PSY 110 The Self From Various Perspectives PDF

UNIT 1: THE SELF FROM VARIOUS PERSPECTIVE PSY 110 1ST SEMESTER | ACADEMIC YEAR ‘23-’24 | PROF. JAN IRIS FAYE BASBAS Rationa...

UNIT 1: THE SELF FROM VARIOUS PERSPECTIVE PSY 110 1ST SEMESTER | ACADEMIC YEAR ‘23-’24 | PROF. JAN IRIS FAYE BASBAS Rational soul - forged by reason and intellect, has to INTRODUCTION govern the affairs of the human person. Spirited soul - part in charge of will and volition should be kept at bay o Before we even entered formal education, one of the first things we learned as children was to write and say our names. Our Appetitive soul - in charge of base desires (e.g. eating, parents carefully chose these names, perhaps after a famous figure, drinking, sleeping, and having sex) should be controlled as saint, or someone they admired. Our names become a key part of well. When this ideal state is attained, then the human person’s soul ej our identity; they aren’t random combinations of letters but are meant to represent us. We are taught to respond when called and to becomes just and virtuous. always sign our names on our work because they signify who we are, even beyond death, as seen on gravestones. ST. AUGUSTINE However, a name is just a signifier, not a person itself. Agustine’s view of the human person reflects the entire spirit of the Being named after a saint doesn’t make you saintly. The true self is medieval world when it comes to man. Following the ancient view rm something we’re simply born with or assigned by our parents. SOCRATES PHILOSOPHY The first philosopher who ever engaged in a systematic questioning of Plato and infusing it with the newfound doctrine of Christianity, Augustine agreed that man is a bifurcated (separated into two) nature. An aspect of man dwells in the world and is imperfect (body) and continuously yearns to be with the Divine and the other is capable of reaching immortality (soul). The body is bound to die on earth and the soul is to anticipate living eternally in a realm of spiritual bliss in be about the self. communion with God. Know thyself ○ The body can only thrive in the imperfect, The only true wisdom is in knowing you know nothing physical reality, whereas the soul can also stay “Knowledge is virtue; ignorance is vice” after death in an eternal realm with the ○ All vice is the result of ignorance, and that no all-transcendent God. person is willingly bad. ○ The goal of every human person is to attain this Ultimate wisdom comes from knowing oneself communion and bliss with the Divine by living The unexamined life is not worth living his life on earth in virtue. kn ○ One’s life needs to be evaluated, actions and (Similar to Socrates and Plato’s concept of dualism. The difference is events need to be thought over. the influence of religion) The worst thing that could happen to a man is to live but He created a new concept of individual identity: the idea die inside. of the self ○ The identity is achieved through a two-fold CONCEPT OF DUALISM process: self presentation, which leads to Every human person is dualistic, that is, he is composed of self-realization. two important aspects of his personhood—the body and the soul. DESCARTES Body → imperfect, impermanent Soul → perfect, permanent Rene Descartes, Father of Modern Philosophy, conceived of the human person as having the body and a mind. cogito ergo sum “I think therefore I am” PLATO In his famous treatise, The Meditations of First Philosophy, Plato, Socrates’ student, basically took off from his master and he claims that there is so much that we should doubt. supported the idea that man is a dual nature of body and soul. ○ He says that since much of what we think and Plato added that there are three parts of the soul: the believe are not infallible, they may turn out to rational soul, the spirited soul, and the appetitive soul. be false. One should only believe that since Justice in the human person can only be attained if the which can pass the test of doubt (Descartes, three parts of the soul are working harmoniously. (Plato, 2008) 2000, magnum opus “The Republic”) The only thing that one cannot doubt is the existence of the self, for even if one doubts oneself, that only proves PSY 110: THE SELF FROM VARIOUS UNIT 1 1 PERSPECTIVE  UNIT 1: THE SELF FROM VARIOUS PERSPECTIVE PSY 110 1ST SEMESTER | ACADEMIC YEAR ‘23-’24 | PROF. JAN IRIS FAYE BASBAS that there is a doubting self, a thing that thinks and TWO CATEGORIES OF EXPERIENCE therefore, that cannot be doubted. Impression - the basic objects of our experience ○ The fact that one thinks should lead one to or sensation. They form the core of our conclude without a doubt that he exists. thoughts. They are the products of our direct o experience with the world. TWO DISTINCT ENTITIES OF THE SELF ACCORDING TO DESCARTES: ○ e.g Touching an ice cube (impression is The self is nothing but a mind-body dichotomy the cold sensation) Cogito - the thing that thinks (the mind) Ideas - Copies of impression. They are not as ej Extenza - the extension of the mind (the