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**CHAPTER 1** **PHILOSOPHY** - **Definition:** The study of knowledge, reality, and existence through rational thinking. - Derived from Greek words \"Philos\" (love) and \"Sophia\" (wisdom). - Aims to answer questions about the nature of man and the world. **THE GREEKS** - **Defini...

**CHAPTER 1** **PHILOSOPHY** - **Definition:** The study of knowledge, reality, and existence through rational thinking. - Derived from Greek words \"Philos\" (love) and \"Sophia\" (wisdom). - Aims to answer questions about the nature of man and the world. **THE GREEKS** - **Definition:** Ancient Greek thinkers who moved away from myths and used logic to understand reality, including the question of the self. **PHILOSOPHERS** **SOCRATES (470-399 BC)** - **Description:** A classical Greek philosopher, considered the father of Western philosophy. He is known for his method of questioning and focus on self-knowledge. **Key Ideas:** - **Know oneself:** Understanding oneself is key to living a happy life. - **The unexamined life is not worth living:** Reflecting on life is necessary for it to have meaning. - **Dualism:** Belief that humans are made of two parts: body (physical) and soul (spiritual). - **Body:** The physical part, imperfect and temporary. - **Soul:** The spiritual part, perfect and eternal. **PLATO (428-347 BC**) - **Description:** A student of Socrates and teacher of Aristotle, Plato founded the Academy and wrote extensively on politics, justice, and the nature of the soul. **Key Ideas:** **3 Parts of the Soul:** - **Appetitive soul:** The part driven by desires and physical needs (food, drink, sleep, sex). - **Spirited soul:** The part that is courageous and wants to act on what is right. - **Rational soul:** The thinking part that plans for the future and makes decisions. **ST. AUGUSTINE (354-430 BC)** - **Description:** A Christian philosopher and theologian, who integrated Plato's ideas with Christian doctrine, emphasizing the relationship between man and God. **Key Ideas:** - **Understanding of self:** Linked to our relationship with God. - **Body and soul:** The body dies on Earth, but the soul lives eternally in spiritual bliss with God. - **Doubting life means living:** The more one questions life, the more it proves that they are truly alive. **RENE DESCARTES (1596-1650)** - **Description:** A French philosopher, mathematician, and scientist, often referred to as the father of modern philosophy. He is known for his methodical doubt and the concept of mind-body dualism. **Key Ideas:** - **Methodical Doubt:** A process of continuous questioning to find what cannot be doubted. - **Cogito Ergo Sum:** \"I think, therefore I am\" -- the act of thinking is proof of existence. - Dualism (Body and Mind): The body is a machine, and the mind is the thinking part that controls it. **JOHN LOCKE (1632-1704)** - **Description:** An English philosopher and physician, Locke is considered the father of liberalism and is known for his theories on mind and government. **Key Ideas:** - **Tabula Rasa (Blank Slate):** The idea that people are born with no innate ideas; experiences shape who they become. - **Experiences and Perceptions:** The foundation of a person's identity and behavior. **DAVID HUME (1711-1776)** - **Description:** A Scottish philosopher and historian, known for his empiricism and skepticism, which focused on sensory experiences as the source of knowledge. **Key Ideas:** - **Impressions:** Direct experiences from the senses. - **Ideas:** Memories or thoughts based on those impressions. - **Bundle of Impressions:** Hume believed the self is just a collection of experiences and impressions. - **Disagrees with previous philosophers:** Rejected the idea of a separate, spiritual self. **IMMANUEL KANT (1724-1804)** - **Description:** A German philosopher who combined elements of empiricism and rationalism to argue that the mind actively shapes experiences. **Key Ideas:** - **Transcendental Apperception:** The mind\'s ability to combine experiences and form a sense of self. - **Mind regulates impressions:** Kant believed the mind organizes and gives meaning to sensory experiences. - **Self as the seat of knowledge:** The self is not just a reaction to experiences but also a source of understanding and identity. **SIGMUND FREUD (1856-1939)** - **Description:** An Austrian neurologist and the founder of psychoanalysis, Freud focused on the unconscious mind and its influence on behavior. **Key Ideas:** ***Structure of Personality:*** - **Id:** The basic, instinctual part of the personality that seeks immediate satisfaction. - **Superego:** The moral part, which follows social rules and values. - **Ego:** The rational part that balances the demands of the id and the superego. - **Personality development:** Shaped by experiences in early life. **GILBERT RYLE (1900-1976)** - **Description:** A British philosopher and proponent of behaviorism, Ryle denied the existence of a separate, internal self. **Key Ideas:** - **Behaviorism:** The self is not something inside a person but is shown through behavior. - **Ghost in the Machine:** Metaphor suggesting the mind is not a separate, internal entity; the self is just how we act. **PAUL CHURCHLAND (1943-present)** - **Description:** A Canadian philosopher