UTS Unit 1 Discussion PDF

THE SELF IN DIFFERENT PERSPECTIVES By: KRISTINE BABIE R. FRANCISCO Intended Learning Outcomes: ✓Compare and contrast the two major philosophical approach of knowledge; ✓Describe and synthesize the different psychological perspective in understanding the self; ✓Examine yourself against...

THE SELF IN DIFFERENT PERSPECTIVES By: KRISTINE BABIE R. FRANCISCO Intended Learning Outcomes: ✓Compare and contrast the two major philosophical approach of knowledge; ✓Describe and synthesize the different psychological perspective in understanding the self; ✓Examine yourself against the different philosophical and psychological views on the self; and ✓Explain the importance of the three domains of human development TOOL NO. 1: RATIONALISM AND EMPIRICISM EPISTEMOLOGY theory of knowledge and how it deals with it. 2 WAYS OF CLASSIFYING KNOWLEDGE RATIONALISM EMPIRICISM  RATIONALISM REASON- the chief source and test of knowledge in rationalism.  RATIONALISM REASON- enables us to think deeply, make wise choices, and achieve a true understanding of eternal truths. Rationalism claims that we are equipped with innate ability to know what is (or, is not) true, real, or right. This innate ability is reason. For PLATO, reason is the highest and most powerful human capacity.  METAPHYSICAL CONCEPT- a reality which cannot be proven by the human senses but can be intelligible and meaningful with the use of reason. DUALISM- is the belief in the twofold nature of man as body and soul 1. BODY- changeable, imperfect and transient 2. SOUL- unchanging, eternal and immortal INTROSPECTION- learning about one’s own conscious thoughts or recent mental processes. -pagmumuni-muni or pagbubulay-bulay or pagninilay-nilay or pagsisiyasat ng sarili.  EMPIRICISM EXPERIENCE- the chief source and test of knowledge in empiricism. EMPIRICISM is the philosophical approach to knowledge whose truth value can only be verified by the senses.  EMPIRICISM ❑scientific method ❑tabula rasa- John Locke theorized that the mind at birth is a blank page  TABULA RASA ❑Individuals are born without any mental content. ❑Knowledge of something comes from our experience Our sense of self begins to develop as we experience the world around us. The more we interact with the outside world, the more we develop ourselves. “The Self” is a by- product of one’s interaction with the environment, and not because of the mind or the soul infused into us. TABULA RASA  EMPIRICISM MONISM- is the view that man is one unitary organic whole with no independent parts. In empirical science, the Self is your body whose mechanisms work in order to adapt to the environment. Our ability to recognize ourselves and everything we do, feel, or think is controlled by the master organ which is the brain. The brain is a part of the body, while the mind is the function of the brain. TOOL NO. 1 RATIONALISM EMPIRICISM source of knowledge- source of knowledge- REASON SENSE EXPERIENCE Metaphysical Concept Scientific Method Introspection/Know Thyself John Locke’s Tabula Rasa Dualism Monism  TOOL NO. 2 PSYCHOLOGICAL PERSPECTIVES MENTALISM BEHAVIORISM HUMANISM MENTALISM MENTALISM MENTALISM  MENTALISM CONSCIOUS-part of the mind which comprises the things one is aware of. PRECONSCIOUS- consists of anything that could potentially be brought into the conscious mind. UNCONSCIOUS- contains the childhood memories and the mental processes away from awareness that significantly affect behavior. MENTALISM MENTALISM BEHAVIORISM BEHAVIORISM BEHAVIORISM BEHAVIORISM BEHAVIORISM BEHAVIORISM  Behaviorism defines the self by how it is shaped by our behaviors that lead to either reward or punishment. We do good in our studies and tasks so that we become successful and happy. We do not want to experience hunger and poverty so we avoid laziness. We define ourselves by the success and effectiveness of our actions.  HUMANISM Humanism emphasizes looking at the whole individual and stresses concepts such as free will, self-efficacy, and self-actualization. Rather than concentrating on dysfunction, humanistic psychology strives to help people fulfill their potential and maximize their well- being.  THE 2 PIONEERS OF HUMANISTIC PSYCHOLOGY HUMANISM HUMANISM  The Importance of Childhood in Self- Actualization Inadequate education and improper child-rearing practices can thwart the drive for self-actualization in adulthood. If children are overprotected and not permitted to try new behaviors, explore new ideas, or practice new skills, then they are likely to be inhibited as adults, unable to express themselves fully in activities vital to self-actualization. The opposite behavior, excessive parental permissiveness, can also be harmful. Too much freedom in childhood can lead to anxiety and insecurity, thus undermining the safety needs. To Maslow, the ideal situation in childhood is a balance of permissiveness and regulation  The Importance of Childhood in Self- Actualization Sufficient love in childhood is a prerequisite for self-actualization, as well as for satisfaction of physiological and safety needs within the first two years of life. If children feel secure and confident in the early years, they will remain so as adults. Without adequate parental love, security, and esteem in childhood, it is difficult to strive for self- actualization in adulthood.  