UNDERSTANDING THE SELF

Chapter I:

DEFINING THE SELF: PERSONAL AND DEVELOPMENTAL PERSPECTIVES ON SELF AND IDENTITY
o Lesson 1: The Self from Various Philosophical Perspectives
o Lesson 2: The Self, Society, and Culture
o Lesson 3: The Self as Cognitive Construct
o Lesson 4: The Self in Western and Eastern Thoughts

LESSON 1: THE SELF FROM VARIOUS PHILOSOPHICAL PERSPECTIVES

Abstraction
• Socrates and Plato
- Socrates was the first philosopher who ever engaged in a systematic questioning about the self; the true task of
the philosopher is to know oneself.
- For Socrates, every man is composed of body and soul; all individuals have an imperfect, impermanent aspect
to him, and the body, while maintaining that there is also a soul that is perfect and permanent.
- Plato supported the idea that man is a dual nature of body and soul.
- Plato added that there are three components of the soul: the rational soul, the spirited soul, and the appetitive
soul.

• Augustine and Thomas Aquinas

- Augustine agreed that man is of a bifurcated nature; the body is bound to die on earth and the soul is to
anticipate living eternally in a realm of spiritual bliss in communion with God.
- The body can only thrive in the imperfect, physical reality that is the world, whereas the soul can also stay after
death in an eternal realm with the all-transcendent God. - Aquinas said that indeed, man is composed of two
parts: matter and form. Matter, or hyle in Greek, refers to the “common stuff that makes up everything in the
universe.” Man’s body is part of this matter. Form, on the other hand, or morphe in Greek refers to the “essence
of a substance or thing.”
- To Aquinas the soul is what animates the body; it is what makes us humans.

• Rene Descartes
- Conceived of the human person as having a body and a mind
- The body is nothing else but a machine that is attached to the mind. The human person has it but it is not what
makes man a man. If at all, that is the mind.

• David Hume

- The self is not an entity over and beyond the physical body.
- Men can only attain knowledge by experiencing.
- Self, according to Hume, is simply “a bundle or collection of different perceptions, which succeed each other
with an inconceivable rapidity, and are in a perpetual flux and movement.”

• Immanuel Kant
 - Things that men perceive around them are not just randomly infused into the human person without an
organizing principle that regulates the relationship of all these impressions. - There is necessarily a mind that
organizes the impressions that men get from the external world.
- Time and space are ideas that one cannot find in the world, but is built in our minds; he calls these the
apparatuses of the mind.
- The self is not just what gives one his personality; it is also the seat of knowledge acquisition for all human
persons.
• Gilbert Ryle

- Blatantly denying the concept of an internal, non-physical self; what truly matters is the behavior that a person
manifests in his day-to-day life.
- “Self” is not an entity one can locate and analyze but simply the convenient name that people use to refer to all
the behaviors that people make.

• Merleau-Ponty
- The mind and body are so intertwined that they cannot be separated from one another. - One cannot find any
experience that is not an embodied experience. All experience is embodied; one’s body is his opening toward his
existence to the world.
- The living body, his thoughts, emotions, and experiences are all one.

LESSON 2: THE SELF, SOCIETY, AND CULTURE

• What Is the Self?

The self, in contemporary literature and even common sense, is commonly defined by the following
characteristics:
- Separate means that the self is distinct from other selves. The self is always unique and has its own identity.
- Self-contained and independent because in itself it can exist. Its distinctness allows it to be self-contained with
its own thoughts, characteristics, and volition.
- Consistency means that a particular self’s traits, characteristics, tendencies, and potentialities are more or less
the same.
- Unitary in that it is the center of all experiences and thoughts that run through a certain person
- Private means that each person sorts out information, feelings and emotions, and thought processes within the
self. This whole process is never accessible to anyone but the self.
• The Self and Culture
- According to Marcel Mauss, every self has two faces:
Moi refers to a person’s sense of who he is, his body, and his basic identity, his biological givenness.
Personne is composed of the social concepts of what it means to be who he is. - Language is another interesting
aspect of this social constructivism; it is a salient part of culture and ultimately, has a tremendous effect in our
crafting of the self. - If a self is born into a particular society or culture, the self will have to adjust according to its
exposure.
• The Self and the Development of the Social World
- More than his givenness (personality, tendencies, and propensities, among others), one is believed to be in
active participation in the shaping of the self.
 - Men and women in their growth and development engage actively in the shaping of the self.
- The unending terrain of metamorphosis of the self is mediated by language.

• Mead and Vygotsky

- For Mead and Vygotsky, the way that human persons develop is with the use of language acquisition and
interaction with others.
- Both Vygotsky and Mead treat the human mind as something that is made, constituted through language as
experienced in the external world and as encountered in dialogs with others.

• Self in Families
- The kind of family that we are born in, the resources available to us (human, spiritual, economic), and the kind
of development that we will have will certainly affect us. - Human beings are born virtually helpless and the
dependency period of a human baby to its parents for nurturing is relatively longer than most other animals.
- In trying to achieve the goal of becoming a fully realized human, a child enters a system of relationships, most
important of which is the family.

- Human persons learn the ways of living and therefore their selfhood by being in a family. It is what a family
initiates a person to become that serves as the basis for this person’s progress.

• Gender and the Self

- Gender is one of those loci of the self that is subject to alteration, change, and development. - The sense of self
that is being taught makes sure that an individual fits in a particular environment, is dangerous and detrimental in
the goal of truly finding one’s self, self determination, and growth of the self.
- It is important to give one the leeway to find, express, and live his identity. - Gender has to be personally
discovered and asserted and not dictated by culture and the society.