known for his work on eliminative materialism and neurophilosophy, focusing on the brain as the basis for understanding behavior and the self. **Key Ideas:** - **Eliminative Materialism:** Common-sense notions about the mind (like thoughts and emotions) are incorrect and will be replaced by scientific explanations. - **Neurophilosophy:** Behavior and emotions should be explained by studying the brain's neurological functions. **MAURICE MERLEAU-PONTY (1903-1961)** - **Description:** A French philosopher, known for his work on phenomenology, which emphasizes perception and the body\'s role in shaping experience. **Key Ideas:** - **Phenomenology of Perception:** The mind and body are unified in experiencing the world. - **Body:** Receives and integrates experiences through perception. - **Perceived World:** The result of these integrated perceptions. - **People and the World:** Enable us to experience cultural aspects and relate to others. **CHAPTER 2** **Sociology** - Sociology is the scientific study of human society focusing on social behavior, relationships, interaction, and culture. - Uses empirical investigation and critical analysis to understand social order and change. **The Self as a Product of Modern Society** - The self is shaped by modern societal conditions and institutions. **Socialization and Identity Formation:** - Institutions like family, schools, and media shape self-identity. - Social norms and values learned from these institutions influence how we see ourselves. **Multiple Roles and Expectations:** - People juggle multiple roles (e.g., student, worker) with different expectations, leading to a complex self-identity. **Influence of Media and Technology:** - Social media impacts self-perception through curated online personas. **Globalization and Cultural Exchange:** - Exposure to global cultures (e.g., influence of Korean culture in the Philippines) enriches local identities. **George Herbert Mead** - American philosopher, sociologist, and psychologist; developed symbolic interactionism. - His theory of the social self explains that self emerges from social interactions. - **Self-awareness:** Develops through interaction, recognizing how others see us (e.g., feeling embarrassed when judged by others). **\"I\" and \"Me\":** - **\"I\":** The spontaneous, unorganized aspect of the self (e.g., dancing freely without caring about others\' opinions). - **\"Me\":** The internalized societal norms and expectations (e.g., hesitating to dance due to fear of judgment). **Self-image:** - Self-image is the part of the \"me\" that reflects how individuals perceive themselves based on how they think others view them. - It develops through interactions with others and internalizing societal expectations. - **Example:** A student praised for being smart by teachers and classmates may develop a self-image of being intelligent, shaped by others\' perceptions. **Development Stages:** - **Preparatory Stage:** Language allows individuals to communicate. - **Play Stage:** Role-playing helps develop self-consciousness. - **Game Stage:** Understanding rules in games teaches adherence to social norms. **Anthropology** - Anthropology is the study of humankind, examining cultural, social, and environmental factors influencing human development. **The Self and Person in Contemporary Anthropology** - **Self:** Internal, personal sense of identity, shaped by experiences and beliefs. - **Person:** Socially constructed identity, influenced by cultural norms and social roles. **Traditional Views** - Identities were once seen as stable, with fixed roles based on gender or social class. - Cultural norms dictated strict societal roles with little personal change (e.g., gender roles, class roles). **The Self Embedded in Culture** - The self-acts as a symbolic representation of culture. - **Culture:** Shared beliefs, values, and customs of a group that influence how members perceive the world. - **Socialization:** The process of learning societal norms and values through family, peers, education, and media. **Conclusion** - Sociology explores how modern social structures and interactions shape the self. - The self is influenced by social expectations, roles, norms, and cultural values. - Sociology and anthropology offer insights into how we understand human identity and behavior within society. **CHAPTER 3** **The Self as Cognitive Construction** **William James:** - American philosopher and psychologist, first to offer a psychology course in the U.S. - Known as the \"Father of American Psychology.