Crilan C.

Borja BSED-1

MODULE 1
Lesson 2 SOCIOLOGICAL PERSPECTIVE
Time Limit 3 hours
At the end of the session, the students should be able to:

LO 1. Identify how sociological perspective helps us to understand in

shaping our individual lives.
Specific
Learning LO 2. Reflect on past experiences that display the concept of
Outcomes sociological perspective.

LO 3. Describe the different ways how family contributes and affect in

shaping one self.

LO 4. Explain what essential factors could gain oneself in adapting new

norms through sociological perspective

Activity 1 – Paste your pictures of the stages of yourself in the space provided below:
My Elementary Self My Salient Characteristics

AGGRESSIVE PERSONALITY
TALKATIVE

ADVENTOUROUS

HELPFUL

PERSUASIVE

WANDERER

CREATIVE

My High School Self My Salient Characteristics

MATURED

TALKATIVE

CREATIVE

SMART

KIND

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 CURIOUS

INTUITIVE THINKING

My College Self My Salient Characteristics

LONER
INTITUITIVE THINKING

IMAGINATIVE

KIND

HELPFUL

MONEY HUNTER

ANALYTICAL

Activity 2 - Self - Examination

After self-examination of yourself in the different stages of your

life, identify the similarities, differences and causes of its similarities and
differences.

Similarities Differences Causes

TALKATIVE IMMATURED DIFFERENT
ENVIRONMENT
HELPFUL AGGRESSIVE FRIENDS
PERSONALITY
ANALYTICAL LONER FAMILY

Introduction

Every Self has two faces according to Marcel Mauss, a

French Anthropologist. These are the Moi and Personne. Moi refers
to person’s sense of who he is, his body, basic identity, and his
biological givenness. Personne has to do with his living in a
particular institution like: family, religion, nationality and his
behavior as expected influenced by others.

MODULE 1
Lesson No. 3 Anthropological Perspective
Time 3 hours
Allotment

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 During the student’s learning engagements, they will be able to:

Specific LO 1: Demonstrate the relationship between and among

Learning the self, society and culture.
Outcomes:
LO 2 :Acknowledge both positive and negative effects
of cultural biases to one’s identity.

LO 3: Describe and discuss the different ways by which

society and culture shape the Self.

Teaching and Learning Activities:

Activity 1 – “My Self Through the Years”

Based on the activity in Lesson 2, give your reflections by

answering the following questions:

1. How will you describe your “self”?

I'm hopeful and propelled. I blossom with difficulties and set objectives for
myself continually, on the grounds that I need desire for something. I'm
not content with settling down, I actually search for an opportunity to
improve and to accomplish greatness.

2. How does your family influence your growing as an

individual?
By perception of regular daily existence; genuinely, inwardly,
socially and

mentally. At 15 years old, they appeared to me what's the

viable method of living

3. How does your culture affect your “Self”?

At the point when I was 18 yrs. Old, I previously experienced independence. I was
embarrassed and tormented, yet rather settling down, I use it as my solidarity, in
view of those encounters I'm compelled to see difficulty without depending on
others.

4. Was there a time when you were in your “true self”?

What made you think you are truly you self at this
time?
That is the point at which they started scrutinizing my interests, standards in my
day to day existence and my objectives. They never comprehend my perspective,
despite the fact that I attempted to disclose to them. That is the place where I began
to remove myself from them.

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 5. Based on the problems mentioned above, can you
provide a time when you were living your “ true self.”
What did you do about it?

After the disappointment of my previous existence, I searched for

things that would fulfill me.
6. What social pressure have you shaped your “Self”?

THE INFLUINCE THAT MADE ME CONSCIOUS IN TERMS OF

CHOOSING WHAT IS RIGHT AND WRONG

7. What aspects of your “Self” do you think may be

changed or would you like to change?

Giving people what they don’t deserve.

Being merciful to the person who does not deserve mercy

REFLECTION - Rubrics

Originality - Presentation / Content – 25% Organization – 25%

25% Delivery – 25%

Shows a large Well-rehearsed Overs topic in-depth Content is well-

amount of with smooth with details organized
originality in delivery that holds
thoughts and audience’s Examples, headings
ideas Attention or knowledge are
bulleted
Creative and
inventive

SYNTHESIS
The Self is characterized as follows: separate, self-contained,
independent, consistent, united and private (Stevens 1996). By being separate,
the Self is distinct and unique and has its own identity. The Self is independent
and self-contained because it can exist without any other self. It has its own
thoughts, characteristics and volition. Consistency means that there are self
traits, characteristics, tendencies and potentialities are more or less the same
throughout the growing process. Self is unitary because the center of all
experiences and thoughts that run into the only self. The self is private because
the “self” sorts out information, emotions, feelings and thought processes within
the self.

MODULE 1
Lesson No. 4 PSYCHOLOGICAL PERSPECTIVE

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Time Allotment 3 hours
After the students' learning engagements, they will be able
to:
Specific Learning
Outcomes: LO 1. Identify the different psychological
perspectives and the proponents behind
them.