body) lively and vivid as our impressions. ○ e.g. When one imagines the feeling of In Descartes’ view, the body is nothing but a machine that being in love, that is an idea. is attached to the mind. ○ The human person has it but it is not what Self, according to Hume, is simply “a bundle or collection rm JOHN LOCKE makes man a man. Everyone started as a blank slate (tabula rasa),and the content is provided by one’s experiences over time. ○ Empiricism - believing that knowledge comes from senses and experiences The popular book of Locke’s description of the self as a of different perceptions, which succeed each other with an inconceivable rapidity, and are in a perpetual flux and movement.” (Hume and Steinberg, 1992) Men simply want to believe that there is a unified, coherent self, a soul or mind just like what the previous philosophers thought. ○ In reality, what one thinks is a unified self is simply a combination of all experiences with a particular person. be mind is in its function to understand indicated in “An essay ○ There is no self that remains the same, self is Concerning Human Understanding”. The mind functions to always changing. understand all empirical data processed in it. He considered personal identity (self) to be founded on consciousness (memory) and not on the substance of IMMANUEL KANT either soul or body. Thinking of the “self” as a mere combination of impressions was He rejected that the brain has something to do with problematic for Immanuel Kant. Kant recognises the veracity of consciousness, as the brain, as well as the body, may Hume’s account that everything starts with perception and kn change, while consciousness remains the same. sensation of impression. ○ Our body deteriorates as we age, as well as our There is an inner and outer self. brain, but not consciousness. Kant thinks that the things that men perceive around them There is no clear and intelligible idea of the self (not even are not just randomly infused into the human person a soul nor a body). Personal identity is a matter of without an organizing principle that regulates the psychological continuity. relationship of all these impressions. There is necessarily a mind that organizes the impression HUME that men get from the external world. ○ e.g. Time and space are ideas that one cannot David Hume, a Scottish philosopher, has a very unique way of find in the world, but is built in our minds. Kant looking at man. calls these the apparatuses of the mind. The self is not an entity over and beyond the physical Without the self, one cannot organize the different body. impressions that one gets in relation to his own existence. Empiricism is the school of thought that espouses the idea ○ He therefore suggests that it is an actively that knowledge can only be possible if it is sensed and engaged intelligence in man that synthesizes all experienced. knowledge and experience. ○ e.g. Jack knows that Jill is another human person The self is not just what gives one his personality, it is also not because he has seen her soul. He knows she the seat of knowledge acquisition for all human persons. is just like him because he sees her, hears her, and touches her. The self is nothing else but a bundle of impressions. PSY 110: THE SELF FROM VARIOUS UNIT 1 2 PERSPECTIVE  UNIT 1: THE SELF FROM VARIOUS PERSPECTIVE PSY 110 1ST SEMESTER | ACADEMIC YEAR ‘23-’24 | PROF. JAN IRIS FAYE BASBAS SIGMUND FREUD Psychoanalytic Perspective of Sigmund Freud: Stage Fixation Unconscious motives and conflicts are central in present o behavior Oral (0 - focused on oral pleasure smoking, Irrational forces are strong: the person is driven by sexual 18mos) (e.g. thumbsucking) sarcasm, overeating. desires (libido) and aggressive impulses Early childhood experiences lay the foundation for adult Anal (18 - focused on bowel/bladder Compulsively ej personality 36mos) elimination clean/messy, Basic to Freud's theory is the conception that the disorderly unacceptable wishes/desires of childhood principally libidinal are repressed in our consciousness or get driven Phallic (3 - 6yrs) focus on genitals and Attraction to out of awareness. attraction for opposite sex people like parent one’s opposite Repressed drives press to find expression in dreams, slips rm of speech, and in unconscious mannerisms. They are the reason for many of our inner conflicts in life. Freud viewed human as an innately negative creature who is relentlessly “driven” by two kinds of biological instincts (or motives) 1. Eros or life instinct - helps the individual to survive; directs life sustaining activities. ex. respiration, eating, sex Oedipus Complex - male child is sexually attracted to mother and considers father a rival. - counteracted by getting on father’s good side because of fear of castration (castration anxiety - child is sex parent scared that the father will be 2. Thanatos or death instinct - is viewed as the destructive cut off his genitals because force present in all human beings. the father believes it is the ex. destructive acts like arson, murder, war