Understanding The Self PDF - Davao Del Norte State College - 2024

 VISION: A premiere Higher Institution in Agri-Fisheries and Socio-cultural Development in the ASEAN Region Davao del Norte State College envisions being one of the pillars of the higher education system by becoming a premier higher insti...

 VISION: A premiere Higher Institution in Agri-Fisheries and Socio-cultural Development in the ASEAN Region Davao del Norte State College envisions being one of the pillars of the higher education system by becoming a premier higher institution that provides agri-fisheries and socio-cultural development in the ASEAN region. To attain this, the College strives to become a University with recognized center of development and excellence; to be a beacon of knowledge; to lead innovation on uplifting lives of every Filipino family; and to be a strong advocate of nature preservation especially the agriculture and aquatic resources of the country and beyond. MISSION: DNSC strives to produce competent human resource, generate and utilize knowledge and technology, uphold good governance and quality management system for sustainable resources and resilient communities. The College strives to achieve greater goals into becoming a University that upholds high standards in education, research, extension and production. Particularly, the College commits to: 1. deliver in the areas of instruction, research, extension and production, and good governance; 2. influence development through research, extension and production in collaboration with stakeholders; and 3. uphold good governance and quality management system through optimum participation, accountability, transparency and adherence to the rule of law. CORE VALUES: The College commits to pursue our vision, accomplish our mission and achieve our goals through our core values of: Excellence Integrity Innovation Stewardship Love of God and Country DAVAO DEL NORTE STATE COLLEGE 1 Course Description (adopted from CHED) The course deals with the nature of identity, as well as the factors and forces that affect the development and maintenance of personal identity. The directive to Know Oneself has inspired countless and varied ways to comply. Among the questions that everyone has had to grapple with at one time or other is “Who am I?” At no other period is this question asked more urgently than in adolescence- traditionally believed to be a time of vulnerability and great possibilities. Issues of self and identity are among the most critical for the young. This course is intended to facilitate the exploration of the issues and concerns regarding self and identity to arrive at a better understanding of the self. It strives to meet this goal by stressing the integration of the personal with the academic-contextualizing matters discussed in the classroom and in the everyday experiences of students- making for better learning, generating a new appreciation for the learning process, and developing a more critical and reflective attitude while enabling them to manage and improve their selves to attain a better quality of life. The course is divided into three major parts: The first part seeks to understand the construct of the self from various disciplinal perspectives: philosophy, sociology, anthropology, and psychology- as well as the traditional division between the East and West-each seeking to provide answers to the difficult but essential question of “What is the Self?” And raising, among others, the question: “Is there even such a construct as the self?” The second part explores some of the various aspects that make up the self, such as the biological and material up to and including the more recent digital self. The third and final part identifies three areas of concern for young students: learning, goal setting, and managing stress. It also provides for the more practical application of the concepts discussed in this course and enables them the hands-on experience of developing self-help plans for self-regulated learning, goal setting, and self-care. Course Credits: 3 Units Contact Hours/Week: 3 Hours every week for 18 weeks or 54 hours in a semester Pre-requisite: None Course Outcome: Creation of a Portfolio of the Self, a collection of student’s output throughout the course, which will showcase their personal reflections and journals of their experiences, thoughts, feelings and emotions on the various lessons presented. Intended Learning Outcomes: (adopted from CHED) The Self from Various Perspectives 1. Discuss the different representations and conceptualizations of the self from various disciplinal perspectives. 2. Compare and contrast how the self has been represented across different disciplines and perspectives. 3. Examine the different influences, factors and forces that shape the self. 4. Demonstrate critical and reflective thought in analyzing the development of one’s self and identity by developing a theory of the self. Unpacking the Self 5. Explore the different aspect of self and identity. 6. Demonstrate critical, reflective thought in integrating the various aspects of self and identity. 7. Identify the different forces and institutions that impact the development of various aspects of self and identity. 8. Examine one’s self against the different aspects of self-discussed in class. Managing and Caring For The Self 9. Understand the theoretical underpinnings for how to manage and care for different aspects of the self. 10. Acquire and hone new skills and learnings for better managing of one’s self and behavior. 11. Apply these new skills to one’s self and functioning for a better quality of life. DAVAO DEL NORTE STATE COLLEGE 2 Course Requirements: Term Exams (Midterm & Final) 60% Quizzes 10% Other Written Outputs 10% Portfolio 20% Total 100% Learning Evidences:  Portfolio  Personal Reflection Paper  Personal Journals/Essays  Other Written Outputs: Collage/Infographic Output, Poem and others DAVAO DEL NORTE STATE COLLEGE 3  Table of Contents Preliminaries DNSC Vision, Mission, Goal ….. 1 Course Description ….. 2 Module 1 The Self from Various Perspectives ….. 8 Philosophical Self Class Activity #1: Ponder on the Puzzle ….. 9 Class Recitation #1: Ponder on the Puzzle ….. 10 Discussion: Philosophical Self ….. 10 Socrates Plato St. Augustine of Hippo Thomas Aquinas Rene Descartes John Locke David Hume Immanuel Kant Gilbert Ryle Maurice Merleau-Ponty Quiz #1: Lesson 1 Philosophical Self ….. 15 Sociological Self Class Activity #2: Mirror, Mirror on the Wall ….. 18 Class Recitation #2: Mirror, Mirror on the Wall ….. 19 Discussion: Sociological Self ….. 19 Charley Horton Cooley: Looking Glass Self George Herbert Mead: Theory of Social Self Quiz #2: Lesson 2 Sociological Self ….. 21 Anthropological Self Class Activity #3: Me, Myself, and Culture ….. 24 Class Recitation #3: Me, Myself, and Culture ….. 25 Discussion: Anthropological Self ….. 25 Cristina De Rossi: What is culture? Catherine Raeff: The Self Embedded in Culture Quiz #3: Lesson 3 Anthropological Self ….. 27 Psychological Self Class Activity #4: 5.4.3.2.1.0 Mindfulness ….. 30 Class Recitation #4: 5.4.3.2.1.0 Mindfulness ….. 31 Discussion: Psychological Self ….. 31 Sigmund Freud: Psychoanalytic Perspective Erik Erikson: Psychosocial Perspective William James: Theory of the Self Abraham Maslow: Hierarchy of needs Carl Rogers: Self-Actualization Framework David Winnicott: True and False Self Quiz #4: Lesson 4 Psychological Self ….. 40 DAVAO DEL NORTE STATE COLLEGE 4  Table of Contents The Self in Eastern & Western Thought Class Activity #5: Finding Me ….. 45 Class Recitation #5: Finding Me ….. 46 Discussion: The Self in Western & Eastern ….. 46 Thought Major Concept The Gist Quiz #5: Lesson 5 The Self in Western & Eastern ….. 48 Thought Module Summary ….. 51 Module Assessment ….. 52 References ….. 