Understanding The Self - General Education Module 1 - PDF

Compiled by: General Education 1 Understanding The S E L F Compilers: Khadiguia Ontok-Balah, MALT, MPsych, RPm Khristine Joy B. Garcia, MSPsych, RPsych Jerose L. Molina, MPsych, RPm, RPsych Published by: Department of Psycholog...

Compiled by: General Education 1 Understanding The S E L F Compilers: Khadiguia Ontok-Balah, MALT, MPsych, RPm Khristine Joy B. Garcia, MSPsych, RPsych Jerose L. Molina, MPsych, RPm, RPsych Published by: Department of Psychology COLLEGE OF ARTS AND SOCIAL SCIENCES University of Southern Mindanao Kabacan, Cotabato August 2018 Understanding The Self  1 Table of Contents Introduction Understanding The Self_______________________________________________________ 1 UNIT 1 The Self from Various Perspectives _____________________________________________ 10 UNIT 2 Unpacking The Self __________________________________________________________ 54 UNIT 3 Managing The Self ___________________________________________________ 90 References____________________________________________________________________ 125 S E L F Understanding The Self  2  Author’s Declaration Ideas, concepts, diagrams and/or illustrations depicted in this learning material are excerpts from established references and properly noted in the list of literature cited herein. The author in this learning material remains a compiler does not claim full and authentic ownership of all the contents of this module, nor in any manner wilfully infringe the copyright law and other existing provisions appertaining thereto. This learning material is printed for the sole use of classroom or distance/ remote learning of USM and is not intended for commercial purposes. Any use or reproduction in part or in full, whether electronic or mechanical, photocopying or recording in any information storage and retrieval system, other than what it is intended for requires the consent of authorized and competent authority of the University of Southern Mindanao. Understanding The Self  3 INTRODUCTION Understanding the Self (A CHED GE Subject) S E L F Understanding The Self  4 INTRODUCTION Understanding the Self (A CHED GE 1 Subject)  Introduction READ Course Description: The course Undestanding The Self 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 vulnerable and great possibilities. Issues of self and identity are among the most critical for the young. The most important question ever: Who am I? The answer to this will determine our behaviors, our decisions, and our path in life. What is this course all about? It intends to facilitate the exploration of issues and concerns regarding Self and Identity to arrive at better understanding of oneself. It hopes to help in the better understanding of one’s self and that of others. It will stress the integration of the personal with the academic Understanding The Self  5 How will this course do this? It will contextualize the different topics discussed in this Learning Module in the everyday experiences of students especially on this most challenging of times due to the COVID-19 health threats. It will further seek to integrate theory with practice. What will this course accomplish? It will make for better learning especially during this anxiety-provoking global situation brought by the dreaded COVID-19. It will generate a new appreciation of the learning process despite students work independently on their own modules at the safety of their own homes. It will help develop a more critical and reflective stance. It will also help enable the students to manage and improve themselves to attain a better quality of life by mastering their understanding of themselves. What is this course? Interdisciplinary – course is designed to present different perspectives regarding the topic Integrative – seeks to tie up different perspectives and views regarding the topic Interactive – more interactions between teacher and students, among students and between students and others What is the design of the course? It includes three major designs: A. Understanding the Self Construct B. Unpacking the Self C. Managing and Caring for the Self A. Understanding the Self Construct: This looks into the construction of Self by various social sciences: Philosophy, Sociology, Anthropology, Political Science and Psychology; also Western and Eastern perspectives. These seek to answer the question – What is the Self? Is there even such a construct as the Self? B. Unpacking the Self: This will cover different areas of self, such as the following: The Physical Self The Emotional Self The Biological Self The Spiritual Self The Material/Economic Self The Gendered Self The Political Self The Digital Self Understanding The Self  6  C. Managing and Caring for the Self: Three areas of concern for students include the following: 1. Learning 2. Goal Setting 3. Managing Stress What are the learning outcomes of this course? At the end of the course, the students will be able to: A. 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 B. Unpacking The Self 1. Explore the different aspects of self and identity 2. Demonstrate critical, reflective thought in integrating the various aspects of self and identity 3. Identify the different forces and institutions that impact the development of various aspects of self and identity 4. Examine one self against the different aspects discussed in this learning module C. Managing and Caring for The Self 1. Understanding the theoretical underpinnings for how to manage and care for different aspects of the self 2. Acquire and hone new skills and learnings for better managing of one’s self and behaviors 3. Apply these new skills to one’s self and functioning a better quality of life Suggested class activities: a. The quicky survey: Students are given a chance to actively participate in data gathering and then pool together the data gathered – “pulse of the public”. This will be done in the Internet due to restricted travel activities. They can gather data by sending survey form in emails, messenger, SMS, and/ or through phone calls This will enable the students to compare their own responses against those of others; to compare research data with local data Understanding The Self  7  b. Keeping a journal or journaling: Already a familiar activity to those keeping diaries or blogs Is regarded as a bonus activity which may or may not be submitted/ graded May be submitted to and commented on by teacher May be regarded as a self assessment tool i.e. “a personal development exercise” Benefits of Journaling: Helps develop critical thinking (responding to readings in this Learning Module) Promotes self reflection and insight Enables the reduction of stress Helps clarify thoughts and feelings Helps solve problems by accessing right brain Promotes physical and emotional health Note: Each student will have his/her own notebook or journal to express their feelings daily/ weekly and it will be checked at the end of the semester. c. Other activities: Answering psychological tests available in the Internet (downloaded or hard copies will be provided). Writing short reflection papers using videos for illustration (YouTube, Ted Talks, etc.) Recommending films/movies/TV shows, etc. enables a better understanding of the self Recommended assessments: Two long examinations Submitted assignments, feedback papers, group work reports, short reflection papers Final integrative (or reflection) paper – how the different perspectives, theories, etc help in developing a Theory of Self Source: Understanding The Self Syllabus provided by the Commission on Higher Education Important Note: When doing the exercises (except that the exercise sheets are already available), please put all your responses/ answers in a short bond paper indicating your name, year/course/section, date, exercise number, and your ID number, and your contact number on the upper left corner of the paper. Please follow the format (font size 12, font style: Corbel, single spacing, 1 inch in all sides). You can cantact your course instructors through their messenger accounts upon their approval: Prof. Khadiguia O. Balah – @Degs Ontok Balah, Prof. Khristine Joy Garcia – @Khristine Joy Garcia, and Prof. Jerose L. Molina - @Je Je. Understanding The Self  8  About this Learning Module This Learning Module in General Education Course I (Understanding the Self or UTS) is composed of an Introduction to Understanding the Self course and Units 1-3 covering the three major themes such as: Unit 1 – The Self from Various Perspectives, Unit 2 – Unpacking the Self, and Unit 3 – Managing Self. This is a compilation of some of the important facts about how we as individuals understand our own self. Different exercises are found before, during, and after the presentation of the topics for each student to work independently on a given task to allow them to become more reflective and introspective of oneself. Almost all of the facts and sets of information presented in this learning module came from the information and sources presented during the General Education Courses Training held at the University of Southern Mindanao, Kabacan, Cotabato in July 2018. The main sources were shared by the trainer of the Training of Trainers of the UTS held in Miriam College, Quezon City, Philippines in January 2017 to the compilers with permission. Understanding The Self  9 LEARNING GUIDE MIDTERM COVERAGE UNIT 1: The Self from Various Pespectives Week 1 LESSON 1: Philosophy: Western Philosophical Perspective on the Self Week 2 LESSON 2: Medieval Philosophy Week 3 LESSON 3: Eastern Philosophical Perspective on the Self Week 4 LESSON 4: Hindu Philosophy, Japanese, and Islam Week 5 LESSON 5: Psychology: The Self Viewed in Various Theories and Me and I Week 6 Self LESSON 6: Global Versus Differentiated Models and Real Versus Ideal Self Week 7 Concept LESSON 7: Multiple Versus Unified Self and True Versus False Self Week 8 MIDTERM EXAM Week 9 FINAL TERM COVERAGE LESSON 8: What is Sikolohiyang