Catanduanes State University Understanding the Self Module

*Republic of the Philippines* **CATANDUANES STATE UNIVERSITY** **College of Arts and Sciences** *Virac, Catanduanes* **DISCLAIMER** This learning material is used in compliance with the flexible teaching-learning approach espoused by CHED in response...

*Republic of the Philippines* **CATANDUANES STATE UNIVERSITY** **College of Arts and Sciences** *Virac, Catanduanes* **DISCLAIMER** This learning material is used in compliance with the flexible teaching-learning approach espoused by CHED in response to the pandemic that has globally affected educational institutions. Authors and publishers of the contents are well acknowledged. As such the college and its faculty do not claim ownership of all sourced information. This learning material will solely be used for instructional purposes not for commercialization. CatSU College of Arts and Sciences **FACULTY PROFILE** **OVERVIEW OF THE MODULE** This learning material is designed for the course GEC 1. The purpose of this module is to provide you with basic and fundamental ideas and significant understanding of the different concepts in Psychology. For you to be able to acquire significant understanding of the course concepts, the content of this course is divided into several modules for you to learn even at your own pace. For the midterm period, the modules are: Module 1 -- THE SELF FROM VARIOUS PERSPECTIVES Module 2 -- THE SELF IN THE ADOLESCENCE STAGE Module 3 -- THE SELF IN THE SOCIAL SETTING **Module 1** provides information about knowing one's self. In this module you will be able to learn how selves is seen in different perspectives. It will also tackle different aspect and relations of humanity which is an important aspect in every well-being. **Module 2** is all about the different representations of the self. This module dealt with the physical aspect primarily an adolescent\'s brain and sexuality. It also tackles the importance of each milestones or developmental tasks on the maturity during adolescence as well as the essence of material and digital self. **Module 3** presents a discussion of the self in different social set ups. Specifically Bio ecological Systems, individualism and collectivism, Looking Glass Self, Joharis window of the self. For the final coverage, the modules are: Module 4 -- THE SELF IN THE LEARNING PROCESS Module 5 -- THE SELF IN THE EMOTIONAL EXPERIENCE Module 6 -- THE SELF IN THE SUCCESS AND HAPPINESS Module 7 -- THE SELF IN FACING CHALLENGES **Module 4** discusses about learning; its basic elements and theories. You will gain information on the various stages of memory and certain techniques to improve memory. This module furthermore represents the nature of intelligence and its theories. **Module 5** examines the process of emotional development, the significance of emotional regulation and the common emotion regulation strategies. **Module 6** focuses on an individual\'s personality domains, types and determinants. This module also concentrates with Big Five Personality Factors, Dweck\'s Core Attitudes, Duckworth\'s Grit and Success, Seligman\'s Positive Psychology and Harvard\'s Life Satisfaction associating with adolescents\' view of success and happiness. **Module 7** follows on how the selves face challenges. This final unit of the module include types of stress and how to manage it. The module is self-instructional. You can read, analyze concepts and ideas presented and reflect on them. To facilitate easy understanding of the course, each module consists of: - *Overview* that provides you with a general information on the module content; - *Key terms* that you need to know to understand the lessons*;* - *Module outline/map* for you to see the sequence of lessons covered by the module - *Read me section/discussion* of the different lessons consisting the module*;* - *Exercises* for every end of the lessons*;* - *Synthesis* to conclude or generalize the main ideas presented*;* - *References* which contains the list of all sources used in developing the module. Your answers on **Exercises** should be written on a long coupon bond attached on a colored folder (portfolio). You may submit it through email or messenger. **\ ** **BRIEF CONTENTS** UNIT 1 THE SELF IN DIFFERENT PERSPECTIVE TOOL NO.1 Rationalism and Empiricism TOOL NO.2 Mentalism, Behaviorism, and Humanism TOOL NO.3 Nature and Nurture TOOL NO.4 The 3 Domains of Human Development UNIT 2 THE SELF IN THE ADOLESCENT STAGE TOOL NO.1 The Physical Aspects of the Self TOOL NO.2 The Sexual Aspects of the Self TOOL NO.3 Developmental Tasks of Adolescence TOOL NO.4 Material Self and Digital Self UNIT 3 THE SELF IN THE SOCIAL SETTING TOOL NO.1 Bronfenbrenner's Bio-ecological Systems TOOL NO.2 Individualism and Collectivism TOOL NO.3 Cooley's The Looking Glass Self TOOL NO.4 Johari's Window of the Self UNIT 4 SELF IN THE LEARNING PROCESS TOOL NO.1 Learning, Memory and Intelligence TOOL NO.2 Bandura's Social Learning Theory TOOL NO.3 Gardner's Multiple Intelligence UNIT 5 THE SELF IN THE EMOTIONAL EXPERIENCES TOOL NO.1 Emotions and Emotional Regulations TOOL NO.2 Emotional Intelligence UNIT 6 THE SELF