1

3 Course Description
4 Course Goals
5 Course Topics
8 Philosophical Perspective of the Self
21 Sociological Perspective of the Self
34 Anthropological Perspective of the Sel
41 Psychological Perspective of the Self
57 Western and Eastern Concept of the Se
70 Physical Self
82 Sexual Self
96 Material Self
103 Spiritual Self
123 Political Self
149 Digital Self
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168 Learning to be a Better Student
182 Setting goals for Success
196 Taking Charge of One’s Health

3
COURSE DESCRIPTION
The course deals with the nature of identity, as well as the
factors and forces that affect the development and maintenance
of personality identity. This is intended to facilitate the
exploration of the issues and concerns regarding self and
identity to arrive at a better understanding of one’s self. it
strives to meet this goal by stressing the integration of the
personal with the academic- contextualizing matters discussed
in the classroom and in the everyday experiences for students-
making for better learning, generating a new appreciation for
the learning process, and developing a more critical and
reflective attitude while enabling them to manage and improve
their selves to attain a better quality of life.

The course is divided into three major parts: The first part seeks
to understand the construct of the self from various disciplinal
perspective: philosophy, sociology, anthropology, and
psychology as well as the more traditional division between the
East and West- each seeking to provide answers to the difficult
but essential question of “What is the self?” And raising, among
others, the question: “Is there even such a construct such as
the self?”

The second part explores some of the various aspects that make
up the self, such as the biological and material up to and
including the more recent Digital Self. The third and final part
identifies three areas of concern for young students; learning
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goal setting and managing stress. It also provides for the more
practical application of the concepts discussed in this course and
enables them the hands-on experiences of developing self-help
plans for self-regulated learning, goal setting and self-care.

This course includes the mandatory topics on Family Planning

and Population Education.

COURSE GOALS
At the end of the semester, the students are expected to:
The Self from Various Perspectives
1. Discuss the different representations and
conceptualizations of the self from various disciplinal
perspectives
2. Compare and contrast how the self has been represented
across different discipline and perspectives
3. Examine the different influences, factors, and forces that
shape the self
4. Demonstrate critical and reflective thought in analyzing
the development of one’s self and identity by developing a
theory of the self.
Unpacking the Self

5. Explore the different aspects of self and identity

6. Demonstrate critical and reflective thought in integrating
the various aspect of the self and identity
7. Identify the different forces and institutions that impact
the development of various aspects of self and identity
8. Examine one’s self against the different aspects of
self-discussed in class
Managing and Caring for the Self

5
 1. Understand the theoretical underpinnings for how to
manage and care for different aspects of self
2. Acquire and hone new skills and learning for better
managing of one’s self and behaviours
Apply these new skills to one’s self and functioning for a better
quality of life.

COURSE TOPICS
Ψ The Self from Various Perspective

a. Philosophical Perspectives
1. Socrates & Plato
2. St. Augustine
3. Descartes & Hume
4. Ryle, Merleau-Ponty

b. Sociological Perspective
1. Self as a product of society
2. Self and the Development of the Social World
3. Charles Cooley (Looking Glass Self)
4. Mead (Symbolic Interactionism)
5. Irving Goffman (Presentation of self)

c. Anthropological Perspective
1. The Self and person in contemporary
anthropology
2. Self-embedded in culture

6
 d. Psychological Perspective
1. The Self as Cognitive Construct
1. Carl Rogers & Karen Horney (Ideal and Real
Self)
2. Gordon Allport & Albert Bandura (Proactive &
Agentic Self)
3. Donald Winnicott (Authentic and False Self)

e. The Self in Western and Eastern Thoughts

1. Independent & Interdependent Self
2. Construction of Self in Western & Eastern
Thought

Ψ Unpacking the Self

a. The Physical Self
-The self as impacted by the body
-The impact of culture on body image and self-esteem:
The importance of beauty
-The role of culture in our Understanding of “Body
Image” and “Self-esteem”
1. The influence of media on adolescent’s
understanding of beauty
2. Impact of media on the self-esteem of the
adolescent
-Self-esteem and its Significance
1. Concept of Self-esteem
2. Developing Self-esteem

b. The Sexual Self

-Sexual Development
1 The Human Reproductive System

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 2. Understanding the human sexual response;
Phases of sexual response
3. Basic Biology of Sexual Behavior
-Human Sexuality
1. Diversity of Sexual Behavior: Solitary
Heterosexual, Homosexual, Bisexual, Transsexual
2. Understanding the Chemistry of Lust, Love and
Attachment
-Diversity of Human Sexuality
1.Sexually Transmitted Diseases/Infections
2.Teenage Pregnancy
3.Family Planning/ Responsible Parenthood and
Different Family Planning Methods/ Methods of
Contraception (Natural and Artificial

c. The Material/Economic Self

- Shaping the way, we see ourselves: The role of
consumer culture on our sense of self and identity
- Consumer Behavior (What, When, Why & How)
- Possession and the Extended Self
- Special Cases of Extended Self
1. Collections (I Shop, Therefore I am”)
2. Pets as Extended Self
3. Body Parts

d. The Spiritual Self

- The Concept of Spirituality
1. Filipino Traditional Understanding of Soul
- The practice of religion: belief in supernatural being
and power
- Rituals and Ceremonies: Function of Rituals
- Religion, Magic and Witchcraft
- Finding and Creating meaning: Three ways of
meaning of life

e. The Political Self

- Filipino Identity
- Concept of Power and Influence
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 f. The Digital Self: Self and other in Cyberspace
- I, me, myself, and my user ID online identity
- Selective self-presentation and impression
management
- Impact of online interaction on the self
- Boundaries of the self online: private vs public;
personal/individual vs social identity online; gender
and sexuality online

Ψ Managing and Caring for the Self

a. Learning to be a better student
b. Setting goals for success
-Importance of goals
-Bandura’s self-efficacy
-Dweck’s Mindset (growth vs fixed)
c. Taking charge of one’s health
-Stressors and responses
-Sources of coping and strength
-Stress and Filipinos: The social and cultural dimensions
of stress
-Taking care of self: The need for self-care and
compassion

Lesson 1: Philosophical
Perspective of the Self
"There are three things extremely hard: steel, a diamond, and to know
one's self."
- Benjamin Franklin

Overview
Knowing oneself entails a deeper exploration and understanding
about oneself. It is a life-long journey of self-awareness,
9
self-knowledge, self-realization. Its goal is to answer the
daunting question of “Who am I?”.

The process of knowing oneself allows one to assess how he or

she is living his life and evaluating how aligned his existence to
his purpose in life. However, knowing oneself is no easy task.
Since it is a life-long process, it takes time and effort.

In trying to understand the nature of the self, Philosophy is the

first discipline of study to understand the essence of the self. It
was first introduced by ancient Greek philosophers Socrates,
Plato, and Aristotle. This lesson presents an overview of the
philosophical perspectives of the self, in its intention to provide a
deeper level of self-understanding. Different perspectives of
prominent philosophers will be determined. The philosopher’s
perspectives are arranged in a historical approach starting from
Ancient Philosophy to Contemporary Philosophy. Philosophers
presented in this section may have differing views on the self,
however, they all agreed on the importance of understanding
oneself as a key in living a meaningful life.

Specific Objectives
At the end of this lesson, students are expected to:

10
 1. Describe and discuss the different notions of the self
from the point of view of the various philosophers
across time and place
2. Compare and contrast how the self has been
presented in different philosophical schools
3. Examine one’s self against the different views of self
that were discussed in class

Activity #1
Reflect and Write: Who Am I Worksheet
In this activity, student will reflect in the questions posed on the
worksheet and write their corresponding answer on the space
provided. They will be given 10-15 minutes to complete the
activity. Please refer to page 12 for the copy of the worksheet.

Analysis
Answer the following guide questions filling out the “Who Am I”
worksheet.

1. Which part of the worksheet is the easiest to answer?

How about the most difficult?
_____________________________________________
_____________________________________________
2. What do you have in mind while writing your worksheet?
What part did you answer first? Why?
_____________________________________________

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 _____________________________________________
3. How did you feel while writing your worksheet?
_____________________________________________
_____________________________________________
4. What were your realization after completing your
worksheet?
_____________________________________________
_____________________________________________

Abstraction
Ancient Philosophy
This is a classical Greek period in which it was imperative to
know oneself.

Socrates
For Socrates, an unexamined
life is not worth living.
Evaluating and examining
one’s self is an essential srep
in getting to know the self. If
one has self-knowledge, one
will be able to determine the
answer to the question of
“how should I live my life?”.
More importantly, when we

12
know oursleves, we will know how to takge good care and give
love to ourselves. He determined a way to know oneself is
through Socratic Method or Elenchus- a systematic and serious
questioning.

Plato
Another ancient Greek Philosopher
who elaborates Socrates’s concept of
the self is Plato.

His notion of the self could

be explained using his
Theory of Forms. He
emphasized that the
physical world is not the ‘real’ world but ultimately exist outside
the realm of the physical world. He highlighted that there are
two worlds: Platonic World and Physical World. The physical
world entails the world of matter and all the material things we
see in the physical realm. However, according to Plato, physical
world is characteristically temporary and imperfect. On the other

13
hand, platonic world is the world of ideals and this exist beyond
the physical realm. He characterized this as true and perfect.

According to Plato, the world we live in is a poor imitation of the

real world. The world of forms is so ideal and perfect. Since we
are in world of matter, we forgot about these ideal world. So our
task is to remember. Remember the things in the world of
forms. According to him, in order to remember this is to use the
method of Anamnesis-which means to recollect. For him, to
know thyself is to remember.

Plato also added that there are three components of the soul
(psyche):

a. The RATIONAL soul: forged by reason and intellect has

governed the affairs of the human person.

b. The SPIRITED soul: is in charge of emotions should be kept

at bay

c. The APPETITIVE soul: in charge of the basic needs like

eating, drinking, sleeping, and sex are controlled as well.

Medieval Philosophy
Philosophy during this period was theological in nature. It was
closely associated on Christian thought.

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St. Augustine of Hippo
St. Augustine was great
influenced by the
philosophy of Plato. He
integrated Plato’s ideas to
Christian teachings.
Similar to Plato, he
believed that there are
two worlds, and the
physical world that we
live in is just temporary d
prone to mistakes. His
philosophy of the self was
outlined in his vision of
two worlds or societies:
the City of God and the
City of Man. These two
worlds or cities are
symbolic embodiment of
two spiritual realms. For
him, City of God is
characteristically perfect
and heavenly while City of
Man is earthly and prone
for sins and imperfection.
For St. Augustine, the self
is created in the image and

15
likeness of God. Thus, we can only know ourselves through
knowing God. Self-knowledge is a consequence of knowledge of
God. The development of the self is achieved through
self-presentation and self-realization. He emphasized the
importance of reflection and prayer to arrive at a justification of
God.

Modern Philosophy
Philosophy during this period was anthropocentric in nature.

Rene Descartes
Considered as the Father
of Modern Philosophy,
Rene Descartes presented
a new perspective to
philosophy and to the
understanding of the self.
He applied the concept of
Rationalism in
understanding human
nature. His famous
phrase “Cogito ergo sum”
or “I think therefore I am” encapsulated his notion of the self.
For him, the act of thinking is an evidence of the existence of
the self. He emphasized that no rational individual can doubt

16
 his or her existence, for even if one thinks and doubts oneself,
that only proves there is a doubting self- an entity who thinks-
and therefore cannot be doubted. For him, the essence of the
self is its capability to think, doubt, understand, analyze, and
reason.

John Locke
For John Locke, the human mind at
birth is like a tabula rasa-blank
slate. The person’s experience
become notation of the slate and
make individual distinct from other
people. He believed that the self is
primarily constructed from sense
experience. In turn, these sense
experiences shape the self
throughout his or her life.

A keystone in understanding the self, for Locke, is through

conscious awareness and recollecting previous experiences.
Conscious awareness of the self is essential to have a coherent

17
and consistent sense of self. He emphasized the use of reasons
to obtain knowledge and consequently use the knowledge to
make sense of his or her experiences. For Locke, careful
observation of experiences is the foundation of knowledge.
Through reasoning and introspection allows an individual to
assess and understand oneself.

David Hume
An empiricist just like Locke,
David Hume suggested that
through careful examination of
the self, an individual will
discover that there is no self.
For him, all we know about
ourselves are just bundles of
temporary impression and
ideas. Impression pertains to
basic sensations of people’s
experience like love and joy.
On the other hand, ideas are
images from impression that
18
are strong and lively. Hume theorized that these impressions
and ideas about selves are temporary. According to him, notions
of the self are based and derived from impressions, and
consequently there is no self.

Contemporary Philosophers
This refers to the period of philosophy that generally deals with
philosophers from late 19th century to the present.

Gilbert Ryle
For Ryle, the self could be best understood based from physical
actions and behaviors of an
individual. His philosophy of
the self could be encapsulated
in this principle: “I act
therefore I am”. We will only
be able to understand the self
from the external
manifestations and dispositions
like facial expression,
gestures, and language.
He considers the mind as
never separate from the body. Both are intrinsically linked. The
mind pertains to human disposition that is manifested through

19
human behavior. For him, what truly matters are the behavior
that a person manifests in his day-to-day life.

Maurice Merleau-Ponty
Merleau-Ponty argued that
the self is based from the
“phenomena” of experience.
He regarded that the self
should be taken as a whole-
a Gestalt understanding of
perceptual synthesis. The
living body, his thought,
emotions, and experiences
are all one. He adheres to
the notion that the mind and
body are unified, not
separated. However, the self
can be perceived on different angles.

Activity #2
Synthesizing Activity. Students will complete the following
sentences and determine new knowledge learned from the
lesson.

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 1. I’m thinking
_________________________________________
_________________________________________

2. Now, I’m thinking

_________________________________________
_________________________________________

3. I am beginning to think
_________________________________________
_________________________________________

4. My new thinking is
_________________________________________
_________________________________________

Assessment
1. Philosopher Matrix. Choose five philosophers discussed
in class and list their key terms. Identify their concept
about self.

Philosopher Key Terms Concept of Self

21
 2. Philosophy of the Self. Create a 30-seconds to
1-minute video clip of your own that will briefly explain
your philosophy of the self. Post your video clip in Moodle.

References
Alata, E. P., Caslib, B., Serafica, J., Pawilen, R. A. (2018).
Understanding the self (1st ed.). Sampaloc, Manila: Rex
Book Store, Inc.

Go-Montilla, M., Ramirez, N. (2018). Understanding the self.

Quezon City: C & E Publishing, Inc.

Villafuerte, S. L., Quillope, A. F., Tunac, R. C., Borja, E. I.

(2018). Understanding the self. Quezon City, Philippines:
Nieme Publishing House Co. Ltd.

WHO AM I?

REFLECTION RESPONSES

22
 Where have you
been in your
lifetime?

What defines you?

What are your

goals for this year
and the future?

What obstacles
have you
overcome?

What do you really

care about?

23
Lesson 2: Sociological
Perspective of the Self

“Our job in this life is not to shape ourselves into some ideal we
imagine we ought to be, but to find out who we already are and
become it.”
― Steven Pressfield

Overview

As a scientific field of study on society and human interaction,

Sociology provides insights in the interconnectedness of an
individual to the society and how society influence an individual.
The sociological perspective of the self is rooted on the notion
that the self is surrounded and influenced by social groups. In
this, the self is formed and developed through the process of
socialization and interaction with other people, groups and social
institutions. These social forces include family, school, peers,
church, and mass media.
In this lesson, you will be provided with the theory, approaches,
and concepts of well-known sociologists like Mead, Cooley,
Goffman, and Festinger. Specifically, this lesson will give you
understanding on how groups and society, in general, shape
your understanding and formation of your identity.

24
Specific Objectives
At the end of this lesson, students are expected to:

1. Discuss the different representations and

conceptualization of the self from various sociological
perspectives (Mead, Goffman and Cooley)
2. To be able to identify the distinction between the concepts
of I and the Me of George Herbert Mead
3. Describe the concept of the looking-glass self and how it
affects self-concept
4. Explain the concept of social comparison and why it is
important to human behavior

Activity #1
Watch a Documentary
(Genie Wiley Case).

Students will watch a video

on the case of Genie Wiley.
The video is uploaded in
Moodle named Genie Wiley
Case Docu. They can also

25
access the video through this link:
https://www.youtube.com/watch?v=VjZolHCrC8E.

Analysis
After the activity, students must be able to answer the following
guide questions:

1. What can you say about Genie Wiley?

___________________________________________
___________________________________________
2. Why do you think she could not really speak and walk?
___________________________________________
___________________________________________
3. How helpful were the researchers and experts help in
Genie’s development?
___________________________________________
___________________________________________
4. Did the presence of nurturing and supportive family
influence one’s development? How and why?
___________________________________________
___________________________________________

5. What were your realization after completing the activity?

26
 ___________________________________________
___________________________________________

Abstraction
George Herbert Mead
He is an American symbolic
interaction theorist and sociologist
whobelieved that the self was a
social product acquired by
observing and assimilating the
identities of others. His key

concepts include “I” & “me”,

significant other, generalized other,

role taking, preparatory stage, play
stage, game stage.

Stages in the Development of the Self

Stage 1: Preparatory stage (birth to two years old)

27
 -During this stage, children interact with others through
imitation. They are also observed to be mimicking those
around them without the understanding of the underlying
intention or meaning of the mimicked behaviors.

Stage 2: Play Stage (two to six years old)

-Children starts to develop an understanding of

themselves in relation to others as they learn to interact

through verbal and nonverbal; language. The self
emerges as children take on different roles, pretend, and
express expectation of others.

***Important during this stage is role-taking which is

mentally assuming the perspective of another person and
acting based on their perceived point of view.

Stage 3: Game Stage (about seven to nine years old)

- Children begin to understand other people’s
perspective. The self develops by allowing individuals
to understand and adhere to the rules of the activity.

Generalized other- a composite of societal

expectations

Activity #2
Click, Click, Click. Take a Selfie Activity.

28
 1. Take at least five photos of yourself
2. Choose the best selfie then analyze the photo using the
following guide questions:
a. Who is that a picture of? _______________________
b. Who took picture? ____________________________
c. What did you just do? _________________________

– Now, imagine you will send the four not-so-best

selfie of you to someone you are not close with or to
your crush.

3. What did you notice from the activity?

_________________________________________
_________________________________________

4. What are your thoughts and emotions while doing the

activity?
_________________________________________
_________________________________________

Mead’s Theory of the Self

Mead asserted that there are two divisions of the self: I and Me
– “I”
This is the subjective and active aspect of the self. It is
spontaneous, unpredictable, impulsive, and acts without
considering social consequences

– “Me”

29
 This is the objective aspect of the self that knows the
rules of society and attempts to channel the impulses of
the “I” into socially acceptable behavior that still meets
the “I’s” needs.

Erving Goffman
He is an American
sociologist who proposed
an approach called
dramaturgical analysis.
This is the study of social
interaction in terms of
theatrical performance.
He asserted that Each
performance involves the presentation of self in which an
individual demonstrates efforts to create specific impressions in
the minds of others.
According to Goffman, just like actors and actresses, people
perform their “act” in two places: “front stage” and “back
stage”. People engage in “front stage” behaviors when they are
aware that other people are watching. Behaviors portrayed
reflects the internalized societal norms and expectations. On the
other hand, people engage in “back stage” behavior when other
people are not watching. In this manner, people are more
relaxed in back stage because they are free from the societal

30
norms and expectations. People can let their guard down and
allowed to express their “true” selves.

Charles Horton Cooley

He is an American sociologist
who introduce the concept of
“looking glass self”. This
concept highlights how we
develop a sense of who we are
in society based upon
interaction with others and
how we feel others perceive
us. According to him,
self-image is achieved from
the following processes:
1. We imagine how we
appear to others
2. We interpret how others judge that appearance and then
respond to that interpretation through behavior
3. We experience feelings of pride or shame based on this
imagined appearance and judgment by others
4. We respond based on our interpretation
In this manner, our understanding of ourselves are shaped
based on our understanding of how others perceive us.

31
Leon Festinger

He is an American social
psychologist who proposed the
theory of social comparison. This
perspective explains how people
evaluate one’s ability and opinion
by comparing oneself to other
people (Myers, 2013). For him,
people are innately driven to
assess their capabilities to reduce
the uncertainty about
themselves and to answer
questions like “How am I doing” (Gibbons & Buunk, 1999 as
cited from Reer, Tang, & Quandt, 2019). Through comparison, a
person can consider the difference he/she has with others and
gain information about oneself. There are two types of social
comparison proposed by Festinger which are upward comparison
and downward comparison.

● Upward social comparison

-process by which a person assesses themselves to those
individuals who are perceived to be superior to them in a
certain dimension.

32
 ● Downward social comparison

-occurs when an individual evaluates their capabilities to

an inferior other.

Activity #3
Identifying People Who Influence Me. Using the kite
figure, identify the people that you think influence who and what
you are today. You can identify as many as you can. You can
use coloring materials to make your kite creative. After
completing the activity, answer the following questions.
(Refer to page 33 for the kite figure.)
Guide Questions:
1. Why did you choose these people and how do you think
they influence you (in relation to your development of the
self)?
_________________________________________
_________________________________________
_________________________________________
_________________________________________

2. What concepts in our discussion can you identify in

relation to our activity?
_________________________________________
_________________________________________
_________________________________________
Assessment

33
Quiz. After the discussion, students will take a 20-item quiz by
accessing it in Moodle.

Graphic Organizer. Using Mead’s concepts of self, make a

list of your characteristics for each of these aspects of the self.
Determine which better describe your social self.