Pilipino Week 10 Unit 2: Unpacking the Self Week 11 LESSON 9: The Physical Self and the Sexual Self Week 12 LESSON 10: The Material/ Economic Self and The Spiritual Self Week 13 LESSON 11: The Digital Self and The Social Self Week 14 Unit 3: Managing the Self Week 15 LESSON 12: Learning to be Better Student Week 16 LESSON 13: Goal Setting and Happiness Week 17 LESSON 14: Managing Stress Week 18 FINAL TERM COVERAGE Week 19 Understanding The Self  10 UNIT 1: The Self from Various Perspectives S E L F Understanding The Self  11 UNIT 1: The Self from Various Perspectives Intended Learning Outcomes: a. Discuss the different representations and conceptualizations of the self from various disciplinal perspectives. b. Examine the different influences, factors and forces that shape the self. c. Compare and contrast how self has been represented across the different disciplines and perspectives. d. Demonstrate critical and reflective thought in analyzing the development of one’s self and identity by developing a theory of the self.  a. Philosophy b. Psychology c. Anthropology READ d. Sociology LESSON 1: a. Philosophy Western Philosophical Perspective on the Self What is Philosophy? Its etymology comes from the Greek – Philos – love and Sophia – wisdom – “love of wisdom”. The study of the basic/fundamental principles of life, knowledge, reality, existence, morality, human nature, etc., through the use of logic and reason. As an academic discipline, it does not provide ultimate answers, despite the ultimate nature of philosophical ideas. Opens the minds of people. Encourages individuals to ask questions and to seek answers for themselves. Encourages students to philosophize. Understanding The Self  12 History of Philosophy An Approach that can be employed Grounds the ideas to the context of the philosophers Shows the development of philosophy alongside with the development of human discovery and knowledge Grounds contemporary ideas Can provide an objective presentation of philosophical ideas Can be a ground/basis for other approaches Exercise 1.1 Instructions: In not more than 10 sentences, differentiate the body and soul? Cite three authors and in APA style, write the references after the essay. Ancient Philosophy 1000 BC to 500 AD Three (3) Periods: 1. Pre-Socratics (The Milesians) - How do you answer the question, “Who am I”? 2. Ancient Triumvirate - In what ways do I get to know myself? 3. Post-Aristotelians 1. Pre-Socratics Cosmo-centric: It means that there is a fundamental principle/ thing that underlies everything else, including the human self: Thales: Water Anaximander: Apeiron – “Boundless Something” Anaximenes: Air Others: It also includes Democritus (atom), Heraclitus (fire), Anaxagoras (nous/mind), Pythagoras (numbers) 2. The Ancient Triumvirate Socrates - Didn’t write anything, but his ideas were echoed by his student, Plato, in his Dialogues. - “Know thyself.” –“An unexamined life is not worth living.” - Each person has an immortal soul that surpasses the death of the body (dualistic reality=body & soul). Understanding The Self  13  Two Aspects of Reality 1. Physical world: changeable, transient, and imperfect; World of Senses/Matter 2. Spiritual world: unchanging, eternal, perfect; The World of Ideas/ Form - Our souls (self) strive for wisdom and perfection, and reason is the soul’s tool to achieve such state. - The soul is a unified, indissoluble, immortal entity that remains the same over time, and that is in the very likeness of the divine. Plato There are three (3) parts soul/ self (psyche): 1. Reason: the divine essence that lets us think deeply (wisdom), make wise choices and achieve a true understanding of eternal truths. 2. Physical Appetite: accounts for the basic biological needs such as hunger, thirst and sexual desire. 3. Spirit/Passion: accounts for the basic emotions such as love, anger, ambition, aggressiveness, empathy – These are in a dynamic relationship with each other: in agreement or in conflict. But it is the responsibility of the Reason to restore harmony among the three. Harmony: Justice in the individual, social and political levels. Aristotle - The mind (self) is a tabularasa (a blank tablet) - The self consists of matter and form; matter is in a continuous process of developing and becoming. - The process of completion is through experiences as knowledge is acquired through the senses (and this knowledge is true). - But this self comes from a First Cause, the source of all changes although unchangeable in itself. - The goal of the human self is reached in happiness through moderation or balance of things 3. The Post-Aristotelians Maintains the dualism between body and soul More ethical in their ideas (moral norms attainment of happiness) Stoicism: apathy or indifference to pleasure Hedonism: “Eat, drink and be happy, for tomorrow, you will die.” Epicureanism: moderate pleasure Understanding The Self  14 LESSON 2: Is the self-related to a Supreme Being/God? Who am I in relation to a Supreme Being/ God? Medieval Philosophy 500 AD to 1350 Theo-centric From the scientific investigation on nature and search for happiness to the question of life and salvation in another realm, in a better world (afterlife). Influence from ancient thought: The (human) self-endures through time. Rather imposing than informing, because it was trying to aim at paganism and barbarism. There was an aim to merge philosophy and religion (Christian, Jewish, Muslim) St. Augustine Integrates Platonic ideas with the tenets of Christianity. Platonic Realm of Idea/Forms: the Christian philosophy of a transcendent God: the self strives to achieve union with God through faith and reason. The finite, temporary world of Plato becomes a proving ground for our eternal destinies: such that the human person becomes whole with both body and soul (more unified) Identity can be achieved with these questions: “How does one seek union with God?” “The harder you seek, the more distance you create between Him and you.” “So what does one do about the distance?” “Understand that it isn’t there.” “Does that mean that God and I are one?” “Not one. Not two.” “How is that possible?” “The sun and its light, the ocean and the wave, the singer and his song – not one. Not two”. How can I be sure that the self exists? What are the proofs that the self exists? Modern Philosophy 14th century to the early 20th century Anthropocentric = centered on the human person Thinkers began to reject the scholastics’ (medieval thinkers) excessive reliance on authority Understanding The Self  15  Period of radical social, political and intellectual developments Genuine knowledge has to be based on independent rational inquiry and real world experimentation, rather than dependent on knowledge handed down by authorities. René Descartes: A Rationalist “Cogito ergo sum.” – “I think, therefore, I am.” Human identity: self-awareness Self: A thinking thing Self: It can exist independently of the body, but doesn’t deny the association of the body to the self Dualism: thinking (spiritual) self versus physical body The spiritual self, governed by the laws of reason and God’s will surpasses the physical self, governed by the laws of nature. Yet the intimate connection between the soul and the body is undeniable (pineal gland) John Locke: An Empiricist Knowledge originates in our direct sense experience. Reason plays a subsequent role in figuring out the significance of our sense experience and in reaching intelligent conclusions. The self is not necessarily embedded in a single substance or soul, but exists in space and time. Every aspect of the physical body is integrated with personal identity. The body changes. The physical self changes. But the self endures because of memory. Conscious awareness and memory of previous experiences are the keys to understanding the self. David Hume: Empiricist, Sceptic & Nihilist There is no self! Empiricism are impressions of basic sensations of experiences. Ideas are copies of our impressions Impressions form a fleeting stream of sensations No constant and invariable self that exists as a unified identity over the course of life. The self is a “bundle or collection of different perceptions, which succeed each other in an inconceivable rapidity, and are in perpetual flux and movement.” Immanuel Kant Contests Hume’s idea by alluding to the primary experience of the world that is not a disconnected stream of sensations. Understanding The Self  16  A priori concepts: fundamental organizing rules or principles built into the architecture of the mind, which categorize, organize and synthesize sense data into the familiar fabric of our lives, bounded by space and time. These are innate. Unity of consciousness that makes the world intelligible Sigmund Freud He founded the psychoanalytic school of psychology. The self is multi- tiered/multi-layered: Conscious is governed by the reality principle; at this level, behavior and experience are organized in ways that are rational, practical and appropriate to the social environment. The unconscious contains the basic instinctual drives including sexuality, aggressiveness, and self-destruction; traumatic memories; unfulfilled wishes and childhood fantasies; thoughts and feelings that would be considered socially taboo. Gilbert Ryle: A Physicalist Behaviorism: No more dichotomy by denying the inner selves, immortal souls, states of consciousness, or unconscious entities The self is defined in terms of behavior that is presented to the world. The self is a pattern of behavior, the tendency or disposition for a person to behave in a certain way in certain circumstances Paul Churchland: A Physicalist Eliminative Materialism: grounded in neuroscience The mind/self is the brain Edmund Husserl The father of Phenomenology We experience our self as a unity in which the mental and physical are seamlessly woven together. Maurice Merleau-Ponty He believed in the “lived body”. An entity that can never be objectified or known in a completely objective sort of way, as opposed to the “body as object” of the dualists. “There is no duality of substance but a dialectic of living being in its biological milieu.” Embodied Subjectivity Both Husserl and Merleau Ponty agree that our living body is a natural synthesis of mind and biology. Understanding The Self  17  Phenomenological approach: describe the phenomena of the lived experience (reducing biases) by describing what your immediate responses are— physically, emotionally, cognitively. Exercise 1.2 Instruction: Make a timeline showing the name and photo of person/s involved and the main ideas of each mentioned theory. LESSON3: Eastern Philosophical Perspective on the Self BUDDHISM Anatta – “no self” The concept of a self is an illusion. There is no permanent concept of the self. All things are not permanent. Teachings based on Siddhartha Gautama or BUDDHA (“the awakened one”) Rejection of a permanent, self-existent soul (atman) There are five (5) aspects: 1. Physical manifestation 2. Sensation 3. Conceptualization 4. Dispositions to act 5. Consciousness Eight (8) paths to Nirvana (freedom from “attachments”): 1. Right view – cognitive aspect of Wisdom 2. Right intention – volitional aspect of Wisdom 3. Right speech 4. Right action 5. Right livelihood – do not harm 6. Right effort 7. Right mindfulness - the mental ability to see things as they are, with clear consciousness. 