UTS-Midterm Understanding the Self PDF

UNDERSTANDING THE SELF | QSU Cab Module 02 Unpacking the Self CNBM | 1 UNDERSTANDING THE SELF | QSU Cab _____PART ONE Physical Self Learning Outcomes: At the end of the lesson, you should be able to: 1. Determine t...

UNDERSTANDING THE SELF | QSU Cab Module 02 Unpacking the Self CNBM | 1 UNDERSTANDING THE SELF | QSU Cab _____PART ONE Physical Self Learning Outcomes: At the end of the lesson, you should be able to: 1. Determine the condition of the self. 2. Reflect on the forces that impact the development of the various aspects of identity and the self. 3. Propose measures to enhance the body image satisfaction. This section identifies and explains the biological and environmental factors that shape the physical self. Physical appearance is among the major concerns of people today, in our world which is heavily influenced by media. People are so concerned on how they look like to other people and what others will tell them. Seeking approval on the physical self is one of the rampant hunger of society today, and such concern serves as a motivation to manage their behaviour in order to present favorable and appropriate images to others. Factors in the Development of the Physical Self The development of the individual is caused by two interacting forces: hereditary and environment. 1. The Biological Blueprint Hereditary (nature) - this is the transmission of traits or characteristics from parents to offspring. The traits are made up of specific information embedded within one’s gene. It provides the raw materials of which the individual is made up. Through the hereditary potentials like physical, mental, social, emotional, and moral traits are passed down to generations. Genotype – refers to the specific information embedded within one’s genes; not all genotypes translate to an observed physical characteristics. Phenotype – the physical expression of a particular trait Each individual carries 23 pairs of chromosomes, which are threadlike bodies in the nucleus of the cell and the storage unit of genes. The 23rd pair, also known as sex chromosomes, determines the sex of an individual. Within each chromosome is the deoxyribonucleic acid (DNA), which is a nucleic acid that contains the genetic instructions specifying the biological development of every individual. Maturation is known as the completion of growth of a genetic character within an organism or the unfolding of an individual’s inherent traits or potential. 2. Environmental Conditioning Environment (nurture) - is the sum total of the forces or experiences that a person undergoes from conception to old age. It also includes family, friends, school, nutrition, and other agencies one is in contact with. As you grow up, you are exposed to environmental influences that shape your physical self, including those from your social networks, societal expectations, and cultural practices. Family, being your first social group, forms a crucial foundation of your development, including that of your physical self. As you grow older, you get exposed to a larger social group with new practices and standards. As a result, you may begin engaging in acts that would make you attractive and acceptable to others. One aspect of physical beauty is a person’s body type. Contemporary media has portrayed slim bodies as the ideal body type for women and CNBM | 1 UNDERSTANDING THE SELF | QSU Cab muscular bodies for men. Thus, adolescents indulge in activities that would enable them to achieve these ideal body types. However, some adolescents may resort to unhealthy habits just to achieve the ideal body type. It is important to remember that physical beauty is only skin-deep; that what matters is feeling good about oneself and embracing a healthy perception of one’s physical worth. The Beginning of Life Life begins at fertilization. Fertilization happens when there is a meeting of the female sex cell and the male sex cell. These sex cells are developed in the reproductive organs called gonads. The males cell called spermatozoa (singular: spermatozoon) are produced in the male gonads called testes. On the other hand, the female sex cells called ova are produced in the female gonads known as ovaries. The fertilized egg cell known as zygote contains all the hereditary potentials from the parents. This zygote goes to the uterus and continues to grow during the gestation period of about 280 days or 36 weeks or 9 months. Each parent contributes one sex chromosome to the offspring. A male parents may pass either an X or a Y chromosome while a female always gives the X chromosome. When an X chromosome comes from the mother and meets the X chromosome from the father, the combination is XX which indicates that the offspring is female. On the other hand, when the father produces Y chromosomes and has been paired to the X chromosome of the mother, the resulting combination is XY which signifies a male offspring. Both male and female chromosomes contain thousands of genes as discuss previously. These genes are small particles that looks like in a string formation. They are the true carriers of hereditary characteristics of the parents. DEVELOPMENTAL STAGE AGE Pre-natal period Conception to birth Infancy Birth to end of the second week Babyhood End of the second week to end of the second year Early childhood Two to six years Late childhood Six to ten or twelve years Puberty Twelve to thirteen of fourteen years Adolescence Thirteen or fourteen to eighteen years Early Adulthood Eighteen to forty years Middle Age Forty to sixty years Old Age Sixty years to death Self as Impacted by the Body William James once said, “the self is the sum total of all the man can call his, which includes his body, family, and reputation, also his clothes, and his house…” The field of Psychology, Sociology and even Anthropology, including religious and biological agree on the premise that the physical self is an important component in the study of the person’s self and identity. But what do we mean by physical self? The concrete or tangible aspect or dimension of the person which is primarily observed and examined through the body is known as the physical self and such is the focus of our discussion. William James, a psychologist states the body is the initial source of sensation and necessary for the origin and maintenance of personality. Erik Erikson also claims that experience is anchored in the ground-plan of the body. This is also supported by Maurice Merleau-Ponty who placed the body at the center of human existence, as a way of experiencing the world. Such ideas make clear to us that the body is the way through which we make sense of the world and our environment. We experience life through our bodies and senses (sight, smell, touch, hear, taste), allowing us to interpret the world around us. However, CNBM | 1 UNDERSTANDING THE SELF | QSU Cab the body is not merely an object in the world but also a vehicle of our expression in the world. The body is the sight for the articulation of all our identifications of gender, class, race, ethnicity, and religion. The human body is capable to have varied forms depending on the social significance they belong. But, to what extent do individuals have control over their bodies? How significant is the body to the development and performance of the self in everyday life? What images of the body influence people’s expectations of themselves and others? Body Image as Define by Society Do you consider yourself beautiful? What is your concept of beauty? What is the society’s concept of beauty? Do these perceptions really matter? Popular interest in body image issues had grown dramatically in recent years, due to an emphasis given by the media and entertainment. But what do we exactly mean when we say body image? In this concept, we think of how attractive our body is. Body image includes how you perceive your body visually, how you feel about your physical appearance, how you think and talk to others about your body, and your sense of how other people view your body. Furthermore, body image refers to the person’s perception of the level of attractiveness of his/her body or it can be somebody’s own impression of how his or her body looks. It may also be our sense of how other people view our bodies. Thus, body image can be seen as both internal (personal) and external (social). One’s perception of his or her body elicits either pleasing/satisfying or unpleasing/unsatisfying feelings. Body image lies at the heart of adolescence and it is the mental representation of one’s body, which is a very important aspect of identity. Along with the concept of body image is the concept of beauty. Beauty has two types: the inner beauty which refers to the inner qualities of the person and the external beauty which refers to the physical characteristics of the person. External beauty focuses on the physical features of the body commonly defined as “a combination of qualities, which includes shape, color, or form that pleases the aesthetic senses, especially the sight” (Villafuerte, et al.). The media in particular, has increasingly become a platform that reinforces cultural beliefs and projects strong views on how we should look, that we as individuals often unk\\ nowingly or knowingly validate and perpetuate. The more we look at perfect images of others and then look to find those same idealised characteristics in ourselves and don’t find them, the worse we feel about ourselves. It’s a cycle that breeds discontent. With such strong societal scrutiny it’s easy to see how the focus on how we look can slide into the dark side – negative body image. The greater our discontent with how we measure up when compared to the societal or media supported norms, the more negative our body image, and the greater the risk for extreme weight or body control behaviours occurs. We are talking about extreme dieting, extreme exercise compulsion, eating disorders, extreme or unnecessary plastic surgery, and using steroids for muscle building. Doing things to look better is okay but if the driving forces are rooted from negative emotions and motivations then, it may have negative impact not just physically but to include your emotional well-being. CNBM | 1 UNDERSTANDING THE SELF | QSU Cab Taking Care of My Physical Self