IN THE SUCCESS AND HAPINESS TOOL NO.1 Personality TOOL NO.2 Dweck's Core Attitudes TOOL NO.3 Duckworth's Grit and Success TOOL NO.4 Seligman's Positive Psychology TOOL NO.5 Harvard's Study on Life Satisfaction UNIT 7 THE SELF IN FACING CHALLENGES TOOL NO.1 Managing Stress TOOL NO.2 Self-efficacy and Social Support **Psychology-** is the science of human behavior and mental processes. Orientation College is a journey. To some of you, a small happy journey is called a "road trip" or a "joyride". Before we ride our bikes or cars, we make sure that our vehicle can last the long road and that our driving skills will keep us safe on the road. Just like a joyride, college life requires you to have the right positioning or orientation about your trip even as you are yet to discover the exciting things along the way. Let us take a 360-roadtrip in the world of college, a joyride for your future. As a college student, you must know that entering the university means choosing a course which will train you to master the knowledge and the skills required to realize your professional dreams and lifelong plans. While there are various courses and subjects taught in the university, remember that the approaches of education in dealing with knowledge and skills can be categorized into four major disciplines. When we say discipline, that means a teaching by which a student or a follower live by; as in disciples which means followers. You, as a student of the university, shall follow the instructions of the school and the teachings of your course in order to master the tasks of your industry. If you are an engineering student, for example, you shall live by the skills and standards you learn from the science of engineering in order to be recognized and registered as a professional engineer. Most often, having a discipline means an adherence to the teachings as a way of life. The Disciplines of Knowledge in Education ========================================= Let us understand now which discipline your chosen course belongs to. The four major disciplines of knowledge are Arts, Religion, Philosophy, and Science. All these disciplines are "bodies of knowledge" or organized collection and presentation of information. They have their own principles and approaches in dealing with knowledge and reality. **Arts** is an expression of human experiences projected or told in creative ways like painting, sculpture, architecture, designs, acting, dance act, storytelling, etc. It requires from its students the skills in what the human body and intellect can do to express or immortalize the human spirit and imagination. The purpose of artistic expression is to show an idea or experience in a way that is unique, pleasing, and appreciable to oneself or to other people. Literature, Fine Arts, Interior Design, and Creative Writing are examples of Arts courses in college. **Philosophy** literally means love of wisdom. Based from observation and speculation about things and events, philosophers were able to explain human experiences and beliefs with the use of **reason**. To them, the knowledge of reality is validated by our innate ability to grasp the truth. (Although not anymore under Philosophy and now an independent discipline, Mathematics or our mathematical ability is one of the functions of reason that is abstract---a reality that is purely intellectual and immaterial.) Logic and Ethics are some of the subjects in college that are under the discipline of Philosophy. **Religion** is the human attempt to reconnect to the divine or the Creator. It uses **faith**, or a strong belief that is supported by reason, in grasping the idea of the unseen power. (Religious subjects are taught in some private and sectarian schools. Public schools and State Universities and Colleges (SUCs) are legally bound by the principle of the Separation of Church and State contained in the 1987 Constitution of the Philippines so they do not offer religious courses.) **Science** is the systematized body of knowledge based on **observation** and **experimentation**. It is the discipline that separated from Philosophy and Religion in order to establish a **definite** **understanding of reality based on experience acquired and verified by the human senses**. A student of Science must be able to explain or prove the reality of a matter or an event based on observable evidences and from the scientific laws already established in the field of Science. As a discipline, Science aims to **describe**, **explain**, **predict**, and **modify** the matters and events of the universe, living or non-living, in promoting progress. It uses the **Scientific Method** as the only process of investigating matters and phenomena (natural or social events). Most courses in college belong to Science like engineering, nursing, biology, technical-vocational or technological courses, economics, political science, etc. For this particular subject, Understanding the Self, using the book "Tools in Understanding the Self", our approach will mostly use the discipline of Science and some teachings from Arts and Philosophy in enriching your knowledge of your "Self" and, therefore, in