UTS For Student PDF

 

PREFACE

UNDERSTANDING THE SELF is SELF is a three (3) unit course with 3 hours lecture every week for 54 hours in the semester. The nature of this course deals with the identity, factors and forces that impact the improvement and care of individual identity. The pronouncement to go on oneself has inspired in numerous and varied ways to follow. Among the questions that are frequently asked by many people ”Who am I” asking this question are usually troubled with their identity and are exploring for the awareness of themselves. The incongruity is that if you look more on to view who you are, the much flimsy you are apt to look about yourself. This course is supposed to help the search of the concerns and issues on self and identity and it seeks to fit this end by consolidating all the personal with the scholarly matters discussed in the day to day experiences of students. In this course it is divided into three major parts: The first part [Unit I]seeks to help and understand the construction of the self from several perspectives such as, philosophy, sociology, anthropology, and psychology as also the traditional division between the East and West each searching to give answers to the question of“ who am I”.  The second part [Unit II] looks for some of the several views of the self, such as the physical, sexual, spiritual, political, material, and digital self the period of the new generation [GEN Z]. The final part [Unit III] identifies the three areas of interest for young generations, such as, learning, goal setting, and managing stress. It also gives a more applicable application of the ideas delivered in this course. Enables them the personal experience of developing themself, helping them to plan for self-regulated learning, goal setting, and self-care. (CHED Training Second Batch Generation).

 

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All parts of this book are reserved and belong to the author. Reproducing any parts of this book without permission from the author is prohibited.

Clarinda A. Reyes Eric G. Claudio Authors Karen Jann M. Aquino Crisanto D. de Jesus Jesus Mary Claire D. Calura Melissa Belinda P. Faronilo Elizabeth S. Manuel Venus A. Vitles Co-Authors

 Andrelenz Buenaventura Maureen Joyce Santiago Contributors

Copyright 2020 by NEUST All Rights Reserved

Printed and Published by: Nueva Ecija University of Science and Technology Gen. Tinio Street, S treet, Quezon District, Cabanatuan City Telephone No. (044) 463-1201

 

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TABLE OF CONTENTS

 

PREFACE

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INTRODUCTION TO THE UNDERSTANDING THE SELF “WHO AM I” 

iv

Unit 1: THE SELF FROM VARIOUS PERSPECTIVE

1 

Philosopher’s Perspective of the Self  

2

Self From the Perspective Sociology

8

Self From the Perspective of Anthropology

12

Self From the Perspective of Psychology

15

The Self From Eastern and Western

19

UNIT II: UNPACKING THE SELF  SELF 

39

The Physical Self

24

The Sexual Self Sex and Human Values

28 28

Material/Economic Self I Shop Therefore I am, I have Therefore I am

34 34

Spiritual Self Spirituality and Religion

38 38

Political Self Developing a Filipino Identity

44 44

The Digital Self I,Me,Myself, My User ID Online

48 48  48 

UNIT III: MANAGING AND CARING FOR THE SELF  SELF 

53

Learning to be a better Student

53

Setting Goals for Success Setting Goals for the Self

57 57

Stressors Responses What is Stress

61 61

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INTRODUCTION TO THE UNDERSTANDING OF THE SELF WHO AM I? This question is frequently asked by many people. Asking this question is typically struggling with their identity and are exploring for a sense of them. The incongruity is that the more you search to identify who you are, the more flimsy you are likely to feel about yourself. The identity of the self should be seen as an on-going process. We should grasp a streaming awareness of the self, where we are constantly re-organizing, re-framing, re-considering and re-thinking ourselves. Awareness of insufficiency, the question "Who am I?" are frequently asked. To get nearly aware of your feelings, hopes, thoughts, and fears are evidently suggested. It is important to prosecute your sense of self s elf as malleable. It is good to understand that we are so part of that world and supposedly exists in a state of moving potential. The goal is to approach that potential and keeping the parts of our identity that go along to work as well. This process is commonly known as positive disintegration. This allows us to seek equilibrium between the utmost antecedently discussed and enter into a human relationship with the self that dedicates to our own development.

 

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Unit 1- THE SELF FROM VARIOUS PERSPECTIVES  Overview In this unit, students will understand the construction of the self from several perspectives. The student will also reflect on a concrete experience from a holistic point of view. Learning Objectives  Objectives  At the end of the unit, I am able to: 1.  explain the different representations and conceptualizations of the self from various 2.  3.  4.  5. 

philosophical views; examine the different influences, factors and forces that shape the self; evaluate how the self has been represented across the different perspectives; analyze the development of one’s self and identity; and  explain the concept of Philosophy and Self.

Setting Up  Activity 1.1 WHO I AM? Name: ____________________________________________________________ Course/Section: ________________________________________________

Date: ________________________________ Instructor: _________________________

List 1. three (3) things that you are: 2. 3. List three (3) things that you are not: 1. 2. 3. What is something that represents you? (e.g. song, animal, object, symbols, etc.) Why? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ What do you like best about yourself? and what do you like least about yourself? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ What three (3) things would you like to change most about yourself? 1. 2. 3. Who are two (2) people you most admire? 1. 2. What do you admire about them? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ What matters to you most in life? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________  

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What do you stand for (Principles)? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ What makes you happy? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ How do you want to impact the lives of others? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________   Complete the sentence: Dear self, I want to ____________________________________________________ because _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ “WHO AM I” open the link and watch the video presentation https://youtu.be/N5oRhCOyeAg Lesson Proper DIFFERENT PERSPECTIVE OF THE SELF

PHILOSOPHER’S PERSPECTIVE PERSPECTIVE OF THE SELF  What is Philosophy? It is a study of getting knowledge through inquiries and rational thinking that bear on responding questions regarding the state and nature of an individual and the universe we live in. From the Greek words “ Philos meaning meaning love and Sophia” meaning wisdom.  SOCRATES

First Martyr of philosophy philosophy knowledge of education. He is being charged with corruption of minors. He was made to choose between death and exile with the drinking of Hemlock. He died as a martyr that fought against ignorance and narrow mindedness. His philosophy underlies the value of the impression of knowing oneself. Hehappiness believed motivates men’s goalus into life is towards to acquire He said act orhappiness. avoid things that could have negative effects in our lives. Like, by  fully knowing knowing oneself a person will be be able to achieve achieve Image credits to Encyclopedia Britannica happiness.  He believed that every man is dualistic, composed of body and soul. s oul. According to him, all individuals have an imperfect and impermanent impermanent aspect which is the body. The universe is composed of physical and mental things that are the basis of the concept of duality in the self. The body is a physical thing that is not perfect and temporary. It might be physically nice and perfect today but changes through the years. The soul is a mental thing and is permanent. It lives and evident in the body today hence, it separates when we die. Even without the physical body, the soul can exist since it is mental.

 

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PLATO

Plato is a student of Socrates. He wrote various literature that tackles politics, human nature, and constituted the concept of virtue and intelligence. Father of Academy a  place where where sharing and and learning of knowledge knowledge happens happens and later became one of the pillars and foundation of what schools and education is now in the present. Preceded the concept of Socrates in knowing thyself,

Image credits to Encyclopedia Britannica  Britannica 

according to him, a person who is a follower of truth and wisdom will not be enticed by vices and will always be correct/moral/ethical. He believed that the soul is divided into 3 different  parts that have different views, views, leading to different different behaviors. behaviors.

He supported the idea of duality and added that there are 3 concepts of the soul. 1.  Appetitive  Appetitive soul is is  the part of the person that is motivated by want and need to satisfy oneself. This satisfaction involves physical needs and pleasures and desires, objects and situations. 2. Spirited Soul is a  a  brave part of a person. The one who desires to do something or to right the wrong that they observe. This is very competitive and is very active. Competitiveness drives one to anticipate positive results and winning. 3. Rational soul is the drive of our lives. The part that thinks and plans for the future. future. It decides what to do when to do it and the possible results one could have depending on their actions. ST. AUGUSTINE

 A Saint and a philosopher philosopher of the church. church. He  follows the concept that God embraces embraces us all, he said that everything will be better if we are with God. For him God and his teachings affect several aspects in life. He relates our existence to God being modeled in his likeness though being alive means that we are still far  from God and and has yet to be be true with him.

Image credits to pinterest.com 

The soul soul can  can be immortal through communion with the divine. He viewed that dual nature of self in the circumstance where one is not perfect and immortal. The soul is capable of immortality through the communion with the Christian God. While in-universe, the body will live in virtue, longing to be with God.  RENE DESCARTES

Is a French Philosopher not able to be the  father of modern philosophy philosophy because of his radical use of a systematic and early scientific method to help his assumptions? He believes in modern dualism or the existence was presented with the evidence from experiments as well as philosophical reasoning. He is famous to be the advocate of methodical doubt. He defined the roles of the mind and body to the belief of one’s existence and sense of self.  self.   He is also known  for the statement “ cogito cogito ergo sum” [ I think therefore I am ]. Image credits to Encyclopedia Britannica  Britannica 

viewed the dual nature of self theenabling mind is mind  isour a thinking thingexistence. that makes a man, and the He body is body  is a mere machine. Cogito is where the mind fundamental The body  

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is just an extension of it. He proved that this statement is completely true. According to him “I am thinking”  and   and “I exist”  is   is a combination of “ cogito ergo sum”  ‘ I think therefore I am ‘ . JOHN LOCKE

Is an English philosopher and physician. Considered to be the father of classical liberation and his works made up of the way to various revolutions to  fight the utter powers of monarchs and rules of his time that led to the improvement of governance,  politics, and economic economic system system that we know know today.

Image credits to psychology.wikia.org  psychology.wikia.org 

For him, the self is most delineated by the idea “Tabula Rasa” [blank slate] slate] He believed that the experiences and perceptions perceptions of an individual are necessary for the establishment of who that person can become. He said that a person is born with knowing nothing and that is capable to input learning from the experiences, failures, references, and observation of the person. He viewed that consciousness consciousness   is the center of the self . According to him the personal identity and psychological continuity define who we are which means if we have memory versions of ourselves through time, then we can still define ourselves as such. DAVID HUME

He is a Scottish Philosopher, he focused his work in the field of empiricism, skepticism, and naturalism. Self is a collection of different impressions and does not exceed the physical kingdom. He said there is no permanent self because impressions of things are based on our experiences where we can make our concepts and knowledge. Hence, it might improve or totally be replaced. 

Image credits to Encyclopedia Britannica 

He anchored his definition of the self on the empiricist school of thought. He cited that the self  is the self    is nothing but a collection of impressions impressions.. He defined experiences as either impressions or ideas. According to him, impressions are products of our direct experiences while ideas are copies of our impressions. IMMANUEL KANT  KANT 

 A German philosopher philosopher that is famous for his works on empiricism and rationalism. He establishes that the compendium of impressions and different contents is what it only takes to describe a  person. Knowing of different emotions that we have such as impressions and behavior is only a portion of yourself.

Image credits to philosophers.co.uk  

He defined the self as an organizing principle that principle that combines experiences. According to him, the mind permits us to recognize not only things that are present in this universe but also those  

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that are not present but are experienced anyways, that he called the “apparatuses of the mind” 

SIGMUND FREUD

He is the father of psychoanalysis. He is famous for his work on human nature and the unconscious. He also believed that man has different constructs of personality that interacts with each other. He also conceptualizes the various levels of consciousnesss that give an idea of how a person develops a sense consciousnes of self. Man has three [3 ] aspects of Personality.

Image credits to Encyclopedia Britannica 

image credits to simplypsychology.org  simplypsychology.org 

He detailed the idea of a multi-layered multi-layered  self . There are three levels of consciousness: Conscious- mind includes mental abilities that we are presently aware of. Preconscious- activities that are not currently active but stored in our memory. Unconscious- activities that are totally unaware of, The three levels of awareness: Id [driven Id [driven by pleasure principle] Ego [ reality]  reality]  Superego [conscience] Superego  [conscience]

“Freud's Psychoanalytic Theory on Instincts Motivation, Personality and Development”   open the link and watch watch the video presentation presentation https://www.youtube.com/watch?v=7vFf5CS27-Y GILBERT RYLE

He gained first-class honors at  Queen’s College, Oxford, College,  Oxford,   and became a lecturer at Christ Church College College in 1924. His first book, book, The Concept of Mind (1949) , is considered considered a modern classic. He challenges the traditional difference between body and mind as delineated as delineated by   René Descartes.  Descartes.  According to him the Traditional   Cartesian dualism, Cartesian dualism,   commit a serious confusion when searching beyond the human the  human body.  It views the mind as an additional my body.  mysterious sterious thing not subject to observation or to mechanical mechanical laws, rather than as the form or organizing principle of the body. Image credits to Encyclopedia Britannica  Britannica 

He contradicts the duality idea of the self , particularly the non-physical self.  self.  The self is just a brand we call all the behaviors we make as individuals. PAUL CHURCHLAND

 A Canadian philosopher philosopher who focuses on the idea that people should improve our association and use of worth in distinguishing the self. The self is defined by the motility of our brain. His work turns around  folk psychology or common  sense psychology. The main philosophy is the idea of “ eliminative materialism  “   [debates that people’s common sense understanding of the mind is false and  

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the mental states that man are into are not existing; applies the understanding of behavior and emotions]  Image credits to w ordassociation1.net  

He was a materialist who believed that nothing but a physical entity exists. His manger the idea of a non-physical mind as the place of consciousness. He supported the self-based on brain states rather than in mental states.  states. 

MAURICE JEAN JACQUES MERLEAU-PONTY

 A French phenomenological phenomenological philosopher, philosopher,  powerfully influenced by Edmund Husserl and Martin Heidegger. He is famous for his works on existentialism and phenomenology. Self-regarded that the body and mind are not separate entities instead those two elements are one and the same. He creates the concept of the phenomenology of perception [unity of the function of the mind and the body ] which is divided into three division: Image credits to pinterest.com 

The body  body  that both obtains the experiences as well as incorporates like experiences in the different perceptions. The Perceived world is  is the accumulation of the perception and merged by the experiences of the body. The people and the world enable one to not only be able to integrate the other objects in the universe but also to be able to experience ex perience the cultural aspect and associate to some.