cause of attraction) Electra Complex - female How does personality develop? child is sexually attracted to According to Freud, an individual personality follows the father and considers mother psychosexual stages of development. He believed that a rival. sexual feelings were key to each stage of personality - penis envy - child believes kn development even in infancy. that she once had a male ○ He believes that anything that gives pleasure is genital but was cut off by sexual. mother. - counteracted by being on He argued that as we move through each stage of life, a mother’s good side. different region of the body is most erogenous. ○ Erogenous zone - a source of pleasure Latency (6yrs - -sexuality is dormant no fixation PSYCHOSEXUAL STAGES OF DEVELOPMENT puberty) -calmest stage Each stage poses for individuals a unique conflict that they must resolve before they go to the next higher stage. Genital sexual urges are awakened immature (puberty but this time directed to the sexuality If individuals are unsuccessful in resolving the conflict, onwards) opposite sex then it will result in fixation. Erogenous zone - part of skin or mucous membrane that is extremely sensitive to irritation, but gives pleasure when manipulated. Fixation - an obsessive drive that may or may not be acted on involving an object, concept, or person. It is the persistent focus of the id’s pleasure-seeking energies at an early stage of psychosexual development. ○ When a psychosexual stage is not satisfied, it is likely to develop a fixation. PSY 110: THE SELF FROM VARIOUS UNIT 1 3 PERSPECTIVE  UNIT 1: THE SELF FROM VARIOUS PERSPECTIVE PSY 110 1ST SEMESTER | ACADEMIC YEAR ‘23-’24 | PROF. JAN IRIS FAYE BASBAS LEVELS OF AWARENESS GILBERT RYLE Gilbert Ryle solves the mind-body dichotomy that has been running Conscious Thoughts, feelings, sensations, or for a long time in the history of thought by blatantly denying the o memories we are aware of at any concept of an internal, non-physical self. given moment. He explains that there is no hidden entity called “the mind” inside a mechanical apparatus called “the body” Preconscious Thoughts, feelings, sensations, or He opposed Descartes’ notion of a man as a “thinking (subconscious) memories we are not aware of at the ej thing”. He maintained that the mind is not separate from moment, but may be brought to consciousness. the body. Mind consists of dispositions of people based on what Unconscious The primary motivating force of they know, what they feel, what they want, and so on. behavior; repressed memories, People learn that they have their own minds because they instincts and wishes we are not aware behave in certain ways. Id rm of. PERSONALITY STRUCTURE Energy constantly striving to satisfy basic drives; operates on the “Pleasure Principle” ○ For Ryle, what truly matters is the behavior that a person manifests in his day-to-day life. The self is a combination of the mind (the disposition to know, believe, feel, and act) and the body. Mental concepts can be understood through observable events (logical/analytical behaviorism) “I act, therefore I am”. The mind is not the seat of self but the behavior, opposing Descartes’ immaterial mind in a be If you become an Id dominated material body. person, you become obsessed with ANALOGY OF RYLE’S PHILOSOPHY pleasure satisfaction For Ryle, looking for and trying to understand a self as it really exists is like visiting your friend’s university and looking for the Ego Seeks to gratify the Id in realistic ways; “university”. One can roam around the campus, visit the library and operates on the “Reality Principle” the football field, and meet the administrators and faculty and still end up not finding the “university”. This is because the campus, the Super Ego Moral system of personality which consists of people, the systems, and the territory all form the university. Ryle kn the Conscience and Ego Ideal. suggests that the “self” is not an entity one can locate and analyze but simply the convenient name that people use to all the always seek for perfection behaviors that people make. PAUL AND PATRICIA CHURCHLAND Paul and Patricia Churchland are both neuroscientists For them, self is nothing else but the brain, or simply, the self is contained entirely by the physical brain. In Patricia Churchland's book Touching a Nerve: The Self as Brain (2013), she wrote: "My brain and I are inseparable. I am who I am because my brain and I are inseparable. I am who l am because my brain is what it is. Even so, I often think about my brain in terms different from those I use when thinking about myself. I think about my brain as that, and about myself as me. I think about my brain as having neurons, but I think of me as having a “The mind is like an iceberg– mostly hidden” memory. Still, I know that my memory is all about the neurons in my brain. Lately, I think about my brain in more intimate terms -as me." This supports the idea that in order to understand the self, one must study the brain, not just the mind. PSY 110: THE SELF