosophical views of self** **Philosopher** **Believe it or not (write HIM if you don't believe, HER if you do not)** **Related life experiences** **Reasons why I do not believe.** **Effects on my selfhood** An examined life is not worth living. The self is the brain The human mind at birth is a blank slate or **TABULARASA** I act, therefore I am. The self transcends experience. ------------------------------------------------------------ ----------------- --------------------------------------------------------------------------- ------------------------------ ----------------------------------- ---------------------------- VI. **Supplemental Content** Let's boost your knowledge! **Directions:** Encircle the letter that corresponds to your answer. 1. According to him, "An examined life is not worth living." a. Socrates b. Plato c. Augustine 2. He is regarded as the father of Modern Philosophy. a. Gilbert Ryle b. Paul Churchland c. Rene Descartes 3. He postulates that the human mind at birth is a blank slate. a. Augustine b. Rene Descartes c. John Locke 4. He introduces the idea of eliminative materialism. a. Immanuel Kant b. Gilbert Ryle c. Paul Churchland 5. He believed that the self is the brain. a. David Hume b. Maurice Merleu-Ponty c. Paul Churchland VII. **Assessment!** **Self-Assessment** **Directions:** *Discuss your ideas about the following concepts according to whom and how it was presented in this chapter.* 1. Theory of mind \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. 2. Tabula Rasa \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. 3. Inner self \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. 4. Outer self \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. 5. ID \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. 6. Ego \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. 7. Superego \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. 8. Materialism \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. 9. Primacy perception \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. 10. Psyche VIII. **Assignment** **R e f l e c t i o n...** **Directions:** Write an essay on the philosophical perspective of the self. Consider the questions below. 1. What is your own philosophy of self? 2. What is the importance of having a philosophy of the seLf? ­­­­­­­­­­­­­­­­­ ***Tuguegarao Archdiocesan Schools System*** ***Saint Joseph's College of Baggao, Inc.*** Baggao, Cagayan, Philippines Transforming Lives, Shaping the Future **CONCEPTS OF SELF: Eastern Philosophy** --------------- ------------------------ ------------- ------------------------- Course Title Understanding the Self Course Code GE1 Instructor Psychelynne M. Nicolas Term & AY 2^ND^ Sem, AY 2024-2025 E-mail/Cp no. --------------- ------------------------ ------------- ------------------------- I. **O**verview Varied cultural orientations have developed ideas towards a better understanding of the complexities of the self. There is a continuous quest to find explanations as to the real nature of being human and the self for the attainment of enlightenment. This module presents the concepts of the self in both Eastern and Western. II. **Intended Learning Outcomes (ILOs)** a. Comprehend the concepts behind the eastern principles; b. Decipher the differences between each principle; c. Explain the uniqueness of these eastern view; and d. Identify how these insights contribute to self-determination. III. **Learning Resources and References:** - **Go-Monilla, Ma Joycelyn A. (2008). *Understanding the Self*. C & E Publishing Inc., Quezon City.** IV. **Lecture Content/Summary of Lesson** In the East, the idea of the self is indeed one of complete unity with the Creator-Man is God, acted out in a multitude of different ways as an actor plays a part in a drama. In the West, it is clear that the idea of the self is perceived as distinct from God-the pot is distinct from the potter, with man as the artifact of creation. **BUDDHISM** ***Siddharta Gauntama Buddha*** developed a doctrine called as **ANATTA,** often defined as 'NO-SELF' or the principle that nothing is permanent and that no one is an independent entity as we are all part of a collaborative whole. Buddha explained that there is no unchanging self. the reality of the Dukka or suffering and Anicca or impermanence is the truth about this existence. The Anatta doctrine states that there is anything called a self as belief in this leads to Dukkha which of course is mere suffering and pain. Buddhism as a doctrine argues that there is **no-soul or no-self.** However, it is believed that every human has a mind and body as well as a stream of consciousness. Buddhist's principle points onto the ego as the expression of the five (5) components called the 'sakandas' which make up a person. There are: 1. Form which comprises the body and the sense organs; 2. Sensations which are the processes created by the senses in contact with the external environment. 3. Perception which is recognition of objects according to one's senses; 4. Mental formations or our predispositions, tendencies, traits, habits; and 5. Consciousness which is awareness about a stimulus from the internal or external environment. **HINDUISM** The self in the Upanishads finds its place in the story of creations, pertaining to the creation of the universe and of man. The part begins where the self was all alone in the person of Purusha. The true nature of man described as *Brahman* which means the *self.