8. Right concentration through meditation Understanding The Self  18 The four (4) foundations of mindfulness: 1. Contemplation of the body 2. Contemplation of feeling (repulsive, attractive, or neutral) 3. Contemplation of the state of mind 4. Contemplation of the phenomena. From Confucianism (Tu Wei Ming) To attain selfhood (within the communal act) “How can I, in the midst of social relations, realize my selfhood and the heaven-endowed humanity?” There are two (2) aspects of the self: 1. The self as the center of relationships 2. The self as dynamic process of spiritual development Taoism True knowledge cannot be known but perhaps it can be understood. Taos is a system of guidance. Phrases that can describe Tao: Not a God Source of creation Ultimate Way of nature as a whole Te Awareness of the Tao together with the capabilities that enable a person to follow the Tao. Tzu Jan That which is naturally so. Condition something will be in if it is permitted to exist and develop naturally. Wu Wei Knowledge tries to figure out why round pegs fit round holes, but not square holes. Cleverness tries to devise ways of making them fit. Wu Wei doesn’t try. It doesn’t think about it. It just does. And when it does, it doesn’t appear to do much of anything but Things Get Done. T’ai Chi Ch’uan – wear the opponent out by sending his energy back at him or deflecting it away, in order to weaken his power, balance, and position for defense. Live through life and accept the totality of reality. Believe in the power within and use it. Understanding The Self  19 Yin and Yang Natural and complementary forces, patterns, and things that depend on one another. Darkness and light, wet and dry, etc. Chi or Qi Cosmic vital energy enables beings to survive and link them to the universe as a whole. Inner Nature Things as they are. Knowing where you belong; everything has its own place and function “A fly can’t bird but a bird can’t fly.” Do with what you have. Simplicity Things in their original simplicity contain their own natural power, power that is easily spoiled and lost when that simplicity is changed. Knowledge and Relativity Knowledge is always partial and affected by the standpoint of the person claiming that knowledge. Scholarly intellect may be useful for analyzing certain things but deeper and broader matters are beyond its limited reach. “There is more to knowing than just being correct.” Way of Self-Reliance Recognizing who we are, what we’ve got to work with, and what works best for us. The Great Nothing Some things are just unexplainable and that’s okay because not everything needs explaining. “Why does a chicken, I don’t why” LESSON 4: HINDU PHILOSOPHY There are six (6) Philosophies" (ṣad-darśana) 1. Nyaya 4. Yoga 2. Vaisheshika 5. Mimamsa 3. Samkhya 6. Vedanta Understanding The Self  20 1. Nyaya (Reasoning) It was founded by the ancient sage Gautama It deals with logic which is the process of reasoning Doubt is considered a prerequisite for philosophical inquiry. 2. Vaisheshika (Physical Sciences) It was developed by Prashastapada It emphasizes the physical sciences such as chemistry It includes exploring the elements of earth, water, fire, air and space, as well as time, mind and soul. (Fig. 1-a. Hindu Philosophy on Chakras as energy centers) 3. Samkhya (Framework of manifestation) It offers a framework for all the levels of manifestation It comes from samyag akhyate: that which explains the whole Sankhya deals with prakriti (matter), purusha (consciousness), buddhi or mahat (intelligence), ahamkara (I-am-ness), three gunas (elements of stability, activity, and lightness), mind (manas), cognitive and active senses Understanding The Self  21  (indriyas), and the five subtle and gross elements (earth, water, fire, air, and space). It contains all of the domains of Vaisheshika, Nyaya, and Mimasa 4. Yoga (Practical methods for direct experience) It systematically deals with all of the levels of one's being, striving to experience the eternal center of consciousness It involves systematic witnessing of one’s inner states, so as to experientially go beyond all of them to the center of consciousness. It is often called Samkhya-Yoga, as it contains the practical methods to realize in direct experience the truths of Samkhya philosophy 5. Mimasa (Freedom through action) It has a detailed philosophy related to ritual, worship and ethical conduct, which developed into the philosophy of karma. 6. Vedanta (Contemplative self-inquiry) It is contemplative methods of self-inquiry leading to the realization of one's true nature, that which is not subject to death, decay, or decomposition Fig 1-b. Seven Chakras as energy centers Understanding The Self  22  Central ideas of Confucianism, Taoism, Buddhism, Hinduism, and Western Core: Source: The Executive management Committee/Blackwell Publishers Ltd. 1995 JAPANESE CULTURE (BY DE VOS) Tension within the self and one’s role in the society There are two (2) Dimensions: 1. “etic” – conformity and cohesion (loyalty to the group and country) 2. “emic” – concept of the self through interaction with others. To be obedient and to have high achievement Understanding The Self  23 ISLAM Hekma (in the Islamic view of the universe, society, ethics and life) Overview of Sufism The aspects of Islamic tradition What is Sufism? Mystical Islamic belief and practice in which Muslims seek to find the truth of divine love and knowledge through direct personal experience of God. It consists of a variety of mystical paths that are designed to ascertain the nature of humanity and of God and to facilitate the experience of the presence of divine love and wisdom in the world. A way of life in which a deeper identity is discovered and lived. This deeper identity, or essential self, has abilities of awareness, action, creativity and love that are far beyond the abilities of the superficial personality. The ultimate aim of the Sufi is communion with God through spiritual realization, which is achieved through the knowledge revealed by Quran (ilm) and the practice of Islam (amal). Sufism’s claim to universality is founded on the broad recognition that there is only one God, the God of all people and all true religions. Sufism recognizes one central truth, it is the unity of being, that we are not separate from the Divine. If there is a single truth, worthy of the name, it is that we are all integral to the Truth, not separate. Sufism is about realizing the current of love that runs through human life, the unity behind forms. Love as the highest activation of intelligence, for without love nothing great would be accomplished, whether spiritually, artistically, socially, or scientifically. Sufis regards the soul as the agency for communication with God: (1) Calb (heart), (2) Ruh (spirit), and (3) Sirr (conscience). Levels of the Self in Sufism: 1. Commanding Self Self that succumbs to evil Seeks to dominate individuals No sense of morality or compassion and marked by unbridled selfishness Similar to the id; closely linked to lust and aggression 2. Regretful Self Where effects of the first state of state are realized/ made apparent Understanding The Self  24  At this level, wants and desires still dominate, but the person is repentant from time to time. People do not yet have the ability to change their lives, but they can see their own fault which fosters regret and encourages change. 3. Inspired Self The individual begins to taste the joys of the spiritual experience. Considered the beginning of the real practice of Sufism, where the seeker is truly motivated by ideals such as compassion, service and moral values. New level reduces the power of the desires and the ego. The goal is to live in terms of higher values. 4. Pleased Self Individual is content with life and even with the trials and difficulties, realizing that they come from God. A difference in the way that the world is experienced. 5. Self-Pleasing to God Realization that the power to act comes from God and that nothing can be achieved on one’s own. Inner marriage of the self and the soul wherein genuine inner unity and wholeness is achieved. 