FROM VARIOUS UNIT 1 4 PERSPECTIVE  UNIT 1: THE SELF FROM VARIOUS PERSPECTIVE PSY 110 1ST SEMESTER | ACADEMIC YEAR ‘23-’24 | PROF. JAN IRIS FAYE BASBAS Churchland asserts that since the mind can’t be PSYCHOLOGY experienced by our other senses, then the mind doesn’t Sense of Self really exist. the way a person thinks about and views his or her traits, ○ It is our physical brain and not the imaginary o beliefs, and purpose within the world. mind that gives us our sense of self. It refers to a person’s experience as a single, unitary, autonomous being that is separate from others, MAURICE MERLEAU-PONTY experienced with continuity through time and place. ej Merleau-Ponty is a phenomenologist who asserts that the The experience of the self starts when one identifies mind-body bifurcation that has been going on for a long time is a himself or herself as an object, followed by describing futile endeavor and an invalid problem. oneself as a self-concept or self-feeling, and ends with Unlike Ryle who simply denies the “self”, Merleau-Ponty saying that the self is manifested in how one acts and instead says that the mind and body are so intertwined presents himself or herself to others. that they cannot be separated from one another. THE SELF AS COGNITIVE CONSTRUCT rm ○ One cannot find any experience that is not an embodied experience ○ One’s body is his opening toward his existence to the world. ○ Because of these bodies, men are in the world TWO TYPES OF BODY (these two are not different bodies) 1. The subjective body as lived and experienced How people define themselves in relation to others greatly influences how they think, feel, and behave, and is ultimately related to the construct of identity. Self-development is a continuous process throughout the lifespan; one’s sense of self may change, at least somewhat, throughout one’s life. Self-representation has important implications for socio-emotional functioning throughout the lifespan. be (embodied subjectivity: humans as living WILLIAM JAMES creatures whose consciousness or subjectivity is actualized in the forms of their physical William James' theory of the self, presented in The Principles of involvement with the world; the body is the Psychology, explores the complex nature of self-perception and general medium for having a world and we know identity through two primary components: the "I" Self and the "Me" not through our intellect but through our Self. experience) 1. The "I" Self: This is the aspect of the self that acts as the thinking kn 2. The objective body as observed and subject. It represents the individual's awareness and scientifically investigated (the body that is ability to observe their environment and existence. The "I" known to others - the bodies that people see, Self is responsible for self-awareness and the ongoing admire, imitate, criticize, or even dissect) stream of consciousness. 2. The "Me" Self: Mind or consciousness cannot be defined formally in This represents the self as an object of thought. When terms of self-knowledge or representation, then, but is individuals reflect on themselves, they create a perception essentially engaged in the structures and actions of the of the "Me" Self. James divided the "Me" Self into three human world and encompasses all of the diverse major components, each forming part of the empirical intentional orientations of human life. self: For phenomenological philosophers like Merleau-Ponty, to ○ The Material Self: This consists of all the be a subject (self) essentially requires a body. His "I am tangible things that belong to an individual, such my body" cannot simply be interpreted as advocating a as their body, possessions, and people in their materialist, behaviorist type position. He accepts the idea lives. It includes both the bodily self (e.g., one’s of mental states but he also suggests that the use of the physical body) and the extracorporeal self (e.g., mind is inseparable from our bodily, situated, physical family, belongings, or home), which James nature. referred to as the extended self. The body cannot be viewed solely as an object, or material ○ The Social Self: The self as viewed through entity of the world. others' eyes, which changes based on different social contexts. James argued that individuals PSY 110: THE SELF FROM VARIOUS UNIT 1 5 PERSPECTIVE  UNIT 1: THE SELF FROM VARIOUS PERSPECTIVE PSY 110 1ST SEMESTER | ACADEMIC YEAR ‘23-’24 | PROF. JAN IRIS FAYE BASBAS have multiple social selves depending on the Importance of Alignment various situations and groups they interact with. Rogers emphasized the importance of congruence ○ The Spiritual Self: The core, inner self that between the real self and the ideal self. When these two embodies one’s personality, values, and moral selves are aligned, individuals experience mental o character. This part of the self is considered well-being and self-worth. more stable and less prone to change than the However, if there is a large gap between the real self and material or social selves. It includes one’s the