The Jonah Complex Another reason for the failure to self-actualize is what Maslow called the Jonah complex. This idea is based on the biblical tale of Jonah, described by Maslow as “called by God to prophesy, but [Jonah] was afraid of the task. He tried to run away from it. But no matter where Jonah ran, he could find no hiding place. Finally, he understood that he had to accept his fate” Thus, the Jonah complex refers to our doubts about our own abilities. We may fear that taking action to maximize our potential will lead to new situations with which we may be unable to cope. Simultaneously, we are afraid of and thrilled by the possibilities but too often the fear takes precedence. It Takes Courage! Self-actualization requires courage. Even when the lower needs have been satisfied, we cannot simply sit back and wait to be swept along some flowerstrewn path to ecstasy and fulfillment. The self-actualizing process takes effort, discipline, and self-control. For many people it may seem easier and safer to accept life as it is rather than seek new challenges. Self-actualizers will constantly test themselves by abandoning secure routines and familiar behaviors and attitudes.  HUMANISM Carl Rogers agreed with the main assumptions of Abraham Maslow. However, Rogers added that helping a person to grow must require a non-judgmental, accepting environment that provides unconditional positive regard, or showing support and acceptance that is free from judgment and that motivates self- discovery. Rogers believed that a person reaches to self-actualization level when they achieve their goals, wishes and desires at all stages of their life. UNCONDITIONAL POSITIVE REGARD- Roger’s term for being accepted, valued and treated positively regardless of one’s behavior.  SUMMARY OF PSYCHOLOGICAL PERSPECTIVES BEHAVIORISM learning happens when a behavior either results to a reward or a punishment. MENTALISM HUMANISM Focus on the mind strives to help people fulfill their potential and maximize their well- being.  TOOL NO. 3 NATURE AND NURTURE GROWTH- is the quantitative changes that occur in an individual like height, weight and size. DEVELOPMENT- constitutes the qualitative changes such as agility, strength and intelligence.  NATURE NATURE refers to biological/genetic predispositions' impact on human traits. Maturation- characteristic time and process by which the genes unfold the traits of an individual in different stages of development. Example: Physical maturation-a child’s muscles grow and develop the capacity to walk, climb, jump and do other motor skills. Sexual maturation- adolescent’s showing noticeable changes in sex characteristics like growth of facial, underarm and pubic hair, increase in breast size, occurrence of monthly menstrual period, onset of seminal ejaculation, etc.  NURTURE NURTURE- describes the influence of learning and other influences from one's environment. The effects of environment to the organism form part of the changes in yourself. The food that we eat contains nutrients that the body uses for growth and energy. The colorful surroundings enhance the capacity of the eyes to appreciate what we see. The multiple shapes, sizes and patterns of the objects around us stimulate us to manipulate them. The teachings of our parents or the family shape our personalities. The quality of our education enhances our intelligence in adapting to the changes and challenges of our culture. An enriched environment gives optimum development in a person.  NURTURE Maturity- The capacity of the person to behave and make decisions according to his developmental level or age. Example: a mature person (mature not ending in “d”, since matured means aged or has gone maturation such as wine) or a mature teenager will not do tantrum when he or she doesn’t get what he or she wants.  NATURE & NURTURE Critical period- is an early stage in life when an organism is especially open or sensitive to specific learning, emotional or socializing experiences that occurs as part of normal development and will not recur at a later stage (APA, 2020). Understanding the self is critical during adolescence. Adolescence is the stage of forming your identity as a unique person. When you are unable to find a stable and effective understanding of yourself, you experience confusion as to who you are or will be in life. The inability to form identity may lead to future difficulties in making and maintaining intimate relationships and in performing daily tasks. LET’S REFLECT : What is your stand on the issue? NATURE vs. NURTURE We are what we are right now because of…. NATURE NURTURE NATURE OR NURTURE?  NATURE The heritability of intelligence increases from about 20% in infancy to perhaps 80% in later adulthood. Intelligence captures genetic effects on diverse cognitive and learning abilities, which correlate phenotypically about 0.30 on average but correlate genetically about 0.60 or higher (Plomin R, Deary IJ. Genetics and intelligence differences: five special findings. Mol Psychiatry. 2015 Feb;20(1):98-108. doi: 10.1038/mp.2014.105. Epub 2014 Sep 16. PMID: 25224258; PMCID: PMC4270739.)  