55 DAVAO DEL NORTE STATE COLLEGE 5  Introduction Good day, student! Welcome to DNSC & UNDERSTANDING THE SELF class! What are the good things that happened to you today before reading this page? Or What specific events or today experiences made a good day for you? How did you contribute to making today a positive or fulfilling day? You might have various factors to consider when answering these questions. Maybe, your answer will be based on what you truly experience, what you want others to know, what you see others are behaving when they are with you, have an answer but something is telling you it is not it, or completely do not know how to answer these questions. Any direction you would take in answering those questions will tell something about who you are, the self. It has been said that knowing oneself is like knowing the intricate workings of a school. Backpedaling to the time you processed your enrollment in Davao del Norte State College., you noticed that there are offices with their unique functions you must go through. Each office requires something from you, and upon departing from one office to another, you slowly become aware of something. Just as a school is a busy ecosystem with numerous parts interacting to create a supportive learning environment, the self is a complex system of thoughts, emotions, and experiences that interact to define our identity and actions. Traversing back and forth from the open court to chairperson’s head office, you see the structures of the school and its classrooms. Every classroom has a certain function. To obtain insight into our inner reality, Understanding the Self (UTS) entails investigating these "classrooms" of thoughts, feelings, ideas, and values. Also, you would imagine who will be your classmates, teachers, friends, not-so-so-friend, and other significant people who will play an important role in your academic journey whether their impacts are good or bad as students in a school come in a variety of personalities and skill sets. The self is made up of several characteristics, strengths, and limitations. We may accept our uniqueness when we are aware of these characteristics of ourselves. The richness of our inner world is revealed because of a dynamic process of inquiry, learning, and growth that helps us navigate the journey of life with clarity and purpose. In conclusion, knowing oneself is like knowing one's school. Exciting right? This is the path we will take in Understanding the Self. So, buckle up and bring your eagerness during the first day of the UTS class. DAVAO DEL NORTE STATE COLLEGE 6  Module 1 The Self from Various Perspectives Time Frame Week 1 to 8 Desired Learning Outcomes  Discuss the different representations and conceptualizations of the self from various disciplinal perspectives.  Compare and contrast how the self has been represented across different disciplines and perspectives.  Examine the different influences, factors and forces that shape the self.  Demonstrate critical and reflective thought in analyzing the development of one’s self and identity by developing a theory of the self. DAVAO DEL NORTE STATE COLLEGE 7  Lesson 1 Philosophical Self Time Frame Week 1 Desired Learning Outcomes  Distinguish the different notions of the self from the points of view of the various Western philosophers.  Examine one’s view of the self and compare it to the various views of the philosophers. ACTIVITY Class Activity #1: Ponder on the Puzzle Objective The Ponder on the Puzzle activity uses a puzzle-based approach to explore the idea of the self to encourage students to use critical thinking and problem-solving skills. It gets students ready for the discussion about different philosophers' views on the self that will be coming up. Materials Printed puzzle pieces (enough for 10 groups of students) Markers or sticky notes Whiteboard or flipchart Writing materials for students Instructions 1. Divide students into small groups and provide each group with an envelope containing the puzzle pieces. 2. Instruct students not to open the envelopes yet and ask them to speculate what the puzzle might represent, encouraging them to make connections to the concept of the self. 3. Have students open the envelopes and begin assembling the puzzle. 4. As they work on the puzzle, ask students to discuss the possible meaning of the 5. Encourage them to draw connections to their own experiences and beliefs. 6. Each group should write down their interpretation of the puzzle quote on the paper provided to them. 7. Ask one representative from each group to present their work to the class. DAVAO DEL NORTE STATE COLLEGE 8  ANALYSIS Class Recitation #1: Ponder on the Puzzle After doing the activity, you can walk through the following questions and briefly answer them based on your personal experiences and opinions. 1. During the activity, you could hear different interpretations of the puzzle quote from your classmates. How did the diversity of perspectives contribute to a deeper exploration of the self as a philosophical topic? 2. Did any of the interpretations challenge your initial assumptions or shed new light on the concept of the self? 3. Looking ahead to the upcoming discussion, what questions or ideas from the puzzle activity do you hope to explore further? 4. How might the topic address the diverse interpretations of the self that emerged during the puzzle-solving process? ABSTRACTION Discussion: Philosophical Self Originally, the word “Philosophy” comes from the Greek roots Philo- which means love and Sophos means wisdom. Socrates, Plato, and Aristotle were considered great Greek philosophers in the Western during ancient times. They contributed vast authentic ideas about life, love, beauty, nature, and many more over centuries along with other philosophers. And the "self" or the need to understand the self was also one hot topic among those philosophers. Hence, this lesson will let you walk through the important philosophical views in your quest to understand yourself. Greeks are the first who strived to seek the truth about the self. They tried to cross-examine the ageless question such as “Who am I?” As a result, they have produced various perspectives and views on the self from the ancient period until contemporary times. The self is made up of body and soul and its relationship is one of their timeless and famous concepts. Come let’s visit them. Philosophers Famous Period Views on the Self Lines Socrates “An Classical  The first philosopher who engaged in a systematic unexamined Antiquity questioning about the self. life is not worth living”  Invented the phrase “Know Thyself” and he believed that it is the true task of a philosopher. Know Thyself would mean that a person must stand and live according to his/her nature. One must look at him/herself. The knowledge of oneself can be achieved only through the Socratic Method, the dialogue between the soul and itself. He often played the role of a questioner. He questions because he believed & knows that he knows nothing, in this way he discovers the truths.  He notes that everyone is composed of body and soul. Individuals have an imperfect, impermanent aspect, the body; while maintaining that there is also a soul that is perfect and permanent. DAVAO DEL NORTE STATE COLLEGE 9   He claimed that without striving to know and understand ourselves, life is worthless. Therefore: The self can be understood through self-knowledge and self-examination Plato “Good actions  The famous student of Socrates. He took off when his give strength teacher died and vastly elaborated on his philosophy. to ourselves and inspire  He is a dualist; the self has both immaterial mind (soul) and good actions material body, and it is the soul that knows the forms in others” (ideas).  He claimed that the soul (mind) itself is divided into 3 parts and that person differs as to which part of their nature is predominant: (1) Rational soul – reason; – seeks philosophical and knowledge (2) Spirited soul – will, emotion, passion; – victory loving and seek reputation (3) Appetitive soul – physical urges; – profit-loving and seeking material gain  He emphasizes that “justice in the human person can only be attained if the three parts of the soul are working harmoniously with one another.” Therefore: The self centers around the theory of Forms (or Ideas) and the concept of the soul. St. Augustine “Grant Lord, Middle Ages  One the most significant Christian thinkers. of Hippo that I may know Myself  He agreed with Plato that human being is dualistic, and he that I may then combined his beliefs in the newfound doctrine of know Thee” Christianity.  Unsurprisingly, he also viewed the "self" as an immaterial (but rational) soul.  To give the theory of forms a Christian perspective, he asserted that these forms were concepts existing within the perfect and eternal God (The Catholic University of America Press, 1982).  He believed that the body possessed senses, such as imagination, memory, reason, and mind through which the soul experienced the world. And the senses can only grasp/feel the temporal objects in the material world, yet the immaterial but intangible God can only be clear to the mind if one tunes into his/her immaterial self/soul. Therefore: The self is a restless soul seeking its ultimate fulfillment and rest in God's love. DAVAO DEL NORTE STATE COLLEGE 10  Thomas “The greatest  The doctor of the church and the most eminent 13th century Aquinas kindness one scholar and stalwart of the medieval philosophy can render to any man  He elucidates that man is composed of two parts: consists in (1) Matter leading him – refers to the common stuff that from error to makes up everything in the universe. truth” (2) Form – refers to the essence of a substance or thing, it is what makes it what it is.  In humans, the body of the person is something that he/she shares including animals.  The soul makes the human different from the animals as the soul is what animates the body, it is what makes us humans. Therefore: The self is a rational and immortal soul uniquely united with a physical body, created in the image of God. Rene “I think Renaissance  A French philosopher and considered as the father of Descartes therefore I modern Western philosophy. am”  His is known in his famous line “Cogito ergo sum” translated as “I think, therefore I am”. He stressed that everything that can be perceived by the senses through the body could NOT be used as proof of existence and there is only one thing that one could be sure of in this world and that is doing the act of doubting (Otig, V. et.al., 2018).  