 Assessing Learning Quiz 1.1 Name: ____________________________________________________________ Course/Section: ________________________________________________

Date: ________________________________ Instructor: _________________________

Direction: In your own words, state what is the meaning of self for each of the followi ng philosophers. philosophers. After doing so, explain explai n how your concept concept of self i s comp compatible atible wi th how they cconceive onceived d of the self. 2 points eac each h 1.  Socrates_____________________________________________________________________________________  _____  ___ ____ _____ _____ _____ _______ ________ __________ __________ __________ ____________ __________ __________ __________ ____________ ____________ ________ __________ ____________ __________ _____ _  _____  ___ ____ _____ _____ _____ _______ ________ __________ __________ __________ ____________ __________ __________ __________ __________ ____________ __________ __________ ____________ ___________ _____ 2.  Plato________________________________________________________________________________________  _____  ___ ____ _____ _____ _____ _______ ________ __________ __________ __________ ____________ __________ __________ ____________ __________ __________ __________ __________ ____________ __________ _____ _  _____  ___ ____ _____ _____ _____ _______ ________ __________ __________ __________ ____________ __________ __________ __________ __________ ____________ __________ __________ _____________ ___________ ____ 3.  St.Agustine__________________________________________________________________________________  _____  ___ ____ _____ _____ _____ _______ ________ __________ __________ __________ ____________ __________ __________ ____________ __________ __________ __________ __________ ____________ __________ _____ _  _____  ___ ____ _____ _____ _____ _______ ________ __________ __________ __________ ____________ __________ __________ __________ __________ ____________ __________ __________ _____________ ___________ ____ 4.  Rene Descartes_______________________________________________________________________________  _____  ___ ____ _____ _____ _____ _______ ________ __________ __________ __________ ____________ __________ __________ __________ __________ ____________ __________ __________ ____________ __________ _____ _  _____  ___ ____ _____ _____ _____ _______ ________ __________ __________ __________ ____________ __________ __________ ____________ __________ __________ __________ __________ ____________ __________ _____ _ 5.  John Locke___________________________________________________________________________________  _____  ___ ____ _____ _____ _____ _______ ________ __________ __________ __________ ____________ __________ __________ __________ __________ ____________ __________ __________ ____________ __________ _____ _  _____  ___ ____ _____ _____ _____ _______ ________ __________ __________ __________ ____________ __________ __________ __________ __________ ____________ __________ __________ ____________ __________ _____ _ 6.  David Hume__________________________________________________________________________________  _____  ___ ____ _____ _____ _____ _______ ________ __________ __________ __________ ____________ __________ __________ __________ __________ ____________ __________ __________ ____________ __________ _____ _ 7.  Immanuel Kant_______________________________________________________________________________  _____  ___ ____ _____ _____ _____ _______ ________ __________ __________ __________ ____________ __________ __________ __________ __________ ____________ __________ __________ ____________ __________ _____ _  _____  ___ ____ _____ _____ _____ _______ ________ __________ __________ __________ ____________ __________ __________ __________ __________ ____________ __________ __________ ____________ __________ _____ _

 

8.  Sigmund Freud_______________________________________________________________________________  _____  ___ ____ _____ _____ _____ _______ ________ __________ __________ __________ ____________ __________ __________ __________ ____________ ____________ ________ __________ ____________ __________ _____ _  _____  ___ ____ _____ _____ _____ _______ ________ __________ __________ __________ ____________ __________ __________ __________ __________ ____________ __________ ____________ ____________ ________ ____ 9.  Gilbert Ryle__________________________________________________________________________________  _____  ___ ____ _____ _____ _____ _______ ________ __________ __________ __________ ____________ __________ __________ __________ __________ ____________ __________ __________ ____________ __________ _____ _  _____  ___ ____ _____ _____ _____ _______ ________ __________ __________ __________ ____________ __________ __________ ____________ __________ __________ __________ __________ ____________ __________ _____ _ 10 10..   Merlou-Ponty_______________________________________________________________________________  _____  ___ ____ _____ _____ _____ _______ ________ __________ __________ __________ ____________ __________ __________ __________ __________ ____________ __________ __________ ____________ __________ _____ _

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 _____  ___ ____ _____ _____ _____ _______ ________ __________ __________ __________ ____________ __________ __________ __________ __________ ____________ __________ __________ ____________ __________ _____ _  

SELF FROM THE PERSPECTIVE P ERSPECTIVE OF SOCIOLOGY Learning Objectives At the end of the unit, I am able to: 1.  describe the self as a social structure. 2.  explain the four stages of role development in child socialization. 3.  analyze the importance of socialization for individuals and society. 4.  explain the nature versus nurture debate. 5.  describe both the conformity of behavior in society and the existence of individual uniqueness. 6.  learn the roles of families and peer groups in socialization. 7.  understand how we are socialized through formal institutions like schools, workplaces, and the government. 8.  explain how people are socialized into new roles at age-related transition points. Setting Up  Activity 1.2 Name: ____________________________________________________________ Course/Section: ________________________________________________

Date: ________________________________ Instructor: _________________________

REVALIDATING MYSELF Ask three persons who are close to you (Friend, Classmate, Family, Colleagues) about your own characteristics. On the space provided, write the details given to you by someone whom you asked. Validate your answer whether you agree or disagree on it and explain your reason behind your validation. 1.  Name: ________________________ Relationship: (Friend, Family, Classmate) ______________ Characteristics Characteristi cs given to you ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ Validation: Do you Agree or Disagree? Explain ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ 2.  Name: ________________________ Relationship:(Friend, Family, Classmate) _____________________ Characteristics are given to you Characteristics ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ Validation: Do you Agree or Disagree? Explain ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ 3.  Name: ________________________ Relationship:(Friend, Family, Classmate) __________________ Characteristics are given to you Characteristics ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ Validation: Do you agree or disagree? Explain ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________   ____________________________________________________________________________________________________________

 

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Lesson Proper Sociology Why Socialization Matters  Matters  It is important because it helps uphold societies and cultures and it is also a key part of individual development. Study exhibits that we are stirred by both: nature  - is the hormonal and genetic and composition ➢  nature Nurture-it it is the cultural surroundings in which we are upraised ➢  NurtureSociology is nearly concerned with the way that influences our behavior patterns. It is broad by the manner of behavior differ from class and gender. Self-development according to the psychological theories it has been broadened by sociologists who explicitly examine the social interaction and the role of the society. Mead and Cooley both impart importantly to the sociological understanding of the development of the self. Carol Gilligan and Lawrence Kohlberg developed their concepts further, exploring how our awareness of morality develops. Gilligan also added the concept of g ender differences to Kohlberg’s theory.  Human beings are born, with natural traits and genetic makeup. All the same, individuals evolve through social interaction. Both in the fields of psychology and sociology have represented the cognitive process of development of the self and to understand how that “self” becomes socialized.  Freud (1856–1939) A prestigious Psychoanalyst. He is a modern scientist to put away the theory about on how to develop the meaning of self . He also thinks that sexual development and personality were nearly attached, and he separates the process of

Sigmund Freud

maturation into overall psychosexual stages that affect the child’s discovery through the physical pleasures linked to :

Image credits to Encyclopedia Britannica

Charles Horton Cooley

Image credits to Encyclopedia Britannica  

He pioneered the sociological perspectives on the self-development [1864– 1929]. He declared that the people’s  understanding of the self is constructed, ”looking glass self ”  in part, is their conceptualization of how others see them [Cooley, 1902]. People imagine how they must look to some, on certain outfits, fix their hair, and how they wear makeup. The perception that our look is going to change how some others view us.

People always expect a particular reaction, and, if it is positive, we get it and feel good about it. Cooley believed that self is not only based on some inner source of identity. In some other words,   react like in a mirror in which we are reflected. “The imaginations people’s imaginations people have of one another are the solid facts of society” (Cooley, 1902).   

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George Herbert Mead

Social Self Mead [1863–1931] precocious a more elaborated sociological approach to the self. He agreed that the self is an individual’s clear  individuality that developed only through social interaction. He argued that the critical element of the self is its capability for self-reflection, its capacity to be “an object to itself” (Mead, 1934). According to Mead, it broke the self-down into

two components or “phases,” the “I” and the “me.” Image credits to e verythingsociology.com verythingsociology.com  

“I”  on the others’ hand, represents the portion of the self that acts on its own drive or reacts to the organized attitudes of others like a novel, spontaneous, unpredictable portion of the self. It is always caught caught up in a social  process,  process, in which we turn back and forth between the I and the Me. The examples provided by Gallinero, et al., [p.24,2018] support this model. “Me”  represents the part of the self as “organized sets of attitudes” towards the self. It is who we are in others eyes: our roles, our “personalities,” our public personas.

Two sides of the self: “I” and “me”  Who I am am  

Fun

People pleaser Loving

How people see me see me

Borin

 g Bossy Pretty

caring Lazy

Loyal

Kin

Honest d

Hard worker  Anxious On the inside

“Social

 

 Judgemental    Judgemental  On the outside

open the link and watch the video presentation Self Theory”  https://study.com/acade https://study.com/academy/lesson/george-herbert my/lesson/george-herbert-mead-the-self-me-i.ht -mead-the-self-me-i.html ml  

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 Assessing Learning Quiz 1.2 Name: ____________________________________________________________ Course/Section: ________________________________________________

Date: ________________________________ Instructor: _________________________

Direction: Encircle your answer. 1. Socialization, as a sociological term, describes:

 

a.   b. c.  d. 

How people during socialbeliefs, situations. How people interact learn societal norms, and values. A person’s internal mental state when in a group setting.  D. The difference between introverts and extroverts.

2. What occurs in Lawrence Kohlberg’s conventional level?  a.  Children develop the ability to have abstract thoughts. b.  Morality is developed by pain and pleasure. c.  Children begin to consider what society considers moral and immoral. d.  Parental beliefs have no influence on children’s morality.  3. What is one way to distinguish between psychology and sociology? a.  Psychology focuses on the mind, while sociology focuses on society. b.  Psychologists are interested in mental health, while sociologists are interested in societal functions. Psychologists look inward to understand behavior, while sociologists look outward. c.  All of the above. 4. Which of the following is typically the earliest agent of socialization? a.  School b.  Family c.  Mass media d.  Workplace 5. Which of the following represents the part of the self in which one recognizes the “organized sets of attitudes” of others toward the self. s elf. a. Me b. I c. Self d. Social self

 

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SELF FROM THE PERSPECTIVE P ERSPECTIVE OF ANTHRHOPOLOGY  

Learning Objectives At the end of the lesson the students are able to: 1. Discover the meaning of Anthropology 2. Identify the subjects of inquiry and goals of Anthropology. 3. Explain anthropological perspectives on culture 4. Describe culture as a complex whole. 5. Identify aspects of culture and society. 6. Recognize the Value of Anthropology for the 21st Century Setting Up

 Activity 1.3 1.3  Name: ____________________________________________________________ Course/Section: ________________________________________________

Date: ________________________________ Instructor: _________________________

MY CULTURE IS MYSELF Name three practices that you have acquired from your childhood years that are still existing today and identify where have you accumulated those practices. 1.  ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ 2.  ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ Of these practices, which of it influence your present self? How? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________

Lesson Proper  Anthropology What is Anthropology? It is the study of people, past and present. It centering on the understanding the human condition in its cultural aspect. [Gallinero,et al.,2018,p27] The anthropological perspective of self It reckons the cultural origins and genetic of self. The self   plays the role of socialization and language, and the types of self bring forth the individual journeys to and through adulthood. Anthropologists take an encompassing approach to the study of humanity. They acquire that no understanding of human beings is complete without the study of the full range of the human phenomenon. Aanthropologists’, as individuals, may concentrate their studies on a specific society or aspect of the human being, but they put their findings into a wide theoretical perspective perspective that seeks to  

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add all of the human experience. This "holistic" approach is mirrored both in interest in the wide variety of human beings and in a comprehensive approach to the study of human beings. beings.  

CULTURE IS EVERYTHING The individual has, does, and thinks as a part of society. It implies all material possessions, belief system, and set of behavior. Culture is a powerful agent information of the decisions and actions of humans in the given situation. s ituation. It consists of: ➢  Material Material includes  includes all the concrete and visible parts of culture, which includes foods, clothes, and even buildings. Material culture differs, as each society is designed by its environment and history [Culinary Culture of the Philippines] is different from even that of its neighbor’s in Asia like Singapore. Cultural differences exist when groups of people assign different meanings to different life events and things. Hence, the self is embedded/attached in culture. Material  - it refers to the nonphysical concepts that people have about the culture, ➢  Non- Material  including values, beliefs, norms, rules, morals, language, organizations, and institutions.  institutions.  Culture is a method of inherited conceptions uttered in symbolic forms by means of which people communicate, perpetuate and develop their knowledge about and attitudes toward life. Anthropology considers human experience as an interaction of: ➢  Nature Nature it  it refers to genetic inheritance which sets the individual's potentials. Means that to all of the genetic and hereditary factors that influence who we are from our physical appearance to our personality characteristics. characteristics. Nurture refers  refers to the sociocultural environment. It means that to all the environmental variables ➢  Nurture that upshot who we are, including our early childhood experiences, how we were raised, our social relationships, and our surrounding culture. As Max Weber mentioned that anthropology has emphasized that culture is not the behavior itself but the joint understandings that guide behavior and are explicit in behavior. Anthony Wallace and Raymond Fogelson called this case as IDENTITY STRUGGLES. STRUGGLES. CONCEPT OF SELF IN DIFFERENT SOCIETIES Culture and self are chromatic ideas that are to be understood in relation to one another. The most essential philosophical task of the postmodern pos tmodern man today is to "work on yourself" just like in the Socratic message "know thyself". Robbins considered human beings as cultural animals as they make the meaning of objects, persons, behaviors, emotions and events and behave in conformity with meanings they presume to be true. Identity is interpreted as a disposition of basic personality properties acquired mostly during childhood and, once integrated, more or less fixed. The Self as Embedded in Culture Human nature is mutually beneficial to culture. Identity Struggles is a difference between the identity a person claims to possess and the identity attributed to that person by others. Ethnic or race is relating to a population subgroup within a bigger or paramount national or cultural group with a common national or cultural tradition. To achieve self-identification, the individuals have to get over many hindrances like traditionally established habits and externally imposed self-images. Further research [Gallinero, et al., p28-29,2018] supports this claim, Catherine Raeff [2010] a Developmental Psychologist, believed that culture can influence how you view the following: Relationships Culture influences how you get into and keep a relationship. Ex. Relationships might be seen as voluntary or as duty-based. duty -based. In Western countries, it is important to choose whom to marry, on the other o ther hand, some Eastern countries still exercise set up marriage. Personality traits  

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Culture influences whether and how you value traits, such as selfself-esteem, esteem, politeness, humility, and assertiveness, also how you perceive hardship in life.

 Achievement Culture influences how you value specific types of individual and group achievements and how you define success. Expressing emotions Culture influences how you express yourself and it will affect you emotionally. emotionally.   Open  the link for the PowerPoint Presentation  Open  Presentation   anthropological-conceptualization-of-self/   anthropological-conceptualization-of-self/

https://prezi.com/go6zixmolgw-/an-

 Assessing Learning Quiz 1.3 Name: ____________________________________________________________ Course/Section: ________________________________________________

Date: ________________________________ Instructor: _________________________

Direction: Identify is being asked in each statement below. Write your answers before each number. _____________________1. It is the study of people, past, and present. present. _____________________2. It plays the role of socialization and language, and the types of self bring forth the individual journeys to and through adulthood. _____________________3. It is a powerful agent in formation the decisions and actions of humans in the given situation. _____________________4. It includes all the concrete and visible parts of culture, which includes foods, clothes, and even buildings. _____________________5. It refers to genetic inheritance which sets the individual's potentials. _____________________6. It refers to the nonphysical concepts that people have about the culture, including values, beliefs, beliefs, norms, rules, rules, morals, language, language, organizations, and institutions. institutions.   _____________________7. He mentioned that anthropology have emphasized that culture is not behavior itself but the joint understandings that guide behavior and are explicit in behavior. _____________________8. It is a difference between the identity a person claims to possess and the identity attributed to that person by others. ____________________9. A culture that influences how you express yourself and it will affect you emotionally. ____________________10. To achieve it the individuals have to get over many hindrance like traditionally established habits and externally imposed self-images.

 

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SELF FROM THE PERSPECTIVE P ERSPECTIVE OF PSYCHOLOGY

Learning Objectives At the end of the unit I am able to: 1. Explain the basic idea of reflexivity in human self-hood sel f-hood and how the “I” encounters and makes sense of itself [“Me”]. 2. Describe fundamental distinctions between three different perspectives on the self: the self as actor, agent, and author.

3. Describe the development of the self’s sense of motivated agency from the emergence of the child’s theory of mind to the articulation of life goals and values in adolescence and beyond. 4. Describe the concept of personality. Setting Up  Activity 1.4 Name: ____________________________________________________________ Course/Section: ________________________________________________ JOHARI WINDOW

Date: ________________________________ Instructor:_________________________

Instruction: There are four windows/quadrants that have different categories. Your task is to write the information asked for every window. 1.  Window 1: On the space provided, write eight (8) characteristics that you know about yourself and are willing to share. 2.  Window 2: Ask someone who could give you their thoughts and idea about yourself. Write at least seven (7) details given to you by someone whom you asked. 3.  Window 3: Write something about yourself that you are aware of but might not want others to know. ( In this part, you are not forced to write information that is sensitive, but you can give details that you think might be good to share.) 4.  Window 4: Don’t write anything. 