LESSON 3: THE SELF AS COGNITIVE CONSTRUCT

Abstraction
- There are various definitions of the “self” and other similar or interchangeable concepts in psychology.
- Other concepts similar to self are identity and self-concept:
o Identity is composed of personal characteristics, social roles, and responsibilities, as well as affiliations
that define who one is.
o Self-concept is what basically comes to your mind when you are asked about who you are.
- Self, identity, and self-concept are not fixed in one-time frame.
- Carl Rogers captured this idea in his concept of self-schema or our organized system or collection of knowledge
about who we are.

- Theories generally see the self and identity as mental constructs, created and recreated in memory.
- Freud saw the self, its mental processes, and one’s behavior as the results of the interaction between the Id, the
Ego, and the Superego.
- There are three reasons why self and identity are social products:
- We do not create ourselves out of nothing. Society helped in creating the foundations of who we are.
- Whether we like to admit it or not, we actually need others to affirm and reinforce who we think we are.
- What we think is important to us may also have been influenced by what is important in our social or historical context.
 - Social interaction and group affiliation are vital factors in creating our self-concept especially in the aspect of
providing us with our social identity;
- There are times when we are aware of our self-concepts; this is also called self-awareness; - Carver and Scheier
identified two types of self that we can be aware of: - the private self or your internal standards and private thoughts
and feelings; and - the public self or your public image commonly geared toward having a good presentation of
yourself to others.
- Self-awareness also presents us with at least three other self-schemas: - The “actual” self
is who you are at the moment
- The “ideal” self is who you like to be
- The “ought” self is who you think you should be
- Self-awareness may be positive or negative depending on the circumstances and our next course of action.
- Our group identity and self-awareness also have a great impact on our self-esteem, defined as our own positive or
negative perception or evaluation of ourselves.
- One of the ways in which our social relationship affects our self-esteem is through social comparison:
- The downward social comparison is the more common type of comparing ourselves with others, by
comparing ourselves with those who are worse off than us.
- The upward social comparison which is comparing ourselves with those who are better off than us.
- Social comparison also entails what is called self-evaluation maintenance theory, which states that we can feel
threatened when someone out-performs us, especially when that person is close to us.
- In the attempt to increase or maintain self-esteem, some people become narcissistic, a “trait characterized by overly
high self-esteem, self-admiration, and self-centeredness.” - There is a thin line between high self-esteem and
narcissism and there are a lot of tests and measurements for self-esteem like the Rosenberg scale.
- Though self-esteem is a very important concept related to the self, studies have shown that it only has a correlation,
not causality, to positive outputs and outlook. - Programs, activities, and parenting styles to boost self-esteem should
only be for rewarding good behavior and other achievements and not for the purpose of merely trying to make
children feel better about themselves or to appease them when they get angry or sad.

LESSON 4: THE SELF IN WESTERN AND EASTERN THOUGHTS

Eastern thoughts:
- Sees the other person as part of yourself as well as the things you may create, a drama in which everyone is
interconnected with their specific roles
- Asian culture is called a collectivistic culture as the group and social relations that is given more importance than
individual needs and wants.
Western thoughts:
- Looks at the world in dualities wherein you are distinct from the other person, the creator is separate from the object
he created, in which the self is distinguished and acknowledged - The Western culture is what we would call an
individualistic culture since their focus is on the person.

• Confucianism
- A code of ethical conduct, of how one should properly act according to his/her relationship with other people
- The identity and self-concept of the individual are interwoven with the identity and status of his/her community or
culture, sharing its pride as well as its failures.
 - Self-cultivation is seen as the ultimate purpose of life.
- The cultivated self in Confucianism is what some scholars call a “subdued self” wherein personal needs are
repressed (subdued) for the good of many, making Confucian society also hierarchal for the purpose of maintaining
order and balance in society. • Taoism
- Living in the way of the Tao or the universe
- Rejects having one definition of what the Tao is
- Rejects the hierarchy and strictness brought by Confucianism and would prefer a simple lifestyle and its teachings
thus aim to describe how to attain that life
- The self is not just an extension of the family or the community; it is part of the universe. - The ideal self is
selflessness but this is not forgetting about the self; it is living a balanced life with society and nature, being open and
accepting to change, forgetting about
prejudices and egocentric ideas and thinking about equality as well as complementarity among humans as well
as other beings.
• Buddhism

- The self is seen as an illusion, born out of ignorance, of trying to hold and control things, or human-centered needs;
thus, the self is also the source of all these sufferings. - To forget about the self, forget the cravings of the self, break
the attachments you have with the world, and to renounce the self which is the cause of all suffering and in doing so,
attain the state of Nirvana.

CAVITE CULTURE AND HERITAGE

ETYMOLOGY OF CAVITE

 The name “Cavite” comes from Hispanicised form of Kawit or it may be a corruption of Kalawit. In reference to the
small hooked-shooed jutting out to Manila Bay. The name originally applied to the peninsula, Cavite La Punta
(Cavite City) and the adjacent lowland coastal area of Cavite Viejo (Kawit).
 Caveit/Kabit – due to the crooked point of land extending into the sea.

PRE-HISPANIC ERA

 The early inhabitants of Cavite City were the Tagalogs ruled by the kampilan and the bullhorn of a Datu, the tribal
form of government. According to folklore the earliest settlers came from Borneo, led by Gat Hinigiw and his wife
Dayang Kaliwanag who bore seven children. 