LO 2. Create own definition of the “Self” based from

Psychological perspective.

LO 3. Analyze the effects of various factors identified

in psychology in the formation of the “self.”

Activity 1

1. Gameification

Lying to Peers (30 minutes)

In this game, each student stands in front of the class and
tells the others three or more facts about himself, one of which is a
lie. The class should then vote on which statement is a lie and
which are truthful. The object of this game is to focus on body
language, but it can also be used to discuss social stereotypes and
how people form impressions about each other.

The Personal Space Game (30 minutes)

Divide the students into three groups. Tell each group to use
different versions of personal space. For instance, one group
stands close enough to almost touch, one group stands far away
from other people and the other group is somewhere in the middle.
Then tell the students to interact with each other and have
conversations. This game let students experience how something
as simple as personal space can affect the way people interact with
each other.

Rubric for Group Activity

Points Indicators
5 Shows eagerness and cooperation to
the task, participated actively, do great
help to the group
4 Shows eagerness and cooperation to
the task, good follower
Participated but late, with teacher’s
3 supervision
2 Activity was done but does not show
eagerness to participate or cooperate
1 No interest in participating the activity

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Activity 2 -Interactive discussion
Note: For online class, platform that may be used is video
conferencing through zoom, google meet, messenger room or the
institutional LMS.

Graded Oral Recitations:

Compare and contrast the contributions of following

Psychologists:

Psychologist Contributions in developing the “Self”

Freud explained that there are a series of
Sigmund Freud factors that determine whether or not you
can develop a strong sense of self. He
proposed the following causes: Excessive
dependence on your parents: Freud
believed that children are taking longer and
longer to mature and become independent
people.
B. F. Skinner, a noted behaviorist,
B. F. Skinner developed the concept of operant
conditioning – the idea that you can
influence your toddler or preschooler's
behavior with positive and negative
reinforcement. Skinner experimented
and observed the reactions of different
species of animals, including humans,
and how they reacted to positive and
negative reinforcement. Later in his
career, he expanded his theories of
behaviorism to include verbal behavior,
and the impact of reinforcement on your
child’s language skills and learning.

Jean Piaget a psychologist who specialized in child

development who focused specifically
on the role of social interactions in
their development. He recognized that
the development of self evolved
through a negotiation between the
world as it exists in one’s mind and the
world that exists as it is experienced
socially (Piaget 1954).

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 Abraham Maslow Abraham Maslow’s contributions
in Humanistic Psychology primarily
aim to help the people in developing
their potentials through self
actualization and complete satisfaction
of their needs. Since he believed that
people are naturally goods, there would
be a greater chance for them to acquire
self actualization after fulfilling their
needs.

Edward Lee Thorndike is perhaps best-known for the

Thorndike theory he called the law of effect, which
emerged from his research on how cats
learn to escape from puzzle boxes.
According to Thorndike's law of effect,
responses that are immediately followed by
a satisfactory outcome become more
strongly associated with the situation and
are therefore more likely to occur again in
the future. Conversely, responses followed
by negative outcomes become more weakly
associated and less likely to reoccur in the
future.
As you might imagine, this principle had a
strong influence on the development of the
behavioral school of thought. B.F.
Skinner's operant conditioning process relies
on this principle, as behaviors followed by
desirable outcomes are strengthened while
those followed by undesirable outcomes are
weakened.

Activity 2
Compare how you define your “Self” against how other people
perceive or look at you. Give at least 10 qualities or things around
you that defines you.

Describe how you see your What thers see your “Self”
“Self”
Analytical Responsive
Committed Committed
Focused Adventurous

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 Adventurous Observant
Courageous Risk taker
Observant Helpful
Curios Aggressive personality
Risk takers Flexible
Self-aware Direct
Responsive Pathetic

Analysis

Compare your own description of your “Self” and the description

given by the other people. Identify the similarities and differences.

Your own Description of your Similarities /

Description of “Self” by other Differences
“Self’” people
Reliable Reliable
Approachable
friendly Approachable Approachable

Ambitious Easy to get along Easy to get along

reliable Friendly Ambitious

Self-oriented Ambitious Self-oriented

creative A people-person A people-person

Assessment

Essay
1. How does environment affects our behavior?

Environment is an extremely important part of one’s life

because it determines how someone is as a person. That then
allows for there to be a question of how human behavior triggers
rituals?
Rituals are a big part of people’s lives whether religious or
not; some rituals include daily routines. People tend to be
passionate about rituals, due to their environment, and the fact
that it allows them to escape stressful situations by engaging in
activities.

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 As a result, people commit to these thoroughly, which has a
strong impact on their behavior, which can result in hidden danger
toward others and themselves.
2. What is your greatest need? Discuss.
Numerous guardians and their youngsters, particularly their
teens, are irate, disappointed, befuddled, and sad. Youth frequently ask,
"Why not trust me?" Actually, the issue isn't such a lot of an absence of
trust, yet rather an absence of comprehension. The more that guardians
comprehend their child or girl, the more their child or little girl will
confide in them; the converse is likewise evident. Guardians and
youngsters should cooperate to convey and comprehend each other.

