Knowing oneself

Personal Development – Grade 11

Alternative Delivery Mode
Quarter 1 – Module 1: Knowing Oneself
First Edition, 2020

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Published by the Department of Education Secretary:

Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Hernani D. Patches Jr.

Editors: Amalia c. Solis, EPS
Reviewers: Hernani D. Patches Jr. (Content)
Marieta A. Dar (Language)
Illustrator:
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Superintendent
Aida H. Rondilla, CID Chief
Lucky S. Carpio, EPS In Charge of LRMS

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Personal
Development
Quarter 1 – Module 1:
Knowing Oneself
Introductory Message
For the facilitator:

Welcome to the Personal Development-11 Alternative Delivery Mode (ADM) Module

on Knowing Oneself.

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners in guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st-century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their learning. Furthermore, you are expected to encourage and assist the learners
as they do the tasks included in the module.

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For the learner:

Welcome to Personal Development 11 Alternative Delivery Mode (ADM) Module on

Knowing Oneself!

The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action and purpose. Through our hands, we learn, we create and we
accomplish. Hence, the hand in this learning resource signifies that you, as a
learner, can be empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the module.

What I Know This part includes an activity that aims to check what
you already know about the lesson to take. If you get all the answers
correct (100%), you may decide to skip this module.

What’s In This is a brief drill or review to help you link the current
lesson with the previous one.
What’s New In this portion, the new lesson will be introduced to you in
various ways such as a story, a song, a poem, a problem opener, an
activity or a situation.
What is It This section provides a brief discussion of the lesson. It
aims to help you discover and understand new concepts and skills.

What’s More This comprises activities for independent practice to

solidify your understanding and skills of the topic. You may check the
answers to the exercises using the Answer Key at the end of the module.

What I Have Learned This includes questions or

blank sentence/paragraph to be filled out to process what you
learned from the lesson.

What I Can Do This section provides an activity which will help you
apply your new knowledge or skills into real life situations or concerns.

Assessment This task aims to evaluate your level of mastery

in achieving the learning competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skills on
the lesson learned. This also tests your
retention of the learned concepts.

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At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following reminders serve as your guide in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Answer first What I Know before moving on to other activities included in the
module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

What I Need to Know

As we immerse ourselves in ‘Knowing Ourselves” in the process, it is

necessary to know some similar aspects and topic that pertains in the study
of self. This may include individuals in seeing our “self” as a growing person
inside the society, and this may cross-sectionally tackle the philosophical,
bio-psycho-social aspect of the self, including the Self-Concept and its
relation to the social norms or our society.

The module shall discuss namely the following:

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 • Lesson 1 – Limitations and Strengths of the Individual; and how the
uniqueness of the individual can be accepted by others.
• Lesson 2 – Understanding unique characteristics, habits and
experiences of individual as a part of development and knowledge of
the self.

Most Essential Learning Competency:

After going through this module, you are expected to:

1. Explain that knowing oneself can make a person accept his/her

strengths and limitations and dealing with others better;
2. Share his/her unique characteristics, habits, and experiences; and
3. Start a Journal Diary to be sustained at the end of
subject course.

What I Know

Instruction: Write the word TRUE if the statement is correct; otherwise,

write FALSE.

1. _________ Our self-knowledge cannot be influenced by our past.

2. _________ In determining our ideal self in the society, we must see our
behavior on an everyday basis.

3. _________ Being private is irrelevant if we wish to continue in developing

our actual self.

4. _________ Through studies conducted in history, our parents have no

important role in child-rearing practices.

5. _________ In bio-psychology and cultural psychology, the crossing path

of hereditary and environment are irrelevant and shaping the
selfconcept.

6. _________ Allowing ourselves to be molded by our surroundings and be

influenced by others is a decisional aspect in reshaping our ideal self.

7. _________ We cannot change our behavior, hence our destiny when it

comes to familial or hereditary inclination.

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8. _________ In determining our self-concept, three categories of the self
must be considered.

9. _________ In the early stages of development among children, oftentimes,

they are independent. Hence, they do not let their behavior be
influenced; neither do they need approval from their parents.

10. ________ The self has no privacy, as often depicted in social media; we
allow ourselves to be seen as who we are and what we do.