34
35
References
Alata, E. P., Caslib, B., Serafica, J., Pawilen, R. A. (2018).
Understanding the self (1st ed.). Sampaloc, Manila: Rex
Book Store, Inc.

Cole, N. (2019). Goffman's Front Stage and Back Stage

Behavior. Thought.com. Retrieved from
https://www.thoughtco.com/goffmans-front-stage-and-bac
k-stage-behavior-4087971

Go-Montilla, M., Ramirez, N. (2018). Understanding the self.

Quezon City: C & E Publishing, Inc.
Myers, D. (2018). Social Psychology (13th ed.). McGraw-Hill
Education.
Reer, F., Tang, W., & Quandt, T. (2019). Psychosocial well-being
and social media engagement: The mediating roles of
social comparison orientation and fear of missing out.
New Media & Society 1 –2, 1-20. doi:
org/10.1177/1461444818823719

36
Villafuerte, S. L., Quillope, A. F., Tunac, R. C., Borja, E. I.
(2018). Understanding the self. Quezon City, Philippines:
Nieme Publishing House Co. Ltd.

37
38
Lesson 3: Anthropological
Perspective of the Self
“We are nothing but bricks from our cultural molds”
-Bangambiki Habyarimana,

Overview

As a field of discipline, Anthropology is concerned with how

culture an biological processes influence human beings. Using
anthropological perspective provides a more holistic answer to
the daunting question of identity: “Who am I?” as it considers
the roles of biological and cultural factors in self-development
and self-awareness.
In this lesson, you will be provided with discussions and
activities which will assist you in learning the anthropological
perspective of the self. Specifically, this lesson will cover culture
and its characteristics, self-awareness and understanding the
self as embedded on culture.

Specific Objectives
At the end of this lesson, students are expected to:

1. Determine how the field of anthropology can contribute to

the understanding of the self
2. Explain culture and the mechanisms of enculturation
3. Synthesize anthropological perspectives on
self-awareness and self-reflexive conduct
39
 4. Show appreciation of one’s cultural identity through
practice of one’s cultural values

Activity #1
Names

Observed naming practices in the family

Examining Names. Students will analyze their own names as

well as the names of their grandparents, parents and siblings.
They will determine the naming practices in their own family.

Analysis
After the activity, students must be able to answer the following
guide questions

1. What are your thoughts/feelings while doing the activity?

40
 ____________________________________________
____________________________________________
2. How do you think your personal name established your
identity?
___________________________________________
___________________________________________
3. What were your realization after completing the activity?
___________________________________________
___________________________________________

Abstraction
Anthropology examines the biological factors and the
interconnected of human cultural experiences in all places and
ages. It considers the self as both biological (genetic
inheritance) and cultural (sociocultural environment) entity.
Using the lens of anthropology provides an understanding of the
nature of the self based on the elements and structures of
culture.
According to Tylor (1871), culture is a complex whole which
includes knowledge, belief, art, law, morals, customs, and any
other capabilities, habits acquired by man as a member of
society. It includes traditions that was inherited and passed
down from one generation to another. In a sense, culture
determines how we perceive the world around us. The following
are characteristics of culture as provided by Murdock (1940).
1. Culture is learned
41
 -Children learn by observing the behaviors of people in
their surroundings, including the recognition of symbols
specific to that culture.
Each child learns through the process of enculturation
(learning that takes place without deliberate teaching.
2. Culture is transmitted
-only man can transfer his acquired habits and knowledge
to his offspring. This can be inculcated through language.
3. Culture is social
-it is commonly shared and believed or practiced by a
group of people.
4. Culture is ideational-
-Culture forms ideal pattern of behaviors that followed by
individuals expectedly. It serves as guidelines that must
be followed by members to gain social acceptance from
the people with the same culture
5. Culture is adaptive and dynamic-
-It is changing constantly as new ideas and new
techniques are added in time modifying or changing the
old ways.
6. Culture is integrative
-various elements of culture form a consistent and unified
whole.

The growing years of the child is very crucial in anthropological

perspective It is the rearing practices that are observed to be

42
the key development of neuromotor functions of the child. This
neuromotor circuitry is fundamental in the formation of
self-awareness.

Self-awareness
This what permits one to assume responsibility for one’s own
conduct, to learn how to react to others, and to assume a
variety of roles (Haviland, 2003).

Self & Behavioral Environment

In order to strengthen the identity of the self, one must be able

to grasp the different behavioral orientations.
• Normative Orientation- provides the self with the
accepted norm of the community.
• Object Orientation- positions the self in relation to the
surrounding objects. The self should be able to act
responsively to the cultural objects around.
• Spatial Orientation- provides the self with personal
space in relation to other people or things.

Proxemics
This is the study
of study of place
and space from
the cultural
vantage point.
This entails that
43
 social standing has a direct relationship between physical
distances between people.

• Intimate distance
• Private and affectionate relationships
• 0 – 18 inches
• Personal distance
• Friends and
acquaintances
• 18 inches – 4 feet
• Social distance
• Impersonal business relations
• 4 – 12 feet
• Public distance
• Used in formal settings
• Especially with high-status speakers
• 12 feet and beyond

Activity #2
Synthesizing Activity. Students will complete the following
sentences and determine new knowledge learned from the
lesson.

1. I used to believe that the Anthropological Perspective of

the Self______________________________.

2. Now I learn that Anthropological Perspective of the Self

______________________________.

44
 3. I am starting to understand that Anthropological
Perspective of the Self
______________________________.

4. My new belief about Anthropological Perspective of the

Self ______________________________.

Assessment
Quiz. After the discussion, students will take a 20-item quiz by
accessing it in Moodle.

Mandala. Students will prepare one whole sheet of paper. They

will draw a big circle on the middle of the paper. Inside the
circle, they will draw the most significant socio-cultural
influences (material, immaterial) that have helped shape
themselves into who they are now. They can make use of
symbolism. They can also make your work as colorful as you
want.

References
Alata, E. P., Caslib, B., Serafica, J., Pawilen, R. A. (2018).
Understanding the self (1st ed.). Sampaloc, Manila: Rex
Book Store, Inc.

Go-Montilla, M., Ramirez, N. (2018). Understanding the self.

Quezon City: C & E Publishing, Inc.

Villafuerte, S. L., Quillope, A. F., Tunac, R. C., Borja, E. I.

(2018). Understanding the self. Quezon City, Philippines:
Nieme Publishing House Co. Ltd.

45
Lesson 4: Psychological
Perspective of the Self
“You cannot feel connected with others when you have disconnected
from yourself.”
― Jacqui Olliver

Overview

As a field that studies behavior and mental processes,

Psychology provides various theories to explain and understand
the development of self, personality and identity. Emphasized in
this perspective is the representation and development of the
self based on the individual’s experiences.

46
This lesson outlines these psychological theories and you will be
provided with discussions and activities which will assist you in
learning the psychological perspective of the self. Specifically,
this lesson will cover theories of Freud, Erikson, Rogers, and
Bandura as well as psychological concepts like self-awareness,
proactive and agentic self, and real and ideal self.

Specific Objectives
At the end of this lesson, students are expected to:

1. Determine the various psychological concepts of the self

2. Use the Psychological theories discussed to explain
behavior and understand the development of identity and
personality.
3. Apply the concepts of the self in one’s life to develop
self-awareness and self-understanding.

Activity #1
Understanding Who Am I: An Self-Exploration

Activity. Students will explore and get to know themselves.

This activity includes thought-provoking questions about the

client’s values and self-concept. It asks the students to reflect on
themselves and their own life to build a stronger sense of value
and self-acceptance. Please refer to page 56 for the worksheet.

47
Analysis
After the activity, students must be able to answer the following
guide questions

1. What are your thoughts/feelings while doing the activity?

____________________________________________
____________________________________________
2. What were your realization after completing the activity?
___________________________________________
___________________________________________

Abstraction
Considered as the Father of
Psychoanalytic Theory, Sigmund
Freud explains human behavior
and development are the results
of the interactions among the
provinces of the mind, namely id,
ego, and superego. He argued
that the dynamic interactions of
these fundamental components
progressed and developed
through the five psychosexual stages. This theory puts a lot of
emphasis on the role of the unconscious level of the mind in
shaping our behavior and personality.

48
Provinces of the Mind
Self, identity,
self-concept is the result
of the interaction of id,
ego and superego. Id is
considered as the most
primitive drive as this is
present at birth. This is
driven by pleasure principle. Ego is developed during anal
stage. Driven by reality principle, this controls and balances the
demand of the id and superego. Superego operates on morality
principle. This is considered as our moral compass because it
helps us in determining what and how should we behave.

Defense Mechanism
Ego employs numerous strategies in order to resolve the
demands and conflict between the id and superego. The
following shows the various defense mechanisms.

49
Stages of Psychosexual Development

For Freud, the first 4 or 5 years of life, or the infantile stage, are
the most crucial for personality formation. It is during childhood
that personalities are shaped and developed. He believed that
every one of us undergo and develop these five (5) childhood
50
stages. He asserted the role of parents and caregiver in the
child’s developmental stages. If a child lacks proper nurturing
during a stage, he or she will experience fixation, a persistent
focus and becoming stuck at a specific psychosexual
development stage.
These psychosexual stages are oral, anal, phallic, latency, and
genital. Each stage has erogenous zone, a body part that is
sensitive to stimulation that is a source of pleasure. This stems
from the id.
Oral (0-to 1-year-old)
- Pleasure comes from stimulation of the mouth. If a child
is overfed or frustrated, oral traits will develop.
*Oral Dependent Personality: Gullible, passive, and
need lots of attention.
*Oral-aggressive Personality: someone who like to
argue and exploit others.

Anal (1 to 3 years old)

- Attention turns to process of elimination. Child can gain
approval or express aggression by letting go or holding
on. This is when ego develops. Harsh or lenient toilet
training can make a child either:
*Anal Retentive: Stubborn, stingy, orderly, and
compulsively clean
*Anal Expulsive: Disorderly, messy, destructive, or
cruel

51
Phallic (3 to 6 years old)
- Children become aware of their bodies and can distinguish
the difference between male and female. Genitals is the
erogenous zone of this stage
*Oedipus Conflict: For boys only. Boy feels
rivalry with his father for his mother’s affection.
When a male child wants to kill his father so he
can have sex with his mother.
* Electra Conflict: Girl loves her father and
competes with her mother. Girl identifies with
her mother more slowly because she already
feels castrated.

Latency (6 years old to puberty)

- Psychosexual development is observed to be dormant.
Same sex friendships are pleasurable and play occur
during this stage.

Genital (puberty to adulthood)

- This stage is the realization of full adult sexuality occurs
here. Pleasure is gained through sexual intercourse with
nonrelative.

The diagram below shows the psychosexual stages, according to

Freud.

52
Inspired by the work of Freud in his Psychoanalytic Theory, Erik
Erikson extended his work and asserted how ego influenced
human development by mastering skills and attitudes at each
stage. He notably extended Freud’s five psychosexual stages.
According to him, human progresses through eight (8) stages in
a life span. Each stage is confronted by a crisis or conflict in
which a person needs to overcome and resolved so that he or
she will be able to grow into a mature and well-developed
individual.

Eight (8) Stages of Psychosocial

Development

As an ego psychologist, Erikson

extended Freud’s Psychosexual stages
and explored development across
lifespan from childhood, adulthood, to
old age. He asserted that in every
stage of development, an individual
experiences a conflict in which
he or she needs to overcome in
order to become a well-developed and mature adult. Erikson
coined the term identity crisis, a period in one’s life
characterized by intense exploration of different aspects of the
self.

53
Stage 1: Trust vs Mistrust (birth to 1-2 months)
This is when an infant learns to trust who provide their basic
survival needs like food and milk. Infants who receive a loving
and responsive care from parents or guardian will develop the
virtue of hope, if not he or she will develop the core pathology
of withdrawal.

Stage 2: Autonomy vs Shame and Doubt (1 to 3 years

old)
This is the period when a child learns how to gain sense of
independence and control. Success on this stage. A child will
develop will and determination but failure on this will result to
core pathology of compulsion.

Stage 3: Initiative vs Guilt (3 to 6 years old)

In this period, the child begins to explore his or her environment
and become assertive in play, discovery and exploration.
Successfully completing this stage allows the child to develop
purpose. However, a failure to complete entails inhibition.

Stage 4: Industry vs Inferiority (6 to 12 years old)

This is the time when a child begins to compare themselves
among their peers and learns to develop a sense of competence
and accomplishment or inferiority or inertia based on their skills,
school achievement, and even looks.

54
Stage 5: Identity vs Identity Confusion (12 to 20 years
old)
This is the period of intense self-exploration and discovery. Most
struggling questions during this stage are “Who am I?” and
“What do I want to do with my life?”. Successful completion
entails a healthy sense of fidelity. Those who do not experience
role repudiation.

Stage 6: Intimacy vs Isolation (20 to 40 years old)

This happens during early adulthood and development of
healthy intimate relationship and friendship occurs. Success on
this stage allows the development of the virtue of love, however
failure during this stage develops core pathology of exclusivity.

Stage 7: Generativity vs Stagnation (40 to 65 years old)

Occurs during middle adulthood, people in this stage is
concerned with life’s work and contributing something to the
community. Success on this stage allows the development of the
virtue of care, however failure during this stage develops core
pathology of rejectivity.

Stage 8: Integrity vs Despair (65 years old to death)

Considered as the last stage of psychosocial development, late
adults are concerned with reflecting and evaluating whether or
not they feel satisfied with how they live their lives. Those who

55
feel satisfied develop the virtue of wisdom while those who are
filled with regret develops core pathology of disdain.

Another important aspect in self-understanding is the

self-concept. This is a general
term used to refer to an idea
about oneself or how someone
thinks about or perceives
oneself. As a general term, it
encompasses concepts like
self-image (set of description of
what you are like) and
self-esteem (how much value
you place on yourself).

Psychologist Carl Rogers

believes that the self is flexible
and changing perception of
personal identity. He asserts that human beings are striving for
self-actualization. Achieving self-actualization entails
development self-concept. Rogers suggest two components of
the self-concept: Real Self which is all aspects of one’s being
and one’s experiences that are perceived in awareness and
Ideal Self which one’s view of self as one wishes to be.
According to him, fulfilment is achieved when an individual’s
ideal self and real self are closer together. However, when there

56
is a big gap between ideal self and real self, an individual
becomes unhappy and unsatisfied.

Other theorists like Kenneth Gergen and Donald Winnicot also

added concepts about self-understanding. K. Gergen
conceptualizes that the self has two aspects: multiple self and
unified self. Multiple self are capacities we carry within us
created from our multiple relationships with other people.
Unified self comes when our personality dynamics are
congruent, cohesive and consistent. On the other hand, D.
Winnicot believed that the self is comprised of two components:
true self and false self. True self is represented by our own real
feelings and desires. This aspect is
usually hidden and denied. False self is
the aspect of the self that is usually
presented to the world. Its function is to
protect the true self. This is also used to
impress or manage the impression of
other people. In this manner, different
selves are developed due to various
relationships and roles one play.

Last psychological theory to be

employed in this lesson is Social Cognitive Theory of Albert
Bandura. He believes that humans have the capacity to
exercise control over their own lives. He termed this as
human agency- the ability to act and make things happen. He

57
added that human agency has four core features that play a role
in self-development and
environmental adaptation.

1. Intentionality- person’s actions that are performed

intentionally.
2. Forethought- this include setting of goals in order to
anticipate likely outcomes of their actions, and to
select behaviors that will produce desired outcomes
and avoid undesirable ones.
3. Self-reactiveness – process of motivating and
regulating their own actions.
4. Self-reflectiveness- gives us the ability to reflect on
our own thoughts and behavior and make changes as
needed.

Activity #2
My Ideal vs Real Self. Make a collage depicting student’s
real self and ideal self. Compare each collage and write
description and reflection about it.

Real Self Ideal Self

58
Reflection:
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

Assessment
Quiz. After the discussion, students will take a 20-item quiz by
accessing it in Moodle.

VIA Character Strength. Take Personal Values Assessment

(PVA) by Barrett Values Center. You may access the assessment
using this link:
https://www.valuescentre.com/tools-assessments/pva/.
Students will then write a reflection paper.

Guide question:

59
 1. What are your insights on the results of the Personal
Values Assessment?
2. How do you feel while taking the PVA? After the test?
3. What were your thoughts while taking the PVA? After the
test?
4. What have you discovered about yourself?

References
Alata, E. P., Caslib, B., Serafica, J., Pawilen, R. A. (2018).
Understanding the self (1st ed.). Sampaloc, Manila: Rex Book
Store, Inc.

Boeree, C. (2006). Personality Theories: Hans Eysenck and

Others. http://www.ship.edu/%7Ecgboeree/perscontents.html

Cherry, K. (2020). Biography of Erik Erikson (1902-1994). Retrieved

from
https://www.verywellmind.com/erik-erikson-biography-1902-199
4-2795538

Cherry, K. (2020). Psychological Fixation and how they Develop.

Retrieved from
https://www.verywellmind.com/what-is-a-fixation-2795188

Feist, J., Feist, G., & Roberts, T. (2013). Theories of Personality. New
York: McGraw-Hill.

60
Go-Montilla, M., Ramirez, N. (2018). Understanding the self. Quezon
City: C & E Publishing, Inc.

Good Therapy. (2015). Erik Erikson (1902-1994). Retrieved from

https://www.goodtherapy.org/famous-psychologists/erik-erikson.
html

Oer Commons. (n.d). Freud and Psychodynamic Perspective. Retrieved

from
https://www.oercommons.org/courseware/module/15352/overvi
ew

Ramsay, K. (2020). Erik Erikson’s Stages of Development. Udemy Inc.

Retrieved from
https://www.udemy.com/course/cognitive-behavioural-therapy-o
nline-course-cbt-practitioner-course/learn/lecture/14431706#ove
rview

Schultz, D., & Schultz, S. (2017). Theories of Personality. Australia:

Cengage Learning

Villafuerte, S. L., Quillope, A. F., Tunac, R. C., Borja, E. I. (2018).

Understanding the self. Quezon City, Philippines: Nieme
Publishing House Co. Ltd.

Understanding Who Am I: An Self-Exploration

Activity

It is hard to know who you are, what you need, and what
you expect from life when you do not understand your
values. Exploring and understanding yourself is an important
part of your own personal growth. It helps you build
self-esteem and self-worth. It also helps guide you through
the trials and challenges in your life.

Directions: Complete the questions below to begin your

self-exploration journey.

What was the most important lesson your

parents/guardian taught you?
61
______________________________________________
______________________________________________

What was the most important lesson life has taught you?

______________________________________________
______________________________________________

What are your three best qualities?

1. ______________________________________
2. ______________________________________
3. ______________________________________

What is your favorite activity that you do just for

yourself? Why is it your favorite activity?

______________________________________________
______________________________________________

What is your biggest motivation to achieve success?

______________________________________________
______________________________________________

© PsychPoint.com. All Rights Reserved.

Lesson 5: Western and

Eastern Concept of the Self
We are shaped by our thoughts; we become what we think. When the
mind is pure, joy follows like a shadow that never leaves.
- Buddha

Overview

62
In this lesson, you will be provided with discussions and
activities which will assist you in learning the Western and
Eastern concepts of the self. Specifically, this lesson will cover
concepts like individualized and collective self as well as various
Eastern philosophies that greatly influenced the perspectives of
Eastern culture like Confucianism Taoism, and Buddhism.

Specific Objectives
At the end of this lesson, students are expected to:

1. Distinguish and discuss the eastern from western

constructs of the self
2. Differentiate the individualistic self from the collective
self
3. Examine one’s own conceptualization of the self

Activity #1
Who Am I Activity: In the space below, please make 20
different statements in response to simple question (addressed
to yourself), “Who am I?”. Answer as if you are giving your
answer to yourself, not to somebody else. Write your answer in
an order that occurs to you. Don’t worry about the logic or
importance. Go along fairly fast.

Who Am I

1. I am____________________________________
63
2. I am____________________________________
3. I am____________________________________
4. I am____________________________________
5. I am____________________________________
6. I am____________________________________
7. I am____________________________________
8. I am____________________________________
9. I am____________________________________
10. I
am____________________________________
11. I
am____________________________________
12. I
am____________________________________
13. I
am____________________________________
14. I
am____________________________________
15. I
am____________________________________
16. I
am____________________________________
17. I
am____________________________________
18. I
am____________________________________
64
 19. I
am____________________________________
20. I
am____________________________________

Analysis
After the activity, students must be able to answer the following
guide questions

1. Which part of the activity is the easiest to answer? How

about the most difficult?
___________________________________________
___________________________________________
2. What do you have in mind while doing the activity? Why?
___________________________________________
___________________________________________
3. How did you feel during and after the activity?
___________________________________________
___________________________________________
4. What were your realization after completing the activity?
___________________________________________
___________________________________________

65
Abstraction
Western Thought of the Self
The Western perspective conceptualize the self as autonomous,
unitary, unique, and stable.
This thought is grounded on
the idea of individualism,
the concept of giving
priority to one’s own goals
over group goals and
defining one’s identity in
terms of personal attributes
rather than group
identification. A construal of
self as autonomous is termed
as independent self. This belief of inherent separateness
entails discovering and expressing one’s distinctive attributes.
This also believes in one’s own power of self-control.
66
Individualism flourishes when people experience affluence,
mobility, urbanism, and mass
media.