\" - **Key Contribution:** Conceptualized the self as a complex cognitive construct with two main aspects. **Concept of Self:** - **Self:** The individual\'s awareness of their own existence and identity. **Two aspects:** - **\"I\" (Acting Self):** The self that acts, experiences, and is aware of itself. This is the subjective, conscious aspect of the self. - **\"Me\" (Sense of Identity):** The self as an object of perception and reflection. This is the objective, observable aspect of the self, including our beliefs, values, and experiences. **Parts of the Empirical Self:** - Objects and possessions labeled as "mine" (e.g., wardrobe). These objects are seen as extensions of the individual\'s identity. - Derived from interactions with others; reflects how others see us. It is the part of the self that is formed through social interaction and how we perceive ourselves in relation to others. - Core self; more stable and intimate than the other selves. This is the inner, subjective self, including our thoughts, feelings, and beliefs. **Global vs. Differential Models** - **Global Models**: Focus on overarching theories applicable to many individuals, providing a general framework for understanding psychological phenomena. **Freudian Psychoanalysis:** - **Psychoanalysis:** A set of psychological theories and methods of therapy founded by Sigmund Freud. **Key Concepts:** - **Unconscious Mind:** A reservoir of thoughts, feelings, and memories that are not accessible to conscious awareness. - **Early Childhood Experiences:** These experiences shape personality and mental health. - **Interpersonal Relationships:** The influence of relationships on behavior and mental health. **Cognitive-Behavioral Theory (CBT):** - **CBT:** A widely used psychological approach that focuses on the connection between thoughts, feelings, and behaviors. **Key Concepts:** - **Thoughts Influence Emotions and Behaviors:** Our thoughts directly affect our feelings and actions. - **Changing Maladaptive Thoughts:** By identifying and changing negative or distorted thoughts, we can improve emotional well-being and behavior. **Maslow\'s Hierarchy of Needs:** - **Hierarchy of Needs:** A motivational theory that posits that human beings have a series of needs that must be fulfilled in a specific order. **Key Concepts:** - **Basic Needs:** Physiological needs (e.g., food, water, shelter) must be met before higher-level needs can be addressed. - **Self-Actualization:** The highest level of need, involving the realization of one\'s full potential. - **Differential Models:** Focus on individual differences, exploring how and why people vary in their behaviors, emotions, cognition, and personality. **Trait Theory:** - **Trait:** A stable characteristic that influences behavior. **Key Concepts:** - **Personality Traits:** Relatively enduring patterns of thoughts, feelings, and behaviors. - **Five-Factor Model (FFM):** A widely accepted trait model that identifies five core personality dimensions: **Attachment Theory** - **Developed by John Bowlby:** Explores the bonds formed between individuals, particularly the emotional connections between children and their primary caregivers. **Key Concepts:** - **Attachment Bonds:** Deep emotional connections that provide security and comfort. - **Internal Working Models:** Mental representations of oneself, others, and relationships that guide expectations and interactions. - **Attachment Behaviors:** Actions used to maintain proximity to caregivers, such as crying, clinging, or following. - **Secure Base:** A caregiver who is consistently responsive and available, providing a safe haven for exploration. - **Separation Anxiety:** Distress experienced when separated from the primary caregiver. **Types of Attachment Styles:** **1. Secure Attachment:** - **Behavior:** Children feel confident exploring their environment when the caregiver is present. They may show distress when the caregiver leaves but are quickly comforted upon their return. - **Caregiver Role:** Caregivers are responsive, consistent, and attuned to the child's needs, providing a reliable source of comfort and safety. **2. Insecure-Avoidant Attachment:** - **Behavior:** Children tend to avoid or ignore their caregiver, showing little emotional response when the caregiver leaves or returns. They may seem independent but often suppress their need for comfort. - **Caregiver Role:** Caregivers may be emotionally unavailable, unresponsive, or rejecting, leading the child to downplay their need for attachment. **3. Insecure-Ambivalent (or Anxious-Resistant) Attachment:** - **Behavior:** Children exhibit clinginess and intense anxiety when separated from the caregiver. They are difficult to comfort upon reunion and may show ambivalence or resistance to the caregiver's attempts at soothing. - **Caregiver Role:** Caregivers may be inconsistent in their responses, sometimes attentive and other times neglectful, leading to uncertainty and anxiety in the child. **4. Insecure-Disorganized Attachment:** - **Behavior:** Children display confused, contradictory behaviors and may seem disoriented or fearful in the presence of the caregiver. They may approach the caregiver but with apprehension or show freezing behavior. - **Caregiver Role:** Often, these caregivers may have been abusive, neglectful, or themselves disoriented, leading to a breakdown in the child's ability to form a coherent attachment strategy. **Western Thoughts:** - **Self:** Seen as an autonomous entity, separate and distinct from others. - **Emphasis:** Individualism, personal responsibility, and self-reliance. **Frank Johnson\'s 4 Categories:** - **Analytical:** Emphasizes reason and logic. - **Monotheistic:** Belief in one God. - **Individualistic:** Focus on personal goals and achievements. - **Rationalistic:** Reliance on reason and logic. **Eastern Thoughts:** - **Self:** Understood as relational, interconnected with others, society, and the universe. - **Emphasis:** Collectivism, social harmony, and interconnectedness. **BUDDHISM** - religion and philosophy that developed from the