(1) Sociological Perspective of the Self

Sociology 2. Peer/Social Groups

- It is the study of the development, - A group of people with shared
structure, and functioning of human characteristics who interact regularly.
society.
3. Workplace
Sociological Perspective - A specific location or environment
- It emphasizes that our social where individuals engage in tasks and
backgrounds influence an individual's responsibilities.
behavior.
4. Religion
"The self is not present at birth. It develops - The relationship of human beings to
only with social experience" what they regard as holy, sacred,
- George Mead spiritual, or divine

Sociological Perspective of the Self 5. Government

- Departed from philosophy's - The system or group of people
speculative nature governing an organized community,
- Emerged on 18th Century generally a state
- More on observation
- Focuses on the relation of self to 6. Media
external world - Mass media distribute impersonal
- Self is shaped by external forces information to a wide audience, via
- Self is Social by nature newspapers, television, radio, and the
Internet.
How does the society affect the self?
The Looking Glass Self
Socialization CHARLES HORTON COOLEY (1864-1929)
- A process beginning during childhood - One of the pioneering contributors to
by which individuals acquire the sociological perspective.
values, habits, and attitudes of a - He asserted that individuals develop
society. their concept of self by looking at how
- Delivered through socialization agents others perceive them, hence, coined
his theory as "The Looking Glass
Socialization Agents Self"
- It is the combination of social groups - Using the view of others, Cooley
and social institutions that provide the denotes that understanding of self is
first experiences of socialization, all to socially constructed.
communicate expectations and - This process involves the following
reinforce norms. steps:

1. Family 1. An individual in a social situation

- The first agent of socialization imagines how they appear to others.
- A group of two or more persons related 2. Those individual imagines others'
by birth, marriage, or adoption who live judgment of that appearance.
together 3. The individual develops feelings (of
pride or shame) and responds to those
perceived judgments.
 - Emerges through the socialization
- Feedback for one plays an important process
role in the process. - Embodies the influence of the social
- However, not all feedback is taken or environment
carried out in the same weight. - Teaches people to take on expected
- Some take responses from those they roles and actions
trust more than those of strangers. - SOCIALIZED SELF
- Misinterpretations of signals may also
occur from the point of view of the The "I" is never alone; the social environment
person examining him/herself. is always having an impact on it.
- One's value system can be also taken
into consideration when thinking The reactions are conditioned by
through any changes to their behavior 1. Who you are
or views of self. 2. Where you are
- In the end, humans perceive, adjust, 3. Who you are with
and pursue equilibrium throughout
their lives in an effort to maintain The Relationship:
consistency between their internal and - The "I" and the "Me" are in constant
external worlds. dialogue and negotiation.
- The "I" provides the individual's unique
Theory of the Self-Development perspective, while the "Me" regulates
- According to George Herbert Mead's behavior according to social norms.
idea, the "I" and the "Me" are two - The self emerges from the dynamic
elements of the self that interact interplay between these two components
dynamically and have different roles to
play in the process of self- The Self and Culture
development. The self is commonly defined as:
- Separate
"I" - spontaneous, impulsive, unique - Independent
perspective - Unitary
"Me" - internalized attitudes and expectations - Private
of society
Culture
The “I” - It is the collective identity and
- Emerges as the immediate response memories developed by the members
to a situation of all social groups that makes their
- "The 'I' is the response of the organism social environment meaningful.
to the attitudes of the others" (Mead, - An integrated pattern where humans
1934) depend upon the capacity for symbolic
- UNSOCIALIZED SELF thought and social learning
- Note: The self is not a static entity
The "Me"
- "The 'me' is the organized set of The Moi and Personne Self
attitudes of others which one himself Marcel Mauss
assumes" (Mead, 1934) - a French anthropologist and sociologist
- Organized set of attitudes and - He claims that society is a result of a
behaviors from society process whereby actions of humans is
built upon everyday social continuity.
- He also claims that the behavior of a
human group and the way they perceive - Our families play a crucial role in shaping
themselves daily in life are influenced by our values and identity.
their environmental and seasonal - They can help us become more confident,
variations. compassionate, and curious, or they can
- self has two faces: the moi and make us more insecure, selfish, and
personne closed-minded.

moi
- It is the person’s basic identity (2) Anthropological Perspective of the Self

Anthropology
personne
 Anthropology is the study of
- It has to do with what it means to live in humankind.
particular family, institution, etc., and how  Deals particularly with culture that
to behave given expectations and varies from one group of people to
influences from others. another and from past to present
 Explores the interconnectedness and
Language interdependence of human cultural
- The unending terrain of self- experiences in all places and ages
 Anthropos is Greek for human.
metamorphosis is mediated by language
 Logos, meaning “thought” or “reason.”
Lev Vygotsky
Concept of self
- He is a soviet psychologist known for his
 In anthropology it is viewed as a
work on psychological development in dynamic process that shapes an
children. individual's personal experiences,
- For both Mead and Vygotsky, human leading to self-awareness and
person develops through language reflection on one's societal position.
acquisition and interactions with others
One Core aspect of Anthropology is Culture
- According to Vygotsky, a child
Culture
internalizes values, norms, practices, and
 Culture is the full range of learned
social beliefs and beliefs and more though human behavior patterns
exposure to these dialogs that will
eventually become part of his individual Definition of Culture by anthropologists
world Edward Burnett Tylorr
- defined the culture as a complex whole
Self in the Family which includes knowledge, belief, art, morals,
- Provider or a main source of a child's law, customs, and any other capabilities and
need. habits acquired by man.
- Learning is critical in our capacity to Bronislaw Kasper Malinowski
- He said that culture was developed in
actualize our potential of becoming
response to the specific human needs
humans. - For example what human needs like food,
comfort, safety, knowledge, reproduction, and
How do families shape our values livelihood.
and identity?
- Parental guidance Two Components of Culture
o How our parents help us through 1. Material Culture
- Refers to the physical objects,
life
resources, and spaces that people use
- Intergenerational traditions
to define their culture
 - Examples: schools, churches, temples, their culture, you will eventually learn and
mosques, tools, goods, products, etc. acquire that culture.
- Material culture consists of everything
that defines our culture that we can Why is it important to study human
see and touch. In other words, culture?
tangible.  Affects perception
- Examples in Filipino Culture: Jeepney,  Influences behavior
bahay kubo, barong tagalog,  Shapes personality
Filipinana, Lechon, etc.

2. Nonmaterial Culture  Well, it is important for us to learn

- Refers to the nonphysical ideas that about this because culture affects our
people have about their culture, perception. Our upbringing has a
including their beliefs, values, rules, significant impact on how we think and
norms, morals, language, how we see the world.
organizations, and institutions.  Culture shapes self-concept
- refers to the nonphysical ideas that
people have about their culture. What is self-concept and how is it exactly
Examples include their beliefs, values, shaped by culture?
rules, norms, morals, language, Self concept
organizations, and institutions.  refers to all understanding and
- Culture that we cannot see and touch. knowledge of oneself.
In other words, intangible.  The components of self-concepts
- For example, we have our tradition of include: psychological, physical and
eating together, our source of goods social attitudes, ideas and beliefs that
and products, which is farming, one has.
tinikling which is one of our dances.  The most influence in terms of self-
concept is family’s history, basically
referring to the culture one has been
Two ways of Acquiring Culture
brought up in, and the experiences he
Culture is not inherited but is learned! or she has undergone
1. Enculturation
- to learn and take on your own native culture Studies on How Culture Affects Self-
and it is a process over time like learning a
Concept
habit or trait while growing up.
- You acquire the culture of the cultural Erdman (2006)
setting you are born with.  In his study, Erdman found out that
- For example, you grew up in a Filipino early childhood memories were a big
household, and as you grow older, observing part of self-concept. The findings
and learning the customs and traditions of demonstrated that different cultural
those around you, you will eventually acquire memories are brought about by early
the Filipino culture and identify it as your own. childhood years and persist into
adulthood.
2. Acculturation  Culture shapes one’s life, playing a
- to take on the culture and norms of a society major role in the formation of
that is not your own or is not native to you.
their self-concept. This influence
- You learn another culture that you are not
can manifest either positively or
born with.
negatively, depending on one’s
- For example, this can happen when you
cultural upbringing. Hence, it is
move to another place. Let’s say you already
crucial for individuals to study
identified the Filipino culture as your own, and
and appreciate their culture,
then you migrated to the US. And as you
recognizing its part in shaping their
immerse yourself in their community and in
unique personalities, which in turn,
 contributes to understanding - This perspective sees the self as
oneself. interconnected with others and the broader
social context. It emphasizes the relational
nature of identity, highlighting the influence of
social relationships, culture, and community
on the formation of self.
- The holistic perspective often aligns with
non-Western cultural perspectives that
prioritize communal values,
interconnectedness, and the collective well-
being over individual autonomy.
The Self Embedded in Culture
 An anthropological perspective that Self in the Lens of Anthropology vs.
refers to the understanding that an Sociology
individual's sense of self is intricately
connected and influenced by the Sociological Perspective of the Self
cultural context in which they live.  The sociological perspective of the self
 The self is not static but is based on the assumption that
continuously influenced and shaped human behavior is influenced by group
by cultural dynamics and societal life.
structures. Anthropological Perspective of the Self
 The anthropological perspective of the
self is based on the idea that human
behavior is influenced by their culture.