Lesson
Self-Development:
1 Knowing Oneself
Many of our millennials jump to conclusions about themselves knowing
more what, know and believe they do about themselves and technology has
improved this definition through apps and media, especially how they used
these platforms in defining themselves (Social Media and Doubt; Jacobson,
2020) . Their social media profiles give a new meaning to who they are as a
person living in this digital age. However, this does not answer the most and
perhaps the fundamental question, “Do you know yourself?” Often, this
question delves into the fundamental entity of ourselves, the basic question
of understanding ourselves, not just through our expressions in social
platforms and the like but, deals in more “How much do we know about our
self?” in the process.

What’s In

Do you still remember your scores when you took your NCAE in junior
high school? Have you thought about what you will do after your Senior
High School or beyond your college years? A great way to refresh dreams
and reminisce about your future endeavors is to remember your “ideal self.”
Psychologists often call this "future self." Below is a simple drill to refresh
your “current self.”

ACTIVITY 1.1: My Self Through the Years

Instruction: Paste a picture of you when you were in elementary, in high
school, and now that you are in senior high school. Below the picture, list
down your salient characteristics that you remember.

My Elementary Self My High School Self My Senior High School

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ANALYSIS
After having examined your “self” in its different stages, fill out the table below:
Differences in my “self”
Similarities in all stages of Possible reasons for the
across the three stages of
my “self” differences in me
my life

Follow up Questions:
1. How do you compare yourself now from before? How do you fair to your improvements?
__________________________________________________________________________
__________________________________________________________________________

2. Do you think you can achieve more “now”, than that you were small? Cite some examples.
__________________________________________________________________________
__________________________________________________________________________

3. There are many instances where in you can choose who you can be as of now. Why this
current “self”? Explain.
__________________________________________________________________________
__________________________________________________________________________

Notes to the Teacher

Students can visit the website www.habitsforwellbeing.com for
understanding the importance of “Knowing yourself”, through

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 habits that can improve sense around and the self. It is a great
site for looking answers in the philosophical and psychological
understanding the self, especially in these trying times.
Note: For learners who are using online platform
The learning module emphasizes the 5-C skills being
developed by the learners through the activities, namely
Communication, Collaboration, Creativity, Critical thinking
and Character.

What’s New

Johari’s Window
One great way of assessing the self and know how much the individual
knows the self is by asking the people around them. Though this may be
awkward, particularly when asking someone straightforwardly. Know that
even your friends can be a great source of information, whether it be positive
or negative about the self. To avoid being awkward and extract the best
possible self-assessment without compromising the individual, psychologists
Joseph Luft (1916-2014) and Harrington Ingham (1916-1995) devised a
technique to help people better understand themselves as well as their
relationship with others. As used frequently in groups (group dynamics),
this activity helps understand people to develop teamwork. Below are some
post-activities to challenge yourself on how much you know about your
“self.”

ACTIVITY 1.2: Johari’s Window Instruction:

1. Below is the table devised by Joseph and Harrington in assessing
the self. Write your name (optional) on the first box indicated.
2. On the first box (no.1) write everything that you know about
yourself; and everything that people around you/others often
think or feel everything about you.
3. On the second box (no. 2) Write everything about yourself that is
only known to you and to you alone.
4. On the third box (no. 3) You may need the help of others to fill out
this space for you. At the beginning of this activity, your name is
optional if you want to write it or not. This box explains
people/others know something about you, but you yourself need
to check or to re-affirm.
5. On the last box (no. 4), you may leave it blank.

Johari’s Window
Name: Known to Self Not Known to Self
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 1. (Arena) 3. (Blind Spot)
Known to others

2. (Façade) 4. (Unknown)
Not known to
Others

Source: en.wikipedia.org/wiki/Johari window

What is It
The Self, in contemporary literature and even common sense, is commonly defined by
the following characteristics: “separate, self-contained, independent, consistent, unitary, and
private” (Stevens, 1996). When we talk about the self, being “separate,” it means it is distinct,
different and unique from others. It has its own uniqueness that defines him/her from others.
It has an identity of its own, even twins, may it be fraternal, is very much distinct from the
other. When we are talking about “self-contained,” we describe its existence as having its
own independence. It may exist with or without others; it is self-containing of its own
thoughts, characteristics and volition. For example, we make our profile pictures in social
media, carefully choosing a picture that expresses more of our thoughts, that tells us of what
we are, that tells us what we are in real life. Although, in these given times, it is easy to create
another “self” or deceive someone using a make-up “self”.
Nevertheless, although it is relatively easy to make another “self” in this age of social media
and advance technology, the “self” is very much consistent and persisting. Every “self” has its
own personality that is enduring, that lasts during late adolescence. Its uniqueness and its
consistency allow it to be studied, described and even measured (also means that a particular
self’s traits, characteristics, tendencies and potentialities) are very evident and distinguishable
from other “selves.” The Self is unitary in that it is the center of all experiences and thoughts
that run a particular person. It is the topmost executive in an individual where all processes,
emotions, and thoughts converged. Lastly, the self is private. A person may sort out
information, feelings and emotions, and thought processes within the self. The whole process
is never accessible to anyone but the self. This suggests that the self is isolated from the
external world. It lives within its own world.