teachings of the Buddha (Sanskrit: "Awakened One"), a teacher who lived in northern India between the mid-6th and mid-4th centuries BCE (before the Common Era). Spreading from India to Central and Southeast Asia, China, Korea, and Japan, Buddhism has played a central role in the spiritual, cultural, and social life of Asia, and, beginning in the 20th century, it spread to the West. **HINDUISM** - is the oldest religion in the world, originating in Central Asia and the Indus Valley, still practiced in the present day. The term Hinduism is what is known as an exonym (a name given by others to a people, place, or concept) and derives from the Persian term Sindus designating those who lived across the Indus River. **Confucianism** - Focuses on social relationships, community, and ethical conduct. **Taoism** - Emphasizes living in harmony with nature, balance, and the \"Tao\" (the underlying principle of the universe). **Individualistic Self:** - **Definition:** Defined by personal traits, goals, and achievements. - **Values:** Uniqueness, self-sufficiency, independence, and autonomy. - **Focus:** Personal rights, freedom, and self-expression. **Collective Self:** - **Definition:** Identity based on group membership and social roles. - **Values:** Group harmony, social responsibility, and cooperation. - **Focus:** Group goals, solidarity, and social obligations. **Identity** - **Individualist:** Personal, defined by individual traits and goals. - **Collectivist:** Social, defined by connections with others and group membership. **What Matters:** - **Individualist: ME -** Personal achievements and fulfillments; my rights and liberties. - **Collectivist: WE -** Group goals and solidarity; our social responsibilities and relationships. **Disapproves of:** - **Individualist:** CONFORMITY. - **Collectivist:** EGOTISM. **The Self Through Spiritual Development in Confucian Thought** **Confucius\' Philosophy:** - **Focus:** Establishing social order and harmony through ethical conduct. - **Belief:** Unchecked selfish desires threaten social order. - **Definition of the Self:** A person within society who exhibits refinement, compassion, and a commitment to social harmony. **Three Concepts in Confucianism:** **Five Relationships:** - **Ruler-Subject:** Defines the relationship between those in power and those who are governed. - **Father-Son:** Emphasizes filial piety and respect for elders. - **Elder Brother-Younger Brother:** Focuses on order and respect within the family. - **Husband-Wife:** Defines the roles and responsibilities within marriage. - **Friend-Friend:** Highlights the importance of mutual respect and loyalty. **Western Thought:** - **Understanding of the Self:** The self is not predetermined but shaped by social interactions and experiences. **Key Figures:** - **Sigmund Freud**: "The ego is not master in its own house." (The self is influenced by unconscious desires and drives.) - **Jean-Paul Sartre:** "Man is nothing else but what he makes of himself." (Individuals create their own identities through choices and actions.) **Conclusion:** **Differences** - **Western thought:** Emphasizes individualism, personal autonomy, and scientific investigation. - **Eastern thought:** Focuses on relational and communal aspects of the self, interconnectedness, and spiritual development. **CHAPTER 4** **The Physical and Sexual Self** **The Physical Self** - **Definition:** The tangible aspects of our being, including body structure, attributes, appearance, health, and physical capabilities. It encompasses our physical form, how we move through the world, and how we perceive our bodies. **Influences:** - **Genetics:** Inherited traits that determine our basic physical characteristics. - **Lifestyle Choices:** Activities, diet, exercise, and habits that impact our physical health and appearance. - **Environmental Factors:** Exposure to pollutants, climate, and social influences that shape our physical development. **Impact:** - **Movement and Interaction:** Our physical self shapes how we move, interact with our environment, and engage in physical activities. - **Self-Perception:** Our physical self-influences how we perceive ourselves, our self-esteem, and our body image. - **Body Image:** How we perceive and feel about our physical appearance. It is a complex interplay of thoughts, feelings, and behaviors related to our body. Body image can have a significant impact on our mental and emotional well-being. **The Self as Impacted by the Body** - **Body as the Source of Sensation:** Our bodies provide the initial source of sensory experiences, shaping our perception of the world. Through our senses, we gather information about our surroundings and develop a sense of self within the world. **Philosophical and Psychological Perspectives:** **William James** - Emphasized the body as the source of sensation, essential for personality development. He believed that our bodily experiences and sensations contribute to the formation of our sense of self. **Erik Erikson** - Highlighted the role of bodily organs in early development, contributing to competence and self-efficacy. He proposed that mastering bodily functions in early childhood is crucial for developing a sense of control and self-confidence. **Social Significance of the Physical Self** - Our bodies convey