6. Pure Self “There is no god, but God.” Exercise 1.3 Instruction: In a table, show which theories from the ancient times to until Sufism share the same ideas. Cite 5 references to support your analysis. Exercise 1.4 Instruction: Make a concept map for the theories starting from the ancient philosophies until Sufism. Understanding The Self  25 LESSON 5: a. Psychology THE SELF VIEWED IN VARIOUS THEORIES A. THE SELF AS A COGNITIVE CONSTRUCTION 1. Me-self & I-self 2. Global Versus Differentiated Models 3. Real Versus Ideal Self Concepts 4. Multiple Versus Unified Selves 5. True Versus False Self B. THE SELF AS PROACTIVE AND AGENTIC 1. Bandura’s Social Cognitive Theory 2. Kelly’s Psychology of Personal Constructs A. THE SELF AS A COGNITIVE CONSTRUCTION A. 1 Me-self & I-self William James’ Me Self and I Self (Empirical Self) 1. Material Self (It refers to mine, “my arm, my bag”) Tangible objects, people, or places that carry the designation of mine. Bodily self & Extracorporeal self (beyond the body, e.g., emotional investment) 2. Social Self (It refers to ours e.g., our parents, siblings, romantic partners) How we are regarded and recognized by others Relational self: interpersonal relationships 3. Spiritual Self (It refers to inner and psychological self, subjective being) Self-Perceived abilities, attitudes, emotions, interests, values, motives NOTE: Individual Self-Individual traits, abilities and possessions Spiritual self and aspects of the material self (body, possessions, initials). Example: I am tall. I am shy. 4. Relational Self (Other people with whom we have a personal relationship) Aspects of the social self (e.g. I am Noah’s father.) 5. Collective Self (Social roles, social categories, and social group membership) Aspects of social self (e.g. I am a Filipino.) Understanding The Self  26 INDIVIDUAL SELF The human actions and responses are based on the biological information highway of the body which is the nervous system – responsible for controlling all the biological processes and movement in the body through a specialized cell called neuron. Most neurons secrete only one type of neurotransmitter, but receive a mixture of neurotransmitter which affect our behaviors. Fig. 3. The Material self: Biological & Physical Body Development of the Self 1. Freud: Five (5) Psychosexual Stages 2. Jung: Four (4) stages: childhood, youth, midlife, old age 3. Erikson: Eight (8) Psychosocial stages 4. Sullivan: Seven (7) stages Infancy, childhood, juvenile era, preadolescence, early adolescence, late adolescence, adulthood Understanding The Self  27  Exercise 1.5 Instruction: Provide a brief one-paragraph explanation of the different theories of how personality develops. Cite 5 references. Fig. 4-a. Development of Personality: Freud’s Psychosexual Stages Understanding The Self  28 Fig. 4-b. Freud’s Levels of Consciousness Fig. 4-c. Freud’s Structure of Personality Understanding The Self  29 Development of Personality: Jung’s Analytical Theory Stages of Development: 1. Childhood Anarchic Monarchic Dualistic 2. Youth - The period from puberty until middle life - Major difficulty to overcome is conservative principle or the tendency to cling to childhood 3. Middle Life - Begins at approximately age 35 or 40 - Period of anxiety and potential 4. Old Age - Diminution of consciousness - Death is the goal of life Self-Realization (Individuation) Requires assimilation of unconsciousness into total self Process of integrating opposites into a harmonious self Rarely achieved Fig. 5-a. Jung’s Analytical Psychology Understanding The Self  30 Levels of Psyche: 1. Conscious - Psychic images sensed by the ego 2. Personal Unconscious - Repressed, forgotten, or subliminally perceived experiences 3. Collective Unconscious - Ideas from the experiences inherited from our ancestors 4 Archetypes - Archaic images derived from the collective unconscious Fig. 5-b. Jungian Archetypes Anima (feminine) SELF Persona person's Shadow striving for unity Animus (masculine) SELF – It is the person’s striving for unity. Animus (masculinity in women) – It helps us understand masculine behavior in females (thinking & reasoning) Shadow – It is the unpleasant & socially reprehensible thoughts, feelings, and actions Anima (femininity in men) – Helps us understand feminine behavior in males (moods & feelings) Persona – Mask that is adopted in response to the demands of social convention Understanding The Self  31  Exercise 1.6 Instruction: Compare and contrast the ideas of Freud and Jung. Provide examples to specific ideas identified. Fig. 6. Development of Personality: Erikson’s Eight Stages of Psychosocial Development Exercise 1.7 Instruction: Using the figure above, make a similar drawing and cite very important events to the development of your own self in each stage. Understanding The Self  32 LESSON 6: A.2 Global Versus Differentiated Models 1. Gestalt – The whole is more than the sum of its parts 2. Phenomenological/Humanistic – The person is a total person and cannot be reduced into parts 3. Psychoanalysis – The psyche is divided into the id, ego, superego 4. Self as personality divided into traits (e.g. Big Five Factors) 5. The self as divided into dimensions (Physical-biological, emotional, behavioral, social, moral, spiritual) A.3 Real Versus Ideal Self Concept 1. Horney - Idealized self: Feeling alienated from self, they create an idealized self - image (an extravagantly positive picture of themselves) - Real Self: self - realization 2. Rogers - Person-centered theory - Self-actualizing tendency Fig. 7. Karen Horney’s Psychoanalytic Social Theory Feeling alienated from The idealized self- self, they create an image includes three Incungruence leads to ideal self-image (an aspects: neurotic self-hatred extravagantly positive search for glory, picture of themselves) claims, & pride Understanding The Self  33 Fig. 8. Self-image in the Neurotic Self-image in the Neurotic by Horney Splits self into: - Despised self - Ideal self Swings between hating self and pretending to be perfect Pretending perfection Self hatred Neurotic search for GLORY Relentless demands on self (tyranny - Need for perfection of the should) - Vindictive triumph - merciless self-accusation - Neurotic ambition - self-contempt self-frustration Neurotic Claims - self-torment/self-torture Neurotic Pride - self-destructive actions and impulses Rogers’ Person-Centered Theory 1) There is a tendency for all matter, both organic and inorganic, to evolve from simpler to more complex forms called formative tendency 2) There is a tendency within all humans and other organisms to move toward completion or fulfilment of potentials called the actualizing tendency 3) Actualizing tendency is the only motive people possess. Understanding The Self  34 Self-Concept 1. Congruent – There is considerable overlap between real self & ideal self. There is a close match or harmony between the two. 2. Incongruent – There is little overlapping between real self & ideal self. There is mismatch which lead to anxiety. The person will become defensive and use distortion and denial to reduce incongruence. Fig. 9. Rogers: Requirements for Actualization Exercise 1.8 Instruction: Have you ever been in a position when you seem to be too far from reaching your “ideal self”? Draw symbols to represent your self then (real self) and your ideal self. At the bottom, briefly discuss how this affected you. LESSON 7: A.4 Multiple Versus Unified Selves 1. Klein’s Concept of Splitting 2. Actualization Theories 3. Disposition /Trait Theories Klein’s Concept of Splitting The Good Me and the Bad Me A picture of both the “good me” and the “bad me” enables infants to deal with both pleasurable and destructive impulses toward external objects. Understanding The Self  35  Splitting enables people to see both positive and negative aspects of themselves and others. One must learn to unify both in order to have an integrated perception of self and others Unified self: Theories of Actualization 1. Jung – Self-realization 2. Adler – Striving for success 3. Fromm – Postive Freedom: Love and Work 4. Maslow – Actualization: Full potential 5. Rogers – Actualize the perceived self 6. May – Rediscover selfhood – an accurate perceived self 7. Allport – Adjustment to the environment and growth Fig. 10. Maslow’s Maslow's 8-Stage Hierarchy of Needs Exercise 1.9 Instruction: Make a pyramid using the figure above, label what you would consider as your actions to satisfy each stage of Maslow’s Hierarchy of Needs. Also, indicate in the self-actualization part how do you intend to attain this? Understanding The Self  36 Allport's Structure of Personality Three (3) Levels of Personal Disposition: 1. Cardinal – single dominant characteristic that directs most of a person’s activities. 2. Central – 5 to 10 qualities that characterize a person’s daily interactions. 3. Secondary – characteristics that are exhibited in specific situations. Exercise 1.10 Instruction: Interview 5 people and ask them to identify your cardinal, central and secondary traits. Identify the common answers and the unique ones. How do the answers gleaned from this activity help you in understanding your personality development? Allport’s Theory Motivational Traits – personal dispositions that initiates action; what you do Stylistic Disposition – Personal dispositions that guide actions Proprium – Behaviors and characteristics that people regard as warm and central in their lives. It is the core of a person. It is equivalent to the self and ego Allport’s proprium is described in terms of its functions or things that it does: Bodily self – knowing one’s body and its limits sSelf-identity – awareness of inner sameness and continuity Self-esteem – pride in the ability to do things Self-extension – sense of possession and valuing of others Self-image – sense of measuring up to expectations of others Self-as-rational-coper – sense of self as active problem-solving agent Propriate striving – development of long-term purpose and goals Allport’s Mature Personality 1. Extension of the sense of self 2. Warm relating to self to others 3. Emotional security or self-acceptance 4. Possess a realistic perception of their environment 5. Insight and humor 6. Unifying philosophy in life Understanding The Self  37 Fig, 11. Cattell’s Source Trait vs. Surface Trait SHY (Surface trait) BEING QUIET (Surface trait) INTROVERSION (Source Trait) DISLIKE CROWD (Surface trait) WITHDRAWN (Surface trait) Source – basic traits that underlie