* ***The Main ideas in Hinduism involves:*** 1. The concept of God (Brahman. Which is the most supreme entity.; 2. There is reincarnation where a soul passes through different physical bodies as it is destined to undergo what it deserves in accordance with Karma; 3. The Ctman or the soul that is also Brahman; 4. The world we are living in is comprised of varied levels of existence; and 5. The paths to salvation which are all similar to each doctrine which evidently leads to the same goal. **TAOISM** ***Taoism*** as the doctrine based on the philosophy of Lao Tzu says that **knowing others wisdom. Knowing the self is enlightenment.** He stressed that the understanding others requires force but mastering the self requires power and strength. For Lao Tzu, the world and this life are good as there are the element guiding us to experience harmony through the "DAO" Taoist's bible called the Tao Te Ching gives and explains processes on how to live a good life through the **Dao** or **way** of the world which is the path to happiness and harmony Lao Tzu says that humans refuse to take the simple path and opt to go through that which causes discord, confusion and suffering. Lao Tzu teaches "***stillness to the mind***" and to let go of all worries, confusions and just experience the world. He pointed out that the nature was never in a hurry that everything happens in its perfect time and its right schedule such as the blooming of flowers. Emptying ourselves of the negative, confusing and worrisome thoughts we go back to what is important in our lives. TZU said we need to "***empty yourself of everything, let your mind become still***." If we are too busy, too preoccupied with anxiety or ambition, we will miss a thousand moments of the human experience that our natural inheritance. Moreover, Taoist's principle reiterates how our ego distracts us in seeing our true self. There is a need to let go to be self-determined, to be what you ought to be. **CONFUCIANISM** *Confucianism* identifies personality as a product of one's upbringing and environment. This shows that the individual is a social being which makes us "*social animals. ´* In this doctrine it is believed that every person is born with four beginnings which lead to the formation of a *self.* It includes the following components which are perfection of virtues that is found innately in the heart of every human: 1. Heart of compassion; 2. Heart of righteousness; 3. Heart of propriety; and 4. Heart of wisdom. The practice of the above virtues leads to the formations of the self. However, it should be understood that the role of the family and community plays a vital role in the formation of the self. Confucius is very definite on the need for an individual to do something and never be idle as this leads to the pursuit of the virtues. There is a need to exert effort to achieve the real nature of the self in the argument of Confucius. V. **Learning Activity** ***Directions:*** follow the procedure below. Step 1: Brainstorm on the differences on the insights presented in the following eastern principles. a. Buddhism b. Hinduism c. Taoism d. Confucianism Step 2: Get the following materials: a. Cartolina b. Coloring materials c. Pencil and ruler Step 3: Create a poster showing how eastern principles can enrich an individual's concept of the self and the formation of a better persona. Step 4: Discuss your output by presenting through an essay. VI. **Supplemental Content** **Directions: TRUE OR FALSE:** Write **T** on the blank if the statement is **TRUE** and write **T** if the statement is **FALSE.** **\_\_\_\_\_\_\_\_\_\_\_\_\_\_**1. Eastern thought is pluralistic. \_\_\_\_\_\_\_\_\_\_\_\_\_\_2. There is a separation between philosophy and religion in Eastern thought. \_\_\_\_\_\_\_\_\_\_\_\_\_\_3. The eastern concept of thinking is analytic-deductive. \_\_\_\_\_\_\_\_\_\_\_\_\_\_4. The western concept of individual freedom is seen as a double-edged sword. \_\_\_\_\_\_\_\_\_\_\_\_\_\_5. The primary source of knowledge in western philosophy is faith. VII. **Assessment !** 1. I am \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 2. I am \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 3. I am \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 4. I am \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 5. I am\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 6. I am \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 7. I am\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 8. I am \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 9. I am\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 10. I am \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ VIII. **Assignment** **FOLLOW UP:** In the following chart, categorize your responses in the sentence completion test. +-----------------------------------+-----------------------------------+ | **Individual self:** | **Collective self:** | | | | | **Unique personal traits, skills, | **Beliefs, values, and | | abilities and hobbies.** | characteristics which are | | | socially shared within a group.** | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ ***Tuguegarao Archdiocesan Schools System*** ***Saint Joseph's College of Baggao, Inc.*** Baggao, Cagayan, Philippines Transforming Lives, Shaping the Future **Sociological Perspective: The self as a product of society** --------------- ------------------------ ------------- ------------------------- Course Title Understanding the Self Course Code GE1 Instructor Psychelynne M. Nicolas Term & AY 2^ND^ Sem, AY 2024-2025 E-mail/Cp no. --------------- ------------------------ ------------- ------------------------- I. **O**verview II. **Intended Learning Outcomes (ILOs)** a. Recognize what sociology tells about understanding the self; b. Discuss how individuals view the self as a product of socialization c. Appreciate your own social experiences that have been particularly helpful in understanding the self. III. **Learning Resources and References:** - **Go-Monilla, Ma Joycelyn A. (2008). *Understanding the Self*. C & E Publishing Inc., Quezon City.** IV. **Lecture Content/Summary of Lesson** **What is sociology?** **Is a scientific study of social groups and human relationships generates new insights into the interconnectedness between the self and other people. Hence, sociologists offer theories to explain how the self emerges as a product of social experience.** **Let's try to look into the point of views of some sociologist to better understand a social self.** 1. **CHARLES HORTON COOLEY in 1902** 2. **GEORGE HERBERT MEAD** I. **Is the subjective element and the active side of the self.** **NOTE: The full development of the self is only attained when I and ME are united together.** George Herbert Mead suggested that the self develops through a three-stage role-taking process. These stages include the preparatory stage, play stage, and game stage. ### Stage 1: The Preparatory Stage (0-3 years old) The first stage is the preparatory stage. The preparatory stage lasts from the time we are born until we are about age two. In this stage, children mimic those around them. This is why parents of young children typically do not want you to use foul language around them. If your two-year-old can "read," what he or she has most likely done is memorized the book that had been read to him or her. In the video, [[Will Ferrell Meets His Landlord]](http://www.funnyordie.com/videos/74/the-landlord-from-will-ferrell-and-adam-ghost-panther-mckay?_cc=__d___&_ccid=ojeqhz.nyun72), Ferrell's landlord is played by Adam McKay's two-year-old daughter. She uses quite foul language and carries a beer. Does she have any idea understanding of what she is saying or doing? No. She is mimicking. She is in the preparatory stage. If she had been an older child, the skit would cease to have any humor. It works because she doesn't understand the meaning behind her words, actions, or tone of voice. ### Stage 2: The Play Stage (3-5 years old) From about age two to six, children are in the play stage. During the play stage, children play pretend and do not adhere to the rules in organized games like soccer or freeze tag. Have you ever played a game with children of this age? It is far easier to just go with any "rules" they come up with during the course of the game than trying to enforce any "rules" upon them. I played many never-ending games of Uno when my daughter was in this stage. I still do not actually know the rules of Uno as we have yet to play the game while adhering to them. During this stage, children play pretend as the significant other. This means that when they play house, they are literally pretending to be the mommy or the daddy that they know. Stage 3: The Game Stage (about 8-9 years old ) The third stage is the game stage, which is from about age seven onwards. In this stage, children can begin to understand and adhere to the rules of games. They can begin to play more formalized games because they begin to understand other people's perspective--or the perspective of the generalized other. In this stage, when children play pretend, they may still play house but are pretending to a mommy or a daddy independent of the one that resides in their home. **The generalized other** refers to the viewpoint of the social group at large. The child begins taking this perspective into account during this stage. When my daughter was six, she played in a soccer league for 6- to 8-year-olds. While physically, these children might be comparable and all are better able to recognize their own physical strength, these children were also in different developmental stages. The difference between the 6-year-olds and 8-year-olds in their play was telling. My daughter along with the other 6-year-olds was easily distracted. They were happy when they should have been frustrated or angry. For example, they were so excited when their own goalie stopped as many as 12 goals during a quarter. The fact that the goalie had to stop this many goals due to the lack of defensive skills and focus from the defenders was lost on them. This fact, however, was not lost on the 8-year-olds. One of the 8-year-olds yelled more than the coach. She knew where everyone was supposed to be on the field and what they were supposed to be doing. For her, the game was frustrating. She knew the rules and could adhere to them but could not understand why the six-year-olds could not. The children were in different