social status, subculture membership, and personal identity. We communicate nonverbally through our appearance, clothing, and body language, conveying information about ourselves to others. **Impact of Culture on Body Image and Self-Esteem** - **Cultural Norms:** Shape ideals of beauty, influencing how we perceive ourselves and our bodies. These norms vary widely across cultures and time periods, reflecting different values and aesthetic preferences. - **Body Modification Practices:** Reflect diverse cultural values and perceptions of beauty. **Examples include:** - **Neck Rings (Omo Tribe, Ethiopia):** Used to elongate the neck, signifying beauty and social status. - **Foot Binding (China):** A historical practice that involved binding the feet to create small, delicate feet, considered a sign of beauty and elegance. - **Scarification (Various Cultures):** Involves cutting or branding the skin to create patterns or designs, often used for ritualistic or decorative purposes. - **Media Influence:** Perpetuates unrealistic beauty standards, often portraying idealized images that can create unrealistic expectations and contribute to body dissatisfaction. The media\'s portrayal of beauty can lead to negative thoughts and emotions about one\'s body, potentially contributing to eating disorders and body dysmorphic disorder (BDD). - **Social Comparison:** Comparing ourselves to idealized images can exacerbate negative body image and feelings of inadequacy. When we constantly compare ourselves to others, especially those presented as \"perfect\" in the media, it can lead to feelings of inferiority and dissatisfaction with our own bodies. **The Importance of Beauty** - **Subjective and Culturally Constructed:** Beauty is not absolute but varies across cultures and time periods. What is considered beautiful in one culture may not be considered beautiful in another. - **Beyond Physical Appearance:** Beauty encompasses inner qualities, talent, charisma, kindness, and intelligence. True beauty goes beyond physical attributes and includes a person\'s character, personality, and contributions to the world. - **Eurocentrism:** The tendency to prioritize European beauty standards can lead to colorism and discrimination. This can result in individuals within the same race being treated differently based solely on their skin color, perpetuating harmful stereotypes and inequalities. **The Sexual Self** - **Definition:** Encompasses our sexual orientation, desires, expressions, and identities within society. It is a complex and multifaceted aspect of our being, shaped by personal experiences, cultural context, and societal norms. - **Impact:** Shapes relationships, intimacy, and emotional connections. Our sexual self influences how we relate to others, experience intimacy, and understand the emotional connections we form with others. **Influences:** - **Personal Experiences:** Our individual experiences with sexuality, including relationships, education, and personal values, shape our understanding of our sexual self. - **Cultural Context:** Cultural norms, beliefs, and values surrounding sexuality influence how we express and understand our sexual selves. - **Societal Norms:** Societal expectations and attitudes about sexuality can impact our self-perception and how we navigate our sexual identities. **Development of Secondary Sex Characteristics and the Human Reproductive System** - **Secondary Sex Characteristics:** Physical traits that emerge during puberty, distinguishing males from females and preparing them for reproduction. These changes are triggered by hormonal changes and mark the transition from childhood to adulthood. - **Hormones:** Chemical messengers produced by endocrine glands, regulating various bodily functions, including reproduction. - **Testosterone:** The primary male sex hormone, influencing sexual behavior and reproductive functions. It is produced primarily by the testes. - **Estrogen and Progesterone:** The primary female sex hormones, regulating the menstrual cycle and sexual desire. They are produced primarily by the ovaries. - **Oxytocin:** Often called the \"love hormone,\" it enhances bonding and emotional connection during intimate encounters. It is produced in the hypothalamus and released by the pituitary gland. It plays a role in social bonding, emotional connection, and reproductive behaviors in both sexes. **Development of Secondary Sex Characteristics in Males and Females** **Males:** - Growth of facial, chest, and body hair. - Deepening of the voice as the larynx grows and vocal cords thicken. - Increased muscle mass and strength. - Broadening of shoulders and narrowing of hips. - Enlargement of the penis and testes. - Increased production of sebum, leading to acne in some cases. **Females:** - Development of breasts. - Widening of the hips for potential childbirth. - Growth of pubic and underarm hair. - Increase in body fat, particularly in the hips, thighs, and buttocks. - Onset of menstruation (menarche), indicating reproductive maturity. **The Human Reproductive System** - **Function:** Produces, nurtures, and delivers gametes (sperm and egg cells) for reproduction. - **Puberty:** The period of sexual maturation, typically beginning between ages 9-14 in males and 8-13 in females. **Male Reproductive