Anthropological Perspective on Self

Anthropology views the self as deeply
intertwined with the cultural environment,
emphasizing that an individual's sense of
identity is shaped by cultural influences.

Two Anthropological Perspectives of the

Self

1. Individualistic Perspective
- This perspective focuses on the self as an
independent and autonomous entity. It
emphasizes individual agency, personal
experiences, and the uniqueness of each
person.
- The individualistic perspective often aligns
with Western individualism, where personal
accomplishments, rights, and autonomy are
given significant importance.
-Self -sufficiency, Autonomy, Uniqueness

2. Collectivistic Perspective
 - Western cultures prioritize personal
rights, recognizing each individual's
inherent rights to life, freedom, and
personal growth.
- Locke and Kant believed everyone
should be treated equally and have the
same rights, shaping the idea of equal
opportunities for all regardless of
background or social status.
- Everyone has equal rights to think and
act.
(3) The Self in Western and Eastern
Thought
Recognition of Social Influence
CULTURAL PERCEPTIONS OF THE SELF - While valuing individuality, Western
- Different cultures, different perceptions perspectives recognize society's role in
- Western vs. Eastern Dichotomy shaping the self, while still
- Regional Variations within Countries emphasizing individual initiative and
autonomy
INDIVIDUALISTIC PERSPECTIVE - Rousseau and existentialists
- Autonomy and Independence recognized that society's norms and
- Valuing Individuality institutions shape individuals, urging
- Personal Fulfillment and Success them to confront societal influences to
live authentically.
COLLECTIVISTIC PERSPECTIVE - People often compare themselves to
- Interdependence others.
- Group Harmony
- Shared Goals COLLECTIVISM: THE SELF IN EASTERN
THOUGHT
INDIVIDUALISM: THE SELF IN WESTERN (ASIA)
THOUGHT
(EUROPE AND AMERICA) Unity and Harmony
- Eastern philosophy emphasizes
Emphasis on Individuality and Autonomy interconnectedness, viewing the self
- Western societies prioritize as inseparable from others and nature.
individuality, seeing each person as a - Whole represents the person.
distinct entity with the freedom to
express their unique identity and Interconnectedness
pursue personal goals. - Individuals are integral parts of a larger
- Descartes and Locke emphasized that social and natural ecosystem, with
people think for themselves and make intertwined actions and identities.
their own decisions, highlighting - People are connected to one another.
individual independence and - People strive for the benefit of the
autonomy. whole.
- We are in control of our own lives.
Duties Over Rights and Social Cohesion
Equality and Individual Rights
 - Fulfilling obligations to maintain can overcome this and achieve
societal harmony is prioritized over liberation.
asserting individual rights.
- This promotes group cohesion and Key Teachings
collective well-being. - Buddhism sees the self as an illusion,
- People often identify themselves dispelled through mindfulness and
through their roles. compassion, leading to freedom from
- Every person needs participation in suffering.
order to have harmony.
THE SELF IN CONFUCIANISM
Ethical Behavior
- Confucius emphasized kindness,
righteousness, propriety, wisdom, and
loyalty. These principles guide social
interactions and foster harmony.

THE SELF IN BUDDHISM

Doctrine of Non-Self (Anatta) Personal Growth
- Buddhism teaches that the self is - Self-improvement is paramount. The
impermanent, emphasizing life's ever- goal is to embody virtue, aligning with
changing nature. nature's principles for balance and
- There is no part of us that stays the fulfillment.
same forever. - The self is not isolated but it is shaped
- There is no fix self. by ethical conducts and relationships
- David Hume – Self is not a constant with others.
entity. Harmony with Nature
- Living in harmony with nature fosters
Five Aggregates inner peace. Active engagement with
- Buddhism views the self as composed the natural world cultivates wisdom.
of five elements: form, sensation,
perception, mental activities, and Social Unity
consciousness, all interconnected - Confucianism promotes harmonious
and impermanent. social relationships, emphasizing
social responsibilities for collective
Attaining Enlightenment wellbeing.
- Buddhism aims for enlightenment by
understanding suffering's cause, THE SELF IN TAOSIM
cessation, and following the Eightfold
Path. Naturalness
- The Noble Eightfold Path is a method - Taoism encourages individuals to
for ending suffering. embrace their innate state and avoid
striving for material wealth or power.
Eliminating Ignorance Instead, finding contentment through
- Ignorance fuels suffering, but through simplicity and humility is emphasized.
mindfulness and wisdom, individuals
Harmony with Tao
 - The ultimate aim in Taoism is to
synchronize oneself with the Tao, the
natural order of the universe. This
involves practicing humility, thriftiness,
and satisfaction.

Non-interference
- Taoism teaches Wu-Wei, or non-
intervention, suggesting not disrupting
the natural flow of events. Excessive
involvement can lead to disharmony
Concept of Beauty
David Hume
Balance with Nature
 Beauty is no quality in things
- Taoism stresses living in harmony with themselves: It exists merely in the
nature, recognizing humans as part of mind which contemplates them.
it.  Concept of Beauty => Physical Self
- By embracing simplicity and humility,  Concept Associated with Physical Self
individuals find tranquility and
satisfaction. Factors Affecting Physical Self and Body
- Yin and Yang – the balance of Image
darkness and light
(4) The Physical Self SOCIAL FACTORS
a. Attachment Process and Social
What is Physical Self? Appraisal
 It refers to the body that includes basic - John Bowlby, people learn about their
parts such as head, neck, arms, and value and lovability when they experience
legs. how their parents or caregivers care for them
 It is made up of organs such as the and respond to their needs.
heart, brain, lungs, stomach, - Our family is our first social group therefore
intestines, and muscles. the role of our guardians and caregivers is
 In general, the body performs its significant mostly in our physical self.
functions least well during infancy and - It lays the groundwork for the child's
old age. emotional well-being and interpersonal
 Physical efficiency peaks in early relationships later in life.
adulthood and declines into middle
age. b. The Looking- glass Self Theory
- Charles Horton Cooley stated that a
Life Span person’s self grows out of society’s
 It is the development from interpersonal interaction and the perception
conception to death of others. The self-image is shaped and
reflected from the social world.
Elizabeth B. Hurlock - Individuals develop their concept of self by
 She outlined the stages of lifespan. observing how they are perceived by others.
She divided the stages into 10 parts. Using social interaction as a type of “mirror,”
people use the judgments they receive from
others to measure their own worth.