Since the self is inseparable from the body, you should take very good care of your physical self. Whether you plan to lose, gain, or maintain weight, the most important thing to do is to keep yourself fit. To achieve this goal, a rigid plan has to be made. Balanced Diet. To keep fit and healthy, one needs to have a balance diet. Eating a balanced diet means consuming the right kind of food at the right time and in the right proportion. One’s food intake should contain the necessary nutrients essential for growth and survival. This practice prevents malnutrition and diseases. It is also important to keep mealtimes pleasant and enjoyable. Thus, an individual should be encouraged and motivated to eat more nutritious food. It should also be remembered that junk food must be avoided. Water. An individual should drink at least eight glasses of water every day. It allows the body to function efficiently. It also washes away wastes to keep the skin clear and healthy. With high-protein diet, the body utilizes the water properly and avoids water retention. Liquids such as milktea, coffee, or soda. Although they contain lots of water, there is also a build-up of caffeine, acid, or fat. Sleep. Sleep gives the bones, muscles, and the mind time to recover. An individual needs eight or more hours of sleep a day. Think about all the factors that can interfere with a good night's sleep — from work stress and family responsibilities to unexpected challenges, such as illnesses. While you might not be able to control the factors that interfere with your sleep, you can adopt habits that encourage better sleep. CNBM | 1 UNDERSTANDING THE SELF | QSU Cab Activity 7 Name: ____________________________________ Course & Year: __________ Identification. Copy as it is all questions and choices in your one whole yellow pad paper and write your answers in the space provided before the number. ____________ 1. In the factors on the development of the physical self this is also known as nature. ____________ 2. Refers to the specific information embedded within one’s genes; not all genotypes translate to an observed physical characteristics. ____________ 3. How many pairs of chromosomes each individual carry? ____________ 4. This is the sum total of the forces or experiences that a person undergoes from conception to old age. ____________ 5. If the combination of chromosome is XX, then it indicates that the offspring is what? ____________ 6. What developmental stage is equivalent to two to six years? ____________ 7. What age is equivalent to old age? ____________ 8. Beauty has two types: the inner beauty which refers to the inner qualities of the person and the ____________. ____________ 9. With such strong societal scrutiny it’s easy to see how the focus on how we look can slide into the dark side – _____________. ____________ 10. Enumerate at least one plan for taking care of your physical health. CNBM | 1 UNDERSTANDING THE SELF | QSU Cab _____PART TWO The Intellectual Self Learning Outcomes: At the end of the lesson, you should be able to: 1. Determine the different Theories of Intelligence. 2. Classify the natural ability of the self. Performance can be greatly influenced by one’s behavior. Behavior is defined as the manner in which a person conducts himself/herself in various circumstance. This section discusses the nature of cognition and metacognition, its underlying mechanisms, and how it contributes to one’s sense of self. This further tackles the mechanism of human memory and the different types of human intelligence. A. Cognition, Memory, and Intelligence 1. Cognition People are born with innate capabilities that empower them to manage themselves in various settings and situations. Cognition is a crucial part of an individual’s development process which influences behavior, just as how behavior also impacts it, assuming bi- directional connection. The way information is taken in and how it is analyzed and processed is a function of human cognition. Cognition is defined as the complex array of mental processes involved in remembering, perceiving, thinking, and how these processes are employed (Ashcraft & Radvansky, 2010). It is an umbrella term to cover all high- order thinking processes. 2. Memory If cognition covers all higher-order thinking processes within an individual, a major focus of its study is the function of memory. It is tbe faculty of the mind through which information is acquired and retained for later use. Memory functions in 3 levels: Sensory memory is the level that allows infomation from the external environment to be perceived by an individual through senses, usually in the form of chemical and physical stimuli, often with focus and intent. Short-term, working memory is where information is temporarily stored, where information is simultaneously remembered and is in a readily- available state, typically from 10 to 15 seconds, up to one minute. It can store up to 5-9 items, after whic information is discarded if there is no conscious and deliberate effort to retain it. When there is a deliberate effort to store information and it is done consistently and with practice, then this information is transferred to long- term memory. Information stored in long-term memory is often permanent and allows for repeated retrievals across situations. 3. Intelligence IQ (Intelligence quotient) is an index of how people perform on a standardized intelligence test relative to others of the same age. The term is referred to as an individual’s capacity for understanding, learning, planning, and problem solving with logic, creativity, and self-awareness. It is characterized as the application of knowledge to be able to adjust to the environment. It is the process of applying knowledge in the proper context whenever the need arises. A number of theories have already been presented regarding intelligence. CNBM | 1 UNDERSTANDING THE SELF | QSU Cab Intelligent Behaviors Costa (2000) compiles 14 intelligent behaviors indicative of an efficient and effective problem-solver. Intelligent Behaviors Definition 1. Persistence It means not giving up when the answer to a problem is not immediately known. 2. Overcoming It involves planning, clarifying goals, exploring impulsiveness alternatives strategies, and considering consequences before one begins a task 3. Listening to others Some cognitive psychologists think that the ability to listen to another person and understand their point of view is one of the highest forms of intelligent behaviour 4. Flexibility in Thinking It is when one considers other points of view rather than running with the first thought that comes to mind 5. Metacognition It refers to the awareness of how one is thinking of the knowledge of what is going on in one’s head 6. Checking for It is the behavior of not letting speed surpass the accuracy and precision desire for craftsmanship 7. Questioning and It means asking questions and finding out problems problem-posing for oneself 8. Applying past It refers to the act of calling upon one’s store of knowledge to new knowledge and experience as a source of data, situations theories, or processes to solve each new challenge 9. Precision of A person with this behavior uses descriptive terms language and thought to distinguish objects and provide criteria for value judgements 10. Using all the The senses of feeling, seeing, hearing, or even senses tasting are utilized to solve problems more effectively. 11. Creativity It means applying ingenuity, originality, and insight. Creativity develops one’s capacity to generate original, unique, clever, or useful products, solutions, and techniques 12. Living with a sense Involved in this behavior are inquisitiveness, of wonderment curiosity, and openness to beauty, intricacy, complexity, and simplicity 13. Cooperation It refers to taking advantage of the knowledge and insights that can only come as result of social relationships 14. Sense of humor It refers to being able to look at situations, opportunities, problems, and relationships with nonchalance and fun Possessing many of these Firms look not only for knowledge and experience, but also for efficiency and effectiveness. The global war for talent is likely to intensify. Many firms and companies are already struggling to find enough well- trained, and inventive professionals. CNBM | 1 UNDERSTANDING THE SELF | QSU Cab Theories of Intelligence 1. Robert Sternberg’s Triarchic Theory a. Analytical Intelligence: Intelligence that is assessed by intelligence tests and may be assumed to basically reflect general intelligence. b. Creative Intelligence: Intelligence that makes us adapt to novel situations, generating novel ideas. The ability to address new ways of addressing issues and problems c. Practical Intelligence: Intelligence that is required for everyday tasks (e.g. street smarts). Practical knowledge needed to do a job 2. Gardner’s Theory of Multiple Intelligence Howard Gardner’s theory of multiple intelligence proposes that people are not born with all of the intelligence they will ever have. This theory challenged the traditional notion that there is one single type of intelligence. Gardner proposes eight types of intelligences and speculates about a ninth one — existential intelligence. Existential intelligence is the ability to think about the question of life, death and existence. a. Linguistic Intelligence Intellectual Processes: Sensitivity to spoken and written language, ability to learn languages, and capacity to use language to accomplish certain goals. Potential Career Choice: Lawyer, Journalist, Host, Author Example: William Shakespeare, Jose Rizal b. Logical-Mathematical Intelligence Intellectual Processes: Capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. Cerebral Systems: left hemisphere, temporal and frontal Potential Career Choice: Lawyer, Journalist, Host, Author c. Spatial Intelligence Intellectual Processes: Ability to recognize and manipulate the patterns of wide space as well as the patterns of more confined areas Potential Career Choice: Surgeon, Architect, Graphic Artist, Example: Michael Angelo d. Bodily-Kinesthetic Intelligence Intellectual Processes: Potential of using one’s whole body or parts of the body to achieve goals Potential Career Choice: Dancer, Athlete Example: Kobe Bryant