ideal self, individuals may feel stress, anxiety, and attitudes, beliefs, traits, and aspirations. dissatisfaction. This incongruence can lead to feelings of ej failure and discouragement as the ideal self may seem James also emphasized how these components of the self unattainable. are related hierarchically, with the material self being the most For optimal mental health, Rogers suggested striving for basic, followed by the social self, and the spiritual self being the congruence between the real and ideal selves. most significant and intimate aspect of one’s identity. When this alignment is achieved, individuals are more rm CARL ROGER Through this framework, James highlighted that self-perception is not static but continually shaped by experiences and interactions, influencing how individuals think, feel, and behave throughout their lives. Carl Rogers' Self Theory emphasizes that the self is developed gradually during childhood, as individuals begin to differentiate likely to experience self-actualization and a sense of peace, as they are living authentically and in line with their true values. SOCIOLOGY No man is an island ○ Man will always look for someone to commune with. be between the self and the non-self. The human person is a social animal; ○ He or she will always seek others for commercial Rogers believed that individuals can actively shape their or personal reasons identity through free choice and action, basing their ○ We always want to be part of a group decisions on their personal values. Sociology He saw the self as the center of experience, continuously Scientific study of relationships shaping how one perceives and responds to the Social norms and social values environment. Social Factors kn Political system Real Self vs. Ideal Self Children Rogers proposed the existence of two important concepts Partners in the development of the self: School Location 1. The Real Self: Education This is who an individual truly is, both intrinsically and Economic status authentically. It reflects how one feels, thinks, looks, and Physical status acts naturally, without external pressures. The real self is Religion connected to a person's true identity and is essential for Wealth self-acceptance and self-care. Although it can be Family influenced by external factors, the real self is rooted in Ethnicity one's core experiences and values. Self in Sociology is a product of modern society versus other constructs or 2. The Ideal Self: archetypes. This is the image of who an individual wishes or strives to be. It is shaped by societal expectations, external influences, and the desire for acceptance and love from others. The ideal self is dynamic, constantly evolving based on interactions and the environment, but it can also create pressure when it diverges too far from the real self. PSY 110: THE SELF FROM VARIOUS UNIT 1 6 PERSPECTIVE  UNIT 1: THE SELF FROM VARIOUS PERSPECTIVE PSY 110 1ST SEMESTER | ACADEMIC YEAR ‘23-’24 | PROF. JAN IRIS FAYE BASBAS THE SELF AS A PRODUCT OF SOCIETY Play Stage (2 - 6yrs) Role playing becomes more sophisticated; children begin The self is not a biological predisposition but a product of understanding roles from their limited perspective. social interaction. ○ e.g. Pretending to be a doctor, a teacher, or o Understanding how interactions with individuals, groups, parent institutions shape one’s identity and behavior in society. ○ They have not fully grasped yet how the roles they are imitating interact with a larger social GEORGE HERBERT MEAD’S SOCIAL SELF system. ej The self is developed through social interactions, not Role-taking emerges but remains limited to the specific biology. role they play. The self emerges through engagement with the world and ○ For instance, a child playing "house" might take reflecting on these experiences. on the role of a parent, feeding or disciplining an imaginary child. However, their understanding rm The Story of Genie Genie, a girl who was confined in a room until the age of 13. She was found when she was already 13 years old; she didn’t know how to walk and speak. She had no development of the self according to Mead. Her body developed normally but she had not developed her “self”. Stages of Social Development remains confined to the parent’s perspective, with little awareness of the child’s or other family members’ viewpoints Game Stage (around Age 7) Children understand how different roles interact within structured systems. ○ e.g. team sports or group activities Role-taking matures, allowing them to adopt multiple A framework for understanding how individuals develop a perspectives simultaneously. be sense of self through social interaction. ○ For example, when playing a team sport like soccer, a child understands not only their own Role-playing Role-taking position but also the roles of their teammates, the opposing team, the coach, and even the spectators. Involves imitating or acting out Involves understanding and ○ Involves comprehending how their role fits into behaviors associated with adopting the