surface traits Surface – personality characteristics easily seen by others Cattell’s Theory: Personality Traits Personality traits 1. Ability – how far or how fast one can perform 2. Motivation (dynamic) a. Attitudes – a specific course of action, or desire to act, in response to a given situation b. Ergs – drives or motives, such as sex, hunger, loneliness, pity, fear c. Sems – learned or acquired dynamic traits that can satisfy several ergs at the same time 3. Temperament – how a person behaves Exercise 1.11 Instruction: Make three situations illustrating how attitude, ergs, and sems interplay in developing one’s personality. Eysenk’s Four-Level Hierarchy of Behavior Organization 1. Specific acts or cognitions 2. Habitual acts or cognitions 3. Traits or personal dispositions 4. Types of surperfactors Understanding The Self  38 Fig. 12. Eysenck’s Hierarchy of Behavior Organization The hierarchical structure of P (psychoticism), E (extraversion-introversion), and N (neuroticism) Source: From Biological dimensions of personality by H. J. Eysenck (1990). In L. A. Pervin (Ed.). Handbook of Personalityv Theory and Research (pp. 224—276). New York: Guilford Press. Reprinted by permission of Guilford Dimensions of Personality Although many triads exist, Eysenck’s methods of measuring personality limited the number bipolar personality types to only three— Understanding The Self  39 extraversion/introversion, neuroticism/stability, and psychoticism/superego function. Each of three bipolar factors has a strong genetic component. Extraversion Extraverts are characterized by sociability, impulsiveness, jocularity, liveliness, optimism, and quick-wittedness, whereas introverts are quiet, passive, unsociable, careful, reserved, thoughtful, pessimistic, peaceful, sober, and controlled. Eysenck, however, believed that the principal difference between extraverts and introverts is one of cortical arousal level. Neuroticism Like extraversion/introversion, neuroticism/stability is largely influenced by genetic factors. People high in neuroticism have such traits as anxiety, hysteria, and obsessive-compulsive disorders. They frequently have a tendency to overreact emotionally and to have difficulty returning to a normal state after emotional arousal. They often complain of physical symptoms such as headache and backache, but they also may be free from psychological symptoms. Psychoticism The latest and weakest of Eysenck’s personality factors is psychoticism/superego. High psychotic scores may indicate anxiety, hysteria, egocentricism, nonconformance, aggression, impulsiveness, hostility, and obsessive- compulsive disorders. Both normal and abnormal individuals may score high on the neuroticism scale. Measuring Personality Eysenck and his colleagues developed four personality inventory to measure superfactors, or types The two most frequently used by current researchers is the Eysenck Personality Inventory (which measures only E and N) and the Eysenck Personality Questionnaire (which also measures all three factors). Understanding The Self  40 Fig. 13. McCrae & Costa's Big Five Personality Factors Understanding The Self  41  Exercise 1.12 Instruction: Take an online quiz to measure your strengths in the Big 5 and send the results along with a one-paragraph essay of your reflection. LESSON 8: What is Sikolohiyang Pilipino? (SOURCE: Pe-Pua, R & Protacio-Marcelino, E (2000). Sikolohiyang Pilipino (Filipino psychology): A legacy of Virgilio G. Enriquez*.Asian Journal of Social Psychology (2000) 3: 49–71) Sikolohiyang Pilipino is anchored on Filipino thought and experience as understood from a Filipino perspective (Enriquez, 1975). The most important aspect of this definition is the Filipino orientation. For centuries, Filipino behavior has been analyzed and interpreted in the light of Western theories. Since these theories are inevitably culture-bound, the picture of the Filipino has been inaccurate, if not distorted. Enriquez (1985) later defined Sikolohiyang Pilipino as ‘‘the study of diwa (‘psyche’), which in Filipino directly refers to the wealth of ideas referred to by the philosophical concept of ‘essence’ and an entire range of psychological concepts from awareness to motives to behavior’’ (p. 160). Reservations regarding the appropriateness and applicability of Western models in the Third World setting have been expressed by a growing number of social Understanding The Self  42 scientists (Enriquez, 1987, 1992; Diaz-Guerrero, 1977; Sinha, 1984). The Philippine experience has proven that approaching psychology using these models cannot encompass the subtleties of Asian cultures. Thus, the move towards understanding the particular nature of Filipino psychology. It must be stressed at the outset though that developing a particularistic psychology such as Filipino psychology is not anti-universal inasmuch as the ultimate aim of Sikolohiyang Pilipino is to contribute to universal psychology, which can be realized only if each group of people is adequately understood by themselves and from their own perspective. Sikolohiyang Pilipino is a step towards contributing to universal psychology. Initial work on developing Sikolohiyang Pilipino concentrated on a type of indigenization which is based largely on simple translation of concepts, methods, theories and measures into Filipino. On the other hand, another type of indigenization was given more emphasis after the translation attempts failed to capture or express a truly Filipino psychology. This is called indigenization from within (as against indigenization from without), which means looking for the indigenous psychology from within the culture itself and not just clothing a foreign body with a local dress. Cultural revalidation is a better term for it, as Enriquez (1992) suggested. Much of the strategy for discovering Sikolohiyang Pilipino is based on assessing historical and socio-cultural realities, understanding the local language, unraveling Filipino characteristics and explaining them through the eyes of the native Filipino. These resulted in a body of knowledge which includes indigenous concepts and methods, in short, a psychology which is appropriate and significant to Filipinos. The principal emphasis of Sikolohiyang Pilipino is to foster national identity and consciousness, social involvement, and psychology of language and culture. It is thus concerned with proper applications to health, agriculture, art, mass media, religion, and other spheres of people’s daily life. Virgilio Enriquez: Pioneer of Sikolohiyang Pilipino Born in the province of Bulacan, Philippines, Virgilio Gaspar Enriquez was trained by his father to speak the native tongue fluently since he was a child. His father would always find time to have a discussion with him in Filipino. For example, he would ask the young Virgilio to read the day’s English language paper, but read it out loud in Filipino as if it was originally written in that language. Even with his Ph.D. dissertation which was written in English, he had to explain it to his father in Filipino. Enriquez was formally initiated into psychology in 1963 when he started teaching at the University of the Philippines (U.P.). As early as 1965, he was using the Filipino language in teaching. For example, in a Psychology class exam, he did not translate a certain dream to English because this was an actual dream told to him by a resident of Bulacan. Understanding The Self  43  In 1966, he left for the United States to pursue a Master’s degree, then later a Doctoral degree in Psychology at Northwestern University at Evanston, Illinois. While in this foreign land, amidst foreign theories, he watched the disenchantment of young student activists in the Philippines over the deteriorating political and social conditions of the country. The stream of nationalism was starting to have an effect on the teaching of different courses at U.P. Through his correspondence with Lagmay, Enriquez learned that the matter of teaching in the Filipino language was being taken up eagerly. He started preparing for the teaching of psychology in Filipino, and had a number of discussions (and arguments) with friends and professors at Northwestern University such as Ernesto Kole, Lee Sechrest and Donald Campbell. Enriquez returned to the Philippines in 1971, bringing with him a wealth of Western knowledge which he did not impose on his Filipino colleagues and students. His Western education actually drove him to be more Filipino-oriented in his teaching and research in psychology. He established the Philippine Psychology Research House (PPRH) which later became the Philippine Psychology Research and Training House (PPRTH). This place became home to materials on Sikolohiyang Pilipino, growing to its present size of more than 10,000 references. It also became home to research with a Filipino perspective; as well as an abode to individuals inspired by Enriquez’s enthusiasm, who eventually made their own contribution to the growth of Sikolohiyang Pilipino. Rethinking Filipino values Enriquez was critical of this approach to the study of Filipino values. He encouraged Filipino scholars to take a second look at these values using a Filipino orientation. Social scientists such as Lagmay, Salazar, and Bonifacio took up the challenge in their own research. Let us examine three of these ‘‘Filipino values’’ from the exogenous and indigenous perspectives. Bahala Na. The Filipino cultural value of bahala na has no exact English translation. Bostrom (1968) was the first psychologist to analyze this value by comparing it with American fatalism. This is obviously a pervasive interpretation that when Thomas Andres published the Dictionary of Filipino Culture and Values, he still defines bahala na as ‘‘the Filipino attitude that makes him accept sufferings and problems, leaving everything to God. ‘Bahala na ang Diyos (God will take care of us)’... This attitude is a fatalistic resignation or withdrawal from an engagement or crisis or a shirking from personal responsibility’’ (Andres, 1994, p. 12). The Sikolohiyang Pilipino perspective interprets bahala na differently. Lagmay (1977) explained that bahala na is not ‘‘fatalism’’ but ‘‘determination and risk-taking’’. When Filipinos utter the expression ‘‘Bahala na!’’ they are not leaving their fate to God and remaining passive. Rather, they are telling themselves that they are ready to face Understanding The Self  44 the difficult situation before them, and will do their best to achieve their objectives. The expression is a way of pumping courage into their system so that they do not buckle down. In fact, even before they have said ‘‘Bahala na!’’ they have probably done their best to prepare for the forthcoming situation. Hiya. Sibley (1965), an American scholar, translated hiya as ‘‘shame’’. Another American, Lynch (1961) saw hiya as ‘‘the uncomfortable feeling that accompanies awareness of being in a socially unacceptable position, or performing a socially unacceptable action.’’ For example, when an employee is scolded in front of other people. To add to the negativity of this interpretation of hiya, Andres (1994) described hiya as ‘‘an ingredient in why Filipinos overspend during fiestas in order to please their visitors, even to the extent of going into debt’’ (p. 64). This conventional interpretation of hiya is inadequate because it does not take into account the importance of understanding how affixations in Philippine languages can give a new meaning to a word. Bonifacio (1976) alerted us to the different meanings of the word hiya depending on its form – nakakahiya (embarrassing), napahiya (placed in an awkward position), ikinahiya (be embarrassed with someone), etc. With some affixes, it becomes negative, e.g., napahiya; with others, positive, e.g., mahiyain (shy); and in still other forms, it can either be positive or negative depending on the context, e.g., kahihiyan (sense of propriety, or embarrassment). Salazar (1981, 1985b) expounded on affixation and hiya and showed the internal and external aspects of hiya. Evidently, it is the external aspect which foreign scholars have captured. After all is said and done, the more appropriate translation of hiya in English is not ‘‘shame’’ but ‘‘sense of propriety’’. Utang na loob. Utang na loob was translated by Kaut (1961) as ‘‘debt of gratitude’’. Andres (1994, pp. 190–191) defined it, following Kaut’s logic, as ‘‘the principle of reciprocity incurred when an individual helps another. The person helped then feels an obligation to repay the debt in the future when the helper himself (sic) is in need of aid, or he (sic) may repay his debt by sending gifts. It is often not clear when a debt has been fully paid, so that the relationship becomes an ongoing one.’’ Hollnsteiner (1961) took this interpretation further by claiming that the recipient of the favor is forced ‘‘to show his (sic) gratitude properly by returning the favor with interest.’’ Enriquez (1977) dared to speculate that there is an element of wanting to promote reciprocity which is useful for maintaining the image of the colonizer as benefactor. But looking at utang na loob more closely in the context of Filipino culture, it actually means ‘‘gratitude/solidarity’’. It is not necessarily a burden as the word ‘‘debt’’ connotes, because in the Filipino pattern of interpersonal relations, there is always an opportunity to return a favor. It is not absolutely obligatory in the immediate future, for the opportunity to show utang na loob might come only in the next generation, maybe not Understanding The Self  45 in your lifetime. Your children will see to it that it is recognized and respected. It is a beautiful element of Filipino interpersonal relationships that binds a person to his or her home community or home country. In fact, this is expressed in a popular Filipino saying, ‘‘Ang hindi lumingon sa pinanggalingan ay hindi makakarating sa paroroonan. (Those who do not look back to where they came from will not reach their destination)’’. Utang na loob is a calling heard by many Filipinos who go to other lands but who still retain strong ties with their homeland. Pakikisama vs. pakikipagkapwa. Pakikisama was identified by Lynch (1961, 1973) as a Filipino value, giving it the English translation of maintaining ‘‘smooth interpersonal relations’’ by going along with the group or the majority decision, i.e., conformity. Enriquez (1978, 1994) started unfolding the concept of kapwa (shared identity), which is at the core of Filipino social psychology, and which is at the heart of the structure of Filipino values. He discovered that it is not maintaining smooth interpersonal relationships that Filipinos are most concerned with, but pakikipagkapwa which means treating the other person as kapwa or fellow human being. There are two categories of kapwa: the Ibang-Tao (outsider) and the Hindi- Ibang-Tao (‘‘one-of-us’’). In Filipino social interaction, one is immediately ‘‘placed’’ into one of these two categories; and how one is placed determines the level of interaction one is shown. For example, if one is regarded as ibang-tao, the interaction can range from pakikitungo (transaction/civility with), to pakikisalamuha (inter- action with), to pakikilahok (joining/participating), to pakikibagay (in-conformity with/in- accord with), and to pakikisama (being along with). If one is categorized as hindi-ibang- tao, then you can expect pakikipagpalagayang-loob (being in-rapport/understanding/ acceptance with), or pakikisangkot (getting involved), or the highest level of pakikiisa (being one with). Using the Sikolohiyang Pilipino perspective, Enriquez (1992) re-conceptualized the Filipino behaviour patterns and value structure where he designated hiya (‘‘propriety/ dignity’’), utang na loob (‘‘gratitude/solidarity’’) and pakikisama (‘‘companionship/ esteem’’) as colonial/accommodative surface values; and bahala na (‘‘determination’’), sama/lakas ng loob (‘‘resentment/guts’’) and pakikibaka (‘‘resistance’’) as confrontative surface values. He emphasized kapwa (‘‘shared identity’’) as core value; pakikiramdam (‘‘shared inner perception’’) as pivotal interpersonal value; and kagandahang-loob (‘‘shared humanity’’) as linking socio- personal value. Associated with the above are societal values such as karangalan (‘‘dignity’’), katarungan (‘‘justice’’), and kalayaan (‘‘freedom’’). Understanding The Self  46  Thus, the area of Filipino personality developed as a strong area using the Sikolohiyang Pilipino perspective. The Filipino is a blend of East and West. The Western influence can be seen more in external ways – dressing, liking for hamburger and other food, Western music and dance, etc. However, the internal aspect, which is at the core of his pagkatao (personality), is Asian – deference for authority, modesty/humility, concern for others, etc. Indirect communication Another aspect of Filipino personality that was given attention by the Sikolohiyang Pilipino perspective is the propensity for indirect communication. Part of our socialization is being sensitive to non-verbal cues, having concern for the feelings of others, being truthful but not at the expense of hurting others’ feelings. This has made the sharpening of pakikiramdam (shared inner perception) a particularly desirable skill in many situations involving Filipino social interaction. Pakikiramdam is a request to feel or to be sensitive to. It is a shared feeling, a kind of ‘‘emotional a priori’’. There is ‘‘hesitation to react, attention to subtle cues, and non-verbal behavior in mental role-playing (if I were in the other’s situation, how would I feel)’’. In other words, it is ‘‘feeling for another’’, exercising great care and deliberation (Mataragnon, 1987). Pakikiramdam is especially useful in conducting research in the rural areas. Filipinos find it difficult to refuse when asked directly to participate in an interview or survey. But if you have pakikiramdam, you can tell from their body language or the tone of their voice that the participation they will show is ‘‘half-baked’’, thus not valid. If you have taken the time to understand their cultural ways, you will know that it is very important to spend time establishing rapport, letting them ‘‘interview’’ you first so they would feel comfortable enough to disclose their opinions, knowledge and experiences to you. The indirect pattern of communication of Filipinos has thus resulted in indirectness or euphemisms in verbal exchange, expressive body language, voice intonations that say more than the words themselves, and other similar behaviors. Among Filipinos, these are a matter of fact, taken for granted, because they are what they are born into and grow up with. It is only when these behaviors come in conflict with Western ways that the Filipino gives them a second thought. In reality, the foreigner or the Westernized Filipino is impatient with this mode of communication, and questions the usefulness of this cultural way. The indirectness, for example, not saying ‘‘no’’ outright, has often been misinterpreted to mean untruthfulness, dishonesty or hypocrisy. To the Filipinos, they are being frank about their feelings, but they just do not express this verbally. It thus poses as a great challenge for non-Filipinos to ‘‘read’’ these messages communicated indirectly, or rather, non-verbally. Internality-externality Salazar (1985b), through his analysis of indigenous history and culture of the Filipinos, points out the internality-externality component in the Filipino personality. Understanding The Self  47 The Filipino language has two words for the English word ‘‘honor’’: puri and dangal. Puri refers to honor which is physical, such as that bestowed through compliments or applauses for a good performance, thus external. It can also refer to virginity which is a virtue expected of unmarried Filipino women. Dangal is honor from within – knowledge of one’s true worth, character, achievement and success. It can be acknowledged through an