developing yourself into the person you want to be. Tools in Understanding the Self =============================== The topics in this book are designed according to the developmental characteristics of late adolescence, or the college age. They are presented in an order that will help you discover your "Self". We start by understanding the concept of the "Self" and then delve into the basic knowledge of the characteristic traits of adolescence, or what you are today, and later we advance to learning the skills in improving or "reinventing" yourself. Our main objective is to know our strengths and weaknesses, and to find opportunities to learn from them and improve. Simply put, you must aim to have a more effective control of your thoughts, emotions, and actions to bring yourself into a personal transformation leading to success, happiness, and wholeness. Here in this book, we emphasize the importance of tools. When what the human body can do reached its limits, we humans invented tools. Unable to see the tiniest living organism, Leeuwenhoek created his own microscope and discovered bacteria. Unable to see the farthest object, Galileo used the telescope to explore the stellar and planetary movements of the universe. In this book, each module is labeled as a tool so that we remember that what we learn from each module must be utilized or applied in real life. You may be the best surgeon in town, but without your medical tools, you can do nothing. You may be a good sculptor, but without your hammer and chisel, you can do nothing. What are the intellectual tools we need in order to understand and change our lives? Remember, tools are extensions of our capabilities and, in life, we have to use tools to make things work. **GEC 1** **Understanding the Self** Module 3 **Module Overview:** Knowing the self is not enough. Since "who you are" is partly made up your choices, you must also have the ability to choose on how to be a better you in different set up of environment outside and inside home. The very example of it is the school setting, your knowledge of yourself should at least enable you to become a better student. This lesson presents an individual\'s development within the context of the system of relationships that form his or her environment. Furthermore, the different proponents and psychologist will be highlighted (BRONFRENBRENNER'S- Bioecological system), (INDIVIDUALISM AND COLLECTIVISM), (COOLEY'S through the looking glass-self), (JOHARI'S- window of the self). **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** +-----------------------------------------------------------------------+ | Intended Learning Outcomes | +=======================================================================+ | *At the end of this unit, the students must be able to:* | | | | - Identify the sociological perspective about self; | | | | - Explain how culture affects or shapes one's identity; | | | | - Examine your sense of self through the different I-positions and | | the three fundamental selves; | | | | - Demonstrate critical and reflective thinking in showing different | | aspects of the self; and | | | | - Examine yourself using Charles Horton Cooley's looking-glass | | self-theory and Johari's Window of the self. | +-----------------------------------------------------------------------+ **Module Map:** **DEFINITION OF KEY TERMS** **MICROSYSTEM** this is the system closest to the child include family, school, neighbourhood, or childcare environments. ***MESOSYSTEM** this include parent-teacher relationships (PTA), parent and peers connections, family and parish relations.* ***EXOSYSTEM*** this system defines the larger social system in which the child does not function directly. Parent workplace schedules or community-based family resources are examples. ***MACROSYSTEM*** may include the socioeconomic status of his country, issues of ethnicity, societal values embraced by social institutions, cultural beliefs and practices handed down from generation to generation, and media content. ***CHRONOSYSTEM*** Elements within this system can be either external, such as the timing of a parent's death, or internal, such as the physiological changes that occur with the aging of a child. **INDIVIDUALISM** emphasizes personal freedom and achievement. **Motivated by own preferences, needs and rights.** **COLLECTIVISM** emphasizes embeddedness of individuals in a larger group. It encourages conformity and discourages individuals from dissenting and standing out. ***VERTICAL COLLECTIVISM*** -- seeing the self as a part of a collective and being willing to accept hierarchy and inequality within that collective. ***VERTIAL INDIVIDUALISM*** -- seeing the self as fully autonomous, but recognizing that inequality will exist among individuals and that accepting this inequality. ***HORIZONTAL COLLECTIVISM*** --seeing the self as part of a collective but perceiving all the members of that collective as equal. ***HORIZONTAL INDIVIDUALISM*** --seeing the self as fully autonomous, and believing that equality between individuals is the ideal. **SELF-IMAGE** - people shaping themselves based on other people's perception, which