perspective of the larger picture. specific social roles without another person or role, Concept of generalized other becomes crucial kn fully understanding the allowing the individual to see broader context or meaning situations from another’s ○ Children internalize a sense of the expectations, behind those roles. viewpoint. norms, and values of society as a whole. ○ Children understand that society has rules and that individuals are expected to behave in Preparatory Stage (Birth - 2yrs) certain ways based on these societal norms. Children imitate behaviors without understanding social ○ They can see themselves in a standpoint of a roles. broader community, not just from a viewpoint ○ Role-playing is in the most basic form of a specific role. ○ For example, a child might pretend to talk on a ○ For example, a child playing soccer understands phone because they have seen adults do the that their behavior on the field is not just about same, but they do not understand the purpose their role as a forward or a defender but also of the conversation or the social context in how they are expected to act according to the which it takes place. rules of the game and the expectations of their Role-taking (understanding another’s perspective) is teammates, coach, and audience. absent. Child is limited to observing and imitating, with no capacity to put themselves in another’s shoes. PSY 110: THE SELF FROM VARIOUS UNIT 1 7 PERSPECTIVE  UNIT 1: THE SELF FROM VARIOUS PERSPECTIVE PSY 110 1ST SEMESTER | ACADEMIC YEAR ‘23-’24 | PROF. JAN IRIS FAYE BASBAS ”I” and “Me” Self The Socialization Process Humans learn the expectations of society through For Mead, all humans experience internal conversation socialization. Socialization is different based on race, gender and between the “I” and the “me”, which he called the phases class. o of the self. Agents of Socialization ○ Self is essentially a social process going on 1. Family between the “I” and “me”. ○ The family is the first and most significant agent ”I” Self of socialization. Children learn the basic norms, ej Subjective self values, and behaviors from their families. The phase of the self that is unsocialized and spontaneous. ○ Socialization can vary based on race, gender, and The “I” represents the spontaneous, creative, and unique class. For example, different families may teach aspect of the self. It is the part that responds instinctively different manners, communication styles, or to experiences and interactions without premeditation. tradition. Represents individual responses and identity rm The “I” is the acting self, responsible for initiating actions ”Me” Self and expressing individuality. It reflects an individual's desires, emotions, and impulses, allowing for personal creativity and self expression. The “I” is concerned with the present moment and future possibilities. It represents the individual’s response to the environment and the potential for new experiences. 2. Media ○ A person’s early sense of self largely comes from family interactions. For instance, how a child learns to respect elders or follow table manners is shaped by their family. ○ Children spend a lot of time consuming media (TV, internet, etc.). On average, young people are exposed to around 6-7 hours of media per day. be The socialized aspect of the self ○ Kids often mimic what they see in media, like It represents how individuals perceive themselves based copying behaviors or attitudes from cartoon on societal expectations, norms, and attitudes internalized characters or TV shows. Media influences how from interactions with others. they think and act. The “Me” is more reflective and analytical. It includes the 3. Peers organized set of attitudes that one adopts based on the ○ Interaction with peers is crucial in shaping perspectives of others. This aspect of the self allows self-identity. Peers teach social skills, values, and individuals to evaluate their actions and adjust behaviors kn attitudes that can sometimes differ from what is according to social norms. taught at home. The “Me” incorporates past experiences and lessons ○ As children grow, they start to value their peer learned from social interactions. It represents how group’s opinions and behaviors, learning how to individuals have been shaped by their interactions with fit into broader social circles. family, peers, media, and institutions. 