REVIEWER Psyche (human soul) is composed of three

elements (3 components of the soul)

UNDERSTANDING THE SELF
1. Appetitive - pursues desires and basic needs
LESSON 1
such as hunger, thirst,
Understanding the Self
and sexual desire
Who you are who you want to be, who
2. Spirited – emotion and passion; basic
society wants you to be, and who you can emotions such as love,

be are some of the ideas that we will anger; ambition, empathy and aggressiveness

explore. 3. Rational/Mind (nous) – the most superior;

uses reason and
intellection; It decides, analyzes, thinks ahead,
PHILOSOPHICAL VIEWS OF THE SELF proposes what is
Philia- Love + Sophia- Wisdom = PHILOSOPHY best, and rationally controls both the appetitive
and spirited element

Socrates of the psyche.

▪ Suggests to “know thyself” The Human Soul in Everyday College Life

▪ Socrates is concerned with the problem of the Appetitive – want to make friends, hangout, eat
self? favorite

▪ What is self and the qualities that define it? foods, do thrilling activities, inuman

▪ DUALISTIC - every man is composed of body Spirited – professors challenging students to

and soul (the soul exist before the body) excel in

> The body is imperfect and impermanent academics, overcome challenges

> The soul is the opposite Mind – controls both, understanding the limits of
the self
▪ Philosophers agree that self-knowledge is a pre-
requisite to a happy and meaningful life. and comply to ethical standards

▪ “The unexamined life is not worth-living.” -

we should know how to question the existence of Plato believes that genuine happiness can only
life, reflect, question ideas and etc. be achieved by people who consistently make
sure that their reason is in control of their spirits
and appetites.
Experience will eventually better understand the
core of the self which he called the Psyche.
The soul is that which makes a person a person.
The soul is the essence of the self.
Plato
▪A student of Socrates
Aristotle
▪Also believed in the concept of the soul- the true
self. ▪ A student of Plato
▪ The body and soul are not two separate
elements but are one
The Soul was immortal and existed before and
after life on earth. thing
▪ The soul is simply the form of the body and is
not capable of
existing without the body; the body dies without ▪”Cogito, ergo Sum” – “I think therefore I am” or
the soul “I doubt, therefore I exist”
▪ Aristotle suggests that anything with life has a ▪The mere fact that I doubt, that mean I exist.
soul.
Three Kinds of Soul
The self is consciousness.
Vegetative – includes the physical body that can
grow
John Locke
(reproduction and growth)
▪ The human mind at birth is a tabula rasa.
Sentient – includes the sensual desires, feelings
and emotions (mobility and sensation) ▪ Tabula Rasa - when a person is born, he is
clueless; a person is a blank slate at birth and
Rational – is what makes a man, human. It
experiences make up someone’s identity
includes the intellect that makes a man know and
understand (thought and reflection) ▪When a baby is born, he knows absolutely
nothing.
▪ In essence, he argued that a baby’s brain is
I am doubting, therefore I am.
empty and ready to learn everything through
experience
St. Augustine
▪Integrated the ideas of Plato and Christianity There is no self.
▪The soul is united with the body so that man may
be entire and complete
David Hume
▪Believed that humankind is created in the image
▪ All knowledge is derived from human senses
and likeness of God
▪ Influenced by Empiricism - knowledge is derived
▪Therefore the human person is always geared
from sense-experience
towards good
Self is simply a bundle or collection of different
▪Self knowledge is a consequence of knowledge
perceptions
of God
▪The idea of personal identity is a result of
▪To St. Augustine, man’s end goal is happiness.
imagination
▪In order to achieve happiness, we must succumb
▪All we know about ourselves are just bundles
to the vices and pleasures of the world
of temporary impressions.
Only in God can man attain true and eternal
happiness; for us to attain communion with
the divine We construct the self.
Cogito Ergo Sum
“I think, therefore I am.” Immanuel Kant
Synthesized the rationalist view of Descartes and
the empiricist views of Locke and Hume.
Rene Descartes
▪The self constructs its own reality creating a
▪Father of Modern Philosophy
world that is familiar and predictable.
▪Everything must be subjected to doubt. Doubts
▪We all have an inner and outer self which
the existence of his own physical body. The
together form our consciousness.
existence of the physical body is not the proof
that you exist. ▪The inner self is comprised of our psychological
state and our rational intellect
▪The outer self includes our sense and the
physical world
LESSON 2
Sociology
The Self is the way people behave.
▪the study of human social relationships and
institutions.
Gilbert Ryle ▪refers to social behavior, society, patterns of
social relationship, social interaction and culture
▪Denies the existence of internal, non-physical
that surrounds everyday life.
self.
The Self as a product of Modern Society
▪The self is not an entity one can locate. It is a
Among Others
name we use to refer to all behavior.
▪With modernization, the self becomes a
▪The thinking “I” will never be found because it is
‘delocalized self’ which is free to seek its own
just a “ghost in
identity, free from customary constraints, hence,
the machine” deviating from the traditional way of life.