award or a tribute (parangal, which is actually pa-dangal) but even without such gestures from outside, it is within you. Thus, a poor person who is a kind and honest person and respects the dignity of hard work has a lot of dangal. A woman who was raped is not stripped of her dangal even though her puri was taken away. Other examples of internality-externality includes saya and ligaya for the English word ‘‘happiness’’; pigil and timpi for ‘‘control’’; and dama and damdam for ‘‘feel’’. This is not to say that this internal-external dimension is unique to the Filipinos, but this is something researchers should be conscious of when trying to understand the Filipino personality. The great cultural divide Enriquez (1992) also explored the idea of a ‘‘great cultural divide’’ in the analysis of Filipino personality. On one side of the cultural divide are Filipinos who have maintained a more mass-oriented worldview, culture, and way of life. They read the komiks (popular illustrated magazines in Filipino), listen to soap operas on radio, watch soap operas on television, and so on. They visit the indigenous healers for both physical and mental or emotional ailments. On the other side of the cultural divide are the Filipinos who have adhered to a more elitist viewpoint. They go to performances in cultural centres and theatres. They look down on people on the other side of the divide. Not only do the poor eat different food, if they eat at all, but they also have their own tastes in leisure and entertainment. They are supposed to be bakya or ‘lacking in sophistication’ (bakya refers to the traditional wooden clogs, popular among the masses who cannot afford expensive shoes). In fact, they have their own culture and speak their own language. While the elite speak English and occasionally throw in some French for comfort, the Filipino masses speak Filipino and a regional language’’ (Enriquez, 1992, p. 22). Thus, it is not regionalism which divides the Filipinos. (In fact the authors believe that regionalism is a myth, woven to sow disunity among Filipinos.) It is in the cultural aspect where we witness a disparity. The concept of a great cultural divide is a legacy which Enriquez has left behind, food for serious thought, for both academician and layman alike. Understanding The Self  48  Fig. 14. Sikolohiyang Pilipino Behavioral Patterns & Values Structure: Surface, Societal, & Core Values Accommodation Hiya Utang na loob Pakikisama Surface Value (propriety/ (gratitude/ (companionship/ dignity) solidarity/ esteem/ SIR) norm of reciprocity) Associated Biro Lambing Tampo (affective SURFACE Behavioral (joke) (sweetness) disappointment) Patterns Confrontative Bahala na Lakas ng loob Pakikibaka Surface Value (determination) (guts) (cooperative resistance) Pivotal Pakiramdam (pakikipag-kapwa tao) Interpersonal (shared inner perception) CORE Value Core Value KAPWA (shared identity) Linking Social Kagandahang loob (pagkamakatao) Personal Values (shared humanity) Associated Karangalan Katarungan Kalayaan (freedom) Societal Values (dignity) (justice) Two (2) Uri ng Kapwa 1. Ibang Tao (outsider) Pagsasarili: individuation Pag-iwas: avoidance Paghiwalay: separation Pagmamalaki: autonomy Pakikinabang: personal gain 2. Hindi Ibang Tao (one-of-us) Pagkukubli – masking Pagwawalang-bahala – lack of concern Pagsalungat – disagree Exercise 1.13 Instruction: Interview 2 family members and make them define “family norms” on hiya, utang na loob, pakikisama, bahala na, and pakikiramdam. Ask them one story of how “bahala na” has been used in attaining success or how pakikisama has negatively and positively affected their family. Understanding The Self  49  Make a brief narrative on what you have learned from the interview and make a one-paragraph reflection. A.5 True Versus False Selves Freud Distorts reality to keep the unconscious from entering the conscious Horney To maintain idealized self-concept (ex. Compartmentalization) Adler Safeguarding tendencies (e.g. aggression, excuse, withdrawal) Fromm Authoritarian (S&S), destructiveness, conformity Sullivan Security Operations: Dissociation and Selective Inattention Rogers Incongruence:distortion & denial Skinner Reinforced defense Evolutionary Exists because of its evolutionary benefit Understanding The Self  50  B. THE SELF AS PROACTIVE AND AGENTIC B.1 Bandura’s Social Cognitive Theory B. 2 Kelly’s Psychology of Personal Constructs B.1 Bandura’s Social Cognitive Theory Fig. 15-a. Bandura’s Triadic Reciprocal Causation Fig. 15-b. Bandura’s Concept of Self-Efficacy (proxy and collective agency) Bandura’s Concept of Self-Regulation: Understanding The Self  51  Self-Observation – monitor our performance Judgmental Process – self-evaluation based on personal standards, standard of reference, value of activity, and performance attribution Self-Reaction – create incentives for own actions through self-reinforcement or self-punishment Fig. 16. Self-Regulation through Moral Agency B.2 Kelly’s Personal Construct Theory 1. Individuals anticipate events by the meaning or interpretations they place on those events called constructs. 2. Behavior is shaped b interpretation or construction of the world. 3. Every construction is open to revision or replacement. 4. People are not victims of circumstances because they are capable of changing their interpretation of events (constructive alternativism) Kelly’s Constructs 1. Core Constructs – Importance beliefs that are part of the individual’s personal identity 2. Loose Constructs – These refer to beliefs that are unstable, weak, and poorly defined. These lead to erratic and often invalid predictions about how the world operates 3. Peripheral Constructs – These are beliefs that are relatively unimportant to the person and that can be changed rather easily 4. Pre-emptive Constructs – These includes only its own elements and maintains that these elements cannot apply to other constructs Understanding The Self  52  5. Propositional Constructs – These leave all their elements open for modification 6. Constellatory Constructs – These allow their elements to belong to other constructs concurrently Kelly’s Eleven (11) Corollaries: 1. Construction – anticipate future events according to their interpretations of recurrent themes 2. Individuality – people have different experiences, therefore construe events in different ways 3. Organization – organize their personal constructs in a hierarchical system 4. Dichotomy – people construe events in an either-or manner 5. Choice – people choose the alternatives that they see as extending their range of future choices 6. Range – constructs are limited to a particular range of convenience; not relevant to all situations 7. Experience – people continually revise their constructs as the result of experience 8. Modulation – some new experiences do not lead to a revision of constructs because these are concrete or impermeable 9. Fragmentation – people behavior is sometimes inconsistent because their construct system can readily admit incompatible elements 10. Commonality – personal constructs of people with similar experience tend to be similar 11. Sociality – people can communicate with other because they are able to construe others’ constructions. Exercise 1.14 Instruction: The instructor in your class will provide articles and chapters from books regarding information on the explanation pertaining to Sociological and Anthropological perspectives of The Self. Write your insights about what theories made salient impact on understanding your own self. Understanding The Self  53 Exercise 1.14 (Insights): ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Understanding The Self  54 UNIT II: Unpacking The Self S E L F Understanding The Self  55 UNIT 11: Unpacking The Self Intended Learning Outcomes: 1. Explore the different aspects of self and identity 2. Demonstrate critical, reflective thought in integrating the various aspects of self and identity 3. Identify the different forces and institutions that impact the development of various aspects of self and identity 4. Examine ones self against the different aspects discussed in this learning module a. The Physical Self  b. The Sexual Self c. The Material/ Economic Self d. The Spiritual Self READ e. The Digital Self f. The Social Self LESSON 9: a. The Physical Self The crucial aspect of self in one’s physical features. People are often perceived initially by their physical features, including one’s face, bodily structure, height, weight, and fitness. However, more than the physical attributes a person possesses, people should also consider their physical competencies, their valuation of physical worth, and perception of beauty. In this unit, factors that shape one’s physical self, including biological and environmental factors, will be discussed. Toward the end, issues associated with physical health, hygiene, nutrition, standards of beauty, and other socio-cultural factors will be tackled. Understanding The Self  56 The Physical Self: The Biological Blueprint Am I beautiful? Do people find me attractive? What can I do to enhance my features? These questions underlie our physical self, which embodies our physical appearance, what we see in the mirror, and what often triggers people’s first impressions of others. However, our physical self is not only limited to what we can directly see by the naked eye; underneath our skin is a dynamic system of biological and chemical processes that contribute to our physical features. Thus, the philosophical statement “what is essential is invisible to the eye” can also refer to underlying physiological processes that trigger bodily changes and eventually sustain our survival. The shape of our bodies, our height, weight, skin color, hair color, and other physical characteristics do not just develop at random; these are triggered by genetic transformations and biological development and biological development, which are embodied in the concept of heredity. Heredity has been defined as “the