4. Religion ○ Often, children adopt the religious beliefs and The relationship between the “I” and the “Me” is a practices of their parents. Religion helps shape dynamic and ongoing process. They interact continuously as their worldview, morality, and behaviors. individuals navigate social life. ○ Even if someone strays from religion as they The “Me” influences the “I” by providing a framework of grow up, they may return to their original faith societal expectations, which guides how individuals respond to later in life, especially if they have strong family situations. This self-regulation allows individuals to act in socially ties. acceptable ways. 5. Schools While the “I” allows for creativity and spontaneous ○ In school, students learn societal expectations actions, the “Me” ensures that those actions are tempered by social beyond family life. Teachers and classmates norms. This balance enables themselves while still fitting into shape children’s behavior, teaching them how to society. interact in larger social settings. ○ Research suggests that boys and girls are treated The full development of the self is attained when the “I” and the differently by teachers, with boys often receiving “Me” are united. more attention. PSY 110: THE SELF FROM VARIOUS UNIT 1 8 PERSPECTIVE  UNIT 1: THE SELF FROM VARIOUS PERSPECTIVE PSY 110 1ST SEMESTER | ACADEMIC YEAR ‘23-’24 | PROF. JAN IRIS FAYE BASBAS ANTHROPOLOGY THE SELF AS EMBEDDED IN CULTURE Cultural Anthropology is the study of human culture and society. It Cultural Differences - exists when groups of people assign different is the study of people— their origin, their development, and meanings to different events and things. Therefore, the self is o contemporary variations, wherever and whenever those have been embedded/attached in culture. found (Ferraro, 2008) - The self is deeply connected and shaped by the culture in which a person belongs. Culture - refers to the major way in which human beings adapt to ej their environment and give meaning to their lives. It includes human Clifford Geertz’s View on Culture and Self behavior and ideas that are learned rather than genetically American Anthropologist Clifford Geertz in “The Impact of transmitted, as well as the material objects produced by a group of the Concept of Culture on the Concept of Man” states that people (Nanda and Warren, 2007). “... culture provides the link between what men are intrinsically capable of becoming and what they actually, Self and Culture one by one, in fact become.” rm Culture shapes how individuals see themselves, influencing their worldview, relationships, and decision-making. One’s self-perception is shaped by upbringing and the cultural environment, which can result in a positive or negative sense of self. Cultural Impact on Identity Different cultures have varying concepts of the “self” and This leads us to the importance of culture in understanding who we are as human beings. Culture – is a system of inherited conceptions expressed in symbolic forms by means of which people communicate, perpetuate and develop their knowledge about and attitudes toward life. Man acquires his knowledge, beliefs, motals, customs, and other habits and capacities from his interactions with be identity. Not all societies define what it means to be a others in the society where he belongs. person in the same way. We learn our cultural practices and traditions by listening, Cultural values and education systems play key roles in talking, and interacting with other people. forming personal identity As a child we learn appropriate behavior by observing and Origins of the Self copying the behavior of adults. Anthropology explores the origins of the self, considering We express our feelings and make judgments of what is both factors (genetics) and cultural influences right or what is wrong based on our interpretation of adult (socialization, language) behavior. kn Anthropology’s View on the Self This serves to guide our own behavior and perceptions Holistic Approach: Anthropology looks at the interaction throughout life. between biology (nature) and culture (nurture) to Thus, our shared beliefs, values, memories, and understand human identity. expectations bind us together who grow up in the same Nature vs Nurture: This balance between genetic culture. inheritance and cultural environment is key to how we develop as individuals. Nature vs Nurture Debate Nature: Refers to genetic factors that influence our physical traits and certain aspects of personality. Nurture: Refers to the influence of our environment, including family, culture, education, and social interactions, in shaping who we are. Anthropology continuously studies how the self is shaped by culture and biology, offering new insights into identity formation and the human experience. PSY 110: THE SELF FROM VARIOUS UNIT 1 9 PERSPECTIVE  UNIT 1: THE SELF FROM VARIOUS PERSPECTIVE PSY 110 1ST SEMESTER | ACADEMIC YEAR ‘23-’24 | PROF. JAN IRIS FAYE BASBAS families. WESTERN & ORIENTAL THOUGHT Success is measured by how Success is measured by one’s Different cultures and varying environments tend to create far one stands out from the contributions to the group as a crowd. whole. o different perceptions of the “self” and one of the most Ex: self - made millionaires, Ex: loyalty to company or common distinctions between cultures and people is the employees of the month, country, specialized skills, eastern vs. western dichotomy. standing out… fitting in… ○ Eastern: Asia ej ○ Western: Europe and Northern Encourages independent Emphasizes conformity, thinking and personal respect for authority, and Personality decision-making collective decisions is influenced by both genetic and environmental