SPANISH COLONIAL PERIOD

 On May 15, 1571 the Spanish conquistador Miguel Lopez de Legazpi declared a royal encomendia or loyal land
grant. Spanish colonizers settled in the most populated area of the place (Kawit), they called it Cavite. The old
Tangway at the tip of the Cavite Peninsula, across Bacoor Bay was reffered to as Cavite la Punta. Upon
discovering that because of deep waters, Cavite la Punta was suitable place for the repair and construction of
Spanish ships and galleon.
 The Spanish moved their settlement there and called it Cavite Nuevo (New Cavite) or plainly Cavite, while the first
settlement was renamed Cavite Viejo.
 Cavite was officially found as a town in 1614 with Thomas Salazar as the earliest known Gobernadorcillo

CAVITE

 Known as the Historical Province of the Philippines.

  It is most industrialized and fastest growing provinces and the most populated province of in the country.
 Established on March 10, 1614.
 Located at CALABARZON (Region IV-A) Luzon Island of the Philippines

 And its capital is Trece Martires City

 It became the cradle of the Philippine Revolution, which led to the renouncement of Spanish colonial control,
finally culminating in the Philippine Independence on June 12, 1898 in Kawit, Cavite.
 The old provincial capital, Cavite City also hosted docks for the Manila galleon, becoming an essential part of
commerce between Asia and the New World.
 Cavite City was once mooring place for Chinese Junks.
 General headquarters of the Philippine Commonwealth Army (October 1944- June 1946)

     CITIES AND MUNICIPALITIES 

1ST district Cavite City 

Kawit
Noveleta
Rosario
2nd district City of Bacoor 

3rd district City of Imus 

4th district City of Dasmariñas  CAVITE CITY AND

DASMARINAS CITY
5th district Carmona
Silang CAVITE CITY
General Mariano
Alvarez Founded: 1614

6th district General Trias Barangays: 84

7th district Amadeo Area: 24.80 km2 (9.58 sq mi)

Indang
Tanza Population: 102, 806
Trece Martires City
    Zip Code: 4100, 4105, 4125
8th district Tagaytay City 
Alfonso A fourth class urban component city in the province
General Emilio of Cavite of the region of CALABARZON in
Aguinaldo the Philippines. The city was the capital of Cavite
Magallanes province from the latter's establishment in 1614 until
Maragondon 1954.
Mendez
Naic
Ternate

HISTORY

The early inhabitants of the city were the Tagalogs ruled by the kampilan and the bullhorn of a datu (tribal form of
Government). Then, in year 1614, it was officially founded as a town with Tomas Salazar as the Gobernadorcillo. At the
same time, it became the capital of the province.

In 1900, Don Gregorio Basa was the first Presidente Municipal of the Town.

MANILA-ACAPULCO TRADE
The Port of Cavite (Puerto de Cavite) was linked to the history of world trade. Spanish galleons sailed every July
to Acapulco (Mexico) while another ship sailed from Acapulco to Cavite.

Galleons and other heavy ocean-going ships were not able to enter the Port of Manila along  Pasig River because of a
sand bar that limits entrance to the river port only to light ships. For this reason, the Port of Cavite was regarded as the
Port of Manila, the main seaport of the capital city.

CHURCHES AND HOSPITALS

Hospital de San Jose (Saint Joseph Hospital) was built for sailors and soldiers in 1591.

San Diego de Alcala in 1608.

Porta Vaga (La Ermita), Our Lady of Loreto (Jesuit), San Juan de Dios (St. John of God), Santo Domingo (Dominicans),
Santa Monica (Recollects), and San Pedro, the port's parish church. 

CULTURE

     CHAVACANO/CHABACANO was the native language of the City. It was influenced by the Spaniards and Mexicans in
the late 16th century. As of now, it nearly being forgotten because most of the people were using our national dialect
Tagalog.

RELIGION

     Different religions were also present in Cavite City. But, most of the people were Roman Catholics who were devoted to
Nuestra Senora de la Soledad de Porta Vaga.

Nuestra Señora de la Soledad de Porta Vaga (Our Lady of Solitude of Porta Vaga) is the patroness of Cavite City and the
Celestial Guardian and Protector of the entire Province of Cavite since her arrival in Cavite shore. The most venerated
image of Our Lady of Porta Vaga is an invaluable treasure inherited by the Caviteños from their ancestors.

FESTIVALS

     The city is home to the Annual Cavite City Water Festival or Regada, held every 17th and 24th day of June. It is a
festive and religious celebration of the feast of St. John the Baptist. Regada started in 1996 and features the "Paulan" or
"Basayawan", which is a street party where celebrators dance under water sprinklers.

They also celebrate Cavite City Via Crucis (Semana Santa), Christmas Festival and Cavite City Fiesta, the celebration to
give honor to the city patroness that was done on November 10 every year.

TOURIST SPOTS

CORREGIDOR ISLAND LIGHTHOUSE 

 First lighted in the year 1850

 Corregidor Island, Cavite
 Serve as guide of marines in navigating the area and also observation platform for military purposes

PORTA VAGA CHURCH

  Sta. Monica Church

 Built on the early years of the 17th century

 Destroyed during World War II but the belfry of the church was remained.

MILE - LONG BARRACKS

 Located at the topside sector in Corregidor Island 

 Built in the early years of the 20th century
 Known as the worlds former longest military barracks
WELL KNOWN PRODUCTS

SAMALA RICE CAKES

  Made from glutenous rice,

  sugar and coconut milk 

BIBINGKOY 

 A delicacy that was like buchi, bibingka

 and ginataan in one.

BACALAO

  Salted cod fish dish is mostly 

present every Lenten season 

TAMALES

  Made of ground peanuts and galapon

or
 rice flour that is steamed and wrapped in 

      banana leaves

DASMARINAS CITY

 Barangays: 75

         Area: 90.1 sq. km

        Population: 659, 019

        Zip Code: 4114, 4115, 4126

First class city in the province of Cavite and the 11th largest city in the country in terms of population.