▪I act, therefore I am; You are what you do. The ▪For the individual to discover the ‘true’ and
self is the same as bodily behavior. ‘authentic’ part of herself, she needs to realize her
full potential, thus the need to abolish repressive
social constraints.
The Self is the brain. Post-modern view of the Self
▪The self is a product of modern discourse that is
Paul Churchland historically and socially imprisoned by what is
▪Self is inseparable from the brain and the acceptable norms, etc.
physiology of
▪Self in post modernity is complicated by
the body. electronic mediated virtual interaction of cyber
▪All we have is the brain. And so, if the brain is self
gone, there is no self. The Self as a product of Social Interaction
▪Eliminative materialism – neuroscience into the ▪The self is not present at birth. It develops only
fore of understanding the self. with social experiencewherein language,
▪EM sees the failure of folk psychology in gestures, and objects are used to communicate
explaining basic concepts such as sleep, meaningfully.
learning, mental illness and the like. The Self as a product of Social Interaction
based on the assumption that:
The Self is embodied subjectivity. HUMAN BEHAVIOR IS INFLUENCED BY
GROUP LIFE.

Maurice Merleau-Ponty
▪ Denies the dualistic ideas SOCIAL CONSTRUCT OF THE SELF

▪ The mind and the body cannot be separated. ▪ Self is not discovered. It is made through the

▪ Supports the emerging trends in understanding socialization process.

the self. ▪ But individuals are not just hapless victims of
▪ All knowledge of ourselves and our world, is socialization. An individual is an active,
based on subjective experience strategizing agent that negotiates for the definition
of himself. (Ikaw ang gumagawa ng kung
ano/sino ka.)
▪ We construct ourselves based on our social ▪Part of how we see ourselves comes from our
roles through socialization agents- family, school, perception of how others see us. (Cooley, 1902)
etc.
▪A person’s self grows out of a person’s social
interactions with others.
2. Mead’s Theory of Self
▪People whom a person interacts become a
(Theory of Self Development) mirror in which he views himself.
▪ The self is not there from birth, but it is
developed over time from social experiences Labeling Bias
and activities ▪ occurs when we are labeled, and others’ views
and expectations of us are affected by that
2. Mead’s Theory of Self
labeling.
(Two Sides of Self)
Self-Labeling
▪ The self is made or has two phases:
▪ if we are repeatedly labeled by others
1) the “I” (the present and future phase of the
▪ when we adopt others’ labels explicitly into
self) response of an individual to the attitudes of
others; self as subject; represents the our self-concept
spontaneous and unique traits of the individual;
▪ eventually leading to internalized prejudice
subjective element and the active side of the self;
the response of the individual to the me (individuals turn prejudice directed toward
2) the “Me” (the socialized aspect) represents them by others onto themselves).
the learned behaviors, attitudes and expectations
of others and the society; self as object; Social Comparison Theory: Our Sense of Self
represents the “internalized” attitudes, is Influenced by Comparison with Others
expectations and demands of other people;
objective element of the self ▪ When we learn about our abilities and skills,
about the appropriateness and validity of our
- what is learned in interactions with others and opinions, and about our relative social status, by
with the environment comparing our own attitudes, beliefs and
behaviors with those of others.