The body is nothing else but a machine that is attached to the mind. So, what makes a person a person? Descartes said: "But what then, am I? A thinking thing. It has been said. But what is a thinking thing? It is a thing that doubts, understands (conceives), affirms, denies, wills, refuses; that imagines also and perceives (Descartes, 2008) Therefore: The self is a thinking, conscious entity with an inherent existence, distinct from the body and inseparable from the mind. John Locke “No man’s  He introduced the concept of the "tabula rasa" or "blank knowledge slate. It means that the human mind at birth is like a blank can go slate that has not been written on, meaning it does not beyond his possess innate ideas, knowledge, or pre-existing content. experience.”  He believed that the self is identified with consciousness and this self consists of sameness of consciousness. It would mean that the self consists of memory; that the person existing now is the same person yesterday because he/she remembers the thoughts, experiences, or actions of the earlier self.  For him, a person’s memories provide a continuity of experience that allows him/her to identify himself/herself as the same person over time. DAVAO DEL NORTE STATE COLLEGE 11   According to Locke since you are the same “self” in the passing of time, you can be held accountable for past behavior. However, Locke insisted that a person could only be held accountable for behaviors he/she can remember. Therefore: The self is not an innate entity but rather a product of individual consciousness and the continuous experiences that shape one's identity over time. David Hume “A wise man  A Scottish Enlightenment philosopher, which highlights proportion his empiricism. Empiricism is the school of thought that belief to the espouses the idea that knowledge can only be possible if it evidence.” is sensed and experienced.  As an empiricist, Hume believed that one can know only through one’s senses and experiences. Argued that the self is nothing but what his/her predecessors thought of it. It is not an entity over and beyond the physical body.  What is the self then? Self is simply a bundle of collection of different perceptions, which succeed each other with an inconceivable rapidity, and are in a perpetual flux and movement (Hume & Steinberg, 1992). Therefore: The self is a bundle of perceptions and experiences, lacking a unified and enduring substance. Immanuel “Genius is the  Thinking of the self as a mere combination of impressions Kant ability to was problematic to Kant. independently arrive at and  He thinks that the things that men perceive around them understand are not just randomly infused into the human person concepts that without an organizing principle that regulates the would relationship of all these impressions. normally have to be taught  He asserts that without the self, one cannot organize the by another different impressions that one gets in relation to his own person.” existence.  He suggests that the self is an actively engaged intelligence in man that synthesizes all knowledge and experience. Therefore: The self is a transcendental unity of apperception, the necessary condition for organizing all experiences and concepts. Gilbert Ryle “I act, Modern Time  A philosopher and professor who wrote The Concept of therefore I Mind (1949), where he criticized Descartes' idea that the am” mind is distinct from the body.  He defended that the distinction between mind and matter is a "category mistake" because it attempts to analyze the relation between mind and body as if the two were terms of the same categories (Nath, 2013).  For him, what truly matters is the daily behavior that a person manifests. DAVAO DEL NORTE STATE COLLEGE 12   He believed that the actions and behaviors of a person define the sense of self. "I act, therefore I am." Therefore: The self is the result of a "category mistake," an erroneous belief in a separate mental entity distinct from observable behaviors and dispositions. Maurice “Physical  He was a philosopher and author who rejected the mind- Merleau- body is an body dualism view instead he insisted that the mind and Ponty important part body are intertwined, that they cannot be separated. of the self”  He argued that the body is part of the mind, and the mind is part of the body. The mind perceives what the body senses experience from the external world, then the body acts out of what the mind perceives. Therefore: The self is an embodied and inseparable entity, existing within the lived experiences and interactions with the surrounding world. Indeed, philosophers have varying views on the self, however it is important to note about their historical backgrounds and orientations which likely influenced most their views. These ideas were presented for you to contemplate with and determine whether you fit or relate into the given descriptions of the self. DAVAO DEL NORTE STATE COLLEGE 13  Lesson 2 Sociological Self Time Frame Week 2 Desired Learning Outcomes  Discover how others’ views influence the view of the self.  Recognize two social theories of the self.  Analyze one’s I and ME self of Mead. ACTIVITY Class Activity #3: Mirror, Mirror on the Wall Objective The goal of the Mirror, Mirror on the Wall activity is to examine the sociological conception of the self and comprehend how social interactions and societal influences affect our sense of self and identity. Participants will look at how their sense of self is affected by the larger social context and the roles they play within society by using mirrors as a metaphor for self-reflection. Materials Paper cut in an oblong shape mimicking a handy mirror. Pen Instructions 1. Gather the students to form a huge circle facing inward. 2. The facilitator will distribute a piece of paper cut in an oblong shape treated as a mirror. 3. Ask the students to write their names above the paper legibly. 4. Prepare the students to exchange their papers in a manner of clockwise rotation. 5. The facilitator will decide how many times the paper will be passed on. 6. Once the facilitator will end the counting, the student should describe the owner of the paper they are handling by writing an adjective. 7. The facilitator will ask the students to exchange the papers again. This will be repeated at least five times. 8. The Facilitator will ask the students to return the papers to their owners. DAVAO DEL NORTE STATE COLLEGE 14  ANALYSIS Class Recitation #2: Mirror, Mirror on the Wall After doing the activity, you can walk through the following questions and briefly answer them based on your personal experiences and opinions. 1. How do you find activity? 2. What did you realize about the activity? 3. Do you think that your identity is also a reflection of others especially those surrounding you? 4. Do you believe in what others tell about you? 6. Do you agree with their descriptions of you? 7. How do other opinions affect you? 8. What is the importance of society’s opinion of you? ABSTRACTION Discussion: Sociological Self In philosophical views, the self evolves only in body, soul/ mind, and its relationship. But thinkers become tired of debating about the dual nature of the self. And the birth of social sciences gave a new perspective of the self. The growth of the group geared the focus on the examination of the self into its relationship to the external world. Sociology is one of those sciences that is concerned with studying society, human behavior, and its relationship. A human being is consisting of a unique yet complex self-concept, which developed through time. But its development heavily influences by the society that surrounds us. And you have already discovered from your activities some of those forces like self as a mirror/reflection of others and how the opinions and views of others affect your self-concept and self-esteem. Thus, the self is not created out of isolation rather it is shaped by observations of and interactions with others. Further, questions like: are you pretty or not? Are you kind, generous, or polite? Are you good at Math subject or not? Are you the shy or sociable type of person? If your answer is yes, how would you know? If you look at those around, you then you will see the answers to that question. Others provide us with “social reality” that helps us determine what to think, feel, and do (Hardin & Higgins, 1996). Now, let’s examine in what forms society influences the self. Looking Glass Self American sociologist Charley Horton Cooley, who was born in 1864, is well known for his substantial contributions to the discipline, particularly in the analysis of interpersonal relationships and the idea of the self. The concepts of Cooley established the foundation for the comprehension of how society shapes individuals and how individuals shape society through their social interactions and self-perceptions. The idea