System:** - **Testes:** Produce sperm and testosterone. - **Epididymis:** Stores sperm until they mature. - **Vas Deferens:** Transports sperm from the epididymis to the urethra. - **Seminal Vesicles,** Prostate Gland, and Bulbourethral **Glands:** Produce seminal fluid, which nourishes and protects sperm. - **Penis:** Delivers sperm into the female reproductive system. **Female Reproductive System:** - **Ovaries:** Produce eggs (ova) and hormones (estrogen and progesterone). - **Fallopian Tubes:** Transport eggs from the ovaries to the uterus; fertilization typically occurs here. - **Uterus:** A muscular organ where a fertilized egg implants and develops into a fetus. - **Cervix:** The lower part of the uterus that opens into the vagina. - **Vagina:** The birth canal and the organ that receives sperm during intercourse. **Erogenous Zones** - **Definition:** Areas of the body that are particularly sensitive to stimulation, eliciting pleasure. These zones vary from person to person, and what is considered erogenous can change over time and with experience. - **Psychosexual Stages:** Freud\'s theory of psychosexual development identifies erogenous zones associated with each stage, suggesting that different areas of the body become sources of pleasure at different stages of development. - **Variety of Erogenous Zones:** Individuals have different sensitivities and preferences. What is considered erogenous for one person may not be for another. **Five Psychosexual Stages (Freud)** **Understanding the Human Sexual Response** **Four Phases:** **The Basic Biology of Sexual Behavior** - **Hormonal Influence:** Testosterone and estrogen play a significant role in regulating libido and sexual desire. These hormones influence sexual motivation and behavior. - **Neurotransmitters:** Dopamine, serotonin, and oxytocin contribute to sexual arousal, pleasure, and bonding. These neurochemicals play a role in the emotional and physical aspects of sexual experience. - **Evolutionary Perspective:** Sexual behavior has been shaped by the need for reproduction and species survival. Evolutionary pressures have favored behaviors that promote successful reproduction. **Understanding the Chemistry of Lust, Love, and Attachment** - **Love:** A complex mix of emotions, behaviors, and beliefs associated with strong feelings of affection, protectiveness, warmth, and respect. Love can be expressed in various ways, including romantic love, familial love, and platonic love. - **Lust:** Driven by the desire for sexual gratification, stimulated by sex hormones. Lust is the initial attraction and desire for sexual pleasure. - **Attraction:** Involves brain pathways associated with reward behavior, releasing dopamine and norepinephrine, creating feelings of giddiness and euphoria. Attraction is the feeling of being drawn to someone, often accompanied by intense feelings of excitement and interest. - **Attachment:** Driven by feelings of security and permanence in a relationship, influenced by past experiences. Attachment is the deep emotional bond that forms between individuals, providing a sense of security and stability in a relationship. **CHAPTER 5** **[Sexual Behaviour and Gender/Sexual Diversity]** - **Sexual diversity/Gender and Sexual Diversity (GSD):** Refers to all the diversities of sex characteristics, sexual orientations, and gender identities. - **Adolescence:** A time for physical changes and increased sexual behavior. - **Human sexual behavior:** Any activity, solitary, by pair, or by group, which involves sexual arousal. **Types of Sexual Behavior** - **[Sociosexual Behavior:]** A sexual behavior involving more than one person. - **[Solitary Behavior:]** Self-masturbation or self-stimulation with the intention of causing sexual arousal, a feeling of pleasure, and often resulting in orgasm. **Sexual Arousal** - **Definition:** The feeling of being turned on sexually. When aroused, physical and emotional changes occur, including erection or engorgement of the genitals, and wetness in the vulva, vagina, or penis tip. **Benefits:** 1. Relieves stress. 2. Lowers blood pressure. 3. Improves infertility in men. 4. Lowers the chance of cancer in men. 5. Increases libido and relieves menstrual cramps in women. **Gender and Sex** - **[Gende]r:** Socially constructed roles, behaviors, expressions, and identities of girls, women, boys, men, and gender-diverse people. - **Sex:** Categorized as female or male but with variations in biological attributes and how they are expressed. Refers to biological physical differences. **Sexual Orientation** - **Sexual orientation:** An enduring personal pattern of romantic or sexual attraction to persons of the opposite sex, the same sex, or more than one gender. **Types of Homosexuality** - **Lesbian:** A homosexual woman or girl. - **Bisexual:** A person who experiences emotional, romantic, and/or sexual attractions to more than one sex or gender. - **Gay:** A person characterized by sexual or romantic attraction to people of one\'s same sex. - **Transgender:** A person whose gender identity differs from the sex the person was identified as having at birth. - **Queer:** Describes sexual and gender identities other than straight and cisgender. Lesbian, gay, bisexual, and transgender people may identify with the word queer. - **Asexual:** A person