UTS Midterm Exam Reviewer - Understanding The Self PDF

ELISE LACANLALE INF-248 MIDTERM EXAM REVIEWER UNDERSTANDING THE SELF 1. SELF-CONCEPT  It was the Greeks who seriously questioned DYNAMICS OF SELF-CONCEPT...

ELISE LACANLALE INF-248 MIDTERM EXAM REVIEWER UNDERSTANDING THE SELF 1. SELF-CONCEPT  It was the Greeks who seriously questioned DYNAMICS OF SELF-CONCEPT myths and moved away from them in attempting to understand reality and respond Self-Concept to perennial questions of curiosity, including the question of self.  Our conscious or unconscious perceptions and feelings about our self Socrates (470-399 B.C.) with regard to our worth as a person.  A scholar, teacher, and philosopher born in Dimensions of Self-Concept ancient Greece.  His Socratic method laid the groundwork for  Self-Image – our perceptions and feelings Western systems of logic and philosophy. about our worth with regard to physical and social appearance. Several factors can  He was condemned to death for his affect or influence one’s self-image: Socratic method of questioning.  Life events  The Socratic Method:  Life experiences  Also called the Elenchus, it is  Personal interactions something we see in court rooms,  Relationships debates, and classrooms.  Self-Confidence – our perceptions and  A form of inquiry that tries to strip feelings about our worth with regard to our away all of the deception and get to capabilities. (believability) the core idea that the person being  A person develops his/her potentials examined possesses. by trying  Quotes:  He/she is not afraid of making  Know thyself. mistakes  The unexamined life is not worth  He/she does not fall into trap of living. “being perfect”  Wonder is the beginning of wisdom.  Self-Esteem – our perceptions and feelings  To find yourself, think for yourself. about our self with regard to our lovability.  The value of a man is measured in the number of those who stand  A person believes that he/she is lovable. beside him, not those who follow him.  The greatest lesson I have learned in  He/she does not out down himself/herself even when others life is that I still have a lot to learn. seem to reject him/her. Plato (427-348 B.C.)  2. PHILOSOPHICAL CONCEPT His real name was Aristocles, but his wresting coach dubbed him “Platon”, on OF SELF account of his robust figure.  Lived about 200 years after Pythagoras PHILOSOPHER’S CONCEPT OF SELF  Son of a wealthy Athens family  Served in the Athens army during the  The different perspectives on the self can be Peloponnesian War. best seen and understood by revisiting the prime movers and identifying the important  Student of Socrates, by whom he was conjectures made by philosophers from the much influenced. ancient to the contemporary period.   Along with his mentor Socrates and his  The Preconscious Mind - Also known as the subconscious mind, student Aristotle, Plato helped to lay the foundations of Wester Philosophy and includes things that we might not be Science. presently aware of but that we can pull into conscious awareness when  Most famous works: needed. Acts as a sort of gatekeeper  Republic – details a wise society run between the conscious and by a philosopher. unconscious parts of the mind.  Dialogues (early, middle, late) –  The Unconscious Mind - A reservoir showcase of his metaphysical theory of feelings, thoughts, urges, and of forms. memories that are outside of our  The Academy – an academic conscious awareness. program considered to be the first Western university, where he  The Functional/Dynamic Theory: stressed the importance of science  Id (Pleasure Principle) - strives for and mathematics. immediate gratification of all desires, wants, and needs. If these  The Tripartite Soul: needs are not satisfied immediately,  Appetite – Erotic pleasure is a part the result is a state of anxiety or of the appetite. Logic is important with tension. regards to the expression of appetite.  Ego (Reality Principle) - operates According to the observations, it based on the reality principle, which resists the desires of the appetite. strives to satisfy the id's desires in Additionally, logic can be acquired realistic and socially appropriate through knowledge. ways.  Spirit – Compels the individual to  Superego (Morality) – conscience experience strong emotions such or inner voice helps us to determine as anger or temper. This is sequel to what is right from wrong. Ego ideal is the role it plays in overcoming the rules and standards for good adversity. behavior.  Reason – our conscious awareness, analyzes and rationally weighs St. Augustine (354-430) options prior to decision making.  Son of a Christian mother and Pagan father  Taught rhetoric at the age of 21 Sigmund Freud (1856-1939)  Became a priest in 391 and bishop in 395  Works:  Best known for:  Confessions – personal account of  Founder of Psychoanalysis his life  Theory of psychosexual development  City of God  The id, ego, and super ego  Formalized the doctrine of original  Mental Iceberg sins  Dream Interpretation  Augustine's sense of self is his relation to  Free Association God, both in his recognition of God’s love  The Structural Theory: 3 Levels of Mind and his response to it—achieved through  The Conscious Mind - The aspect of self-presentation, then self-realization. our mental processing that we can  Augustine believed one could not achieve think and talk about in a rational inner peace without finding God's love. way. It includes such things as the sensations, perceptions, memories, Maurice Merleau Ponty (1908-1961) feeling, and fantasies inside of our  French philosopher and public intellectual. current awareness.  