HISTORY

     The origin of the name “Dasmarinas” is “Gomez Perez Dasmarinas”, a Spanish governor of the Philippines fro 1590-
1593. after his death , his son Luis Perez Dasmarinas was the governor from 1593-1596. Perez dasmarinas came from
San Miguel das Negrades galicia.

 In the 19th century during the Spanish Colonial Period, Dasmariñas was originally called Tampus meaning "end
of the forest." 
 In the beginning stages,it was a part of its mother town of Imus (now City of Imus). 
 On April 9, 1864, a council composed of the Archbishop of Manila, the politico military governor of Cavite, the
Prior Provincial of the Augustinian Recollect Order and the parish priest of Imus met to discuss the creation of the
new town and parish separated from Imus. 
 The Gobierno Civil Superior of the Islands approved the creation of the new town on May 12, 1864 with Don Juan
Ramirez elected as gobernadorcillo (town head).
 In the same year, the new town was rechristened Perez-Dasmariñas
 1905-1916  during American Colonization Perez-Dasmariñas and Bacoor combine into the municipality of Imus
 1917 Perez-Dasmariñas was again declared separate municipality but Perez is being deleted.      
 October 15, 2009, converted the municipality of Dasmariñas  into a component city to be known as the City of
Dasmariñas through R.A. 9723
 was proclaimed a city on November 26, 2009.
Foundation

     In the 19th century during the Spanish Colonial Period, Dasmariñas was originally called Tampus meaning "end of the
forest." In the beginning stages, it was a part of its mother town of Imus (now City of Imus). It was once a part of a
vast Recollect Hacienda that supported all the various missionary activities of the Recollects in the Philippines and in
Spain.

Barrios

     The old town of Perez-Dasmariñas was made up of several barrios. Salitran was considered the most important and
famous during the Spanish regime because it was the site of the Recollect casa hacienda (estate house). Salitran came
from the Tagalog word "sal-it" meaning "people from another town".

TOURIST SPOTS

KADIWA PARK           KIDZWOR MUSEO DE LA SALLE                      

MAJOR EVENTS

PARU-PARO FESTIVAL

     The City of Dasmariñas started as a barrio of the town of Imus, Cavite until it was declared a new town on May 12,1864. After 145
years of being a municipality, it was declared a city last November 26,2009.  Paru-Paro Festival is the official festival of the City of
Dasmariñas as declared in Resolution No. 069-s-2011 and Special Ordinance 02-s-2011 enacted then by City Mayor Jennifer Austria
Barzaga and the Sangguniang Panlungsod. The festival was first launched on November 26, 2011 during the Second Anniversary of
the Cityhood of Dasmariñas. 

DASMARINAS DAY

     It has been a meaningful tradition of the City Government of Dasmarinas to sponsor a flower offering to commemorate
Dasmarinas day on October 5. This is important activity pays tribute our local heroes who gallantly served the town of Dasmarinas
consequently paving the way to our succes as a city today

CHAPTER 1: Introduction to history:

 As a narrative, any history that has been taught and written is
always intended for a certain group of audience. When the
ilustrados like Jose Rizal, Isabelo de los Reyes and Pedro Paterno
wrote history, they intended it for the Spaniards so that they
would realize that Filipinos are people of their own intellect and
culture.
HISTORY Also known as the study of the past derived from the Greek word “Historia” means “knowledge
acquired through inquiry or investigation” History as a discipline existed for around 2,400 years and is as old as
“white man’s burden”
mathematics and philosophy. Focus on writing about wars, revolutions and other important breakthroughs.
❖ Traditional Historian lived with the mantra of “no document, no history.”(unless a written document can prove a certain
POSTCOLONIALSM
Historical event, then it cannot be considered as historical fact. But as any other academic discipline, history progressed
and opened up to the possibility of valid historical sources, which were not limited to written documents, like government
Is a school of thought that emerged in the early twentieth
records, chroniclers` accounts, or personal letters. Historian started to realize the loophole and started using other kinds of
century when formerly colonized nations grappled with the
historical sources, which may not be written form but were just as valid.
idea of creating their identities and understanding their
societies against shadows of their colonial past.
E. g Oral traditions in forms of epic, songs,
artifacts, architecture and memory.
Postcolonial history looks at two things
They started collaborating with other
in writing history:
disciplines such as linguistics, biologist or
First is to tell the history of their nation that will highlight their
biochemist (for DNA) and even
identity free from that of colonial discourse and knowledge
archaeologist
Second is to criticize the methods.

HISTORIOGRAPHY
One of the problems confronted by history is the
accusation that the history is always written by victors.
-The study of historical writing.
This connotes that the narrative of the past is always
-In simple terms it is study of history.
written from the bias of the powerful and the more
dominant player.
-> History and Historiography
should not be confused with
History and Historian
each other.
If history is written with agenda or is heavily influenced by the
historian,
- > History’s object is the past,
Is it possible to come up with an absolute historical truth?
the events that happened in the
Is history is an objective discipline? If it is not,
past and causes of such events.
Is it still worthwhile to study history?
Historians only get to access representation of the past through historical sources
> Historiography object of
and evidences.
study on the other hand is
history itself.
Example of Historian
Carlos Quirino
> History has played various
roles in the past.
Carlos Lozada Quirino (14 January 1910 – 20 May 1999)
was a Philippine biographer and historian.
> Lesson from the past can be
used to make sense of the
He is best known for his early biography of Jose Rizal.
present.
He also wrote several works the Philippine history and
biographies of President Manuel Quezon and the
POSITIVISM
painter Damian Domingo.

