Understanding The Self SSP 111 PDF

SSP 111 UNDERSTANDING THE SELF CATHERENE E. PALOMADO, RCRIM, LPT MODULE 1 Meet and Greet My Home, My School INTENDED LEARNING OUTCOMES: At the end of this module, you will be able to: 1.Explain the program and your institution’s vision-mission statements and objectives. 2.Focus your...

SSP 111 UNDERSTANDING THE SELF CATHERENE E. PALOMADO, RCRIM, LPT MODULE 1 Meet and Greet My Home, My School INTENDED LEARNING OUTCOMES: At the end of this module, you will be able to: 1.Explain the program and your institution’s vision-mission statements and objectives. 2.Focus your attention as well as listen wholeheartedly and openly to each member of the class during sharing sessions: and 3.Demonstrate self understanding and self- acceptance.  College life is said to be the most challenging and exciting phase of your life. It is an entirely new adventure that everyone looks forward to. It is a world different from your primary as well as the junior and senior high schools. Since you are in your freshman year, everything – including this subject – is new to you. ACTIVITY 1: SHARING ONESELF Share yourself with others by providing the following information: Your name Your positive attribute or characteristics that begins with the first letter of your surname (e.g. SANTOS “sweet” The school where you came from Your reason for studying in this institution Your feeling to be in this class. MODULE 2 Concept and Nature of Self Who Am I? INTENDED LEARNING OUTCOMES: At the end of this module, students should be able to: 1.Explain the nature, concept, and meaning of the self; 2.Describe the nature of the self from your own point of view; 3.Discuss the conceptualization and representation of the self from various disciplines and perspectives; and 4.Develop a pleasant and wholesome attitude towards oneself.  GROUP SINGING Find the following songs on the internet and make the class sing them. Also reflect on the songs lyrics. Then, answer the questions that follow. “Sino Ako” by Jaime Rivera “Who am I” by Casting Crowns  QUESTIONS: 1.Who are you? 2.How would you describe yourself? 3.Do you love yourself? Why or why not? 4.What are you most grateful for in life? 5.What are the biggest and most important things you have learned in life so far? The Philosophical View of Self Socrates: Know yourself Socrates is principally concerned with man. He considers man from the point of view of his inner life. The famous line of Socrates, “Know yourself,” tells man to bring the his inner self to light. The core of Socratic ethics is the concept of virtue and knowledge. VIRTUE is the deepest and most basic propensity of man. Knowing one’s own virtue is necessary and can be learned. Since virtue is innate in the mind and self-knowledge is the source of all wisdom, an individual may gain possession of oneself and be one’s own master through knowledge. Plato: The Ideal Self, the Perfect Self According to Plato, man was omniscient or all- knowing before he came to be born into this world. With his separation from the paradise of truth and knowledge and his long exile on earth, he forgot most of the knowledge he had. However, by constant remembering through contemplation and doing good, he can regain his former perfections.  Man who is now an exile on earth has a guiding star, a model, or a divine exemplar which he must follow to reach and attain his destiny. In practical terms, this means that man in this life should imitate his former self; more specifically, he should live a life of virtue in which true human perfection exists. Happiness, which is the fruit of virtue, is attained by the constant imitation of the divine exemplar of virtue, embodied in man’s former perfect self. Immanuel Kant: Respect for Self Man is the only creature who governs and directs himself and his actions, who sets up ends for himself and his purpose, and who freely orders means for the attainment of his aims. Every man is thus an end in himself and should never be treated merely as a means – as per the order of the creator and the natural order of things. This rule is plain dictum of reasons and justice: Respect others as you would respect yourself. A person should not be used as a tool, instrument or device to accomplish another’s private ends. Thus, all men are persons gifted with the same basic rights and should treat each others as equal. Rene Descartes: “I think, therefore I am” Descartes states that the self is a thinking entity distinct from the body. His first famous principle as “Cogito, erge sum,” which means “I think, therefore I am.” although the mind and the body are independent from each other and serve their own function, man must use his own mind and thinking abilities to investigate, analyse, experiment, and develop himself. John Locke: Personal Identity John Locke holds that personal identity (the self) is a matter of psychological continuity. For him, personal identity is founded on consciousness (memory), and not on the substance of either the soul or the body. Personal identity is the concept about oneself that evolves over the course of an individual’s life. It may include aspects of life that man has no control over, such as where he grew up or the color of his skin, as well as the choices he makes, like how he spends his time and what he believes. The Christian or Biblical View of Self The Holy Bible “God created man in His image; in the divine image he created him; male and female he created them. God blessed them, saying, “Be fertile and multiply; fill he earth and subdue it. Have dominion over the fish of the sea, the birds in the air, and all the living things that move on the earth.” Genesis 1:24- St. Augustine: Love and Justice as the Foundation of the Individual Self St. Augustine believes that a virtuous life is dynamism of love. It is a constant following of and turning towards love while a wicked life is a constant turning away from love. Loving God means loving one’s fellowmen; and loving one’s fellowmen denotes never doing any harm to another or, as the golden principle of justice states, doing unto others as you would have them do unto you.  