 

Window 1 Known by Self

Window 2 Unknown by Self

Window 3 Self-disclosure/Hidden Area

Window 4 Unknown Area

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Lesson Proper Psychology The Self as Cognitive Construction What is psychology and how it helps you understand yourself and know who you really are? Psychology is the scientific study of how people behave, think, and feel. It also includes topics like how the brain works, how our memory is organized, how people interact with groups, and how the children learn about the universe. The real fact, everything that concerns human beings is a concern of psychology. process of that the human brain to consciousness to memory, language, and reasoning. Psychology willThe examine it so the human being will understand how it is to be. For better understanding some of the things that happen during cognitive development, it is important first to scrutinize a few of the important concepts and ideas introduced by Jean Piaget a clinical psychologist. He pioneered the theory of cognitive development. The theory dealt with the nature of knowledge itself. Piaget [1952] determined how children processed and made aware of the world around them and finally developed a four-stage model of how the mind processes new data encountered. [Gallinero, et al.,2018,p32] The three basic components of Piaget’s cognitive theory are the following:  1. Schemas/schemes are the building block of knowledge. These are the mental organization individuals use to understand their environment and fate action.  action.   2. Adaptation  Adaptation is the child’s process to encounter situational conditions.  3. 3. Stages  Stages of Cognitive Development are the growing expertise of the child’s thought process.  Piaget said that the knowledge children acquire is organized into schemes or groupings of the same action or thoughts. What Role Do Schemas Play in the Learning Process?  Assimilation It is commonly known as the process of getting new information that is already active in our schemas. This operation is somewhat subjective for the reason we tend to change information information and experiences that could fit in with our pre-existing beliefs.  Accommodation It is a procedure known as a part of adaptation involves that altering or changing the existing schemas, as a result of a new experiences and information. During this process, a new schema might be developed. Equilibration Piaget believed that this mechanism tries to attack equilibrium between assimilation and accommodation. It is essentials to maintain maintain a balance between assimilation [previous knowledge] and accommodation [new knowledge]. It helps to explain how the children can move from one stage to another.   another.

“Piaget’s Theory of Cognitive Development” open the link and watch the video presentation https://www.youtube.com/watch?v=IhcgYgx7aAA   https://www.youtube.com/watch?v=IhcgYgx7aAA

 

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Piaget’s Stages of Cognitive Development STAGE Sensorimotor

AGE 0-2

Preoperational

2-4

Concrete operations

7-11

Formal operations

11-15

CHARACTERISTICS OF STAGE The child learns by doing, looking, touching, and sucking. The child uses language, symbols, letters, and numbers. Thinking stage. The child demonstrates conservation, reversibility, serial ordering, and understanding of cause and effect relationships. Demonstrates abstract thinking.

Additional readings: https://www.studocu.com/id/document/our-lady-of-fatimauniversity/psychology/summaries/personality-theories/3083537/view https://www.learning-theories.com/piagets-stage-t https://www.learning-theori es.com/piagets-stage-theory-of-cognitive-development. heory-of-cognitive-development.html html   Harter’s Self-Development Concept Dr. Susan Harter, a psychologist, author, and professor elaborated on the emergence of selfconcept and asserted that the wide developmental changes observe across early childhood, later childhood, and adolescence could be understood in a Piagetian framework. Self-concept is an idea that referring to an individual's perception of "self" that remains comparatively consistent and steady over time, contexts and developmental stages. Self Esteem is the ideal self and self-concept. Planetary self-esteem refers to the overall mass opinion of oneself at any time, on a scale of positive and negative an [Harter, 1993, Pg.88 as cited in Kling et al 1999] Harter cited that, self-esteem can be observed as a degree of self-success in academic, social and physical areas. Self-worthy Theory in Harter's theory was founded on social and emotional development. Further research  research [Gallinero, et al.,2018,p34] support this claim. Development of Self-concept According to Harter are as follows: ➢ 

Early childhood. As the child describes the self in terms of concrete, observable characteristics, like in physical attributes [I’m beautiful or I’m ugly or I’m witty], material possessions [I have imported shoes and clothes, lots of toys], behaviors [I love wearing my clothes, and shoes], and preferences [I like milk chocolates]. ➢  Middle to later childhood. Self-described in terms of traits such as constructs [ex. timid, brave, smart, approachable and shy] that would need the type of stratified organizational skills characteristic of analytical thought development. ➢   Adolescence.  Adolescence. Harter  Harter said this is the emergence of more abstract self-definitions, such as inner thoughts, attitudes, motives, and emotions. example A teenage girl in discovering her selfconceptions she described herself as follows:For “What am I like as an individual?” Complicated! [I’m sensitive, friendly, outgoing, popular and tolerant though I can be also shy. I’m a beautiful, happy person with my friends but at home, I’m more likely to be anxious around my parents and family.[Harter,1990b,p.352]. In Piaget’s findings on the adolescent’s ability to construct -higher -higher order abstractions and the capacity to introspection. [Harter, 1999] is the use of abstract words such as sensitive, outgoing, cheerful, and anxious as self- portrait is consistent. ➢  Emerging adults. The self for is emerging adults having sight of “possible self”. The “age of possibilities” [Amett, 2004 a]. Australian research [Whitty,2002], early emerging adulthood [ages17-22] was found to be a time of “grand dreams”, of being wealthy and having glamorous occupation., hence beyond emerging adulthood [ages 28-33] 2 8-33] the visions of a possible self-became more realistic, if still optimistic. Self-image there is a saying that self-image developed as they grow older and a strong one is Self-image there necessary. William James and the Me-self; I-Self  

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As William James [1890/1981, p. 221] cited in the Principles of Psychology, it lies at the middle of mental life. As he is commonly has known “the father of American psychology” a philosopher, psychologist, and university professor. He gave one of the earliest self-theory on psychological analyses. According to him [1950], the self has two elements the I-self  [pure   [pure ego]and the Me-self [object] [object]..  James went on to differentiate between three three aspects of self-hood: ➢  material self - physical appearance [clothing, family, and home]  -social skills and interpersonal relationships ➢  social self  -social character, defining values values ➢  spiritual self - personality, character, [James,1950;Newman,2017;Pomerleau,2017,Damon&hart,1982]

Real vs. Ideal Self The ideal self  includes:  includes: 1.  2.  3.  4. 

Notions influenced by your parents; What you admire in others; What the society sees as acceptable; and What you think is best your interest.

The real self  is  is the one who you are; it is how you behave in a certain situation. It is who you are in reality, how you think, feel, or act. The Importance Of Alignment If the real self   is aligned with the way that I want to be it is the ideal self , then I will feel aware of my mental well-being or peace of mind. If the way that I am is not aligned with how I want to be, is the incongruence incongruence,, or the lack of alignment, it will result in mental distress or anxiety. The greater the level of incongruence incongruence   between the ideal self   and real self, self, the greater the level of resulting distress. Let's take a look at some specific examples: Example: My ideal self-image includes honesty When my parents question me why I was late coming home from a party, and I am honest and tell them that I didn't want to leave the party because I was having such a great time, then despite the complexity [like being scolded], I will feel aware of my mental well-being. Hence, If I am not honest and tell them that my car wouldn't start, then the misalignment between my real self and the ideal self will result in mental distress or anxiety. The reality that I lied resulting in negative feelings.

“Multiple vs Unified Self” open the link and https://www.youtube.com/watch?v=FLhmJnlzjqY https://www.youtube.com/watch?v=FLhmJnlzjqY  

watch

the

video

presentation

True Self vs False Self The true self  is  is described by our real feelings and desires, on the other hand, the false the false self  is  is a side of us that has changed its behavior, inhibited feelings and forced needs aside in order to survive. It presents the idea of the onion, onio n, the true self at the middle secured by outer layers of a false self. According to John Bowlby and  and  D. W. Winnicott,  Winnicott,   a developmental psychologist, children are very adjusted to their parents’ feelings and needs. They unconsciously acknowledge that they need their parents’ permission in order to survive, so they strive to meet their needs as much as possible. The true self is the child’s real feelings, needs, desires and thoughts it is forced further and further inside the bulb. Yes , we still have all of these feelings, needs, desires and thoughts, it’s just that the altered false self dominates, it has to. Hence, this striving is important in our younger years, it changes us. The false-self thought and behavior patterns we develop during childhood stay with us as adults. On the other hand, they used to be helpful; they often become a deterrent as we get older and gain more independence. While some psychologists see the true self as black and white [true self is good, the false self is bad], some maintain there are two types of false self a healthy false self and an unhealthy false self.

 

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The Healthy False Self   The healthy false self is is described as one which allows someone tto o be functional in society. It enables politeness and social courtesy, even when we may not feel like it. The Unhealthy False Self   The unhealthy false self comes from the same beginnings as the healthy false self. Yet, for our long-term well-being, the effects of the unhealthy false self are rather different from those of its opposite. This false-self is the one behind many dysfunctional behaviors, including narcissism and addiction. As defined by D. W. Winnicott, the unhealthy false self as one that fits into society through forced compliance rather than a desire to adapt.  Assessing Learning Quiz 1. 4 Name: ____________________________________________________________ Course/Section: ________________________________________________

Date: ________________________________ Instructor: _________________________  _________________________ 

1. Which 3 ways you can apply Harter's theory to practice? positive body language, _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ 2. Why it is important to give children unconditional praise and showing interest in what the child is doing? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ 3. Does it provide strong and nurturing relationships with individuals or a group of children.Why? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ 4. Discuss the theory of self-concept, self-image, or self-esteem? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________

 

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THE SELF FROM EASTERN AND WESTERN Learning Objectives At the end of the unit I am able to:  to:  1. Explain the concept of easte eastern rn and western thought thoughts. s. 2. Differentiate Eastern to Western thoughts. Setting Up  Activity 1.5 Name: ____________________________________________________________ Course/Section: ________________________________________________

Date: ________________________________ Instructor: _________________________  _________________________ 

FINISH THE SENTENCE

I do believe in____________________________________________________________________ I think my country is_______________________________________________________________ I think Filipinos are _______________________________________________________________ I give importance to _______________________________________________________________ I am inclined to behave_____________________________________________________________ I like to_________________________________________________________________________ When I confront challenges I usually _________________________________________________ Part of me wants to________________________________________________________________ I tend to compare myself ___________________________________________________________ My Family taught me _____________________________________________________________ My Community taught me__________________________________________________________ Lesson Proper Eastern and Western Philosophy EASTERN PHILOSOPHY Buddhism, Confucianism, Hinduism, Integral, Yoga, Islam, Taoism, Zen

   

•

•

WESTERN PHILOSOPHY Christianity**,Rational, Logical schools

Scientific,

East Main Principles West   Feeling oneself as an element of Cosmological unity the Divine Life is a journey towards eternal realities that are beyond the realities that surround us   Life is a service (to God, money, God,  money, business,  business, etc.)  etc.) Circular view of the universe, universe, based on the perception perception of eternal recurrence   The Linear view of the universe and life, based on the Christian Inner-world dependent philosophy where everything Self-liberation from the false "Me" and finding the true has its beginning and the end. "Me". The highest state is believed to be a state of 'no' no•

•

 

•

•

   

•

•

  dependent Self-dedication to the goal the goal (big   Outer-world

•

self', where neither self-worth nor self-importance has any real meaning.  

•

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  Behavioral ethics

dream, life dream, life vision, happiness, vision,  happiness, personal  personal success, etc.) success,  etc.) East Living Principles West VIRTUE ETHIC "One can live magnificently in this "To be able under all circumstances to practice five things world if one knows how constitutes perfect  virtue; these  virtue; these five things are gravity, to to work  work and how to love. to love."" generosity of soul, sincerity, earnestness Leo Tolstoy  Tolstoy  and kindness. and  kindness."" Confucius Confucius   "Refrain from doing ill; for one all"Be satisfied with whatever you have, and enjoy the same. •

powerful reason, lest our children When you come to know that you have everything, and you should copy our misdeeds; we are are not short of anything, then the whole world will be all too prone to imitate whatever is yours." Lao Tzu  Tzu  Juvenal   "The thought manifests as the word; The word manifests as base and depraved." Juvenal "There is no real excellence in all the deed; The deed develops into habit, into  habit, And  And habit hardens into character. into  character. So  So watch the thought and its ways with care, this world which can be separated from right living." And let it spring from love born out of concern for all David Starr Jordan  Jordan  beings."  Buddha beings." Buddha   East The “Me” Concept   West "Me" is here and now. The true “Me” in every human being is a part of Eternal reality of the universal truth: self-liberation through the Divine that needs to become getting rid of the false "Me" and discovering d iscovering the true "Me" apparent. True “Me” is given and doesn’t have to be cognizable.  East Search for Absolute Truth West   More focused on INDIVIDUAL   EVENTS and EVENTS  and the role of the HOLISTIC  approach – all events in the universe are HOLISTIC interconnected person YOURSELF – by becoming a part of   Searching INSIDE YOURSELF    Searching outside yourself   -the universe through meditation through meditation and right living  living  through research and analysis and analysis Search for Truth and West East Fundamental Research   The truth needs TO BE PROVED. GIVEN is  is does not to have been proved.   The truth is GIVEN   The philosophic base for and   The philosophic base for and culture of fundamental culture of fundamental research is WEAKER WEAKER.. research is STRONGER STRONGER.. INDIVIDUALISM/ West East COLLECTIVISM A human being has an A human being is an integral part of the universe and individualistic nature and is an society. People are fundamentally connected. Duty towards independent part of the universe all others is a very important matter. and society. COLLECTIVISM is stronger.  stronger.  INDIVIDUALISM is stronger. East Goals and Key to Success West SPRITUAL MATERIALISTIC "The secret of  success  success in life, and subsequently of  making  making money, is money, is to to  enjoy your work . If you do, "Live a virtuous life and adhere to performing your nothing is hard work – no matter duties." Confucianism how many hours you put in." Sir "The Three Armies can be deprived of their commanding Billy Butlin officer, but even a common man cannot be deprived of his "Success is that old ABC – ability,  ability,   purpose."  Confucius purpose." breaks and courage. and courage."" Charles "If you really want everything, then give up everything."  everything." Lao Luckman   Luckman Tzu "Flaming enthusiasm, backed enthusiasm, backed by "He is able who thinks he is able." able."  Buddha Buddha   horse sense and persistence, is the quality that most frequently makes for success. for  success."" Dale Carnegie  Carnegie  •

•

•

•

•

•

•

 

•

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The Eastern and Western thought about the self Eastern concept of the self ➢ 

Confucianism  is the identity and self-concept of an individual who is interlocking with the Confucianism  identity and status of his/her community or culture, cul ture, sharing its feelings as well as its occurrence. [Self-Cultivation is the final purpose of life]. ➢  Taoism is the self that is not just an extension of the family or the community it is also a part of the world, one of the forms and manifestations of the Tao.[Selflessness] ➢ 

Buddhism Buddhism    is the self that is seen needs, as a deception, ofthe ignorance, clasp and control things, or human-centered hence, theborn self isout also source ofofalltrying theseto agonies.

Western concept of the self The ancient Grecian philosophers view humans as the holders of irreplaceable values. In medieval times, Thomas Aquinas, philosopher, and saint believed that the body constitutes individuality. The individual was the focus of renaissance thought, with Rene Descartes famous “I think therefore I am” as the epitome of the Western idea of the self. [Gallinero, et al., 2018,p44 ] 2018,p44 ] [The focus is always looking towards the self] Frank Johnson [1985], psychiatrist and professor outlined four categories on how the term “self” is used in the contemporary western discussion. [Gallinero, et al., 2018,p45] 2018,p45]   ➢   Analytical is an inclination to see actuality as an aggregate of parts. parts.  