– is the school of thought that emerged

between the 80th and 90th century.

-> requires empirical and observable

evidence that particular knowledge is
true.

-> “ no document no history”

C. TERTIARY SOURCE
The Historian’s job not just to seek historical Overview of the primary or secondary source.
evidences and facts but also
to interpret these facts External criticism
“Facts cannot speak for themselves.” Practice of verifying the authenticity of evidence
To give meaning to these facts by
organize it to timeline examining its physical characteristics,
Establish causes consistency with the
Write history historical characteristics of the time it was
HUMN102 Art Appreciation
What is Art?
Art is something that is perenially around us.
It is indisputable that life presents us with many forms of and opportunities.

Why Study the Humanities?

-he has cultivated the land
-altered the conditions of the fauna and the flora, in order to survive.
-through his bare hands, man constructed infrastructures that tended to his needs, like his house.
-sharpened swords and spears.
-employed fire in order to melt gold.
the initial meaning of the word "art" has something to do with all these craft.

The word "art" comes from the ancient Latin, ars which means a "craft" or specialized form of skill,
like carpentry or smithying or surgery" (Collingwood, 1938)
Art then suggested the capacity to produce an intended result from carefully planned steps or
method.
The Ancient World did not have any conceived notion of art in the same way that we do now.
To them, art only meant using the bare hands to produce something that will be useful to one's day-
to-day life

Ars in Medieval Latin came to mean something different. It meant "any special form of book-learning,
such as grammar or logic, magic or astrology" (Collingwood, 1938)

It was only during the Renaissance Period that the word reacquired a meaning that was inherent in
its ancient form of craft. Early Renaissance artist saw their activities merely as craftmanship, deviod
of a whole lot of intonations that are attached to the word now.

It was during the 17th century when the problem and idea of aesthetics, the study of beauty, began
to unfold distinctly from the notion of technical workmanship, which was the original

It was finally in the 18th century when the word has evolved to distinguish between the fine arts and
the useful arts.

The fine arts would come to mean "not delicate or highly skilled arts but "beautiful'
arts" (Collingwood, 1938)

The Galloping Wild Boar cave of Altamira, Spain

belong to Upper
Paleolithic Age
-even before, man is not just crafting tools to live and survive but also expressing his feelings and
thoughts.
Art is universal It is based on an individual's subjective
Literature has provided key works of art. experience of nature.

Popular one being taught in school are the Art involves experience
two Greek epics, "the lliad and the Odyssey" Art does not require a full definition. Art is just
and "Mahabharata" and "Ramayana" experience
"The actual doing of something" (Dudley
Art has always been timeless and universal, 1960)
spanning generations and continents through In order to know what an artwork is, we have
and through. to sense it, see and hear it.
Every experience with art is accompanied by
Art is not nature some emotion. Feelings and emotions are
In the Philippines, it is not entirely novel to concrete proofs that the artwork has been
hear some consumers of local movies remark experiences.
that these movies produced locally
are unrealistic. -it takes an artist to make art. One may
perceive beauty on a daily basis.
They contend that local movies work around -Not everyone can be considered an artist, but
certain formula to the detriment of substance all are spectators of art.
and faithfulness to reality of the movies. -Art is a product of man's creativity,
imagination, and expression.
Well and Grinding Wheel in the Forest of -We are able to distinguish what is fine and
the Chateau Noir beautiful from what is not and what is good
quality from poor.
a french painter, Paul Cezanne, painted a -This gives us a role in the field of art
scene from a reality appreciation.
The said scene is inspired by a real scene in a
forest around Chateau Noir area near Aix in What is Art Appreciation?
Cezanne's native Provence. The term art appreciation is referred to the
Cezanne has changed some patterns and knowledge of the general and everlasting
details from the way they were actually in the qualities that classify all great art. It is seen
photograph. What he did is not nature. It is art used to refer to the exploration of art forms or
the introduction of basic principles of Art
One important characteristic of art is that it Literacy.
is not nature.
Art is man's expression of his reception of ART APPRECIATION AS A WAY OF LIFE
nature. "The role of art as a creative work that depicts
Art is man's way of interpreting nature. the world in a completely different light and
Art is made by man. perspective." - Jean-Paul Sartre
What we find in nature should not be expected
to be present in art too. Each artwork beholds beauty of its own kind,
the kind that the artist sees and wants the
Art is like each of these men's view of the viewers to perceive.
elephant.
More often than not, people are blind to this expression, he is able to explore his own
beauty and only those who have developed a emotions and at the same time, create
fine sense of appreciation can experience and something beautiful out of them."
see the art the same way the artist did. - Robert George Collingwood, 1938

Hence, refining one's ability to appreciate art Expressing emotions is something different
allows him to deeply understand the purpose from describing emotions.
of an artwork and recognize the beauty it There are countless way of expressing
possesses. oneself through art. The following list includes,
but is not limited to popular art expressions.
in cultivating an appreciation of art, one
should also exercise and develop his taste for Visual Arts
things are fine and beautiful. Creation that fall under this category are those
that appeal to the sense of sight and are
This allow as individuals to make intelligent mainly visual in nature. Artists produce visual
choices and decisions in acquiring necessities arts driven by their desire to reproduce things
and luxuries, knowing what gives better value that they have seen in the way they perceived
for time or money while taking into them
consideration the aesthetic and practical
value. Film
refers to the art of putting together
THE ROLE OF CREATIVITY IN ART successions of still images in order to create
MAKING an illusion of movement.
Creativity requires thinking outside the box. Filmmaking focuses on its aethetic, cultural,
In art, creativity is what sets apart one artwork and social value and is considered as both an
from another. art and an industry.

