UNIT 1 PART 1 PDF

UNIT 1: THE SELF FROM THE VARIOUS PERSPECTIVES Lesson 1: PHILOSOPHY Learning Outcomes: At the end of the lesson, the student should be able to: 1. Discuss the different representations and conceptualizations of the self from the philosophical perspectives. 2. Compare and c...

UNIT 1: THE SELF FROM THE VARIOUS PERSPECTIVES Lesson 1: PHILOSOPHY Learning Outcomes: At the end of the lesson, the student should be able to: 1. Discuss the different representations and conceptualizations of the self from the philosophical perspectives. 2. Compare and contrast how the self is examined from the philosophical views. 3. Demonstrate a reflective thought by defining the self based on these views. The Philosophical Self A.) SOCRATES Brief Background and Significant Events  He was accused of disrespect for the city of gods and corrupting the youth of Athens. He caused the youths to question all things including many traditional beliefs. He was a controversial figure in Athens because of his argumentative skill.  Socrates’ way of searching for meaning and truth was abrasive in nature (ex. endless process of asking questions). This gave birth to the “Socratic method of questioning”. Philosophical Statement: “ Know thyself”  The unexamined life is considered as not worth living, humans must strive to seek their purpose and value Definition of the SELF: The self is an immortal soul which exists over time  The self is also the source of all knowledge. Individual experience is important when you want to know yourself. Hence, to truly know about something, you must understand its essence. Example: It is not enough to identify something as beautiful, one must know WHY IT IS BEAUTIFUL. View of Reality: Reality is dualistic 1. Physical Realm - it is constantly changing, transient and imperfect (ex. the physical body) 2. Ideal Realm - it considered as unchanging, eternal and immortal (ex. the soul, truth, goodness and beauty) B.) PLATO Brief Background and Significant Events  The death of Socrates was a turning point in the life of Plato because he elaborated on Socrates’ ideas after the former’s death.  He contributed original ideas on a wide range of issues such as morality, politics, metaphysics and epistemology. Definition of the SELF: The self is an immortal soul which exists over time THE THREE PART SOUL (The Three Part Self) 1. Reason- it enables the individuals to think deeply, make choices and achieve true understanding. 2. Physical Appetite- this refers to basic biological needs such as thirst, hunger and sexual desire. 3. Spirit or Passion- this refers to basic emotions like love, anger, aggressiveness and empathy. The three part self may act in consonance or may act in conflict with each other. For example, You may have a relationship with someone who is intelligent (reason); with whom you are passionately in love (spirit) and whom you find sexually attractive which ignites your desires (appetite). Another example, you fell in love with a person (spirit) who is sexually attractive (appetite) who does not satisfy your ideal type, he/she is the total opposite of the person you are looking for (reason). In this case the selves are in CONFLICT. Genuine happiness can be achieved when REASON is in control of SPIRITS and APPETTITES ILLUSTRATION: “The Chariot Analogy”- the soul is likened to a chariot drawn by two powerful winged horses. Noble horse - spirit Wild horse - embodying the appetite Charioteer - reason; the task is to guide the chariot to the eternal realm by controlling the two independent- minded horses A Self-regulated Learning Module 2 C.) ST. AUGUSTINE Brief Background and Significant Events  Plotinus (Roman Philosopher) influenced the thinking of St. Augustine. Plotinus based his views on Plato’s core concepts. He believes that “The soul possesses superiority over the body”. He is committed to his Platonic ideas regarding the imperfection of his physical body; in contrast to the perfection of his eternal soul. He refused to celebrate his birthday because he was ashamed that his immortal soul had to be contained in imperfect vessel as his body.  Plotinus ideas had a profound influence on St. Augustine Definition of the SELF: The self is an immortal soul which exists over time Relationship of body and the soul  He considers the body as a “slave” to the soul  Then he alters his view that “the soul makes war with the body”  He changed it again into “the body as the spouse of the soul” with both attached to one another by a natural appetite.  