➢ 

Monotheistic   is engaged in the tendency toward unitary explanations of phenomena and a Monotheistic

closed system view of self.  self.   Individualistic is Individualistic  is a quality of western thinking where self-expression and self-actualization are essential ways of establishing who one is, as well as discovering satisfaction in the world. world.   Materialistic/rationalistic is  is western thinking tends to disregard explanations that do not use ➢  Materialistic/rationalistic analytical reasoning modes of thinking [Johnson, 1985; Goldin,2000].  Goldin,2000]. 

➢ 

Eastern and western differences The Western Western culture  culture is more individualistic and trying to look for the meaning of life there and now with self at the canter as it is already given and part of the divine, while in the Eastern Eastern   philosophy is drawn much more into groups or society or people’s actions and thoug hts as one in order to look for meaning in life as they try to get rid of the false “me” concept and find meaning in discovering the true “me” in relation to everything around them, or as part of a bigger scheme.  Additional reading: http://www.1000ventures.com/business_guide/cr http://www.1000ventures.com/business_guide/crosscuttings/cultures_e osscuttings/cultures_eastastwest-phylosophy.html

 

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 Assessing Learning Quiz 1.5 Name: ____________________________________________________________ Course/Section: ________________________________________________

Date: ________________________________ Instructor: _________________________  _________________________ 

Why are Filipinos known for being a collectivistic culture? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ Do you personally agree that you are a collectivist? collectivist? If yes, why? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ If not, share a specific personal experience why you think you are individualism and not collectivist. _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________  

____________________________________________________________________________________________

 

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UNIT II. UNPACKING THE SELF Overview This lesson gives you an insight into the concept of beauty, self-esteem, and body image that shapes your physical self.

Learning Objectives At the end of the lesson, I am able to: 1.  differentiate the physical self to other aspects of the self; 2.  distinguish self-esteem from body image with respect on culture; 3.  discover the impact of culture on the standard of beauty; and 4.  construct a self-illustration of my physical self. Setting Up PHYSICAL SELF  Activity 2.1.1 2.1.1   Name: ____________________________________________________________ Course/Section: ________________________________________________

Date: ________________________________ Instructor: _________________________  _________________________ 

Directions:  In the table provided below illustration, make a list of your observed beauty standard in the Philippines. THE STANDARD

Source: 123rf.com MALE

 

FEMALE

1.

1.

2.

2.

3.

3.

4.

4.

5.

5.

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1. What have you observed from your list of beaut beauty y standards in the Philippines? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________   _____________________________________________________________________________________________________________________ 2. Do you think your beauty standards came from you own perception? Why yes, or why not?  not?   _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ 3. Do you think that th there ere should be a standard of beauty? Why yes, or why why not?  not?  _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ Lesson Proper THE PHYSICAL SELF The physical self refers to the body that can be observed and examined. It is the aspect of the self that consists of the extremities and internal organs, both with a vital function of maintaining one’s life. As one aged, these critical functions gradually change. During infancy and old age, physical efficiency performs at least. Its peak is early adulthood and slowly declines into the middle age (Go-Monilla & Ramirez, 2018, p. 97). THE IMPACT OF CULTURE ON BODY IMAGE AND SELF-ESTEEM Morris Rosenberg (1965) defined self-esteem as one’s attitude toward oneself (Ackerman, 2020). -worth or self-respect as a person. It is how much you appreciate and adores yourself. It It is one’s self -worth involves a variety of feelings about yourself, the appearance, beliefs, emotions, and behaviors (Cherry, 2019). He devised the Rosenberg Self-Esteem Scale, a test that measures self-worth by rating both positive and negative feelings about the self. Body image covers the emotional attitudes, beliefs, and perceptions of a person towards their own body. It relates to what a person believes and feels about their body. This also includes how they control and sense their body (Brazier, 2017). According to the Canadian Mental Health Association (2015), body image and self-esteem influence each other. It is hard to value yourself when you do not like your body. The reverse is also true: if you cannot see the positive side of yourself and treat it with respect, you do not value it.

Culture has a great influence on a person’s self -esteem -esteem and body image. It can be positive, negative, or both (Brazier, 2017). The traditions practiced culturally can either hurt or help us in our life. The culture that we are surrounded by has a substantial influence on how we feel about ourselves and how we think about our bodies. It can either be favorable to or resistant to the building of a healthy body image and self-esteem. For example, dieting and body appearance have been a focus of Western Culture. It is the same as in other cultures as digitally retouched photos become a norm in society. This kind of mentality negatively influences an individual’s body image (Karges, 2015). THE IMPORTANCE OF BEAUTY People value physical appearance in different cultures. They tend to worry about how they look, how people will now to look at them, and what people will say about them. The standard of beauty changes through time as the preference of the people varies from time to time. What may be considered the standard of beauty in one culture may be different in other cultures. It goes well with attractiveness as what may be attractive to another one may not be appealing to another. The culture  

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is greatly influenced by society; thus, the concept of beauty is embedded by it (Palean et al., 2018, p. 74). Across the globe, culture dictates what is beautiful. What is perceived as beautiful in Egyptian women are slim, high-wasted, narrow hips, and long black hair. Contrastingly, during the Renaissance period, women with a full figure or curvy and rounded hips were considered beautiful. During the Medieval Age, gorgeous are chubby, fat or plump women like in some ancient tribes (e.g., Africa). In Asian countries (Malaysia, the Philippines, and Indonesia), which used to be beautiful, are women with flat noses. The standards of beauty change over time due to culture. Traditionally considered most attractive are those humans who have clear skin, thick shiny hair, well-proportioned bodies, and symmetrical faces. Beauty is deemed necessary throughout history, with features that indicate youth, health, excellent genes, and fertility (DeMello, 2014, pp. 173-205). Body art and body modification like body piercing are also considered beautiful in various cultures. In Ethiopia, Kara people use body painting to attract the opposite sex (exploring-africa.com, 2020). Scarification, or scarring scarring the skin to produce marks, is bein being g practiced by the Masai people in Tanzania to represent beauty and family pride to women and strength, courage, and bravery to the men (newtimes.co.rw, 2010). Other tribes in Ethiopia, like the Mursi and Suri, women wear lip plates that determine their beauty. The larger the lip plate, the more beautiful a woman is (Agbo, 2018). Maria Jose Cristerna, the Mexican vampire woman, reinvented herself through body piercings to empower herself (Valentine, 2015). Plastic surgery is also a form of body modification that is popular nowadays due to the influence of social media (Walker et al., 2019). Printed materials (magazines, billboards, newspapers, and others), television (entertainment, fashion and, other shows) and the social media (influencer, vloggers, and others) profoundly influence the standard of beauty of the culture. What is perceived as beautiful is copied; thus, it is unrealistic and unachievable. The standard of beauty is not absolute as per culture. There will always a constant struggle to look at the perfect measure beauty.when The usual of beautydo is reliant on culture by society. Self-image problemofarises your definition beauty standards not match with dictated your looks (Gallinero et al. 2018, p. 61). There is a struggle of convincing the self because of their set standards. Remember that no two persons are alike. Everyone is unique, and that makes one stand out amongst the crowd. Besides, inner beauty should never be forgotten as it is part of a person’s development. Refer to links below for additional information: Philippines (April) | 100 Years of Beauty - Ep 6 by Cut https://www.youtube.com/watch?v=NIsAeFYZFXE  https://www.youtube.com/watch?v=NIsAeFYZFXE  Female Beauty Around The World by Buzzfeed Videos https://www.youtube.com/watch?v=5o9Dp6D91fI   https://www.youtube.com/watch?v=5o9Dp6D91fI USA Men (Samuel) | 100 Years of Beauty - Ep 12 by Cut https://www.youtube.com/watch?v=3-tJ5erxh4Y   https://www.youtube.com/watch?v=3-tJ5erxh4Y Men's Standards Of Beauty Around The World by Buzzfeed Videos https://www.youtube.com/watch?v=tneKwarw1Yk    Assessing Learning Quiz 2.1.1 2.1.1   Name: ____________________________________________________________ Course/Section: ________________________________________________

Date: ________________________________ Instructor: _________________________  _________________________ 

Test I. Directions: Encircle the letter that corresponds to your answer. 1.  It is all about the appearance. a.  Sexual Self c. Material self b.  Physical Self d. Digital Self 2.  Culture is usually not the basis when setting the standards of beauty. a.  True b.  False 3.  Refers to a person’s beliefs about his or her own worth and value. a.  Self-confidence  

c. Self-esteem 25

 

b.  Body image

d. Self-worth

4.  Is the way one sees the physical self and the thoughts and feelings that result from that perception a.  Body presentation c. Self-esteem b.  Body imaged d. Self-representation 5.  A test that measures self-worth by rating both positive and negative feelings about the self a.  16PF c. Baron EQ

 

-esteem scaled b. Rosenberg’s Self -esteem

d. Guilford-Zimmerman Guilford-Zimmerman

statements/questions stions completely and comprehensively. Test II. Directions: Answer the statements/que 1. Differentiate Self-Esteem from Body Image. _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________   2. How does culture affect our standard of beauty? Cite some examples to support your answer.

____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________

 

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THE SEXUAL SELF Overview

This lesson will provide you with understanding of how sexual self impacts one’s development . Learning Objectives At the end of the lesson, I am able to: 1. review the human reproductive system; 2. distinguish biological, physiological and psychological aspects of human sexuality discuss issues with consumerism; and 3. widen knowledge on youth sexual and reproductive health. Setting Up  Activity 2.2.1 2.2.1 Name: ____________________________________________________________ Course/Section: ________________________________________________

Date: ________________________________ Instructor: _________________________  _________________________ 

Directions: Answer the following questions completely and comprehensively. 1. What are the male and female secondary sex characteristic characteristics? s? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ 2.  How does sex hormones affect a person’s general health? What are the factors that affect levels of male and female sex hormones? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ 3.  What are the sexual behavious of humans and animals? Are there similarities or differences? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ 4.  What is Sternberg’s Triangular Theory of Love? What other theories or principles that explain the occurrence of attraction? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ 5.  What is the difference between sex and gender? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ 6.  What are the dynamics of LGBTQ and SOGIE? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________   _____________________________________________________________________________________________________________________

 

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Lesson Proper Have you ever wished you could talk about sex openly? Ask questions and discover your sexual self? Let’s admit it, you know to yourself that you want to. It does not mean we discussed sex we are liberated and this is not actually embarrassing to talk about. By understanding and putting these topics into mind, you will understand your sexual self- better and clarify uncertain thoughts and feelings. Sex and Human Values Conceding that values are both most sexwhen researchers andthe educators struggle to preserve their writings on personal sexuality and valuecultural, free. In research they label sexually reserved individuals as “erotophobic” and as “high sex guilt” they explicit their own values.  Furthermore, we improve our lives by knowing ourselves, by realizing that others share our feelings, by understanding what is likely to please or displease our loved one. Behold the increasing realization that some types of sexually explicit material can lead people to devalue or hurt others. Sex Drive Psychologist thinks that sex drive peaks during the teens and early twenties (Hyde, 1982). The drive declines gradually during the middle forties, another sharp decline in sexual activity appears in the late sixties (Solnick and Corby, 1983). Sex and Gender are parts of you that need to be continuously explored. These two remains to be used interchangeably however current literature has provided us enough information to differentiate one from the other. The emergence and/or development of Sexual Orientation, Gender Identity and Expression termed as SOGIE is also an important topic in understandin understanding g one’s sexual self.  These are further explained in YouTube Video URLs below: Sex Determination: More Complicated Than You Thought (https://www.youtube.com/watch?v=kMWxuF9YW38) Hear Kids' Honest Opinions on Being a Boy or Girl Around the World | National Geographic (https://www.youtube.com/watch?v=2B3ea7IGwLA) EXPLAINER Part 1: What you need to know about SOGIE (https://www.youtube.com/watch?v=7n7ollEPm2Q) EXPLAINER: What you need to know about SOGIE Part 2 (https://www.youtube.com/watch?v=3H3UgGzzm_Q) What makes us human is our sexuality. It is an innate function to survive through reproduction. Definitely, sex is beyond merely the act of procreation but answers to both psychological p sychological and spiritual needs. Aside from sensuality that evokes many emotions it also entails the interaction between two human beings – to touch and be touched, to love and be loved. Sexual behavior brings connectedness. Sexuality may humanize or dehumanize, validate or invalidate and incarnate or disincarnate existence. It makes a person comforted, loved and sometimes euphoric. At a deeper level, sexuality is linked with birth and death, an associa tion found in Freud’s notion of Eros and Thanatos. Although ultimately death prevails over sex, sex affirms life. The instinctual sexual energy or Eros expressed in the childbearing, art relationships transcends nonexistence. Life continues for the new generation where one can be fondly remembered by important others. This close psychological connection between sex and life or the absence of it is a concrete reminder of the existential inseparability of this cycle. Additional Readings: The Responsible Parenthood and Reproductive Health Act of 2012 (https://www.officialgazette.gov.ph/2013/03/18/implem (https://www.officialgaze tte.gov.ph/2013/03/18/implementing-rules-and-regulations-of-republ enting-rules-and-regulations-of-republicicact-no-10354/)  

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Psychosexual Development The famous psychoanalyst Sigmund Freud cited that children go through a sequence of psychosexual stages that lead to the development of the adult personality. Freud’s theory defined how personality developed over the course of childhood. Whereas the theory is well-known in psychology, it has always been quite controversial, both during d uring Freud's time and in modern psychology. These are named psychosexual stages because each stage signifies the fixation of libido (roughly translated as sexual drives or instincts) on a different area of the body.

Image credits to Simply Psychology

Liking and Loving (Interpersonal attraction) To like somebody or to have a desire to be in a relationship with somebody is called interpersonal attraction. We like being with people, we enjoy the company of others. Physical Attractiveness We are attracted to those who are physically attractive. Surely, the attraction here is relative. “Beauty is in the eye of the beholder”. Some men find women with long hair are attractive but some men like women with short hair to see their neck area. LOVE vs. LUST LUST ✓  focus on a person's looks and body.

LOVE ✓  spend quality time together with other than sex

✓  interested in having sex, but not in

✓  get lost in conversations and forget

✓ 

✓  want to get to meet his or her family

having conversations ✓  keep the relationship on a fantasy level, not discuss real feelings. ✓  want to leave soon after sex rather than cuddling or breakfast the next morning. ✓  are lovers, but not friends

about the hours passing ✓  honestly listen to each other's feelings, make each other happy. ✓  motivates you to be a better person.

and friends

SEXUAL RESPONSE  RESPONSE  It refers to the order of physical and emotional changes that arise as a person becomes sexually aroused and partakes in sexually exciting activities, including intercourse (coitus) and masturbation. Perceptive how your body reacts during each phase of the cycle can improve your relationship and help you find the cause of any sexual difficulties. The sexual response cycle has four phases:

 

29

 

Plateau

Orgasm

Excitement

R  e s o l u t i o n

Both men and women encounter these phases, though the phasing usually is different. For instance, it is improbable that both partners will reach orgasm at the same time. The intensity of the reaction and the time spent in each phase differs from person to person. Knowing these differences may help partners better understand one another's bodies and responses, and develop the sexual experience. LGBTQ

Terms to understand: 1.  Lesbian - A woman who is primarily attracted to women. 2.  Gay- A man who is primarily attracted to men; sometimes a broad term for individuals primarily attracted to same-sex. 3.  Bisexual- An individual attracted to people of their own and opposite gender. 4.  Transgender- A person whose gender identity differs from their assigned sex at birth. 5.  Transsexual- An outdated term that originated in the medical and psychological communities for people who have permanently changed their gender identity through surgery and hormones. 6.  Queer- An umbrella term to be more inclusive of the many identities and variations that m make-up ake-up the LGBTQ + community. 7.  Intersex- An individual whose sexual anatomy or chromosomes do not fit with the traditional markers of “female” and “male”.  Same- Sex Attraction Homosexual behavior is likely to present in all societies and cultures and has been documented on all six settled continents. The homosexuality-heterosexuality distinctions is not always a clear one. Not only do some people self-identity as bisexual, but others may also change their sexual preference over the course of their lives (Chivers, Seto, & Blanchard, 2007). Researchers are trying to understand why some people are more strongly attracted to members of the same sex than are other people. Forms of Sexually Transmitted Diseases

Image credits to slideshare.net slideshare.net

 

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Contraception Methods: Generally, procreation is the basic reason for the sexual act hence couples should have this in mind. A.  Artificial Method- this method can be stopped when couples decided to have a child again. 1.  2.  3.  4.  5.  6. 