stages of development. Understanding the stage in which a child is in can help us better interact with them and know what a reasonable expectation to have of them is. For parents, it can help them to determine which fights are worth having with their child and which ones are not. **THE SELF AS A PRODUCT OF MODERN AND POSTMODERN SOCIETIES** **Gerry Lanuza's (2004)** article, "the constitution of the self," discusses the relationship between society and the individual. According to him, in modern societies the attainment and stability of self-identity are freely chosen. It is no longer restricted by customs and traditions. **Jean Baudrillard** exposes the negative consequences of postmodernity to individuals in the society (Demeterio, 2013). For him, consumption structures the postmodern society. The postmodern people are not satisfied of their life. They search for more. Therefore, the self may be in a never-ending search for prestige in the postmodern society. V. **Learning Activity** VI. **Supplemental Content** **Directions: TRUE OR FALSE:** Write **T** on the blank if the statement is **TRUE** and write **T** if the statement is **FALSE.** **\_\_\_\_\_ 1.** The I is the objective element of the self. \_\_\_\_\_2. The ME represents the spontaneous and unique traits of the individual. \_\_\_\_\_3. The full development of the self is attained when the I self and ME self are united. \_\_\_\_\_4.The postmodern individuals achieve self-identity through prestige symbols that they consume. \_\_\_\_\_\_5. During the play stage, individuals have a more sophisticated look of people and an ability to respond to numerous members of the social environment. VII. **Assessment !** **Directions:** Fill in the table below with your answers. How do you perceive yourself as you interact with other people in the society? How do you think you formed this perception of yourself? Identify the people, groups, or social institutions that significantly influenced in understanding yourself. ------------------------------------------------------------------------------------ ----------------------------------------------- -------------------------------------------- **People, groups, social institutions with whom I have had meaningful encounters** **My self-perception via social interaction** **How my self-perception was established** ------------------------------------------------------------------------------------ ----------------------------------------------- -------------------------------------------- VIII. **Assignment** 1. 2. 3. 4. ***Tuguegarao Archdiocesan Schools System*** ***Saint Joseph's College of Baggao, Inc.*** Baggao, Cagayan, Philippines Transforming Lives, Shaping the Future **An Anthropological conceptualization of self: The self as embedded in culture** --------------- ------------------------ ------------- ------------------------- Course Title Understanding the Self Course Code GE1 Instructor Psychelynne M. Nicolas Term & AY 1^st^ Sem, AY 2024-2025 E-mail/Cp no. --------------- ------------------------ ------------- ------------------------- I. **O**verview II. **Intended Learning Outcomes (ILOs)** a. Understand how culture and self are complementary concepts; b. Discuss the cultural construction of the self and social identity. c. Develop insights on how to achieve a sense of self situated in multicultural and dynamic situations. III. **Learning Resources and References:** - **Go-Monilla, Ma Joycelyn A. (2008). *Understanding the Self*. C & E Publishing Inc., Quezon City.** IV. **Lecture Content/Summary of Lesson** **What is Anthropology?** **It is concerned with how cultural and biological processes interact to shape human experience. Anthropology also considers human experience as interplay of "nature" referring to genetic inheritance which sets the individual's potentials and "nurture" referring to the sociocultural environment.** **NOTE: The most important contribution of anthropology is providing insights into the nature of self-based on continuous understanding of the basic elements of culture.** **The Cultural construction of self and identity** ***Edward Tylor-* British anthropologist defines Culture as complex whole which includes knowledge, belief, art, morals, law, customs, and any other capabilities and habits acquired by man as a member of society.** **Anthropologist on the other hand, emphasized that culture is not behavior itself but the shared understandings that guide behavior and are expressed in behavior.** **Therefore, it is how people make sense of their experiences and behave according to socially shared ideas, values and perceptions.** ***Martin Sokefeld-* German anthropologist believes that the concept of self is a necessary supplement to the concept of culture in anthropology and should be regarded as a human universal.** **NOTE: In social anthropology, the concept of identity was used mostly in the context of "ETHNIC IDENTITY" pointing out the sameness of the self with others, that is, to consciousness of sharing certain characteristics within the group.** **Example: Language and culture** **There are also two ways to view the concept of the self in different societies.** 1. ***Egocentric-* The self is seen as an autonomous and distinct individual. Each person is defined as a replica of all humanity but capable of acting independently from others.