of the “looking-glass self,” a potent metaphor that highlights how people shape their sense of self through interactions with others and how others perceive them, lies at the core of Cooley’s writing. Cooley claimed that our self-concept is founded on how we believe others see us, rather than just on introspection or an individualistic understanding. Our sense of self and identity are si gnificantly impacted by this process of introspection and social comparison. Such a concept states that part of how we see ourselves comes from our perception of how others see us. You come to believe that you are funny if someone tells you that you are funny and that motivates you to throw jokes to laugh about. This would tell us that we shape our identity based on others’ perceptions and that we confirm such views in ourselves. Thus, individuals and society seemed to be not separable instead of two aspects that complement the same phenomena (Nickerson, 2021). DAVAO DEL NORTE STATE COLLEGE 15  According to Cooley, human beings have an inherent tendency to interact or socialize with people and objects that surrounds them. This is why he suggests that self-feeling and social-feeling must be harmonized since both are two sides of the same phenomenon, then personal freedom is tied to the relations that comprise society (Rousseau, 2002). Harmonizing self-feeling and social feelings does not mean losing one’s self in society instead of being responsible for examining the effects of their actions on others. Theory of Social Self American philosopher and sociologist George Herbert Mead is regarded as a key figure in sociology and is best known for his breakthrough research on the self and social interaction. Mead, who was born in 1863, had a significant impact on contemporary sociological thought, particularly with regard to understanding the nuanced interaction between the self and society. The idea of “symbolic interactionism,” which investigates how people shape their sense of self via interaction and conversation with others, is central to Mead’s body of work. Mead maintained that rather than being a static thing, the self is a byproduct of social processes that arises from our capacity to see things from other people’s viewpoints and predict how others would respond (Abbott, 2020). “Theory of Social Self” proposed that the self consists of self-awareness and self-image is a product of social interactions and experiences. Children do not recognize that they are different from other people in the first few months of existence, as such, infants only know the “I”. Infants begin to recognize the faces of those around them soon after birth. Through social interaction, they learn about “ME” and the “OTHER”. They develop a concept of the “Generalized Other”, which allows them to apply norms and behaviors learned in specific situations to new situations. In comparison: I ME “I” is the spontaneous unpredictable element “ME” is the conformist aspect of the self, and the reflexive, of the self. organized aspect of the self. It acts out of its own and inner motivation. The part of the self that is aware of how others expect one to behave. “I” memory is a store of creativity, “ME” is socialized, careful, and cautious of its actions adaptability, and novelty in the social since it is a product of social interaction experiences. process. Where our most important values are located. If someone is staring at you, you will think what others think about you and then, you adjust your behavior according to what is acceptable to others. So the “ME” self-counterbalances the actions of the “I”. A theory known as “symbolic interactionism,” which emphasizes the importance of language and communication in the formation of the self, is attributed to George Herbert Mead. Mead contends that people build their sense of who they are by social interactions, adopting other people’s viewpoints, and foreseeing other people’s responses to their behavior. In this process of comprehending social meanings and identities, language and symbols are essential. The term “social construction of the self” refers to the idea that the self is not an immovable object but rather the result of social processes. Our capacity to adopt other people’s viewpoints and foresee how they will respond to our actions is the basis for it. Mead and Cooley’s theories on the sociology of the self both heavily rely on this viewpoint. DAVAO DEL NORTE STATE COLLEGE 16  Lesson 3 Anthropological Self Time Frame Week 3 Desired Learning Outcomes  Know what culture is.  Illustrate how culture influences the self.  Point out one’s collectivist and individualist characteristics. ACTIVITY Class Activity #3: Me, Myself, and Culture Objective By identifying and documenting different facets of their culture, such as beliefs, traditions, values, arts, language, and ways of living, this activity aims to inspire students to explore and reflect on their own cultural background. Students will develop a deeper understanding of the complex nature of their cultural identity and how it affects their perceptions and experiences through the creation of an imaginative and visually appealing graphic organizer. Materials One A4 size bond paper, white Writing Pen Coloring materials Magazine (optional) Glue Instructions 1. Observe your own culture. 2. Write down all the beliefs, traditions, values, arts, language, ways of living and the others that you acquire from it. 3. Present it in a form of graphic organizer. 4. Be as creative as you can. DAVAO DEL NORTE STATE COLLEGE 27  ANALYSIS Class Recitation #4: Me, Myself, and Culture After doing the activity, you can walk through the following questions and briefly answer them based on your personal experiences and opinions. 1. What did you discover about your cultural background while creating the graphic organizer? Were there any aspects that surprised you or that you hadn't considered before? 2. How did the process of identifying and documenting your cultural beliefs, traditions, values, arts, language, and ways of living impact your understanding of your own identity? 3. Did you find any commonalities or differences between your cultural background and those of your peers? How did this exercise contribute to your appreciation of cultural diversity? 4. Were there any specific cultural elements that hold special significance for you? Why do you think these aspects are essential in shaping your cultural identity? ABSTRACTION Discussion: Anthropological Self The social science that is concerned with understanding the human conditions in its cultural aspect is called Anthropology; whilst, cultural anthropology focuses also on peoples’ beliefs, practices, and the cognitive and social organization of human groups. In this lesson, you will find out the various influences of culture on yourself and cultural differences. What is culture? Language, religion, cuisine, social customs, music, the arts, and many other aspects of a particular group of people or nation are all included in what is referred to as culture. However, culture can be viewed in a more general sense, one that is influenced by socialization-related patterns of behavior, interactions, and cognitive abilities. According to this interpretation, social patterns particular to a society or a country influence it (Papp, 2021). According to Cristina De Rossi, an anthropologist at Barnet and Southgate College in London, "Culture encompasses religion, food, what we wear, how we wear it, our language, marriage, music, what we believe is right or wrong, how we sit at the table, how we greet visitors, how we behave with loved ones, and a million other things" (Verma, 2021). Contrary to the portion of nature that people did not create or alter, culture broadly refers to everything that people themselves produce. It is derived from the Latin cultura, colo, colere, meaning "to cultivate." The word "high culture" is used to refer to the entirety of a people's customs and traditions, or, in a more specific sense, to the so-called "high culture." The intellectual life of society in the conventional sense (Papp, 2021). The Self Embedded in Culture The abovementioned definitions would tell that culture is embedded in the self. Though through time the culture evolves, changes occur but the self goes along with it. How we see ourselves and how we relate with others is deeply influenced by the culture we are born with. Catherine Raeff (2010), a developmental psychologist believed that culture could influence how you view: relationships, personality traits, achievement, and expressing emotions (DiBianca Fasoli & Raeff, 2021). DAVAO DEL NORTE STATE COLLEGE 28  Relationships: Culture influences how you enter into and maintain relationships. For example, relationships may be seen as voluntary or as duty based. In Western societies, it is essential for a person to choose whom to marry while some Eastern Societies still practice arranged marriage. Personality Traits: Culture influences whether (and how) you value traits, like humility, self-esteem, politeness, assertiveness, and so on, as well as how