e. Musical Intelligence Intellectual Processes: Skill in the performance, composition, and appreciation of musical patterns Potential Career Choice: Singer, DJ, Musician Example: Ben & Ben f. Interpersonal Intelligence Intellectual Processes: Capacity to understand the intentions, motivations, and CNBM | 1 UNDERSTANDING THE SELF | QSU Cab desires of other people and consequently to work effectively with others. Potential Career Choice: Teacher, Public Relations Example: Mother Teresa g. Intrapersonal Intelligence Intellectual Processes: Sensitivity to one’s own inner states; recognition or personal strengths and weaknesses Potential Career Choice: Psychologist, Counselor Example: Aristotle h. Naturalistic Intelligence Intellectual Processes: Expertise in the recognition and classification of the numerous species, flowers and the environment Potential Career Choice: Biologist, Geologist, Astronomer Example: Charles Darwin CNBM | 1 UNDERSTANDING THE SELF | QSU Cab Contributors to Intelligence Two factors, hereditary and the environment, contribute to intelligence and personality. Hereditary refers to the genes one inherits from his/her parents, which provide the upper and lower limits of his/her intelligence quotient. This is the raw biological material of intelligence. The environment involves the experiences and the psychological and physical exposure of the individual to the various influences around him/her. The home, school, and community as well as the things happening therein are examples of one’s environment. One cannot say that hereditary is more important factor than environment, or that environment is more important than hereditary. It has been resolved that hereditary and environment both interact to contribute to intelligence and personality. Whether you inherit high-or low-intelligence genes, make use of the positive things in the environment in which enhance or improve your inherited intelligence. Since you have more control of what is happening in the environment, select the best things that will complement and further develop your innate characteristics. B. Human Learning If cognition, memory, and intelligence are underlying mechanisms that allow people to perceive, process, and apply information for daily adaptation, then learning is a natural consequence of these mechanisms. Learning is define as a relatively permanent change in behavior that results from experience. This definition connote 3 things: (a)The change is long-term; (b) the source of change comes from within the external structures of memory or knowledge of the individual; (c) the change is attributed to the personal experiences of the learner in his/her environment. People learn in many ways, and several theories and models have been forwarded to understand and explain how learning occurs. 1. Classical Conditioning Classical conditioning involves ways in which we learn to associate events with other events. It is involuntary, automatic learning. For example, we generally prefer grades of 1 to grades of 3 or even 5 and are more likely to stop when there is red flags than green flags. Why? We are not born with instinctive attitudes toward this things rather, we learn the meanings of these symbols because they have been associated with other events. This process of learning is a simple form of associative learning in which organisms come to anticipate or associate events with one another. A simple form of learning in which a neutral stimulus comes to elicit the response usually evoked by another stimulus by being paired repeatedly with the other stimulus. Behaviorists explain the outcome of classical conditioning in terms of the publicly observable conditions of learning. For them, classical conditioning is a simple form of learning in which one stimulus comes to evoke response usually evoked by another stimulus. Why? Because the stimuli are paired repeatedly. Terms: Stimulus – an environmental condition that elicits a response Reflex – a simple unlearned response to a stimulus Association - refers to the pairing or linking of 1 stimulus with another stimulus Unconditioned stimulus - a stimulus that elicits a response without training Conditioned stimulus - a stimulus that elicits a response because it has been repeatedly paired with an unconditioned stimulus Unconditioned response - An innate response elicited by an unconditioned stimulus; usually either a reflex or an emotional response Conditioned response - term used to refer to a reflex response after learning has occurred to elicit the response by a conditioned stimulus CNBM | 1 UNDERSTANDING THE SELF | QSU Cab In Ivan Pavlov’s experiment, the meat powder is unconditioned stimulus (UCS). Salivation in response to the meat powder is an unlearned, or unconditioned response (UCR). The tone was at first a meaningless or neutral stimulus. It might have caused the dog to look in the direction of the sound – and orienting reflex. But the tone was not yet associated with the food. Then, through repeated association with the meat powder, the tone became learned, or conditioned stimulus (CS) for the salivation response. Salivation in response to the tone (or conditioned stimulus) is a learned or conditioned response (CR). Therefore, salivation can be either conditioned response or an unconditioned response, depending on the method used to evoke the response. Other Terms: 1. Extinction - decrease in the strength or frequency, or stopping, of a learned response because of failure to continue paring the US and CS. There is some variation between individuals in the rate at which extinction of the same conditioned response will occur. 2. Spontaneous Recovery - the reappearance of an extinguished response after the passage of time, without training. 3. Stimulus Generalization - a tendency to respond to stimuli that are similar, but not identical, to a conditioned stimulus. 4. Stimulus Discrimination - the ability to respond differently to various stimuli. 2. Operant Conditioning Through classical conditioning, we learn to associate stimuli. As a result, a simple, usually passive response made to one stimulus is then made in response to the other. Operant conditioning is defines as a simple form of learning in which an organism learns to engage in certain behavior because of the effects of that behavior. Learning in operant conditioning happens when a voluntary behaviour is strengthened or weakened by consequences or antecedents. For example, some children learn to conform to the standards and social rules to earn attention and approval of their parents and teacher. Operant conditioning investigates the influence of consequences on subsequent behavior and the learning of voluntary responses. Where classical conditioning illustrates S-->R learning, operant conditioning is often viewed as R-->S learning. It is the consequence that follows the response that influences whether the response is likely or unlikely to occur again. The three-term CNBM | 1 UNDERSTANDING THE SELF | QSU Cab model of operant conditioning (S--> R -->S) incorporates the concept that responses cannot occur without an environmental event (e.g., an antecedent stimulus) preceding it. While the antecedent stimulus in operant conditioning does not elicit or cause the response (as it does in classical conditioning), it can influence its occurrence. Terms: Operants - voluntary (and generally goal- directed) behaviors emitted by a person or an animal. Antecedents - events that precede an action. Consequences - events that follow an action. There are two types of consequences: (a) positive, sometimes called pleasant; (b) negative, sometimes called aversive. Schedules of Consequences: Stimuli are presented in the environment according to a schedule of which there are two basic categories: 1. Continuous - Continuous reinforcement simply means that the behavior is followed by a consequence each time it occurs. Excellent for getting a new behavior started. Behavior stops quickly when reinforcement stops. 2. Intermittent - Intermittent schedules are based either on the passage of time of number of correct responses. The consequence can be delivered based on a fixed amount of time or number of correct responses or a slightly different amount of time or number of responses that vary around a particular number. This results in four classes of intermittent schedules. a. Fixed Interval - The first correct response after a set amount of time has passed is reinforced (i.e., a consequence is delivered). The time period required is always the same. Example: Spelling test every Friday. b. Variable Interval - The first correct response after a set amount of time has passed is reinforced (i.e., a consequence is delivered). After the reinforcement, a new time period (shorter or longer) is set with the average equaling a specific number over a sum total of trials. Example: Surprise quiz. CNBM | 1 UNDERSTANDING THE SELF | QSU Cab c. Fixed Ratio - A reinforcer is given after a specified number of correct responses. This schedule is best for learning a new behavior. The number of correct responses required for reinforcement remains the same. Example: Ten math problems for homework. d. Variable Ratio - A reinforcer is given after a set number of correct responses. After reinforcement the number of correct responses necessary for reinforcement changes. This schedule is best for maintaining behavior. Example: A student raises his hand to be called on. 3. Observational Learning In the terminology of observational learning, a person who engages in a response that is imitated is a model. When we see modeled behavior being reinforced, we are said to be vicariously reinforced. Observational learning occurs when, as children, we watch our parents cook or clean. Observational learning takes place when we watch our teachers solve mathematical problems on the blackboard. Social Cognitive Theory emphasizes the value of the social environment in one’s learning process that is built on observational learning. Based on this theory, there are 4 stages in observational learning: 1. When an individual focuses on information that he/she perceives to be interesting and useful (Attention), 2. Stores and gives a mental representation of the information (Retention), 3. Recalls and rehearses the information given (Motor