Eastern Thought of the Self

Eastern concept of the self is centred on the idea of

collectivism, the belief of giving priority to the goals of one’s
group (often one’s extended family or work group) and defining
one’s identity accordingly. It also entails respecting one’s group
they belong to. A construal
of self in relation to others
termed as
interdependent self. In
this sense, the self is seen
as part of an
encompassing social
relationship and recognizes
that one’s behaviour,
thoughts, and emotions is

67
determined and influenced by others in the relationship.
Characteristically, interdependent self is composed of many
selves such as self with parents, self with friends, self at school,
etc. The broken lines in the interdependent construal indicates
how the self is fragile and can easily be influenced by others.

The following table shows a summary of the concepts of

independent self and interdependent self.

Independent Interdependent

Identity is Personal , defined Social, defined by

by individual traits connections with others
and goals

What matters Me- personal We- group goals and

achievement and solidarity; our social
fulfillment; my responsibilities and
rights and liberties relationships

Disapproves of Conformity Egotism

68
Illustrative motto “To thine own self “No one is an island
be true”

Culture that Individualistic Collectivistic Asian

support Western

Since almost all the

perspectives and
theories of the self
discussed in the
previous lessons
mostly came from
Western scientific
research and theories,
this lesson will outline
and highlight the
Eastern philosophies in understanding the self.

Confucianism
This is the way of life founded by Confucius. This emphasized
the relational self and the social understanding of the self. The
basic virtue is knowing how to act in relation with other people.
Confucius emphasized the doctrine of Five Cardinal
Relationships: between ruler and subject, between parent and
child, between husband and wife, between friends, precedence
of old over the young. For him, one’s greatest mission is the

69
fulfillment of self-realization in which self-cultivation is
imperative. Self cultivation can be attained by knowing one’s
role in the society and acting accordingly. The cultivated self is a
subdued self wherein personal needs are repressed (subdued)
for the good of many.

Taoism
This philosophy rejects the Confucian concept of the relational
self. Instead, it described the self as a limitless form of the Dao
or Tao. This also believes that one’s life should be governed with
simplicity and harmony with nature. A person shall seek to
understand and act according to the order of nature. Unity and
harmony should be in place among opposing elements of the Yin
and Tang (Abella, 2016 as cited from Go-Montilla & Ramirez,
2018).

Buddhism
This Eastern philosophy
is based from the
teachings of
Siddhartha Gautama,
also known as Buddha,
which means the
Enlightened One. There
are several doctrine of
Buddhism. These include
70
the doctrine of rebirth, that human beings have a stream of
renewed existence; doctrine of karma, which entails the
consequences of one’s behavior; and the doctrine of nirvana,
which is the enlightened state of consciousness in which greed,
hatred, ignorance that makes a person suffers may be
eliminated. The basic principle of Buddhism is the Four Noble
Truths: (1) Life is a suffering; (2) Suffering is caused by
ignorance; (3) Suffering can be ended; (4) Fulfilment of the
Noble Eightfold Path. Buddha divided the Eightfold Path into
three groups as follows:

1. Wisdom: Right View (Understanding), Right Intention

2. Virtue: Right Speech, Right Action, Right Livelihood

3. Concentration: Right Effort, Right Mindfulness, Right

Concentration

These three are the cornerstone of Buddhist faith

Hinduism

This philosophy believes in a Supreme Being called Brahman,

considered as the absolute reality. They adhere to the belief that
Atman, the true knowledge of self, is identical to Brahman The
goal of the person is to have knowledge pf the true reality-
which is Brahman. Self-realization is achieved when one is
united to Brahman. However, this could be fulfilled when one
dissolves the individual’s identity.

71
Moreover, they also believe in the Law of Karma. They consider
that all actions are subject to karma. One’s action will either
have a good or bad consequences. For instance, if a person does
good, then he will be rewarded. On the other hand, if a person
does evil, then he will be punished.

In terms of achieving happiness, according to Buddhism and

Hinduism, one will be able to achieve happiness if one will
detach his or her worldly desires.

Activity #2
Who am I Activity. Using the responses of the first activity,
students will categorize their answers into individual self and
collective self.

Individual Self: Unique Collective Self: Beliefs,

personal traits, skills, values, and characteristics
abilities, and hobbies which are socially shared
within a group

72
Assessment
Quiz. After the discussion, students will take a 20-item quiz by
accessing it in Moodle.

Determining my Western, Eastern, and Filipino

Characteristics. Students will cite their Western, Eastern and
Filipino characteristics by filling out the chart below. Then, they
will write a reflective essay about their character as a Filipino by
using the guide questions below.

73
 My Western My Filipino My Eastern
Characteristics Characteristics Characteristics

Guide Questions:

1. What have you observed from your Western, Eastern and

Filipino characteristics?
2. Are you happy or satisfied with the combination of
characteristics? Why or why not?

74
 3. How you appreciate your characteristics of being a
Filipino?
4. How do you feel of being a Filipino?

Reflective Essay:

References
75
Alata, E. P., Caslib, B., Serafica, J., Pawilen, R. A. (2018).
Understanding the self (1st ed.). Sampaloc, Manila: Rex
Book Store, Inc.

Go-Montilla, M., Ramirez, N. (2018). Understanding the self.

Quezon City: C & E Publishing, Inc.

Markus, H & Kitayama, S. (1991). Culture and the self.

Implications for cognition, emotion, and motivation.
Psychological Review, 98, 224-253.

Villafuerte, S. L., Quillope, A. F., Tunac, R. C., Borja, E. I.

(2018). Understanding the self. Quezon City, Philippines:
Nieme Publishing House Co. Ltd.

76
Lesson 6: Physical Self
“To accept ourselves as we are means to value our imperfections as
much as our perfections.”
– Sandra Bierig

Overview

Physical self entails the bodily characteristics and aspects of the

self. The physical changes that occur during adolescence
influence one’s life, especially on how one views oneself. It can
be noted how physical appearance is among the major concerns
of young people today. People are becoming concerned with how
other people perceive them which in turn motivates them to
manage and control their behavior to present a favorable
impression to others (Goffman, 1971 as cited from Villafuerte
et. al,2018). This self presentation behaviors are not only entails
social behavior but also include the physical body and
appearance.
In this lesson, you will be provided with discussions and
activities which will assist you in learning the physical self.
Specifically, this lesson will cover concepts like body image,
self-esteem, and importance and factors that influence beauty.

Specific Objectives
At the end of this lesson, students are expected to:

1. Identify and reflect on the different forces and institutions

that impact the development of physical self
77
 2. Explain the impact of culture on body image and
self-esteem
3. Discuss the role of media on the adolescents’
understanding of beauty and self-esteem and its influence
on their body image satisfaction
4. Examine one’s self against the different concepts and
aspects of the physical self
5. Propose measures to enhance the adolescents’ “body
image satisfaction”

Activity #1
Picture Prompt. Students will refer on the following images
about the different images of beauty. Then, they will answer the
following questions

A.

B.

78
C.

79
 1. What stands out in the assigned image? What can you
say about it?
A. ________________________________________
________________________________________
B. ________________________________________
________________________________________
C. ________________________________________
________________________________________

2. How do you think someone in a different racial, ethnic,

historical, gender or age group will perceive the assigned
picture?

A. ________________________________________
________________________________________
B. ________________________________________
________________________________________
C. ________________________________________
________________________________________

Analysis
After the activity, students must be able to answer the following
guide questions

1. What does this image try to teach you about what is

beautiful?

80
 ___________________________________________
___________________________________________
2. What is the message the activity wants to convey?
___________________________________________
___________________________________________

Abstraction
Physical Self
This refers to biological traits and characteristics. This also
includes the mode of dressing, manner of walking, posture,
body build, health, complexion and facial expression.
One theory that can
be employed in
understanding the
physical self is the
Body-Type Theory
by William Sheldon.
This theory is based
on physical
characteristics. It
included three
body types
namely endomorphic, mesomorphic, and ectomorphic. An
endomorphic body type is characteristically soft and plump.
Individuals with this body type are viewed associable and

81
easy-going. A mesomorphic body type is characteristically have
a strong muscular body. Individuals with this body type are
viewed as adventurous, competitive, and assertive. An
ectomorphic body type is characteristically tall and thin.
Individuals with this body type are perceived to be quiet,
introverted and artistic.

The Role and Impact of Culture on Body

Image and Self-Esteem

Standards of beauty and appearance are the product of a

diverse mix of cultural and historical influences.
Norms of beauty and appearance are tied to ideals of
appearance and hard work. For instance, during the
Renaissance period, women with full figure and rounded hips are
considered beautiful. A tribe in Ethiopia named Mursi tribe
consider having lip plate or disk as a symbol of beauty. For
them, the larger the disk, the more beautiful the woman is.

Culture influences us in forming our body image, which refers

to how someone thinks about their own body
(internal/personal), or how someone thinks other people look at
their own body (external/social). Body image is especially
important for adolescence. It is observed to influence their
physical and psychological wellbeing. Young people tend to be

82
concerned about their physical appearance and are worried if
their bodies conform to the societal standard of physical
attractiveness.
Along with the concept of body image is the concept of beauty.
There are two types of beauty: inner beauty- which refers to
inner qualities of the person like personality; and external
beauty- which refers to physical characteristics of the persona
and what physically attracts others towards you.

In an attempt to conform societal standard of beauty, individuals

tend to modify, enhance, change their physical appearance. The
manner in which young people are concerned with their physical
appearance has something to do with the sociocultural factors.
Peers, family, and media play a role in emphasizing the value of
beautiful faces and bodies. For instance, advertisements,
television, and social media are filled with fair-skinned and thin
models and personalities, thus creating an impression that the
ideal body shape is thin and fair-skinned. In addition, the
predominance of pop culture (widely accepted and patronized
by the public) influences how teens define themselves, to the
point of imitating the way they dress, style their body, the way
they talk and express themselves.

Being exposed to this kind factors make people, especially

adolescents, to achieve similar physical appearances through
dieting, cosmetics, surgery, or excessive exercises. People tend

83
to modify and adorn their bodies in order to create or recreate
their physical and social identities. A way to enhance the body
by styling and decorating one’s body such as wearing makeup
and jewelry is termed as body adornment. On the other hand,
the physical alteration of the body through surgery, piercing,
tattooing, genital mutilation, and implant are termed as body
modification.
Standards of beauty have changed over time, especially with the
influence of mass media. Generally, individuals who have clear
and unblemished skin, fair skin, thick and long hair, symmetrical
faces, well-proportioned body are tradionally regarded as
physically attractive. Beauty are regarded as significant because
it signifies youth, health, and good fertility (Demello, 2014 as
cited from Go-Montilla & Ramirez, 2018).

Moreover, some people have the good fortune to possess

features that adhere to standardized ideals of beauty.Because of
this, they enjoy some privileges attached with having beautiful
faces and physique. The presence of aesthetically based cultural
goods is what termed as Aesthetic Capital, which covers the
privileges and wealth people receive from aesthetics traits (face,
hair, body, grooming habits). Physically attractive people are
more likely to get hired for jobs and are perceived to be kind
and trustworthy.

84
The pressure to conform with the societal; standard of beauty
may result to body dissatisfaction, especially for young people.
Body dissatisfaction is the experience of negative thoughts
and esteem about one’s body, is important to study because it
results in a number of significant consequences, including
negative self-perception, depressed mood, and disordered
eating (Grogan, 1999; Thompson et al., 1999). Researchers
have found body image dissatisfaction tend to be a strong
predictor of depression, exercise dependence, eating disorder
and steroid use among young people in US (Stice & Withenton,
2002).
An example of eating
disorder is anorexia
nervosa, characterized
by an abnormally low
body weight, an
intense fear of gaining
weight and a
distorted perception
of weight. Both anorexia nervosa and bulimia are characterized
by an overvalued drive for thinness and a disturbance in eating
behavior.
People with body dissatisfaction tend to have low self-esteem.
However, it should be noted that physical appearance alone is
not enough to measure and evaluate a person’s worth. Physical
appearance is just one aspect of the totality of an individual. It
85
is also important to consider one’s inner characters and beauty.
The following are ways to develop positive body image:
a. Understand that healthy, attractive bodies come in
many shapes and sizes
b. Physical appearance says very little about our
character or value as a person
c. How we get to this point of acceptance often depends
on our individual development and self-acceptance

Activity #2
What Makes Me Beautiful. Students will complete the
things that make ME beautiful worksheet. Please refer to page
81.

Listen to a Song. Student will listen to the song Try by Colbie

Caillat. They can access it thru this link:
https://www.youtube.com/watch?v=GXoZLPSw8U8

Assessment
Quiz. After the discussion, students will take a 20-item quiz by
accessing it in Moodle.

86
What Makes Me Beautiful Students will write a reflection
paper on activity #2. They can use the guide questions below

Guide Questions:

1. What are your insights in the activity?

2. What have you learned about yourself?
3. How are you going to apply your insights in
understanding your physical self?

Reflection:

References
Alata, E. P., Caslib, B., Serafica, J., Pawilen, R. A. (2018).
Understanding the self (1st ed.). Sampaloc, Manila: Rex
Book Store, Inc.

Go-Montilla, M., Ramirez, N. (2018). Understanding the self.

Quezon City: C & E Publishing, Inc.

Markus, H & Kitayama, S. (1991). Culture and the self.

Implications for cognition, emotion, and motivation.
Psychological Review, 98, 224-253.
87
Villafuerte, S. L., Quillope, A. F., Tunac, R. C., Borja, E. I.
(2018). Understanding the self. Quezon City, Philippines:
Nieme Publishing House Co. Ltd.

Wright, P. (2017). What men find attractive in different parts of

the world. The List. Retrieved from
https://www.thelist.com/40387/men-think-attractive-differ
ent-parts-world/?utm_campaign=clip

88
89
Things that make me beautiful:

1. _______________________

2. _______________________

3. _______________________

4. _______________________

5. _______________________

90
Lesson 7: Sexual Self
Sexuality is one of the ways that we become enlightened, actually,
because it leads us to self-knowledge.
-Alice Walker

Overview

Self-exploration and discovery entails understanding the

biological factors of sexual behaviors and characteristics as well
reproductive system, the system of sex organs for reproduction
and sexual function. Having a good grasp of these concepts
allows an individual to understand their sexuality and sexual
relationships.
A discussion about sexual self is important especially during
adolescence when people during this stage starts to date and be
involved in romantic relationships. Through this kind of
relationship, sexual behaviors are learned and developed. When
not guided properly, these sexual behaviors may result to early
pregnancy and being diagnosed with sexually transmitted
diseases.
In this lesson, you will be provided with discussions and
activities which will assist you in learning the sexual self.
Specifically, this lesson will cover human reproductive system,
sexual response, sexual behavior, sexual disorders, gender,
sexual orientation, sexually transmitted infections, early
pregnancy, and love.

91
Specific Objectives
At the end of this lesson, students are expected to:

1. Discuss the human sexual development involving human

reproductive system, sexual response, sexual behavior
and sexual disorder. Explain culture and the mechanisms
of enculturation
2. Explain sexual orientation
3. Determine the factors and consequences of sexually
transmitted diseases and early pregnancy
4. Explain the importance of contraception and Reproductive
Health Law
5. Understand love and romantic relationships

Activity #1
Understanding Sex vs Gender. Students will list down
words or concepts they can think of that is related to being male
and female. Answer as if you are giving your answer to yourself,
not to somebody else. Write your answer in an order that occurs
to you. Don’t worry about the logic or importance. Go along
fairly fast.
Male Female

92
Analysis
After the activity, students must be able to answer the following
guide questions

1. What are your thoughts/feelings while doing the activity?

____________________________________________
____________________________________________
2. What were your realization after completing the activity?
___________________________________________
___________________________________________

Abstraction

Sexual self is an aspect of the self where we learn and

understand about sexual development. It involves concepts like
sexual health, sexual orientation, gender identity, and gender
expression.
Adolescence is the stage when sexual development starts.
Various changes are highlighted such as sex hormones,

93
undergoing physical changes (developing of the secondary sex
characteristics), and producing feelings that are sexual in
nature.
In our society, topics like sex and sexual development are
usually discussed in private as it is deemed as a taboo subject.
Because of this, developing teenagers/adolescents are confused,
misinformed and misdirected in dealing with sexual feelings and
considering normal and inappropriate sexual behaviors and
responses.

THE HUMAN REPRODUCTIVE SYSTEM

The Gonads are otherwise known as the reproductive
glands.

FEMALE MALE
GONADS Ovaries Testis
REPRODUCTIVE Egg cells Sperm cells
CELLS
HORMONES Estrogen and Androgen and
Progesterone Testosterone
ACTIVATION OF Menarche (marks Nocturnal
THE the onset of the Emission
REPRODUCTIVE menstrual cycle)
GLAND
END OF THE Menopause -none-
REPRODUCTIVE
GLAND
FUNCTION

Primary sex characteristics refers to physical characteristics

present at birth. This include female physical characteristics like

94
uterus, vagina, and ovaries as well as male physical
characteristics like penis and testes.

Secondary sex characteristics are the physical changes that

happens during the onset of puberty. For females, these
characteristics include enlargement of breast, start of
menstruation, and widening of hips. For males, testicular
growth. Appearance of pubic hair, deepening of voice are
characteristics.

Sexual Arousal, Sexual Behavior and Erogenous

Zones: What Turns People On

Human sexual arousal entails the state of sexual desire

during or in anticipation of sexual activity. Men and women
experience of sexual arousal very differently, not only
physiologically but psychologically (Benson, 2003). It is complex
and maybe produced by direct stimulation of body’s erogenous
zones, areas of the body which are highly sensitive and produce
sexual responses when stimulated (Go-Montilla & Ramirez,
2018). These areas include the genitals, mouth, breasts, and
anus.

95
Any activity- solitary, between two persons, or in a group--- that
induces sexual arousal refers to human sexual behavior. This
also entails a spectrum of behaviors in which humans display
their sexuality. This are behavioral expressions which contain
both biological elements and cultural influences. There are two
major factors that determine human sexual behavior:
1. As a means of enduring reproduction.
2. The degree of restraint or other types of influence exerted
on the individual by society in the expression of his/her
sexuality.
Sexual behavior ranges from the solitary (such as masturbation
and autoerotic stimulation) to partnered sex (kissing, cuddling,
intercourse, oral sex, non-penetrative sex, etc.) that is engaged
in periodically. Sexual behavior can also involve behavior that is
aimed at arousing desire in potential partners (courtship
displays or rituals) or behavior aimed at enhancing sexual
experiences (foreplay, BDSM).

This types include:

1. Solitary Behavior (involving only one individual).

Self-gratification means self-stimulation that leads
to sexual arousal and generally, sexual climax. The
frequency greatly varies among individuals and it
usually decreases as soon as they develop
sociosexual relationships.
96
 2. Sociosexual behavior (is generally divided into
heterosexual behavior and homosexual behavior). There
are varying degree of sexual responses and
responsiveness. Physical contact involving necking and
petting are considered as an ingredient of learning how to
interact with another person sexually.
However, there are individuals in which their expression and
behavior involves unusual and socially unacceptable sexual
practice. This pattern of recurring sexually arousing mental
imagery which involves social unacceptable sexual behaviors
and activities are termed as paraphilia. Below are examples of
paraphilia:
a. Voyeurism: watching an
unsuspecting/non-consenting individual who is
either nude, disrobing, or engaging in sexual
activity
b. Exhibitionism: exposing one’s own genitals to an
unsuspecting person
c. Frotteurism: touching or rubbing against a
non-consenting person
d. Sexual masochism: being humiliated, beaten,
bound, or otherwise suffering
e. Sexual sadism: the physical or emotional
suffering of another person
f. Pedophilia: sexual activity with a child that is
prepubescent (usually 13 years old or younger)
97
 g. Fetishism: sexual fascination with nonliving
objects or highly specific body parts (partialism).
Phases of Sexual Responses
The male and female biological responses to sexual stimulation
are observed to be similar. The changes that occur in the body
as men and women are sexually aroused are termed as
sexual-response cycle. This cycle follows four (4) phases
namely; excitement, plateau, orgasmic, and resolution phase.
1. Excitement Phase- Sexual urges occurs in response
to sexual cues or fantasies. A subjective sense of
sexual pleasure and physiological signs of sexual
arousal: in males, penile tumescence (increased flow of
blood into the penis); in females, vasocongestion
(blood pools in the pelvic area) leading to vaginal
lubrication and breast tumescence (erect nipples)
2. Plateau Phase- Brief period occurs before orgasm
3. Orgasm Phase- In males: feeling of inevitability of
ejaculation, followed by ejaculation; in females:
contraction of the walls of the lower third of the vagina.
4. Resolution- Decrease in arousal after orgasm
(particularly in men).

Activity #2

98
Understanding Sex vs Gender. In this activity, students
will refer to their answers from the first activity of the lesson.
They will encircle the terms that indicate the concepts of sex
and put a check for terms that indicate the concepts of gender.
Based from the activity and discussion,

1. How do you define sex?

______________________________________________
______________________________________________
2. How do you define gender?
______________________________________________
______________________________________________

3. What is the difference between the concepts of sex and

gender?
______________________________________________
______________________________________________

Gender Talk
Gender identity and expression is not the same as sexual

orientation and vice versa.

