CHAPTER I: THE SELF FROM VARIOUS of introspection and

PERSPECTIVES philosophical inquiry.

A. PHILOSOPHY

 Dualism of Reality:
Philosophers and Their Key Concepts o Socrates posits that human
nature consists of a body
I. Socrates, Plato, Augustine (imperfect and changeable) and
a soul (perfect and unchanging).
Socrates: "Know thyself", Socratic Method,
dualism of reality (body and soul) Plato: Supported the idea of his teacher,
Socrates, but although being influenced by his
Socratic Method: teacher, Plato did have a difficulty viewing the
“soul” as an immortal entity that is unchanging.
 A form of cooperative dialogue where
questions and answers lead to deeper  tripartite soul (appetitive, spirited,
understanding and further inquiries. mind), harmony between components
for justice and virtue

Plato proposed a three-part soul, consisting of:

 Appetitive Soul: desires, pleasure,

physical satisfaction, comfort.
 Spirited Soul: basic human emotions
like love, anger, ambitions.
 Mind (Nous): the superior component,
controlling the self.

Socratic Beliefs:

 Self-Knowledge:
o Essential for personal growth;
dialogue (between self or with a
teacher) is crucial for
discovering one's true self.

 Ignorance and Knowledge:

o Socrates famously claimed, “I Harmony and Virtue
know that I do not know,”
highlighting the importance of Balance and Harmony
recognizing one’s ignorance as
a step toward knowledge. A person becomes just and virtuous when
the three components of the soul are in harmony
 Examined Life: with each other.
o Socrates asserts that “an
unexamined life is not worth
living,” stressing the importance
Augustine: dualism of reality (physical and Locke: empty space of self, sense data,
ideal realms), self-realization through faith and reflection, and analysis
reason
 Self as a "blank slate" (tabula rasa)
St. Augustine adapted the dualism of  Knowledge comes from experience and
reality from both philosophers, distinguishing reflection, not innate ideas
between:  Emphasized sense perception

Physical Realm: Represented by the body, seen Hume: knowledge through sensation and
as imperfect. experience, no persisting self

Ideal Realm: A higher, perfect existence.  No persisting self

 Self as bundle of perceptions
Christian Metaphysics:  Knowledge based on sensory experience
 No permanent, unchanging self exists
 As a converted Christian, Augustine
integrated Christian beliefs into his Kant: Transcendental Unity of Apperception,
philosophy, emphasizing the self beyond body and experience
relationship between faith and reason.
 Transcendental Unity of Apperception
Immortal Soul:  Self exists beyond experience, unifying
our perceptions
 Unlike Plato, who focused on  Emphasized space and time as innate
intellectual enlightenment, Augustine structures of the mind
believed the immortal soul strives to
achieve God through: III. Freud, Ryle, Churchland, and Merleau-
Ponty
Faith: Trust and belief in God.
Freud: "I" as product of interactions,
Reason: Rational thought and understanding. Topographical and Structural Models (id, ego,
super ego)
Development of Self

 Self-Presentation and Self-

Realization:

Augustine emphasized the importance of self-

awareness, suggesting that personal
development begins with understanding one's
identity and character.

II. Descartes, Locke, Hume, Kant

Descartes: "I Think Therefore, I Am", rational Self as dynamic interaction of id, ego, and
inquiry, empirical evidence superego

 Mind-body dualism  Unconscious mind influences behavior

 Established certainty of self-existence  Self as interplay between unconscious
through thinking drives and conscious mind
  Topographical and Structural models of
the mind
Two Components of the Self (Mead's Theory)
Ryle: "ghost in the machine", mind not separate
from body, overt behavior. "I":

 Mind-body connection ("ghost in the  Subjective side

machine" critique)  Represents individual impulses
 Behavior as key to understanding the
self "Me":
 "I act, therefore I am"
 Rejected mind-body dualism,  Objective, socialized component
emphasizing behavior  Reflects learned behaviors and
expectations
Churchland: Eliminative Materialism, brain as
basis of self, no imaginary mind Development through:

 Eliminative Materialism  Language (0-2 years)