NURTURE Early Childhood Stimulation Education Nutrition Social Interaction Cultural and Intellectual Exposure Parenting and Caregiving Stress and Adversity Access to Resources Lifelong Learning LET’S REFLECT : What is your stand on the issue? NATURE vs. NURTURE While arguments about the predominance of either nature or NATURE NURTURE nurture are still unresolved, we could settle for an eclectic standpoint on this issue. We can safely assume that our self is BOTH a product of NATURE and NURTURE. NATURE & NURTURE  Adolescence A Time of Transition  ADOLESCENCE The origin of the word Adolescence is from the Latin verb ‘adolescere’, which means “to grow up”. It can be defined as the transitional stage of development between childhood and full adulthood, representing the period of time during which a person is biologically adult but emotionally not at full maturity. Major physiological, cognitive, and behavioral changes take place during this period. "Adolescence" is a cultural and social phenomenon. It varies by culture.  ADOLESCENCE The World Health Organization (WHO) defines it as the period of life between 10 and 19 years of age and in terms of a phase of life marked by special attributes. These attributes include: Rapid physical growth and development Physical, social and psychological maturity, but not all at the same time Sexual maturity and the onset of sexual activity Experimentation Development of adult mental processes and adult identity Transition from total socio-economic dependence to relative independence  3 DOMAINS OF HUMAN DEVELOPMENT PHYSICAL PSYCHOSOCIAL COGNITIVE  PHYSICAL DOMAIN The physical development is the most visibly obvious domain. This is evident in the bodily changes, the maturation process and outward growth.  PHYSICAL DOMAIN BOYS GIRLS Testes and scrotum grow Breasts grow Pubic hair develops Pubic hair develops The body grows taller The body grows taller and curvier, and the hips widen Hair develops under the arms and on the Hair develops under the arms and on the face, body, arms and legs face, body, arms and legs Oil glands in the skin produce more oil, Oil glands in the skin produce more oil, which can lead to pimples and acne which can lead to pimples and acne The penis grow Menstruation begins Sweat production increases Sweat production increases Muscle growth occurs The voice deepens  The Physical Self “Do I look all Right” Concerned about his looks and changing body. Takes an unusual amount of time to complete his bath or dress up. Have their own concepts of a body image “Don’t be a Baby, you are big enough -- -- do it” Physical development bring in expectations about behaviour. - Looking after siblings or households. - Controlling emotions. - May feel stressed.  COGNITIVE DOMAIN This involves learning, attention, memory, language, thinking, reasoning and creativity.  Intelligence Ability to deal with different aspects of life in an appropriate manner. Youngster continues to grow in intelligence up to 16 years of age. Deal with abstract situations. Thrill of making a discovery. Excelling in academics Enjoy competitive and creative tasks Want to explore talents & other interests.  Fantasies Conversing with themselves Become a famous actor, singer or a model. Possessing unimaginable wealth, riches and power. PSYCHOSOCIAL DOMAIN This involves emotions, personality and social relationships. Friends Friends and More Friends Peers are very important. Sounding board for ideas, thoughts and feelings. Take care of loneliness and facilitates identification. Restrictions on peer interactions are taken strongly.  “Just leave me alone” Want to be with themselves. May resort to childish ways. Need time to register, understand and find ways to deal with them.  I am in love Sexual maturation brings in natural attraction towards opposite sex. Passing fancies, crushes and relationships are common. See saw changes in relationship and attachments. Provide opportunities to improve interpersonal and social skills. Also a way of maintaining status  Emotions Extremely sensitive and emotionally liable. May burst into tears on flimsy grounds. May start laughing or smiling in the midst of a serious discussion Swings from one mood to another. Expressing emotions helps feel relaxed. Constricting emotions leads to frustrations.  Anger, Fear and Anxiety Negative experience easily sparks off a negative emotions. May respond to frustrating situations with anger and fear. Criticisms restrictions, unfairness, favouritism to a sibling or classmate. They may often sulk , not talk or cooperate or withdraw. May also yell, shout, cry, punch, hit, swear, use sarcasm.  PSYCHOSOCIAL DOMAIN The primary theory of psychosocial development was created by Erik Erikson. He was an ego psychologist who developed one of the most popular and influential theories of development. Erikson’s theory described the impact of social experience across the whole lifespan. Erikson was interested in how social interaction and relationships played a role in the development and growth of human beings.  PHYSICAL PSYCHOSOCIAL DOMAIN DOMAIN biological changes that development of social occur in the body and skills and emotions. brain COGNITIVE DOMAIN acquisition of the ability to reason and solve problems. RESOURCES