you perceive hardship or how you feel about relying on others. Achievement: Culture influences how you define success and whether you value certain types of individual and group achievements. Expressing emotions: Culture influences what will affect you emotionally, as well as how you express yourself, such as showing your feeling in public or keeping it private. Individualistic and Collectivist Culture If someone asked you to finish the sentence, “I am ”, what sorts of things would you include in your responses? Two of the most studied aspects of culture related to the sense of self are independence and interdependence constructs. Construal in social psychology means how the individual perceives and interprets the behavior or actions of others towards themselves. Self-construal is rooted in culture and cultural psychologists proposed two ways of how the self is constructed namely: independent and interdependent constructs. Independent construct reflects an individualistic culture while interdependent construct depicts in collectivists culture. Individualists tend to have independent views of themselves. They see themselves as separate from others and define or describe themselves based on personality traits and characteristics, (for example I am funny, kind, or polite). While, collectivists are more likely to have an interdependent view of themselves, which means they see themselves as connected to others and define or describe themselves through their relationships and roles (for example I am a sister, friend, or son). We will discuss more about these two contrasting cultures in lesson 5. DAVAO DEL NORTE STATE COLLEGE 29  Lesson 4 Psychological Self Time Frame Week 4 Desired Learning Outcomes  Discover the influences of various psychological constructs of the self.  Learn the difference between I-self and Me-self.  Realize the difference of real and ideal self through a Self-Assessment Test for Congruence. ACTIVITY Class Activity #4: 5.4.3.2.1.0 Mindfulness Objective The "5.4.3.2.1.0 Mindfulness" activity's goal is to improve participants' awareness of the present moment while encouraging them to use all their senses and pay attention to their breathing. Participants will develop a state of mindfulness through this exercise, enabling them to fully experience the present moment and take in the often-overlooked details of their surroundings. The exercise aims to encourage participants to unwind, quiet their minds, and make connections with their immediate surroundings to cultivate a stronger sense of presence and mindfulness. Materials A comfortable space Timer or clock A relaxing background music Instructions 1. In this activity, you will purposefully take in the details of your surroundings using each of your senses. Try to notice small details that your mind would usually ignore. This will let you experience the here and now. 2. Slowly pose for a while and stop whatever you are doing. 3. Make yourself comfortable, you can sit or stand, either way. 4. Slowly put your awareness to your breathing. 5. Make sure that you inhale through your nose and exhale you’re your mouth. 6. Breathe in for 5 seconds, hold the breath for 5 seconds, and breathe out for 5 seconds. 7. Continue this pattern until you find your thoughts slowing down or until necessary. 8. After you are able to find your breath, go through the numbers in order to help ground yourself in present thinking through external factors: i. 5: Acknowledge FIVE things you see around you. Maybe it is a table, maybe it is notebook, maybe it is a spot on the ceiling, however big or small, then state or say out loud the 5 things you see. DAVAO DEL NORTE STATE COLLEGE 21 0  ii. 4: Acknowledge FOUR things you can touch around you. Maybe this is your clothes you wear, hands, ground, grass, pillow, etc., whatever it may be, state/say out loud the 4 things you can feel. iii. 3: Acknowledge THREE things you hear. Maybe it is the ticking clock, roaring vehicle, or trees blowing in the wind or maybe you hear your tummy rumbling, internal noises that make external sounds can count, what is audible in the moment and then state/say out loud the 3 things you can hear. iv. 2: Acknowledge TWO things you can smell. Try to notice smells in the air around you, like an air freshener or freshly mowed grass. Then, state/say out loud the 2 things you can smell. v. 1: Acknowledge ONE thing you can taste. What does the inside of your mouth taste like, gum, coffee, or the sandwich from lunch? Then, state/say out loud the 1 thing you can taste. vi. 0: Acknowledge nothingness you can think nothing. Slowly close your eyes and just breathe in for 5 seconds, hold the breath for 5 seconds, and breathe out for 5 seconds. Do it 3 times and slowly open your eyes. And take another deep breath to end. ANALYSIS Class Recitation #4: 5.4.3.2.1.0 Mindfulness After doing the activity, you can walk through the following questions and briefly answer them based on your personal experiences and opinions. 1. How do you feel after doing the activity? 2. Did you at some point connect yourself to your body through your senses? 3. How often do you connect yourself to your body? 4. What are ways to connect your body? 5. Do you believe that you have a soul? 6. In the activity, when you think of nothingness were you able to connect with your soul? 7. How often do you connect yourself to your soul? 8. Is it important to examine the inner self? ABSTRACTION Discussion: Psychological Self Psychology gives emphasis on how humans think, feel, and behave. The concern of Psychology is everything that concerns human beings from consciousness, memory, reasoning, motivation, personality, mental health, and other human experiences. The so-called Science of Self is rooted from various psychological theories and principles and the self has been used as an object of several psychological constructs. Perhaps, it is important to explore some psychological theories of the self to further understand it. DAVAO DEL NORTE STATE COLLEGE 30 Psychoanalytic Perspective One of the famous and most influential thinkers of Psychology is Sigmund Freud (1856- 1939). The most important contribution of Freud was psychoanalysis, which was based on the theory that behavior is determined by powerful inner forces where most of which are buried in the unconscious mind. This work of Freud became the first to answer the questions about the human psyche. Psyche means the totality of the human mind that includes conscious and unconscious in psychology (Reshetnikov, 2023, Otig, 2018). He distinguished 3 levels of the human mental life and used Iceberg as an analogy to describe it. Levels of Mental Life 1. Conscious Mind. It consists of all the mental processes of which you are aware of, and this is seen in the tip of the iceberg. For example, you may be feeling hungry at this moment, and you decide to get food to eat. 2. Preconscious Mind. It contains thought and feelings that you are currently aware of but can easily be brought to consciousness (1924). This would refer to our "memory". For example, you are not thinking about your mobile phone number but when you are asked about it you can recall it easily. 3. Unconscious Mind. It comprises mental processes that are inaccessible to consciousness but influences your judgments, feelings, or behavior (Wilson, 2002). For Freud, this level of the mind is the primary source of human behavior. Like an iceberg, the most important part of the mind is the part that you cannot see. Your past experiences are strongly influenced by your feelings, motives, and decisions and stored in the unconscious. To easily remember the terms, refer to the table below: CONSCIOUS PRECONSCIOUS UNCONSCIOUS Present Can easily be made conscious Beyond awareness Awareness Available memory Includes drives, urges, or instincts Direct memory Memories (requires retrieval) Source of motivation P.A.D. C.A.M. B.I.S. Provinces of the Mind Freud introduced a three-part structural model in the 1920s. The topographic model was not replaced by this division of the mind into three provinces, but it did assist Freud in explaining mental images in terms of their purposes or functions. Furthermore, these provinces or regions are purely conceptual constructs with no actual territorial existence. The ego cuts across different topographic levels and has conscious, preconscious, and unconscious components, whereas the superego is both preconscious and unconscious and the id is completely unconscious as a result of their interaction with the three levels of mental life (Feist et al., 2018). DAVAO DEL NORTE STATE COLLEGE 31  In a gist, we can classify the three provinces using the table below: ID (das es) EGO (das ich) SUPEREGO (das uber ich) -Most primitive -Aroused from the -Grows out of the EGO (5-7 years old) -Chaotic ID during infancy -Represents moral and ideal aspects -Inaccessible to -The only region in -No contact with the outside world consciousness contact with reality -Unrealistic in its demands for perfection -Unchangeable -Sole source of -Amoral communication with -Illogical the external world -Unorganized