who experiences no sexual attraction to others. - **Pansexual:** Sexual, romantic, or emotional attraction toward people of all genders or regardless of their sex or gender identity. **Heterosexuality** - **Heterosexuals:** Sexually or romantically attracted to people of the opposite sex. Heterosexual men are attracted to women, and heterosexual women are attracted to men. **The Sexual Response Cycle** - **Human sexuality:** An important part of life that affects physical, emotional, and social well-being. Sexual response cycle: Includes four stages -- excitement, plateau, orgasm, and resolution, explaining how bodies and minds react during sexual activity. **Excitement Phase** - **Definition:** The first stage of the sexual response cycle, occurring when the body reacts to sexual stimulation (physical touch or mental triggers like thoughts, feelings, or visual stimuli). **Physical changes:** Increased heart rate, blood pressure, and muscle tension. Penile erection in men, vaginal lubrication, and swelling of the clitoris in women. **Psychological experience:** Heightened excitement and eagerness for sexual activity. **Plateau Phase** - Definition: A stage of ongoing sexual excitement, preparing the body for orgasm. **Physical changes:** The penis becomes fully hard, vaginal walls expand and produce more fluid, with increased muscle tightness, heart rate, and blood pressure. **Psychological experience:** Focus on sexual pleasure, anticipation of orgasm. **Orgasm Phase** - **Definition:** The climax of the sexual response cycle, representing the peak of sexual pleasure. **Physical changes:** Involuntary muscle contractions, ejaculation in men, vaginal contractions in women, and a release of sexual tension. **Psychological experience:** Strong sense of happiness, pleasure, and relief from tension. **Resolution Phase** - **Definition:** The final stage where the body returns to its normal state after orgasm. **Physical changes:** Relaxation, return to normal heart rate, blood pressure, and muscle tension. Men experience a refractory period, while women may experience multiple orgasms. **Psychological experience:** Calmness, well-being, and a sense of closeness with a partner. **What is STI?** - **STI (Sexual Transmitted Infections)** are illnesses that pass from one person to another through sexual contact, but they can be prevented. **How are STI's Spread?** **STI's are spread by the exchange of bodily fluids** - ‌Breast Milk - ‌Blood - ‌Vaginal Fluids - ‌Semen - ‌Sexual Contact (vaginal, oral & anal) - ‌Sharing of Needles - ‌Mother to Child **Abstinence** - waiting or refraining from all forms of sexual activity effective in preventing pregnancy and sexually transmitted disease. **Condoms-** - ‌A thin latex sheath that is placed over the penis and prevents sperm from entering the vagina. - ‌86 - 97% effective in preventing pregnancy and sexually transmitted infectionsally transmitted infection. **Condoms ( Barrier Method )** - ‌A method of birth control that puts a physical wall (barrier) between the sperm and egg so they cannot join. - ‌Condoms are an example of a barrier method. **What's are the difference between Viral & Bacterial Infections?** --------------------------------------------- ------------------------------------- **Viral Infection** **Bacterial Infections** **Cannot be cured** **Can be cured** **But symptoms can be treated by medicine** **And treated with an antibiotics** --------------------------------------------- ------------------------------------- **Sexually Transmitted Infections** **VIRAL INFECTIONS:** - **‌**[GENITAL HERPES] - [‌GENITAL WARTS - HPV] - [‌HIV/AIDS] +-----------------------+-----------------------+-----------------------+ | [GENITAL HERPES | [GENITAL WARTS - | [HIV/AIDS | | ] | HPV] | ] | +-----------------------+-----------------------+-----------------------+ | **[Cause:]{.underline | **Cause:** Human | **Cause:** The virus | | }** | papillomavirus | HIV | | Herpes simplex type 2 | | | | [(]HSV-2) | **Symptoms:** | **Symptoms:** | | | Painless warts that | Flu-like symptoms, | | **Symptoms:** | can develop 3 weeks | decreased immune | | Painful, itchy | to 6 months after | system over time | | blisters in the | exposure to an | which increases the | | genital area, | infected person. They | risk of other | | flu-like symptoms, | can itch or burn as | infections. | | burning when | they grow. | Individuals infected | | urinating during an | **Treatment:** There | with HIV may be a | | outbreak, or no | is no cure, but | carrier for ten or | | symptoms. | topical medication, | more years before | | | freezing, or surgery | showing the symptoms. | | **Treatment:** There | can be used to treat | | | is no cure, but | the warts. Once | **Treatment:** There | | medication can | someone has the | is no cure, but HIV | | relieve symptoms | virus, it can reoccur | can be treated with | | during an outbreak. | at any time. | anti-viral drugs | | | | which slow the | | **Prevention:** | **Prevention:** | progression of the | | Abstinence from | Abstinence from | virus in the body. | | sexual contact or | sexual contact or | | | using condoms during | using condoms during | **Prevention:** | | sexual activity. | sexual activity. | Abstinence from | | | | sexual contact, | | | | abstinence from | | | | sharing