 Self explained entirely through  Play (2-6 years)
neuroscience, rejecting folk psychology  Game (7+ years)
 Mind does not exist separately from the
brain Looking-Glass Self (Cooley)
Merleau-Ponty: Phenomenology of Perception,  Self-concept based on perceived
body and mind intertwined, embodied opinions of others
experiences
Three elements:
 Consciousness, world, and human body
intricately connected in perception
 We imagine how we appear to others
 Body and mind intertwined in
 We imagine their judgment of that
perceiving the world
appearance
 We develop self-feeling based on
B. SOCIOLOGY these imagined judgments
Different Views of the Self Effects on self-concept:
Traditional vs. Modern Society:  Labeling bias
 Self-labeling
 Traditional: Self defined by social roles  Internalized prejudice
and community
 Modern: More individualistic, Social Comparison
"delocalized" self
 Evaluating oneself by comparing to
Key issues in modern society: others
 Threat to authenticity Important for:
 Alienation (Marx)
 Objectification of the body
 Self-evaluation
 Dehumanization
 Self-improvement
  Self-enhancement Properties of Cultural Identity (Jane
Collier and Milt Thomas):
Influences:
 Avowal and Ascription
 Self-esteem  Modes of Expression
 Behavior choices  Individual, Relational, and Communal
 Social identity Identity
 Enduring and Changing Aspects of
C. ANTHROPOLOGY Identity
 Affective, Cognitive, and Behavioral
Definition of Anthropology: Aspects
 Content and Relationship Levels
 The scientific study of humans,  Salience or Prominence
human behavior, and societies
 Focuses on understanding the human Self Embedded in Culture:
condition in its cultural aspect
 Self is influenced by shared or
Culture and Identity: universal statements (attitudes,
beliefs, intentions, norms, values)
 Culture: Derived from Latin  Some aspects are culture-specific,
"cultura" or "cultus" meaning care others universal
or cultivation  The self should maintain a
culturally reflexive identity in
Identity: Refers to "who the person is" or relation to everything and
qualities that make an individual different from everyone else
others
Clifford Geertz's Perspective:
 Cultural Identity: Self-
identification and sense of  Culture as a system of inherited
belonging to a group conceptions expressed in symbolic
forms
Views of Self in Different Societies:  Humans give meanings to experiences
to establish order
 Human nature is interdependent with
 Egocentric View: Self as
culture: "Without men, no culture
autonomous and independent
certainly; but equally, and more
 Sociocentric View: Self as
significantly, without culture, no
contingent on situation or social
men."
setting
D. PSYCHOLOGY
Forming Cultural Identity:
The psychology of self studies either
 Negotiated, co-created, and reinforced the cognitive or affective representation of one’s
through communication identity, or the subject of experience. This
 Involves making choices about cultures module provides an overview of some theories
one identifies with that is
 Rites of passage mark changes in status related to the development of individual’s self-
and identity (separation, liminality, concept.
incorporation)
I. The Self As A Cognitive Construction
  Jean Piaget's theory of cognitive  True Self: The unshaped, vulnerable
development inner self
 Key components:  False Self: Develops to protect the true
1. Schemas/schemes: Mental self
organizations for understanding o Can be healthy (compliant
environments without betraying true self)
2. Adaptation: Assimilation and o Or unhealthy (forced
accommodation compliance)
3. Stages of Cognitive
Development: V. Self as Proactive and Agentic
 Sensorimotor (0-2
years)  Social Cognitive Theory: People can
 Preoperational (2-7 control their own lives
years)  Agent self: Involved in decision-
 Concrete Operations (7- making, self-control, taking charge
11 years)  Self-efficacy: Capacity to distinguish
 Formal Operations (12+ achievable and unachievable tasks
years)
E. THE SELF IN WESTERN AND
II. William James and the Me-Self, I-Self ORIENTAL / EASTERN THOUGHTS

 Me-Self (self as object):