ART AS A PRODUCT OF IMAGINATION, Performance Art

IMAGINATION AS A PRODUCT OF ART it is a live art and the artist's medium is mainly
Imagination is more important than the human body which he/she used to
knowledge. For knowledge is limited to all we perform, but also employs other kind of art
know now and understand, while imagination such as visual arts, props, or sound.
embraces the entire world, and all there ever It consists of 4 elements: time, the performer's
will be to know and understand" - Albert or performer's body, and relationship between
Einstein the audience and the performer

In an artist's mind sits a vast gallery of Poetry Performance

artworks. An artwork does not need to be real an art where the artist expresses his emotions
thing, but can be something that is imaginary. not by using paint, charcoal, or camera, but
(Collingwood, 1938) expresses them through words.
These are carefully selected to exhibit clarity
and beauty and to stimulate strong emotions
ART AS EXPRESSION of joy, anger, love, sorrow and the list goes
"What an artist does to an emotion is not to on.
induce it, but to express it. Through
Architecture
making of beautiful buildings. However, not all buildings are beautiful. some buildings only embody
the functionality they need, but the structure, lines, forms, and colors, are not beautifully expressed.
Thus, not all buildings can be considered architecture. Buildings should embody these 3 important
elements- plan, construction, and design

Dance
series of movements that follows rhythm of the music accompaniment.
It is a creative form that allows people to freely express themselves.

Literature Art
an artist who practice literary arts use words- not paint, musical instruments, or chisels- to express
themselves and communicate emotions to the readers.
It goes beyond the usual professional, academic, journalistic, and other technical forms of writing,
It focuses on writing using a unique style, not following a specific formal or norm.

Theater
uses live performers to present accounts or imaginary events before a live audience
Theater arts usually follow a script, though they should not be confused with literary arts.
It is also a live perfomance, the participation of the viewer is an important element in theater arts.

Applied Arts
incorportating elements of style and design to everyday items with the aim of increasing their
aesthetical value.
Artist in this field bring beauty, charm, and comfort into many things that are useful in everyday life.
Industrial design, interior design, fashion design, and graphic design are considered applied arts.
EN101 Purposive Communication

COMMUNICATION PRINCIPLES, PROCESSES, AND ETHICS

 Communication is derived from the Latin word “common” which means, “belonging to
many” and “communico” means to confer with others. It is the mutual exchange of
information, ideas, and understanding by any effective means.
 Communication as the process of generating meaning by sending and receiving verbal
and nonverbal symbols and signs that are influenced by multiple contexts.
 Communication may be defined as a process concerning exchange of facts or ideas
between persons holding different positions in an organization to achieve mutual
harmony. The communication process is dynamic in nature rather than a static
phenomenon.

5 FORMS OF COMMUNICATION
 Forms of communication vary in terms of participants, channels used, and contexts. The
five main forms of communication, all of which will be explored are intrapersonal,
interpersonal, group, public, and mass communication.

1. Intrapersonal communication is communication with oneself using internal

vocalization or reflective thinking. Like other forms of communication, intrapersonal
communication is triggered by some internal or external stimulus. We may, for example,
communicate with our self about what we want to eat due to the internal stimulus of
hunger, or we may react intrapersonally to an event we witness. Unlike other forms of
communication, intrapersonal communication takes place only inside our heads. The
other forms of communication must be perceived by someone else to count as
communication. So what is the point of intrapersonal communication if no one else even
sees it?
Intrapersonal communication serves several social functions. Internal vocalization, or
talking to ourselves, can help us achieve or maintain social adjustment (Dance & Larson,
1972). For example, a person may use self-talk to calm himself down in a stressful
situation, or a shy person may remind herself to smile during a social event. Intrapersonal
communication also helps build and maintain our self-concept. 

2. Interpersonal communication is communication between people whose lives mutually

influence one another. Interpersonal communication builds, maintains, and ends our
relationships, and we spend more time engaged in interpersonal communication than the
other forms of communication.
Interpersonal communication can be planned or unplanned, but since it is interactive, it is
usually more structured and influenced by social expectations than intrapersonal
communication. It is also more goal oriented than intrapersonal communication and fulfills
instrumental and relational needs. In terms of instrumental needs, the goal may be
as minor as greeting someone to fulfill a morning ritual or as major as conveying your
desire to be in a committed relationship with someone. Interpersonal communication
meets relational needs by communicating the uniqueness of a specific relationship. Since
this form of communication deals so directly with our personal relationships and is the
most common form of communication, instances of miscommunication and
communication conflict most frequently occur here (Dance & Larson, 1972). Couples,
bosses and employees, and family members all have to engage in complex interpersonal
communication, and it doesn’t always go well. In order to be a competent interpersonal
communicator, you need conflict management skills and listening skills, among others, to
maintain positive relationships.

3. Group communication is communication among three or more people interacting to

achieve a shared goal. You have likely worked in groups in high school and college, and
if you’re like most students, you didn’t enjoy it. Even though it can be frustrating, group
work in an academic setting provides useful experience and preparation for group work
in professional settings. Organizations have been moving toward more team-based work
models, and whether we like it or not, groups are an integral part of people’s lives.
Group communication is more intentional and formal than interpersonal communication.
Unlike interpersonal relationships, which are voluntary, individuals in a group are often
assigned to their position within a group. Additionally, group communication is often
task focused, meaning that members of the group work together for an explicit purpose or
goal that affects each member of the group. Goal-oriented communication in
interpersonal interactions usually relates to one person; for example, I may ask my friend
to help me move this weekend. Goal-oriented communication at the group level usually
focuses on a task assigned to the whole group; for example, a group of people may be
tasked to figure out a plan for moving a business from one office to another.