Filled with energy from Balances the 2 aspects basic drives opposing demands - Conscience (shouldn’t do but you did - Sex of ID and otherwise) - Aggression SUPEREGO -Ego-ideal (should do but you did not otherwise) Pleasure Principle Reality Principle Moral Principle EGO is always caught in the middle of the battles between superego’s desires for moral behavior and the ID’s desires for immediate gratification. When EGO can barely control ID impulses, it creates neurotic anxiety. It can be manifested through phobias, performance anxiety, obsessions and compulsion. On the other hand, when EGO is threatened by SUPEREGO with punishment, it creates moral anxiety. Defense Mechanism EGO use defense mechanisms to distort reality and protect a person from anxiety. Although defense mechanisms are normal and universally used, when carried to an extreme would lead to compulsive, repetitive, and neurotic behavior. The principal defense mechanisms are shown in the table below: Defense Mechanism Function 1. Fixation “remain” – permanent attachment to earlier stage of life 2. Reaction “disgust” – exaggerated opposite reaction Formation 3. Repression “forget” – most basic defense mechanism 4. Regression “go back” – brief detachment to earlier stage of life to feel safe 5. Introjection “copy” – own others’ standards to reduce feeling of inferiority 6. Displacement “redirect” – put towards others 7. Projection “mirror out” – undesired-self project to others Paranoia – extreme type of projection 8. Sublimation “socially accepted” – produce rewarding things/ accomplishments DAVAO DEL NORTE STATE COLLEGE 32 Psychosocial Perspective Known for his ground-breaking theory of psychosocial development, eminent psychologist and psychoanalyst Erik Erikson (1902-1994) is revered today. Sigmund Freud's psychosexual stages were the foundation for Erikson's theory, which builds on them. Erikson proposed the three interrelated aspects of the Ego 1. Body ego. It refers to the experiences with our body, way of seeing physical self as different from other people. 2. Ego ideal. It represents the image we have of ourselves in comparison with an established ideal. 3. Ego identity: It is the image we have of ourselves in the variety of social roles we play. Although innate abilities play a role in personality development, society has a significant impact on how the ego develops. Different societies tend to mold personalities that fit their needs and cultural values due to differences in child-rearing practices. Erikson's theory places a strong emphasis on the lifelong process of human growth and development, which includes a range of psychosocial challenges individuals encounter at various stages of their lives. Following the epigenetic principle, the psychosocial stages of development occur in the correct order and at the appropriate times for each stage. One stage develops from and builds on another, but it does not take the place of the earlier stage. Every stage is characterized by an identity crisis, which needs to be successfully managed to encourage the development of a positive personality. It's crucial to experience the interaction of opposites in each stage (Chen, 2021). However, personality development does not occur as a result of earlier events. Therefore, it is a combination of connected past, present, and events that a person has anticipated. Stage Favorable Too much Favorable Unfavorable Too much Conflict Experience Experience Experience Unfavorable produce Experience strength Infancy Trust Sensory Distortion Mistrust Withdrawal Hope Early Autonomy Impulsivity Shame & Doubt Compulsion Will Childhood Play Age Initiative Ruthlessness Guilt Inhibition Purpose School Age Industry Narrow Virtuosity Inferiority Inertia Competence Adolescence Identity Fanaticism Identity Confusion Role Fidelity Repudiation Young Intimacy Promiscuity Isolation Exclusivity Love Adulthood Adulthood Generativity Overextension Stagnation Rejective Care Old Age Integrity Presumption Despair Disdain Wisdom DAVAO DEL NORTE STATE COLLEGE 33 Theory of the Self William James (1842-1910) is known as the father of American Psychology and wrote the famous “The Principles of Psychology”, a book that was considered as one of the most important and influential in the history of Psychology. In his theory of the self, he proposed that the self has two elements: I-self and Meself (Halliwell, 2019). The I-self is what he called the subjective self or pure ego. This is part of the self that knows who you are and what you have done in your life. This is further characterized as initiator of your actions, has sense of identity (aware of being unique from others), continuity ('I am the same self that I was yesterday,') and awareness (aware of what is going on in the environment). The ME-self is the objective or empirical self, thus it can be thought of as a separate object or individual a person refers to when describing their personal experiences. James conceptualized three different but interrelated aspects of the Me self: 1. the material self (all those aspects of material existence in which we feel a strong sense of ownership, our bodies, our families, our possessions), 2. the social self (our felt social relations), and 3. the spiritual self (our feelings of our own subjectivity). Now, what is the self of all the other selves? James stated “A man has as many social selves as there are individuals who recognize him and carry an image of him in their mind. To hurt one of these images is to hurt him.” Hierarchy of Needs Famous humanistic psychologist Abraham Maslow (1908-1970) is best known for the hierarchy of needs and his theory of self-actualization. Maslow's theory of motivation is based on his conviction that every person has an innate desire for self-actualization, fulfillment, and growth. Maslow's theory is based on the idea of self-actualization, which is the highest state of psychological development and the realization of one's full potential. Maslow contends that self- actualization—the process of striving to become the best possible version of oneself while maximizing one's skills and talents—is the ultimate aim of human life (Feist et al., 2018). DAVAO DEL NORTE STATE COLLEGE 34  The Hierarchy of Needs is composed of (read from bottom to top): 5. Self-Actualization. At the top of the hierarchy, is the desire to realize one's potential, experience personal growth, and improve oneself while pursuing meaningful and fulfilling experiences. 4. Esteem. People pursue self-esteem, recognition, and respect after their lower- level needs are met in an effort to improve their self-image and win the respect of others. 3. Love and Belonging. As humans look for companionship and affection from others, this level encompasses the need for social connections, relationships, and a sense of belonging. 2. Safety. To feel safe from harm and danger, people seek safety, security, and stability in their surroundings. 1.Physiological. The fundamental biological necessities for survival include things like food, water, shelter, and sleep. Self-Actualization Framework Carl Rogers (1902-1987) is regarded as one of the pioneers of humanistic psychology. Rogers made a significant impact on the fields of psychology, counseling, and education. He is renowned for his compassionate approach to therapy and ground-breaking theories on human behavior. He consistently emphasized the value of appreciating and fostering people's innate capacity for development and self-actualization throughout his career. Carl Rogers had a significant impact on counseling and therapy, but he also made important contributions to the definition and comprehension of the idea of the self. Rogers' emphasis on the self-concept, which he saw as a crucial component of psychological health and personal development, was at the heart of his humanistic perspective (Feist et al., 2018; Miller & Moyers, 2017). He believed that human is motivated to fulfill one’s potential and achieve the highest level of being-ness, which he coined “actualizing tendency.” Actualizing tendency is the basic force of life – we are always trying to better ourselves in some way. Also, he further divided the self into two categories: the ideal self and the real self. 1. The IDEAL SELF is the person that you would like yourself to be; it is your concept of the” best me” who is worthy of admiration. 