Social Comparison - is the process of

comparing oneself with others in order to
evaluate one’s own abilities and opinions.
  Different cultures have diverse
Two types of Social Comparison: perspective on physical self and body
image.
1. Upward Social Comparison  Cultural values and beliefs.
1. Upward social comparison
 We compare ourselves to others who
Cultural traditions that affect physical self
are better than us. We compare
LONG NECK
ourselves to others in a healthy,
positive way can potentially benefit  Women from the Karen ethnic group
your self-esteem or inspire you toward  Myanmar, Laos and Thailand Neck
healthy self-improvement. elongation using brass or copper rings
 Symbol of beauty, cultural pride, and
2. Downward social comparison identity.
 When we compare ourselves to  A rite of passage into womanhood.
someone who is in a worse situation
than us. It is like a coping mechanism LIP DILATION
for people since they know there is a
 Ethiopia Mursi tribe Lip plates
person who has a worse situation than
them.  It’s a symbol of great beauty.
Frequently worn by unmarried girls
Factors that can affect one's physical well- and newlywed women.
being through social influences.
FATTENING
1. Media  Ethiopia Bodi tribe
o Social Media  The feeding on the blood mixed with
o Digital Media honey and cow milk.
o Print Media  The bigger the belly, the more
2. Peers desirable man you are.
o School
o Workplace

3. Social Norms and Expectations

o perfect skin, tiny waists, ample
BIOLOGICAL FACTORS
breasts, and all with a weight of no
greater than 59 kg, and 6 pack abs
Heredity
We are shaped and influenced by our  The passing of traits from parents to
society. It could affect. offspring.
• How we perceive our bodies visually  Phenotype: expresses the physical
• How we feel about our physical appearance characteristics of an individual
• How we think and talk to ourselves about
our bodies Biological Determinism
• Our sense of how other people view our  the concept states that a person's
bodies genetic makeup determines the
person’s physical characteristics, risks
CULTURAL FACTORS to certain conditions, and response
to environmental factors.
How can Culture affect one’s Physical self
and Body image? Biological Environment
 Body standards are culturally specific.  The biological surrounding that could
 Cultural practices influence physical self. pose change to the appearance of the
 physical self-due to the adaptation of 4. Media
the body of a person, Effects:
5. Body Dissatisfaction
Health 6. Depression
 A healthy way of life includes proper 7. Low Self-Esteem
nutrition, and physical activity. These 8. Eating Disorders
have been proven to be preventative 9. Body Modification
factors against numerous diseases
which alters the physical self.

Body Image
 Body image refers to how a person
perceive, think, and feel about their
body and appearance.
BODY IMAGE VS SELF-ESTEEM

Body Image
 how a person perceives, think, and
feel about their body and appearance.

Self-esteem
 person’s overall evaluation of his/her
own worth.
 According to O’Dea (2012), self-
esteem is influenced by factors such
as body image, body weight, academic
performance, and sporting ability and
participation.

1. Positive Body Image

 body satisfaction and acceptance.

Importance of Positive Body Image (5) Sexual Self

 It is associated with good mental and
SEXUALITY
physical health.
 IS THE QUALITY OR STATE OF
 There is a significant relationship
BEING SEXUAL
between positive body image and
eating attitude (Hamid Sharif-Nia et al.,  Human sexuality encompasses both
2024). PHYSICAL and EMOTIONAL aspects
 Having positive feelings towards the
4 INTERTWINING STRANDS OF
body can result in increased
SEXUALITY
psychological well-being (Avalos et al.,
2005).
1. SEXUAL DESIRE OR ATTRACTION
The state characterized by an interest
2. Negative Body Image
in sexual objects or activities, or by a
 dissatisfaction and wanting one’s body
drive to seek out sexual objects or to
to be different.
engage in sexual activities.
Causes:
2. Emphasis on thin Ideal Body
2. SEXUAL ACTIVITY OR BEHAVIOUR
3. Bullying and Peer Pressure
 What a person does or likes to do  TRANSEXUAL
sexually or the engagement in any Transsexual refers to individuals who have
activities sexually. undergone or desire medical interventions to
align their physical body with their gender
3. SEXUAL IDENTITY identity.
How someone describe their sense of
self as a sexual being. 3. Development and discovery
The development and discovery of one's
4. SEXUAL EXPERIENCE gender identity can be complex and evolving
Observation of other sexualities, process
education or training related to
sexuality, experiences that may not 4. Expression and presentation
have been consensual. Gender identity is not solely determined by
external appearances
Difference between SEX and GENDER
SEX SEXUAL ORIENTATION
 Biological An individual’s enduring emotional, romantic,
 Fixed or sexual attraction on others.
 Assignment
DIVERSITY OF SEXUAL ORIENTATION
GENDER
 Societal 1. Heterosexual
 Fluid sexually or romantically attracted exclusively
 Identity to people of the other sex
2. Homosexuality
GENDER IDENTITY sexually or romantically attracted exclusively
A deeply held sense of being male, female, or to people of one's own sex or gender
another gender. It’s how individuals perceive
themselves and what they call themselves. 3. Bisexuality
sexually or romantically attracted to both men
and women, or to more than one sex or
gender

KEY POINTS ABOUT GENDER IDENTITY

4. Asexuality
1. Personal and intrinsic someone who does not experience sexual
It’s how individuals see themselves and how attraction toward individuals of any gender.
they want to be recognized and
acknowledged in terms of gender 5. Polysexual
involving or characterized by
2. Non-binary different sexualities; sexually
Gender identity is not strictly confined to the or romantically attracted to more than one
binary categories of male and female. gender.
GENDER QUEER 6. Pansexuality
GENDER FLUID Pansexuality is the romantic, emotional,
and/or sexual attraction to people regardless
 TRANSGENDER of their gender.
Transgender refers to individuals whose
gender identity differs from their assigned sex
at birth. FACTORS THAT INFLUENCE OUR
SEXUALITY
 1. Hormones
Fluctuations in hormones like testosterone 3. PHALLIC (3 to 6 years)
and estrogen influence sexual self by The stage where the infant's libido (desire)
affecting sexual desire, physical centers upon their GENITALIA as the
characteristics, and reproductive functions. erogenous zone. The child becomes aware of
anatomical sex differences, which sets in
2. Social Influence motion the conflict between erotic attraction,
FAMILY, PEERS, EDUCATION resentment, rivalry, jealousy and fear which
Freud called the Oedipus complex (in boys)
3. Ethnicity and the Electra complex (in girls)
Cultural norms associated with ethnicity
influence sexual self by shaping attitudes 4. LATENT (6 years to puberty)
towards sexuality, gender roles, and The latency stage is the fourth stage of
relationship dynamics. psychosexual development, spanning the
period of six years to puberty. During this
4. Religion stage the libido is DORMANT and no further
Religious beliefs impact sexual self by psychosexual development takes place
guiding moral codes, shaping attitudes (latent means hidden).
towards sexual behavior, and influencing
perceptions of gender and sexual identity. 5. LATENT (Puberty to Adult)
The genital stage is the last stage of Freud's
STAGES OF PSYCHOSEXUAL psychosexual theory of personality
DEVELOPMENT development, and begins in puberty. It is a
Freud proposed that personality development time of adolescent sexual experimentation,
in childhood takes place during five the successful resolution of which is settling
psychosexual stages. down in a loving one-to-one relationship with
During each stage libido is expressed in another person in our 20's
different ways and through different parts of
the body.

1. ORAL (Birth to 1 year)

In the first stage of psychosexual 1. STAGES OF SEXUAL RESPONSE
development, the libido is centered in a
baby's MOUTH. During the oral stages, the 1. EXCITEMENT PHASE
baby gets much satisfaction from putting all Arousal begins, characterized by increased
sorts of things in its mouth to satisfy the blood flow to the genitals and release of
libido, and thus its id demands, such as tension.
sucking, biting, and breastfeeding.
2. PLATEAU PHASE
2. ANAL (1 to 3 years) A further intensification of arousal, with
During this stage the libido becomes focused increased muscle tension and heart rate
on the ANUS, and the child derives great
pleasure from defecating. The child is now 3. ORGASMIC PHASE
fully aware that they are a person in their own The peak of sexual pleasure, marked by
right and that their wishes can bring them into rhythmic muscle contractions and release of
conflict with the demands of the outside tension
world.
 4. RESOLUTION PHASE
Return to a non-aroused state, with relaxation
of muscles and decreased heart rate

5. REFRACTORY PHASE
Exclusive to males, a recovery phase where
arousal and orgasm are temporarily inhibited
following ejaculation.