leads the people to reinforce other people's perspectives on themselves. **CYBER-SELF** - is the version of him or herself a person chooses to present on a digital platform. **IMAGINED JUDGMENT** -- the imagination of his judgment of that appearance **JOHARI'S WINDOW** - A model for self-awareness, personal development, group development and understanding relationship **THE OPEN FRAME** this area contains things you know about yourself that are visible to others as well. **THE BLIND FRAME** represents information that is known about a person to others, but is not known to him/her. **THE HIDDEN FRAME** Things in this area are only known to you but not others. It may be that you're keeping them private and hiding them from others. **THE UNKNOWN FRAME** this area is for things that are either about you that no one is aware of, or that are not applicable to you. TOOL NO. 1: Bronfenbrenner's Bioecological Systems TOOL BOX ----------------------------------------------------------------------------- Connections with your family and your community give you direction in life. This theory looks at a child's development within the context of the system of relationships that form his or her environment. Bronfenbrenner's theory defines complex "layers" of environment, each having an effect on a child's development. This theory has recently been renamed "***bioecological* systems theory**" to emphasize that a child's own biology is a primary environment fueling her development. The interaction between factors in the child's maturing biology, his immediate family/community environment, and the societal landscape fuels and steers his development. Changes or conflict in any one layer will ripple throughout other layers. To study a child's development then, we must look not only at the child and her immediate environment, but also at the interaction of the larger environment as well.  **Bronfrenbrenner's Structure of Environment:** **MICROSYSTEM** this is the system closest to the child and contains the structures with which the child has direct contact. The microsystem encompasses the relationships and interactions a child has with her immediate surroundings (Berk, 2000). Structures in the microsystem include family, school, neighborhood, or childcare environments. At this level, relationships have impact in two directions - both away from the child and toward the child. For example, a child's parents may affect his beliefs and behavior; however, the child also affects the behaviour and beliefs of the parent. Bronfenbrenner calls these ***bi-directional influences.*** ***MESOSYSTEM** This system refers to the interconnections among aspects of the microsystems that impact on the individual concerned. Pragmatic examples of this would include parent-teacher relationships (PTA), parent and peers connections, family and parish relations, and the like. The focus of the relationship is to the individual, as a family member and as a student.* ***EXOSYSTEM*** this system defines the larger social system in which the child does not function directly. The structures in this layer impact the child's development by interacting with some structure in her microsystem (Berk, 2000). Parent workplace schedules or community-based family resources are examples. The child may not be directly involved at this level, but he does feel the positive or negative force involved with the interaction with his own system. ***MACROSYSTEM*** this system may be considered the outermost layer in the child's environment. This system encompasses the larger cultural context in which the individual resides in. Cultural contexts may include the socioeconomic status of his country, issues of ethnicity, societal values embraced by social institutions, cultural beliefs and practices handed down from generation to generation, and media content. **CHRONOSYSTEM** this system encompasses the dimension of time as it relates to a child's environments. Elements within this system can be either external, such as the timing of a parent's death, or internal, such as the physiological changes that occur with the aging of a child. As children get older, they may react differently to environmental changes and may be more able to determine more how that change will influence them. TOOL NO. 2**: INDIVIDUALISM vs. COLLECTIVISM** TOOL BOX ------------------------------------------- Collective will supplant individual whim. The terms ***Individualism*** and ***Collectivism*** are used by many people in different parts of the world and are given various meanings. And because the terms are rather fuzzy, they are difficult to measure. Galileo Galilei said, "Science is measurement." Meaning that if we are going to understand, classify and predict events, we need to measure them. (Triandis, 2018, p. 02) How does one define individualism and collectivism? Broadly defined, individualism emphasizes personal freedom and achievement. Individualist culture therefore awards social status to personal accomplishments such as important discoveries, innovations, great artistic or humanitarian achievements and all actions that make an individual stand out. Collectivism, in contrast