needles, or | | | | using condoms during | | | | sexual activity. | +-----------------------+-----------------------+-----------------------+ **[Sexually Transmitted Infections]** [BACTERIAL INFECTIONS:] - [‌]GONORRHEA - ‌CHLAMYDIA - ‌SYPHILIS +-----------------------+-----------------------+-----------------------+ | GONORRHEA | CHLAMYDIA | SYPHILIS | +-----------------------+-----------------------+-----------------------+ | **Cause:** Bacteria | **Cause:** Bacteria | **Cause:** Syphilis | | (Neisseria | | is caused by a spiral | | gonorrhoeae) | **Symptoms:** Burning | shaped bacterium | | | during urination, | called treponema | | Symptoms: Men may | discharge, females | pallidum. | | notice a discharge | may have mild or no | | | and painful | symptoms. | **Symptoms:** Stage | | urination. Women | | one painless lesions. | | often have no | **Treatment:** This | Stage two-body rash | | symptoms, but later | can be cured with | and flu-like | | may develop a | antibiotics. | symptoms. Stage | | discharge. Abdominal | | three-rash, fever | | pain and fever. | **Prevention:** | symptoms disappear, | | | Abstinence from | but if untreated the | | **Treatment:** This | sexual contact. | disease can still | | can be cured with | Condom use it | cause serious damage. | | antibiotics, but some | engaging in sexual | | | strains of bacteria | activity. | **Treatment:** This | | are drug resistant. | | can be cured with | | | | antibiotics. | | **Prevention:** | | | | Abstinence from | | **Prevention:** | | sexual contact. | | Abstinence from | | Condom use it | | sexual contact. | | engaging in sexual | | Condom use it | | activity. | | engaging in sexual | | | | activity. | +-----------------------+-----------------------+-----------------------+ **Parasitic Insects** - This image focuses on pubic lice, commonly known as \"crabs.\" It covers the cause, symptoms, treatment, and prevention of this parasitic infection. \- **Cause:** Parasitic insects (lice) \- **Spread by:** Sexual contact, bed linens, towels, and clothing. \- **Symptoms:** Itching in the genital area, visible nits (lice eggs) or crawling lice. \- **Treatment:** MUST use HOT water and the hot dryer cycle wash all clothes and bedding. Over the counter and prescription medication is available. Consult your doctor for side effect. \- **Prevention:** Abstinence from sexual contact. **The Material and Economic Self** - \"I shop, therefore I am\": A famous artwork by Barbara Kruger exploring the relationship between consumerism and materialism in modern society. It implies that consumerist society is driven by desire and immediate gratification. **Consumer culture:** Refers to a social and economic order that encourages the acquisition of goods and services in ever-increasing amounts. **Characteristics of Consumer Culture** - Materialism - Advertising and Marketing - Social Status - Planned Obsolescence - Globalization - Digital Influence - Environmental Impact **The Role of Consumer Culture** **Self-expression:** Products are used to express identity. **Social comparison:** Judging oneself relative to others based on material possessions. **Brand loyalty:** Emotional attachment to certain brands. **Status and prestige:** Using products to signify one\'s social status. **Cultural narratives:** Products reflect societal values and stories. **Fluid identities:** Consumer choices allow for changing personal identity. **Digital identity:** Online consumerism shapes self-perception. **Contraception:** - Seeks to prevent pregnancy by using methods that are transitory and allow fertility to be restored after stopping. **Sterilization:** A permanent method to prevent pregnancy. **Contraceptive Methods** **Effectiveness levels:** - Very effective: 0--0.9 pregnancies per 100 women per year. - Effective: 1--9 pregnancies per 100 women per year. - Moderately effective: 10--19 pregnancies per 100 women per year. - Less effective: 20+ pregnancies per 100 women per year **Natural Contraception** **[Fertility Awareness Methods (FAMs):]** **Calendar method:** Tracking menstrual cycle to estimate fertile days. **Basal body temperature (BBT):** Measuring daily body temperature, which rises after ovulation. **Cervical mucus method:** Observing changes in cervical mucus, which becomes thinner/stretchy during ovulation. **Withdrawal (Coitus Interruptus):** Pulling out the penis before ejaculation to prevent sperm from entering the vagina. **Lactational Amenorrhea Method (LAM):** Breastfeeding delays ovulation and menstruation (effective only in the first six months after birth with exclusive breastfeeding). **Abstinence:** Avoiding intercourse during fertile periods or entirely. **[Artificial Contraception]** **Hormonal methods:** Birth control pills, contraceptive patches, vaginal rings, injections, and implants. **Barrier methods:** Condoms, diaphragms, cervical caps, and spermicides. **Intrauterine Devices (IUDs):** Copper IUD (releases copper to block sperm) and hormonal IUD (releases progestin to thicken cervical mucus and prevent ovulation). **Emergency contraception:** Morning-after pill (delays ovulation or prevents fertilization), Copper IUD (used within five days of unprotected sex). **Sterilization:** Tubal ligation (fallopian tubes cut/tied for women), vasectomy (vas deferens cut for men).