4. Public communication is a sender-focused form of communication in which one person

is typically responsible for conveying information to an audience. Public speaking is
something that many people fear, or at least don’t enjoy. But, just like group
communication, public speaking is an important part of our academic, professional, and
civic lives. When compared to interpersonal and group communication, public
communication is the most consistently intentional, formal, and goal-oriented form of
communication we have discussed so far.
Public communication, at least in Western societies, is also more sender focused than
interpersonal or group communication. It is precisely this formality and focus on the
sender that makes many new and experienced public speakers anxious at the thought of
facing an audience. Despite being formal, public speaking is very similar to the conversations that
we have in our daily interactions. For example, although public speakers don’t necessarily develop
individual relationships with audience members, they still have the benefit of being face-to-face with
them so they can receive verbal and
nonverbal feedback.

5. Public communication becomes mass communication when it is transmitted to many

people through print or electronic media. Print media such as newspapers and magazines
continue to be an important channel for mass communication. Television, websites,
blogs, and social media are mass communication channels that you probably engage with
regularly. Radio, podcasts, and books are other examples of mass media. The technology
required to send mass communication messages distinguishes it from the other forms of
communication. A certain amount of intentionality goes into transmitting a mass
communication message since it usually requires one or more extra steps to convey the
message. This may involve pressing “Enter” to send a Facebook message or involve an
entire crew of camera people, sound engineers, and production assistants to produce a
television show. Even though the messages must be intentionally transmitted through
technology, the intentionality and goals of the person actually creating the message, such
as the writer, television host, or talk show guest, vary greatly. The president’s State of the
Union/Nation address is a mass communication message that is very formal, goal
oriented, and intentional, but a president’s verbal gaffe during a news interview is not.

7 MAJOR ELEMENTS OF COMMUNICATION PROCESS

 Communication process as such must be considered a continuous and dynamic inter-

action, both affecting and being affected by many variables.

1. Sender - a person, group, or organization who initiates communication. - She/He may be

called the source, encoder, speaker or communicator.
2. Message - an element transmitted in communication. - It may consist of the idea,
opinion, information, feeling or attitude of the sender.
3. Channel - a pathway or medium through which the message travels to reach its
destination. - It may be oral, written, or visual.
4. Receiver - a person who receives, analyses, understands, and interprets the message. -
S/he can also be called decoder, reader, or listener.
5. Feedback - the receiver’s response that provides information to the sender. Then return
process in which the receiver provides both verbal and non-verbal signals to show
whether the message is understood or not.
6. Noise - a form of distortion, barrier or obstacle that occurs in an of the oral
communication process.

7. Adjustment - done if the message is distorted or is not clearly understood by the

receiver.
8. Context - It is the situation from which the communication is done. It includes settings or
environment (family, school, workplace, religious communities); social relations (friends,
husband and wife, parent and child, colleagues/boss- subordinate in the office); scenes
which include place, time and occasion (business meeting, job interview, social gathering
– parties, weddings, etc.); and culture (history, tradition, beliefs, norms, values)

FIVE STEPS OF THE COMMUNICATION PROCESS (Schreiner, 2018)

1. Creation - It is forming the communicative intent where the sender generates idea. This
requires the individual who is sending the message to decide what s/he wants to say and
select a medium through which to communicate this information. If the medium s/he
selects is a written one, s/he must compose a concise and clear message that others can
understand and if the medium is oral, s/he must plan out a clear spoken message.
2. Transmission - The transmission may be as simple as meeting with the intended
recipient of the message, and orally sharing the message, or calling the individual to
communicate orally over the phone. If the message is a print one, it may include
distributing a paper memo or sending an email.

3. Reception - After transmitting the message, the communication duties change hands and
fall upon the receiver of the message. The message is obtained either from the written
format the sender selected or by listening carefully as the message is delivered orally.

4. Translation - Once receiving the message, the recipient must translate the message into
terms that s/he can easily understand. To do this, s/he must listen to or read the message
in question and paraphrase it within her/his head, turning the potentially complex context
contents of the message into more manageable and meaningful components.

5. Response - This may be verbal and immediate, which is commonly the case if
communication is face-to-face. It may also be easily a written response that either
expands upon the message or simply indicates receipt of the message in question.

FIVE TYPES OF COMMUNICATION

1. Verbal Communication
Verbal communication is a form of transmitting messages using word symbols in
representing ideas and objects which comes in two forms – oral and written.  It occurs when
we engage in speaking with others. It can be face-to-face, over the telephone, via Skype or
Zoom, etc. Some verbal engagements are informal, such as chatting with a friend over coffee
or in the office kitchen, while others are more formal, such as a scheduled meeting.
Regardless of the type, it is not just about the words, it is also about the caliber and
complexity of those words, how we string those words together to create an overarching
message, as well as the intonation (pitch, tone, cadence, etc.) used while speaking. And when
occurring face-to-face, while the words are important, they cannot be separated from non-
verbal communication.

2. Non-Verbal Communication
It is a form of communication which refers to the sending of messages to another person
using signs, gestures, facial expressions and means other than the spoken and written
language.  What we do while we speak often says more than the actual words. Non-verbal
communication includes facial expressions, posture, eye contact, hand movements, and
touch. For example, if you’re engaged in a conversation with your boss about your cost-
saving idea, it is important to pay attention to both their words and their non-verbal
communication. Your boss might be in agreement with your idea verbally, but their
nonverbal cues: avoiding eye contact, sighing, scrunched up face, etc. indicate something
different.
3. Written Communication
Whether it is an email, a memo, a report, a Facebook post, a Tweet, a contract, etc. all forms
of written communication have the same goal to disseminate information in a clear and
concise manner – though that objective is often not achieved. In fact, poor writing skills often
lead to confusion and embarrassment, and even potential legal jeopardy. One important thing
to remember about written communication, especially in the digital age, is the message lives
on, perhaps in perpetuity. Thus, there are two things to remember: first, write well – poorly
constructed sentences and careless errors make you look bad; and second, ensure the content
of the message is something you want to promote or be associated with for the long haul.