2. The REAL SELF is the person you actually are. It is how you behave right at the moment of a situation. It is who you are in reality-how you think, feel, or act at present. For a person to achieve self-actualization, the individual’s ideal and real self must be in a state of congruence. This would mean that a person’s “ideal self” (who yourself would like to be) is congruent with your actual behavior/ real self (self-image), only then you become a fully functioning person. DAVAO DEL NORTE STATE COLLEGE 35  Incongruent Congruent The self-image is different to the ideal self The self-image is similar to the ideal self There is only a little overlap There is a more overlap Self-actualization will be difficult Can self-actualize For Rogers (1959), how you want feel, experience and behave that is consistent with your self-image is also a reflection of what you would like to be, your ideal self. The closer your self-image and ideal self, the more congruent you are, and the higher your sense of self-worth. A person is said to be in a state of incongruence if some of the totality of their experience is unacceptable to them and is denied or distorted in the self-image. As we prefer to see ourselves in ways that are consistent with our self-image, we may use defense mechanisms to feel less threatened by some of what we consider to be our undesirable feelings. A person whose self-concept is incongruent with her or his real feelings and experiences will defend because the truth hurts (Mcleod, 2014). The two chief defenses are: 1. Distortion happens when a person misinterprets an experience in order to fit it into some aspect of his/her self-concept. The person perceives the experience in awareness but fails to understand its true meaning. 2. Denial is when an individual refuse to perceive an experience in awareness, or at least keep some aspect of it from reaching symbolization You want to know how congruent your own real and ideal self? Take the Self-Assessment Test for Congruence and find out. A Self-Assessment Test for Congruence The following demonstration test illustrates a version of a “Q-sort,” a self-assessment procedure for measuring congruence, a state of internal consistency, which Carl Rogers saw as important to healthy personality growth. Complete part A before going on to part B. Part A Please select ten (10) adjectives from the following list, which you feel describe what you are like. Try to be as honest and accurate as possible in making the choices to describe yourself. Once you have selected the ten, which bets describe you, arrange them in order, from the most important/significant aspect to those that are least significant in describing your personality. Write them in the box below. Then go to part B. ANXIOUS DISHONEST HONEST OPTIMISTIC RELAXED SLOPPY ATTRACTIVE ENERGETIC INTELLIGENT ORGANIZED SAD STRONG CARELESS FUNNY KIND OUT-GOING SERIOUS UNHELPFUL DEPRESSED HAPPY LAZY PLAIN SHY WEAK DAVAO DEL NORTE STATE COLLEGE 36  Part B You are now requested to do the same task again, but this time selecting ten (10) terms to describe what you wish you were like, that is your personal ideal. (For example, you may feel that you are shy but would like to be extroverted). Do not refer to the list from part A in making your choices. Once you have selected ten, arrange them in rank order from the most important/significant, to those that are relatively unimportant in your imagined ideal. Like in part A, write them down, in ranked order below. ANXIOUS DISHONEST HONEST OPTIMISTIC RELAXED SLOPPY ATTRACTIVE ENERGETIC INTELLIGENT ORGANIZED SAD STRONG CARELESS FUNNY KIND OUT-GOING SERIOUS UNHELPFUL DEPRESSED HAPPY LAZY PLAIN SHY WEAK Answer Box: Part A Part B Scoring Take the two lists from Parts A and B, and assign values to the ranks on each list, with the first term = 10, the second term = 9, etc. (the last term will have a value of 1). Now identify any adjectives that do not appear on both list (appearing in different position doesn’t matter). For any terms which do not appear on both lists, change the value to zero. For terms that appear on both lists, give the value assigned for the term on the list A to the term on list B. Then, using the values you have assigned for the term lists (including the zero terms, apply the following formula: (sum of list A + sum of list B)/(1.1) = score The score range is from 0 to 100, with 100 representing a perfect match of self and ideal self (i.e.,complete congruence); if half the terms appear in both lists (but with different ranks), the median score would be approximately 50. In general, the lower the score, the less congruent is the relationship between one's self and ideal self. (For further information on these concepts, refer to the textbook, or the links to other sites.)Note that this demonstration is not meant to be a serious clinical device, and no claims are made as to its validity or reliability! (Even the scoring system is an approximation, as a correlation coefficient would provide a more precise indicator.) It is provided here simply as a learning tool, to better understand Rogers' S concepts of self, ideal self, and congruence. True and False Self To attain self-actualization one should be align with the actual self or real or true self, as proposed by Carl Rogers in the previous topic. But what is true and authentic self? How can you connect to such self? Dr. Donald Winnicott (1896-1971) a British psychoanalyst and prominent pediatrician proposed the theory of true and false self in his paper in 1960. He asserted that a person has two selves the true self and false self (Parker & Davis, 2009). 1. The True Self refers to a sense of self; who you really are; and the one who experience/feeling the moment of being alive. 2. The False Self is the protective shield the vulnerable true self. Its behaviors are leant and controlled by the environment that surrounds you. DAVAO DEL NORTE STATE COLLEGE 37  But how did you develop the false self? According to Winnicott, developing false self starts when you are a baby and highlighting the importance of the “mother” as your primary caretakers. As a baby, you cry, laugh and react to things spontaneously and genuinely; you are simply being you. However, as a baby you are being controlled to be yourself by your mother or caretaker. Then, you start to feel that your need and desires are unacceptable, thus, you now learn to be “compliant,” to modify and adjust your impulses and behavior, hiding your true self and start to construct the false self. For example, when you were a baby, you cried out because you want attention, you want to be hugged and held but your mother responded differently maybe she kept busy doing her laundry or cleaning the house. With this, you will just adjust with what they are saying, so you cried out loud because you don’t need anyone, you are not lonely instead. This would be a manifestation of your false self but underneath your true self really longs for attention and hug. The claim of your false self that you don’t need anyone could even become so strong that your true self initial desire to be hugged and held may slip out of your consciousness and get hidden away in your unconscious. For Winnicott, one can live successfully even with really active false selves, but you live deep inside feeling unsatisfied. The more you act according to your false self, the less authentic you become, resulting to feeling empty that at times you have no idea why you feel this way. This theory would suggest that the sense of self fosters within your earliest relationships with parents or caretakers and family. And you will continue to adapt based on your relationships as you grow and reach adulthood. But where you start is a crucial step in how you move forward. DAVAO DEL NORTE STATE COLLEGE 38  Lesson 5 The Self in Western & Eastern Thought Time Frame Week 5 Desired Learning Outcomes  Identify and familiarize the differences between Western and Eastern orientation.  Recognize how Eastern and Western societies embrace their differences. ACTIVITY Class Activity # 5: Finding Me Objective The Finding Me activity encourages the students to work together to complete a puzzle by finding others with matching puzzle pieces. The activity will allow students to experience both group and individual effort to reach a common goal. Materials Puzzle pieces (enough for each student to have one) Boxes with designated numbers Instructions 1. Provide one puzzle piece to each student. 2. Ask the student to seek for another puzzle piece to complete a picture. 3. Once complete, students should check the back of the completed puzzle to know the box number they have to proceed. 4. Each student should pick one piece of paper. 5. Each piece of paper will have printed scrambled letters that they have to decipher to know the word. 6. After identifying the word, the student should write the word on the board whether it is significant to the Western or Eastern orientation. DAVAO DEL NORTE STATE COLLEGE 49  ANALYSIS Class Recitation #5: Finding Me After doing the activity, you can walk through the following questions and briefly answer them based on your personal experiences and opinions. 1. How did you feel while participating in the Finding Me activity? 