Having in its own world means, you can create or nurture what you can be (ideal self) or
maintain/improve your current self (actual self). The ideal self pertains to the image or
aspirations of what you want to become. This may be
similar in hoping characteristics that you do
not possess as of the moment, but may one day be part of
who you are, just like what Filipinos tend to watch in
various talent shows. This may be the ability to have a
beautiful voice; or have different achievements like
the characteristics of your idols or other international
figures (Michael Jordan, Sarah Geronimo etc.) While the
actual self as the term implies “actual”, is your present self that you see on the daily basis. It

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is the self that is constantly keeping in touch in your everyday experiences. It has the
potential to improve or develop as deemed by every individual. This may also pertain to the
gifts that you possess that is innate in you when you were born.

Combining these two categories of the self, it established the

distinction of the Self-Concept. This is a collection of beliefs about
one’s basic nature, unique qualities, and typical behavior. Although
we may have so many dimensions in which we describe ourselves
such as “I’m grateful” or “I’m friendly”, we have separate concepts
of our physical, social, emotional and intellectual selves; yet we are
still referring to one single entity that is unique and very distinct from others (Don
Hamachek, 1992). Our various self-concepts are characterized by relatively distinct
thoughts and feelings. That is, we may have considerable information about our social skills
and feel quite confident with regard to them but have limited information about our physical
skills and feel less confident about this aspect of our self. When a particular self-concept is
operating, its attendant thoughts and feelings will strongly influence the way we process
self-relevant information (Fiske & Taylor, 1991).

There are several factors that shape self-concept. Among them are your own observations,
feedback from others and cultural values.

Your Own Observations

In the process of self-introspection, that may help you
reevaluate your motivations and, in real-time, observing what you
do at this moment is one of the significant information about your
interest or dislike. During early childhood, we start observing our
behavior and drawing conclusions about ourselves. We are aware
of what we do; we dislike; can and cannot do. Although, when we
are still children, our observations are not entirely correct or
sometimes subject to change and entirely up to us, to retain or to
improve. We even compare our observed selves from others. In
social comparison theory, people need to compare themselves with others in order to gain
insight into their own behavior (Festinger, 1954; Goethals & Darley, 1977; Wood, 1989).
The potential impact of such social comparison was dramatically demonstrated in an
interesting study (Morse & Gergen, 1970).

Feedback from Others

Positive and negative criticisms also create an impact on self-concept. People talk about us or
how they discriminate us give an important aspect in shaping the self-concept. The amount of
criticism, feedback we sometimes freely give, helps shape the current self-concept of what we
choose to be or not. As we grow old, the number of significant and non-significant people in
our lives also grows. Everyone contributes in reshaping
the self-concept. Even our ability to accomplish
something or destroy our selves comes from painful

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remarks or constructive criticism of others. In child-rearing, especially
the parents, has a unique and essential role in reinforcing and shaping the self-concept. As
children, we receive direct feedback from them. Their constant approval and disapproval set
guidelines for what should be or not, shaping and inputting the values and characteristics of
the children and, later, becoming what they are when
they grow. The saying “Kung ano ang puno ay siyang bunga”, is a testament output family
values instilled in childhood rearing practices. Aside from children comparing their actions
from others, they also compare themselves to their parents. That is why sometimes, even
when our parents are gone, we still have their characteristics and values; we unconsciously
accept this as our self-concept, along with their approvals and disapprovals. Most of us,
especially when we are young, take this sort of feedback to heart. Thus, it is no surprise that
studies find an association between parents’ views of a child and the child’s self-concept
(Wylie, 1979). There is even more substantial evidence for a relationship between children’s
perception of their parents’ attitudes toward them and their self-perception (Wylie, 1979).