4. Listening
The act of listening does not often make its way onto the list of types of communication.
Active listening, however, is perhaps one of the most important types of communication
because if we cannot listen to the person sitting across from us, we cannot effectively engage
with them. Think about a negotiation – part of the process is to assess what the opposition
wants and needs. Without listening, it is impossible to assess that, which makes it difficult to
achieve a win/win outcome.

5. Visual Communication
We are a visual society. Think about it, televisions are running 24/7, Facebook is visual with
memes, videos, images, etc., Instagram is an image-only platform, and advertisers use
imagery to sell products and ideas. Think about from a personal perspective – the images we
post on social media are meant to convey meaning – to communicate a message. In some
cases that message might be, look at me, I’m in Italy or I just won an award. Others are
carefully curated to tug on our heartstrings – injured animals, crying children, etc.

ETHICS IN COMMUNICATION (Johansen, 16)

 Presentation of Content Ethics is an integral part of communication. When we

communicate, we do not simply choose words; we choose words for the effect they will
have on our audiences, on ourselves, and ultimately, on society. Also, we choose the
manner of communication because sometimes “what matters is not what you say, but
how you say things.”

1. Ethical Communicators are Respectful of Their Audience.

 Communication is a two-way process. The communicator must consider the audience
ideas and feelings during the interaction.
2. Ethical Communicators Consider the Consequences of their Communication.
 Every communicator must bear in mind that the ultimate aim of communication is to
promote the common good. Communication must be set in a way that conflict is
reduced or eliminated.
3. Ethical Communicators Respect the Truth.
 A great deal of the ethics of communication involves a respect for truth. Indeed, as
one has put it, the assumption of truth undergirds the very concept of communication
itself: "an inherent end of speech is the communication of belief" (Kupfer 118). If we
cannot trust the other party, we cannot accurately judge how to respond. If we cannot
accurately judge how to respond, then our communication becomes increasingly
ineffective.
4. Ethical Communicators Use Information Properly.
 Communicators have the responsibility to give and acquire adequate and accurate
information. As an ethical communicator, a respect for truth means being informed on
a topic before posing as any kind of authority on the subject. We also need to
consider the accuracy of the information and the accuracy with which we use it.
When we communicate, we expect people to react in some way to what we say and
do. When we use inaccurate information to influence others, we cause difficulty for
them and for ourselves.
5. Ethical Communicators Do Not Falsify Information.
 Worse than the distortion of information is falsifying information. Failing to find
information useful to our goals, we make it up. This is a form of cheating; therefore,
it should by all means be avoided.
6. Ethical Communicators Respect the Rights of Others to information.
 A respect for truth and an ethical consideration of others also means respecting the
rights of others in regard to information and access to information. Collecting
information is an integral part of the research process, but stealing information is
theft, taking something that does not belong to us. Beyond the personal act of theft,
stealing information is unethical because it prevents other people from securing
information and unnecessarily makes their lives more difficult.
 PROF1 Foundations of Special and Inclusive Education

UNDERSTANDING DIVERSITY

DIVERSITY -DIVERTERE (Latin word)- to turn away, separate, oppose.

The state or quality of being different or varied; a variety or assortment; a point of
difference; the inclusion of people of different races, genders, religions, etc. in a group; the
relation that holds between two entities when and only when they are not identical; the
property of being numerically distinct.
People’s differences which may relate to their race, ethnicity, gender, sexual
orientation, language, culture, religion, mental and physical ability, class and immigration
status.
INVISIBLE
VISIBLE
One’s beliefs
Color of skin
Mind-sets
Color of hair
Values
Shape of eyes/ nose
Sexual identity
Height / weight
Intelligence
Gender
personality
Age
Socio-economic status

LODEN’S DIVERSITY WHEEL

MARILYN LODEN and JUDY ROSENER (1991

Loden recognized the demand for an The model was revised in 1996 to
instrument that would help people cover additional aspects of group
better understand how group-based differences that were implied in the
differences influence people’s social first model.
identities.

The different components in the Diversity Wheel played significant roles in building character and
possibly forming stereotypes.

The Diversity wheel pointed to the significance of or social characters and the way in which people
develop their identity when they are able to establish connection with a specific group of people.
ABILITY (AND look out for the welfare of people of
DISABILITY) AS A diverse cultures and backgrounds.
DIMENSION OF
DIVERSITY

ABILITY
Refers to the possession of the
qualities required to do something;
necessary skill or competence, or
power.

DISABILITY
The umbrella term for impairments,
activity limitations and participation
restrictions, referring to the negative
aspects of the nteraction between an
individual (w/ healthcondition) and that
individual’s contextual factors
(environmental & personal factors)

DILEMMA OF
DIVERSITY

DISCRIMINATION issues around

race, gender, age, and intellect still
abound inspite of characters, laws and
policies that uphold diversity.

In more workplaces, there are

systems and processes put into place
to intentionally promote diversity.

In schools, diversity is the best way

to teach what it means to be tolerant
and respectful of each other’s
differences.

In government, the acknowledgment

that diversity is an integral
component of community equates to
laws and policies being passed to