Pills Injection (Depo Provera) Implants Cervical Sponge Spermicidal Gel Condom

7.  IUD B.  Natural Methodthis method is encouraged by the church because it does not use chemicals and therefore has no side effects on the part of the partners. 1.  2.  3.  4. 

Calendar Method Abstinence Mucus Method Basal Body Temperature Method

 Assessing Learning Quiz 2.2.2 2.2.2 Name: ____________________________________________________________ Course/Section: ________________________________________________

Date: ________________________________ Instructor: _________________________  _________________________ 

 Directions:

 Answer the following questions completely and comprehensively.  Name three factors that influence sexual orientation and gender identity [5pts]  ____________________________________________________  ________________________ _______________________________________________________  ___________________________   ____________________________________________________  ________________________ _______________________________________________________  ___________________________   ____________________________________________________  ________________________ _______________________________________________________  ___________________________   ____________________________________________________  ________________________ _______________________________________________________ ___________________________  Name three family planning methods [5pts]  ____________________________________________________  ________________________ _______________________________________________________  ___________________________   ____________________________________________________  ________________________ _____________________________________________________ ___________________________  __   ____________________________________________________  ________________________ _______________________________________________________  ___________________________   ____________________________________________________  ________________________ _______________________________________________________ ___________________________ Presently, how well do you know your sexual self? Rate from 1-10, 1 being the lowest and 10  being the highest. Support your answer. [10pts]  ____________________________________________________  ________________________ _______________________________________________________  ___________________________   ____________________________________________________  ________________________ _______________________________________________________  ___________________________   __________________________________________________  ________________________ ______________________________________________________ _____________________________  _   ____________________________________________________  ________________________ _______________________________________________________  ___________________________   ____________________________________________________  ________________________ _______________________________________________________  ___________________________   ____________________________________________________  ________________________ _____________________________________________________ ___________________________  __   ____________________________________________________  ________________________ _______________________________________________________ ___________________________

 

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THE MATERIAL/ECONOMIC SELF Overview This lesson gives you a perception of how the things that we own shape our material self. Learning Objectives At the end of the lesson, I am able to: 1. develop mindfulness regarding the material self; 2. describe the interrelationship between consumer culture and the material self; 3. discuss issues with consumerism; and 4. equip me to be a responsible consumer. Setting Up  Activity 2.3.1 2.3.1   Name: ____________________________________________________________ Course/Section: ________________________________________________

Date: ________________________________ Instructor: _________________________  _________________________ 

LET’S GO SHOPPING!  SM Mall of ASIA is known as one of the largest malls in Asia. The mall is located near Pasay City, Metro Manila (Caparas, 2013). Directions: Imagine yourself going to this mall to shop for the whole day with no restrictions on the money. You can buy anything inside this mall at your delight. List down five (5) items that you want to buy. Indicate their brand names, estimated prices, and the total amount. On the last column of the table, categorize each as a “Need” or a “Want”.

Source: vigattintourism.com vigattintourism.com Photo by Jun Acullador of flickr.com Items 1. 2. 3. 4. 5.

 

Brand Name

Estimated Price

Need/Want

Total:

Total Needs:

Total Wants:

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1. What have you observed from the items that you have listed? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ 2. Do you think your purchases are reasonable? Why yes? Why not? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________   3. Which among all the items that your purchase reminds you of yourself? Explain briefly. _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ 4. Which has the most number, the want, or the needs? Why? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ Lesson Proper

I SHOP THEREFORE I AM: I HAVE THEREFORE I AM? That famous statement is part of an artwork created by Barbara Kruger. It describes the material consumption in the year 1987. It was from Rene Descartes’ philosophy of "I think therefore I am" and she gave it a twist that fits the idea of material consumption. consumption. The idea is that it is not what we think but what we own that identifies who we are. We became a society that focuses on o n “what they have rather than who they are.” The society gives off a vibe that material possessions, as well as social image, define who we are. The more in-depth personal attributes like accomplishments and ideas were pushed aside. She exposes society as a modern consumer-driven society (publicdelivery.com, 2011; Hai, 2018). William James (1980) suggested that the self is everything that is considered by the individual as his or hers. It includes his/her body and his/her material possessions and reputation and beliefs. In conclusion, the self is comprised of the material self, manifested by his/her material possessions (GoMonilla & Ramirez, 2018, p. 134). As what William James stressed that the total of man is not only his body and his psychic powers but also his material possessions (Leary, 1990). The Basic Components of the Material Self, according to William James (1980): 1. Body - The innermost part of the material self. Taking good care of it will help you experience life to the fullest. 2. ClothesClothes- Considered important to people alongside the soul and the body. The styles and brands of clothes become symbols that are the representation of the self. 3. Material Component 3a. Family and friends  friends  - These are people whom you are psychologically connected. They helped shape and influence yourself and your identity. 3b. HouseHouse- A place where many aspects of your life developed. It also gives you comfort and security. Accumulation of a house reflects the wealth and hard labor. 3c. Cars-Also Cars-Also considered as a material possession as it also reflects the wealth and hard labor. 3d. PetsPets- It could be an expression of one’s social stat us, us, pride, prestige since owning a dog or a cat with breeds is very expensive.  

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SHAPING THE WAY WE SEE OURSELVES The Role of Consumer Culture on our Sense of Self and Identity Oxford bibliographies (2017)  (2017)  describe the consumer culture as a form of material culture facilitated by the market. It represents a relationship between the consumer and the goods or services he or she uses or consumes. Through Consumer culture, you are allowed to express who you are by reinforcing an economic system of freewill or constrained. There is the freedom to choose and be constrained with options offered commercially. c ommercially. Consumer culture is also a system of consumption of commercial products. Consumer culture represents a social arrangement wherein lived culture, social resources, ways of life, and material resources depend on the markets. The consumer culture focuses on the consumption of market-made commodities (Arnould & Craig, 2005). Merriam dictionary (2020) defined identity as the distinguishing character or personality of an individual. It is who you are, how you perceive yourself, how others see you, and the characteristics that describe you (yourdictionary.com, 2020). Material possessions are considered an extension of your identity. Belk (1988) suggested that possessions contribute contribute to the reflection reflection of identity. It is a fact that that we learn, define, and remind ourselves of who we are by our possessions. This identification started early in life as an infant learning to differentiate oneself from the environment and then from others who may envy possessions. In general, as you age, the importance of ma material terial possessions decreases but remains high throughout life. It is a form of self-expression, happiness, and a reminder of experiences and accomplishments. It also accumulates your story, who you are, where you come from, and perhaps where you are going.

Despite being the extension of your identity, the desire for it has a negative effect on one’s sense of self and identity. Materialism refers to giving to much importance to material possessions and excessively being concern with its acquisition. As mentioned above, the association of identity to material possession started at the early age of life; the etiology of materialism arises from society and culture (Belk, 1988). Social media play a massive part in the consumption of commercial products. Through the internet, television, and magazines, endless options of advertised products are available (Go-Monilla & Ramirez, 2018, pp. 136-137). Consumerism is the human desire to acquire products and goods in excess of one's basic needs. Basic needs refer to sufficient food, clothing, and shelter. The consumerist culture involves people who spend more on cars, gadgets, and clothes to keep up with trends and upgrades instead of savings or investments (Baker, 2016). Additional instructional materials: Movie entitled: Confessions of a Shopaholic (2009) Learning from consumer culture by Tori Flower TED Talks https://www.youtube.com/watch?v=XS1sKdOTg6Y https://www.youtube.com/watch?v=XS1sKdOTg6Y   History of ideas – consumerism by The School of life https://www.youtube.com/watch?v=Y-Unq3R--M0  https://www.youtube.com/watch?v=Y-Unq3R--M0  Conscious Consumption Options are endless when shopping. Marketing strategies have been evolving to cater to the needs and want of consumers. Being in a consumer culture, shopping is part of your life. As a consumer, you have the power to control your expenditures as you have your free will to choose. The struggle of conscious consumption usually starts when the discipline of shopping ends. Conscious consumption is practicing being a responsible buyer (Gallinero, et al., 2018). Being a responsible buyer means you should know how to separate your wants from your needs. Below are tips that you can use when shopping: Tips to get most of your money  Adapted from the the Federal Trade Com Commission mission (2009) Try to shop around before purchasing.

We must remember that the “sale” price isn’t always the “best” price. Search for information can help you get the best price for the item you

 

35

 

want. Take time to read sale ads.

Some items are limited only to specific quantities or available to selected stores. Make some call ahead to ensure that the store has the item in stock and if they ‘be willing to hold the item for you.

Do not forget to consider the time and travel costs.

Take into consideration the time, and travel cost before shopping. What if the item is across town, and you need to travel just to acquire it? Are you saving or not?

Check for price-matchin price-matching g policies.

Fish out for competitors’ prices and compare. You might find a good deal by comparing and contrasting.

Use the internet for price references.

Surf the net to compare and contrast prices. You can also shop online but consider the shipping costs and delivery time.

Bargain offers that are based on purchases of additional merchandise should be computed.

Offers like “buy one, get one free,” “free gift with purchase,” or “free shipping with minimum purchase” seems tempting. It is not a great deal if you don’t want or n eed the item. Some items go into the sale after a week that you purchase it. Try to ask the store if they have sale adjustments where you can get a credit or refund for the discounted amount if it is applicable. Refund and return policies for sale items or clearance sale differ from regular items.

 Some shops have sale adjustments. adjustments.

 Ask first the refund and return policies for  sale items.  Assessing Learning

Quiz 2.3.2 Name: ____________________________________________________________ Course/Section: ________________________________________________ Test I. Directions:

Date: ________________________________ Instructor: _________________________  _________________________ 

Identify what is being asked below.

________________1. Defines that the self is everything that is considered by the individual as his or hers. ________________2. It is practicing being a responsible buyer. ________________3. Refers to giving to much importance to material possessions and excessively being concern with its acquisition.

________________4. This could be an expression of one’s social status, pride, prestige since owning one breed is very expensive. ________________5. The human desire to acquire products and goods in excess of one's basic needs. Test II. Directions: Answer the following questions completely and comprehensively.

Explain Barbara Kruger’s statement: I Shop Therefore _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ 2. How is the statement relatable to your current expenses/purchases? Cite an example to support your answer. _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________  

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_____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ THE SPIRITUAL SELF Overview This lesson explores the essence of spirituality, how distinct it is from religiosity, the influences that form one's spirituality and how it affects one 's self.  self.  Learning Objectives At the end of the lesson, I am able to: 1.  differentiate spirituality from religion; 2.  describe the practice of religion, belief in supernatural being and power; 3.  explain the concept of “dungan”, spirit or soul;  4.  evaluate ways of finding and creating meaning in life. Setting Up  Activity 2.4.1 Name: ____________________________________________________________ Course/Section: ________________________________________________

Date: ________________________________ Instructor: _________________________  _________________________ 

MY OWN MANDALA Directions: Direction s: Mandala is a symbolic symbolic picture of the universe universe and spirituality. spirituality. It helps to transform transform ordinary minds into enlightened ones.   Using any coloring materials, color the Mandala below based on your preference. Also, write your name inside the circle on the center.

Reflective questions 1.  What comes to your mind when you first heard the word Mandala? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________  

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_____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ 2.  What did you feel doing the activity? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ 3.  Are you going to share your work to other people? Why or Why not? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ 4.  Given another chance, are you going to recreate your Mandala with your own design? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ Lesson Proper SPIRITUALITY AND RELIGION Oftentimes, many people define spirituality and religion synonymously. There are also times that these two terms are interchangeably used. Conversely, they are definitely different concepts. But, they play an important role in our lives. Spirituality came from the Latin word  spiritus  which means breath of life. Jafari, Loghmani and Puchalski (2014) defines spirituality as a way an individual seeks and communicates the meaning of one’s experiences in relation to self, to nature, and to the moment. It is a co nnection to something bigger than you, of significant, reverent, or sacred. On the other hand, religion came from the Latin word religio religio  that means an obligation, bond, reverence and religare that means to bind. Many scholars define religion as the relationship of an individual to God, and involves doctrines, beliefs and rituals connected with the same a group that has shared same faith. An individual can be both religious and spiritual but being religious does not mean you are a spiritual person. Religion Vs. Spirituality : What is the difference? (Brady, 2019)

 

Religion

Spirituality

Object referral

Self-referral 38

 

Objective vs. Experience

Subjective

Organized vs. Formless

Traditional vs. Evolutionary  Approach Belief vs. Experience

Spiritual

Fear vs. Love

Focuses on the external (houses of worship, books of scripture, eternal rituals) Structures and rule based construct (moral rules, laws and doctrines)

Focuses on the inward journey (internalization and awareness of one’s soul) No set of external rules, restrictions and rigid structure (pathless path of selfdiscovery)

Deeply rooted in tradition, ritual, creed, and doctrine (transmitted through history) About faith (Unconditional acceptance and surrender to the divine)

more flexible and adaptive (embraces change and the evolution of consciousness) direct experience of the soul or divinity

Concepts of original sin, divine judgment, God’s wrath, or eternal punishment can

Discards the remains of fear and worry in favor of a more loving, compassionate approach to life—and death

The differences between spirituality and religion are not the outright judgment of which is better than the other. One’s spiritual and religious religious beliefs and practices may still vary from one person to another. Characteristics of a Spiritual Person Howell (2013) made a research on the personal and societal benefits of spirituality. Based on the responses, here the top five characteristics of a spiritual person. 1.   A spiritual person is gracious. gracious. Spirituality encourages someone to be positive and expresses gratitude, shows generosity on time and resources, one’s overall life indeed.  2.   A spiritual person is compassionate. compassionate. Living a spiritual life lets a person to feel good even on small things in life. He or she looks at the world with empathy. 3.   A spiritual person is flourishing. flourishing. Spirituality enables a person to have positive relationships, high self-esteem and lets him or her look at the meaning and purpose in life. 4.   A spiritual person is self-actualized. Spirituality practices help a person to focus on their internal values for personal growth. A spiritual person concentrates on the fulfillment of one’s goal and that is to become a better individual. 5.   A spiritual person takes takes time to savor life expe experiences. riences. Living a spiritual life makes a person more aware of his or her day to day activities and gives an experience positive emotions related to small pleasures in life. Within theoptions self liesinthe best way to improve Constant and contemplation on decisions and life, cultivating empathyspirituality. and compassion for thought other humans, and having confidence in a higher being will improve spiritual awareness. It's not only finding meaning in life but also how it brings meaning to life. THE PRACTICE OF RELIGION: BELIEF IN SUPERNATURAL BEING AND POWER As you grow older, you start to ask questions rooted in religious orientations. You have probably compared one religion from another. However, you make realizations and observations until you found the meaning of that goes beyond your religious orientations. Functions of Religion  Religion 

 

Cognitive   Cognitive

enables human to explain the unexplainable phenomena

 Social

maintains social order by encouraging socially acceptable behavior and discouraging inappropriate behavior

Emotional /

controls the forces which they feel they have no control 39

 

Conflict Resolution Reinforcement  Solidarity

of

uses religion as a way of diffusing anger and hostility Group

allow people to express common identity and strengthens group identity and belonging

Religiosity follows the belief systems and practices associated with a tradition in which there is agreement about what is believed and practiced. The supernatural concepts are a part of any human society. One must develop a view of cultur al relativism to research spiritual beliefs, and try to recognize beliefs from the viewpoint of an emic or  insider. Imposing one culture's meanings or beliefs onto another is likely to lead to misunderstandings. Despite the wide range of supernatural beliefs found in cultures around the world, some common elements are shared by most belief systems. Sashur Henninger-Rener, an anthropologist –  research, identified the common elements of religion in relation to the belief in supernatural being and power. Elements of Religion 1.  Cosmology. This explains the origin or history of the world. Religious cosmologies offer a "big picture" of how human life was created and the forces or powers at work in the universe  universe  2.  Belief in the Supernatural. This pertains to the realm beyond direct human experience. The belief may involve a god or gods, but it's not a necessity.  Quite a few religious beliefs involve more abstract ideas about supernatural forces. 3.  Rules of Behavior. Such principles describe proper behavior for individuals and society as a whole, and are geared towards harmonizing individual acts with moral beliefs. 4.  Rituals. Religious rituals or procedures which are typically supervised by religious experts.  These may be oriented toward the supernatural, such as rituals designed to please the gods, but at the same time addressing the needs of individuals or of the entire community.