Cultural Values/ Cultural Guidelines

Self-concept is also indirectly influenced by cultural values. In the study of Cultural
Psychology, in this age of technology and social media, we accept our differences, especially
on how we accept the culture and beliefs of others. Japanese society does not tolerate
corruption; the Philippines has always been influenced or has always had that familial
clinging of thinking and protectiveness. The Chinese have always thought to have a strong
business minded stand in their points of view. The society in which we are raised defines
what is “good” and “bad” in personality and behavior. American culture tends to put a
premium on individuality, competitive success, strength and skills. These cultural values
influence how we interpret our behavior. In the Philippines, our cultural values were shaped
by historical colonization, which is evident in our present society, particularly our strong
family ties. Another is cultural hospitality that is deemed acceptable as our nature. Even the
dismal corruption that has been the perennial problem of the country also shaped the
tolerance of Filipinos as a way of answering societal problems..

Having Self-knowledge stems from the actual – self. It derives from our social
interactions of society that provide insight into how others react to us. It is the same as
gaining feedback from others. The reaction of other people is an essential aspect of gaining
actual-self or our self-image. Even our social roles are adjusted, on how we view ourselves
today, and how ideally (ideal self) what we would like to be in the future. There is a
negotiation that exists between the two selves, which is complicated by numerous exchanges
between the ideal self and actual self. These exchanges are exemplified in these social roles,
and they are adjusted continuously and re-adjusted.

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What’s More

Activity 1.3: A “ME” Tree

Source: Howe & Howe. 1975 Personalizing Education Values Clarification and Beyond. (p. 97-98)

Instruction:
1. On the picture provided, write/ draw symbols/ or paste pictures of all of your
strengths and talents/abilities- one strength or talent per root.

2. On the branches/ write/ draw symbols or paste pictures of all your

accomplishments and successes- one per branch.

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3. Some roots and branches should be left empty so that new elements can be
added as they happen in the future.

4. Lastly, write your name on the trunk of the “Me Tree”.

Activity 1.4: Enrichment

Instruction: Answer the following in a separate sheet of paper.
1. How are you going to use the “Me” tree in this time of Covid-19
Pandemic?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What are your self-realizations?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3.How does your self-realization affect your family? You may ask them in
answering this?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Activity 1.5: My Reflection through my Experiences

Instruction: Share your experience (s) on the following statement. Write
your answers in a separate sheet of paper

1. People need to compare themselves with others in order to gain

insights of their own behavior.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
2. “Kung ano ang puno ay siyang bunga.”
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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 3. Corruption is also shaped by our tolerance or our approach to
answering societal problems.”
_____________________________________________________________________
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
What I Have Learned

1. The Self has several distinctive characteristics that separate from other
“selves.”

2. The Self has its own experiences and emotions, which is very different and
unique in any other way.

3. Self-Concept is a combination of both our actual-self (present) and ideal-self

(future self).

4. Self-Concept can also be our comparison to others, even our people who
have a direct and indirect influence.

5. Our observation of ourselves and others, the feedback from others, our
historical or cultural perspective also play a role in shaping our self-concept.

6. Having self-knowledge in our aspects and historical beginnings also provide

essential information shaping our actual self, which is very much closer or
far from our ideal self.

7. In the process of merging our actual self and ideal self, our social roles
provide us the adjustment in the changing and conflicting development of
our society.

8. The actual and ideal self can’t be confused in defining the “self”. It must be
collated and defined according to its aspects and its development and even
lapses, of the self is very unique in every individual in which they have
unique definition and expression.
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What I Can Do
Activity 1.6: Do You Truly Know Yourself?

Instruction: How much do you know of yourself? How does your “self” fair
from others in responding in our changing times, especially in adjusting to
our “new normal”? The exercise below is a simple activity in affirming what
our “self” in relation to our reaction and feedback in our environment.

Questions Answers

1. How would you characterize

yourself?

2. What makes you stand out from

the rest? What makes yourself
special?

3. How has yourself transformed

itself?

4. How is your self connected to your

body?

Source: Chaffee, John. 2015. The Philosopher’s Way; Thinking Critically

about Profound Ideas. 5th Ed. Boston: Pearson
Schlenker, Barry R. 1985. The Self and Social Life. New York:
McGraw-Hill

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Assessment

Instruction: Multiple Choice. Choose the letter of the best answer. Write the
chosen letter on a separate sheet of paper.