2.1 Mead’s 3 Stages of Development of Self LESSON 3

Stage 1: The Preparatory Stage - Language ANTHROPOLOGY

(birth-2 years old) ▪ Anthropos (human) and Logos (study)
Children mimic those around them. ▪ The study of humankind in all times and
Stage 2: The Play Stage (2-6 years old) places.
Children play pretend and do not adhere to the ▪ Important concepts in Anthropology:
rules in organized games
▪ Culture
Stage 3: The Game Stage (7 onwards)
▪ Enculturation
Children begin to understand and adhere to the
rules of the games. CULTURE
▪ systems of human behavior and thought; all
customs, traditions and capabilities of humans as
3. Looking-Glass Self (Charles Cooley) they function in society; things that people need
Our Sense of Self is Influenced by Others to know to function in society; it is symbolic
View of Us ENCULTURATION
▪ transmission of culture from one generation to 1) biologically attuned to respond to his/her
the next
environment
2) variably self-aware of the mechanisms of the
elements of culture working within the self, and
Self-Awareness 3) self-reflexive of the uniqueness and differences
of all other selves and everything else around.
▪ “that which permits one to assume responsibility
for one’s own conduct, to learn how to react to Two Anthropological Perspectives of the Self
others, and to assume a variety of roles”
Egocentric - a concept of the self where the self
(Haviland, 2003)
is
▪ your ability to perceive and understand the
seen as an autonomous and distinct individual.
things that make you who you are as an
individual, including your personality, actions, Socio-centric - according to this view, there is no
values, beliefs, emotions, and thoughts
intrinsic self that can possess enduring qualities.
▪ In the continued process of self-awareness, the
child will eventually develop his or her identity Imagine there are two friends, Sam and Alex.

Self and Behavioral Environment Egocentric Mindset (Sam):

▪ In order to strengthen the identity of the self, one Sam really wants to play with the new toy that just
came out.
must grasp the different behavioral orientations:
Sam thinks "I really want that toy for myself. I
1) Object orientation – in relation to surrounding don't care if Alex wants to play with it too, I'm
going to make sure I get it first." Sam is focused
objects
only on their own desires and doesn't consider
2) Spatial orientation – personal space in relation how their actions might impact their friend Alex.
to other people or things
Sociocentric Mindset (Alex):
3) Temporal orientation – sense of time
Alex also really wants to play with the new toy.
4) Normative orientation – accepted norms in the
But Alex thinks "Hmm, Sam also really wants to
community
play with it. Maybe we can take turns or figure out
Self Embedded in Culture a way we can both enjoy it." Alex is thinking about
the needs and feelings of both themselves and
▪ When the self is able to distinguish what is
their friend Sam. They want to find a solution that
acceptable behavior and what is not, it only works for everyone, not just themselves.

follows that the self is already able to Key Terms

recognize the differences of one’s self and the Social Identities - people construct their self-
identity from the similarities and differences in
other. characteristics among individuals.
▪ Can only be embraced when the self Example: You have categorized yourself as a
recognizes its relation to everything else. student, the chances are you will adopt the
identity of a student and begin to act in the ways
Cultural Degradation you believe students act (and conform to the
norms of the group)
▪Cultural genocide; loss of particular culture
Family Membership - the most significant
due to assimilation or loss of interest
feature to determine a person's social identity.
▪ culture is also lost through continued violence,
Example: A person’s social identity can be
genocide, inability to respect tradition, religions, determined based on the influence of his/her
beliefs etc. family background (history, status, traits, or even
resources)
In anthropology, the self is recognized as:
Language - viewed as an essential for the ▪ Me - the self as the known; one of the many
maintenance of group identity.
things that I may be conscious of- physical
Example: As people become members of a social
self, material self and spiritual self.
group and learn to share that group's identity,
they need to adapt to the group’s language
Religious Affiliation - an important marker for Example
group identity in a given society.
Me-Self: Your social media bio, your pictures,
Example: In a predominantly Catholic country, the your
majority of Filipinos qualify themselves as
members of the Roman Catholic Church. achievements—everything that people see about
you. It’s your identity as presented to the world.
Name - an important device to individualize a
person and legitimize him or her as a member of I-Self: The part of you that decides what to post,
a social group. thinks about how others will react, and reflects on
how you feel about your online presence.
Example: When you were born, you were given a
name documented through a birth certificate to KAREN HORNEY German Psychoanalyst
legalize your birth. ▪ famous for her theory of neurotic needs,
LESSON 4 feminine psychology and her critique on some of
Freud’s concepts
PSYCHOLOGICAL VIEW OF THE SELF
Ideal, Actual and Real Self
PSYCHOLOGY
▪ Because people feel inferior, an idealized-self
▪The study of human mind and behavior.
image- imaginary picture of the self as the
▪Psychology of the self focuses on the
representation of the individual based on his/her possessor of unlimited powers and superlative
experiences. qualities is developed
WILLIAM JAMES ▪ The actual self is the person one is in, in
American Philosopher and Psychologist everyday life
▪ famous for helping to found psychology as a ▪ The real self is revealed when dealing with
formal discipline basic
▪ establishing the school of functionalism in anxiety and find ways when it comes to resolving
psychology (the mind is a functional tool that
allows us to adapt to our environment) conflicts