Gender identity- personal sense of one’s own gender. This can
correlate or differ from the assigned sex at birth.
Gender expression- physical manifestation of one’s gender
identity.
Gender orientation- how one thinks of oneself in terms of to
whom one is romantically or sexually attracted.

99
Some Sexual Orientation Labels
● Aromantic - experiencing little or no romantic attraction
to others and/or has a lack of interest in romantic
relationships/behavior.
● Asexual- experiencing little or no sexual attraction to
others and/or a lack of interest in sexual
relationships/behavior.
● Autosexual- someone who prefers to have sex with
themselves over having sex with others.
● Bisexual - a person who experiences sexual attraction to
both men and women.
● Biromantic- people who feel romantic attraction to both
men and women
● Cisgender- when someone identify with the gender they
were assigned at birth.
● Demisexual- people who are not able to feel sexual
connection with someone until they feel a romantic
connection with them
● Homosexual- a person who experiences sexual
attraction to same sex.
● Lesbian- females attracted to females
● Gays- Males attracted to males
● Heterosexual- a person who is only attracted to the
opposite sex, known as being straight
100
 ● Pansexual- a person who is attracted to any sexual
orientation or gender identity
● Transgender- when someone identify with a gender
different than that they were assigned at birth
● Transexual- when someone have had Gender
Reassignment Surgery (GRS) to change the sexual organs
you were born with to that of a different gender

Activity #3
Genderbread Worksheet. The genderbread person is a
diagram that helps us understand gender and sexuality, and the
parts that make up both. Students will fill out the blanks to
answer the worksheet. Refer to page 90 to answer.

Sexually Transmitted Infections and Early Pregnancy

Teenage pregnancy defined as a teenage girl, usually within

the ages of 13-19, becoming pregnant. The term in everyday
speech usually refers to girls who have not reached legal
adulthood, which varies across the world, who become pregnant

Factors that contribute to Early Sexual Involvement

(POPCOM)

Desire to be “in” or “cool”

Exploration
Social and peer pressure
Inadequate knowledge
Romantism
Escape from problems, parents and/or troubled family

101
Moreover, sexually transmitted infections are contracted
primarily through sexual contacts (vaginal, oral, or anal sex)
(Go-Montilla & Ramirez, 2018). The following are STIs are
examples of STIs:
1. HIV and AIDS
2. Chlamydia
3. Gonorrhea
4. Syphilis
5. Human Papillomavirus (HPV)
6. Herpes Simplex Virus (HSV)

Activity #4
Information is Power. Students will choose two STIs and
research about them. They will make an outline of the general
areas of information that people need to know to protect
themselves from the chosen STIs. These areas are:

● Transmission: How does the STI pass from one person to

another?

● Symptoms: How can people tell if they have the STI?

● Treatment: How is the STI is treated? Is it curable? What

happens if it goes untreated?

● Prevention: How can someone prevent getting the STI?

● Responsibility: What should people do if they find out they

have an STI?

Sample format
A. HIV/AIDs

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 Transmission:
______________________________________

Symptoms:
________________________________________

Treatment:
________________________________________

Prevention:
________________________________________

Responsibility:
______________________________________

Synthesizing Activity. Students will complete the following

sentences and determine new knowledge learned from the
lesson.

1. I used to believe that sexual self

___________________________________________
___________________________________________

2. Now, I believe that sexual self

___________________________________________
___________________________________________

3. I am starting to understand my sexual self

___________________________________________
___________________________________________

4. My new belief about sexual self

___________________________________________
___________________________________________

103
Assessment
Quiz. After the discussion, students will take a 20-item quiz by
accessing it in Moodle.

Essay. From the activities and discussions, describe your sexual

self. What are your beliefs in sexual intimacy? What can you say
about your sexuality, attraction, beliefs and sexual responses?
Write a reflective essay of no less than 300 words.

References
Alata, E. P., Caslib, B., Serafica, J., Pawilen, R. A. (2018).
Understanding the self (1st ed.). Sampaloc, Manila: Rex
Book Store, Inc.

Benson, E. (2003). The science of sexual arousal. Retrieved

from https://www.apa.org/monitor/apr03/arousal

Genderbread Person. (n.d). Retrieved from

https://ayr1as72agcddsn3cyd41uu9-wpengine.netdna-ssl.c
om/wp-content/uploads/2013/07/Genderbread-Person-1.p
df

Go-Montilla, M., Ramirez, N. (2018). Understanding the self.

Quezon City: C & E Publishing, Inc.

104
Motofei, I. & Rowland, D. (2005). The physiological basis of
human sexual arousal: neuroendocrine sexual asymmetry.
International Journal of Andrology. 28 (2). 78-87.
https://doi.org/10.1111/j.1365-2605.2004.00514.x

Resource Center for Adolescent Pregnancy Prevention. (n.d).

Retrieved from
http://recapp.etr.org/Recapp/Index.Cfm?fuseaction=pages.
LearningActivitiesDetail&PageID=133

Villafuerte, S. L., Quillope, A. F., Tunac, R. C., Borja, E. I.

(2018). Understanding the self. Quezon City, Philippines:
Nieme Publishing House Co. Ltd.

105
LESSON 8: THE MATERIAL /
ECONOMIC SELF
“How good something is should never be determined by its cost,
designer, origin, or its perceived value by others.”

― Ashly Lorenzana

106
Overview
Upon reaching an item in the display shelf of chocolates
at a convenience store, a woman intends of buying a bar with
statement, “It’s cheat day, I’m just myself now.” If she is not
just herself now, maybe she’ll have another self later, or
tomorrow perhaps. Many scholars conclude that people have a
core set of behaviors, attitudes, beliefs, and values that
constitute their selves. It is the sum total of who they are.
However, their concepts of self can and does change, depending
on circumstances and influences.

Specific Objectives
At the end of this lesson, students are expected to:
1. Define and explore the different aspects of material self;
2. Explain how material self affects a person and;
3. Demonstrate critical, reflective thought in integrating the
various aspect of Economic self.

Activity 1
“What You Think”
You are given 2 minutes to look into the given picture.

107
Analysis
After analyzing the image given you’re going to share
your answers to your classmates. Wheel of names will be used
to choose a student.

Abstraction
According to William James,
the material self is about our

108
bodies, clothes, immediate family, and home. Think of your
material self as that of what you are clothed of, what interests
you or are passionate about, what you spend for. It means the
use and display of wealth remains powerful and controversial
and nowhere more so for the super-rich. For the material self,
objects/ possessions help make the person and also shows what
that person is made of.

What people own is called wealth, and is often inherited. It

consists of the value of every person or group owns.

Income refers to how much people get: it is the amount of

money one person or group receives.

Economists view wages and salaries as a return of labor, and

they view interests, dividends, and rent as a return on property.

Curtis (2017) manifested that each have serious bearing on

one’s belief regarding the way a person views himself/herself.

TO BUY OR NOT TO BUY?

What is Consumption?
Intake- in terms of eating or using things
109
 Output- in terms of spending or using resources to obtain
those things
Example:
Intake- eating a sandwich
Output- spending money at the store to buy a sandwich.
Modes of Consumption:
Demand (What people want)
Supply (The resources available to satisfy demand)

A. Minimalism- a mode of consumption characterized by few

and finite (limited) consumer demands and an adequate
means to achieve them.
B. Consumerism- a mode of consumption in which people’s
demands are many and infinite and the means of
satisfying them are never sufficient.

Consumption Funds- a category within a person’s household’s

budget used to provide for his or her needs and demands.

Five Identified Consumption Funds:

1. Basic Needs Funds- for food beverages, shelter, clothing,
fuel and tools involved in producing or providing for them.
2. Recurrent Costs Funds- for maintenance and repair of
tools, animals, machinery, and shelter.
3. Entertainment Funds- for leisure activities.
4. Ceremonial Funds- For social events such as rituals.
110
 5. Rent and Tax Funds: for payments to landowners or
governments for use of land, housing or government for
use of housing or civic responsibilities.

Consumption and Social Class- how we celebrate social

occasions or the amount of material possessions we have
requires expenditures that send messages about the status
(real/aspired) by the individual.

SHAPING THE WAY, WE SEE OURSELVES: THE ROLES OF

CONSUMER CULTURE ON OUR SENSE OF SELF AND
IDENTITY.

POSSESSIONS AND THE EXTENDED

SELF
People regard their possessions as parts of themselves. If
possessions are viewed as part self, it follows that an
unintentional loss of possessions should be regarded as a loss or
lessening of self.

Another instance in which non-voluntary loss of

possessions may bring about diminished sense of self is when
possessions are lost due to theft or casualty. A process of grief
and mourning may follow the discovery of theft, just as one
might grieve and mourn the death of a loved one who had been

111
a part of one’s life. What is lost in both cases may be a part of
self.

Work more to buy more--- The level of consumption is set

mainly by people’s choices about how much to work, and
therefore how much income to earn. The individual chooses
between hours at work (which yield income) and leisure ( a
good in itself, but a costly one because it entails foregoing
income).

SPECIAL CASES OF EXTENDED SELF

1. Collections- Humans and animals once primarily
assembled collections of necessity for future security, but
today humans more often assemble collections of
non-necessities for distinction and self-definition.
2. Pets- Pets can be instrumental to self-identity. They are
often useful as transition objects surrogate parents for
children and as surrogate children for adults.
3. Body parts- When a body part is more highly cathected,
the greater time and money we spend to care for that
body part.

112
Activity 2
“Why Do Rich People Wear Torn Clothes?”

In this activity, you will express your thoughts about the picture
shown below. (recitation,wheel of names)

ASSESSMENT

113
1. List down the things you bought for the week and the
things you need for the week.
2. Look at your list, do you shop according to your means
or do you shop beyond your means? Write a 100
words essay for your answer. Submit it in Moodle.

114
 115

Lesson 9: THE SPIRITUAL

SELF
“Believe in your infinite potential. Your only limitations are those you
set upon yourself.”
― Roy T. Bennett, The Light in the Heart

Overview
The spiritual self is the aspect of self which develops a
certain level of spirituality which is deemed as man’s way of
seeking as well as expressing the meaning and purpose of his
life. It is a path of direst and personal connection with the
Divine. It aids persons in spiritual, emotional or physical
distress crisis or discomfort as well as those seeking to make a
significant change in their lives through self-awareness.

Religion is a set of cultural beliefs and practices that

usually includes some or all of basic characteristics.

Specific Objectives
At the end of this lesson, students are expected to:

1. Explain the nature of spirituality and religiosity and how it

is manifested in everyday living
2. Compare and contrast spirituality and religiosity
3. Evaluate their own level of religiosity and spirituality

116
ACIVITY 1
“POV”
In a piece of paper draw a symbol that best describes
your spiritual belief. The students are given 5 minutes to draw.

Analysis
Based on their drawing they will share and explain their
answers to their classmates.

Abstraction
RELIGION

1800’s Sir Edward Tylor defined

religion as the belief on spirits. A
more comprehensive definition
states that, Religion is beliefs
and actions related to
supernatural beings and forces.

117
Magic and Religion
Sir Edward Tylor wrote that magic, religion, and science
are alike in that they are different ways, people have tried to
explain the physical world and the events in it.
Tylor defined magic as people’s attempt to compel
supernatural forces and beings to act in certain ways. While
religion is the attempt to please supernatural forces and beings.

SIR JAMES FRAZER differentiated two general principles

of magic:
1. Law of Similarity, which is the basis of imitative magic.
Ex: The effects of a voodoo doll.
2. Law of Contagion, which is the basis of contagious
magic. It says that persons or things once in contact
with a person can still have an effect on that person.

Theories of the Origin of Religion

Functionalist Approach – Religion provides ways of
explaining and coping with universal human problems such as
life and death, illness, and misfortune.

Sir Edward Tylor’s theory as proposed in his book”

PRIMITIVE CULTURE”. Early human ancestors needed to explain
the difference between the living and the dead. They therefore
118
developed the concept of soul that exist in all living things and
departs from the body after death. Tylor called this way of
thinking as “animism”, the belief in souls and” doubles”. Tylor
speculated that, the concept of the soul eventually became
personified and human-like deities were conceived.

EVOLUTIONARY MODEL (for Tylor religion

evolved from)

This evolutionary model is proved wrong. Animistic

beliefs exist in many religions including for example Christian
beliefs about visitation of the dead, and many contemporary
religions are polytheistic.

Bronislaw Malinowski’s Functional Theory says that rituals

help reduce anxiety and uncertainty.

Karl Marx “Class Conflict” approach. Emphasizing

religion’s role as an “opiate of the masses”. Marx thought that
religion provides superficial form of comfort to the poor. Masking
the harsh realities of class inequality and thereby preventing
uprisings against the rich.

119
 Another functional theory comes from the symbolic
analysis, as informed by Sigmund Freud emphasis on the role of
the unconscious. According to Freud:
Religion is a “protective system” that expressed people’s
unconscious thoughts, wishes, and worries.

Clifford Geertz provide a theoretical approach combining

Durkheimian functionalism with symbolic analysis. In his view:

Religions are primarily systems of meaning that provide

for people a model of life (how to understand the world) and a
model for life (how to behave in the world).
“Religion provides an important source of social cohesion
and psychological support for many immigrant groups, whose
place of worship attract bothworshippers and cultural
anthropologists interested in learning how religion fits
to migrants’ adaptation.”

Varieties of Religious Beliefs

Religions comprises beliefs and behavior. Religious beliefs
tend to be shared by a group, sometimes by millions of people,
and are passed on through the generations.

How Beliefs Are Expressed:

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1. MYTH- a narrative with a plot that involves the
supernaturals.
- Narratives stories about supernatural forces or
beings
- Myths conveys messages about the
supernaturals indirectly, through the story itself,
rather than using logic or formal argument.
- World famous myths are the Greek and Roman
myths of Zeus, Athena, Orpheus, and
Persephone.
- Malinowski says that myth is a character for
society in that it expresses core beliefs and
teaches morality.
- Claude Levi-Strauss saw myths as functional but
in a philosophical and psychological way. Myths
help people deal with deep conceptual
contradictions between life and death, and good
and evil, by providing stories in which these
dualities find a solution in a mediating third
factor.
- A cultural materialist perspective also
functionalist says: Myths store and transmit
information related to making a living and
managing economic crisis reveals that
subsistence risk is a consistent theme.

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 - Thus, myths are repositories of knowledge
related to economic survival, crisis management
and conservation.
2. DOCTRINE- direct and formalized statements about
religious beliefs.
- Beliefs are expressed, explicitly defines the
supernaturals, the world and how it came to be,
and people’s roles in relation to the
supernaturals and to other humans.
- Doctrine is written and formal. It is close to law
because it links incorrect beliefs and behaviors
to punishment.
- Doctrine is associated with institutionalized,
large scale religions rather with small-scale
“folk” religions.
- Doctrine can and does change. Over centuries,
various popes have pronounced new doctrines
for the catholic church. Muslim doctrine is
expressed in the Qur’an, the basic holy text of
the Islamic faith.

Beliefs about supernatural forces and

beings:
Supernatural range from impersonal forces to those that
look just like humans. They can be supreme and all powerful

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creators or small-scale, annoying spirits that take up residence
in people through possession.

1. ANIMATISM- refers to a belief system in which the

supernatural is conceived of as an impersonal power.
Ex: “Mana”, a concept widespread throughout the
Melanesian region of the South Pacific. Mana is a
force outside nature that works automatically; it is
neither spirit nor deity. It manifests itself in object
and people and is associated with personal status
and power since some people accumulate more of
it than others.
2. ZOOMORPHIC- deities that appear in shape, or partial
shape of an animal. No satisfactory theory has appeared
to explain why some religions develop zoomorphic deities
and for what purposes, and why others do not.
3. ANTHROPOMORPHIC- supernaturals are like human.
Or deities that appear in human form.
- Like humans, Anthropomorphic supernaturals
can be moved by praise, flattery, and gifts.
They have emotions: They get annoyed if
neglected, they can be loving and caring, or
they can be distant and unresponsive.
- Deceased ancestors can also be supernaturals.
In some religions, spirits of the dead can be

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 prayed to for help, and in turn they may require
respect and honor from the living.

Beliefs about Sacred Space:

Beliefs about the sacredness of certain spaces are
probably found in all religions. Sacred spaces may or may not
be marked in a permanent way.

Ritual practices
A ritual is a patterned form of behavior that has to do
with the supernatural realm. Many rituals are the enactment of
beliefs expressed in myth and doctrine such as the Christian
ritual of communion, sorority and fraternity initiation (secular
ritual), and the holiday of Thanksgiving which originated as a
sacred meal, with its primary purpose to give thanks to God for
the first fruits of harvest.
Category of Rituals:
1. Periodic Rituals- regularly performed rituals. They are
performed annually to mark a seasonal event.
2. Non-periodic rituals- irregular, at unpredictable time,
in response to unscheduled events. (events in a
person’s life such as illness, infertility, birth, marriage
or death)

Life-Cycle Rituals
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 Or RITE OF PASSAGE, marks a change in status from one
life stage to another of an individual or group.

Victor Turner’s (1969) fieldwork among the Ndembu,

horticulturalist of Zambia provided insights about the phases of
life-cycle rituals.

Life Cycle rituals have three phases:

1. SEPARATION. In this first phase, the initiate (the person

undergoing the ritual) is separated physically, socially or
symbolically from normal life. Special dress may mark
the separation (ex: a long white gown for a baby that is
to be baptized in a church).
2. TRANSITION or the Liminal phase. Is the time when a
person no longer in their previous status, but is not yet a
member of the next stage. Liminality often involves
learning of specialized skills that will equip the person for
the new status.
3. REINTEGREATION. Occurs when the initiate emerges and
is welcomed by the community in the new status.

Pilgrimage
-is a round-trip travel to a sacred place or places for
purposes of religious devotion or ritual.

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PROMINENT PILGRIMAGE PLACES:
1. Varanasi in India (formerly called Banaras) for HINDUS.
2. Mecca in Saudi Arabia for MUSLIMS
3. Bodh Gaya in India for BUDDHISTS
4. Jerusalem in Israel for JEWS, CHRISTIANS & MUSLIMS
5. Lourdes in France for CHRISTIANS

FINDING AND CREATING MEANING OF

LIFE
Logotherapy is a psychotherapy
introduced by, who is considered the
Father of Logotherapy. The main belief
of logotherapy is thet “man’s primary
motivational force is the search for
meaning”. Logotherapy aids individuals
to find personal meaning of life,
whatever life situation they may be.

FRANKL’S SOURCES OF MEANING

1. Purposeful Work. To find the meaning of life starts with
holding a future goal. Each individual has each own
future goal to achieve or a task to perform. That task or
goal to fulfill becomes the meaning of their life.
Therefore, meaning of life is unique to every individual.

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2. Courage in the Face of Difficulty. A meaningful life is a life
with suffering. Suffering is inevitable part of life. To find
meaning of life is to recognize suffering, pain, and death
as part of life and to have the courage to face these life
difficulties.
3. Love
A. Eros
Eros is sexual or passionate love, and is the type
most akin to our modern construct of romantic love. In
Greek myth, it is a form of madness brought about by
one of Cupid’s arrows. The arrow breaches us and we ‘fall’
in love, as did Paris with Helen, leading to the Trojan War
and the downfall of Troy and much of the assembled
Greek army. In modern times, eros has been
amalgamated with the broader life force, something akin
to Schopenhauer’s will, a fundamentally blind process of
striving for survival and reproduction. Eros has also been
contrasted with Logos, or Reason, and Cupid painted as a
blindfolded child.

B. Philia
The hallmark of philia, or friendship, is shared
goodwill. Aristotle believed that a person can bear
goodwill to another for one of three reasons: that he is
useful; that he is pleasant; and, above all, that he is
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good, that is, rational and virtuous. Friendships founded
on goodness are associated not only with mutual benefit
but also with companionship, dependability, and trust.
For Plato, the best kind of friendship is that which
lovers have for each other. It is a philia born out of eros,
and that in turn feeds back into eros to strengthen and
develop it, transforming it from a lust for possession into
a shared desire for a higher level of understanding of the
self, the other, and the world. In short, philia transforms
eros from a lust for possession into an impulse for
philosophy. Real friends seek together to live truer, fuller
lives by relating to each other authentically and teaching
each other about the limitations of their beliefs and the
defects in their character, which are a far greater source
of error than mere rational confusion: they are, in effect,
each other’s therapist—and in that much it helps to find a
friend with some degree of openness, articulacy, and
insight, both to change and to be changed.

C. Storge
Storge (‘store-gae’), or familial love, is a kind of
philia pertaining to the love between parents and their
children. It differs from most philia in that it tends,
especially with younger children, to be unilateral or
asymmetrical. More broadly, storge is the fondness born
out of familiarity or dependency and, unlike eros or philia,

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does not hang on our personal qualities. People in the
early stages of a romantic relationship often expect
unconditional storge, but find only the need and
dependency of eros, and, if they are lucky, the maturity
and fertility of philia. Given enough time, eros tends to
mutate into storge.