He was the leading academic proponent of  existentialism and phenomenology in post-war France.   Best known for his original and influential John Locke (1632-1704) work on embodiment, perception, and ontology.  A highly influential philosopher, writing about  His concept of Self: such topics as political philosophy,  The Self is Embodied Subjectivity. epistemology, and education.  “I live in my body”  His writings helped found Modern Western  I experience myself as living in my philosophy. body, as acting through my body.  Attended Westminster School and then  It is through my body that I can move Christ Church, University of Oxford. in space, touch objects, and interact  Studied medicine at Oxford, which would with others. play a central role in his life.  All the knowledge of ourselves and  His Concept of Self: our world is based on subjective  Principle of Individuation – the idea experiences. It is more on how we that a person keeps the same identity view and give perceptions. over time.  The self can never be truly  Our identity is tied to our objectified. consciousness.  Consciousness = Memories David Hume (1711-1776)  Our memories give us our identity  A major figure in Modern Philosophy Paul Churchland (1942)  One of the three main British Empiricists of the 18th century.  A Modern-day Philosopher who studies the  His famous writings: brain  Treatise of Human Nature  Currently professor emeritus of philosophy at  An Inquiry Concerning Human the University of California in San Diego, CA. Understanding  His research centers on:  His concept of Self:  Epistemology  Self is a bundle of experiences.  Perception  “I am a stream of experiences, a  Philosophy of Cognitive Science bundle of impressions.”  Philosophy of Mind  Every intelligible idea must come  Philosophy of Neuroscience from “impressions”—experiences of  Philosophy of Science color, shape, sound, touch, pain, etc.  His Concept of Self:  I find no stable experience of a self—  “The self is the brain” no impression of anything stable, only  If there is no brain, there would be no a stream of impressions which keep self. changing and replacing each other.  Dualism – the mind is the seat of our consciousness. Rene Descartes (1596-1650)  Materialism – a belief that nothing but ‘matter’ exists.  French philosopher, mathematician, and scientist Gilbert Ryle (1900-1976)  Father of Modern Philosophy  Under his influence, philosophy became  An Analytic Philosopher centered on epistemology (the study of  An important figure in the field known as knowledge for three centuries. ‘Linguistic Analysis’ which focused on the  His Concept of Self: solving of philosophical puzzles through an  “Cogito Ergo Sum” analysis of language.  I think, therefore, I am a thing  He mounted an attack against Cartesian which thinks. mind/body dualism and supported a  A thing which doubts, understands, behaviorist theory of mind. affirms, and which also imagines.  Ordinary Language Philosophy – problems and false assumptions develop as we distort meanings of words.   His Concept of Self:  “The self is how I behave.” Development of the Self  The self is basically our behavior.  The self is same as bodily behavior.  According to Mead, three activities develop  Provided the philosophical principle, the self: “I act therefore I am”.  Language develops self by allowing individuals to respond to each other Immanuel Kant (1724-1804) through symbols, gestures, words, and sounds.  A German Philosopher  Play develops self by allowing individuals  Widely regarded as the greatest to take on different roles, present, and philosopher of the modern period. express expectation of others. Play  He attempted to synthesize the two develops one’s self-consciousness competing schools of the modern period: through role-playing.  Rationalism (reason)  Games develops self by allowing  Empiricism (experience) individuals to understand and adhere to  His Concept of Self: the rules of the activity. Self is developed  Self is a subject, an organizing by understanding the there are rules in principle. which one must abide by in order to win  The self if the product of reason, a the game or be successful at an activity. regulative principle, because the self regulates experience by making Two Sides of Self: Me and I unified experience possible.  According to Mead’s theory, the self has two sides or phases: 3. THE SOCIAL SELF  Me – considered as the socialized aspect of the individual. The ‘me’ MEAD: THE SOCIAL SELF represents learned behaviors, attitudes, George Herbert Mead and expectations of others and of society.  A sociologist from the late 1800s  I – can be considered as the present  His Theory of the Social Self includes the and future phase of the self. The ‘I’ concepts of self, me, and I. represents the individual’s identity based  Mead’s work focuses on the way in which the on response to the ‘me’. self is developed.  The ‘me’ and the ‘I’ have a didactic relationship. Theory of the Social Self  Mead’s Theory of the Social Self is based on the perspective that the self emerges from social interactions, such as:  Observing and interacting with others  Responding to others’ opinions about oneself  Internalizing external opinions and internal feelings about oneself  The social aspect of self is an important distinction because other sociologists and psychologists felt that the self was based on biological factors and inherited traits.  