MASTURBATION
• regardless of gender
• promote healthy sexuality
• decrease sexual tension and anxiety
• explore their own bodies, preferences, and
responses

1. FEMALE MASTURBATION
• orgasm is felt 95% of her masturbatory
attempts
• intense orgasm

2. MALE MASTURBATION
• 3 times more than women
• 48% of single men reportedly masturbate

THE CHEMISTRY OF LOVE, LUST, AND (6) Material Self

ATTACHMENT
"You Are What You Have."
1. LOVE - this is a phase which is driven
by sex hormones, testosterone and " A MAN'S SELF IS THE SUM TOTAL OF
estrogen ALL HE CALL HIS, NOT ONLY HIS BODY
AND PSYCHIC POWERS, BUT HIS
2. LUST - a feeling of sexual attraction CLOTHES AND HIS HOUSE, HIS WIFE
towards another. AND CHILDREN." - WILLIAM JAMES

• Pure Ego "I Self"

3. ATTACHMENT - is a bond helping the
couple to take their relationship to
- Soul
advanced levels. It instigates the - Mind
feeling of bearing children and falling
in love with them wholeheartedly. • Empirical Self "Me Self"

- Material
 - Social "The self was fluid and it comprises more
- Spiritual than the body." - WILLIAM JAMES

• Material Self (Economical Self) Ways an individual can tell whether an

entity is a part of themself:
- REFERS TO THE TANGIBLE OBJECTS,
PEOPLE, PLACES THAT CARRY OR THE - ASSESSING ONE'S EMOTIONAL
DESIGNATION MY OR MINE. INVESTMENT IN THE OBJECT.
- ASSESS HOW A PERSON ACTS
- PERTAINS TO THE OBJECTS, PLACES, TOWARDS THE OBJECT OR
OR EVEN PEOPLE WHICH HAVE THE ENTITY.
LABEL "MINE."
"MERE OWNERSHIP EFFECT"
- SUCH POSSESSIONS ARE VIEWED AS
EXTENSIONS OF INDIVIDUAL'S - closely tied to Russell Belk's concept
IDENTITIES. of the "material self" and how our
possessions become extensions of our
- Ex: Body, Home, Clothes, Family. identity.
- refers to the tendency for people to
value and prefer items simply because
they own them, even if those items are
no different from non- owned items.

The Self and One's Possession

• We regard our possessions as parts of

ourselves. We are what we have and what
we possess (Belk, 1988)

• People spontaneously mention their

possessions when asked to describe
themselves (Gordon, 1968)

Why Do We Value Possessions?

• Possessions serve a symbolic function.

They help people define themselves.

2 Subclasses of Material Self • Possessions also extend the self in time.

People seek immortality by passing their
1. BODILY SELF possessions on to the next generation
(Unruh, 1983, cited in Belk, 1988).
- SPEAKS OF ENTITIES THAT ARE
CLEARLY AN INTIMATE PART OF WHO A "These possessions are not simply treasured
PERSON IS. for what they provide; they are also valued
because they become part of an individual." -
-EXTENSION OF THE SELF. WILLIAM JAMES

2. EXTRACORPOREAL SELF "I shop, therefore, I am." - BARBARA

KRUGER
- BEYOND PHYSICAL ENTITIES.
THE MASLOW'S THEORY OF NEEDS
- PSYCHOLOGICAL OWNERSHIP.
 - PRODUCTS MAY HOLD PERSONAL
SIGNIFICANCE TO INDIVIDUALS DUE TO
SENTIMENTAL VALUE, EMOTIONAL
ATTACHMENT, OR SYMBOLIC MEANING.
FOR EXAMPLE, PURCHASING A PIECE OF
ARTWORK FROM A FAVORITE ARTIST
MAY HOLD PERSONAL SIGNIFICANCE
BEYOND ITS FUNCTIONAL UTILITY.

NEEDS V.S. WANTS "As you gain fame, fortune, position, and
seniority, people will treat you better. They
• NEEDS will hold doors open for you. They will get you
a cup of tea and coffee without you even
- THESE ARE ESSENTIAL GOODS OR asking. They will call you sir and ma'am and
SERVICES REQUIRED FOR SURVIVAL OR they will give you stuff. None of that stuff is
TO MAINTAIN A BASIC STANDARD OF meant for you. That stuff is meant for the
LIVING. EXAMPLES INCLUDE FOOD, position you hold. It is meant for the level that
SHELTER, CLOTHING, AND HEALTHCARE. you have achieved- of success, of
leadership, or whatever you might call it. But
• WANTS you will always deserve a Styrofoam cup." -
SIMON SINEK
- WANTS ARE DESIRES THAT GO
BEYOND BASIC NECESSITIES AND ARE
INFLUENCED BY INDIVIDUAL
PREFERENCES, TASTES, AND CULTURAL
FACTORS. EXAMPLES INCLUDE LUXURY
GOODS, ENTERTAINMENT PRODUCTS,
AND TRAVEL EXPERIENCES.

UTILITY V.S. SIGNIFICANCE

(7) Spiritual Self
• UTILITY
CONCEPT OF THE SPIRITUAL SELF
- FUNCTIONAL UTILITY REFERS TO THE
USEFULNESS OR PRACTICAL VALUE OF WHAT IS THE SPIRITUAL SELF?
A PRODUCT IN MEETING SPECIFIC
NEEDS OR GOALS. FOR EXAMPLE, A - The inner essence of the self that
WINTER COAT PROVIDES FUNCTIONAL connects the person to the sacred, the
UTILITY BY KEEPING THE WEARER supernatural, and the universe.
WARM IN COLD WEATHER.
- ENABLING the person to experience a
• SIGNIFICANCE feeling of oneness with a higher being and
the universe and gives a deeper purpose or
meaning of one's life.
Spiritual Self refers to the:

- Core motives that drive individuals 4 Manifestations of the Spiritual Self.

leading to success and contentment.
1. Person's Will - refers to one's wishes;
- It is the ability to establish meaning what we want to see and achieve in our lives.
and find purpose in our lives through the arts,
nature, or a sense of connection BEYOND 2. Intelligence and Abilities - these are the
THE SELF, cultivating both our sense of inner perceived strengths of a person.
understanding and of place.
3. Morals - it is the definition of what is right
- So, to speak, it is our REASON. and wrong.

BUT HOW DOES OUR SPIRITUAL SELF 4. Values - it is the person's ability to
DEVELOPS? distinguish what is important and what is not.

- It begins at an early age but develops • The establishment of a person's nation

throughout life as people continuously of what is good, as well as their ability to not
interact in the environment. only be able to stand on what they think is the
right thing to do but to be able to make life
- Our spiritual self develops through decisions based on such beliefs is what
I.O.I: Interaction, Observation, and Imitation. William James consider as the manifestation
of a person's spiritual self.
- Through the different interactions and
observations that we've imitated or adapted
throughout our lives, may it be with the nature
and the arts, and may it be what, why, when, What is the "self" in spiritual self? SOUL
or how. All of this developed our spiritual self.
- The "self" refers to the essence of
According to William James in his book one's being beyond the physical body and
the Principles of Psychology, ego. It encompasses aspects such as
consciousness, soul, and inner essence. It's
- The spiritual self is the most enduring the core of who we are, our deepest identity,
and intimate part of the self. and connection to the divine or universal
consciousness. Developing an understanding
of the self in spirituality involves exploring this
inner essence, connecting with it, and
aligning our thoughts, actions, and intentions
with its truth and wisdom.

WHY?
How does the spiritual self influence or affect
- Because the spiritual self is composed the self?
of the innermost workings of the person's
mind, behavior, beliefs, and even morals that The spiritual self influences the self in
involves every aspect of the human as a profound ways by providing a deeper sense
person. of purpose, meaning, and connection to
something greater than oneself. It guides our
- That is why people will find more values, beliefs, and worldview, shaping how
satisfaction in having been able to show of we perceive ourselves, others, and the world
the spiritual self: like their intelligence, their around us. Through spiritual practices such
wishes and ambitions, and their conscience as meditation, prayer, and self-reflection, we
than to count their possessions. cultivate awareness of our inner essence and
develop qualities such as compassion,
gratitude, and inner peace. This, in turn, 2. Emotional Dimension: The spiritual self
enhances our emotional well-being, interacts with the emotional dimension by
resilience, and ability to navigate life's influencing emotional experiences, regulation,
challenges with grace and understanding. and expression.
Ultimately, the spiritual self serves as a
guiding light on our journey of self-discovery, 3. Cognitive Dimension: The spiritual self
leading us towards greater fulfillment, interacts with the cognitive dimension through
authenticity, and spiritual growth. beliefs, perceptions, and interpretations of
reality. For example, individuals may interpret
mystical experiences through the lens of their
cultural or religious background, shaping their
Key Components of the Spiritual Self: understanding of transcendent realities.