D. Agape
Agape is universal love, such as the love for
strangers, nature, or God. Unlike storge, it does not
depend on filiation or familiarity. Also called charity by
Christian thinkers, agape can be said to encompass the
modern concept of altruism, defined as unselfish concern
for the welfare of others. Recent studies link altruism with
a number of benefits. In the short term, altruism leaves
us with a euphoric feeling—the so-called ‘helper’s high’. In
the longer term, it is associated with better mental and
physical health, as well as longevity. At a social level,
altruism serves as a signal of cooperative intentions, and
also of resource availability and so of mating or
partnering potential. It also opens up a debt account,
encouraging beneficiaries to reciprocate with gifts and
favours that may be of much greater value to us than
those with which we feel able to part. More generally,
altruism, or agape, helps to build and maintain the
psychological, social, and, indeed, environmental fabric
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that shields, sustains, and enriches us. Given the
increasing anger and division in our society, and the s4
tate of our planet, we could all do with quite a bit more
agape.

E. Ludus
Ludus is playful or uncommitted love. It can involve
activities such as teasing and dancing, or more overt
flirting, seducing, and conjugating. The focus is on fun,
and sometimes also on conquest, with no strings
attached. Ludus relationships are casual, undemanding,
and uncomplicated but, for all that, can be very
long-lasting. Ludus works best when both parties are
mature and self-sufficient. Problems arise when one party
mistakes ludus for eros, whereas ludus is in fact much
more compatible with philia.

F. Pragma
Pragma is a kind of practical love founded on
reason or duty and one’s longer-term interests. Sexual
attraction takes a back seat in favour of personal qualities
and compatibilities, shared goals, and making it work. In
the days of arranged marriages, pragma must have been
very common. Although unfashionable, it remains
widespread, most visibly in certain high-profile celebrity
and political pairings. Many relationships that start off as
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eros or ludus end up as various combinations of storge
and pragma. Pragma may seem opposed to ludus, but the
two can co-exist, with the one providing a counterpoint to
the other. In the best of cases, the partners in the pragma
relationship agree to turn a blind eye—or even a
sympathetic eye, as in the case of Simone de Beauvoir
and Jean-Paul Sartre, or Vita Sackville-West and Harold
Nicholson.

G. Philautia
Philautia is self-love, which can be healthy or
unhealthy. Unhealthy self-love is akin to hubris. In
Ancient Greece, a person could be accused of hubris if he
placed himself above the gods, or, like certain modern
politicians, above the greater good. Many believed that
hubris led to destruction, or nemesis. Today, hubris has
come to mean an inflated sense of one’s status, abilities,
or accomplishments, especially when accompanied by
haughtiness or arrogance. As it disregards truth, hubris
promotes injustice, conflict, and enmity.
Healthy self-love is akin to self-esteem, which is
our cognitive and, above all, emotional appraisal of our
own worth relative to that of others. More than that, it is
the matrix through which we think, feel, and act, and
reflects and determines our relation to ourselves, to
others, and to the world.
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 Self-esteem and self-confidence do not always go
hand in hand. In particular, it is possible to be highly
self-confident and yet to have profoundly low self-esteem,
as is the case with many performers and celebrities.
People with high self-esteem do not need to prop
themselves up with externals such as income, status, or
notoriety, or lean on crutches such as alcohol, drugs, or
sex. They are able to invest themselves completely in
projects and people because they do not fear failure or
rejection. Of course they suffer hurt and disappointment,
but their setbacks neither damage nor diminish them.
Owing to their resilience, they are open to growth
experiences and relationships, tolerant of risk, quick to
joy and delight, and accepting and forgiving of
themselves and others.

Robert Sternberg proposed

something that has taken hold of the
interest of many – from his fellow
psychologists to psychology enthusiasts.
He had proposed a theory that
concretizes something that has baffled
many minds and wrenched many hearts:
love.

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 He called it the triangular theory of love, as the theory is
best explained in a form of a triangle, but it is more commonly
known as the Sternberg’s Theory of Love. In the context of
interpersonal relationships, there are three components of love:
an intimacy component, a passion component, and a
commitment component.

The first component talks about intimacy. According to

the theory, it is the feeling of attachment, closeness and
connectedness. The second component is the passion, the
firey depth and intense feeling you get when you like someone.
It encompasses the drive connected to both limerence (romantic
attraction) and sexual attraction. Commitment comes in to tie
the two together. It is a decision to remain with one another
(short term) and plans made in the future (long term).

The forms of love are combinations of the three components

that was described above. According to this theory, it takes 6
manifestations and they are as follows.
o Nonlove: It is merely the absence of the three
components. This basically characterizes the majority of
our personal relationships, which are simply casual
interactions. It could apply to your acquaintances or
someone you’re not particularly attached with.
o Friendship: This is characterized when intimacy is
present. This is the set of feelings one experiences
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 without the intense feeling of passion or commitment in
the romantic sense. This can however be a root for the
other forms of love to manifest.
o Infatuated Love: It is called infatuation when passion
is present, and both liking and commitment is absent.
Crushes (whether celebrity or not) fall under this
category. People with nothing but a sexual relationship
with each other also manifest this category, as they are
only bounded by carnal desires and nothing more. This is
the most common root of romantic love, as it is believed
that intimacy develops over time. But if neither intimacy
nor commitment is develop, this can fizzle over time.
o Empty Love: An example of this is an unhappy marriage,
where the intimacy or the liking for the spouse is gone,
and the flames of passion have already been put out a
long time ago; nothing left but the contract of marriage
itself. Empty love is characterized by the absence of
passion and intimacy despite the presence of
commitment. A strong love may deteriorate into empty
love. And if we flip the spotlight to arranged marriages;
going into the marriage, it can be categorized as empty
love, which can seep into another form of love over time.
o Romantic Love: This form of love is a combination
between intimacy and passion. Lovers who are under
this category are said to not only be drawn and bonded
physically, but emotionally as well. This is one of the most
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 common stepping stones to a married life. In this kind of
relationship, it lacks the commitment. So it’s a little bit
easier to scrap it out when both of the parties involved
have had enough of it, without all the legal issues to deal
with.
o Companionate Love: It is characterized by
the combination of intimacy and commitment, and
the absence of passion. This is stronger than the
friendship form because of the element of commitment.
Companionate love is observed in long-term marriages,
where you don’t exactly need the passion in order to stay
in love with your partner, because the affection remained.
It can also be observed among family members and close
friends who have a platonic, but strong friendship.
o Fatuous Love: A very good example of a fatuous love is
Kim Kardashian’s marriage to Kris Humphires, only to
divorce him 72 days later. It’s the type of whirlwind
romances that end up in our television sets. Fatuous love
is just that. This type of love is the combination of
commitment and passion without intimacy. With my
example of Kim and Kris’ wedding, their marriage was not
enforced by intimacy, plus they got married so soon, and
publicly as well, that might be a contributing factor to the
end of their short-lived married life.
o Consummate Love: This type of love sits at the very
center of the triangle, because this is said to be the
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 perfect and ideal type of love. All three components
are present in this type of love and this is some sort of a
goal for people who are in a relationship. According to
Sternberg, these couples will continue to have a great sex
life fifteen years or more into the relationship, they
cannot imagine themselves happier over the long-term
with anyone else, they overcome their difficulties
gracefully, and each delight in the relationship with one
other. However, Sternberg himself cautions that
maintaining this relationship is harder than achieving it.
And this is not a permanent form of love.

Sternberg had stressed the importance of communication in any

kind of love. “Without love” he warns, “even the greatest love
can die.”

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ACTIVITY 2
“Recitation”
The students will answer the question below. Wheel of names is
used to call students.
“What is the difference between spirituality and
religiosity?

ASSESSMENT
What is your concept of a meaningful life? Answer the
given question with not less than 300 words, it will be graded
using a rubric. Submit your output in moodle.

Lesson 10: The Political Self

“We become full human agents, capable of understanding ourselves,

and hence of defining our identity, through our acquisition of rich
human languages of expression.”
― Charles Taylor, Multiculturalism

Overview

Have you ever wondered what makes you a true Filipino?

In pageants, that question may be asked by a judge if you’re a
contestant what will be your answer? Are you proud of being a

137
Filipino? Or Can you speak ill about the Philippines and its
citizens?

The Philippines is an archipelago with 7,461 islands, the

5th largest island country in the world. Since it is an archipelago
we all know that there is a difference in culture and language in
every island.

The country was colonized by the Spaniards for more than

300 years, Americans 1898-1946, and the Japanese Occupation
during WWII. Those events had a great impact on the culture
and even the identity of the Filipinos.

Specific Objectives
At the end of this lesson, students are expected to:

1. Identify the meaning of citizenship

2. Take pride of being a Filipino by identifying traits
3. Express their thoughts about the importance of knowing
one’s political-self

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Activity 1
“Treat or Trait”
In a piece of paper list down some traits that best
describes a Filipino. Students are only given 3 minutes for the
activity.

Analysis
Students will answer the given question. A wheel of
names will be used to choose students who will answer the
question.
“What makes us a Filipino citizen?”

Abstraction

139
ARTICLE IV – CITIZENSHIP, PHILIPPINE
CONSTITUTION
Meaning of Citizenship
Citizenship refers to the membership of a person to a
democratic state which bestows upon him/her full civil and
political rights
(unless
especially
disqualified by
law), and the
corresponding
duty to
support and
maintain
allegiance to
the state.
Such membership underscores the symbiotic relationship of the
state, which on the one hand gives protection to the citizen, and
the citizen, who on the other hand is duty bound to support the
state.

Who are citizens of the Philippines?

1. Those who are citizens of the Philippines at the time of
the adoption of the 1987 Constitution.

140
Those who are citizens of the Philippines at the time of the
adoption of the 1987 Constitution, referring to those who
were already Filipinos under the 1973 Constitution and were
still citizens at the time of the passage of the 1987
Constitution.
2. Those whose fathers or mothers are citizens of the
Philippines.
3. Those born before January 17, 1973 of Filipino mothers,
who elect Philippine citizenship upon reaching the age of
majority.
Those whose fathers are foreigners, and then later elected
their Philippine citizenship upon reaching 18 years old in
accordance with 1935 Constitution which was in effect at the
time of their birth.
4. Those who are naturalized in accordance with law.
Natural Born and Naturalized Citizens. Basically, there are
only two categories of Philippine citizens: the natural born
and the naturalized. On the one hand, a natural born citizen
is someone who is already a Filipino at the time of his birth
and does not have to do anything to acquire or perfect his
citizenship (Sec. 2, Art. II). In other words, he is a Filipino by
birth. On the other hand, a naturalized citizen is someone
who was once a foreigner then later on became a Filipino by
legal fiction. Paragraph 2 (Either father or mother is a
Filipino) and paragraph 3 (Elect Philippine Citizenship) of the
above provision are natural born citizens, while paragraph 4
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 (naturalized under the law) refers to the naturalized citizen.
Paragraph 1 (citizen at the time of the adoption of the
Constitution) may refer to either a natural born or
naturalized citizen depending on the kind of citizenship he
has at the time of the adoption of the 1987 Constitution.

Naturalized Citizens
1. Who are Naturalized Citizens? Naturalized citizens those
are clothed by law with the rights and privileges accorded
to a citizen of the Philippines, as well as bound by their
duties to the State. In other words, they are also
Filipinos. Thus they can vote during elections, acquire real
property, and engage in business, among others. They
must likewise observe loyalty to the Philippines, pay their
taxes, and obey the laws and duly constituted authorities
of the land. However, they cannot be elected President or
Vice-President, or member of the Congress, or appointed
justice of the Supreme Court or lower collegiate courts, or
member of any of the Constitutional Commissions, or
Ombudsman or his Deputy, or member of the Central
Monetary Agency. These are among the restrictions to a
naturalized citizen which are reserved only to a natural
born citizen, who is by birth and heart a Filipino.
2. Naturalization entails renunciation of former allegiance
and the subsequent act of formal entrance into a new

142
 body politic. The grant of citizenship by naturalization is
an act of grace on the part of the State. Just as the State
can confer or grant citizenship, it can also withhold or
take away the same. Thus, aliens or foreigners do not
have a natural or inherent right to demand membership
to the State.
3. Kinds of Naturalization. The government, through its
three branches, can confer citizenship by naturalization.
Hence, a foreigner can be naturalized in either of three
ways:
(a) Judicial naturalization refers to naturalization by
means of court judgment pursuant to the “Revised
Naturalization Act.” Applications are filed with the proper
Regional Trial Court which will render the decree of
naturalization;
(b) Legislative naturalization refers to naturalization by
means of a direct act of Congress, that is, by the
enactment of a law by the Congress declaring therein that
a foreigner is conferred citizenship and admitted into the
political community; and
(c) Administrative naturalization is naturalization by
means of administrative proceedings before the Special
Committee on Naturalization pursuant to the
“Administrative Naturalization Law of 2000.” Applicants
must be aliens born and residing in the Philippines with all

143
 of the qualifications and none of the disqualifications
provided by law.

Modes of acquiring citizenship:

1. Jus Soli – acquisition of citizenship on the basis of place of
birth
2. Jus Sanguinis – acquisition of citizenship on the basis of
blood relationship
3. Naturalization – the legal act of adopting an alien and
clothing him with the privilege of a native-born citizen.
Note: The Philippines follows (2) and (3)

Election of citizenship under the 1987

Constitution:
Prior to the 1973 Constitution, if a Filipina married an
alien, she lost her Filipino citizenship. Hence, her child would
have to elect Filipino citizenship upon reaching the age of
majority. Under the 1973 Constitution, however, children born
of Filipino mothers were already considered Filipinos. Therefore,
the provision on election of citizenship under the 1987
Constitution only applies to those persons who were born under
the 1935 Constitution. In order for the children to elect Filipino
citizenship, the mothers must have been Filipinos at the time of
their marriage. So, if your mother was a Filipina who married
an alien under the 1935 constitution and you were born before

144
January 17, 1973, you can elect Filipino citizenship upon
reaching the age of majority.

When must the election be made:

The election must be made within a reasonable period
after reaching the age of majority.

Effects of naturalization:
1. The legitimate minor children of the naturalized father
become Filipinos as well.
2. The wife also becomes a Filipino citizen, provided that she
does not have any disqualification which would bar her
from being naturalized.
Natural-born citizens:
1. Citizens of the Philippines from birth who do not need to
perform any act to acquire or perfect their Philippine
citizenship.
2. Those who elect Philippine citizenship under Art. IV, Sec.
1(3) of 1987 Constitution.

Marriage of Filipino with an alien:

1. General Rule: The Filipino RETAINS Philippine citizenship
2. Exception: If, by their act or omission they are deemed,
under the law, to have renounced it.
Examples of renunciation of Philippine citizenship:

145
 1. Voluntarily obtaining foreign passport
2. Pledging allegiance to another country (ex. by becoming a
naturalized citizen of another country)

Lost and Reacquisition of Citizenship

1. Lost of Citizenship. Section 3, Article 4 of the Constitution
states that “Philippine citizenship may be lost or
reacquired in the manner provided by law.” There are two
laws which provide the manner of loss of citizenship. First
is “Commonwealth Act No. 63” which provides that
citizenship is lost by naturalization in another country, by
express renunciation of citizenship, by subscribing to an
oath of allegiance to support the constitution and laws of
another country, by rendering service to a foreign armed
forces, and by deserting the armed forces of the
Philippines. Second is Commonwealth Act No. 473 which
states that citizenship is lost by cancellation of certificate
of naturalization by court, by permanent residence in the
country of origin for a period of five years from the time
of naturalization, by an invalid declaration of intent in the
petition, by failure to with the educational requirements
of the minor children, and by allowing oneself to used by
a foreigner.
2. Reacquisition of Citizenship. As far as reacquisition of
citizenship is concerned, Commonwealth Act No. 63 also
provides that citizenship which was lost may be

146
 reacquired by naturalization, by a direct act of Congress,
or by repatriation.

a. Naturalization may be applied for by a former

Philippine citizen who lost his citizenship under any
of the aforesaid ways. For example, Pedro was a
Filipino who became a naturalized citizen in another
country, and as a result he lost his Philippine
citizenship. If he applies for naturalization and later
on the court gave him a decree of naturalization,
then he reacquires his Philippine citizenship.
b. The Congress can also reinstitute, by means of a
law, citizenship to those who lost it.
c. Repatriation is accomplished by taking the
necessary oath of allegiance to the Republic of the
Philippines and then registering the same in the
proper Civil Registry and in the Bureau of
Immigration. This is available to women who have
lost their citizenship through marriage to aliens,
those who lost their citizenship on account of
economic and political necessity not otherwise
disqualified by law, and deserters of the Armed
Forces of the Philippines.

3. R.A. No. 9225. Special note must be given to Republic Act

No. 9225, otherwise known as “Citizenship Retention and
147
 Reacquisition Act of 2003,”which amended
Commonwealth Act No. 63. It provides that natural born
citizens of the Philippines who lost their citizenship
because of naturalization in a foreign country shall be
deemed to have reacquired their Philippine citizenship
upon taking the oath of allegiance to the Republic of the
Philippines. After the effectivity of RA 9225, those who
are naturalized in a foreign country shall retain their
Philippine citizenship also upon taking the oath of
allegiance to the Republic of the Philippines. Thus, under
the present law, it is the taking of the necessary oath of
allegiance and registration of the same that retains and
reacquires Philippine citizenship.

4. Marriage to an Alien. Under Section 4, Article IV, mere

marriage to an alien is not a ground for losing Philippine
citizenship, unless there is implied or express renunciation
through acts or omissions. For example, if Maria is
married to Friedrich, a foreigner, and in Friedrich’s
country his marriage confers on Maria their citizenship,
then Maria will not automatically lose her citizenship as
provided by the Constitution. What she has is dual
citizenship. But if Maria subscribes to an oath of
allegiance to her husband’s country, then her act is
deemed a renunciation of her Philippine citizenship, thus,
a ground for losing her citizenship.
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Dual Allegiance and Dual Citizenship
1. Dual Allegiance as Provided in the Constitution. Section 5,
Article IV states, “Dual allegiance of citizens is inimical to
the national interest and shall be dealt with by law.” Dual
allegiance happens when a naturalized citizen of the
Philippines maintains his allegiance to his country of
origin. For example, if Joe, who was a foreigner, becomes
a naturalized citizen of the Philippines, and after
naturalization he still maintains his allegiance to his
mother country, then his case is said to be one of dual
allegiance. This is prohibited by the Constitution to
prevent a former foreigner, who gained political
membership, to have false allegiance or pretend loyalty to
the Philippines.

2. Dual Allegiance vs. Dual Citizenship. The Constitution,

however, does not prohibit dual citizenship. Dual
allegiance is different from dual citizenship. Dual
citizenship happens when an individual is a citizen of two
countries because the laws of both countries confer upon
him membership to their State. For example, if Pedro’s
parents are Filipinos and he is born in United State of
America, he acquires Philippine citizenship under the
principle of jus sanguinis and American citizenship under

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 the principle of jus soli. Thus, he has dual citizenship
because of the respective laws of the two countries.
Another example is when a Filipino marries a foreigner
and thereby acquires the citizenship of the spouse, there
is also dual citizenship. The Philippines cannot prohibit
dual citizenship because its laws cannot control the laws
of other states. It is dual allegiance that is prohibited
because it is intentional while dual citizenship is generally
unintentional, in that it is only accidentally cause by birth
in a foreign state or marriage with a foreigner.

3. Limitation on Dual Citizenship. Dual citizenship may be

prohibited under special cases. For instance, pursuant to
the Constitution, RA 9225 requires that all those who are
seeking elective public offices in the Philippines to execute
a personal and sworn renunciation of any and all foreign
citizenship to qualify them as candidates in the Philippine
elections.

Suffrage
Suffrage is the right and obligation to vote of qualified
citizens in the election of certain national and local officers of
the government and in the decision of public questions
submitted to the people. It is a political right conferred by the
Constitution empowering a citizen to participate in the process
of government which makes the State truly democratic and
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republican. Section 1, Article V, however, provides that “suffrage
may be exercised…” thus, making it non-mandatory. Failure to
exercise such right is not punishable by law, but nonetheless
makes a citizen irresponsible. In other words, suffrage is an
obligation but a non-mandatory one.

Nature of Suffrage.
1. A mere privilege. Suffrage is not a natural right of the
citizens but merely a privilege to be given or withheld by
the law making power subject to constitutional
limitations.
2. A political right. Suffrage enables every citizen to
participate in the process of government to assure that it
can truly be said to derive its powers from the consent of
the governed. The principle is that of one man, one vote.

Scope of Suffrage.
Suffrage include:
1. Election– It is the means by which the people choose
their officials for definite and fixed periods and to whom
they entrust, for the time being as their representatives,
the exercise of powers of government;
2. Plebiscite. – It is the name given to a vote of the people
expressing their choice for or against a proposed law or
enactment submitted to them. In the Phil., the term is

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 applied to an election at which any proposed amendment
to, or revision of, the Constitution is submitted to the
people for their ratification. Plebiscite is likewise required
by the Constitution to secure the approval of the people
directly affected before certain proposed changes
affecting local government units may be implemented.
3. Referendum. – It is the submission of a law or part
thereof passed by the national or local legislative body to
the voting citizens of a country for their ratification or
rejection.
4. Initiative. – It is the process whereby the people directly
propose and enact laws.
5. Recall. – It is a method by which a public officer may be
removed from office during his tenure or before the
expiration of his term by a vote of the people after
registration of a petition signed by a required percentage
of the qualified voters.