factors. More personally oriented (e.g., More socially oriented (e.g., A crucial environmental factor in shaping personality is assertiveness, self-sufficiency) empathy, cooperation) culture. rm Culture refers to the collective beliefs, customs, art, and traditions of a society. Culture is passed down through: ○ Language ○ Modeling of behaviors (culturally acceptable and non-acceptable) that are rewarded or punished. The “I” identity. The individual identifies primarily with self, with the needs of the individual being satisfied before those of the group. The individual acts and The “We” identity. Collectivists view the group as the primary entity, with the individuals lost along the way. The survival and success of the group ensures the well-being of the individual, so makes his own choices, looks that by considering the needs be Different cultures shape different perceptions of the “self”. after and takes care of oneself and feelings of others, one The most common distinction is the Eastern vs. Western and is self-sufficient. protects oneself. cultural dichotomy ○ Western thought is associated with Independence and Harmony and the self-reliance are greatly interdependence of group individualism. stressed and valued. members are stressed and ○ Eastern thought is linked with collectivism. valued. In general, they tend to INDIVIDUALISM VS COLLECTIVISM distance themselves It sees the group as the kn psychologically and important element, and emotionally from each other. individuals are just members of Individualism Collectivism One may choose to join the group. The group has its groups, but group membership own values somehow different Focus: Independence and Focus: Social harmony and is not essential to one’s from those of the individual personal achievement group cohesion identity or success. members. Values: Competition, personal Values: Respectfulness, social Individualistic doers are self- Each person is encouraged to success, self-reliance roles, prioritizing group needs assured and very independent be an active player in society, people. They are quiet and to do what is best for society realistic, very rational, as a whole rather than The self is defined in terms of The self is defined in relation extremely matter of themselves. individual traits and to group and social fact people. They strongly accomplishments relationships cultivate their individualism Rules promote unity, and enjoy applying their brotherhood, and selflessness. Individualist culture is a culture Collectivist culture is a culture abilities to new tasks. But they in which the goals of the in which the goals of the group are also very spontaneous and Working with others and individual take precedence take precedence over the goals impulsive persons who like to cooperating is the norm; over the goals of the group. of the individual. follow their sudden everyone supports each other. inspirations. It means that members are It means that members are responsible for themselves responsible for the group as a Communication style: Direct, Communication style: Indirect, and, perhaps, their immediate whole. forceful, competitive cooperative (hopes others will (straightforward) sense the message) PSY 110: THE SELF FROM VARIOUS UNIT 1 10 PERSPECTIVE  UNIT 1: THE SELF FROM VARIOUS PERSPECTIVE PSY 110 1ST SEMESTER | ACADEMIC YEAR ‘23-’24 | PROF. JAN IRIS FAYE BASBAS Looser ties to groups, focus on Strong loyalty to groups, individual goals emphasis on group welfare Emphasizes equality (even if Emphasizes hierarchy to o they believe individuals can maintain harmony and order rise above others) and fair within society competition ej Individual autonomy; Group unity and harmony; self-oriented; personal goals; group-oriented; group goals; unique and independent; conforming and individual privacy; nuclear interdependent; group family; individual rewards belongingness; extended (equity); competition family; equal distribution of reward (equality); cooperation rm Countries with generally Individualistic culture are: United States Australia United Kingdom Canada. Italy Belgium Sweden Ireland Countries with generally collectivist culture are : China Taiwan India Pakistan Malaysia Egypt Cyprus Ghana Netherlands. Norway Bangladesh Nepal be Hungary. Switzerland Indonesia Argentina New Zealand. Germany Afghanistan Armenia GENERALIZATION & CULTURAL NUANCES These are general trends among Western and Eastern cultures. In places like the Philippines, there are differences shaped kn by the country’s colonial history and its relationships with neighboring Asian countries. Regional differences can also exist due to geographical conditions. GLOBALIZATION & CULTURAL BLENDING With the rise of social media, migration, and intermarriages, the line between Western and Eastern cultural perceptions may become blurred or highlighted. While conflict is inevitable in diversity, peace is achievable through understanding each other’s cultural perspectives (Qinxue 2003 in Alata et al. 2018). PSY 110: THE SELF FROM VARIOUS UNIT 1 11 PERSPECTIVE