The Self from the •Socratic method -introspection to gain self-

Various Perspectives knowledge ("Know Thyself”)

❖ Philosophy Thyself")
❖ Sociology
❖ Anthropology Plato- Ancient Greek philosopher
❖ Psychology •Self is synonymous with soul. Soul is indeed
❖ Western & Oriental/Eastern the most divine
thought aspect of the human being which has three parts
namely appetitive (sensual- basic biological
Self (noun) needs), rational (reasoning - enables us to think
•An individual's typical character or deeply, make wise
behavior choices), and spirited (feeling - basic emotions).
•A person in prime condition.The union of • Theory of Forms -Asserted that physical world
elements such as body emotions, thoughts, and is not really the "real" world because the
sensations that constitute the individuality and ultimate reality exists beyond the physical
identity of a person. world. Since the soul is regarded as something
•The entire persona of an individual. permanent, man should give more importance to
it than the physical body.
Philos (love) +Sophia (wisdom) = "love of
wisdom” St. Augustine - Self was an inner immaterial "I"
that had self-knowledge and self-
awareness.
Different philosophical perspectives • He believed that the human being was both a
in the explanation of self soul and body, and the
body possessed senses such as imagination,
Socrates- ancient Greek philosopher memory, reason and mind through which the
soul experienced the world.
• The most important thing in life is the state of •The body is bound to die on earth and the soul
an individual soul.• The essence of the self--the is to anticipate living eternally in a realm of
soul--is the immortal entity. The soul strives for spiritual bliss in communion with God.
wisdom and perfection, and reason is the soul's God is transcendent and the self seeks to be
tool united with God through faith and reason.
• Reality consists of two dichotomous realms: •The goal of the human person is to attain this
Physical realm (body) communion and bliss
(body)- changing; Ideal realm (intellectual with the Divine by living his life on earth in
essences of the virtue.
universe) - unchanging, eternal
•"An unexamined life is not worth living." The Rene Descartes - French philosopher - the
individual person father of modern philosophy
can have a meaningful and happy life only if he •He wants to penetrate the nature of reasoning
becomes virtuous and knows the value of processand understand its relationship to the
himself. human self. "Cogito ergo sum"-I think,
therefore, I am.
•The act of thinking about the self--of being self- predictable, and most significantly, mine.
conscious--is in itself proof that there is a self. "Two components of self:
■ Theory of Rationalism - No rational person a. Inner self- includes rational, intellect, and
will doubt his or her own existence as a psychological state such as moods, feelings, and
conscious thinking entity while while we are sensations, pleasures and pain.
aware of thinking about our selves. b. Outer self- it includes your sense and the
physical world.
John Locke - English philosopher
• The human mind at birth is tabula rasa or a Sigmund Freud- Austrian psychoanalyst
blank slate •Levels of consciousness:
•Self is identified with consciousness and this a) Conscious - awareness of present
self consists of memory that the person existing perceptions, feelings,thoughts, memories and
now is the same person yesterday because fantasies at any particular moment• b) Pre-
he/she remembers the thoughts, experiences or conscious/subconscious - related to data that can
actions of the earlier self. readily be brought to consciousness
•Self-consciousness is necessary to have a c) Unconscious - refers to date retained but not
coherent personal (self) identity or knowledge of easily available to the individual's conscious
the self as person awareness or scrutiny, contains the basic
•Empiricism - the origin of all knowledge is instinctual drives including sexuality,
sense of experience. These experiences shape aggressiveness, and self-destruction, unfulfilled
and mold the self throughout a person's life. wishes andchildhood fantasies

David Hume - Scottish philosopher Gilbert Ryle - British philosopher

• The self is not an entity over and beyond the • Individual's actions define his/her own concept
physical body. of self• The self is best understood as a pattern
• Self was nothing but a series of incoherent of behavior, the tendency or disposition of a
impressions person to behave in a certain way in certain
received by the senses. Did not believe in the circumstances
existence of self; perceptions are only active as • The self is not an entity one can locate and
long as one is conscious.•What people analyze, but simply the convenient name that
experience is just a bundle or collection of people use to refer to all the behaviors that
different perceptions (Bundle Theory) people make.
• Contents of experience - there are only two •What truly matters is the behavior that a person
distinct entities:Impressions (basic sensations of manifests in
people's experience) and ideas (thoughts and in his day to day life.
images from impressions) “I act, therefore, I am.”