1. Material self (possessions) I. WESTERN CONCEPT OF SELF
2. Social self (interactions with
society)  Thomas Aquinas: Body constitutes
3. Spiritual self (core values, individuality
personality)  Rene Descartes: "I think, therefore I
 I-Self (self as subject): Pure ego and am"
consciousness  Frank Johnson's four categories:
1. Analytical: Self as observer
III. Real and Ideal Self Concept separate from external objects
2. Monotheistic: Unitary
 Karen Horney: explanations, closed-system
o Idealized self: Imaginary picture view of self
with unlimited power 3. Individualistic: Self-expression
o Actual self: Who we really are and self-actualization are
o Real self: Revealed when important
resolving anxiety and conflicts 4. Materialistic/rationalistic:
 Carl Rogers: Emphasis on analytic-deductive
o Real self: Actual behavior thinking
o Ideal self: Who you would like
to become II. EASTERN CONCEPT OF SELF
o Congruence between real and
ideal self leads to self- A. The Self According to Buddhism
actualization
 Life as a way of living morally,
IV. True Self versus False Self (Donald W. mindfully, and developing wisdom
Winnicott)  Four Noble Truths:
1. Life is suffering
 2. Suffering is caused by craving 1. Impact of Body on Self-Development
and aversion o Physical appearance affects self-
3. Suffering can be overcome image and self-esteem
4. Eight Fold Path leads to the end o Body modifications reflect
of suffering desire to meet beauty standards
2. Cultural Perspectives on Beauty
B. The Self According to Confucianism o Beauty standards vary across
cultures
 Life as a blessing and opportunity to o Examples:
work for common good  Face tattoos in Māori
 Ren: Self possessing compassion for culture
others  Long necks in Kayan
 Junzi: Ideal person exhibiting tribe
refinement and compassion  Pale skin in Asian
countries
C. The Self According to Taoism  Full figures in
Mauritania
 Rejects hierarchical view of self  Body scars in Ethiopian
 Self as manifestation of Tao tribes
 Ideal self is selflessness 3. Media Influence on Beauty Standards
o Media reinforces cultural beauty
D. The Self in Islamic Tradition ideals
o 'Thin ideal' in Western media
 Nafs: Arabic word for self, refers to o Impact on adolescents' self-
psyche or soul image
 Self to be nurtured and self-regulated o Can lead to body dissatisfaction
 Used in both individualistic and 4. Body Image and Self-Esteem
collective sense o Body image: How you view
your physical self
III. Individualistic vs. Collective Self o Self-esteem: How much you
value yourself
 Western (Individualistic): o Negative body image can lead
o Focus on personal goals and to lower self-esteem
self-actualization o Positive body image contributes
o Emphasis on "I" and personal to higher self-esteem
identity 5. Healthy Body Image Indicators
o Dualistic nature (body and soul) o Seeing yourself as a whole
 Eastern (Collective): person, not just body parts
o Focus on group harmony and o Accepting your natural body
social roles shape and size
o Emphasis on "We" and o Feeling comfortable and
interconnectedness confident in your body
o "One Self" concept, no 6. Improving Self-Esteem
o Make a list of your strengths
separation of body and soul
o Give yourself daily
compliments
CHAPTER II: UNPACKING THE SELF
o Accept unchangeable aspects of
A. THE PHYSICAL SELF yourself
o Challenge negative self-talk
o Learn new skills
B. THE SEXUAL SELF

Primary Sexual Characteristics:

 Reproductive organs (e.g., ovaries,

testes)
 Females: First menarche (average age
12, normal range 10-15) Female Reproductive System:
 Males: Enlargement of penis and testes,
first spermarche (average age 13,  Key parts: Ovaries, Uterus, Cervix,
normal range 12-16) Vagina
 Functions: Produce ova, transport ova,
Secondary Sexual Characteristics: conception, menstruation, hormone
production
 Result of hormonal changes during
puberty
 Common in both sexes:
o Growth of pubic and underarm
hair
o Increase in height
o Increased sweating
 Females:
o Breast development
o Widening of hips
o Changes in labia minora Human Reproduction:
 Males:
o Facial hair growth  Average menstrual cycle: 28 days
o Voice deepening (Adam's  Ovulation occurs around day 14
apple)  Fertilization window: 12-24 hours after
o Broadening of shoulders and ovulation
chest  Sperm can survive up to 3 days in
female genital tract
THE HUMAN REPRODUCTIVE SYSTEM
THE SEXUAL RESPONSE CYCLE
Male Reproductive System:
Four phases (Masters and Johnson):
 Key parts: Scrotum, Testes, Penis,
Urethra, Vas Deferens 1. Excitement Phase
 Functions: Produce, maintain, and 2. Plateau Phase
transport sperm; discharge sperm; 3. Orgasm Phase
produce male sex hormones 4. Resolution Phase
  Ally, Androgynous, Asexual, Bisexual,
Cisgender, Coming out, Gay, Gender
dysphoria, Gender-fluid, Genderqueer,
Gender transition