ex. educational system CARL ROGERS American Psychologist

Functionalism ▪ one of the founders of humanistic psychology

Imagine a big school, like BU. Everyone in the Ideal Self and Real Self
school has a jobto do—teachers teach, students
▪ The Real Self includes all those aspects of
learn, janitors clean, and the principal makes sure
one’s being and one’s experiences that are
everything runs smoothly. If one part stops
perceived in awareness by the individual; it is the
working, like if the teachers stop teaching, the
part of ourselves that we feel, think, look and act
whole school would have problems, right?
involving our self-image.
Functionalism is a way of thinking that says
every person and every job has an important role ▪ The Ideal Self revolves around goals and
in making the world work.
ambitions in life, is dynamic, the idealized
Me-Self and I-Self
image that we have developed over time.
▪ I - the self that is the knower; it is the pure ego
▪ Material Self - things that belong to us
and it is consciousness itself
or we belong to. (Ex. clothes, body, family, acquire knowledge and identity through
money) perception and reflection.
▪ Social Self - who we are in a given social Freud’s theory of self - The self is divided into
situation three parts: the id (drives and desires), the ego
(reality principle), and the superego (internalized
▪ Spiritual Self - who we are at our core
morals). These parts interact to create our
personality and behavior. The Individual Self -The
self is a distinct, autonomous entity, separate from
others and the external world.
LESSON 5
EASTERN AND WESTERN VIEW OF THE SELF Difference Between Western Perspectives and
▪Different cultures and varying environment tend Eastern Perspectives
to create different perceptions of the “self” and Western Perspective
one of the most common distinctions between
cultures and people is the Eastern and Western ▪Views self as distinct from the world, with
perspective individual characteristics and desires

▪The Eastern perspective represents Asia and the ▪Focuses on individual happiness, success, and
Western perspective represents the Europe and living a meaningful life
the North America.
▪Western perspectives often seek to "dominate"
EASTERN VIEW OF THE SELF nature and control their environment

EASTERN ▪Western communication tends to be direct and

explicit
Perspective of the Self
▪Focusing on progress and achieving goals.
▪ Confucianism - the self is defined by its
relationships to others, particularly family and ▪Their theological view is monotheistic
society.
Eastern Perspective
▪ Taoism - The self is seen as interconnected
▪Views self and world as interconnected, not
with the natural world and the flow of the Tao
separate entities
(universal way).
▪Aims for liberation from suffering and achieving
▪ Buddhism - the self is seen as an illusion, a
enlightenment
temporary product of karma and clinging. The
goal of life is to achieve enlightenment, which ▪Eastern traditions focus on living in harmony with
is the liberation from suffering by letting go of the universe
attachment to the self and the world.
▪Eastern cultures are indirect and subtle in terms
▪ Hinduism - the self is called the Atman, which is of communication
the human soul that is ultimately one with
▪Emphasizing acceptance and understanding the
Brahman, the universal divine ground of all being.
flow of life.
The goal of life is to realize this oneness
through spiritual practice. ▪Their theological view is polytheistic
WESTERN Similarities Between Western Perspectives
and Eastern Perspectives
Perspective of the Self
Both perspective desires for Happiness and
The Rational Self - The essence of self lies in
Meaning
thought ("I think, therefore I am"). We are rational
beings, separate from the body and capable of ▪ Both Eastern and Western philosophies seek
understanding the world through reason. answers to the same questions about human
existence: What is the meaning of life? How can
The Empirical Self - The self is a blank slate
we achieve happiness and fulfillment? Even
shaped by experience through the senses. We
though the answers may differ, the desire for a
meaningful and happy life is the same between
the two.
Both emphasizes the Importance of ethical
behavior
▪ Both perspectives emphasize the importance of
ethical behavior. Eastern philosophies like
Confucianism highlight social harmony and
fulfilling one's role within society, while Western
ethics often focus on individual rights and respect
for others.
Both aims to understand thyself
▪ Both perspectives encourage exploring and
understanding oneself. Western psychology
studies the individual motivations and
subconscious aspects, while Eastern traditions
like Buddhism promote meditation and
mindfulness to gain insight about the self's true
nature.