1. Beliefs and Values RELIGION AND SPIRITUALITY: SPIRITUAL

SELF
2. Inner Wisdom and Intuition
• Spirituality is derived for the Latin word
3. Connection to Higher Consciousness "Spiritus", the equates to the word "breath or
life force"
4. Self-Reflection and Growth
• According to Hill and Pargament,
5. Integration and Alignment 2003, Spirituality is the search for the sacred,
a process through which people seek to
discover, hold on to, and, when necessary,
transform whatever they hold sacred in their
What is the concept of the spiritual self, lives.
and how does it differ from other aspects
of the self? - It is the meaning and purpose in one's
life, a search for wholeness, and a
It differs from other aspects of the self, relationship with a transcendent being.
such as the physical, emotional, and
cognitive aspects, by focusing on the non- - The sacred transcendence could refer
material, transcendent aspects of human to a higher being. (For example: The God of
existence. While the physical self pertains to the Catholics, Muslims, and other religions, or
the body, the emotional self relates to it could be the Gods in Greek and Roman
feelings and emotions, and the cognitive self mythology).
involves thoughts and perceptions, the
spiritual self delves into questions of - And lastly, spirituality is connected with
meaning, morality, and existential religion.
significance. It often involves practices like
meditation, prayer, or reflection to nurture and
develop this aspect of the self.
What role does spirituality play in shaping
How does the spiritual self interact with one's values, beliefs, and ethical
other dimensions of the self, such as the framework?
social, emotional, and cognitive aspects?
Spirituality plays a crucial role in shaping
Here's how: one's values, beliefs, and ethical framework
by providing a foundation for understanding
1. Social Dimension: The spiritual self the nature of existence, guiding moral
interacts with the social dimension through decision-making, and fostering a sense of
connections with others, participation in interconnectedness with others and the
religious or spiritual communities, and world.
engagement in shared rituals and practices.
Here's how spirituality influences these such as compassion, forgiveness, humility,
aspects: and gratitude. By exploring their innermost
thoughts, feelings, and experiences,
1. Foundation for Values individuals can gain insight into their own
strengths, weaknesses, and areas for
2. Guidance for Ethical Decision-Making personal development.

3. Sense of Purpose and Meaning 5. Coping and Resilience: Religion and

spirituality serve as sources of comfort,
4. Interconnectedness and Compassion solace, and resilience during times of
adversity, loss, and suffering. They provide
5. Personal Growth and Transformation individuals with a sense of hope, purpose,
and transcendence that can help them cope
What is the role of religion and spiritual with life's challenges and setbacks. By
beliefs in the understanding and drawing on their faith and spiritual beliefs,
developing of the self? individuals can find meaning and resilience in
the face of adversity, leading to greater
1. Meaning and Purpose: Religion and emotional and psychological well-being.
spirituality provide frameworks for
understanding the meaning and purpose of How do spiritual beliefs and practices
life. They offer explanations for existential influence an individual's sense of identity
questions such as "Who am I?" and "Why am and purpose?
I here?" By exploring religious teachings and
spiritual practices, individuals can develop a Spiritual beliefs and practices can
deeper understanding of their own identity profoundly influence an individual's sense of
and purpose in the world. identity and purpose in several ways: Spiritual
beliefs often provide a framework for
2. Values and Morality: Religious and understanding one's place in the world and
spiritual beliefs often shape an individual's one's relationship to others and the universe.
moral and ethical framework. They provide They can shape how individuals perceive
guidance on what is considered right or themselves in relation to broader concepts
wrong, good or bad, and help individuals such as divinity, interconnectedness, and the
navigate moral dilemmas. By adhering to meaning of existence. For example, someone
religious principles and ethical teachings, who identifies as a part of a religious
individuals develop a sense of integrity, community may derive a sense of identity
virtue, and personal responsibility. from shared beliefs, rituals, and values within
that community.
3. Identity and Belonging: Religion and
spirituality contribute to the formation of Spiritual beliefs can offer a sense of
personal identity and a sense of belonging purpose and meaning by providing answers
within a community. They provide a shared to existential questions about the nature of
set of beliefs, rituals, and practices that life, suffering, and the afterlife. They may give
connect individuals to a larger social and individuals a sense of direction and guidance,
cultural context. By participating in religious helping them to navigate life's challenges and
ceremonies, rituals, and communal uncertainties. For instance, someone who
gatherings, individuals strengthen their sense believes in a higher purpose or divine plan
of identity and affiliation with others who may find comfort and motivation in difficult
share similar beliefs and values. times by trusting in a larger meaning behind
their experiences.
4. Self-Reflection and Growth: Religion and
spirituality encourage self-reflection, Spiritual beliefs often shape an
introspection, and personal growth. Through individual's moral and ethical framework,
practices such as prayer, meditation, and influencing their values, behaviors, and
contemplation, individuals engage in self- relationships with others. Beliefs about right
examination and seek to cultivate qualities and wrong, compassion, forgiveness, and
justice can provide a moral compass that raised in a Christian household may develop
guides decision-making and behavior. For beliefs about God, salvation, and the afterlife,
example, someone who follows the principles while someone from a Buddhist background
of a particular religious tradition may base may hold beliefs about karma,
their ethical choices on teachings and impermanence, and enlightenment.
scriptures central to that tradition.
Cultural and religious traditions involve
Spiritual practices such as meditation, rituals, ceremonies, and practices that are
prayer, mindfulness, or self-reflection can integral to spiritual development and
facilitate inner growth and transformation, expression. These rituals may include prayer,
leading to a deeper understanding of oneself meditation, worship, fasting, or pilgrimage,
and the world. These practices may cultivate among others. Participation in these practices
qualities such as compassion, gratitude, helps individuals cultivate a sense of
humility, and resilience, which contribute to connection to their cultural or religious
personal development and spiritual well- heritage and deepen their spiritual
being. Through introspection and spiritual experience.
exploration, individuals may uncover hidden
aspects of themselves and experience Cultural and religious communities
spiritual awakening or enlightenment. provide a supportive environment for
individuals to explore and develop their
Overall, spiritual beliefs and practices spiritual selves. Participation in religious
play a significant role in shaping an gatherings, community events, and cultural
individual's sense of identity and purpose by celebrations fosters a sense of belonging,
providing a framework for understanding identity, and shared purpose. Interactions
existence, offering meaning and direction, with peers, family members, and religious
guiding ethical choices, and fostering leaders within these communities shape
personal growth and transformation. They individuals' understanding of spirituality and
can deeply influence how individuals perceive influence their spiritual development.
themselves, relate to others, and find
meaning and fulfillment in life. Cultural and religious backgrounds
impart moral and ethical frameworks that
Can spirituality provide answers to guide individuals' behavior and decision-
existential questions about the meaning of making. Beliefs and teachings about right and
life and the nature of reality? wrong, virtue, compassion, and justice
influence individuals' moral development and
Spirituality often addresses existential ethical values. For example, cultural norms
questions about the meaning of life and the and religious teachings may shape attitudes
nature of reality by offering perspectives, towards issues such as honesty, integrity,
frameworks, and insights that can provide kindness, and social responsibility.
guidance and comfort to individuals seeking
understanding and meaning. While spirituality Cultural and religious backgrounds
may not offer definitive or universally influence individuals' worldview, shaping how
accepted answers to these questions, it they perceive the world, interpret
provides various ways of exploring and experiences, and make sense of existence.
grappling with existential concerns. Cultural narratives, myths, symbols, and
traditions provide a lens through which
In what ways do cultural and religious individuals understand reality and their place
backgrounds influence the development within it. For example, cultural stories and
of the spiritual self? religious myths may offer explanations for the
origins of the universe, the nature of
Cultural and religious backgrounds humanity, and the purpose of life.
shape individuals' belief systems, providing
them with a set of values, principles, and Individuals may adapt and integrate
teachings about spirituality, morality, and the aspects of different cultural and religious
nature of existence. For example, someone traditions into their spiritual identity, resulting
in syncretism or hybrid spiritual practices. "Phaedo," he explores the idea of the soul as
This process of adaptation reflects distinct from the body, immortal, and capable
individuals' experiences, values, and personal of transcending the material world. Plato's
interpretations of spirituality, as well as the concept of the spiritual self emphasizes the
influence of diverse cultural and religious pursuit of knowledge, virtue, and the
influences in multicultural societies. attainment of higher truths through
philosophical inquiry and contemplation.
- Overall, cultural and religious
backgrounds play a fundamental role in 2. Aristotle: Aristotle's philosophy
shaping the development of the spiritual self emphasizes the importance of self-realization
by providing belief systems, rituals, and the cultivation of virtuous character in
community support, moral frameworks, achieving eudaimonia, or flourishing. While
cultural context, and opportunities for Aristotle's focus is primarily on ethics and
adaptation and synthesis. These influences practical wisdom, his notion of the "nous
shape individuals' understanding of poietikos" or "active intellect" suggests an
spirituality, their relationship to their cultural aspect of the self capable of transcending the
and religious heritage, and their journey of material realm and contemplating universal
spiritual growth and exploration. truths.