He finally concluded that “The body is united with the soul so that man maybe entire and complete”. What is a virtuous life for St. Augustine? To live a virtuous life is to live in LOVE, all sins are the result of turning away from love and God. Plato’s vision of immortal souls striving to achieve union with the eternal realm through INTELLECTUAL ENLIGHTENMENT became transformed by Augustine into IMMORTAL SOULS STRIVING TO ACHIEVE UNION WITH GOD through faith and reason. Hence, this is the start of the medieval Christian Doctrine and Western Philosophy. D.) DESCARTES Brief Background and Significant Events  Founder of Modern Philosophy  He was a mathematician and a scientist  He is a rationalist who emphasized that thinking must follow a logical and rational process Philosophical Statement: Cogito Ergo Sum “I think therefore I am”- this is the essence of your SELF, humans are thinking thing! A Self-regulated Learning Module 3   Descartes believed that man is a thinking being, genuine knowledge must be based on independent rational inquiry and real-world experimentation. Performing mental operations was essential to being a human self.  To arrive at knowledge, human must use their thinking abilities (investigate, analyze, experiment and develop well-reasoned conclusions) Definition of the SELF: The self is a thinking thing, distinct from the body Dualistic View of the Self  The thinking self (or soul): non material, immortal, conscious being and independent of the physical laws of the universe. The conscious self is part of the spiritual realm governed by the laws of reason and God’s will.  The physical body is a material, mortal, non-thinking entity governed by the physical laws of nature. Rationalist View: Reasoning ability provides the origin of knowledge Rationalism - the view that reason is the primary source of all knowledge and that only our reasoning abilities can enable us to understand sense experience and reach accurate conclusions. E.) JOHN LOCKE Brief Background and Significant Events  His background as a physician influenced his beliefs about the nature of the self. Definition of the SELF: Personal identity is made possible by self- consciousness Knowledge is based on the careful observation of sense experience/ or memories of previous experiences. Reason is a vital element in making meaning out of the sense experience of a person. Empiricist view: all knowledge originates in our direct SENSE EXPERIENCE Empiricism- the view that sense experience is the primary source of all knowledge and that only a careful attention to sense experience can enable us to understand the world and achieve accurate conclusions. LOCKE’S CONCLUSION ON EXAMINING ONE’S EXPERIENCES: 1. To discover personal identity, one must establish how it is to be a person 2. A person is a thinking, reflecting and analyzing being 3. A person is the same thing in different times and places 4. Consciousness is accompanied by thinking A Self-regulated Learning Module 4  5. Consciousness makes it possible to exhibit the same identity in different times and places NOTE: Conscious awareness and memory of previous experiences are the keys to understanding the self F.) HUME Brief Background and Significant Events  He was an empiricist like John Locke  He was a controversial figure because of his skeptical examinations of religion, ethics and history during the 18th century Philosophical Statement: There is no self! Definition of the SELF: There is no self, only a bundle of constantly changing perceptions passing through the theatre of our minds. TWO DISTINCT ENTITIES: 1. Impressions- the basic sensations of our experience, the elemental data of our minds: pain, pleasure, heat, cold, happiness, grief, fear etc. These impressions are “lively” and “vivid”. 2. Ideas- ideas are copies of impressions, they are less “lively” and “vivid”. Ideas include thoughts and images that are built up from our primary impressions through a variety of relationships. “The mind is a kind of theatre where several perceptions successively make their appearance…” G.) KANT Brief Background and Significant Events  A German philosopher who wrote his books while dressed in a bathrobe and slippers. Philosophical Statement: “We construct the self” Definition of the SELF: The self is a unifying subject, an organizing consciousness that makes intelligible experience possible.  Kant argued that when we perceive objects, we encounter mental states that appear to be composed of bits and pieces and are organized meaningfully. (For example, A Self-regulated Learning Module 5  taking the raw data of experience and actively synthesizing it into familiar, orderly, meaningful world in which we live.)  