Immanuel Kant - German philosopher Paul Churchland -Canadian philosopher

•Human mind creates the structure of human • The self is inseparable from the brain and the
experience. physiology of the body Leliminative
• The self is an organizing principle that makes a materialism)
unified and intelligible experience possible. The • The physical brain and not the imaginary mind
self constructs its own own reality, actively gives people the sense of self
creating a world that is familiar,
•The mind does not really exist because it cannot • Maurice Merleau-Ponty-Self as an embodied
be experienced by the senses. subjectivity. Perception is conscious
•Theory of Materialism - the belief that experience.
nothing but matter exists. 21-22/26
ANTHROPOLOGICAL
Maurice Merleau-Ponty- French philosopher PERSPECTIVE OF
Self as an embodied subjectivity. The mind and THE SELF
body are intrinsically connected. Body is part of
the mind and the mind is part of the body. Anthropology stemmed from two Greek words,
• Consciousness, the world, and the human body 'anthropos' meaning man.
are intricately intertwined in perceiving the 'logus' meaning study or science.
world.
•All knowledge about the self is based on the Anthropology - The science of man. It is
"phenomena" of experience concerned about the various aspects of the
Perception is not merely a consequence of human species, irrespective of time and place,
sensory experience; rather, it is a conscious from ancient to the contemporary.
experience.
Self as Embedded in Culture
SUMMARY
Self-concept refers to all understanding and
• Socrates - every human possesses an immortal knowledge of oneself. The components of self-
soul;"An unexamined life is not worth concepts include: psychological, physical and
living." social attitudes, ideas and beliefs that one has.
•Plato- three aspects of the soul/self-appetitive,
rational, and spirited Culture has such a greater influence on an
• Augustine-the self seeks to be united with God individual's life contributing majorly to the self-
through faith and reason. concept of an individual. The influence might
• Rene Descartes-the self as a thinking entity; "I either be negative or positive depending on the
think, therefore, I am." type of culture that one has been brought up in.
■ John Locke- the origin of all knowledge is
sense of experience Edward Taylor - defined the culture that it is a
• David Hume -Self was nothing but a series of complex whole which includes knowledge,
incoherent impressions received by the belief, art, morals, law, customs, and any other
senses. No self. capabilities and habits acquired by man.
•Immanuel Kant - The self is an organizing
principle; constructs its own reality Material culture refers to the physical objects,
•Sigmund Freud - three levels of resources, and spaces that people use to define
consciousness theirculture. These include homes,
• Gilbert Ryle- Individual's actions define neighborhoods, cities,
his/her own concept of self schools, churches, synagogues, temples,
• Paul Churchland- The self is inseparable mosques, offices, factories and plants, tools,
from the brain. The brain gives people the sense means of production, goods and products, stores,
of self and so forth. All of these physical aspects of a
culture help to define its members'
behaviors and perceptions. ● School
● Media
Non-material culture refers to the nonphysical
ideas that people have about their culture, Identity formation is the development
including beliefs, values, rules, norms, morals, of our distinct personality and sense
language, organizations, and institutions. For of self. Sociology helps us understand
instance, the non- material cultural concept of that identity is not fixed but is
religion consists of a set of ideas and beliefs constantly shaped by social
about God, worship, morals, and ethics. interactions and experiences.

Two Anthropological Perspective of the Self This includes:

● Social Rules
1. Egocentric - a concept of the self where the ● Culture
self is seen as an autonomous and distinct ● Social Groups
individual. Influence of Social Groups - Social groups
2. Socio-centric - according to this view, there influence our thoughts, behaviors, and self-
is non intrinsic self that can possess enduring concept. We often compare
qualities ourselves to others within our
groups, which can affect our
Our Bodies and Culture self-esteem and confidence.