The Psychological View of Self Sigmund Freud: The Psychoanalytic Theory of Self Freud’s asserts that the human psyche (personality) is structured into three parts. These are the – Id, ego, and superego – all develop at different stages in a person’s life.  Parts of Personality 1. Id (Internal Desire). Also called Internal drives or Instinctive drives, it consist of the body’s primitive biological drives and urges which are concerned only with achieving pleasure and self satisfaction. Id lives completely in the unconscious. 2. Ego (Reality). It is the “I” part of the individual that gives him/her the sense of his/her own identity. The geo is the rational part of the personality. 3. Superego (Conscience). It is the part of personality that concerned with the morals, precepts, standards, and ideas. The superego is also the critical faculty of the personality. Freudian Stages of Psychosexual Development Freud also argues that the development of an individual can be divided into distinct stages characterized by sexual drives. As a person grows, certain areas become sources of pleasure, frustration or both. 1.Oral. From birth to the end of the first year, the mouth becomes the part of the body through which gratification is secured. 2.Anal (expulsive phase), 2-3 years old. The child drives the feeling of pleasure or pain from defecting. It covers the toilet- training period. 3. Phallic. 3-6 year, the child gets curious about his/her genitals and becomes attached to the parents of the opposite sex. The attraction of the boy to his mother is called Oedipus complex, while that of a girl to her father is called Electra complex. 4. Latency. 10-12 years. Sexual motivations presumable recede in importance as the child becomes preoccupied with developing skills and other activities. 5. Genital. After puberty, the deepest feelings of pleasure presumably come from heterosexual relations. Activity 1: Self – description Essay Write an essay about anything that you wish to share about yourself. You may use these suggested topics:  Me as I see me  How other people see me  How I would like other people to see me MODULE 3: Physical Self The Beautiful Me INTENDED LEARNING OUTCOME At the end of this module, you will be able to: 1.Determine the condition of your physical self 2.Classify the physiological needs of the self in each stage of life; 3.Identify the forces and institutions that impact the development of the various aspects of identity and the self; and 4.Explain the importance of a good health.  The Young Me Bring a close –up picture of yourself in your grade- school years. Be sure not to show your picture to any of your classmates before the session.  Activity 1: Characterizing Myself 1.Fill out the chart below. My characteristics or traits My characteristics or traits My characteristics or most similar to those of my most similar to those of my traits not similar to those FATHER MOTHER of my father or mother Positive Negative 2. Analyze the chart by answering the following questions: a.Are there more positive traits than negative traits written on your chart? b.What types of traits have you written on the chart? Which traits are observable and which are not? c.Compare the traits written on the first two columns with those on the third column. Are there more physical traits than non- physical traits that have been recorded? d.Are you happy for having those traits? Have you ever expressed your gratitude to your parents for passing those traits to you? Activity 2: Family Tree Construct your family tree, using any materials that you have. Be creative. Indicate the physical and non-physical traits that you can identity among the members of your family. Factors in the development of the Physical Self The development of the individual is caused by two interacting forces: heredity and environment. Heredity (nature) is the transmission of traits or characteristic from parents to offspring. It provides the raw materials of which the individual is made up. Through the genes, hereditary potentials like physical, mental, social, emotional, and moral traits are passed down to generations. Environment (nurture) is the sum total of the forces or experiences that a person undergoes from conception to old age. It also includes family, school, nutrition, and other agencies one is in contact with.  The Beginning of Life Life begins at fertilization. Fertilization refers to the meeting of the female sex cell and the male sex cell. These sex cells are developed in reproductive organs called gonads. The male sex cell called spermatozoa are produced in the male gonads called testes. On the other hand, the female sex cell called ova are produced in the female gonads known as ovaries. The fertilized egg cell known as zygote contains all the hereditary potentials from the parents. This zygote goes to the uterus and continues to grow during the gestation period of about 280 days or 36 weeks or 9 calendar months.  Each parents contributes one sex chromosome to the offspring. A male parents may pass either an X or a Y chromosome while the female always gives the X chromosome.  When an X chromosome comes from the father and meets the X chromosome of the mother, the resulting combination is XX which indicates a female offspring.  However, when the father produces a Y chromosome which pairs with the X chromosome of the mother, the resulting combination is XY signify a male offspring.  Stages in the Life Span An individual undergoes definite stages of development. In each phase, the child experiences certain developmental characteristics to prepare him/her for the next.  Table 1: Stages of Human Development Development Stage Age Pre-natal period Conception to birth Infancy Birth to end of the second week Babyhood End of the 2nd week to end of the 2nd year Early childhood or preschool 2-6 years old Late childhood or elementary age 6-10 or 12 years old Puberty or preadolescence 12 – 13 or 14 years old Adolescence 13 -14 or 18 years old Early adulthood 18 – 40 years old Middle age 40 – 60 years old Old age 60 years old to death