Knowledge of the world begins with sensations: sounds, colours, tastes, feels, smells are the basic data for experience  The mind actively sorts, organizes, relates and synthesizes the raw data. It is yourself that is actively organizing all of your sensations and thoughts into a picture that makes sense to you. YOUR WORLD ACCORDING TO YOUR TERMS! Ergo, WE CONSTRUCT THE SELF! H.) FREUD Brief Background and Significant Events  Freud’s parental experiences influenced his development of the concept of Oedipus Complex  Freud was described as exhibiting the following characteristics: intelligence, self- confidence, desire for achievement and fame Definition of the SELF: “The self is multi-layered” THREE LAYERS OF THE SELF: 1. ID - it is present at birth, entirely unconscious, includes all innate instincts. It is motivated entirely by the pleasure principle. It has no sense of logic, time, or self-preservation. Its only resource is to form wish-fulfilling mental images of desired objects. 2. EGO - It begins to develop out of the ID at about 6to8 months. It operates in accordance with the logical and self-preservative secondary process. The EGO is motivated by the REALITY PRINCIPLE. (Example, delaying pleasure until a suitable and safe object has been found. - The ego is the locus of all emotions, including anxiety and tries to keep the ID under control by using various DEFENSE MECHANISM (repression, denial, rationalization, displacement etc.) 3. SUPEREGO - it begins to develop out of the ego at about age 3to5 years. It is partly conscious and unconscious. It includes standards or RIGHT and WRONG. The SUPEREGO results from parental standards. It operates under the MORALITY PRINCIPLE. A Self-regulated Learning Module 6  THE ICEBERG THEORY: source: www.katdish.net I.) RYLE Brief Background and Significant Events  Analytic philosopher who analysed language to solve philosophical puzzles. Definition of the SELF: “The self is the way people behave”  In defining the self, it is necessary to focus on OBSERVABLE BEHAVIOR because these are concrete evidences of how the minds works and functions.  The self is defined in terms of what is presented to the world.  What the minds wills, it is the body that executes it.  The self is better understood as a pattern of behavior, the tendency for a person to behave in a certain way. J). CHURCHLAND Brief Background and Significant Events  A contemporary American Philosopher and professor at the University of California. Definition of the SELF: “The self is the brain”  Mental states will be superseded by the brain states  The physical states (health of our bodies, the food we ingest, the experiences we endure) have an impact on our mental and emotional functioning.  The emotional and mental states likewise impact on our physical conditions (ex. stress, depression, psychosomatic disorder)  To understand the nature of the mind, we have to fully understand the nature of the brain. A Self-regulated Learning Module 7 GOAL OF BRAIN/SCIENTIFIC RESEARCH: Link the self to the physical wiring and physiological functioning of the brain.  He proposed ELIMINATIVE MATERIALISM-developing a new vocabulary and conceptual framework that is grounded in neuroscience. K). MERLEAU-PONTY Brief Background and Significant Events  French philosopher who was influenced by Husserl  He worked in the Army as an officer and was eventually appointed as a Philosophy professor at University of Lyon Definition of the SELF: “The self is embodied subjectivity”  “I live in my body”- entity that can never be objectified or known in a completely objective sort of way. (Ponty is a phenomenologist in this aspect).  The living body is a natural synthesis of mind and biology and separating them would be nonsensical and artificial.  Everything that we are aware of is contained within our own consciousness. Consciousness is a dynamic form responsible for actively structuring our conscious ideas and physical behavior.  For him, perception was the source of knowledge and has to be studied before the conventional sciences. Sources: Henley, T.B. (2017). Hergenhahn’s an introduction to the history of psychology. Retrieved from https://books.google.com Shultz & Shultz (2017). A history of modern psychology 10th edition. Wadsworth Cengage Learning. ACTIVITY 1 1. Draw a concept map about the different philosophical perspectives. 2. You may check the links below to learn more about the philosophers.  