Spiritual Agents 4. Rene Descartes: Descartes, often

considered the father of modern philosophy,
The agents of the spiritual self encompass proposed a dualistic view of the self,
various practices, beliefs, and experiences distinguishing between the material body and
that foster spiritual growth and self- the immaterial mind or soul. In his
awareness. These may include: "Meditations on First Philosophy," Descartes
famously declared, "Cogito, ergo sum" (I
1. Meditation and Contemplation think, therefore I am), highlighting the
centrality of self-awareness and
2. Prayer and Rituals consciousness in defining the spiritual self.

3. Spiritual Teachings and Wisdom 5. Immanuel Kant: Kant's philosophy

addresses the limits of human knowledge and
4. Connection with Nature the nature of the self within the framework of
his critical philosophy. While Kant's focus is
5. Service and Compassion primarily on epistemology and ethics, his
notion of the "transcendental self" as the unity
6. Spiritual Community of consciousness suggests an aspect of the
self that transcends empirical experience and
7. Inner Guidance and Intuition is essential for the coherence of human
cognition.

What psychological theories and

THEORIES AND FRAMEWORKS frameworks help explain the significance
of the spiritual self in understanding
Some notable philosophers who have human behavior and experience?
discussed the spiritual self include:
1. Transpersonal Psychology:
1. Plato: In Plato's philosophy, particularly in Transpersonal psychology explores the
his dialogues such as "Phaedrus" and spiritual dimensions of human experience,
emphasizing the interconnectedness of mind, beliefs across different cultures provide
body, and spirit. It considers spirituality as an insights into the universality of certain
essential aspect of human identity and spiritual experiences and the cultural
development, alongside the physical, specificity of others.
emotional, and cognitive dimensions.
Transpersonal psychology integrates insights 5. Neuroscience of Spirituality: Advances
from Eastern and Western spiritual traditions, in neuroscience have led to investigations
as well as modern psychology, to study into the neural correlates of spiritual
phenomena such as spiritual awakening, experiences, such as meditation, prayer, and
mystical experiences, and self- mystical states. Studies using neuroimaging
transcendence. techniques aim to understand how spiritual
practices affect brain function and neural
2. Self-Determination Theory (SDT): Self- pathways associated with self-awareness,
Determination Theory posits that human empathy, and emotional regulation.
behavior is motivated by the innate
psychological needs for autonomy,
competence, and relatedness. From a
spiritual perspective, individuals may seek SEARCH FOR THE MEANING OF LIFE:
fulfillment and meaning by aligning their UNDERSTANDING THE SELF THROUGH
actions and goals with their deepest values SPIRITUAL SELF
and aspirations. SDT acknowledges the
importance of intrinsic motivation and • Role of the Spiritual Self in
personal growth in spiritual pursuits, as Understanding the Self:
individuals strive to live in accordance with
their spiritual beliefs and values. 1. Self-Discovery

3. Cognitive-Behavioral Therapy (CBT): 2. Self-Transformation

Cognitive-behavioral therapy focuses on
identifying and changing dysfunctional 3. Self-Realization
thought patterns and behaviors that
contribute to psychological distress. In the 4. Self-Connection
context of spirituality, CBT may address
cognitive distortions related to beliefs about 5. Self-Integration
self, others, and the world, as well as
schemas or core beliefs influenced by cultural What are some practical strategies for
or religious upbringing. CBT techniques can individuals to deepen their connection
help individuals challenge negative beliefs, with their spiritual selves and lead more
cultivate self-compassion, and develop a meaningful lives?
more adaptive and spiritually-aligned
mindset. 1. Daily Spiritual Practices

2. Explore Spiritual Wisdom

3. Connect with Nature

4. Practice Gratitude and Mindfulness

5. Serve Others

4. Cross-Cultural Studies of Spirituality: 6. Seek Meaningful Connections

Anthropological and sociological research
explores the diverse cultural expressions of 7. Practice Self-Reflection and Inquiry
spirituality and how they shape individuals'
identities, worldviews, and social interactions. 8. Embrace Challenges as Opportunities for
Comparative studies of religious and spiritual Growth
9. Cultivate Compassion and Forgiveness the spiritual self in understanding the self is
the issue of extrajudicial killings related to the
10. Live in Alignment with Your Values government's war on drugs.

1. Reflection on Human Dignity: The

spiritual self encourages individuals to
Understanding the spiritual self is recognize the inherent dignity and worth of
essential for cultivating holistic self- every human being, regardless of their
awareness, personal growth, and well-being. actions or circumstances. In the face of
By exploring the deeper dimensions of extrajudicial killings, individuals may engage
human existence and connecting with the in introspection and soul-searching to
higher aspects of consciousness, individuals understand how such violence contradicts
can uncover profound truths about spiritual principles of compassion, empathy,
themselves and their place in the universe, and respect for human life.
leading to greater fulfillment, authenticity, and
inner peace. 2. Quest for Justice and Accountability:
Spirituality often motivates individuals to seek
Here's how the spiritual self helps in justice and accountability for human rights
understanding the self: violations and injustices. In the case of
extrajudicial killings, individuals may be
1. Sense of Identity spurred to action by their spiritual beliefs,
advocating for truth, transparency, and
2. Search for Meaning accountability in addressing the root causes
of violence and promoting social justice.
3. Emotional and Psychological Well-Being
3. Empathy and Compassion: The spiritual
4. Interconnectedness and Compassion self encourages individuals to cultivate
empathy and compassion for those who are
5. Integration of Experiences marginalized, oppressed, or suffering.
Individuals may engage in acts of solidarity,
6. Transcendence of Ego advocacy, and support for victims of
extrajudicial killings, seeking to alleviate their
The spiritual self serves as a guiding suffering and address the underlying social,
light on the journey of self-discovery, offering economic, and political factors that contribute
insights into our deeper essence, purpose, to violence and injustice.
and connection to the universe. By nurturing
our spiritual well-being, we gain clarity, inner 4. Ethical Decision-Making: Spirituality
peace, and a sense of harmony with provides individuals with a moral compass
ourselves and the world around us. This and ethical framework for decision-making. In
understanding allows us to navigate life's the face of controversy and moral ambiguity
challenges with resilience, compassion, and surrounding extrajudicial killings, individuals
authenticity, leading to greater fulfillment and may turn to their spiritual beliefs to guide their
alignment with our true nature. actions and choices, striving to uphold
principles of justice, integrity, and non-
violence in their personal and collective
responses to the issue.