1. Which of the following does not belong to the group?

A. Joseph Luft
B. Blind Spot
C. Known to others
D. Social Roles

2. During development in the early years, our constant approval to our

immediate relations is a crucial aspect in forming our actual and
ideal self. The previous statement is ____.
A. False, because we sometimes create our own destiny and
sometimes does not need approval from others.
B. Sometimes true, for every positive and negative criticism is a
development of our “true” self.
C. True, our family, especially our parents are the best observers of
our character and behavior.
D. Sometimes false, neither our immediate familial ties nor the
environment know what is best for our ideal self and eventually
our actual self.

3. Johari’s Window was formerly created for the purpose ___. A. For the
selection of the soldier in the field.
B. A technique use in teambuilding and group analysis

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 C. Used for personality disorders in company and hierarchy groups D.
A simple technique so to understand others reason for their
feedback and comments.

4. When we are talking about “Self-contained” we mean that ___.

A. Our own description of how we hide our true self to the people.
B. Having our own privacy, contained in our own house or space.
C. This pertains to the image or aspiration of what you want to
become.
D. It is the existence of the individual, having its own independent
character and behavior.

5. The “actual-self” is synonymous with what psychological word?

A. the future self
B. the authentic self
C. the present self
D. the false self

6. The Self-Concept is the collection of ___.

A. hardships and sufferings that we experience inside of society
B. our compelling comparison of ourselves to the future and present
self.
C. our beliefs, unique qualities and typical behavior that manifest to
that unique individual
D. our feelings inside and constant re-assessment of these emotions
as we respond to our environment.

7. There are two categories of the self that makes up the Self-Concept.
These are ___.
A. the factual and false Self
B. the authentic and fake Self
C. the present and future Self D. behavior and character

8. Having criticism in our lives is a necessity in shaping our self-

concept. Which of the following is contrary to this statement?
A. Allan tells those who criticize his work, to leave him, because they
are not the ones who actually had a hard time doing his work.
B. Rebecca, constantly tells his/her students to be open-minded and
open for new developments for people who show approval or
disapproval of their work.
C. Milo is usually upset when someone criticizes his TVE project, but
after soiling, he gets back to his work and show more
determination and enthusiasm for his homework.
D. Perola, always tell herself, that both constructive and disapproval
statements are key ingredients in becoming a better person.

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 9. Which of the following does not belong to the group?
A. Feedback
B. Social Comparison Theory
C. Cultural Values
D. Self-Concept
10. Which of the following statement does not belong to the group?
A. Combining both self-introspection and comparison theory helps
to develop your ideal self.
B. Children’s perception about themselves, depends also strongly
about their parents’ attitude towards them.
C. According to the study done in the field of multicultural
psychology, cultural values has nothing to with our
development when we reach maturity. It entirely rests on how
we accept and not accept the social norms
D. Both positive and negative criticisms have impact on
selfconcept.

References

Journals and Books

Chaffee, John. (2015). The Philosopher’s Way; Thinking Criticially about

Profund Ideas. 5th Ed. Boston

Festinger, Leon. (1954). A Theory of Social Comparison Processes. Human

Relations, 7, p. 117-140.

Fiske, S. T., & Taylor, S.E. (1991). McGraw-Hill Series in Social Psychology.
Social Cognition (2nd Ed.) Mcgraw-Hill Book Company

Gormly, Anne V. 1986. Understanding Psychology 4th Edition. New York

Hamachek, Don E. 1978. Encounters with the Self. West Publishing

Company

Howe & Howe. 1975 Personalizing Education Values Clarification and

Beyond

Schlenker, Barry R. 1985. The Self and Social Life. New York

Stevens, Richard 1996. Understanding the Self. Sage Publications. Open

University

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Weitin & Lloyd. 1994. Psychology Applied to Modern Life. University of
Kansan

Website

https://journals.sagepub.com/doi/10.1177/001872675400700202
https://psycnet.apa.org/record/1991-97723-000

https://trove.nla.gov.au/work/22017195?q&versionId=45645003
https://philpapers.org/rec/STEUTS

https://www.toppr.com/guides/business-communication-and-ethics/intro-to-
businesscommunication/johari-window/

https://www.selfawareness.org.uk/news/understanding-the-johari-window-model

https://childmind.org/article/social-media-and-self-doubt/

en.wikipedia.org/wikiJohari_window

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