** 2. ***Sociocentric -* The self is contingent on a situation or social setting. This is a view of the self that is context-dependent which emphasizes that there is no intrinsic self that can possess enduring qualities. (Robbins, 2012).** **Arite of passage** is a ceremony or ritual of the passage which occurs when an individual leaves one group to enter another. It involves a significant change of status in society. In cultural anthropology the term is the Anglicisation of *rite de passage*, a French term innovated by the ethnographer Arnold van Gennep in his work *Les rites de passage*, \"The Rites of Passage\". The term is now fully adopted into anthropology as well as into the literature and popular cultures of many modern languages. Rites of passage have three phases: separation, liminality, and incorporation, as van Gennep described. \"I propose to call the rites of separation from a previous world, *preliminal rites*, those executed during the transitional stage *liminal (or threshold) rites*, and the ceremonies of incorporation into the new world *postliminal rites*.\" In the first phase, people withdraw from their current status and prepare to move from one place or status to another. \"The first phase (of separation) comprises symbolic behavior signifying the detachment of the individual or group \... from an earlier fixed point in the social structure.\" There is often a detachment or \"cutting away\" from the former self in this phase, which is signified in symbolic actions and rituals. For example, the cutting of the hair for a person who has just joined the army. He or she is \"cutting away\" the former self: the civilian. The transition (liminal) phase is the period between stages, during which one has left one place or state but has not yet entered or joined the next. \"The attributes of ***liminality ***or of liminal *personae* (\"threshold people\") are necessarily ambiguous.\" In the third phase (reaggregation or incorporation) the passage is consummated \[by\] the ritual subject.\" Having completed the rite and assumed their \"new\" identity, one re-enters society with one\'s new status. Re-incorporation is characterized by elaborate rituals and ceremonies, like debutant balls and college graduation, and by outward symbols of new ties: thus \"in rites of incorporation there is widespread use of the \'sacred bond\', the \'sacred cord\', the knot, and of analogous forms such as the belt, the ring, the bracelet and the crown.\" **Clifford Geertz (1973)- An American anthropologist, offers a reformation of the concept of culture which favors a symbolic interpretative model of culture. He defines culture as a system of inherited conceptions expressed in symbolic forms by means of which people communicate, perpetuate, and develop their knowledge about and attitudes toward life.** **Further, he proposed that it is necessary that humans give meanings to their experiences so that order in the world can be established. He agreed with Max Weber that "man is an animal suspended in webs of significance he himself has spun." In which those webs who are perceived to be symbolic of culture.** **Geertz suggests two important ideas:** 1. **Culture should be perceived only as "complexes of concrete behavior patterns-customs, usages, traditions, habit clusters, as has by and large, been the case up to now, but as a set of control mechanisms- plans, recipes, rules, instructions- for the governing behavior."** 2. **Man is precisely the animal most desperately independent upon such extragenetic outside-the-skin control mechanisms, such cultural programs, for ordering his behavior.** **Note: THEREFORE, mas is defined by his genetic potentials shaped into actual accomplishments which is made possible by culture. Geertz also emphasizes that human nature is independent with culture. "Without men, no culture, certainly; but equally, and more significantly, without culture, no men."** V. **Learning Activity** ***\ *** **Directions: List down your inherited potentials as well as your cultural environment such as your personal experiences, beliefs, norms and values. Analyze your list, then describe your "BIOCULTURAL SELF". Use the graphic organizer below.** VI. **Supplemental Content** **Let's boost your knowledge!** **Directions: TRUE OR FALSE:** Write **T** on the blank if the statement is **TRUE** and write **T** if the statement is **FALSE.** **\_\_\_\_\_\_\_\_\_1.** Anthropology considers human experience as interplay of nature and nurture. \_\_\_\_\_\_\_­­­\_\_\_2. We are born with identity. \_\_\_\_\_\_\_\_\_\_3. Without a name, an individual's social identity is not established. \_\_\_\_\_\_\_\_\_\_4. The Japanese view of self can be best described as egocentric. \_\_\_\_\_\_\_\_\_\_5. In the sociocentric view, the self is viewed as contingent on a situation or social setting. VII. **Assessment!** **Directions:** Ethnicity, religion, political affiliations, or even socioeconomic status may be associated with one's name. analyze the names of your grandfathers, parents, siblings and yours. What naming practices do you have in your family? How do you think your personal name established your social identity? Put it on a clean sheet of paper. VIII. **Assignment** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_