emphasizes embeddedness of individuals in a larger group. It encourages conformity and discourages individuals from dissenting and standing out. **INDIVIDUALISTIC vs COLLECTIVISTIC** +-----------------------------------+-----------------------------------+ | **INDIVIDUALISTIC** | **COLLECTIVISTIC** | +===================================+===================================+ | - - - - - - - - | - - - - - - - - | +-----------------------------------+-----------------------------------+ **Looking at the table above, you may say that you have some traits that belong to the individualistic culture, and you may also have some traits that belong to the collectivistic culture. Do not worry, this is possible. Remember that the Philippines is the melting pot of the world, meaning to say, our culture is influenced by different cultures as well, thus, affecting our self- construal. But one of the things to be considered in studying this notion is that there are advantages and disadvantages in having a particular self- construal. For instance, if you have an independent construal of the self, you may have the tendency to be motivated by your own, hence, being too competitive.** **Four Dimensions of Collectivism and Individualism:** ***Vertical Collectivism*** -- seeing the self as a part of a collective and being willing to accept hierarchy and inequality within that collective ***Vertical Individualism*** -- seeing the self as fully autonomous, but recognizing that inequality will exist among individuals and that accepting this inequality. ***Horizontal Collectivism*** --seeing the self as part of a collective but perceiving all the members of that collective as equal. ***Horizontal Individualism*** --seeing the self as fully autonomous, and believing that equality between individuals is the ideal. TOOL NO. 3: **COOLEY'S THE LOOKING GLASS SELF** TOOL BOX -------------------------------------------- What matters most is how you see yourself. Inspiration \| Katt, Självkänsla, Rolig katt In a simple way of defining this theory, it is the process of developing *self-image* on the *basis of the messages we get from others, as we understand them*. The term refers to people shaping themselves based on other people's perception, which leads the people to reinforce other people's perspectives on themselves. People shape themselves based on what other people perceive and confirm other people's opinion on themselves. The concept of the *looking glass self* demonstrates that self-relation, or how one views oneself is *not a solitary phenomenon, but rather includes others.* Cooley states that society and individuals do not denote separable phenomena, but are simply collective and distributive aspects of the same thing. Developmentally, Cooley theorizes that human beings possess an inherent tendency to reach out, interact, or socialize with those people and objects that surround them. Cooley suggests that self-feeling and social feeling must be harmonized and made to go abreast. Since self-feeling and social feeling are two sides of the same phenomenon, then personal freedom is tied to the relations that comprise society. Cooley's comment about harmonizing self-feeling with social feeling is not intended to suggest that people should lose themselves in society, but rather that they should examine responsibly the effects of their actions on others. **HUMAN NATURE and SOCIAL ORDER** According to Cooley, that persons make society would be generally admitted as a matter of course, but that society makes persons would strike many as a startling notion, though we know of no good reason for looking upon the distributive aspect of life as more primary or causative than the collective aspect. The view that Cooley regards as sound is that individuality is neither prior in time nor lower in rank than sociality; but that the two have always existed side by side as complementary aspects of the same thing, and that the line of progress is from a lower to a higher type of both, not from one to the other. The question often asked is whether the individual is free or a mere piece of society. For Cooley, he is free, but it is an organic freedom, which he works out in cooperation with others, not a freedom to do things independently of society. It is teamwork. He has the freedom to function in his own way, like the quarterback, but, in one way or another, *he has to play the game as life brings him into it.* The emotion or feeling of self may be regarded as instinctive, and was doubtless evolved in connection with its important function in stimulating and unifying the special activities of individuals. It seems to exist in a vague though vigorous form at the birth of each individual, and like other instinctive ideas or germs of ideas, to be defined and developed by experience, becoming associated, or rather incorporated, with muscular, visual, and other sensations, with perceptions, apperceptions, and conceptions of every degree of complexity and of infinite variety of content, and especially with personal ideas. An important statement from Cooley is ***that when there is no communication there can be no nomenclature and no developed thought.