5. Interconnectedness and Collective

WORLDLY PROBLEMS: EXAMPLES Responsibility: The spiritual self emphasizes
INVOLVEMENT OF SPIRITUAL SELF the interconnectedness of all beings and the
importance of collective responsibility for the
• One controversial example in the well-being of society. Individuals may
Philippines that can serve as an example for recognize their interconnectedness with both
victims and perpetrators of violence,  refers to the internalized set of beliefs,
acknowledging their shared humanity and values, and identities that influence an
collective responsibility to work towards individual's political views and
healing, reconciliation, and social engagement.
transformation.
Understanding Political Identity
By grappling with controversial issues such Political identity
as extrajudicial killings through the lens of the  is a type of social identity that
spiritual self, individuals can deepen their designates a person ' s affiliation with
understanding of themselves, their particular groups that contest for the
relationships with others, and their role in same form of power
promoting justice, compassion, and ethical  Self, as a political person, needs to
action in society. develop its political identity.
 Development of political identity
through socialization

Here are some real-life situations or Evolution of Political Identity

problems where the involvement of the  Knowing the essence of one’s political
spiritual self is evident in understanding identity will further its development, in
the self: relation to politics.
 They may develop a sense of
1. Facing a Life Crisis leadership fueled by differing political
preferences
2. Struggling with Existential Questions
Political Philosophy of John Locke
3. Dealing with Moral Dilemmas  Governments have obligations to their
citizens, have only limited powers over
4. Seeking Personal Growth and their citizens, and can ultimately be
Transformation overthrown by citizens under certain
circumstances.
5. Navigating Relationships and Interpersonal
Conflicts Origins of Political Self
 Family
6. Finding Meaning in Adversity
 School
 Church
 Mass media

Roles of Socialization
Through social interaction, people learn the
status, duties, rights, and power necessary to
interact successfully with other people in the
group or community.

(8) Political Self Theories of Political Self

 Social Learning Theory - People
According to Aristotle learn political behaviors and attitudes
“Man is by nature a political animal.” by observing and imitating others in
their social environment, like family,
Political self friends, or media figures.
  Cognitive Theory - Individuals join grassroots movements. Engaging
develop political beliefs and attitudes with others who share your interests
based on how they perceive and allows you to actively contribute to
process information, influenced by political change and expand your
factors like memory, reasoning, and political engagement.
past experiences.
 Symbolic Interaction Theory - Embracing and Evolving Political Self
Political identity is shaped through  We should embrace Diversity
social interactions and the meanings  Have continual learning
attached to political symbols and  We should respect dialogue
language within a social context.  Adaptive engagement

Impact of Political Self on Behavior Conclusion

1. Community Engagement  Political self refers to the beliefs,
political self-influences participation in values and identities that shape an
community activities and advocacies individual’s views and involvement.
2. Election Choices  Understanding one’s political identity
political self plays a pivotal role in highlights how cultural differences
determining voting behavior and influence perspectives, influenced by
candidate preference. factors, like gender, ethnicity, religion
and nationality.
Challenges in Developing Political Self  The complexity and fluidity of self are
1. Confirmation Bias shaped by experiences and exposure
Individuals may gravitate towards to different viewpoints over time.
information that aligns with their Socialization agents such as peer
existing beliefs groups and educational institutions
2. Media Polarization play a role in shaping one’s values and
extremist viewpoints in media can attitudes.
hinder a balanced understanding in  Political self-influences behaviors like
diverse perspectives community involvement, election
decisions and engagement in
Strategies for Self-Reflection and Growth advocacy efforts.
(Political Self)
 Developing self faces challenges like
1. Open-Minded Discussions
confirmation bias and media
Engage in conversations with people
polarization that limit exposure to
who hold diverse political viewpoints.
perspectives.
Actively listen ask questions and
 Strategies for fostering growth in the
consider alternative perspectives. By
realm involve engaging in discussions
doing so, you can broaden your
analyzing information from reliable
understanding of different ideologies
sources and participating in community
and challenge your own assumptions.
projects.
2. Research and Analysis
Delve into credible sources—books,  Ultimately nurturing an understanding
articles, documentaries, and academic of oneself is crucial, for being an
papers—that explore political theories, engaged citizen.
historical contexts, and policy issues.
Analyze information critically and seek
out multiple viewpoints. This research
will deepen your understanding of the
political landscape. (9) Managing And Caring for The Self
3. Community Involvement
Participate in local initiatives, advocacy SMART:
groups, or community organizations 1. SPECIFIC
related to politics. Attend town hall According to the Goal Setting Theory, goals
meetings, volunteer for campaigns, or should be specific because specificity
provides clarity and direction. When goals are satisfied, individuals can focus on
specific, individuals have a clear fulfilling higher-level needs.
understanding of what needs to be
accomplished, which increases motivation 2. This theory is considered as the
and focus. cornerstone of understanding human
motivation because it is universally
2. MEASURABLE applicable across cultures and
According to Goal Setting Theory, goals societies, offering a comprehensive
should be measurable because it allows for framework for understanding human
clear evaluation and progress tracking. When behavior.
goals are measurable, it's easier to determine
whether they have been achieved or not.  Maslow's approach considers both
physiological and psychological
3. ACTION PLAN aspects of motivation, emphasizing the
this provides a roadmap for achieving your pursuit of personal growth and
goals by breaking them down into smaller, fulfillment through self-actualization.
manageable steps. The theory has practical implications in
various fields such as psychology,
4. RELEVANT education, and management.
When goals are relevant to individuals'
values, needs, and aspirations, they are more  HIERARCHY OF NEEDS
likely to be pursued actively and persistently. proposes that human motivations can be
Essentially, relevance ensures that goals categorized into a hierarchy of five levels,
resonate with individuals, making them more with each level building upon the one below
meaningful and compelling. it.

5. TIME BOUND  PHYSIOLOGICAL NEEDS

because it adds a sense of urgency and such as food, water, shelter, and sleep.
focus. Without a deadline, goals can linger These are the most basic requirements for
indefinitely, lacking the motivation and survival and form the foundation upon which
momentum needed for achievement. Time- all other needs are built.
bound goals provide clarity on when
objectives should be completed, helping to  SAFETY NEEDS
prioritize tasks and allocate resources which encompass security, stability, and
efficiently. protection from physical and emotional harm.
Once individuals feel secure in their
Abraham Maslow, a renowned psychologist, environment, they can progress to the next
proposed a hierarchical model of human level.
motivation, famously known as Maslow's
Hierarchy of Needs.  SOCIAL NEEDS
including the need for LOVE,
What is Theory of Human Motivation? BELONGINGNESS, and INTERPERSONAL
1. This theory asserts that we each have RELATIONSHIPS. This involves forming
a set of basic needs that to be met. it connections with others, feeling accepted,
means that individuals have a and experiencing a sense of community.
hierarchy of needs, starting with basic
physiological needs like food and
shelter, and progressing to higher-level
needs such as belongingness, esteem,
and self-actualization. Once social needs are met, individuals
strive for ESTEEM needs, which can be
 According to Maslow, these needs divided into two categories:
must be met in a specific order, with (1) the need for self-esteem — such as self-
each level building upon the previous respect, confidence, and achievement.
one. Once lower-level needs are
(2) the need for esteem from others — such - we can gain insights into our needs
as recognition, respect, and admiration. and aspirations at different stages of
life.
 SELF-ACTUALIZATION - can help us set meaningful goals,
- at the TOP of the hierarchy make decisions aligned with our
-which represents the realization of one's full values and priorities, and cultivate a
potential and the pursuit of personal growth, sense of fulfillment and well-being in
creativity, and fulfillment. our lives.
- By striving to satisfy each level of the
Why is self-actualization considered as hierarchy, we can work towards
Growth need? realizing our full potential and leading
- Self-actualization involves striving for more fulfilling lives.
authenticity, creativity, autonomy, and
a sense of purpose. Social Cognitive Theory (SCT)
- It encompasses the desire to become - started as the Social Learning Theory
the best version of oneself and to fulfill (SLT) in the 1960s by Albert
one's innate talents and abilities. Bandura.
- Those Individuals who are motivated - It proposes that learning occurs in a
by self-actualization seek to expand social context with a dynamic and
their knowledge, explore new reciprocal interaction of the person,
experiences, and engage in activities environment, and behavior.
that foster personal growth and - The unique feature of SCT is the
fulfillment. emphasis on social influence and its
- This pertains to the realization of one's emphasis on external and internal
unique potential, pursuit of personal social reinforcement.
growth, and fulfillment of one's highest - SCT considers the unique way in
capabilities. which individuals acquire and maintain
behavior, while also considering the
While these 4 stages are considered as social environment in which individuals
DEFICIENCY NEEDS because they are perform the behavior.
essential for survival and well-being, and their - The theory takes into account a
absence or deprivation creates a sense of person's past experiences, which
deficiency or lack in individuals. When these factor into whether behavioral action
needs are not met, individuals experience a will occur.
sense of deprivation or deficit, which - These past experiences influence
motivates them to seek fulfillment and reinforcements, expectations, and
satisfaction. expectancies, all of which shape
whether a person will engage in a
For example, when someone lacks food or specific behavior and the reasons why
shelter (physiological needs), they feel a person engages in that behavior.
hungry or insecure, driving them to satisfy
those needs. Similarly, if someone lacks OBSERVATIONAL LEARNING
safety or security (safety needs), they may - In observational learning, Bandura
feel anxious or fearful, motivating them to studied children in order to understand
seek safety and stability. Individuals are how they learn from others. His studies
primarily motivated to fulfill this to alleviate showed that children imitate each
this sense of satisfaction. other because they observe the
actions of others and copy them.