2. Did you experience any challenges or successes during the process of finding your puzzle match and deciphering the word? 3. Reflecting on the activity as a whole, what did you learn about the significance of working together and working alone towards a common goal? ABSTRACTION Discussion: The Self in Western & Eastern Thought In both Eastern and Western philosophical traditions, the idea of the self has been explored and understood in various ways as a fundamental component of human identity and consciousness. While both traditions explore the nature of the self, they do so from different angles and provide different perspectives on its existence and significance. Eastern philosophical systems emphasize interconnectedness and the illusory nature of the individual self. These systems have their roots in ancient traditions like Hinduism, Buddhism, and Taoism. While attempting to understand the self as an independent and distinct entity, Western philosophical thought, as exemplified by thinkers like Descartes, Kant, and Nietzsche, frequently emphasizes individuality and reason. This section will explore the fundamental distinctions and fascinating parallels between the Eastern and Western conceptions of the self, illuminating the various viewpoints that have influenced how we perceive human identity and existence (Ariola, 2018; Yamaguchi & Sawaumi, 2019). Major Concept Eastern Orientation Western Orientation accepts truth as absolute and is more concerned with tries to discover and establish "the truth balance In general, Eastern society accepts "the truth" as given and is more concerned with finding a balance than Western society, which seeks to discover and prove "the truth." Westerners value individual rights more than Easterners value social responsibility. However, it is important to note that these are broad generalizations, and individual beliefs and values can vary significantly within both Eastern and Western cultures. Let's delve further into each aspect: Approach to Truth-Seeking Eastern philosophies, such as Hinduism and Buddhism, emphasize the value of ancient scriptures and the teachings of wise sages. In Eastern societies, there is frequently a strong emphasis on accepting traditional wisdom, teachings, and cultural norms as "the truth." Eastern cultures might give more weight to spiritual wisdom and philosophical teachings that have been handed down through the ages. The scientific method and rational inquiry are highly regarded, and Western cultures often place a premium on the pursuit of knowledge through evidence-based reasoning and experimentation. However, Western societies, influenced by the Enlightenment and scientific revolution, tend to value critical thinking and empirical evidence when seeking "the truth." DAVAO DEL NORTE STATE COLLEGE 41 0 Seeking Balance vs. Discovering "The Truth" Finding a harmonious balance between nature and life is frequently prioritized in eastern cultures. This emphasis on achieving equilibrium and alignment with the natural order is best exemplified by ideas like Yin and Yang in Chinese philosophy and the idea of Dharma in Hinduism. Eastern cultures might be more prone to adopt a more holistic perspective on life and strive for harmony between opposing forces. Western societies, on the other hand, frequently place a greater emphasis on uncovering absolute truths or universal principles. This is demonstrated by the Western tradition's quest for truth and emphasis on debating and rigorously analyzing issues to arrive at definitive conclusions. Individual Rights vs. Social Responsibility Western societies are characterized by a strong emphasis on individual rights, especially in the context of liberal democracies. Personal autonomy, freedom of choice, and the defense of individual rights and liberties are highly valued in Western culture. Individual rights are prioritized in legal and political frameworks, which reflects the importance placed on individuality and self-determination. Eastern cultures, on the other hand, might place a greater emphasis on social harmony and societal well- being. There may be a greater emphasis on social responsibility in some Eastern societies, where people are expected to put the needs of their families and the community before their own. The Gist Eastern Orientation Western Orientation Collectivist Individualistic Spiritual Hands-on Customs and traditions frequently have some Western living principles frequently place an emphasis on fundamental precepts in common that serve as a individuality, reason, and a focus on achieving personal person's compass in life. While each tradition has its goals and fulfillment, despite being varied and own distinctive elements, some basic Eastern tenets multifaceted. Western-oriented living principles include include: some of the following: 1. Individualism 1. Harmony and Balance: 2. Rationality and Critical Thinking 2. Non-attachment 3. Human Rights and Freedom 3. Mindfulness and Presence 4. Democracy and Rule of Law 4. Compassion and Kindness 5. Progress and Innovation 5. Self-reflection and Inner Inquiry 6. Achievement and Success 6. Humility and Humbleness 7. Material Prosperity 7. Respect for Elders and Ancestors 8. Egalitarianism 8. Acceptance of Impermanence 9. Secularism and Separation of Church and State 9. Duty and Responsibility 10. Scientific Inquiry 10. Detachment from Ego 11. Responsibility for One’s Action 12. Personal Growth and Development These guiding principles help people in Eastern While the guidelines are prevalent in Western cultures, cultures live more peacefully, contentedly, and not all people or communities within these societies can spiritually enlightened lives. They offer a structure for use them. Nevertheless, these guiding principles developing oneself, acting morally, and continue to have an impact on modern Western thought comprehending oneself and the world better. and lifestyle and have had a significant impact on the growth and character of Western civilizations. It is important to keep in mind that these are broad generalizations that don't necessarily apply to all people or groups in Eastern and Western societies. A person's cultural attitudes and values can differ greatly depending on the historical, political, and social circumstances in which they are held. Furthermore, many societies have embraced elements from both Eastern and Western traditions as a result of globalization and increased intercultural exchange. DAVAO DEL NORTE STATE COLLEGE 41 1  Module 1 Summary The Self from Various Perspectives The idea of "The Self" is a complicated and multifaceted topic that has been investigated from different angles across various disciplines. For centuries, it has piqued the interest of academics, thinkers, and researchers from various fields. Through a variety of lenses, each offering insights and perspectives, it represents an investigation into the essence of human identity, consciousness, and individuality. Philosophy. The investigation of "The Self" delves deeply into philosophical issues pertaining to consciousness, individual identity, and the nature of existence. The nature of the self has been a topic of discussion among philosophers, who have wondered whether it is a permanent thing or a never-ending stream of experiences. The Buddhist idea of "Anatta" (not-self) and the Cartesian "I think, therefore I am" reflect the variety of philosophical viewpoints on the fundamental nature of the self and its relationship to the outside world (Corpuz et al., 2020). Sociocultural. The idea of "The Self" is investigated in relation to the larger social context in the sociocultural domain. Anthropologists and sociologists place a strong emphasis on how a person's self-identity is formed through interactions with others, culture, and social norms. They investigate how social roles, cultural practices, and rituals define who a person is and how the self and society interact. This perspective on "The Self" emphasizes the value of cultural diversity and the understanding that an individual's identity is shaped by the larger social context in which they are situated (Frando & Isip. 2019). Psychology. Self-awareness, self-concept, self-esteem, and personal identity are all included under the umbrella term "The Self" in psychology. Psychologists examine the cognitive and emotional aspects of the self, focusing on how people view themselves, form opinions about their skills and personality, and come to feel valuable. The field investigates the complexity of self-development over the course of various life stages as well as the influence of social interactions and cultural influences on the development of a person's sense of self (Gutierrez-Ang, 2018; Feist et al., 2018). Additionally, interdisciplinary approaches to comprehending "The Self" integrate knowledge from numerous disciplines, including psychology, philosophy, sociology, anthropology, and neuroscience. This interdisciplinary investigation deepens our understanding of the complexities of the self, enabling a more comprehensive and nuanced comprehension of "The Self." The exploration of "The Self" is a lifelong process that is constantly shaped by developments in related fields and the incorporation of fresh viewpoints. Our understanding of "The Self" evolves along with technology, society, and cultures, making it an ongoing topic for investigation and reflection across the spectrum of intellectual endeavors. The multidisciplinary study of "The Self" emphasizes the importance of self-awareness, empathy, and respect for the various expressions of the human identity, leading to a deeper understanding of DAVAO DEL NORTE STATE COLLEGE 41 2 R