*** **THE ROLE OF SOCIAL MEDIA ON THE LOOKING-GLASS SELF** The rise of social media makes the process of the looking-glass self infinitely more complex. Platforms like Facebook, Twitter, and the like make it possible to connect with others in ways never before imagined. However, this exposure has led to an ever-increasing number of "mirrors," thus proposing new questions about the development of self. Social media has brought with it the concept of the "cyber" self. The **cyber self** is the version of him or herself a person chooses to present on a digital platform. As in real life, the cyber self may interact with other individuals, receive social feedback, and align to social conformities. However, the differences between the cyber self and actual self are profound. A person may possess many versions of the cyber self, for example. He or she may present a professional self on LinkedIn, a casual self on Twitter, or an artistic self on Pinterest. The cyber self also continues to exist in social spaces even when people are not interacting with those environments in real time. In this way, social media users are never fully removed from exposure to judgment and criticism. And *unlike the actual self, the cyber self is far more malleable when it comes to being shaped, updated, and perfected*. These unique qualities of the cyber- self raise a host of psychological issues and concerns. Individuals may experience a greater sense of urgency to return to or remain in digital spaces. They may be increasingly involved in the duration of their online identities, possibly at the cost of developing their real-world selves. The host of digital platforms involved also brings into question whether one's identity may become splintered, or whether developmental problems will result. All these consequences are more severe when digital users are young or in their teens. However, changes to the social self via digital platforms are not always steeped in such negative implications. A [study](https://www.researchgate.net/publication/306031974_The_Looking_Glass_Lens_Self-concept_Changes_Due_to_Social_Media_Practices) published in the *Journal of Social Media and Society*, for example, describes a host of positive outcomes that arise from the *digital looking-glass self*. When YouTube video producers were interviewed about their content-creation practices and its influence on their sense of self, they offered a range of positive responses. Results included: - - - - - - - As we see our face, figure, and dress in the glass, and are interested in them because they are ours, and pleased or otherwise with them according as they do or do not answer to what we should like them to be; so in imagination we perceive in another's mind some thought of our appearance, manners, aims, deeds, character, friends, and so on, and are variously affected by it. A self-idea of this sort seems to have three principle elements: 1. The imagination of our appearance to the other person 2. The imagination of his judgment of that appearance 3. Some sort of self-feeling such as pride or mortification. The comparison with a looking glass hardly suggests the second element, the *imagined judgment*, which is quite essential. The thing that moves us to pride or shame is not the mere mechanical reflection of ourselves, but an imputed sentiment, the imagined effect of this reflection upon another's mind. For example, we are ashamed to seem evasive in the presence of a straightforward man, cowardly in the presence of a brave one, gross in the eyes of a refined one, and so on. We always imagine and in imagining share the judgments of the other man. According to Cooley, persons of great ambitions, or of peculiar aims of any sort, lie open to disorders of self-feeling because they necessarily build up in their minds a self-image which no ordinary social environment can understand or corroborate, and which must be maintained by hardening themselves against immediate influences, enduring or repressing the pains of present depreciation, and cultivating in imagination the approval of some higher tribunal. If the man succeeds in becoming indifferent to the opinions of his neighbors he runs into another danger, that of a distorted and extravagant self of the pride sort, since by the very process of gaining independence and immunity from the stings of depreciation and misunderstanding, he has perhaps lost that wholesome deference to some social tribunal. TOOL NO. 4: **JOHARI'S WINDOW OF THE SELF** TOOL BOX -------------------------------------------------------------- Appreciate people whom you find comfort and confidence with. **THE JOHARI WINDOW MODEL** It's no secret that emotional intelligence and self-awareness are two of the most important leadership characteristics. The ability to read verbal & non-verbal cues, control emotions, and compassionately empathize with others is necessities for building & sustaining any healthy relationship.  