Reproduction), and 4. Repeats the entire process constantly and consistently (Motivation), then learning happens. Learning happens even beyond the classroom; it happens in daily situations. According to the social cognitive theory, there is an interaction of personal (cognition, personality, motivational, orientation), environmental (family, schools and other settings, peers and social relationships), and behavioral factors (feedback and consequence) that accounts for behavioral change. Reciprocal determinism is a model composed of three factors that influence behavior: the environment, the individual, and the behavior itself. According to this theory, an individual's behavior influences and is influenced by both the social world and personal characteristics. This model suggests that these three components are continually interacting with one another. Just as the environment exerts an influence on individual behavior, a person's actions also play a part in influencing the environment. CNBM | 1 UNDERSTANDING THE SELF | QSU Cab The notion of learning is underlined by notions of self-efficacy and human agency. Self-efficacy is defined as the extent to which people believe that they can confidently learn and master a particular skill. According to Albert Bandura, self- efficacy can be developed through the following: a. Mastery experience - Accomplishing simple tasks that lead to more complex tasks; b. Social modelling - Observing an identifiable model who accomplishes the task; c. Improving physical and emotional states - Being relaxed and calm before pursuing a challenging task; d. Verbal persuasion - Providing encouragement and feedback during the accomplishment of a challenging task. CNBM | 1 UNDERSTANDING THE SELF | QSU Cab Activity 8 Name: ____________________________________ Course & Year: __________ A. Multiple Choice. Copy as it is all questions and choices in your one whole yellow pad paper and write your answers in the space provided before the number. Use capital letters only. _____ 1. It means not giving up even if the answer to a problem is not immediately known. a. persistence b. flexibility in thinking c. checking for accuracy d. metacognition _____ 2. The senses of feeling, seeing, hearing, or even tasting is utilized to solve problems more effectively. a. listening to others b. overcoming impulsiveness c. using all the senses d. cooperation _____ 3. It is when one considers other points of view rather than running with the first thought that comes to mind a. persistence b. metacognition c. checking for accuracy d. flexibility in thinking _____ 4. School smarts are the ones with __________ intelligence a. analytical b. creative c. practical _____ 5. Street smarts are the ones with __________ intelligence a. analytical b. creative c. practical _____ 6. The subject “Understanding the Self” helps this type of intelligence a. intrapersonal b. interpersonal c. naturalist d. spatial _____ 7. Skilled and graceful use of one's body for expressive, or goal-directed purposes a. linguistic b. bodily-kinesthetic c. musical d. naturalist _____ 8. Biologist, zoologist, and foresters are a. spatial b. linguistic c. naturalist d. musical _____ 9. Ability to notice and distinguish among others' moods, temperaments, motives & intentions a. intrapersonal b. existential c. naturalist d. interpersonal _____ 10. This is the sensitivity to pitch, melody and rhythm a. musical b. spatial c. linguistic d. bodily-kinesthetic _____ 11. The fundamental element required for learning through classical conditioning is: a. conditioned stimuli b. unconditioned stimuli c. association d. response _____ 12. Consider this sequence: (1) food, (2) salivation with food, (3) light with food, and (4) salivation with light. This procedure for presenting stimuli and observing responses with dogs is based on Pavlov’s experiments, and represents which sequence of classical conditioning? a. unconditioned stimulus, conditioned response, conditioned stimulus, unconditioned response b. conditioned stimulus, conditioned response, unconditioned stimulus, unconditioned response c. unconditioned stimulus, conditioned stimulus, unconditioned response, conditioned response d. unconditioned stimulus, unconditioned response, conditioned stimuli, conditioned response CNBM | 1 UNDERSTANDING THE SELF | QSU Cab _____ 13. Decrease in the strength or frequency, or stopping, of a learned response because of failure to continue paring the US and CS. a. Extinction b. Spontaneous Recovery c. Response d. Stimuli _____ 14. The reappearance of an extinguished response after the passage of time, without training. a. Extinction b. Spontaneous Recovery c. Response d. Stimuli _____ 15. Learning in which voluntary behaviour is strengthened or weakened by consequences or antecedents. a. Operant Conditioning b. Classical Conditioning _____ 16. Where classical conditioning illustrates S → R learning, operant conditioning is often viewed as ________ learning a. S→ R → R b. R  R c. R → S d. S  S _____ 17. Events that precede an action. a. Operant b. Consequence c. Stimulus d. Antecedent _____ 18. When you want a behaviour to be encouraged and presented the stimulus a. (+) Reinforcement b. (-) Reinforcement c. (+) Punishment d. (-) Reinforcement _____ 19. When you want a behaviour to supressed and presented the stimulus a. (+) Reinforcement b. (-) Reinforcement c. (+) Punishment d. (-) Reinforcement _____ 20. The first correct response after a set amount of time has passed is reinforced a. Fixed Interval b. Fixed Ratio c. Variable Interval d. Variable Ratio True/False. Write Yes if the statement is True and write No if the statement is False. __________21. Leaning is a relatively permanent change in behavior that results from experience. __________22. There is no variation between individuals in the rate at which extinction of the same conditioned response will occur. __________23. Stimulus extinction is the ability to respond differently to various stimuli. __________24. Classical conditioning investigates the learning of voluntary responses. __________25. Variable interval is described as the first correct response after a set amount of time has passed is reinforced. __________26. Self-worth is defined as the extent to which people believe that they can confidently learn and master a particular skill. __________27. Social cognitive theory which emphasizes the value of the social environment in one’s learning process that is built on observational learning __________28. There are four stages of observational learning which are attention, retention, motor reproduction and plans. __________29. Reciprocal determinism states that a person's behavior both influences and is influenced by personal factors and the social environment. __________30. When we see modeled behavior being reinforced, we are said to be vicariously reinforced CNBM | 1 UNDERSTANDING THE SELF | QSU Cab _____PART THREE The Social Self Learning Outcomes: At the end of the lesson, you should be able to: 1. Explain the basic concepts of social relationships. 2. Identify and evaluate critical factors for meaningful social relationships. 3. Analyze your behaviors to achieve harmonious relationships with others. Social Psychology After the discussions on the latter part of this module about sociological perspective, what then comes to your mind when you hear the word “social”? Generally, it is a term that relates to relationships and interactions that happen among people. This study is called Social Psychology. It has been defines as the branch of psychology that studies individuals as they interact with others. Interaction refers to the mutual and reciprocal exchange of communication or action between two or more persons or groups. On the other hand, relationship refers to a particular way in which two or more individuals, groups, or even nations talk to, behaved toward, or deal with each other. There is an established connection, kinship, or attachment between persons or groups attribute to several factors- interests, philosophy in life, goals, or ways of thinking- that bind them together. Person Perception In Psychology, person perception refers to forming impressions and making judgments about another person’s likability after seeing or meeting him/her. The assessment involves as well what kind of person one is, including his/her intentions, traits and behaviors. First impressions, which are formed within a very short time with little conscious thought and biased by past experiences, are part of person perception. Several other factors influence one’s judgment or perception of another person. One important aspect is physical appearance (Brawner & Arcega, 2018). A person who rarely smiles may be thought as arrogant or unfriendly. Sometimes, when an individual forms an opinion on a person based on perception, he/she tries to justify or explain the said judgement. For instance, rather than simply looking at the other person, the observer tries to explain or looks for reasons why the other person dresses or behaves in a certain way. People usually use external appearance as immediate basis for assessing, judging, or evaluating others. However, it is wrong to judge the character of a person on the basis of first impressions because biases and errors may occur. It is advisable to always validate one’s perception through further observations, gathering of feedback and reports, and interaction, among others, before making judgements. To avoid misperceptions, it is prudent to behave, talk, or dress appropriately and in accordance with societal, cultural, or institutional rules, policies, or guidelines. Social Norms Norms are patterns or traits characterized as typical or usual for a group. Other terms associated with norms are “average” and “normal.” For example, an individual’s mathematics score may be considered above the norm if it is more than the average score or below the norm if it is less than average. Norms change over time. Many years ago, mothers stay at home to care for their children; women wear only dresses and skirts in attending church services; and fathers CNBM | 1 UNDERSTANDING THE SELF | QSU Cab are the ones that provide for the family. Today, these norms are no longer kept due to the changes in many factors such as financial status, moral, social, or