According to Mead, the self is not there from birth, but it is developed over time from social experiences and interactions. COOLY: THE LOOKING-GLASS SELF Charles Horton Cooley Nature and Nurture  An American Sociologist that applied a  Nature – refers to genetic inheritance sociopsychological approach to the which sets the individual’s potential. understanding of society.  Our genetics determine our behavior.  His Looking-Glass Self Theory is a  Our personality traits and abilities are in sociological concept that explains how our “nature”. individuals learn to perceive themselves  Nurture – refers to sociocultural based on how others perceive them. environment  Our environment, upbringing, and life The Looking-Glass Self Theory experiences determine our behavior.  “I am what I think you think I am”  We are ‘nurtured” to behave in certain ways.  A theory by Cooley stating that a person’s self grows out of society’s interpersonal Enculturation interactions and the perceptions of others.  According to this theory:  A process of being socialized into a  We learn who we are by interacting with specific culture. Individuals learn cultural other people symbols, norms, values, and language by  Our view of ourselves comes from observing and interacting with people in the contemplation of personal qualities and society. our impressions of how others perceive Cultural Construction of Self and Identity us.  The self is the product of our social  Anthropologists have emphasized that interactions with other people. culture is not behavior itself but the shared  3 Processes in this Concept: understandings that guide behavior and are  We imagine how we present ourselves to expressed in behavior. others  Culture provides patterns of “ways of life”  We imagine how others evaluate us  Being that culture is diverse, self and identity  We develop some sort of feeling about maybe have different meanings in different ourselves cultures.  All in all, your self-esteem still correlates with what you perceive others thinks of you. Ethnic Identity  Sameness of the self with others, that is, to a consciousness of sharing certain 4. ANTHROPHOLOGICAL characteristics within a group.  This identity makes a human being a person PERSPECTIVES IN and an acting individual. UNDERSTANDING THE SELF SOCIETY, CULTURE, AND HISTORY Anthropology  The study of human societies and cultures, including their development.  Culture is the set of unwritten norms of conduct that guides the behavior of a group.  Holds a holistic view of human nature. It is concerned with how cultural and biological processes interact to shape human experience. Archeology  Deep excavation and exploration of Culture Filters beliefs, biases, and ideas that shape how we engage in our daily lives.  We see and interpret behavior through our  The exploration of gender, race, class, own cultural filter (cultural programming) sexual orientation, and religion that are living  Parents, friends, and relatives were simply within us (Ruiz, 2020). passing on the message  Forming stereotypes about people who are Biological Anthropology different from us  The study of how human characteristics 3 Ways We Can Relate to Culture have evolved.  Biological evolution is the background for  Confront – you believe that your behaviors culture as a method of adaptation to physical are the right behavior environment conditions.  Conform – when you adapt your way to  Human evolution is a story of co-evolution: behave, when you conform to the whole cultural and biological change reinforcing society one another.  Complain – what happens is that you will isolate yourself into social bubbles of foreigners living in segregation with the society Challenges of Becoming Culturally Competent  Diversity is an inside job.  Diversity goes beyond race and gender.  No one is the target of blame for current to past inequities.  Human beings are ethnocentric.  The human species resists changes, continuing to seek homeostasis.  Human beings find comfort and trust in likeness. Linguistic Anthropology  It is difficult for people to share power.  The study of how language represents and is used by different societies.  Studies language in its social and cultural 5. PSYCHOLOGICAL  contexts. This includes: PERSPECTIVES OF SELF  Ancient languages Albert Bandura  Modern languages  Dialects and accents  An American Psychologist and the  Language change originator of social cognitive theory.  He is known for: Cultural Anthropology  Social Cognitive Theory  The study of beliefs and customs of  Self-Efficacy different societies.  Social Learning Theory  The self is embedded in culture by which it  Bobo Doll Experiment may be sourced by blood or by its  Human Agency surroundings.  Reciprocal Determinism  Sociocultural Theory of Development  “Humans are producers of their life  A person’s cognitive development is circumstance, not just the products of them.” largely influenced by their surrounding culture. Human Agency  Views people as agents (originators) of experience not just reactive.  Suggests that humans have the ability to act and make things happen. Principles of Human Agency  Intentionally – enables us to behave with purpose  Forethought – allows us to anticipate outcomes  Self-Reactiveness – we can be motivated to regulate our actions.  Self-Reflectiveness – we can reflect our thoughts and behaviors, including making needed modifications or improvements. Observational Learning  Behavior is learned through watching and replicating others.  Emphasized the importance of social learning, or learning through observation.  Albert’s theory emphasized the role of conscious thoughts including self-efficacy, or our own beliefs in our abilities.