https://youtu.be/CyIKayNXTPY  https://youtu.be/VDiyQub6vpw  https://youtu.be/hBAxUBeVfsk  https://youtu.be/CAjWUrwvxs4  https://youtu.be/eqTLbt1JRHw  https://youtu.be/2880HINZv2s  https://youtu.be/rkCTo670lVU A Self-regulated Learning Module 8   https://youtu.be/Gfrrl8_U1Ac  https://youtu.be/V7J8tXHj0C8  https://youtu.be/su9K5cwt8Dw  https://youtu.be/JPpZwmKe4u4 2. Q and A activity (alternative) 10 points -Using the different philosophical views, how would you like to define yourself? Why? A Self-regulated Learning Module 9  UNIT 1: THE SELF FROM THE VARIOUS PERSPECTIVES SOURCE: https://libraryguides.mdc.edu/sociology Lesson 2: SOCIOLOGY Learning Objectives: At the end of the lesson, the student should be able to: 1. Discuss the different representations and conceptualizations of the self from the sociological perspective. 2. Examine the different environmental and social factors that shape the self. Sociological Perspective THE SELF AS A PRODUCT OF MODERN SOCIETY AMONG OTHER CONSTRUCTIONS: LET’S REFLECT: 1. How does society influence you? 2. How do you affect the society? 3. Who are you as a person in the community?  SOCIOLOGY is the study of formed norms, beliefs, and values that come to exist within the person to a degree where these become natural and normal, thus, developing the person’s identity (Elwell, 2003). - is the study of social life, social change, and the social causes and consequences of human behavior.  MODERNIZATION has significantly changed society and this has affected how individual builds and develops his/her “identity”. - PREMODERN SOCIETY- centered on survival, people behaved according to social rules and traditions - MODERNIZATION- has improved people’s living conditions; a person in the modern society is free to choose where to live, what to do, and who to be with. In modern societies, individualism is dominant and developing one’s self- identity is central. - MODERNIZATION is also called the destruction of the traditional way of life “delocalized” the self (Mannheim, 1950). The self is dislocated and deracinated from its traditional attachment to the community. A Self-regulated Learning Module 10  DELOCALIZATION- the self is released from time- honored traditions and communal attachments and faces infinites possibilities (i.e. free to seek its own identity). Note: The self as a product of modern society is free to seek its own identity and free from customary constraints. KEY CHARACTERISTICS OF MODERNITY: 1. Industrialism- the social relations implied in the extensive use of material power and machinery in all processes of production. (ex. people are more and more dependent on machines) 2. Capitalism- a production system involving both competitive product markets and the commodification of labor power. 3. Institutions of surveillance- the massive increase of power and reach by institutions, especially in government. 4. Dynamism- the most evident characteristic of modern society. Dynamism is characterized as having vigorous activity and progress. In modern society, it is a society that is full of possibilities, everything is subject to change. (Ex. Liquid Society- nothing is permanent; living in times of uncertainty!) WHAT IS A SOCIAL GROUP?  This is described as having two or more people interacting with one another, sharing similar characteristics, and whose members identify themselves as part of the group. (ex. family, barkada, classmates) TWO TYPES OF SOCIAL GROUP: A. ORGANIC GROUPS- it is naturally occurring, and it is highly influenced by your family. This is usually formed in traditional societies. You joined these groups because your family is also a part of it (organic motivation). B. RATIONAL GROUPS- it occurs in modern societies. Modern societies are made up of different people coming from different places. Rational groups are formed as a matter of shared self-interests; people join these groups out of their own free will (rational motivation) WHAT IS A SOCIAL NETWORK? - refers to the ties or connections that link you to your social group. (ex. The connection you have with your family is your blood relation, the connection you have with your barkada is your friendship) A Self-regulated Learning Module 11 The SOCIAL SELF according to George Herbert Mead:  Mead was a sociologist from the late 1800s. He is well known for his “theory of the Social Self”  Mead’s work focused on how the “self” is developed. His theory is based on the perspective that the self is a product of social interactions and internalizing the external (i.e., other people’s) views along with one’s personal view about oneself.  