Qualification of voters.
1. Qualified Citizens Only. Suffrage can be exercised only
by a citizen of the Philippines, who has none of the
disqualifications, at least eighteen years of age on the
day of the election, and a resident of the Philippines for
at least one year and of the place where he intends to
vote for at least six months immediately preceding the

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 election (Section 1, Article V). Suffrage is an attribute of
citizenship, and therefore aliens cannot exercise the
same.

2. Reason for Lowering the Voting Age. The voting age

was lowered down from 21 to 18 years old to broaden
the electoral base. If the voting age is 21, then only a
small percentage of the total population of the Philippines
can vote. Moreover, according to psychologists, 18 to 21
year-old Filipino youth, living in urban or rural areas,
have the same political maturity. This is affirmed in many
provisions of Philippine law, in that the marrying age, the
age when someone can enter into a contract, and the
age when someone can be called to defend the State, is
18 years old. It must be noted, however, “registration”
may be done before reaching the age of majority for as
long as the voter is 18 years old on the day of the
election.

3. Explanation of Residency Requirement. A citizen, in

order to be qualified to vote, must have resided in the
Philippines for at least one year and for at least six
months on the place where he intends to vote
immediately preceding the elections. The “one year
residency requirement” means “permanent residence”
while the “six month residency requirement” means

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either “permanent or temporary residence.” On the on
hand, permanent residence or domicile requires bodily
presence in the locality, the intention to remain there
(animus manendi), and an intention to return to it if one
goes somewhere else (animus revertendi). If a new
residence is established, permanent residence requires
an intention not to return to the old domicile (animus
non revertandi). For example, if a Filipino citizen works
abroad to look for greener pastures, but still has the
“intention to return” to the Philippines, he can still
exercise his right to vote since his domicile is still in the
Philippines. On the other hand, temporary residence only
requires the intention to reside in a fixed place. To be
familiar with the needs of the locality, a voter must
reside therein for at least six months immediately
preceding the elections. This is requirement for both
national and local elections. In here, since residence can
also mean temporary residence, one can vote in either
his locality of permanent residence or locality of
temporary residence during local or national elections.
For example, Pedro is domiciled in Tuguegarao City and is
a registered voter therein. But he is working in Manila for
more than six months already, has established a
temporary residence, and is likewise a registered voter
there. Under the law, he can vote in Tuguegarao city

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 since he is a permanent resident of the place or in Manila
since he has a temporary residence there.

4. No Additional Substantive Requirement. Still in

keeping with the trend for broadening electoral base, the
Constitution does not provide for “literacy, property or
other substantive requirements.” Rather it encourages
the “participation” and “equalization” of the privileges
and rights of the people. Being democratic and
republican, the State endeavors for the establishment of
a wide base of electoral involvement by the people, not
only by the rich minority who joy the privilege of formal
education, but also by the poor majority who are usually
unlettered because of poverty. It must also be emphasize
that there is no direct relationship between education or
property, on the one hand, and capacity for intelligent
voting, on the other, in that even a rich and highly
educated person may initiate and be swayed by sham
elections.

Absentee Voting
Because of the phenomenon of “Filipino labor explosion
overseas,” the so-called “absentee voting system” is mandated
by the Constitution to be provided for, or legislated, by the
Congress. Section 2, Article V states, “The Congress shall

155
provide… a system for absentee voting by qualified Filipinos
abroad.” For as long as they are qualified, overseas Filipino
workers can still participate in elections despite their temporary
absence in the Philippines. While residency is a voting
requirement, it must not be a reason for disenfranchising
thousands of Filipinos abroad whose hearts are still with the
Philippines.

NATIONALISM VS. PATRIOTISM

Both show the relationship of an individual towards his or her
nation.
NATIONALISM PATRIOTISM
⮚ give more importance to ⮚ pertains to the love for
unity by way of a cultural a nation, with more
background, including emphasis on values and
language and heritage. beliefs.
⮚ is a feeling that one’s ⮚ a feeling of admiration
country is superior to for a way of life.
another in all respects. ⮚ believe that their
⮚ assume that their country country is one of the
is better than any other. best and can be
⮚ Implies that only the improved in many ways.
people belonging to one’s ⮚ people all over the world
own country should be are considered equal.
considered one’s equal.

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 ⮚ the nationalist is proud of ⮚ the patriot is proud of
his country no matter his country for what it
what it does. does.
⮚ Nationalism is a subtle ⮚ Patriotism is all about
based on the premise that the feeling to find true
an individual’s loyalty and love to the motherland,
devotion to one’s country and there is no
should come above the parameter to measure
bulkiness of the positive it.
driven thoughts of other
citizens or the interests of
a certain group of citizens.

GENERATIONS DEFINED

The Depression Era

Born: 1912-1921
Coming of Age: 1930-1939
Age in 2004: 83 to 92
Current Population: 11-12 million (and declining rapidly)
Depression era individuals tend to be conservative,
compulsive savers, maintain low debt and use more secure
financial products like CDs versus stocks. These individuals tend
to feel a responsibility to leave a legacy to their children. Tend to

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be patriotic, oriented toward work before pleasure, respect
for authority, have a sense of moral obligation.

World War II
Born: 1922 to 1927
Coming of Age: 1940-1945
Age in 2004: 77-82
Current Population: 11 million (in quickening decline)
People in this cohort shared in a common goal of
defeating the Axis powers. There was an accepted sense of
“deferment” among this group, contrasted with the emphasis on
“me” in more recent (i.e. Gen X) cohorts.

Post-War Cohort
Born: 1928-1945
Coming of Age: 1946-1963
Age in 2004: 59 to 76
Current Population: 41 million (declining)
This generation had significant opportunities in jobs and
education as the War ended and a post-war economic boom
struck America. However, the growth in Cold War tensions, the
potential for nuclear war and other never before seen threats
led to levels of discomfort and uncertainty throughout the
generation. Members of this group value security, comfort, and
familiar, known activities and environments.
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Boomers I or The Baby Boomers
Born: 1946-1954
Coming of Age: 1963-1972
Age in 2004: 50-58
Current Population: 33 million
For a long time the Baby Boomers were defined as those
born between 1945 and 1964. That would make the generation
huge (71 million) and encompass people who were 20 years
apart in age. It didn’t compute to have those born in 1964
compared with those born in 1946. Life experiences were
completely different. Attitudes, behaviors and society were
vastly different. In effect, all the
elements that help to define a cohort were violated by the broad
span of years originally included in the concept of the Baby
Boomers. The first Boomer segment is bounded by the Kennedy
and Martin Luther King assassinations, the Civil Rights
movements and the Vietnam War. Boomers I were in or
protested the War. Boomers 2 or the Jones Generation missed
the whole thing.
Boomers I had good economic opportunities and were
largely optimistic about the potential for America and their own
lives, the Vietnam War notwithstanding.

Boomers II or Generation Jones

Born: 1955-1965
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Coming of Age: 1973-1983
Age in 2004: 39 to 49
Current Population: 49 million
This first post-Watergate generation lost much of its trust
in government and optimistic views the Boomers I maintained.
Economic struggles including the oil embargo of 1979 reinforced
a sense of “I’m out for me” and narcissism and a focus on
self-help and skepticism over media and institutions is
representative of attitudes of this cohort. While Boomers I had
Vietnam, Boomers II had AIDS as part of their rites of passage.
The youngest members of the Boomer II generation in fact did
not have the benefits of the Boomer I class as many of the best
jobs, opportunities, housing etc. were taken by the larger and
earlier group. Both Gen X and Boomer II s suffer from this long
shadow cast by Boomers I.

Generation X
Born: 1966-1976
Coming of Age: 1988-1994
Age in 2004: 28 to 38
Current Population: 41 million
Sometimes referred to as the “lost” generation, this was
the first generation of “latchkey” kids, exposed to lots of
daycare and divorce. Known as the generation with the lowest
voting participation rate of any generation, Gen Xers were
quoted by Newsweek as “the generation that dropped out
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without
ever turning on the news or tuning in to the social issues around
them.”
Gen X is often characterized by high levels of skepticism,
“what’s in it for me” attitudes and a reputation for some of the
worst music to ever gain popularity. Now, moving into adulthood
William Morrow (Generations) cited the childhood divorce of
many Gen Xers as “one of the most decisive experiences
influencing how Gen Xers will shape their own families”.
Gen Xers are arguably the best educated generation with
29% obtaining a bachelor’s degree or higher (6% higher than
the previous cohort). And, with that education and a growing
maturity they are starting to form families with a higher level of
caution and pragmatism than their parents demonstrated.
Concerns run high over avoiding broken homes, kids growing up
without a parent around and
financial planning.

Generation Y, Echo Boomers or Millenniums

Born: 1977-1994
Coming of Age: 1998-2006
Age in 2004: 10 to 22
Current Population: 71 million
The largest cohort since the Baby Boomers, their high
numbers reflect their births as that of their parent generation.
The last of the Boomer Is and most of the Boomer II s. Gen Y
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kids are known as incredibly sophisticated, technology wise,
immune to most traditional marketing and sales pitches…as they
not only grew up with it all, they’ve seen it all and been exposed
to it all since early childhood.
Gen Y members are much more racially and ethnically
diverse and they are much more segmented as an audience
aided by the rapid expansion in Cable TV channels, satellite
radio, the Internet, e-zines, etc.
Gen Y are less brand loyal and the speed of the Internet
has led the cohort to be similarly flexible and changing in its
fashion, style consciousness and where and how it is
communicated with.
Gen Y kids often raised in dual income or single parent
families have been more involved in family
purchases…everything from groceries to new cars. One in nine
Gen Yers has a credit card co-signed by a parent.

Generation Z
Born: 1995-2012
Coming of Age: 2013-2020
Age in 2004: 0-9
Current Population: 23 million and growing rapidly
While we don’t know much about Gen Z yet…we know a
lot about the environment they are growing up in. This highly
diverse environment will make the grade schools of the next
generation the most diverse ever. Higher levels of technology
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will make significant inroads in academics allowing for
customized instruction, data mining of student histories to
enable pinpoint diagnostics and
remediation or accelerated achievement opportunities.

Activity 3
Be Creative
Create a slogan about citizenship. 10 minutes is given for
the activity.
(rubric for rating)

ASSESSMENT AND APPLICATION:

Read the poem to the Philippine Youth written by Dr. Jose
Rizal. After reading, write an essay by answering the question
given.
What is the message Dr. Jose Rizal to the Filipino youth? Write
your answer not less than 350 words, submit using your moodle
accounts.

To The Philippine Youth

by Dr. José Rizal
(English version of “A La Juventud
Filipina”)

82

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Raise your unruffled brow
On this day, Filipino youth!
Resplendent shines
Your courage rich,
Handsome hope of my motherland!
Fly, grand genius
And infuse them with noble sentiment
That vigorously rushes,
More rapid than the wind,
Its virgin mind to the glorious goal.
Descend to the arena
With the pleasant light of arts and sciences,
And unbind, Youth,
The heavy chain
That fetters your poetic genius.
See that in the bright zone
With pious and learned hand,
Offers the son of this native land
Resplendent crown.
You who ascend
On wings of your rich fantasy,
Seeking from Olympus in the clouds
Tenderest poetry,
Sweeter than nectar and ambrosia;
You of the celestial accent,
Melodious rival of the nightingale,
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Who with varied melodies
Dissipate the mortal’s bitter pain
In the night serene;
You who animate the hand rock
With the impulse of your mind,
And with prepotent hand makes eternal
The pure memory
Of the refulgent genius;
And you, who with magic brushes
Are wont to transfer to simple canvas
The varied enchantment of Phoebus, beloved of
Apollo divine,
And the mantle of nature.
Run! For the sacred flame
Of the genius awaits to be crowned with laurels,
Spreading fame
With trumpet proclaiming
O’er the wide sphere the mortal’s name.
Day, oh happy day,
Philippines genteel, for your soil!
Bless the Almighty,
Who with loving desire
Sends you fortune and consolation.

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Lesson 11: The Digital Self
We are in the throes of a transition where every publication has to
think of their digital strategy.
-Bill Gates

Overview
The term "online identity" implies that there is a
distinction between how people present themselves online and
how they do offline. But any split between "online" and "offline"
identity is narrowing, for two reasons. In contrast to the internet
of the 1990s, people today use social media primarily to
communicate with people they know in "real life" contexts like
home, work, and school. Second, wireless networking and
portable devices like smartphones and tablets make it easy to
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access social media as part of day-today life, rather than having
to formally "log on" to the internet (Marwick, A. 2013).

We are living in a digital •age and other than face to face

interaction, we have interactions involving technology—cellular
phones, computers and other gadgets. Thus, we build our
DIGITAL SELF. What is your Digital Self? How do you represent
yourself online? This chapter module will help you understand
how online identity is established based on what information you
offer in technology-interactions. It will present the risks and
dangers for posting too much of your personal life or pretending
you are somebody else in the social media world

ACTIVITY 1

Every time you see this symbol, what comes into your mind?

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ACTIVITY 2
In this activity, the students will enumerate the social
media accounts that they have. Their answers will be used for
the analysis.

Analysis
Based on the answer in activity 2, five (5) students with
the most number of social media accounts will explain why they
have a such number of accounts.

Abstraction

ONLINE IDENTITY AND “SELF” IN CYBERSPACE: (I,

ME, MYSELF AND MY USER ID ONLINE IDENTITY)
Online identity is the sum of
your characteristics that you
project online. Because you
interact differently with each
website you visit, each of those
websites will have a different
picture of you of who you are and
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what you do. Sometimes the different representations of you
are referred to as partial identities, because none of them has
the full and true picture of who you are.

“Your online identity is not the same as your real-world

identity because the characteristics you represent online differ
from the characteristics you represent in the real world.”

Most online identity researches focused on

self-presentation. The user self-consciously creates virtual
depictions of themselves. One way of understanding such
self-representation is the information and materials people
choose to show others on Facebook, Instagram and/or Twitter
stream.
The self-concept is also very much a social phenomenon.
It has social roots (e.g., reflected appraisals, social comparison),
it includes social identities and roles, and it guides our
perception of others and our behavior in social settings.
Self-presentational behavior is any behavior intended to create,
modify, or maintain an impression of ourselves in the minds of
others. Whenever we are attempting to lead people to think of
us in a particular way, we are engaging in self-presentation.

The Nature of Self-Presentation

A. Why Do People Engage in Self-Presentation?

1. Facilitate Social Interaction

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 The most basic function of self-presentation is to
define the nature of a social situation (Goffman,
1959). Most social interactions are very role
governed. Each person has a role to play, and the
interaction proceeds smoothly when these roles are
enacted effectively.

2. Gain Material and Social Rewards

People also strive to create impressions of themselves
in the minds of others in order to gain material and
social rewards (or avoid material and social
punishments). It is usually in our best interests to
have others view us in a particular way. This type of
strategic self-presentation represents a form of social
influence in which one person (the self- presenter)
attempts to gain power over another (the audience).
This approach assumes that we are in a better position
to influence the nature of social interaction in a
manner that suits our purposes if we are able to
control how others see us. Strategic self-presentation
does not necessarily mean that we are trying to
deceive others (though sometimes we are). It can
also involve genuine attempts to bring our (self-
perceived) positive qualities to the attention of others.
Most of the time, strategic self-presentation involves
“selective disclosures and omissions, or matters of
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 emphasis and timing, rather than blatant deceit or
dissimulation” (Jones, 1990, p.175)

3. Self-Construction
Another reason we try to create impressions of
ourselves in the minds of others is to construct a
particular identity for ourselves. Sometimes,
self-construction is initiated in order to create an
identity. Rosenberg (1979) notes that this is
particularly prevalent during adolescence. Adolescents
routinely try out different identities. They adopt the
dress and mannerisms of various social types (e.g.,
the sophisticate; the rebel), and studiously note
people’s reactions to these displays in an attempt to
fashion an identity that fits. Other times,
self-construction is undertaken to confirm an already
established self-view. Swann (1990) calls this form of
self-construction “self-verification,” and Wicklund and
Gollwitzer (1982) refer to such behavior as
“self-symbolizing.” Self-enhancement needs also
underlie self-construction. Most people like to think of
themselves as being competent, likable, talented, and
so forth. By convincing others that they possess these
positive attributes, people are better able to convince
themselves. This, in turn, makes people feel better
about themselves. In this sense, we can say that
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 people seek to create impressions in the minds of
others because it makes them feel good about
themselves to do so.
B. When and How Do People Manage
Impressions?
People form impressions of us whenever we are in public,
but we are not always actively monitoring or regulating
those impressions. In many situations, our self-
presentations are automatic or habitual, and we are
devoting little conscious attention to how we are being
perceived by others. In other situations, we become
acutely aware of the impressions we are creating, and we
actively strive to take control of these impressions

1. Situational Variables That Influence Impression

Motivation
The first component of self-presentation is a
motivational one. Before we can create a desired
impression, we have to be motivated to do so.
Several factors can arouse this motive. One of the
most important occurs when desired external rewards
depend on the judgments of others (Buss & Briggs,
1984; Leary & Kowalski, 1990; Schlenker, 1980). The
motivation to engage in self-presentation also tends to
increase when we are the focus of other people’s
attention.
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2. Social Acuity
Once we are motivated to create a particular
impression, we need to possess an awareness of how
that impression can best be created. This cognitive
ability is called social acuity (Hogan & Briggs, 1986).
Social acuity refers to our ability to know what we
would need to do in order to successfully create a
desired impression. Mead’s influence is apparent here.
In order to communicate effectively, people must be
able to anticipate how their own symbolic gestures will
be interpreted by others. The same is true for
successful self- presentation. To create a desired
impression, we must put ourselves in other people’s
shoes and discern what behaviors would produce a
given impression.

3. Behavioral Skills
Behavioral skills are the third component of successful
self-presentation. People need to be capable of
performing the behaviors they believe will create a
desired impression. Numerous tactics are used to
create a desired impression. What we post in our
online accounts is one of the tactics. Our hair,
physique, figure, and clothing all serve to create
particular impressions of us in the minds of others.
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C. Individual Differences in Self-Presentation
Although everyone engages in self-presentation, people
vary with respect to how concerned they are with their
public image and with the kinds of impressions they try to
convey.

Self-Monitoring
Mark Snyder (1974) developed the scale to measure
the degree to which people monitor and control their
behavior in public situations. High self-monitors
regard themselves as highly pragmatic and flexible
people who strive to be the right person for every
occasion. When entering a social situation, they try to
discern what the model or prototypic person would do
in that situation. They then use this knowledge to
guide their own behavior. Low self-monitors adopt a
different orientation. They regard themselves as
highly principled people who value consistency
between who they are and what they do. When
entering a social situation, they look inward and use
their attitudes, beliefs, and feelings to guide their
behavior. Instead of striving to be the right person for
the situation, they strive to be themselves in social
settings.

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Friendship patterns are also influenced by differences
in self-monitoring. High self- monitors tend to have
many different friends, each suitable for a different
activity. For example, they play sports with one
friend, go to the theater with another, and talk politics
with yet another. This pattern allows them to express
their characteristic orientation to be a different person
in different situations. In contrast, low self-monitors
have relatively few friends, and they engage in
multiple activities with each one. They are more
inclined to play sports, go to the theater, and talk
politics with the same friend. This pattern is
conducive to being the same person in all situations.

The different orientations of high self-monitors and low

self- monitors with reference to the three components
of self-presentation we discussed earlier. High
self-monitors are social chameleons. They enjoy being
different people in different situations, and they
possess the cognitive and behavioral skills needed to
play many roles. In contrast, low self-monitors think
of themselves as highly principled individuals who
cherish being “true to themselves” in various
situations. They are also somewhat less adept at
reading the character of the social situation and their
acting skills are not as well developed.
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II. Creating Desired Impressions

A. What Impressions Do People Try to Create?

The number of impressions people try to create of
themselves in the minds of others is almost limitless.

1. Ingratiation
Ingratiation is probably the most familiar impression
management strategy. The goal of ingratiation is to get
the other person to like you. Since we tend to like
people who agree with us, say nice things about us, do
favors for us, and possess positive interpersonal qualities
(e.g., warmth and kindness), it should come as no
surprise that ingratiation can be accomplished through
imitation, flattery, doing favors for someone, and
displaying positive personal characteristics (Jones, 1990).
People want to believe they are likable and are liked by
others. Consequently, they are disinclined to believe that
a show of admiration or affection from another person is
inauthentic or derives from an ulterior motive, even when
such a motive is obvious to an impartial observer (Jones
& Wortman, 1973). For this reason, ingratiation (if it is
at least somewhat subtle) is often a highly successful
self-presentational ploy.

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2. Self-Promotion
Self-promotion is another common self-presentational
strategy. Here we seek to convince people of our
competence. This is not the same as ingratiation. With
ingratiation, we are trying to get people to like us. With
self-promotion, we are trying to get people to think we
are capable, intelligent, or talented.

3. Intimidation
Ingratiation and self-promotion are the most common
self-presentational strategies.
But there are others. Sometimes people want to be
feared. This is intimidation.

4. Exemplification
Another form of self-presentation is exemplification.
With exemplification,
people attempt to create the impression that they are
morally superior, virtuous, or righteous. Exemplification
is often portrayed by exaggerating the degree to which
one has suffered poor treatment at the hands of others
or has endured excessive hardships.