SEXUAL HEALTH AND SEXUALLY

TRANSMITTED DISEASES/INFECTIONS

Sexually Transmitted Diseases:

 Common STDs: HIV/AIDS, Chlamydia,

Gonorrhea, Syphilis, Herpes, HPV
 Prevention: Safe sex practices, regular
testing
THE CHEMISTRY OF ATTRACTION,
LOVE AND ATTACHMENT Teenage Pregnancy:

Three categories:  Global issue with health, social, and

economic implications
1. Lust: Driven by testosterone and  Prevention: Comprehensive sex
estrogen education, access to contraception
2. Attraction: Involves dopamine,
norepinephrine, and serotonin SEXUALITY EDUCATION IN THE
3. Attachment: Involves oxytocin and PHILIPPINES
vasopressin
 Implemented through the K to 12 Basic
Education Curriculum
 Aims to provide age-appropriate and
culturally sensitive information

FAMILY PLANNING AND RESPONSIBLE

PARENTHOOD

Benefits of Family Planning:

DIVERSITY OF HUMAN SEXUALITY
 Improved maternal and child health
Key terms:  Economic benefits for families and
communities
 Sex: Biological categories (male,  Empowerment of women
female, intersex)
 Sexual Orientation: Emotional and Family Planning Methods:
sexual attraction
 Gender Identity: Internal sense of 1. Natural Methods:
gender o Rhythm/Calendar method
 Gender Expression: How gender is o Basal Body Temperature
expressed externally method
o Cervical Mucus method
LGBTQIA+ terms: o Symptothermal method
 o Lactational Amenorrhea o Requires daily temperature
Method (LAM) charting
2. Artificial Methods: o Abstain from unprotected sex
o Barrier methods (condoms, until 3 days after temperature
diaphragms) rise
o Hormonal methods (pills,
injections, implants) c) Sympto-Thermal Method
o Intrauterine Devices (IUDs)
o Sterilization (vasectomy, tubal o Combines multiple techniques
ligation) (mucus, temperature, cervical
position)
NATURAL CONTRACEPTIVE OPTIONS o May include other ovulation
signs (breast tenderness, back
1. Abstinence pain)
o 100% effective in preventing o Abstain from first sign of fertile
pregnancy mucus until 3 days after
o Also prevents sexually temperature rise
transmitted infections 5. Lactational Amenorrhea Method
o Requires complete avoidance of (LAM)
penetrative sex o Over 98% effective in first 6
2. Withdrawal (Coitus interruptus) months postpartum
o Male-controlled method o Relies on breastfeeding's effect
o Penis is withdrawn from vagina on ovulation
before ejaculation
o Less reliable than other methods  Requires exclusive breastfeeding and
3. Calendar Methods absence of menstruation
o Based on calculations of cycle
length Natural, temporary contraceptive
o Woman estimates fertile days method
based on past menstrual cycles  Based on exclusive breastfeeding
o Assumes cycle length  Effective for up to 6 months postpartum
consistency if specific criteria are met
4. Symptom-Based Methods
Key Points:
a) Ovulation Method/Billings
Method/Cervical Mucus Method  Natural methods require careful tracking
and understanding of the menstrual
o Based on changes in cervical cycle
secretions  Effectiveness varies widely based on
o Daily self-examination of correct and consistent use
cervical mucus  Most natural methods involve periods of
o Abstain or use barrier method abstinence or use of barrier methods
during fertile days during fertile periods
 LAM is highly effective but only
applicable to breastfeeding mothers in
b) Basal Body Temperature (BBT)
the first 6 months postpartum
Method
Advantages of Natural Methods:
o Tracks slight temperature rise
after ovulation (0.2 to 0.5°C)
 No medical side effects
  No cost or minimal cost
 Can be used to achieve or avoid
pregnancy
 Increases body awareness

Disadvantages:

 Requires significant commitment and

discipline
 May have lower effectiveness rates
compared to some artificial methods
 Does not protect against STIs (except
abstinence)
 May not be suitable for women with
irregular cycles