psychological aspects of society. Social Norms refer to spoken and unspoken rules for behaving in particular situations. One example is covering one’ mouth when sneezing or coughing. Most people conform to the social norms of the culture in which they live. Norms in social behaviour serve to guide or regulate the manner in which people conduct themselves. Behaviors have to be controlled or regulated because of social consequences. It is one’s responsibility to make sure that his/her behaviour does not hurt, offend, or disturb other people. A member of a certain group or even in the larger society is expected to observe the norms in social behavior. Doing so ensures and maintains good relationships within the group. Every day, people engage in social situations which require interaction with others from different walks of life and for many reasons. In these instances, people are expected to behave based on defined and established norms. It is advisable for a person to always practice appropriate behaviors especially in social situations so as not to disturb or offend others. He/She should make sure that interactions with others enhance or improve relationships. Every effort should be exerted to maintain and enjoy harmonious and good relationships. Together as a Group On many occasions, people work in groups. Students organize into study groups to solve problems together when reviewing for an exam. Teachers meet with each other to discuss methods to improve teaching and learning strategies. Given these situations, it may cases, the task becomes easier to accomplish because more people contribute to solve the problem as compared to only one person doing the task. In social situations where people work and do things together for a purpose, two things may happen. First, the performance of each individual member of the group is improved. This is also referred to as social facilitation. Take for example two groups with five members each in a javelin throw competition. The rule is to add the individual distances travelled by the javelin for each group. As such, each group will garner a “total distance travelled” score. The group with the higher “total distance travelled” score wins. In this situation, each member will exert his/her best effort to throw the javelin to the farthest point possible. Second, working or being with a group may also reduce individual effort, a phenomenon known as social loafing. For instance, if a group of students is asked to solve a problem, some members of the group may no longer try their best to contribute to the solution because they feel that there are others who can do it better. Likewise, individual members may not contribute as much in doing the task because they think it should be left to the more able members of the group. Another example of social loafing may happen in a tug-of-war game. Participants in the group will most likely exert less individual effort in pulling the rope compared to a situation where one participant pulls the rope singlehandedly. The diminished individual effort in a group activity can be attributed to many reasons. For example, if the size of group is very larger, individual members may think slackening will not be noticed or felt at all. One has to bear in mind that in a group work, it is important that each member exerts his/her best effort to facilitate the attainment of the objectives of the group as a whole. This is regardless of the number of participants in the group (few or many) or the variation in their abilities (bright or slow members). Conformity This refers to yielding to group pressure to act as everyone does, even when no direct request has been made. It is the tendency to behave like others in the group do. Conformity is brought about by two motivation: to gain reward (approval) or avoid punishment (disapproval); and to gain information. Some factors make con formity more likely to exist in group (Lahey, 2009): 1. Size of the group. The more people there are in a group, the more likely a member tends to conform. CNBM | 1 UNDERSTANDING THE SELF | QSU Cab 2. Unanimous groups. Conformity is highest when an individual faces a group in which all members feel the same way about a topic, a problem, or an issue. 3. Culture. Conformity occurs in all cultures. However, some cultures emphasize the welfare of the individual; thus, people are less conforming. Others focus on collective welfare so people tend to be more conforming. A high degree of conformity leads to faster accomplishment of a task or work. In social groups, the likelihood of conformity among members is very high. However, individual members are not expected to always yield to the pressure to conform. An individual member can decide for himself/herself whether or not to conform and to what extent. Also, as a member of a social group, one has to subscribe to basic and established rules, policies, or guidelines for him/her to truly belong. If all members of the group live by these institutionalized requirements, then order, discipline, system, peace, and harmony will be sustained. Social Roles and Social Norms People are social animals and are almost always in the company of others. Being in a group can be both advantageous and disadvantageous. For example, support groups can provide emotional help and comfort- effects of stress can be reduced considered by strong social support. While groups have both negative and positive effects on behaviors, individuals should not avoid groups, but instead make the best out of being in them. As a member of society, each person has a role to play, which may support or complement the roles of other people he/she interacts with. Social roles specify the part or position of a person in society. It also specifies behavior expected to be exhibited by an individual in practicing his/her role. Whether aware or not, a person may play a several roles, each of which influences the behavior of another individual. A father, for example, may play the role of a parent, a spouse, a middle-aged man, a person of Filipino ancestry, a brother, a son, a mathematics professor, and the like. An individual’s behavior undergoes changes so as to meet the expected behavior of every role he/she plays in particular circumstances. Thus, when a girl is at home, she plays the role of a daughter; if she is in school as a learner, then she plays the role of a student. Take note that social roles play an important and positive role in society. Without these delineated roles, a student, for example will not know what to expect from his/her teacher. Understanding the roles of others, as well as those of one’s own, facilitate people’s ability to work together towards the common good. When people work together in groups, the efforts of the different members need to be coordinated with those of others to prevent chaos. This scenario is where the social roles come in. Nature and Depth of Relationships Relationships are among the most important aspects of our lives. They can be positive or conflicted, but the lack of relationships could be the worst of all for it creates loneliness and isolation. Familiarity – refers to being comfortable with another person and is necessary condition for a close relationship to develop. Friends and lovers are those who have been around together for so long; who have grown up together; who have gone to school together. Research has shown that people like to associate with others who are similar to them in terms of the following: attitudes, behavior patterns, personal characteristics, taste in fashion or clothes, intelligence, personality and the like. Attraction – what attracts a person? What makes people spend more time with one another? Is physical attraction important at the early stages of a relationship? Attraction may lead to deeper encounters. One person may be drawn to another due to reasons like similarities of differences in interests, personality characteristics, life goals, and lifestyles, to name a few. Attraction paves way for CNBM | 1 UNDERSTANDING THE SELF | QSU Cab enjoying the company and being comfortable with the other person, and for feelings of ease and confidence. Love – is a special attachment one has for himself/herself or for somebody else. It is an intense feeling of deep or constant affection and emotion in which a person always sees to the good, happiness, and welfare of the other. It can manifest as loved for God, spouse, children, family, or country. Common Types of Love Type Description Love Ways to Show Catalyst 1. Agape Highest level of Spirit - Express - Selfless love to offer. It’s unconditional love given without any love in any - empathetic expectations of situation attitude of receiving anything - Dedicate your love for in return. Offering life to improving everyone Agape is a decision the lives of and anyone to spread love in others any circumstances — including destructive situations. 2. Philautia A healthy form of Soul - Respect, - Self love love where you accept and - having a recognize your self- appreciate healthy “self- worth and don’t yourself compassion” ignore your - Create an lobe towards personal needs. environment one’s self Self-love begins that nurtures with acknowledging your well-being your responsibility for your well-being. It’s challenging to exemplify the outbound types of love because you can’t offer what you don’t have 3. Eros A primal love that Body - Engage in - Romatic comes as a natural physical touch love instinct for most such as - personal people. It’s a hugging or infatuation passionate love kissing and physical displayed through - Romantic pleasure physical affection. affection These romantic behaviors include, but are not limited to, kissing, hugging and holding hands. This love is a desire for another person’s physical body. 4. Storge Naturally occurring Memories - Show - Familiar love rooted in gratitude love parents and towards the - flows children, as well as people close to between best friends. It’s an you parents and infinite love built - Share children or upon acceptance memorable and CNBM | 1 UNDERSTANDING THE SELF | QSU Cab childhood and deep emotional impactful friends connection. This moments love comes easily and immediately in parent and child relationships. 