ENACTIVE LEARNING
- is learning by doing and experiencing
the consequences of your action
How does this hierarchy help us Initially, children learn better using an
understand ourselves? inactive mode of representation (i.e.
 they learn better through “doing things” the standards set and the importance
such as physical and manual tasks) of the goals.

MODELING (7) Self-Reaction. Reaction to one’s

- Albert Bandura created the psychology performance can be motivating. Self-
Modeling which is a social approach reaction also allow a person to
that exaggerates how important it is to reevaluate their goals in conjunction
be aware of attitudes and the result of with their attainments.
emotional responses. Modeling (8) Self-Efficacy. self-efficacy is a major
focuses on learning by observing determinant of engagement in self-
others. It is used to uncover evolved care behavior. Self-efficacy refers to
behavior. an individual’s belief in their capacity to
execute behaviors necessary to
MODELING PROCESS: produce specific performance
(1) Attention. If you are going to learn attainments.
anything, you have to be paying
attention. Likewise, anything that puts STRESS
a damper on attention is going to - A state of extreme difficulty, pressure,
decrease learning, including or strain. It is our body’s way of
observational learning. If, for example, responding to any kind of demand,
you are sleepy, groggy, drugged, sick, threat, or pressure from the external
nervous, or “hyper,” you will learn less environment.
well. Likewise, if you are being
distracted by competing stimuli. THREE TYPES OF STRESS:
(2) Retention. Second, you must be able 1. ‘Eustress’ or Positive stress – This
to retain -- remember -- what you have is experienced by the body as an
paid attention to. This is where unpleasant stimulus that becomes a
imagery and language come in: we source of motivation. We also need
store what we have seen the model stress or eustress because it pushes
doing in the form of mental images or us to do something more or to strive
verbal descriptions. When so stored, for better. Sometimes, stress can be
you can later “bring up” the image or beneficial for us.
description, so that you can reproduce 2. ‘Distress’ or Negative Stress – This
it with your own behavior. may be the stressor bringing about the
(3) Reproduction. At this point, you’re feeling of emptiness, helplessness,
just sitting there daydreaming. You and hopelessness. These are
have to translate the images or situations or activities that you
descriptions into actual behavior. So consider negative, harmful, or
you have to have the ability to threatening. It arises from stressors
reproduce the behavior in the first that exceed your coping mechanisms.
place. 3. ‘Neu stress’ or Neutral Stress - A
(4) Motivation. And yet, with all this, sensory stimulus that has no direct
you’re still not going to do anything consequence or effect on the person.
unless you are motivated to imitate, or It is a situation or activity that you do
until you have some reason for doing not find threatening yet not enjoyable.
it. While it is not harmful, neu stress
(5) Self-Observation. Observing oneself refers to sensory stimuli that don't
can inform and motivate. It can be directly affect us but may still register
used to assess one’s progress toward in our awareness. These events could
goal attainment as well as motivate include background noise, ambient
behavioral changes. light, or insignificant events that don't
(6) Self-Evaluation. Self-evaluation necessarily provoke our emotional
compares an individual's current response but still can influence our
performance with a desired focus and concentration.
performance or goal. It is affected by
Categories of stress (common stressors Signs and Symptoms of stress
among students) 1. Physical symptoms
1. Academic stress – workloads; -refers to the pressure or strain that the body
pressure related to exams, projects experiences.
and maintaining good grades. -Physical stress can be either acute, like
2. Social Stress – stress from social aches and pain, acne, feeling tired, flu-like
interactions, peer pressure, fitting in, or symptoms, and headaches. or chronic, like
dealing with conflicts. Peer pressure, Gastrointestinal problems, and missed
the desire to fit in, and navigating periods.
conflicts within social circles can all
contribute to social stress among 2. Emotional symptoms
students. -refers to the psychological and mood-related
3. Financial Stress – the anxiety and changes when we are stressed.
strain caused by concerns about -irritability, anger, or fearfulness, constant
money, stemming from factors like worrying, hopelessness or fear, and anxiety.
debt, insufficient income, or
unexpected expenses. 3. Cognitive symptoms
4. Time-management stress – the -refers to changes in thinking patterns,
pressure and strain resulting from perception, and mental processes
difficulties in effectively balancing -poor concentration, memory changes, and
academic responsibilities, learning impairment which eventually cause
extracurricular activities, and personal Poor Academic Performance, and reduced
life commitments. motivation, and engagement.

According to Hans Selye 4. Behavioral symptoms

"It's not stress that kills us, rather it is our -refers to the changes in an individual's
reaction to it." actions, and reactions.
- It is our perception and our reactions -social withdrawal, overeating, hair twirling
to stress that ultimately determine its and substance
effects on us. It is on how we perceive
a situation and how we react to it is the COPING STRATEGIES
basis of our stress. 1. Physical and lifestyle strategies
- If you focus on the negative in any -breathing and relaxation, low stress diet,
situation, you can expect high-stress downtime, and mini breaks
levels. However, if you try and see the
good in the situation, and you still 2. Emotional strategies
manage to think of it as a way to - focus on managing and regulating emotions
improve yourself and do something, to cope with stress effectively
then your stress levels might greatly -we can aim for this through social support
diminish. and relatedness, self-nurturing which involves
- Stress is an inevitable part of our lives, practicing self-care, like Meditation, and
and understanding its dynamics is Journaling. Sense of humor which means
essential for cultivating self-awareness adopting a lighthearted, and humorous
and promoting holistic well-being. perspective towards life's challenges. And
recreational activities like nature walk,
gardening, or even listening to music.

3. Spiritual or philosophical strategies

-involve finding meaning, purpose, and inner
peace through philosophical beliefs, or
spiritual practice.
-by having a religious or spiritual commitment
this gives us a purpose to work toward, and
have a positive philosophy of life.

4. Cognitive strategies
-involve changing cognitive patterns, thought
processes, to reduce stress effectively.
-constructive thinking which refers to adopting
a positive, and realistic mindset to evaluate,
interpret, and respond to stressful situations.
Then distraction, which means to Redirect
our attention, Task oriented thinking which
focuses on specific tasks, acceptance or
acknowledging and tolerance of ambiguity
which means embracing uncertainty, and
accepting the unknown, as an opportunity for
learning, and growth.

COPING STRATEGIES AIM TO

1. Eliminate or modify the stressful situation
so that it will not be a continuing problem.
2. Control the meaning of the problem, by
cognitively neutralizing the situation.
3. Control the stress created by the situation

SELF-CARE
- leads to a deeper understanding of
one's thoughts, feelings, and needs.
By prioritizing self-care, we can identify
and respect personal boundaries,
recognize emotional and physical
needs, and cultivate self-compassion,
which contribute to a greater
understanding and acceptance of
oneself.