THE CONCEPT OF “DUNGAN”  “DUNGAN” , SPIRIT OR SOUL The word "dungan"   originates from the Ilonggos according to Magos (1986). The Ilonggos' dungan  or soul, which is normally not seen by the human eye. According to the Visayans, this can leave the body voluntarily like when the person is asleep. If a person can see himself in his dreams it means that the physical body has been replaced by his "other self". It was profoundly impressed amongst the ancient Filipinos that a person who was asleep does not suddenly awaken. So a person who is sleepy is first called softly and louder and louder gradually to give the soul a chance to return to its body. Traveling off the dungan  outside of the body will be accident-free. It can be stuck in a container or poured out from a vessel of liquid. The owner will only be able to wake up after the soul has returned home safely. Anything that happens to the dungan  does indeed happen to the human body. It is also suspected that another reason for the soul's voluntary withdrawal is if the body is seriously maltreated (Magos, 1986). The Visayan dungan has a secondary sense of "willpower." A good dungan is the mental and psychological capacity to control one's way of thinking or convince others to. An individual with a lot of willpower is said to "have a good dungan." The constant companionship of two people (sometimes under the same roof) can lead to a spiritual rivalry between the two dungans and the defeat of the one with the weaker dungan. One may conclude that "dungan"  or  or "spirit" is something that cannot be seen and an d touched, and goes beyond our senses. It's also something that science can't describe. FINDING AND CREATING CREATING MEANING [Frankl] [Frankl]   According to Frankl (1959), the meaning of life lies in finding a purpose and taking responsibility for oneself and others. A person can face all the "how" questions of life by having a clear "why." He / She can only make the world a better place by feeling safe and confident of the goal that motivates him or her.  

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There are 3 ways to find meaning in one's life according to Frankl in his novel , novel , Man's Quest For Meaning. By Doing a Deed Realizing artistic quality comes not from the ‘greatness' of the mission, but how one treats and executes his or her mission. It is not the ‘radius' of the action which is essential, but how one feels the ‘circle' of his / her mission – how respectfully one performs them. By Experiencing a Value Explore all facets of life in-depth, being open and receptive to all life has to bring. Deep emotional feelings, i.e. wonder and sunset happiness, a pleasure in close contact with others, sharing a child's sorrow, etc. Support all of the emotions; don't refuse them; float with them, but don't get trapped. By Realizing Attitudinal Value Accept with great bravery all the sufferings caused by an unchanging destiny. Out of your misery draw power of intent. Intrinsically, human life should never be meaningless. Life challenges us and puts various circumstances before us.

 Assessing Learning Quiz 2.4.2 Name: ____________________________________________________________ Course/Section: ________________________________________________

Date: ________________________________ Instructor: _________________________  _________________________ 

Direction: Answer Direction:  Answer completely and comprehensively the following questions below. 1.  What is the difference d ifference between spirituality and religion? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ 2.  Explain what is “Dungan”.  _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ 3.  Regardless of your religion, how do you practice your faith? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ 4.  Share your personal life experience/s where you found meaning of life out of it. Explain.  Explain.   _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________  

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_____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________

 

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THE POLITICAL SELF Overview This lesson lets you integrate political aspect of self and identity through critical thinking. Learning Objectives At the end of the lesson, I am able to: 1.  safely share one's the political preferences or conviction; and 2.  understand how personal ideologies are constructed. Setting Up  Activity 2.5.1 Name: _____________________________________ Course/Section: __________________________

Date: ________________________________ Instructor: _________________________

Directions: 1. Create a virtual group through the internet. internet. Divid Divide e the group group into ttwo. wo. Tackle any emerging issues in your community. _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________

 2. Directions: Create a collage of the person you want to be in the next 10 years.

 

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Lesson Proper Generally, when speaking about national identity, the center tends to be on being a citizen of a country. The role of culture on identity should never be underestimated. It can be varied as his/her heritage. [Gallinero,et al.,2018,p108] Developing a Filipino Identity: Values, Traits, Community and Institutional Factors Filipino students may deepen their understanding of their political selves through a list of socially relevant movies which can be found in this link (https://www.spot.ph/entertainment/movies-musictv/75285/10-new-pinoy-films-for-the-woke-a1943-20181006-lfrm) Filipinos are of Malays descent with traces of Chinese, American, Spanish, and Arab blood. According to the United Nations, the Philippines has a population of 109 million in midyear of 2020. Having been colonized by the West and an active trading system among neighboring Southeast Asian countries, the Filipino people are a unique blend of east and west, both in appearance and culture. The bayanihan or spirit of kinship and camaraderie took from the Malays, close family relations inherited from the Chinese, piousness came from the Spaniards who introduced Christianity are our dominant features. Positive relationships are a core value for Filipino communities, also known as “Personalism.” These involve sensitivity and regard for others, understanding, helpin g out, and consideration for others’ limitations. Children are taught to respect older family members, older adults and authority. It is considered the norm to seek the advice of and accept the decisions of older adults; and are obligated to care for aging parents, and maintain emotional ties with family members throughout the life span. Religion is central to our lives and serves as a means of coping with life’s adversities. The Philippines is divided geographically and culturally into regions, and each regional group is recognizable by distinct traits and dialects. Hospitality, cheerful disposition, welcoming character and passionate about life are what distinguishes us from the rest of ASEAN. These are the strengths of the Filipino character and in some ways our weaknesses. Psychologist, educator, and [former] chairperson of the Commission on Higher Education. Dr. Patricia B. Licuanan wrote that the strengths and weaknesses of the Filipino character are rooted in factors, like [Gallinero, et al.,2018,p109] 1. The home environment 2. The social environment 3. Culture and Language 4. History 5. The educational system

6. Religion 7.The economic environment 8.The political environment 9. Mass media 10.Leadership and role models.

According to her, in-home environment , Filipino children are family-oriented. In the social environment, it is characterized by survival of the fittest that makse them [Filipinos] group-oriented [1994]. Furthermore, in culture and language show openness to international elements with no primary consciousness of our cultural core [Licuanan, 1994]. The colonial mentality of the Filipinos is a good example of this. While, in the Philippine educational system helps in casting the strengths and weaknesses of the Filipinos [Licuanan,1994]. Various Filipinos are rooted in our economic environment, hardships and struggles pushed them to work harder. Some choose to leave their family to work abroad for better living. She also cited that our political environment and government structures and systems are troubled with problems [Graft and Corruption]. On the other hand, the mass media reinforce our colonial mentality. It is shown on TV, magazines, newspaper, etc. Nowadays, the mass media in fact part of Filipino life. Ever since Filipinos highly respect authority, we learn on our leaders and role models [1994].  

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Strengths of the Filipino Character: The Filipino characteristics listed below are not complete, hence, these are the most we have in common. Filipino traits are as follows [Gallinero,et al.,2018p110]: 1. Pakikipagkapwa-tao 2. Family orientation

 

3. Flexibility,adaptab Joy and humor 4. Flexibility,adaptability, ility, and creativity 5. Hard work and industry 6. Faith and religiosity 7. Ability to survive Weaknesses of the Filipino character: 1. Extreme personalism 2. Extreme family-centeredness family-centeredness 3. Lack of discipline 4. Passivity and lack of initiative

5. Colonial mentality 6. Kanya-kanya syndrome 7. Lack of self-analysis and self-reflection

Citizenship and Democracy Democracy is a Greek word that means demos demos [  [ people’s rule]. It is a form of government in which the supreme power is vested in the hands of the people. As stated by the famous President Abraham Lincoln, democracy is a government of the people, people, for the people, and by the people. The idea of democracy is interpreted in many forms. In general, it implies majority rule, minority and individuals have equality of opportunities and under law, civil rights and liberties. Who is the citizen of the Philippines Is the one who is a member of a state who was accorded with full civil and political rights subject to disqualifications provided by law, and who is protected inside and outside of the state where he/she is a citizen. Self and Politics Man is considered a political political animal. His/her thoughts thoughts about political happenings show his/her personality and beliefs. Political socialization is a learning process by which individuals acquire political knowledge, beliefs and attitudes that helps develop a sense of self. The family is the major socializing agent. As children grow up, schools, peer groups and the media also become important agents of political socialization.  Assessing Learning  Activity 2.5.2 Name: ____________________________________________________________ Course/Section: ________________________________________________

Date: ________________________________ Instructor: _________________________  _________________________ 

Directions: Answer the following questions completely and comprehensively. 1. 

 

Describe the manner of discussing your ideas in your virtual group. How about against the other group.

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_____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________

2.  How do you manage conflicting ideas among family and friends? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ 3.  In formal settings such as in the classroom, school or workplace, how will you be able to voice one’s beliefs without hurting others  _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ 4.  What are the traits you have listed? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ 5.  In terms of character, how far or near are you to this ideal person? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ 6.  What are the things that you will be working on for you to achieve your go goal? al? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________

 

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THE DIGITAL SELF Overview This lesson looks at the role of technology and the internet informing the digital self of a person with an emphasis on using social media network sites and applications. Learning Objectives

At the end of the lesson, I am able to: 1.  examine my self and my online identity; 2.  describe selective self-presentation and impression management; 3.  infer on the impact of my online on line interactions to me and others; and 4.  determine the boundaries of my online self. Setting Up  Activity 2.6.1 Name: _____________________________________ Course/Section: __________________________

Date: ________________________________ Instructor: _________________________

WHAT’S APPS?   Directions:: On the first space provided, write the name of the social media applications. Below its Directions name, evaluate how frequent (always, often, sometimes, or never) do you use each social media application.

What did you notice with your answers from the activity? _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ What is/are your reason/s in using social media? _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________  

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Do you consider social media an important part of yourself? Why or why not? _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________   _______________________________________________________________________________________________________________ Lesson Proper

I, ME, MYSELF AND MY USER ID ONLINE IDENTITY In the emergence of the use of technology in our lives, this made us create a new self of our identity. This identity extends to the digital world using any social media applications like Facebook, Twitter, Instagram, YouTube, etc. Aside from these applications, we also engage ourselves in different internet websites that create our virtual world that is different from our real world. Thus, we create our own online identity or can be termed as a digital self . Many from the millennial and Gen Z generations are being tagged as digital natives because they depend most of the time on the functions of technology. In 1988, Russell Belk , Chair in Marketing, Schulich School of Business at York University, proposed the concept of extended self   even during that time that digital technology was limited to personal computers. Nowadays, access to computers can be done using mobile phones, laptops, and other digital devices. Through these, we can exchange ideas and can communicate and connect with others. According to Belk (2013), the extended self can be presented in different factors: dematerialization, re-embodiment, sharing, co-construction of self, and distributed memory.  memory.  These factors are actually changes and progressions evaluated for our understanding of oneself, the nature of possessions, and our connections or associations with things in an advanced world, the digital world. First, dematerialization dematerialization   relates to our possessions like photos, videos, music, and information which at present are all immaterial and cab be all stored in different electronic devices that we can access anytime. Second, re-embodiment  Second,  re-embodiment   describes how we can post, upload and view photos of our faces online that we have become online ‘avatars’. Using social media and computer software, we can easily change our appearance distinguishing our online self and our actual appearance. Third, with the use of the internet,  sharing  sharing   pertains to  to  transferring pieces of our true personal information  information  or change information we would like anyone can access in the digital world. In relation to this, fourth, co-constructio co-construction n of self  explains  explains how we socially involve ourselves in a digital environment by communicating and interacting and the same time constructing and our individual and extended sense of self. And last, distributed memory shows that non-digital objects like events, people, and even memories are now being recorded and shared in the digital world. Thus, this provides a sense of past being archived in different social media and can be viewed later on. Further, the concept of extended self is alive and well in the digital world (Belk, 2013). However, number of differences are being observed because of the challenges and changes of new possibilities offered in our digital world. SELECTIVE SELF PRESENTATION AND IMPRESSION MANAGEMENT Self-presentation is the act of expressing oneself and behaving in ways designed to create a favorable impression that corresponds to one’s ideals. Myers (2008) explained it as you want to present the desired image of yourself both to other people (external audience) and to yourself (internal audience). As social beings, we adjust our words and actions to suit our audiences. There is varying degrees of how we behave in front of other people. Why does selective self-presentation self-presentation happen? There is selective self-presentation because people want to manage the impression on how society views them. This comes into two forms: self-enhancement and self-deprecation.  Selfenhancement   entails bringing forth the good qualities of one's personality to strengthen an individual's social views. While  self-deprecation  self-deprecation   primary aims to limit self-portrayal by displaying more humble features or characteristics of oneself.

 

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Self-Presentation Goals 1.  To arise from getting others to do what one wants 2.  To gain respect, power, liking, or other desirable social rewards  rewards  3.  To make certain impressions on others to maintain a sense of who they are  are  Impression management refers to the information controlling activity to guide the opinions of others in the service of personal or social objectives. This shows how humans seem motivated not only to perceive themselves in self-enhancing ways but also to present themselves favorably to others.

1.  I  n  g r  a t  i  a t  i  o n - 

Self-Presentation and Impression Management Strategies (Jones, 1990)  Self-Presentational  Self-Presentational  Strategy

Impression  Sought

Prototypic Behaviours

 Self-Presentational  Self-Presentational Risks

1.  Ingratiation

Likable

Compliments, favors

Insincere, Deceitful

2.  Self-promotion

Competent

Boasting, Showing off

Conceited, Fraudulent

3.  Intimidation

Powerful, Ruthless

Threats

Reviled, Indecisive

Hypocritical, Self4.  Exemplification Virtuous, Self-denial, righteous Martyrdom Moral Y o5.  Supplication Helpless Self-deprecation Manipulative, u Demanding   wish other people to like you by letting people agree with you, say nice things about you, do favors for you, and possess positive interpersonal qualities.