5. Philia Love without Mind - Exchange - Affectionate romantic attraction your beliefs and love and occurs imperfections - a love that between friends or with close runs deep in family members. It friends true occurs when both - Be open and friendship people share the trustworthy same values and respect each other — it’s commonly referred to as “brotherly love.” Attitudes These are beliefs that influence people to act and feel in certain ways towards people, objects, or ideas. They can either be positive or negative. A positive attitude is reflected in a happy, pleasant, or optimistic disposition. On the other hand, a negative attitude is associated with pessimism or a general feeling of dislike. The three distinct features of an attitude include belief, feelings, and disposition. For example, a person’s negative attitude towards politicians can be described by: a. a belief that politicians are corrupt; b. a strong dislike for politicians; and c. a refusal to hear politicians side of the story. Generally, attitudes of a person develop over time and have emotional components. However, they are normally acquired from two sources – first-hand experiences and accounts by others. To discuss, people may develop either negative or positive attitudes towards certain object because of a direct experience with it. For instance, a child who was severely chased by a dog will perhaps develop a phobia or dislike dogs which may persist until adulthood. Likewise, a person who has had may enjoyable experiences in school will tend to have a positive attitude towards school. Attitudes are also learned from others through imitation, modelling and reinforcement. If parents show positive attitudes towards certain ethnic groups by socializing with them, their children will develop the same attitudes towards these groups. The same thing happens when parents discriminate certain group of people – this attitude strengthens or motivates children’s stereotypes and biases. Persuasion and Attitude Change. Attitudes are not permanent, they can be changed or modified after they have been formed. “Persuasion Communication” plays a big part in this process. The extent of change in the attitude depends on the speaker, the message, and the listener. If the speaker is a credible source of information, he/she is more likely to persuade a person to change or modify his/her attitude. Certain characteristics of the message also lead to attitude change. Stereotypes Stereotypes are generalizations in which the same traits or characteristics are assumed to be possessed by all members of a group. These are the widely held but fixed and oversimplified image or idea of a particular type of person or thing. Some examples include the following statements: Ilocanos are tightwads; Ifugaos are fighters; girls play dolls; boys play toy cars. CNBM | 1 UNDERSTANDING THE SELF | QSU Cab Negative stereotypes are accompanied by prejudice and discrimination. Prejudice is an unfair, biased, or intolerant attitude or opinion towards the members of a group. An example is the opinion that overweight women are not beautiful. Acting on prejudice leads to discrimination. Discrimination is the specific unfair behavior or treatment towards the members of a group. An employer refusing to hire black people because of their color is an example of discrimination. Discrimination against people based on their skin color or ethnic heritage is called racisim. Challenges in life are inevitable - they can either break or make us. The outcome boils down to the person’s attitude, which determines how one looks at life events, people, and reality. Thus, a person should strive to develop positive attitudes rather than negative ones. CNBM | 1 UNDERSTANDING THE SELF | QSU Cab Activity 9 Name: ____________________________________ Course & Year: __________ Instruction. Copy as it is all questions and choices in your one whole yellow pad paper and write the letter of the best answer in the space before the number. Determine if the behavior is appropriate (A) or (I) inappropriate in the given situation considering societal, cultural, or institutional guidelines. _____ 1. Sharing stories with friends in the library. _____ 2. Laughing during youth night eating fellowships. _____ 3. Joking with friends in a long drive. _____ 4. Keeping quiet when parents asked you to explain. _____ 5. Chewing a bubble gum in a Sunday service. _____ 6. Speaking in a soft tones during a live concert of your favorite band. _____ 7. Wearing short pants for an interview with an employer. _____ 8. Arguing loudly with an officemate. _____ 9. Listening attentively when someone is arguing on the phone. _____ 10. Cheering for one’s team in a basketball game. CNBM | 1 UNDERSTANDING THE SELF | QSU Cab _____PART FOUR The Economic Self Learning Outcomes: At the end of the lesson, you should be able to: 1. Describe material self. 2. Explain the association of self and possessions. 3. Appraise one’s self based on the description of material self. We are living in a world of sale and shopping spree. We are given a wide array of products to purchase and buy from a simple cotton buds to owning a grocery store. Almost everywhere, including the internet, we can find promotion of products. And part of us, we want that product advertised to us. What makes us want to have those products are connected with who we are. What we want to have and already possess is related to our self. Researchers claim that we regard our possessions as parts of who we are. We are what we have and what we possess. Material Self According to William James, a Havard psychologist, the understanding of the self can be examined through its different components. He describe these components as: (1) its constituents; (2) the feelings and emotions they arouse- self-feelings; (3) the actions to which they prompt- self-seeking and self-preservation. The constituents of the self are composed of the material self, the social self, the spiritual self and the pure ego. James once wrote that a “man’s self is the sum total of all the he can call his.” This included his body, family, and reputation but also his “clothes and his house… his plants and pets, and back-accounts.” If they grew, owners felt triumphant while if they fade, they might feel that there is dying part of themselves. We are deeply affected by these things because we have put much investment of self to them. The innermost part of our material self is our body. Intentionally, we are investing in our body. We are directly attached to this commodity that we cannot live without. We strive hard to make sure that this body functions well and good. Any ailment or disorder directly affects us. We do have certain preferential attachment or intimate closeness to certain body parts because of its value to us. There are people who get certain insurance for their body parts. Next to our body are the clothes we use. The material self craves for clothes not only to cover the essential parts of the body, but also to decorate the self. People opt for extra clothing unnecessary for the weather, yet may find it fashionable. Clothing became a form of self-expression. We choose and wear clothes that reflect our self. Third in the hierarchy is our immediate family. Our parents and siblings hold another great important part of our self. What they do and who they become affects us. When an immediate family member dies, part of our self dies too. When they are successful, we feel like we own their victories too. In their failures, we also get broken. When people are against them, we protect them. We place huge investment in our immediate family when we see them as the nearest replica of our self. The fourth component of material self is our home. Home is where our heart is. It is the earliest nest of our selfhood. Our experiences inside the home were recorded and marked on particular parts and things in our home. CNBM | 1 UNDERSTANDING THE SELF | QSU Cab Special Cases of Extended Self 1. Collections. (“I Shop, Therefore I Am”) Humans and animals primarily store or assembled collections of necessities for future security, but today humans more often assemble collection of non- necessities for distinction and self-definition. Collections of this sort may be initiated by girts of other unintended acquisitions, but the cultivation of a collection is purposeful self-defining act. Collecting has become a significant activity in our consumer society as it has become more widely affordable through the discretionary time and money available to the general population rather than just to the wealthy elite. 2. Pets. Pets are regarded commonly as representative of self and studies show that we attempt to infer characteristics of people from their pets. There is actually a relationship between personality and choice of pets. Others have observed that, like people, pets are regarded as part of the family. Thus, we name our pets, feed and care for them, photograph them, spend money on them, groom them, talk to them, protect them, sleep and play with them, and even mourn their death. Money Curtis (2017) manifested that cash can have serious bearing on one’s belief regarding the way a person views himself/herself. The following are evidence behind the idea that money truly can change people. 1. Social and Business Value There are two motivations for completing a given task. The first is social- by recognizing a task’s social value, a person sees it as worthy investment of tume and a part of his/her social duty, and he/she is usually happy to help out. When money is offered as the motivation, however, people then start thinking less of the social aspect and more about the business value. As a matter of fact, even relatives who ask for favour nursing the dependent senior citizens require compensation to equate the effort done. The more money received the more frequent visits and more tasks done. If less money is involved, the lesser the chances of coming back with alibis and excuses given. 2. Self-Sufficiency and Service Those who are conscious of money typically strive to be more self-sufficient than those for whom money isn’t a priority. When given a very difficult and even impossible task, with instructions that help was available, it was the money-related group that seemed the most intent on getting the job done alone, even when it was not possible to finish the task solo. It only means that money-conscious individuals are more self-sufficient than their peers, particularly when money is made the focus. 