5. Supplication
A final form of self-presentation is supplication.
Supplication occurs when people publicly exaggerate
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 their weaknesses and deficiencies. For example, in
earlier times, women were expected to play helpless
(rather than appear competent) in order to attract a
mate. Men do this as well, of course, as when a husband
claims to not know how to use the dishwasher or washing
machine. The more general point is that people will
sometimes exaggerate their incompetence and frailties if
doing so gets them what they want.

B. What Constitutes a Desirable Impression?

No matter which impressions people try to convey, these
impressions will be effective only if they are accepted by
others. Schlenker (1980, 1985; Schlenker & Weigold, 1989)
has proposed that successful self-presentation always
involves a trade-off between two considerations: (1)
beneficiality (presenting the most advantageous image
possible) and (2) believability (making sure the image you
present is believable).

1. The Role of Accountability

Several factors influence the believability of a
self-presentational claim. These factors include the
acting ability of the self-presenter (highly skilled actors
can make more self-aggrandizing claims) and the
ambiguity of the performance domain (the more
ambiguous the domain, the more self-aggrandizing a
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 person can be). Accountability is another important
factor. People are accountable when their claims can be
checked against relevant facts. It is one thing to boast
that you are an expert at chess if no one is around to
challenge you to a game; it’s quite another if there is a
chess board handy and another person waiting to test
your claims. The broader point is that people’s
self-presentational claims should be more truthful when
audiences are able to assess the veracity of these
proclamations.

III. Self-Presentations and Private

Self-Conceptions.

People are audiences for their own behavior. Just as our

behavior might convince others that we possess a given quality
or attribute, so, too, might we convince ourselves.

A. Role Internalization
Everyone is always and everywhere, more or less
consciously, playing a role. . . . It is in these roles that
we know each other; it is in these roles that we know
ourselves. (Park, 1926, p.137)

We all play many roles in social life. We are children,

siblings, and parents; students, friends, and employees;
and so on. These roles figure prominently in the way

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 people think about themselves. When asked to describe
themselves, people often respond with reference to the
social roles they play (e.g., I am a professor, a father, a
husband). This tendency to define ourselves in terms of
our social roles is not the only link between social roles
and self-conceptions, however. Each role we play carries
with it a set of behavioral expectations (e.g., judges are
expected to uphold the law) and assumptions about
personal characteristics (firefighters are expected to be
brave). These personal characteristics are of concern
here. In the course of playing social roles, people often
come to internalize role-relevant personal characteristics.
They come to see themselves as possessing the qualities
suggested by the roles they play. People thrust into new
social roles often come to view themselves as having the
very qualities that the role demands. In effect, by playing
the role, they become the part. This does not mean,
however, that individuals passively adopt the labels
implied by their social roles. Although the expectations of
some roles are rigid and unyielding, most are pliant and
allow room for interpretation. This allows people to bring
their own distinctive stamp to the roles they play.

B. Carry-Over Effects in Self-Presentation

Further evidence that public behavior alters private
self-conceptions comes from experimental research on
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 carry-over effects in self-presentation. In these studies,
participants are asked to present themselves in specified
ways to an audience. For example, some participants
might be asked to convince an interviewer that they are
extraverted and sociable; other participants are asked to
convince an interviewer that they are introverted and
reserved. Later, as part of an ostensibly unrelated
investigation, participants are asked to evaluate
themselves along this dimension. The typical finding is
that self-presentational behavior carries over to affect
private self-conceptions. People who present themselves
to others as outgoing and gregarious subsequently regard
themselves as more sociable than do those who present
themselves to others as shy and retiring.

IV. Self-Presentation and Social Behavior

Sincerity and Authenticity versus Pretense and

Deceit
It is obvious that people sometimes misrepresent
themselves (and some people do this more than others).
But how prevalent is this dissimulation? Do the faces
people wear in public generally mask how they privately
see themselves, or is pretense and deceit the exception
rather than the rule?

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 Accountability is one relevant factor. Individuals who
present an insincere or inauthentic impression to others
run the risk of being exposed as a fake or liar if their
attempts to create a false impression are discovered.
Being regarded as a fake is not a valued identity.
Consequently, this concern keeps people’s self-
presentations in line with their private self-views.

The need for social validation is another factor that

yields convergence between public behavior and private
beliefs. People generally believe positive things about
themselves (e.g., that they are intelligent, kind, and
generous), and they want others to think they possess
these qualities as well. Often, their public behavior is in
service of this goal. They actively strive to bring their
(self-perceived) positive qualities to the attention of
others. For both of these reasons, then, it may generally
be the case that “appearances made in the world are not
veils but guides to the authentic self of the wearer”.

Obsessive Selfie-Taking

According to the Oxford English Dictionary, a selfie is

a “photograph that one has taken of oneself, typically one taken
with a smartphone or webcam and shared via social media.”
From a psychological perspective, the taking of selfies is a
self-oriented action that allows users to establish their
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individuality and self-importance; it is also associated
with personality traits such as narcissism.

However, selfie-taking is more than just the taking of a

photograph. It can include the editing of the color and contrast,
the changing of backgrounds, and the addition of other effects
before uploading. These added options and the use
of integrative editing have further popularized selfie-taking
behavior, particularly among teenagers and young adults.

On March 31, 2014, the American Psychiatric Association

(APA) had classed “selfitis” as a new mental disorder. The
organization had defined selfitis as “the obsessive
compulsive desire to take photos of one’s self and post them on
social media as a way to make up for the lack of self-esteem
and to fill a gap in intimacy."

The six components of selfitis were:

1. environmental enhancement (taking selfies in specific

locations to feel good and show off to others),
2. social competition (taking selfies to get more ‘likes’ on
social media),
3. attention-seeking (taking selfies to gain attention from
others),
4. mood modification (taking selfies to feel better),
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 5. self-confidence(taking selfies to feel more positive about
oneself), and
6. subjective conformity (taking selfies to fit in with one’s
social group and peers).

Chronic selfitis were more likely to be motivated to take

selfies due to attention-seeking, environmental enhancement
and social competition. People with chronic levels of selfitis are
seeking to fit in with those around them, and may display
symptoms similar to other potentially addictive behaviors.

SETTING BOUNDARIES TO YOUR ONLINE

SELF

⮚ Control the amount of information that you share. You

control the impressions made in the social media.
⮚ Be ethical in your posts. Do not malign, degrade, and
spread malicious comments in social media. Remember,
that everything that you post is becomes a public
declaration of yourself.
⮚ Have a sense of propriety.
⮚ Cyberbullying is a crime.
⮚ Do not be gullible. Know how to discern what is “fake
news” and what is not.
⮚ Have a life outside social media.

Activity 3
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Choose One

With all the social media that you can access using the
internet what do you most likely use and explain why?

Assessment

Bella Poarch is a Filipina tiktoker, tiktok is an app where

you can showcase your talent by uploading it online. One of her
videos went viral showing her controversial tattoo which was
followed by a backlash from Koreans. It also sparked the
Filipinos’ call to #cancelkorea. What are your thoughts on this
issue? Submit your answer in moodle. It will be graded using a
rubric.

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Lesson 12: Learning to be a
better Person
“Learning is synthesizing seemingly divergent ideas and data.”
–Terry Heick

Overview
Students are still in the process of becoming a better
person in different aspects at this stage of development, their
brain’s functioning is a work in progress. Learning to be a better
person entails learning how to handle brain and the
corresponding behavioral changes that it undergoes

The brain acts as a dense network of fiber pathways that

consists of approximately 100 billion neurons which is
responsible for all connections among the three principal parts:
stem, cerebellum and cerebrum. Learning can be owed to the
cerebrum, since it is where higher-order functions like memory
and reasoning occur. Its tasks become apparent in behavior as
each area accomplishes its functions in hearing, speech, touch,
short-term memory, language and reasoning abilities (Ford,
2011).

Specific Objectives
At the end of this lesson, students are expected to:

1. Identify the different types of learning strategies;

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 2. Compare metacognition and cognition; and
3. Understand the importance of becoming a better person

ACTIVITY 1
Draw a web diagram, inside the blank circles write the words
that corresponds with learning.

ACTIVITY 2
“Fast Talk”

Direction: In every number you are given two choices, choose

one which you think helps you to learn more.

1. Night or Day
2. Quiet or Noisy
3. With music or None
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 4. Dim or bright light
5. With food or none
6. Home or coffee shop
7. With classmates or solo

ANALYSIS
Call students to explain about their choice.

ABSTRACTION
1. How Learning Happens in the Human Brain
Expounded by
Ford (2011),
learning happens
through a
network of
neurons where
sensory
information is
transmitted by synapses along the neural pathway and
stored temporarily in short-term memory, a volatile
region of the brain that acts like receiving center for the
flood of sensory information we encounter in our daily
lives. Once processed in short-term memory, our brain’s
neural pathways carry these memories to the structural
core, where they are compared with existing memories

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and stored in our long-term memory the vast repository
of everything we have ever experienced in our lives. This
process occurs in an instant, but is not always perfect. In
fact, as information races across billions of neuron’s
axons, which transmit signals to the next neurons via
synapse, some degradation is common. It is the main
reason why many memories are incomplete or many
include false portions that make up to fill the holes in the
real memory. When two neurons frequently interact, they
form a bond that allows them to transmit more easily and
accurately that leads to more complete memories and
easier recall. On the other hand, when two neurons rarely
interact, transmission is often incomplete that leads to a
faulty memory or no memory at all.
As an example, when students commute or when
employees get to work places they don’t really need to
think consciously about how to arrive at their
destinations. It becomes effort less because the trip had
taken many times already that the brain gets used to the
usual scenario every time it happens. Memory of how to
navigate gets rooted, such that, neurons which control
memory have communicated so often that they have
formed a tight bond like friends who became so overly
close like “bffs”.
During emotional reaction to fear, anger, laughter,
love, to name a few the emotion becomes part of the
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 memory an strengthens it dramatically. This explains why
students who had the best emotions during an event in
their college years like the much awaited promenade, first
college sweetheart, first heartbreak, topping the final
examination, failing a subject, humiliated by a teacher,
etc., are most likely to remember the events with higher
accuracy than those who simply witnessed the event
without any emotional attachment to it. Hence, birth,
marriage, divorce and death of a loved one becomes
unforgettable.
Learning fundamentally requires the acquisition of
new information even from the moment a person is born.
What makes the brain search for unusual in the
environment is its natural curiosity. Stevens (2014)
emphasized that changes in the brain allow for faster,
stronger signaling between neurons as the brain learn
new skill, but the best way to speed up those signals is to
slowly introduce new information to the head.

2. Metacognition
One amazing wonder of brain is capable of doing
besides learning, which is something that everyone is
expected to do, is learning to learn. College students’
state of mind may have learned component skills that
allow them to perform a task, or had completed steps
toward producing a product but they are not actually
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learning and mastering knowledge. Introducing
metacognition in this chapter gives students the ability to
control and direct their learning experience to develop
powerful skills that can directly relate to their academic
and career success.
Perras (2014) has mention these descriptions of
the word, metacognition: According to Pierre Paul Gagne
et al. (2009): “Metacognition enables students to be more
active in their learning, i.e., to mobilize all of their
resources in order to have a successful learning
experience. In order to this, they must know how they
learn and be aware of the steps that are followed and the
means that are used to acquire knowledge, solve
problems, and perform tasks.” [Unofficial translation]
According to LD online Glossary (2014),
metacognition is the process of “thinking about thinking.”
For example, good readers use metacognition before
reading when they clarify their purpose for reading and
preview the text. So in other words, metacognition is
understanding and awareness of one’s own mental or
cognitive processes. Here are some examples of
metacognition:
● A student learns about what things help him or her
to remember facts, names and events
● A student learns about his or her own style of
learning.
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 ● A student learns about which strategies are most
effective for solving problems.

Students become increasingly autonomous in their

learning as they become aware of their strengths and
weaknesses and understand that being successful
depends on the effort they make and the strategies they
implement. Their ability to regulate their cognitive
process increase accordingly and their self-image
improves. Students with learning disabilities can improve
their learning capacity through the use of metacognitive
strategies.

According to a number of research studies (Brown

et al., 1983) Paris et Lindauer, 1982, Paris et al., 1988
ainsi que Persely et al., 1985), when students are able to
manage their own performance on a task, they perform
better and their learning is more meaningful than when
they are not able to manage it.

To paraphrase Edgar Morin (2014), metacognition

involves thinking and reflecting before, during and after a
learning task. Metacognition starts when students think
about the strategies they will use to perform a task.
Metacognition happens when they choose the most
effective strategies and decide for themselves whether
the outcome of these strategies meets the standard. The
time taken to teach a variety of strategies is very
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 important because students must choose strategies for
each task they perform.

Many metacognitive strategies are appropriate for use in

the classroom including:

● Think-Alouds (for reading comprehension and

problem solving)
● Organizational Tools (such as checklist, rubrics, etc.
for solving word problems)
● Explicit Teacher Modeling (for math instruction)

In the Info Brief, “Learning How to Learn” (The

National Collaborative on Workplace and Disability for
Youth [NCWD/Youth],2014), educators are provided with
practical suggestions on strategic learning, compensatory
techniques, cognitive and metacognitive strategies, and
literacy programs and learning strategies. The table
below illustrates the cognitive and metacognitive
strategies.

Types of Learning Strategies and Supports:

Cognitive

Cognitive Strategies

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STRATEGIES DEFINITION BENEFIT
Rehearsal Reciting items to be Believe to influence the
learned from a list attention and coding
process. It does not
seem to help students
connect current in
formation.

Elaboration Summarizing and Believed to improve a

paraphrasing student’s ability to
store information into
the long-term memory
by building internal
connections between
items to be learned and
assisting with the
integration of new
information with prior
knowledge.
Organization Outlining Helps learners select
appropriate information
and make the
connections to be
learned

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Analyzing Problem-solving Assists students with
critical thinking applying previous
knowledge to new
situations in order to
solve problems and/or
reach decisions.

2.1 Types of Learning Strategies and

Supports: Metacognitive
These strategies would help students think about
thinking. First is monitoring their progress as they learn,
and second is making changes and adapting their
strategies if they perceive that they are not doing as well
as you could. These are some basic metacognitive aids or
strategies.
● Connecting new information to existing knowledge
● Selecting thinking strategies deliberately
● Planning, monitoring, and evaluating thinking
processes

Metacognitive activities usually occur before or after a

cognitive activity. In the relationship between
metacognition and cognitive strategies, a student who
usually monitors himself/herself when reading his/her
reference books is, the student, through self-monitoring,

195
 can sense that he/she will understand the text better if
he/she creates an outline (cognitive).

Strategies to develop metacognition include:

● Share and model self-monitoring processes (e.g.

proofreading).
● Explain and provide handouts regarding particular
strategies that may be helpful.
● Clarify and model when particular strategies are
appropriate.
● Clarify why particular strategies are appropriate.

2.2 Study Strategies

What shall the students to do now to make learning
effective? Here are popular study strategies and learning
techniques based on a meta study evaluated by Dunlosky
et al. (2013).
1. Practice over time. Practice testing refers to any
form of testing for learning which a student is able to
do on his or her own. ‘More is better’ and that multiple
practice test are more beneficial when they are spaced
in time, rather than crowed in, on after another.
Examples of this technique are practicing recall
through flash cards, or completing practice problems
or tests. Distributed practice refers to distributing the
learning over time, not cramming. Time lags between
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 learning episodes boost learning, despite the fact that
people might initially forget more of the material
between the individual sessions. Students, then, start
early and ensure that they revisit and review the
material they have already revised.
2. Questioning and explanation. Elaborative
interrogation is a complex name for a simple concept –
asking one’s self why something is the way it is or a
particular concept or fact is true, and providing the
answer. Self-explanation refers to a similar process,
through which the explanation might take the form of
answering why but also other questions, as well as
relating new information which is already known.
3. Producing summaries of texts. This is likely to
involve the reading and comprehension of text, as well
as the ability to identify the most important
information within it and to encapsulate it briefly in
one’s own words. It requires a complex set of skills
that “it can be an effective learning strategy for
learners who are already skilled at summarizing.”
Summarizing may be the first stage of a learning
process, with other techniques such as self-testing,
and self-explanation come subsequently for review
purpose. Imagery or ‘keywords mnemonics’ for both
vocabulary learning and text memorization were found
to be constrained to highly visual materials.
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 4. Highlighting and underlining portions of text.
This also includes rereading. Highlighting tended to
work better for students who were more adept at
identifying the crucial-to-be-remembered aspects of a
text.

ACTIVITY 3
“Venn Diagram”

Direction: Draw a venn diagram comparing metacognition and

cognition.

ASSESSMENT
Direction: Choose the correct answer.

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1. Below are true on how a person learn, EXCEPT ONE.
A. learning happens through a network of neurons
B. information is transmitted by synapses along the
neural pathway and stored temporarily in long-term
memory
C. a volatile region of the brain that acts like receiving
center for the flood of sensory information
D. our brain’s neural pathways carry these memories to
the structural core
2. According to LD online Glossary (2014), metacognition is
the process of:
A. Thinking by Doing
B. Learning by Doing
C. Thinking about thinking
D. Learning about learning
3. Below are the types of learning strategies and supports:
Cognitive, EXCEPT
A. Learning
B. Elaboration
C. Analyzing
D. Organization
4. What study strategy refers to any form of testing for
learning which a student is able to do on his or her own.?
A. Elaborative interrogation
B. Self-explanation
C. Distributed practice
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 D. Practice testing
5. What study strategy is likely to involve the reading and
comprehension of text, as well as the ability to identify
the most important information within it and to
encapsulate it briefly in one’s own words.
A. Practice over time.
B. Questioning and explanation
C. Producing summaries of texts
D. Highlighting and underlining portions of text

200
Lesson 13: Setting Goals for
Success
“The pessimist sees difficulty in every opportunity. the optimist
sees opportunity in every difficulty.”

– Winston Churchill

Overview
Students are bound to face multifarious tasks,
overlapping with other roles they portray at different social
institutions. Enlightening them with which goals they are to
track would ease their minds in possible dilemma.

Specific Objectives
At the end of this lesson, students are expected to:

1. Discuss their goals;

2. Illustrate their plans to achieve their goals; and

201
 3. Realize the importance of setting goals in life

Activity 1
“Picture Me"

Direction: Explain/analyze the picture below.

ACTIVITY 2
202
“My Goal Ladder”

Direction: Draw a ladder, in every step write the things you will
do to achieve your goal.

Analysis
Look at your ladder and answer the questions below

1. Why do you want to achieve those things in life?

2. Is your goal achievable, why??

ABSTRACTION

1. The Importance of Goals

Ryan (1970)
as cited by Locke &
203
Latham (2002), premised that conscious goals affect action,
thus, a goal is the object or aim of an action. A college student's
academic goal is to fulfill the course requirements and pass all
examinations to graduate on time for the length of the program
he/she is taking. Goals affect performance through four
mechanisms (Locke, 2002):

First, goals serve a directive function; they direct

attention and effort toward goal-relevant activities and away
from goal-irrelevant activities.

Second, goals have an energizing function. High goals

lead to great effort than low goals.

Third, goals affect persistence. When participants are

allowed to control the time they spend on a task, hard goals
prolong effort (LaPorte & Nath, 1975, as cited by Locke &
Latham, 2002). Faced with a difficult goal, it is possible to work
faster and more intensely for a short period or to work more
slowly and less intensely for a long period (Bryan & Locke,
1967b, as cited by Locke & Lathan, 2002).

Fourth, goals affect action indirectly by leading to the

arousal, discovery, and/or use of task-relevant knowledge and
strategies. (Wood & Locke, 1990, as cited by Locke & Latham,
2002).

2. Albert Bandura 's Self-efficacy

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 Students' goals can be achieved only if they are worthy of
believing these goals can be achieved. As Gandhi perfectly
understood the essential role of self-belief in the students' lives:
"Your beliefs become your thoughts. Your thoughts become your
words. Your words become your actions. Your actions become
your habits• Your habits become your values. Your values
become your destiny.”

Self-efficacy was developed by Albert Bandura as part Of

a larger theory, the Social Learning Theory (Ashford & LeCroy,
2010), which has progressed into the Social Cognitive Theory
(Levin, Culkin, & Perrotto, 2001). Self-efficacy beliefs are an
imP0rtant aspect of human motivation and behavior and they
influence the actions that can affect one,s life. Self-efficacy, as
Bandura (1995) explains, "refers to belief in one's capabilities to
organize and execute the courses of action required to
manage prospective situations." More simply, self-efficacy is
what an individual believes he or she can accomplish using his
or her skills under certain circumstances. Self-efficacy has been
thought of as a task-specific version of self-esteem. The basic
principle behind Self-efficacy Theory is that individuals are more
likely to engage in activities for which they have high
self-efficacy and less likely to engage in those they do not (Van
der Bijl & Shortridge-Baggett, 2002). People behave in the way
that executes their initial beliefs; thus, self-efficacy functions as
a self-fulfilling prophecy.

205
 Albert Bandura (1994) as cited by Weibell (2011) defined
self-efficacy as "people's beliefs about their capabilities to
produce designated levels of performance that exercise
influence over events that affect lives." Increasing a person's
self-efficacy increases his/her ability to deal with a potentially
averse situation.