Culture influences our body image. Consciously Reference group - These are groups that
or unconsciously, your body image or your individuals use as a standard for
perception of your body or that of others is evaluating themselves and their
largely influenced by your culture. Your bodies own behavior.
and what you do with it is a reflection of the life
you live and the culture you were accustomed In groups & Out groups - In-groups are groups
to. with which we identify and feel a sense of
belonging, while out-groups are
SOCIOLOGY - Sociology is the study of those we do not identify with.
society, human behavior, and
the interactions between THE SELF AND THE
individuals and groups. DEVELOPMENT OF THE SOCIAL
WORLD
SOCIALIZATION - Socialization is the
process through which individuals learn and The self is a central concept in understanding
internalize human behavior and social interaction.
the values, norms, and behaviors that
are considered acceptable in their MEAD’S THEORY OF SELF - Mead
society. emphasized that the self is developed through
socialexperiences and communication with
KEY AGENTS OF SOCIALIZATION others. The "I" and the "Me":
● Family - The "I" represents the spontaneous, less
● Peers socialized aspect of the
self. deeply embedded in the social and cultural
- The "Me" is the part of the self that is shaped context.
by social interactions, the internalized attitudes - Social interactions, especially within the family
of others. and educational settings, play a critical role in
shaping the self.
Symbolic Interactionism:
-Language and symbols are crucial in the SELF IN FAMILIES - Family is the
development of the self. foundation of who we become. We're born with
- Through interactions, individuals learn to take certain traits, but the family environment shapes
the perspective of our self-identity. From birth, we learn behaviors,
others, a process Mead called "role-taking." values, and social norms from our family. It's
where we develop language, respect, and basic
Impact on Social Development: manners.
- Mead’s theory highlights the importance of
society in shaping personal identity. Socialization and the Self
- The self emerges through the process of
socialization, where individuals learn societal Agents of Socialization:
norms and values. - Family: The primary agent, responsible for
early emotional bonds and the initial
Vygotsky’s Sociocultural Theory development of self-concept.
Vygotsky believed that cognitive development is - Peers: Influence social behavior, group
heavilyinfluenced by social interactions within a norms, and self-identity during childhood and
cultural context. adolescence.
- Language is a primary tool for cognitive -Schools: Introduce societal expectations,
development and discipline, and the concept of achievement,
self-awareness. further shaping the self.
-Media: Exposes individuals to broader cultural
Zone of Proximal Development (ZPD): norms and values, influencing self-image and
- Refers to the difference between what a child identity.
can do independently and what they can achieve
with guidance from more knowledgeable others. Cultural Impact:
- Social interaction is essential for learning, as it - Culture provides the norms, values, and
helpsindividuals move through their ZPD. beliefs that individuals internalize during
Scaffolding: socialization.
- The process by which a more knowledgeable - The development of self is influenced by the
person (teacher, parent, peer) provides cultural context, which dictates what behaviors
temporary support to a learner. and characteristics are valued.
- As the learner’s skills increase, the support is
gradually removed, leading to independent GENDER AND THE SELF
functioning.
Application to Self-Development: Gender Socialization:
- Vygotsky’s theory suggests that the self is not - Cultural Expectations: Gender roles are
just a product of individual experiences but is learned through
socialization, starting from birth.
Influence on Identity: contains memories, including those
- Children learn what behaviors are considered that have been suppressed.
appropriate for
their gender, which influences their self-concept.
- Gender norms can limit or expand the
possibilities for self-
expression. COGNITIVE SYSTEMS