3. Self-View The amount one earns could have an effect on how he/she views both himself/herself and others. The wealthiest people are those with the deepest sense of class essentialism – the ideas that differences between classes are based upon identity and genetics, rather than circumstance. Poor people tend to believe that social class was not related to genes, that eventually, anyone can be rich and anyone can be poor. Rich people on the other hand, were more likely to believe that wealth was part of genes and identity, that they were entitled to wealth based upon their personal circumstances. 4. Ethics CNBM | 1 UNDERSTANDING THE SELF | QSU Cab Those who perceive themselves to be in a higher class were the most likely to engage in unethical behavior, particularly when a symbol of wealth was introduced, such as cutting off a pedestrian when in a luxury car, for example. There is this called “self-interest maximization”, an idea that suggests those who have the most money or occupy higher classes are more likely to take a “what’s in it for me?” attitude. They actively work toward the most beneficial for themselves. 5. Addiction Many addictions begin because a person gets a positive response from a certain type of behavior. Whether it’s happy feeling that one gets from shopping or a thrill that comes from gambling, actively seeking out that behavior again and again for the same outcome can trigger an addiction. CNBM | 1 UNDERSTANDING THE SELF | QSU Cab Activity 10 Name: ____________________________________ Course & Year: __________ Instructions. a. Copy as it is all questions and choices in your one whole yellow pad paper and write the letter of the best answer in the space provided. b. Enumeration. Give only what is asked in each item 1. Three components that can be used in examining the self. a. ___________________________ b. ___________________________ c. ___________________________ 2. Four components of the material self. a. ___________________________ b. ___________________________ c. ___________________________ d. ___________________________ 3. Evidences behind the idea that money truly can change people. a. ___________________________ b. ___________________________ c. ___________________________ CNBM | 1 UNDERSTANDING THE SELF | QSU Cab _____PART FIVE The Political Self Learning Outcomes: At the end of the lesson, you should be able to: 1. Identify different Filipino values and traits. 2. Develop a Filipino identity. 3. Reflect on your selfhood in relation to your national identity. Have you ever asked yourself what makes a Filipino a genuine Filipino? Do physical characteristics like having a brown complexion, black hair, and flat nose make one a Filipino? Or is it the language, birthplace, and ethnicity? For instance, you are to introduce yourself as a Filipino, will you be proud of speaking about all the beautiful things about the Philippines and of being a Filipino? Are you going to speak ill of your country or will you just quietly embarrassed by the fact that you are a Filipino? In fact, we have a lot to be proud of. If only we realize that there are things unique to the identity of the country, we might be able to rethink our sense of pride. The Philippines as we know it today has only emerged in the 1890s after over three centuries of colonization of the Spaniards. Meanwhile, liberation from the last colonizers, the Japanese, only occurred in 1946. Foreign culture, beliefs, language, and religion have made a huge dent on our own by setting a foundation to the contemporary Filipino identity and culture. To date, colonial mentality remains an issue. Given the wide discrepancy between the liberation period and today’s time, would it be safe to say that Filipinos have truly developed an identity of their own? Or are we still living in the shadow of our colonial friends? In this section, you will learn that an individual’s race, ethnicity, and physical characteristics ate not the only factors that make a person’s national identity. Values and traits are also important indicators that set apart one nationality from the others. These values and traits may not always be a positive thing, but being able to identify one’s self apart from other nationalities and point of weaknesses and mistakes, paired unity and commitment, make a progress possible. Through common goals, principles, and values of its people, a nation empowers itself. Who is a Filipino? Filipinos are often referenced to the 1987 Philippine Constitution, Filipino citizens are “…those whose fathers or mothers are citizens of the Philippines, those born before January 17, 1973, of Filipino mothers, who elect Philippine citizenship upon reaching the age of majority, and those who are naturalized in accordance with law.” However, citizenship is not the only marker of being a Filipino. Culture and history greatly influenced the manner Filipinos learn, live and behave to date. People who were born and grew up in the same culture even without the citizenship develop and share common personality traits and values. Generations after generations, common traits and values have been passed on. Filipino Values and Traits With more than 7,100 islands, the Philippines is a paradise known for its grandiose mountain views, pristine beaches, and rich and diverse culture changing from province to province. While the country itself is famous for its astonishing beauty perhaps the Filipinos’ unique traits, eputable values, and laudable talents make the country a place to be. Tourists who have visited the Philippines can never forget the big hand waves and bright smiles that greeted them along the way, the wide range of mountains, the common Filipino phrases like “Mabuhay!” and “Salamat!” and the way they honor elders using “po” and “opo”, leaving the footwears at the front of the door before entering a house. Indeed, it is a marvel to experience firsthand some of the unique traits of the Filipinos. CNBM | 1 UNDERSTANDING THE SELF | QSU Cab Few of these traits are as follows: a. The Filipino Hospitality A Filipino trait that is known everywhere is the Filipino’s brand of hospitality. Filipinos welcome their guests and tourists as if they are their own brothers and sisters; they always make their guests feel at home, offering them something to eat or even a place to stay. They will bring out the best sets of kitchen wares for their honored guests and would even spend money so to satisfy the visitors. In most local shops, Filipinos will greet their customers with warm welcome and say thank you when they leave with or without buying. Filipinos also anticipate on touring their friends who visit their hometown and to treat them in the best food hub. During festivals and fiestas, Filipino serve heaps of festive food and invite the whole barangay over. They are also fond of giving pasalubong or tokens from their travels and pabaon or farewell gifts to their visitors. b. Respect for Elders Filipinos greet their elders by putting their the elder’s hand in their forehead while saying “Mano po” and constantly using “po” and “opo” in conversations. Forgetting to address older people properly will regard them as rude or impolite. There is also a wide array of references to elder people such as ate for older sister; kuya for older brother; Tito and Tita for uncle and aunt, respectively; Lolo and Lola for grandfather and grandmother; and Manong and Ale for older people outside the family. c. Close Family Ties Filipinos maintain a tight relationship with their families regardless if the children are old enough and already have families of their own. Filipinos are also fond of reunions during birthdays, holidays, or fiestas year-round. Some Filipino families even opt to live in a big house where everyone can stay together. Nursing homes are almost always not an option for family members and choose to take care the elders themselves. d. Cheerful Personality Filipinos have this habit of smiling and laughing a lot. They smile when they are happy or even if they feel sad or angry. Smiling has been a coping strategy for most of Filipinos especially during calamities and trying times. For instance, Filipinos smile and wave at the camera while being interviewed even after a great flood or fire incident in their place. They always try to maintain a positive outlook in life which makes them resilient and able to manage almost everything with a simple smile. e. Self-Sacrifice The self-sacrificing attitude of Filipinos can be seen as an extension of the Filipino hospitality. Filipinos go out of their way to extend help to their friends, families and loved ones. They wish comfort and greener pastures for the people they love that drives them to work abroad even if it is hundreds miles away to earn more money and save up for them. Overseas Filipino Workers (OFW) sacrifice a lot; that is why they are regarded as the modern day Filipino heroes. Also, there are also circumstances wherein the eldest child in the family would give up school to work and provide for the rest of the family and to give way for the education of his or her younger siblings. f. Bayanihan Bayanihan is the spirit of communal unity and cooperation of Filipinos. It is also about giving without expecting something in return. Filipinos are always ready to share and help their friends and loved ones who are in need. It may not always be through monetary aid, but the time and effort they give also count as form of help for them. This trait can be seen during weddings wherein neighbors help the bride and groom in their preparations; also manifested in how Filipinos rally themselves to send aid to those who are severely affected by natural calamaties. CNBM | 1 UNDERSTANDING THE SELF | QSU Cab g. “Bahala Na” Attitude A Filipino version of the famous line “Hakuna Matata” meaning no worries. The phrase is said to have originated from “Bathala na,” where Bathala means God, and the phrase means you are leaving everything to God’s hands. It can also be viewed as something similar to the cheerful and positive attitude of Filipinos and allowing situations take care of themselves instead of worrying about