2.   Self-promotion -  You seek to convince people of your competence by getting people to think we are capable, intelligent, or talented. 3.  Intimidation -  You sometimes show people your authority and you are to be feared off by displaying that you are tough, powerful or ruthless.  ruthless.  4.  Exemplification -  You try to make the impression that you are morally superior or righteous by portraying an exaggerated degree that you suffered poor treatment or has endured excessive hardships. 5.   Supplication You publicly overstress your weaknesses and deficiencies to play helpless in order to attract others’ sympathy and get what you want.

How you present yourself and manage other’s impressions are part of your online identity. It is you faithfully reflect on how you think of yourself. Presenting yourself online is sometimes a concern of misrepresenting yourself. Further, it is very important to know  sincerity  and   and authenticity in establishing relationships with others in the online social world. IMPACT OF ONLINE INTERACTIONS ON THE SELF Our interaction with others is very different now that we are living in the digital age. Everything can be accessed in just one click. You can build hundreds to thousands of friends around the world which you can actually create an online community. Social media applications and social networking sites provide us an opportunity to widen our connections and relationships. Despite our differences, the internet or virtual world connects us with others and meets with our similarities. However, people we interact may influence the way we think ourselves so let us not forget that our online interactions have an impact also on ourselves.

 

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In 2018, David Cross, chief editor at Web Hosting Media, published his review on the positive and negative effects of social media on our lives. This shows how big the impact of our online interactions. He explained that there is nothing wrong with the platform itself but the problem is on the way a lot of us use it and play a role in our lives. Here are the impacts of online interaction taken from Cross (2018). The Toxic Reflections of Social Media (The The Improvements Social Media Brought Negative)  About (The Positive) 1.  It’s Incredibly Addictive  1.  It Can Save You In Case Of An 2.  Self-Image Issues Emergency 3.  The Illusion of Control 2.  Enhanced Connectivity 3.  It Can Be Used As a Voice to Reason 4.  It Can Make You Feel Lonely 5.  A Fear of Missing Out 4.  It’s a Place for Content Discovery  6.  It Drives More Sadness than Happiness 5.  Helps in Getting Help 7.  The Delusion That It Elevates Your 6.  Provides an Awesome Marketing Tool Mood 8.  The Rise of Cyber Bullying We may experience differently the impact of our online interactions using different digital applications and sites. It can be both honestly connect us and help us communicate more efficiently. Nevertheless, how we use it depends on how ho w we make decisions (Cross, 2018). BOUNDARIES OF THE SELF ONLINE Public Self vs. Private Self The American Psychological Association defines the public self  as “information about the self, or an integrated view of the self, that is conveyed to others in actions, self-descriptions, appearance, and social interactions..” interactions..” And private self  as “the part of the self that is known mainly to oneself, such as one’s inner feelings and self-concept.” Your public self or private self may vary depending on your audience of such impressions. Wilson (2008) explained that the millennial generation has a characteristic of the phenomenon of public identity than private identity. There is a belief that members of this generation have not been afforded a sense of privacy. Examples of this are the posting, sharing of information, capturing everyday activities and the like made by the online users. The distinction between public and private becomes unclear because of the effects of the popularity of social networking sites and applications where you can manage your account on what to share or not and what to show between the real and unreal. Personal Identity vs. Social Identity Personal identity is best described using Erickson’s Psychosocial Theory. According to Erickson (1968), an individual can move from two opposite poles: identity synthesis and identity confusion. Identity synthesis  synthesis  explains that an individual combines and integrates relevant earlier identification in a unique way while identity confusion describes confusion describes that an individual does not hold yet meaningful identification that could provide him or her with a sense of direction. You may search your sense of self or personal identity by intensely exploring on your personal values, beliefs, and goals. He also added that the success of this process may lead to the virtue of fidelity . This means that you will be able to commit yourself to others on the basis of accepting others regardless of the presence of the ideological differences. On the other hand, Tajfel and Turner (1968) refers to  social identity as how an individual defines himself/herself as a member of a social group. Social identity processes include social s ocial categorization, social identification, social comparison, positive group distinctiveness. Social distinctiveness. Social categorization helps categorization helps individuals to navigate the social world by distinguishing between in-group and out-group members. It is providing information about others, economizing social perception, and reduces uncertainty as long as a clear set of expectations about others and the self are provided. It enables that  the mere act of categorizing people into groups was enough to lead to in-group favoritism and out-group derogation.  Social identification involves the individual’s awareness of, value attribution to, and affective experience linked to one’s group membership. Social membership.  Social comparison is a fundamental process to understand who we are, what are our positive qualities, and we do this by exchanging feedbacks in the interactions with meaningful others.   50

 

Positive group distinctiveness is the appreciation of one’s own in -group as basis to achieve, maintain, and enhance group distinctiveness to motivate individuals to join social groups (Tajfel & Turner, 1979).

Gender and Sexuality Online In the previous lesson, you already have the idea of what is gender and sexuality. Here in this topic, the discussion will focus on the issues related to gender and sexuality online. Gender and sexuality is part of our identity. Computer-mediated communication (CMC) has been reported to possess a degree of anonymity on the Internet which makes the gender of online communicators insignificant or invisible. In comparison to norms of patriarchal superiority historically found in face to face contact, this supposedly encourages women and men to contribute and be respected equally for their efforts (Walther, 2007).

10 TIPS FOR SETTING BOUNDARIES ONLINE Taken from  from Margarita Tartakovsky, M.S.  M.S.  no.   1. Give yourself permission. Give yourself permission to set boundaries and say no. 2. Consider your purpose. Think ahead about how you’d like to use social media by considering what kinds of information you want out there.  there.   3. Set boundaries surrounding time. Figure out what works best for you to maintain connections — without feeling stressed and overwhelmed overwhelmed   4. Take things slowly. Give yourself time to get to know the person before revealing too much about yourself not just talking romantic relationships but interactions of all kinds.  kinds.   5. Ask for clarification. Respond and ask for clarification to avoid misinterpretation of a person’s message online.  6. Be honest about your feelings. Let them know authentically and honestly how it made you feel. 7. Practice the three-strikes- you’re-out rule. Take some type of action that limits their contact with you when they’ve crossed another boundary of yours.  8. Give them the benefit of the doubt. Give them the benefit of the doubt by keeping in mind that everyone has different comfort levels to avoid jumping to conclusions.  conclusions.   9. Honor your feelings and comfort level. Pay attention to your own emotions and comfort level.   level. 10. Be thoughtful in your own responses. responses.   Take a moment to think through what you’d like to say and never respond in anger or in impatience.

 Assessing Learning   Activity 2.6.2 Name: ____________________________________________________________ Course/Section: ________________________________________________

Date: ________________________________ Instructor: _________________________  _________________________ 

I.  Write TRUE TRUE if  if the statement is correct, FALSE FALSE if  if not. __________1.  Your digital self may be a representation of your real self and/or unreal self. __________2.  How you present yourself and manage other’s impressions are part of your online identity. __________3.  An online user shows his/her personal identity even without considering his social identity. __________4.  Boundaries online are based on personal decision you set. __________5.  A person can build a community his/her friends with others in the virtual world despite of their differences.

 

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II.  Identify what is being asked below. ________________________1. It is the act of expressing oneself and behaving in ways designed to create a favorable impression that corresponds to one’s ideals.  ________________________2. This refers to the information controlling activity to guide the opinions of others in the service of personal or social s ocial objectives. ________________________3. This explains that an individual combines and integrates relevant earlier identification in a unique way. ________________________4. It describes that an individual does not hold yet meaningful identification that could provide him or her with a sense of direction. ________________________5. This primary aims to limit self-portrayal by displaying more humble features or characteristics of oneself. III. 

Answer the following questions completely and comprehensively.

1.  How does self-presentation happen? _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ 2.  Cite your personal experiences of setting your boundaries online. _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________

 

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UNIT III. MANAGING AND CARING FOR THE SELF Overview This unit focuses on three areas of concern for young students – learning, goal setting and stress management. It also provides a more practical application of the notions discussed in the subject and enables them to experience hands-on development of self-help plans for self-regulated learning, goal setting, and self-care. Learning Objectives At the end of the unit I am able to: to: 1. Recognize the theoretical foundations of managing and caring for the self; 2. Obtain and practice new skills for better management and caring for the self; 3. Use the new skills to better one’s quality of life .  Setting Up  Activity 3.1.1 Name: ____________________________________________________________ Course/Section: ________________________________________________

Date: ________________________________ Instructor: _________________________  _________________________ 

COMPLETE THE SENTENCE: Dear Self, A bad study habit I want to change is____________________________________________because_____________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________

Lesson Proper Proper Learning to be a Better Student How Learning Occurs What happens in the brain while learning? Learning happens at synapses, the junctions between neurons. We can sum it up into four steps: 1) How neurons react to new information 2) How we make new information easy to learn 3) How the brain stores new information 4) How we learn new information. The first one is how neurons react to new information. When we learn something new, the performance of newly associated synapses  

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change. For example “Jin starts attending dance classes. He takes it twice a week.” When Jin starts attending dance classes, the synapses working on this new information or skill changes their performance. Next, how we make new information easy to learn; an element comes along the new information obtained. An element is like an image, an emotion or a sound to which we relate the new information. In the first example, Jin started started attending dance classes; so now he a associates ssociates dance with exercise and stress release. So he uses dance as a stress reliever and as a form of exercise, because of this it is easier for him to learn about dancing. After that we have how the brain stores new information. The brain sets apart space where this new information is stored. The more synapses fire when the new information is used, the more its allocated brain space grows. Since Jin enjoys dancing, he now takes it five times a week. Because of the time and effort on learning how to dance grow, the brain creates more space for it. Lastly, how we learn new information effectively. The more synapses on the new information fire, the more we learn it. According to his dance teacher, Jin’s regular practice pays off so he gets better and better. The Information Processing Model

Image credits to LearnUpon

The Information Processing Model is a type of learning model that treats the brain as if it is a computer. Under this we have the following: 1.  Sensory Memory  Memory  –  we gather information from our environment. It is the temporary first interaction with any information. Sensory memory includes Iconic I conic memory (what we initially see) and Echoic memory (what we initially hear). Since we cannot process all sensory memory, we concentrate on working memory instead. 2.  Working Memory  Memory  –  our current thoughts. We process information from our environment. Through working memory, we get to focus more on visual and spatial information and verbal information one at a time or at the same time with the help of our central executive. Working memory is to responsible temporarily storing and manipulating information. The episodic buffer bridges us long-term for memory. 3.  Long-term Memory  Memory  –  we decide based on our environment. Long-term memories are prior knowledge and memories. There are three types of memories under this: a) Explicit memories are facts or events that we can describe clearly and definitely; b) Episodic memories are event-related memories, and c) Implicit memories which are influenced by interpretation. Metacognition

According to John Flavell, “Metacognition” is “cognition about the cognitive phenomenon”, or basically “thinking about thinking.” Metacognition imports deep thinking in which cognitive processes involved in learning are actively controlled. It has two aspects:   aspects: 1. Image credits to KQED

 

Self-appraisal   –  people’s personal reflections Self-appraisal

about knowledge and abilities andmotivation their affective states their concerning their states knowledge, abilities, and 54

 

characteristics as learners. Such reflections answer questions about “what you know, how you think, and when and why to apply knowledge or strategies”. 2. Self-management of cognition  cognition  –  this refers to “Metacognition in action”, meaning mental processes that help to “compose aspects of problem-solving”. It is the mental process of planning on how one can succeed at a task. Learning to be a better Student Different learning techniques 1. 2.

3. 4. 5.

Elaborative interrogation  interrogation  – it focuses on enhancing memory by generating an explanation of why a specifically stated fact or concept is true. Self-explanation   –  explaining how new information is related to known information, or Self-explanation explaining steps taken during problem-solving. It generates inferences about causal connections and conceptual relationships that enhance understanding. Summarization  – writing down summaries of texts to be learned. Summarization Highlighting/underlining  – marking important phrases from the materials to be learned while Highlighting/underlining reading in a single study session. Keyword mnemonic  mnemonic – using keywords and mental imagery to associate verbal materials.

How Habits Are Formed

Every habit starts with a psychological pattern called a “habit loop” which is a three-part process. First is the cue or trigger that orders your brain to go into automatic mode and let a behavior unfold. Then the action or routine is the behavior itself. And lastly, the reward which is something that your brain likes that aids in remembering the “habit loop” in the future.

Image credits to Help Scout

“How Habits are Formed – The Power of Habit ”  open the link and watch the video presentation https://www.youtube.com/watch?v=Wg1VAhv6KHg Self-Regulated Learning Self-regulation is the process of controlling thoughts, behaviors, and emotions for the purpose of acquiring information or skills. By engaging in self-regulated learning, one can independently track down his own progress and manage his own development. Self-regulated learners take full ownership of their learning where they are commonly described as more engaged in learning, more confident to learn and perform better on tests.

 

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 Assessing Learning Quiz 3.1.1 Name: ____________________________________________________________ Course/Section: ________________________________________________

Date: ________________________________ Instructor: _________________________  _________________________ 

Directions: In your own words, explain the following terms briefly. (2 points each) Self-regulation _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ Self-appraisal _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ Long-term memory _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ Metacognition _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ Habit loop________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________

 

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SETTING GOALS FOR SUCCESS Overview This unit focuses on three areas of concern for young students –  learning, goal setting and stress management. It also provides more practical application of the notions discussed in the subject and enables them to experience hands-on development of self-help plans for selfregulated learning, goal setting, and self-care. Learning Objectives At the end of the unit I am able to: to: 1. Recognize the theoretical foundations of managing and caring for the self; 2. Obtain and practice new skills for better management and caring for the self; 3. Use new skills to better one’s quality of life.  Setting Up  Activity 3.2.1 Name: ____________________________________________________________ Course/Section: ________________________________________________

Date: ________________________________ Instructor: _________________________  _________________________ 

COMPLETE THE SENTENCE: DEAR SELF, My short-range goals to complete by the first day of the semester are_____________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________   _____________________________________________________________________________________________________________________ Lesson Proper Proper Setting Goals for the Self

Goal Setting Leads to a Meaningful Life A goal makes life worth living so it is important to set goals that will lead you to success. A goal is defined simply as what the individual is consciously trying to do. It directs attention and action. Goals motivate people to develop strategies that will enable them to perform at the required goal levels. People more often than not experience disappointments, stress, and mental health problems when they fail to reach their life goals. In this lesson, you will develop and practice goal-setting skills that will help you manage and care for yourself better.  

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Goal Setting Concepts and Theories To strengthen your understanding of your need for goals, here are some concepts and theories that explain the human need for goals. 1.  Bandura’s Self Efficacy According to Albert Bandura’s Social Cognitive Theory, self -efficacy -efficacy is the confidence in having the ability to perform certain behaviors. It is the people’s beliefs about their capabilities to produce effects. It distinguishes between response-outcome expectancy and efficacy expectation. Responseoutcome expectancy is a person’s estimate that a given behavior will lead to certain outcomes. On the other hand, efficacy expectation is the assurance that one can successfully execute the behavior required to produce the outcomes.