Variability Across Cultures: EGO - one's conscious mind, the part of the
- Different cultures have varying expectations psyche that includes perceptions, thoughts,
for gender feelings, and memories.
roles, impacting how individuals experience and PERSONAL UNCONSCIOUS – includes the
express their repressed experiences.
gender identity. COLLECTIVE UNCONSCIOUS – human
Contemporary Issues: psyche that includes experiences all humans
- Discussions on gender identity, gender fluidity, share or in common.
and the
breaking down of traditional gender roles are THE 4 MAJOR ARCHETYPES
increasingly
relevant in understanding the self. THE PERSONA
- The role of media and social movements in - refers to social roles that individuals
reshaping gender present to others.
expectations. THE SHADOW
- Refers to the repressed thoughts that
are unacceptable. This archetype is often
PSYCHOLOGY - Scientific study of mind and considered as the dark side of the psyche.
behavior. THE ANIMUS/ ANIMA
- The anima is the feminine side of the
THE SELF AS A COGNITIVE male psyche while the animus is the
CONSTRUCTION masculine side of the female psyche.
THE SELF
COGNITIVE- Conscious intellectual activity - the central archetype that unites all
e.g. thinking. Reasoning, and remembering. parts of the psyche. The ego is the
-Natural for Self to form theory about individual’s conscious perception of the
himself and a single entity and as a self.
group and to make meaning of one's
existence and experience. JEAN PIAGET
SWISS CLINICAL PSYCHOLOGIST (1896 –
CARL JUNG - An American Psychologist, 1980). - Known for his pioneering work in child
suggested that archetypes were development, focusing on the intellectual and
archaic forms of innate human cognitive behaviour of children. Proposed the
knowledge passed down from our theory of cognitive development.
ancestors. The ego represents the conscious
mind, and the personal unconscious Components of Cognitive development theory
Schemas/schemes CARL ROGERS - An American Psychologist,
- Building blocks of knowledge, defined that the self is a flexible
Mental structure that people use and changing perception of
to understand their environment personal identity.
and designate actions. - According to Rogers, human
Adaptation process beings are always striving for
- How cognitive development and self- fulfillment, or self-
learning occurs, ability to actualization.
adjust new information and
experiences. THE REAL SELF AND IDEAL SELF - The
closer (congruent) the ideal self is to the real
Stages of development self, the more fulfilled and happy the individual
- Sensorimotor intelligence, preoperational becomes. The farther(incongruent) the
thinking, concrete ideal self is to the real self leads to unhappy and
preoperational thinking, formal operational dissatisfied person.
thinking.
The ideal self is the person’s
Robert j. Havighurst - Proposed the conception of what one should be
developmental task theory in 1972 which or wanted to be that includes
identified six age specific life one’s goals and ambitions in life.
stages covering birth to old age,
each one with a discrete set of False self vs True self
developmental tasks. These
tasks are derived from physical False Self - When the person has to comply with
maturation, personal values and external rules, such as being polite or
the pressures of society. otherwise following social codes, then a
false self is used. The false self
William James (1842-1910) constantly seeks to anticipate demands
- Was one of the first to postulate a theory of the of others in order to maintain the
self in The Principles of relationship.
Psychology, he described the two aspects of the - Using A façade or a different persona
self that he termed the to fit in a group or community.
“I-self” and “Me-Self.”
- The I-Self reflects what people see or perceive True Self - There is true self that has a sense of
themselves doing in the integrity, of connected wholeness
physical world (e.g., recognizing that one is that harks to the early stage.
walking, eating, etc.). - Authentic, genuine, and spontaneous
- The Me-Self is a more subjective and experience.
psychological phenomenon,
referring to individuals’ reflections about TRAIT THEORY OF PERSONALITY
themselves (e.g. GORDON ALLPORT (1936) - Proposed the
Characterizing oneself as athletic, smart, and idea that individuals have different main
cooperative).
personalities and traits, which he categorized PROACTIVE PERTAINS - To the ability of a
into 3 levels. person to think and analyze the possible
outcomes of an action beforehand. A
Cardinal traits characteristic which has implications for
-dominant trait that motivation and action.
defines and individual. AGENTIC - Pertains to the ability of a person
(ex. Good, evil, rebel, to react, respond, and reflect to an event or a
holy, ruthless, etc.) situation. Is determined by future assessments of
one's goals, objectives, and actions.
Central traits
-characteristics that ANTHROPOLOGICAL
form basic personality PERSPECTIVE
foundations.(ex. Honest,
shy, intelligent, anxious, Three-Phased Rite of Passage
Sensitive, etc.)
Arnold van Gennep- Van Gennep is best
Secondary traits known for his work regarding rites of passage
-Secondary traits are ceremonies and his significant works in modern
sometimes related to French folklore. He is recognized as the founder
attitudes. They often of folklore studies in France.
appear only in certain
situations SEPARATION PHASE
• in this phase, people detach
MULTIPLE SELF VS UNIFIED SELF from their former identity to
another.
Multiple self • refers to a critical period in which
COMPOSED OF MANY individuals begin to establish their
DIFFERENT SELF- STATES. own identities apart from external
“appear, one after influences, particularly from family,
another and side-by side societal expectations, and cultural
in the consciousness.” norms.
-I AS A: (TRAITS LIKE
CONSERVATIVE, INTROVERT, LIMININALITY PHASE
CALM, OPEN-MINDED, ETC.) • in this phase, a person transitions from one
identity to another.
UNIFIED SELF • It is a period where individuals may feel
-Different self-states but sufficiently compatible detached from their previous identities while
to allow for internal conflicts of wishes and not yet fully embodying their new selves.
desires within the person. This phase can be disorienting, as it involves
- I am all of those at the same person navigating uncertainty and exploring new
possibilities.
THE SELF AS PROACTIVE AND
AGENTIC INCORPORATION PHASE
• in this phase, the change in one's
status is officially incorporated. COLLECTIVISM emphasizes the
• it signifies the formal reintegration of interconnectedness of individuals within their
the individual into society after social groups, such as family or community.
undergoing a significant transformation. people in eastern cultures often see themselves
Understanding this phase provides as part of a larger whole, with their identity
insight into how cultural practices shape linked to their relationships and social roles.
identity and social roles.
Identity Struggles- a term coined by Wallace SELF CONCEPT often involves harmony with
and Fogelson to characterize interaction in others and balance within one's
which there is a discrepancy between role in the community. there's a greater focus on
the identity a person claims to possess and the social responsibilities and interconnectedness
identity attributed to that person by other. rather than individual
achievement.
Self-identification- in order to attain this,
individuals have to overcome many obstacles EASTERN CULTURE