Invented by Psychologists Joseph Luft and Harry Ingham by combining their first names, the Johari Window helps us to understand self-awareness and the human interaction that results from our personal self-awareness. We are often unaware of how others perceive us, how we present ourselves to others, and even how well we know ourselves. Luft and Ingham created this model because they believed that what happens in our life depends upon our own self-awareness, and the awareness others have of us. It is also referred to as a "**disclosure/feedback model of self-awareness**". Originally it was developed for studying group relations. Later it has been found that this model can actually benefit every individual like their work and also relationships. https://cdn.lifehack.org/wp-content/uploads/2017/04/29053749/Screen-Shot-2017-03-29-at-5.37.28-PM.png The premise behind the window is that there are certain things which we know, and things we do not know about ourselves. Similarly, there are certain things others know and do not know. Thus, at any given point of time in life, we may see our total being as we understand it and as others know about it in a true sense through the 4-paned Johari window. In the explanatory diagram, all panes look equal but in reality that is not the case. The openness of each pane will vary depending on your own personal level of: - - - **THE 4 PANES OF JOHARI WINDOW** **THE OPEN FRAME** this area contains things you know about yourself that are visible to others as well. Working in this area results in an open, honest and transparent communication and minimizes miscommunication, mistrust and confusion. Also known as the **\'area of free activity** '. The aim in any team is to develop the \'open area\' for every person, because when we work in this area with others we are at our most effective and productive and the team is at its most productive too. **THE BLIND FRAME** represents information that is known about a person to others, but is not known to him/her. This is known as their "blind spot." Everyone has blind spots. By soliciting feedback, and by being open to feedback by others, we become more aware of how others perceive us, and we shrink our blind spot. This leads to stronger communication and trust. **THE HIDDEN FRAME** Things in this area are only known to you but not others. It may be that you're keeping them private and hiding them from others. Also include sensitivities, fears, hidden agendas, manipulative intentions, and secrets - anything that a person knows but does not reveal **THE UNKNOWN FRAME** this area is for things that are either about you that no one is aware of, or that are not applicable to you. Information, feelings, latent abilities, aptitudes and experiences, that are unknown to the person him/herself and unknown to others in the group. Can be prompted through self-discovery or observation by others, or through collective or mutual discovery. Uncovering \'hidden talents\' - that is unknown aptitudes and skills, not to be confused with developing the Johari \'hidden area\' - is another aspect of developing the unknown area, and is not so sensitive as unknown feelings. **SYNTHESIS:** As we grow older, doing senseless deeds decreases. The different settings in the society gains higher value in our lifetime if we used to manage our selves to adapt in the different set ups it give us happiness and we learned to associate this to people and other constituents with significant meaning. Thus, this different set ups developed our sense of self. It hugely benefited in helping us make choices in life. From something as small as favorite foods to a larger concern like personal values knowing what comes from our own self versus what comes from others allow us to live authentically. Our character, values and attitude ones a product of the environment that we are dealing. It dearly tell something about who we are, our self-concept, our past and even our future. **Exercise 3:** **1. What is the essence of Bronfenbrenner\'s Bioecological System into the development of an individual specifically on sociological perspective?** **2.** Give examples of individual or collective actions that promoted the common good on your community. 3\. In your own understanding, explain and expound the phrase *"I am not what I think I am. I am not what you think I am. I am what I think you think I am."* 4\. Make your own Johari\'s Window. Write adjectives that describe yourself on the following areas: **Open Area**- Certain information (characteristics/skills/talents) about yourself that is known to you and to other people. **Blind Area**- Certain information (characteristics/skills/talents) about yourself that is known to others but not known to you. **Hidden Area**- Certain information (characteristics/skills/talents) about yourself that is only known to you but not others. **Unknown Area**- Certain information (characteristics/skills/talents) about yourself that neither you nor other people know. It can be new discovery about yourself. Open Area Blind Area ------------- -------------- Hidden Area Unknown Area +-----------------------------------------------------------------------+ | **References:** | +=======================================================================+ | | | | | | | | | | | | | | | | | | +-----------------------------------------------------------------------+