Mead believed the “self” is not present at birth; rather it developed over time through social experiences and activities. Developing the SELF: Mead developed a concept that proposed different stages of self-development. These stages are: Language- through shared understanding of symbols, gestures and sound, language gives the individual the capacity to express himself or herself while at the same time comprehending what other people are conveying. Language sets the stage for self- development. Play- at this level, individuals role-play or assume the perspective of others. Role-playing enables the person to internalize some other people’s perspectives. Game- is the level where the individual not only internalize the other people’s perspectives, he/she is also able to take into account societal rules and adheres to it. According to Mead, the self is developed by understanding the rule, and one must abide by it to win the game or be successful at an activity. TWO SIDES OF SELF: “I” and “Me”:  The “I” and “Me” have a didactic relationship, which is like a system of checks and balance.  “Me” is the product of what the person has learned while interacting with others and with the environment. Learned behaviors, attitudes and expectations comprises the “me”. The ‘me’ exercises control over the self, it sees to it that rules are not broken. - The “I” is that part of the self that is unsocialized and spontaneous. It is the individual’s response to the community’s attitude toward the person. The ‘I’ presents impulses and drives. - The ‘I’ enables the person to express individualism and creativity and it does not blindly follow rules. A Self-regulated Learning Module 12 BRONFENBRENNER’S ECOLOGICAL SYSTEMS THEORY: - the ecological theory focuses on the impact that environment plays on the growth and development of an individual. The MICROSYSTEM - The microsystem refers to the environment in which an individual lives. This system includes family members, peers, religious communities, neighborhoods and others whom the individual has regular interaction and direct contact with. The MESOSYSTEM - The mesosystem is described as the interactions between the microsystems. The mesosystem could include experiences at home related to experiences at school, or experiences at school related to experiences at church. The EXOSYSTEM - The exosystem is a system in which the individual plays no role in the construction of experiences, but these experiences have a direct impact on the microsystems the individual is part of. An example of an exosystem could include a husband being laid off and this lack of employment having a direct impact on the family's financial state that could affect their day-to-day lifestyle and the stress level in the home. The MACROSYSTEM - The macrosystem is influenced greatly by the culture and society in which a person lives. The belief systems and ideology of the individual's culture influence the person directly, however, the individual does not necessarily have as much freedom in determining his or her surroundings The CHRONOSYSTEM - The chronosystem reflects the cumulative experiences a person has over the course of their lifetime. These experiences include environmental events, as well as major transitions in life. Some notable transitions include divorce, marriage or the birth of a baby. These transitions are major experiences in an individual's lifetime. A Self-regulated Learning Module 13  source: www.frontpagenews.us Sources: Santrock, John W. (2011). Life-span development. 13th ed. New York: McGraw-Hill. Shultz & Shultz. (2011). A History of Modern Psychology https://www.britannica.com/biography/George-Herbert-Mead http://www.sociologygroup.com/george-herbert-mead-biography-theories/ LET US REFLECT: How is the self influenced by society? How is behavior shaped by various groups? SOURCE: google sites A Self-regulated Learning Module 14 ACTIVITY 2: List down the different environments from the theory of Bronfenbrenner (microsystem, mesosystem, exosystem, macrosystem) and explain how did they affect/influence your development. SHORT ANSWER RUBRICS: Grading Factors: 1. Completeness (5 points)  Does your response directly answer each part of the given question(s)? Excellent Very Good Good Needs Improvement 5 points 3-4 points 2 points 0-1 point 2. Knowledge (5 points)  Does your response clearly show you have read and understand the lesson content by correctly defining key terms, key persons and summarizing concepts?  Have you made inferences based on this knowledge to personal or modern-day applications? Excellent Very Good Good Needs Improvement 5 points 3-4 points 2 points 0-1 points 3. Analysis (5 points)  Have you clearly state analysis and give examples to back them up?  Does your response provide analysis to the larger concepts of the lesson? Excellent Very Good Good Needs Improvement 5 points 3-4 points 2 points 0-1 point 4. Writing Skills (5 points)  Do you write clearly, in complete sentences, with minimal errors in grammar and spelling? Excellent Very Good Good Needs Improvement 5 points 3-4 points 2 points 0-1 point A Self-regulated Learning Module 15