People with high assurance in their capabilities:

1. Approach difficult tasks as challenges to be mastered

2. Set challenging goals and maintain strong commitment to
them
3. Heighten or sustain their efforts in the face of failures or
setbacks
4. Attribute failure to insufficient effort or deficient
knowledge and skills which are acquirable
5. Approach threatening situations with assurance that they
can exercise control over them.

On the contrary, people who doubt their capabilities:

1. Shy away from tasks they view as personal threats

2. Have low aspirations and weak commitment to goals they
choose to pursue
3. Dwell on personal deficiencies, obstacles they will
encounter, and all kinds of adverse outcomes, rather than
concentrating on how to perform successfully.

206
 4. Loosen their efforts and give up quickly in the face of
difficulties
5. Are slow to recover their sense of efficacy following
failure or setbacks
6. Fall easy victim to stress and depression

Four (4) Main Sources of Efficacy Beliefs (Bandura,

1997)

1. Mastery Experiences It is also known as personal

performance accomplishments; are the most effective
way to create a strong sense of efficacy.

Positive example: If an individual performed well in a

previous job assignment, then they are more likely to
feel confident and have high self-efficacy in performing
the task when their manager assigns them a similar
task The individual's self-efficacy will be high in that
particular area, and since he or she has a high
self-efficacy, he or she is more likely to try harder and
complete the task with much better results.

Negative example: If an individual experiences a

failure he/she will most likely experience a reduction in
self-efficacy. However, if these failures are later
overcome by conviction, it can serve to increase
self-motivated persistence when the situation is viewed
as an achievable challenge (Bandura, 1977).
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2. Vicarious Experiences. These are done through
observance of social models that also influence one's
perception of self-efficacy. The most important factor
that determines the strength of influence of an
observed success or failure on one’s own self-efficacy
is the degree of similarity between the observer and
the model.

Increase in self-efficacy example: Mentoring

programs where an individual is paired with someone
on a similar career path who will be successful at
raising the individual's self-efficacy beliefs. This is even
further strengthened if both have a similar skill set, so
a person can see first-hand what they may achieve.
Decrease in self-efficacy example: Smoking
cessation program, in which, individuals witnessing
several people's failure to quit, may worry about their
own chances of success, leading to low self-efficacy for
quitting; or a weight-loss program in which others do
not achieve the results you are hoping for.

3. Verbal or Social Persuasion. It is a "way of

strengthening people's beliefs that they have what it
takes to succeed." When it is effective in mobilizing a
person to action, and their actions lead to success, the
enhanced self-efficacy may become more permanent.
It is influenced by encouragement and
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 discouragement pertaining to an individual's
performance or ability to perform.

Positive example: A teacher telling a student: "You

can do it. I have confidence in you." Using verbal
persuasion in a positive light generally leads
individuals to put forth more effort; therefore, they
have a greater chance at succeeding.
Negative example: A teacher saying to a student;
"This is unacceptable! I thought you could handle
this task", can lead to doubts about oneself resulting
in lower chances of success.

4. Emotional and Physiological States. The state a

person is in will influence how he or she judges
self-efficacy. Stress reactions or tension are
interpreted as signs of vulnerability to poor
performance whereas positive emotions can boost
confidence in skills. Some examples of physiological
feedback are: giving a speech in front of a large
group of people, making a presentation to an
important client, taking an exam, etc. All of these
tasks can cause agitation, anxiety, sweaty palms,
and/or a racing heart. Although this source is the
least influential of the four, it is important to note
that if one is more at ease with the task at hand

209
 he/she will feel more capable and have higher beliefs
of self-efficacy.

3. Carol Dweck 's Mindset

Another groundbreaking idea on beliefs comes along. Mindset is

a simple idea discovered by world-renowned Stanford University
psychologist Carol Dweck in decades of research on
achievement and success.

Mindsets are beliefs, beliefs about one's self and one's

most basic qualities• People with fixed mindset believe that their
traits are just given. They have a certain amount or brains and
talents and nothing can change that. If they have a lot, they are
all set' but if they do not... So, people in this mindset worry
about their traits and how adequate they are• They have
something to prove to themselves and others. Believing that
their qualities are Carved in stone, creates an urgency to prove
themselves over and over. If they have only a certain amount of
intelligence, a certain personality, and a certain moral character'
then they Would better prove that they have a healthy dose of
them. There are many people with this consuming goal of
proving themselves, in the classroom, in their careers, and in
their relationships. Every situation calls for a confirmation of
their intelligence, personality, or character. Every situation is
evaluated (Dweck, 2006).

210
 People with growth mindset see their qualities as things
that can be developed through their dedication and effort. They
are brainy and talented, but that is just the starting point. They
understand that no one has ever accomplished great things
without years of passionate practice and learning. This is based
on the belief that their basic qualities are things they can
cultivate through their efforts. Although people may differ in
every which way, in their initial talents and aptitudes, interests,
or temperaments, everyone can change and grow through
application and experience (Dweck, 2006).

Mindsets frame the running account that's taking place

in people's heads. They guide the whole interpretation
process. The fixed mindset creates an internal monologue that
is focused on judging: "This means I'm a loser." "This means
I'm a better person than they are." "This means I'm a bad
husband." "This means my partner is selfish" (Dweck, 2006).

People with a growth mindset are also constantly

monitoring what's going on, but their internal monologue is
not about judging themselves and others in this way.
Certainly they're sensitive to positive and negative
information, but they're attuned to their implications for
learning and constructive action as reflected in the questions:
"What can I learn from this? How can I improve? How can I
help my partner do this better?" (Dweck,2006).

211
Four (4) Simple Steps to Begin Changing Mindset
1. Learn to hear your fixed mindset "voice."
2. Recognize that you have a choice.
3. Talk back to it with a growth mindset voice.
4. Take the growth mindset action.

4. Goal-Setting Theory

Goal-setting is something most people recognize as

necessary for their success. By understanding this theory,
students can effectively apply it to the goals they set. The best
way to set goals is to look into the pioneering research of Dr.
Edwin Locke, and another researcher who studied the effect of
goal setting in the workplace, Dr. Gary Latham. His results
supported exactly what Locke had found, and the inseparable
connection between goal setting and workplace performance.

In 1990, Locke and Latham published their seminal

work, "A Theory of Goal Setting and Task Performance. "
They reinforced the need to set specific and difficult
goals.

Five (5) Principles of Goal Setting

To motivate, goals must have:

1. Clarity. Clear goals are measurable and
unambiguous. When a goal is clear and

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 specific, with a definite time set for
completion, there is less
misunderstanding about what behaviors
will be rewarded.
2. Challenge One of the most important
characteristics of goals is the level of
challenge. People are often motivated by
achievement, and they'll judge a goal
based on the significance of the
anticipated accomplishment. When one
knows that what he or she does will be
well received, there is a natural
motivation to do a good job. When setting
goals, make each goal a challenge. If an
assignment is easy and not viewed as
very important, then the effort may not
be impressive.
3. Commitment. Goals must be understood
and agreed upon if they are to be
effective. It means that goals should be
consistent and in line with previous
expectations. The harder the goal, the
more commitment is required. If a goal is
easy, there's no need for a lot of
commitment to get it done. Working on a
difficult assignment means more likely to
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 encounter challenges that require a
deeper source of inspiration and incentive.
4. Feedback. This provides opportunities to
clarify expectations, adjust goal, difficulty,
and gain recognition. It is important to
provide benchmark opportunities or
targets, so individuals can determine for
themselves how they are doing.
5. Task Complexity. For goals or
assignments that are highly complex, take
special care to ensure that the work
doesn't become too overwhelming. People
who work in complicated and demanding
roles probably have a high level of
motivation already. However, they can
push themselves too hard if measures are
not built into the goal expectations to
account for the complexity of task. It is
therefore important to do the following:

• Give the person sufficient time

to meet the goal or improve

performance.

• Provide enough time for the

person to practice or learn what

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 is expected and required for
success.

The whole idea of goal setting is to facilitate

a person's success. It has to be made sure that the
surrounding conditions inspire and allow people to
accomplish their objectives.

ACTIVITY 3
“FUTURE YOU”

Direction: Think about the future, ten years from now same
day same hour what do you think you’re doing? (recitation)

ASSESSMENT
Write an essay by answering the given question below. (Rubric
is used for rating the essay). Submit your output using your
moodle accounts.

“What is your meaning of success?”

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Lesson 14: TAKING CARE OF
ONE'S HEALTH
“Feelings come and go like clouds in a windy sky. Conscious
breathing is my anchor.” —Thích Nhất Hạnh

Overview
What is it about new technology that is making many of
us anxious and stressed specially the new generation? Students
posting and uploading online their sentiments about life,
studies, heartbreaks and etc. that causes their stress.

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 In this lesson where going to talk about stress and how to
cope up with it.

Specific Objectives
At the end of this lesson, students are expected to:

1. Identify the things that causes their stress;

2. List down ways on they can overcome their stress
3. Understand the importance of taking care of one’s health

Activity 1
Draw a symbol that best illustrates your stress level
today. Explain.

Activity 2
Using a diagram list down the things or events that cause
your stress.

Analysis
Based on your answers on activity 2 explain the reason
why those things cause your stress.

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Abstraction

1. Stressors and Responses

If, in fulfilling one's

goals, obstacles get in
the way and the
surrounding conditions
become unfavorable,
then stress is very much
of an invitation.
Humprey, Yow & Bowen (2000) described stress as any factor
that makes adaptation to an environment difficult for the
individual to maintain a state of equilibrium between himself
and the external environment. It includes a physical and mental
response to meet the demands of the stressful event
(Richlin-Klonsky & Hoe, 2003). These events or conditions that
put a strain on the individual are called stressors (Santrock,
2003). In addition, stressors are situation that are experienced
as perceived threat to one's well-being or position in life, when
challenge of dealing with which, exceeds the person's perceived
available resources (Scott 2017).

There are two broad categories of stressors, according to the

Center for Studies on Human Stress (2017): physiological (or
physical) stressors and psychological stressors. Physiological (or
physical) stressors are those that put strain on the body (i.e.,
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very cold/hot temperatures, injury, chronic illness, or pain).
Psychological stressors are events, Situations individuals,
comments, or anything we interpret as negative or threatening
(i.e., not being able to review your notes for the exam as you
are taking care of your sick parent in the hospital). Moreover,
scientists are now proposing that stressors can be further
divided into: Absolute stressors - those to which everyone
exposed would interpret as being stressful These are objective
stressors that are universal (i.e.: earthquakes, a tsunami, or
events of September 1 2001). Relative stressors are those to
which only some persons would interpret as being stressful.
These are subjective stressors that cause different reactions in
different people (i.e.: time pressure at work and school traffic,
paying taxes or bills, writing or taking an exam).

Folk (2017) explains; "when danger is perceived, the body's

emergency system automatically changes the body's balance by
producing the 'stress response' (also called the 'emergency
response,' the 'fear response, ' or the 'fight of flight response. ').
This change of balance, emergency readiness, is brought about
via hormones, chemical messengers that are secreted into the
bloodstream.

The moment we think we are in danger, the body triggers a

stress response. The stress response causes the body to secrete
stress hormones (adrenaline, cortisol, norepinephrine, and
others) into the bloodstream where they travel to targeted spots

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in the body to bring about specific physiological, psychological,
and emotional changes that enhance the body's ability to deal
with the threat, to either fight with or flee from it (Folk,2017)

These hormones are powerful, that is why, they can quickly

bring about the intended emergency readiness changes.
Because stress hormones travel to many target locations in the
body, the stress response causes many physiological,
psychological, and emotional changes, such as: energizes the
body, heightens our awareness of and reaction to danger,
elevates heart rate, changes breathing, stimulates the nervous
system, heightens senses, tightens muscles, changes stomach
and digestive function, changes brain functioning, constricts
blood vessels, and changes blood flow.

2. Sources of Coping

As mentioned earlier, stress is a negative experience, usually

accompanied by emotional, physiological, cognitive, and
behavioral adjustments. The term, coping, according to Lazarus
& Folkman (1984), is the process of attempting to manage the
demands created by stressful events that are appraised as
taxing or exceeding a person's resources. Among the coping
resources to improve the ability to manage stressful events and
better health outcomes include optimism, psychological control
or mastery, self-esteem, and social support.

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Optimism refers to the outcome expectancies that good things
rather than bad things will happen to the self (Scheier et.al
1994).

Personal control or mastery refers to whether a person feels

able to control or influence outcomes (Thompson, 1981).

Self-esteem, that is positive and high, is also protective

against adverse mental and physical health outcomes, thereby
contributing to better psychological well-being. Self-esteem is
Often defined as an individual's self-perception of his/her
abilities, skills, and overall qualities that guides and/or
motivates specific cognitive processes and behaviors (McCrae &
Costa, 1988).

Social support is defined as the perception or experience that

one is loved and cured for by others, esteemed and valued, and
part of a social network of mutual assistance and obligations
(Wills, 1991

3. The Social and Cultural Dimensions of

Stress

No one could ever expound Filipinos' stress as Dr. Michael L.

fan, a Filipino medical anthropologist. Below is an excerpt from
Tan's (2006) article entitled, 'Stress and the Filipino % It talks
about the social and cultural dimensions of stress experienced
by the Filipinos.

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 Stress is mediated through culture: from the very nature of
the stressors, to the ways we respond to the stress.
Understanding this local context might help us develop more
culturally appropriate, and therefore more effective, ways to
deal with stress.

Culture adapts to circumstances and we are only one of many

countries with large dense populations that have learned to live
with the maddening crowds, complete with the noise. While we
enjoy noise, we're quite sensitive to olfactory assaults. Filipinos
will claim "some odors are so bad, they cause a stomachache".
We sniff everything, from food to lovers, and if we find the
smells good, we tend to indulge to an excess. No wonder
aromatherapy's taken off in the Philippines, as did those terrible
car fresheners and deodorizers.

Filipinos do face many sources of stress, around work and

livelihood mainly. Farmers worry about drought and typhoons;
urbanites go berserk with tyrannical bosses and vicious gossipy
office-mates. Rural or urban, we all face the stresses of family;
extended Filipino family can be stressful too, with all its
obligations. Overseas workers have a particularly difficult time
with all the expectations family members have back home. The
poor migrants who go from impoverished rural areas to work in
big cities face even greater stress from family relations, who can
easily contact their now "rich" urban cousins for a share of the
pittance these earn in the city.

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 But the scenes of smiling and laughing Filipinos, singing and
dancing (and drinking) away can be deceptive. Quite often, we
deal with stress by trying to be "happy" masaya, which is really
more of an externalized merriment. "Pagsasaya" is social
camaraderie, it's making cheer and quite often we do it precisely
because there have been unhappy events, stressful events. The
best example can be that of death — our wakes are notorious
for its merry-making, but that, precisely, is part of our
stress-coping mechanism.

We warn people about excesses as a cause of illness, and that

includes the excessive emotions generated by stress. The word
dalamhati is graphic, describing an inner sadness (from the
Malay 'dalam', inside and 'hati', the heart or the liver, believed
to be seats oc our emotions) that slowly consumes the person.
Filipino women are actually more prone to dealing with stressful
situations through 'tiis' (endurance) and 'kimkim ' (repression).
Check out the local scenes of merriment: It's usually the men
having a good time, bringing out the beer and toasting their
problems away, while the women look for ways to make ends
meet.

Many Filipinos express their stress by complaining about

recurring headaches, or abdominal pains, accompanied by
dizziness, nausea, or fa tigue. Doctors used to dismiss these as
being all in the mind, but it has become clear the physical pain
and distress may be quite real, that the pent-up stress is

223
expressed through the body. Culturally, too, people may attach
labels that don't quite reflect the actual part of the body that's
affected, as when they say that they're suffering from nerbyos
or "nerves." Nerbyos doesn't necessarily mean being nervous;
it's often hypertension or high blood pressure, for example, and
a health professional or caregiver may miss the problem.

Then, too, there's the intriguing bangungot, those sudden

deaths, usually at night, associated with nightmares. The term
itself is derived from bangon, to rise, and ungol, to moan. The
medical world remains stumped, attributing the deaths to
everything, from pancreatitis to congenital defects in the heart,
but too little has been done to explore the stress angle.

The Filipino is so attached to home and hearth that we

even have a term namamahay, missing home, to describe a
range of symptoms, from insomnia to constipation that plagues
us when we are away from home. That's stress too. And with
men, given the cultural imperative of suppressing their distress,
we might expect nightmares, some with fatal endings.

The manghihilot can be "reinvented" so his or her skills

with therapeutic massage can be applied not just for sprains,
but also for broken hearts and weary spirits. Filipinostyle, such
spaces need not be totally quiet, but they do give some sense of
safety, of sanity in a mad world. Filipino-style, too, we need to
think of how these therapeutic spaces might work out as places
where people can engage in social activities, without becoming
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more agitated. Alternatives could be offered: gardening,
cross-stitching, bingo, anything that calms the mind.

What we see today around us magnifies the reality of Dr.

Tan's work. How Filipinos deal with stress is a trademark of
orientation they had with the social world, dictated by the
stringent cultural compliance they were exposed to while
growing up. In the end, Filipinos are still proud of how unique
these manners of coping are; what makes them ultimately
happy in the end is the one that matters much.

4. Taking Care of the Self: The Need for Self

Care and Compassion

Generally speaking, self-care is engaging in activities and

behaviors that have a positive effect on one's mental and
physical health (Greene, 2017). She adds that there's a bit of
"reverse golden rule” aspect to the practice; that is to treat
yourself as compassionately as you treat others.

Reasons why self-care is necessary:

● It increases sense of self-love, allowing appreciation and

acceptance of who a person is.
● It promotes feelings of calm and relaxation, serving as a
way to refocus and come back to daily life refreshed and
ready to take on anything.

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 ● It improves both physical and mental health by reducing
the effects of prolonged stress on mind and body.

Ways to engage in self-care:

● Physical self-care: eating well, exercising regularly,

prioritizing sleep and taking care of health.
● Emotional self-care: managing anxiety, anger, sadness,
and other emotions. Setting boundaries with people who
are not positive or supportive. Spending time alone to
rest and recharge. Maintaining a bullet journal.
● Spiritual self-care: volunteering, connecting with
nature, meditation, mindfulness.

To take care of the self is also to delve into compassion, for

the self needs to seek its deeper meaning. Everyone has had
that share of loving-kindness; meaning wishing happiness for
another person. Compassion is wishing for that person to be
free from suffering (Gemer, 2009). Compassion literally means
"to suffer together." Among emotion researchers, compassion is
defined as the feeling that arises when you are confronted with
another's suffering and feel motivated to relieve that suffering
(Greater Good Science Center, 2017).

Compassion is not the same as empathy or altruism, though

the concepts are related. While empathy refers more generally
to our ability to take the perspective of and feel the emotions of
another person, compassion is when those feelings and thoughts

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include the desire to help. Altruism, in turn, is the kind, selfless
behavior often prompted by feelings of compassion, though one
can feel compassion without acting on it, and altruism isn't
always motivated by compassion (Greater Good Science Center,
2017).

There are various forms of compassion and why they are so

important. Paul Ekman (2010) enumerates:

● Familial Compassion is the seed of compassion, planted

through the caregiver-offspring bond. It raises very
interesting questions about people who were brought up
without a single caregiver, or were brought up with a
parent who had a very distant attachment. What is their
capacity for compassion? Without the seed, the flower
won't grow.
● Global Compassion was exemplified by the response to
the 2004 Indian Ocean tsunami. People around the world
extended assistance to the strangers, or different races
and skin colors. Now, that not everyone has it, a lot of
people acted, and a lot of people didn't. How does one
cultivate global compassion? Consider the survival of
children and grandchildren, because planet earth won't
survive without global compassion.
● Sentient Compassion is when one extends feelings of
compassion towards cockroaches, toward any living

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 being. When people got sentient, they also got global;
sentient is the highest moral virtue.
● Heroic Compassion is like altruism with a risk. It has
two forms: Immediate Heroic Compassion is when,
without thought, one jumps onto the MRT tracks to rescue
someone. It is impulsive. Considered Heroic Compassion
isn't done impulsively; it is done with thought, and it can
be maintained for many years.

The most significant contribution of self-compassion is the

attention given to the "self," which is always associated with the
body, and the bodies are built for survival. Self is needed to
make progress on the path of self-compassion. People can
cultivate a kind, gentle attitude, not rejecting, not overly
prizing, toward the self until it no longer suffers and has no
reason to assert itself. The more compassion one gives to the
suffering "self," the more flexible it becomes. Compassion from
others or from within oneself helps him/her accept himself in
his/her discomfort (Germer, 2009).

"LOVE THE LIFE GIVEN BY GOD TO YOU. BE COMPASSIONATE

TO YOURSELF AND OTHERS! YOU HAVE A MEANINGFUL
JOURNEY OF LIFE. GOD BLESS!"

ACTIVITY 3
“Compare”

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Direction: Draw a Venn diagram. Compare physiological
stressors and psychological stressors.

Assessment
Describe how you experience stress. How did you
overcome your stress? Write down your thoughts in no less than
250 words. Submit your output using your moodle account.

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 230

Rubrics for Essay Writing

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 232

Rubrics for Slogan Making

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References

Go-Montilla, M., Ramirez, N. (2018). Understanding the

self. Quezon City: C & E Publishing, Inc.

Villafuerte, S. L., Quillope, A. F., Tunac, R. C., Borja, E. I.

(2018). Understanding the self. Quezon City, Philippines:
Nieme Publishing House Co. Ltd.

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