Katherine Ewing- formulated the "Illusion of 1.Interconnectedness - individuals are seen as

Wholeness" part of a larger network such as family,
•Illusion of Wholeness- implies that the community, or society. identity is often defined
cohesiveness in relation to others rather than in isolation.
and continuity of self are only illusory .
•Cultural Differences- exists when groups of 2. Role and Harmony:-
people assign different meanings to different life people's roles within their social context (e.g.,
events and things family roles, societal duties) play a significant
part in shaping their sense of self maintaining
harmony and fulfilling these roles are important
THE SELF IN EASTERN AND WESTERN aspects of identity.
THOUGHT
3. Relational Self - the self is often
WESTERN CONCEPT OF SELF understood in terms of relationships and social
dynamics, rather than personal attributes or
INDIVIDUALISM emphasizes personal achievements.
identity, autonomy, and self-expression.people
in western cultures often view themselves as 4. Holistic Perspective - there is an emphasis on
separate individuals with unique traits and balance and integration of various
rights. aspects of life, including physical,
emotional, and spiritual dimensions,which
SELF CONCEPT tends to focus on internal contribute to a sense of self.
attributes and personal
achievements, with an emphasis on self-esteem THERE ARE SEVERAL
and personal goals. NOTABLE PHILOSOPHERS IN EASTERN
THOUGHT. SOME KEY FIGURES
EASTERN CONCEPT OF SELF INCLUDE:
CONFUCIUS (KONG FUZI) - a central figure important aspects of the
in Confucianism,he emphasized ethics, family western self-concept.
loyalty, and social harmony. his teachings focus personal success and
on moral values and proper conduct in various validation often play
relationships. significant roles in how
one views oneself.

LAOZI -attributed author of the *Tao Te 4.Personal Freedom -

Ching" and a foundational figure in Taoism. He self-worth and
advocated for living in harmony with the Tao confidence are
(the Way),emphasizing simplicity, important aspects of the
naturalness, and non-action. western self-concept.
personal success and
ZHUANGZI - a prominent Taoist philosopher validation often play
known for his significant roles in how
work “Zhuangzi”,, which one views oneself.
explores themes of
relativism, spontaneity, and WESTERN PHILOSOPHY HAS
the nature of reality. A RICH TRADITION WITH
MANY INFLUENTIAL THINKERS. SOME
SIDDHARTHA GAUTAMA KEY FIGURES INCLUDE:
(THE BUDDHA) - founder of Buddhism, his
teachings revolve around the Four Noble Truths SOCRATES
and the Eightfold Path, aiming to understand and known for his method of
overcome suffering questioning and emphasis
on ethical inquiry,
WESTERN CULTURE Socrates focused on
understanding virtue and
1.Individualism - the good life.
the self is often viewed
as an independent, autonomous entity with its PLATO
own unique identity and rights. personal a student of Socrates,
goals and self- Plato founded the
expression are central to Academy and wrote dialogues exploring justice,
one's sense of self. reality, and
knowledge. his theory of
2.Self Identity - identity is frequently defined forms is a key
by personal attributes, contribution.
achievements, and selfconcept. there is a focus
on internal characteristics and ARISTOTLE
personal development a student of Plato,
Aristotle made significant
3.Self-Esteem - Self-worth and contributions to logic,
confidence are ethics, politics, and
natural sciences. his works include the
“Nicomachean Ethics” and Politics

RENE DESCARTES
a central figure in modern
philosophy, Descartes is
famous for his method of
doubt and the phrase "I
think, therefore I am." he
contributed to
epistemology and
rationalism.

IMMANUEL KANT
known for his work in
epistemology and ethics,
Kant developed the
concept of the categorical
imperative and explored
the nature of knowledge and morality in works
like “Critique of Pure Reason”.

FRIEDRICH NIETZSCHE
a philosopher known for his critique of
traditional values and his concept of the "will to
power." his
works include *Thus Spoke Zarathustra* and
*Beyond Good and Evil*.