2.  Dweck’s Growth Mindset   Carol Dweck, a social psychologist, described how people have two types of mindsets: the fixed mindset and the growth mindset. She found that students’ mindsets played a key role in their motivation and achievement. Most people are not aware of which mindset they have until it manifests in their behaviors, especially in how they react to failure. GROWTH MINDSET Believes in hard work, learning, and has a growth theory of intelligence Views failure as an opportunity to grow

FIXED MINDSET Believes in natural abilities and has a fixed proposition of intelligence Views failure as a limitation to one’s abilities 

3.  Locke’s Goal-Setting Theory Goal-setting theory is outlined regarding the effectiveness of specific, difficult goals; the relationship of goals to affect; the mediators of goal effects; the relation of goals to self-efficacy; the moderators of goal effects; and the generality of goal effects across people, tasks, countries, time spans, experimental designs, goal sources (i.e., self-set, set jointly with others, or assigned), and dependent variables. This theory emphasizes the important relationship between goals and performance. Five Principles of Effective Goal Setting 1.  Clarity – goals need to be specific. Specific goals allow you to know what to reach for and allow you to measure your own progress. 2.  Challenge Challenge   –  it must be difficult but attainable. A goal that is too easily achieved will not boost performance. It must be difficult and specific for it to boost performan performance. ce. However, there is a limit to this effect. If the goal becomes too difficult, your performance might suffer because you reject the goals as unreasonable and unattainable. A major factor of the attainability of a goal is selfefficacy. 3.  Commitment   –  an established need to achieve the goal is necessary to gain commitment. Goals need to be accepted and viewed as an important matter. Having goals may not be effective if you view those goals as threatening. 4.  Feedback  – feedback must be provided on goal attainment. It helps you attain your goals in a way that determines how well you are doing. It also aids in determining which part of their performance needs improvement. 5.  Task complexity  complexity – you should be realistic with your sub-goals and your timeline. SMART Goal Setting What are SMART Goals? These are statements of the important results you are working to accomplish. It is designed in a way to cultivate a clear and mutual understanding of what composes expected levels of performance. SMART criteria

 

DESCRIPTION

HOW TO

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SPECIFIC

What will be accomplished? What actions are you going to do to accomplish it?

When setting a goal, be specific about what you want to accomplish. It should include an answer to the “W” questions: Who, What, When, Where, Which, and Why.

What data will measure the goal? How much? How well?

There should be a source of information to measure or determine whether a goal has been achieved. If you set a goal that is going to take a few months to complete, then set some milestones by considering specific tasks to accomplish.

 ACHIEVABLE  ACHIEV ABLE

Is the goal doable? Do you have the needed skills and resources?

Focus on how important a goal is to you and what you can do to make it attainable. Think about hot to accomplish it; if you have the tools/skills needed and if not, consider what it would take for you to attain them.

RELEVANT

How does the goal support broader goals? Why is the result important?

Focus on something that makes sense with your broader goals.

What is the time frame for accomplishing the goal?

Anyone can set goals, but if there is no realistic timing, there is a greater chance that you’ll not succeed. Provide a target date or deadline to your goal. Having time constraints also creates a sense of urgency.

MEASURABLE

TIME-BOUND

 Assessing Learning Quiz 3.2.2 Name: ____________________________________________________________ Course/Section: ________________________________________________

Date: ________________________________ Instructor: _________________________  _________________________ 

TRUE if  if the statement is correct, otherwise write FALSE. FALSE.   Directions:  True or False. Write TRUE __________ 1. Some people experience disappointments, stress, and mental health problems when they miss their life goals. __________ 2. Carol Dweck described self-efficacy as the confidence in having the ability to perform certain behaviors. __________ 3. According to Albert Bandura there are two types of mindsets, the fixed mindset and the growth mindset. __________ 4. Growth mindset views failure as an opportunity to grow. __________ 5. When you have a fixed mindset, you believe in innate abilities and have a fixed theory of intelligence. __________ 6. Commitment aids in determining which part of their performance needs improvement. __________ 7. Feedback helps keep the goal on track. __________ 8. Commitment is not needed to achieve a goal. __________ 9. The easier the goal, the more that you feel motivated to achieve it. __________ 10. For an effective goal-setting, one must be specific in detail to give a clearer direction to the goal.

Quiz 3.2.3 Name: ____________________________________________________________ Course/Section: ________________________________________________

Date: ________________________________ Instructor: _________________________  _________________________ 

Directions: Read and answer the following questions. 1.  For you, what is the most important principle for Effective Goal -setting? (5points) _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ 2.  Why do you think goal-setting is also important to students? (5points) _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________

 

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3.  In your opinion, what are the factors which make a goal unattainable? _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________

STRESSORS AND RESPONSES Overview This unit helps you to identify identify the aspects of learning, goal-setting goal-setting and managing stress. You will be provided with the practical application of the concepts discussed in the course to enable you to get the hands-on experiences of developing your self-help plans for self-regulated learning, goal setting, and self-care.  self-care.  Learning Objectives At the end of the Lesson, I am able to: 1. understand stress, its causes and effect to the individual, 2. demonstrate various ways of managing and caring for themselves, and 3. design and develop their own strategies in managing stress. Setting Up  Up   Activity 3.3.1 Name: ____________________________________________________________ Course/Section: ________________________________________________

Date: ________________________________ Instructor: _________________________  _________________________ 

WORDLES This is a form of Riddle Riddle or Word Puzzle. Identi Identify fy the answer to the following wor words ds based on context. For each puzzle, your task is to decipher a series of cryptic letters, words and patterns which, when combined, represent a common word or phrase.

1. ___________________________________11._______________________________________ 2. ___________________________________12._______________________________________ 3. ___________________________________13._______________________________________ 4. ___________________________________14._______________________________________  

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5. ___________________________________15._______________________________________ 6. ___________________________________16._______________________________________ 7. ___________________________________17._______________________________________ 8. ___________________________________18._______________________________________ 9. ___________________________________19._______________________________________ 10. __________________________________20.______________________________________ Lesson Proper

 A.  What is Stress? The term stress is derived from the Latin word stringere, which is defined as to draw tight. Psychologists define stress as the psychological and physiological response to a condition that threatens a person’s capacity capacity to adjust to the inn inner er and outer demands. No wonder people go into binge eating; become irritable; and do various activities to relieve them from their stress. In the  1930s, Hans Selye, a Canadian Scientist, started to use the term “stress” to mean the environmental agent where an organism responds and adapts. To understand what stress is, let us accept that it is a natural part of life. In fact, it is important to have normal functioning of the body (Sevilla, et al., 2000). This is the reaction or response of the body and mind to everyday challenges and demands. These responses could disrupt or threaten to disrupt the physical or psychological functioning of the body. Stress is usually perceived as negative; however, it may serve as a good source of motivation. Stress often hits the individuals’ emotions and motivations, the individual’s ability to think clearly (Cornista, et al, 2000). The events that often often lead to stress are called called stressors. Stres Stressors sors can be positive (getting married) or negative (funeral or death of a loved one). o ne). Types of Stress 1.  EustressEustress- Stress with beneficial effects. It is considered as good Stress. It is often a shortterm exciting exciting feeling that improves performance. performance. It can be handled with ease. ease. Stress experienced during a wedding; a new job; taking a new sport that results in personal growth, joining groups that provide fulfillment, are examples of eustress. 2.  Neustress Neustress   – Neutral stress. Any situation that does not threaten nor make you happy. A sensory stimulus with no direct effect on the person. Incidents that you hear in the news; foods preferred by your neighbor can be the examples of eustress. 3.  Distress Distress   –  Stress with harmful effects. It can be a short-term or long-term unpleasant feeling that decreases 4.  Performance. Performance. It is something that is seen as difficult to handle and may cause anxiety. Distress does more damage damage that could lead to depression and suici suicide. de. Stress experienced during a funeral and loss of a job, are examples of distress.

 

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Sources of Stress Sources of stress are called stressors that can be internal or external. Internal sources of stress is those that involve physical, demographic, psychological psychological , and personal char characteristics. acteristics. External source of stress are those that are outside the individual. Examples of external stressors are air pollution, noise, crowding, brown outs, COVID-19. There are five major sources of stress, these are:

Signs and Symptoms of Stress Behavioral Symptoms include include  nail-biting, foot or finger tapping, dieting, eating, being agitated, and restlessness.

compulsive

Emotional Symptoms include include  irritability and restlessness, aggressiveness, anxiety and nervousness, withdrawal, substance abuse, lack of concentration, depression, de pression, loneliness and isolation. Physical Symptoms include aches and pains, dry mouth/throat, excessive sweating, nausea or vomiting, indigestion, low energy, insomnia, aches, pains, tense muscles, loss of sexual desire. Cognitive Symptoms this include problem in concentration, memory, decision, loss of sense of humor, forgetful, orientation to the the past, past, errors in judging judging distance distance  

Body’s Response to Stress  What happens to you if you experience stress? stress? Your response could either be be physiological or psychological.   psychological. Physiological Response to Stress. Hans Selye (in Silverman, 1979) came up with his theory on General Adaptation Syndrome Syndrome (GAS). According to Selye Selye,, stress results when the b body’s ody’s normal homeostatic mechanisms fail to provide the body with sufficient means to adapt to environmental demands. Thus, he called the widespread bodily reaction reaction as the general adaptation syndrome. The General Adaptation Syndrome

 Alarm    Alarm

Your mind and body go on high alert. This “fight or flight” response prepares f exposure to a stressor continues, our

 

Resistance   Resistance

body adapts and reacts to the stressor.

Fatigue/  Exhaustion 

f exposure to stress is prolonged, you begin to tire and lose the ability to

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1.  The Alarm Reaction State. State . In this state, the individual is momentarily immobilized (e.g. in a state of shock) followed by a rapid and intense mobilization of bodily response, which includes a high degree of instinctive and skeletal muscle activity. 2.  The Resistance Stage.  Stage.  This is the recovery recovery and restoration period. period. In this stage, the individual “adapts” to the stress. Externally, it appe ars to be a quiet stage, but the endocrine glands, the anterior pituitary, and the adrenal cortex, in particular, are hard at work helping the individual to adapt himself to the stressful situation. 3.  The Exhaustion Stage. If the stress continues and the person is unable to maintain the resistance level, exhaustion occurs and the alarm reaction is repeated. And if the stress persists, then serious injury or even death may arise.  arise.  Psychological Responses to Stress Among  the documented responses to stress were anger, aggression, depression, anxiety, Among  inability, insatiable cravings, irrational fear, panic and apathy (Baron, 1998; Atkinson et al, 1996; Zimbardo, 1992). The psychological response to stress may differ according according to situations. situations. Behavioral manifestations as a psychological response response to stress also vary. Examples of these manifestations manifestations are increased use of medication, nervous tics or mannerisms, absentmindedness, increase or decrease in eating and sleeping, smoking, increased use of alcohol, and reckless driving. Psychological Responses to Stress Behavioral Change ✓  The way a person looks ✓  Shaky voice ✓  Increase or decrease

Emotional Change ✓  Anger

Cognitive Change ✓  Distorted perceptions

✓  Irritability

✓  Altered perception of

✓  Short-tempered

✓  Affected learning and thinking

✓  Hopelessness

✓  Difficulty in making sound

✓  Feeling trapped

decisions ✓  Reduces enjoyment

circumstances and situations

in eating ✓  Muscle spasms ✓  Tensed facial ✓  ✓ 

✓ 

✓ 

expressions Change in sleeping patterns Aggression Hand tremors Jumpiness

✓  Helplessness ✓  Anxiousness

✓  Negative attitude ✓  Depression

Open the Link and watch

https://www.youtube.com/watch?v=v-t1Z5-oPtU  https://www.youtube.com/watch?v=v-t1Z5-oPtU 

B.  Stress Coping Strategies Coping strategies are active active efforts to eliminate or to get rid of str stress. ess. Strategies of individuals to cope up with stress vary from from one another. Some people try to deal direct directly ly with the anxietyproducing situation, others may not. Here are the approaches that individual use to cope up with their stress: 1.  Emotion-focused  Emotion-focused  –  the individual exerts efforts to modify the unpleasant emotional consequences of the stress. If the individual cannot change the stressful sit situation uation directly, he or she can try to alter his or her perception of it or the emotions it produces. 2.  Problem focused  focused  – the individual deals with the stressor itself. The strategies include reducing, modifying, or eliminating the source of stress. 3.  Proactive coping  coping  – the individual anticipates some stressful situations and take active measures to avoid or minimize the consequences. Dealing with Short-Term Stress Short-term stress is a “burst” of reaction to to something in the environmen environment. t. It can affect the body in many ways. These are some of the examples:  

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• • • • •

Muscle tightening or increase body tension Dry mouth Faster heartbeat and breathing Extreme sweating Frequent trips to the bathroom

       

• •

• •

Increased muscle spasms Headaches, fatigue and shortness of breath Cold hands, feet or skin Sick feeling in the stomach

To deal with the above short-term stress, the body needs to react rapidly, though adverse effects to the individuals’ physical and mental performance may occur, particularly if there is no outlet or reason for the stress. Long-Term Strategies for Dealing with Stress This is the strategy on how to deal with long-term stress. 1.  Identify the cause of stress.  stress.  Face or confront problems that caused caused stress. Take time to know the serious stressors. Eventually, this will help in coming up with a strategy strategy on how to manage it. 2.  Recognize what you can change.  change.   Accept what needs to be changed. The way you respond to the problem should be change then find other ways to channel your frustrations. 3.  Reduce the intensity of your reaction.  reaction.   Change your reaction reaction to the stress because your response to the stressful situation might be too much or exaggerated. 4.  Re-examine your attitudes and obligations.  obligations.   Prioritize your goals and needs. Try to examine your life priorities and don’t forget to include yourself as one of th ose priorities. 5.  Organize yourself.  yourself.  Working too much and subj subjecting ecting yourself to fatigue causes causes too much stress. Learn to say “no” to things that will will not affect your job, school or relationsh relationship. ip. 

 

6. someone Develop –an emotional support system and them.   Confide toyour  a parent, a close friend or your peers. pe ers. use It isthem.  very important have haveproblems someone to to share your bad or good feelings. 7.  Let it all out.  out.  Overtly express, thr through ough tears or laughter, laughter, to ea ease se your tension. It is better better to release your anger and frustration on the shoulder of a loved one to make you more relaxed and relieved than any amount of time management, deep breathing, or rational discussion. C.  Managing Stress Managing and caring for the self is a holistic holistic process. There are many aspects of the self that needs attention. And there are various ways to prevent, minim minimize ize and manage stress. Start managing your stress by first doing a self-care. Self-Care Self-Care  starts by taking charge of one’s health. It is important to nurture not only our physical but especially our mental health. health.

 

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 Assessing Learning  Activity 3. 3.2

Name: ____________________________________________________________ Course/Section: ________________________________________________

Date: ________________________________ Instructor: _________________________  _________________________ 

Direction:: List down 5 examples Direction examples of the following types of Stress: Eustress

 

Neustress

Distress

1.

1.

1.

2.

2.

2.

3.

3.

3.

4.

4.

4.

5.

5.

5.

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24 POSITIVE COPING STRATEGIES FOR STRESS PHYSICAL AND LIFESTYLE STRATEGIES 1.  Abdominal breathing and relaxation 2.  Low-stress diet (limit fast foods/fried foods) 3.  Regular exercise 4.  Downtime (balance fun and work) 5.  Mini-breaks (5 to 10 minute periods to relax during the day) 6.  Time management 7.  Sleep hygiene (at least 6 hours) 8.  Choosing a non-toxic (non-smoking/conflict-free) environment 9.  Material security (the basics; do you really need that designer shirt?) EMOTIONAL STRATEGIES 10.  Social support and relatedness 11.  Self-nurturing (yes, you are worth it) 12.  Good communication 13.  Assertiveness 14.  Recreational activities (“playtime”)  15.  Emotional release 16.  Sense of humor (ability to see things in perspective) COGNITIVE STRATEGIES 17. Constructive thinking (ability to counter negative thinking) 18.   Distraction (ability to distract yourself from negative pre-occupations) 19.  Task-oriented (vs. reactive) approach approach to problems 20.  Acceptance (ability to accept/cope with setbacks) 21.  Tolerance for ambiguity (ability to see shades of gray) PHILOSOPHICAL/SPIRITUAL STRATEGIES 22.  Consistent goals or purpose to work towards a goal 23.  Positive Philosophy of life 24.  Religious/spiritual life and commitment  

 

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