them. h. Colonial Mentality This regards to the lack of patriotism and the attitude where Filipinos favour foreign products more than their own. This does not only concern goods, but also the desire to look more foreign than local and keep up with the trends and beauty outside the country. i. “Mañana” Habit This is the Filipino term for procrastination. It was derived from a longer Filipino phrase “Mamaya na” meaning dawdling things, which could been done at an earlier time. It is a poor habit of laziness that results in heavier workloads. j. “Ningas Kugon” “Ningas” is Filipino term for flame and “kugon” is a Filipino term for Cogon grass that easily burns out after it is put into flames. Ningas kugon refers to the attitude of eagerly starting things but quickly losing eagerness and passion soon after experiencing difficulty. Laziness is one of the common problem among Filipinos; that is why Filipinos are regarded as “Juan Tamad” or Lazy Juan. k. Pride Most Filipinos hold on to their pride as if they are more precious than keeping a good relationship with family and loved ones. When two parties are not in good terms, they find it so hard to apologize and wait until the other party asks for an apology first. l. Crab Mentality This is a toxic trait among Filipinos where one resents the achievement of another instead of feeling happy for that person. Just like crabs in a container, they pull each other down and ruin each other’s reputation rather than bringing them up, resulting to no progress. m. Filipino Time Filipinos have this common attitude of arriving late in any commitments, dinner dates, events and activities especially if they are meeting someone close to them. They tend to not observe punctuality altogether. The 8AM call time is adjusted to 8:30 or even 9AM, and almost everyone arrives at the same time because everyone is using Filipino time. Being a Good Filipino Now you know that your values and traits are important indicators of being a Filipino. The problem now is how to truly become one and how you can be useful to the development and progress of our country. The following are a few ways on how to be a good Filipino. 1. Be an active Filipino Citizen A good Filipino citizen is aware of the current events and participates in government programs that aim for the country’s progression and development. By simply exercising your right to vote, you also become an active citizen. When it comes to voting, the rich and the less fortunate have equal rights- every Filipino citizen of legal age have a chance to choose the next leaders for the Philippines. 2. Study the Philippine History The road of the Philippine history is long and bloody, and by learning and appreciating the events of the Philippine history, you will learn so much as to CNBM | 1 UNDERSTANDING THE SELF | QSU Cab why it is so important for Filipinos like you to love the country with all your life, extend help to your fellow Filipinos, and recognize the political power abuse happening in the government. 3. Support Local Products When you buy local products, you do not only support local manufacturers and businessman, but you are also helping in the strengthening of the local economy. How is this so? There will be more demand of local products thus, local business will be in need for more employees, which will open new job opportunities. The business owners will also invest within the country and are less likely to leave. Supporting our local products also displays our creativity, innovativeness, and resourcefulness. 4. Speak the Filipino Language The history of the Filipino language was as long and hard as the Philippine history. Jose Rizal highlighted the importance of speaking a national language as a way of displaying the love for one’s country. Speaking Filipino also serves as a unique identifier of being a Filipino. It is okay to learn and be fluent in using other languages but make you also take some time to just appreciate and utilize our own language. 5. Never Spread Fake News and Be Democratic in Engaging with Dissent This period in the history of the Philippines has seen how the internet has spawned tons of possibilities for people, both good and bad. For instance, it is easier for Filipinos working abroad to communicate with their loved ones left in the Philippines through social media. Despite this, the Internet has also made the spread of fake news very common. Likewise, the internet has also made us engage in intense arguments with the people across the globe like our political positions and environmental stands. It is a part of being a good citizen of the Philippines to understand and verify what you read online, especially in social media, before actually believing in it and spreading it like wildfire. It is also the responsibility of every Filipino to recognize disagreement in political views, be tolerant, be empathic, and argue with wisdom and without resorting into name-calling people. CNBM | 1 UNDERSTANDING THE SELF | QSU Cab Activity 11 Name: ____________________________________ Course & Year: __________ Direction. Make an acrostic below which will describe you, in relation to you being a Filipino. Write your answer in a one whole yellow pad paper. F I L I P I N O CNBM | 1 UNDERSTANDING THE SELF | QSU Cab _____PART SIX The Digital Self Learning Outcomes: At the end of the lesson, you should be able to: 1. Define online identity. 2. Compare real identity versus online identity. 3. Evaluate the impact of online interactions of the self. Communication has brought us all this far. We have acquired new forms and ways to interconnect with others even around the world. This advancement is what experts coined as media that are widely used by people in all walks of life, like the highly evolved flat- screened televisions, computers, long-found beepers, cellular phones, tablets and other newly invented gadgets added by ipods and androids or in another style are remote- controlled computer-generated machineries. However, we gained two weighted-outputs for this change to both advantages and disadvantages dealt by mass media. Similarly, in supporting us to perform a fast and quicker daily transactions, gear and enhance netizens for economic growth and development while on the other point choke our neck to becoming dependents. The number of people who are becoming more active online continues to increase worldwide. More than half of the population worldwide now uses the Internet. The Philippines is one of the countries with the most active Internet users. We are living in a digital age and other than face to face interaction, we have interactions involving technology- cellular phones, computers and other gadgets. Thus, build our digital self. Online Identity Online identity is the sum of your characteristics and interactions. Because you interact differently with each website you visit, each of those websites will have a different picture of who you are and what you do. Sometimes the different representations of you are referred to as partial identities, because none of them has the full and true picture of who you are. Selective Self-Representation and Impression Management How real is your Digital Self? How close is your online self-representation and impression management to the real you? According to Goffman (1959) and Leary (1995), self-representation is the process of controlling how one is perceived by other people and is the key to relationship inception and development. To construct positive images, individuals selectively provide information about them and careful ly cater this information in response to other’s feedback. These are characteristics showing behaviors designed to convey an image about ourselves to other people and to influence the perception of other people of this image. This explains why our behaviors can change if we notice that we are being watched or observed. This self-representation can aslo change depending on who we are interacting with or what personal information we need to be providing to present ourselves in a way that it will be acceptable to others. Thus, we can select only what we want to present and impress others, what we view beneficial to our personality, especially when we create a digital self. We carefully choose representation or expression of one’s real world to the online world. Facebook and other social media applications are now a key part of self-presentation for one sixth of humanity. Sometimes people become unaware of the extent of information they share online. They forget to delineate what can be shared online and what should not. Furthermore, it provides a more complete narration of self and gives people an idealized view of how they would like to be remembered by others. Many young people, as well as adults, share even more intimate details with their parents like the passwords. This could be and ultimate act of intimacy and trust but it can also be the most ultimate expression of paranoia and distrust with the partner. CNBM | 1 UNDERSTANDING THE SELF | QSU Cab Impact of Online Interactions on the Self Social Medias allow users to have public revelations and be seen worldwide. The lack of privacy in many aspects of social media make the users more vulnerable, leading to compulsively checking newsfeed and continually adding posts and tweets in order to appear active and interesting. It also invites users to post their feelings and rants. It became an outlet of the unheard individual. The desire to be always on trend and the spontaneously checking on what is new is a condition called “fear or missing out.” People would like to remain updated and they keep on sharing themselves online because it adds a sense of confidence at the end especially if others like and share their posts. One of the reasons for so much sharing and self-disclosure online because it causes people to believe that they are able to express their “true self” better online than they could in face- to-face contexts. However there is no fixed “true self.” The self is still a work in progress and we keep on improving and developing ourselves every single day. Seemingly self- revelation can be therapeutic to others especially if it goes together with self-re flection. But it does appear that we now do a larger amount of identity work online. When the In