transformation of traits from parents to offspring.” The traits are made up of specific information imbedded within one’s gene, which is the basic unit of heredity. It is not surprising that we have inherited our physical trait from both our parents. When you look at the mirror, who do you think you resemble more, your father or your mother? If for example, you look more like your father that your mother, it doesn’t mean that you did not inherit any traits from your mother and vice versa. This can be attributed to the concepts of genotype and phenotype. Genotype refers to the specific information imbedded within our genes; not all genotypes translate to an observed physical characteristic. On the other hand, phenotype is the physical expression of a particular trait. Genotype can only be determined through blood testing but one’s phenotype can be directly observed. For example, a man who has white skin and a woman who has brown skin produced a brown-skinned offspring. While one can assume that the newborn only took the skin color of his mom, a close examination of his genotype may reveal that he also inherited the gene for white skin from his dad. What explains this particular phenomenon? This is attributed to the concept of dominant and recessive genes. The brown skin of the mom was dominant gene and the white skin of his dad was the recessive gene, thus, that was the skin color of the child. However, if he marries and his spouse has a recessive gene for white skin, their offspring may have white skin. Dominant and recessive genes are dependent on alleles, which are alternate versions of a particular gene. Since human cells carry two copies of chromosomes, they have two versions each gene. Each individual carries 23 pairs of chromosomes, threadlike bodies in the nucleus of the cell and the storage unit of genes. The 23rd pair, also known as sex chromosome, determine the sex of an individual. The XX is for males while the XY if for females. Within each chromosome is the deoxyribonucleic acid (DNA), which is a nucleus acid that contains the genetic instructions specifying the unique blueprint of an individual’s physical features; thus, no two individuals have the same DNA. This is the reason why in cases when paternity or maternity needs to be established, or identifying a suspect in a crime situation, DNA is the most crucial genetic information to be gathered. These cellular components trigger the physical growth and maturation that our bodies go through, from birth to adulthood. Maturation is known as the Understanding The Self  57 completion of genetic character within an organism or the unfolding of an individual’s inherent traits or potential. Maturation enables us to walk, run, talk, and eventually, result in physical changes that are evident in the adolescent stage. The Physical Self: Environmental Conditioning While our genetic information determine the extent of our physical features, it is not the only factor that influences our physical self. As we grown, we are exposed to environmental influences that shape our physical self, including those from our social networks, societal expectations, and cultural practices. Family, being our first social group, forms a crucial foundation of our development, including that of our physical self. Aside from factors of heredity, our family is also primarily responsible for how we take care of our bodies. Our nutrition and sustenance we initially establish by what was cooked in the home. The Physical Self: Achieving Physical Well-being There is nothing wrong with enhancing our physical self. What is problematic is when we focus too much on physical beauty and disregard everything else. How do we take care of ourselves and our body? Here are just some tips: 1. Healthy eating. We need to have the right combination of food to ensure our health and sustenance. Having the right diet will result in healthy skin, ideal weight, and better stamina. 2. Embracing a healthy lifestyle. Avoiding drinking, smoking, and other unhealthy habits would reduce the risk of illness and diseases and make your immune system stronger. Physical activities such as walking, running, going to the gym, and sports would also contribute to a healthier body. 3. Having the right hygiene. Taking care of our body by maintaining a hygiene regimen can also help in making us feel good about ourselves. 4. Confidence in ourselves is our best make-up. Being secure in ourselves, embracing a positive outlook toward various situations and problems, and loving and accepting who we are will surely result in an optimal physical well-being. Understanding The Self  58  Exercise 2.1 Instructions: In this space provided, create a collage using your own pictures to show how you developed from the time you were born up to present. For each picture, write a caption to tell a story about your own evolution. Focus on the physical changes manifested while you were growing up. Understanding The Self  59  Exercise 2.2 Instructions: Based on your collage, answer the following questions: 1. What significant changes have you seen in yourself while growing up? What makes these changes significant? Please explain. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 2. In your opinion, what factors contributed to those significant changes while growing up? Explain. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 3. Considering how you look now, is there anything you wish to change? Why or not? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Understanding The Self  60  Exercise 2.3 Genogram Genograms often give families their inkling of intergenerational family relationship patterns. Genograms are relatively emotion freeway of collecting information that makes sense to the family and connects them to the therapeutic exploratory process. Make your own three-generation genogram in a long bond paper. Read information about preparing a genogram. Sample: Understanding The Self  61 Exercise 2.3: Genogram Understanding The Self  62  Exercise 2.4 Body Map: Coloring Activity. Use different colors. Answer next page. 1. Which part of your body you see the most and you can identify with? 2. Which part of your body you take for granted? 3. What does your body tell you about yourself?  Understanding The Self  63 1. Which part of your body you see the most and you can identify with? _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ 2. Which part of your body you take for granted? _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ 3. What does your body tell you about yourself? _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ Understanding The Self  64  b. The Sexual Self Sexuality There are means through which sexuality is experienced. From childhood to old age, by means of body, through roles in life, by means of beliefs, and through relationships. Young people are very interested in sexual orientation and sexuality It’s something in the nature and nurture. They go a lot of experimentation to understand and verify their sexuality. And because of this, there are some who has high “risk-taking behaviors”. Sexual Concepts: 1. Gender identity – in the mind 2. Sexual Orientation – to whom are you sexually attracted 3. Gender expression – how you move and what you wear 4. Biological sex – depends on hormones and genetalia Sexual orientation is a dynamic spectrum and may change through time. For instance, as time goes by, a person may: stay as heterosexual, predominantly heterosexual, occasionally homosexual, bisexual or predominantly heterosexual, occasionally heterosexual always homosexual. They go through a process of discovery, as they are uncertain. Various Experiences Clothing and gestures may not show the gender of a person. Among the lesbians, there are those who are more masculine in actions and clothing. There are those who are feminine, but are attracted to the same sex. Among the gay men, there are those who are feminine and there are those who are masculine. Among the gay and lesbian couples, it is necessary that one should take the “wife” role and the “husband” role. Everybody Desires to be Happy Regardless of sexual orientation and gender identity, everybody wants to be happy. Happiness in relationship (good relations, loving each other). Happiness in physical/ sexual relationship (there’s lust, satisfaction, orgasm). Free from diseases (e.g. sexually transmitted diseases, HIV-AIDS), acceptance and respect from the society, and productive lives (industry, life’s direction, contribution to the society). Understanding The Self  65 There are four (4) areas of sexuality: (1) physical, (2) emotional, (3) psychological, and (4) spiritual, and these are all interconnected. To Prevent, To Avoid, and To Fight Against Discrimination We must keep from and fight against treating a person as a sex object. There should be zero tolerance against sex discrimination and sex abuse. There are different forms of discrimination and abuse according to gender (e.g. demeaning behaviour, ignoring the existence, slurs and jokes, whistling, green jokes), discrimination in the workplace, insults, causing physical injury, rape, and molestation. Therefore, everyone must uphold the care for the whole person. The Body, Sexuality and the Self Focus on the Body There are people who give so much importance to their face, their appearance, body form and strength— especially among young single men and women. When you look at yourself in the mirror? What do you see in it? Only a few would be satisfied with the shape and condition of their bodies. A vital aspect of one’s identity is the sexual, encompassing biological, physical, emotional and social domains. While it is initially rooted in the distinguishing physical attributes found in men (penis) and women (vagina), bodily transformations and development of secondary sexual characteristics during adolescence would eventually trigger physiological response, lading to beliefs and behavior associated with sex. During the adolescence stage,