The present youth have a few fundamental necessities. As a parent, your

comprehension of these necessities will assist you with acknowledging
what is occurring in your teen's heart and psyche. Your consciousness of
these musings and feelings will prepare you to cherish your kid with
intelligence, empathy, insight, affectability, and confidence.

The Need for Acceptance, Praise, and Approval

Most youngsters don't acknowledge the entirety of their unchangeables—

the things about themselves over which they have positively no control.
They expect that others don't acknowledge them either, and their feelings
of trepidation are affirmed when schoolmates, neighbors, or kin ridicule
them or fake their unchangeable highlights. To shield themselves from
additional agony and dismissal, youngsters regularly pull out or respond
in self-protection.
3. Is there a relationship on “what we think” and “what we feel”?
Discuss.
While there is plainly a connection between how we feel, how
we think, and how we act… it is my assessment that our sentiments
NEVER really legitimize our activities. Consider everything, would we say
we are EVER qualified for blow up and punch somebody? It is safe to say
that we are EVER qualified for get our sentiments injured and lash out
with an individual assault? Is it true that we are EVER qualified for treat
others insolently when we have been treated with slight? In any event,
with regards to good feelings like love, love, or fellowship; our emotions
should be tempered by our qualities and standards before we react.

By understanding the correct connection between our emotions,

considerations, and activities we offer ourselves the chance to pick how
we need to carry on. Realizing we have that decision offers us the chance

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to change. By comprehension there is anything but a permanent
connection between our sentiments and our activities, can attempt to
decouple them. We can attempt to catch our sentiments and separate
them… we can get them. We can get deliberate about how we think and
how we see our general surroundings. We can settle on a cognizant
choice to act as per what is generally critical to us.

Emotions come from the most profound pieces of ourselves… they are
an indispensable piece of what our identity is. While we may change how
we feel over the long haul, it is improbable that anybody will mentor
them out of us. It is the way we are wired. When training either my
children or my colleagues, I as a rule start by approving sentiments.

Rubric for Essay

Above Meets Approaching Below
Expectation Expectation Expectation Expectation
s s s s
4 3 2 1
Reflective The The The The
Thinking discussion discussion discussion discussion
explains the explains the attempts to does not
student’s own student’s demonstrate address the
thinking and thinking thinking student’s
learning about his/ her about thinking and/
processes as own learning learning but or learning.
well as processes. is vague and/
implications or unclear
for future about the
learning. personal
learning
process.

Analysis The The The The

discussion is discussion is discussion discussion
an in- depth an analysis of attempts to did not move
experiences the learning analyze the beyond a
of a learning experience learning description of
experience, and the value experience the learning
the value of of the derived but the value experience.
the derived learning to of the
learnings to self and learning to
self and others. the student
others, and and others is
the vague and/ or
enhancement unclear.
of student’s
appreciation
for the
discipline.
Making The The The The
Connection discussion discussion discussion discussion
s articulates articulates attempts to does not
multiple connection articulate articulate any

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 connections between this connections connection to
between the learning between this other learning
learning experience learning or
experience and content experience experience.
and content, from other and content
from other courses, past form other
courses, past learning courses, past
learning, life experience learning
experience and/ or future experiences
and/or future goals. or personal
goals. goals, but the
connection is
vague and/ or
unclear.

MODULE 1
Lesson No. 5 EASTERN AND WESTERN THOUGHTS
Time 3 hours
Allotment
After the students' learning activities, they will be able
Specific to:
Learning
Outcomes: LO 1. Differentiate the eastern and western views
of self

LO 2. Analyze various manifestations of

individualistic and collectivistic cultures
among Filipinos

LO 3. Evaluate the philosophies according to their

relevance to your“ self”.

TEACHING LEARNING ACTIVITIES

Activity 1 - The WE-ME Self (30 minutes)

(Outcome 1: differentiate the eastern and western views of self)

Intro-instruction: Watch the video “Me or We? Cultural Difference

between East and West” at https://www.youtube.com/watch?
v=78haKZhEqcg and answer
the following questions:

1.
1.
1.
1.
1.
1.
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1. What are the
characteristics of a
Me/Individualistic
culture? In which
countries is this trait
often found? TEND TO
PLACE MORE
IMPORTANCE ON THE
INNDIVIDUAL,
BELIEVE EACH
INDIVIDUAL IS
RESPONSIBLE FOR
THEIR OWN WELL-
BEING. NATION THAT
ADOPTED THESE
TERM ARE UNITED
STATES, AUSTRILIA
AND EUROPE.

2. What are the

characteristics of a
We/Collectivist culture?
In which countries is
this trait often found?
TEND TO PLACE
MORE IMPORTANCE
ON A GROUP, THEY
PRIORITIES STRONG
SOVIAL TIES AND
BELONGING TO A
LARGER GROUP.
INDIVIDUAL SHOULD
MAKE THE BEST
DECISIONS FOR THE
OVERALL WELL-
BEING OF THEIR
GROUP. CHINA INDIA
AND JAPAN.

3. Based on the video,

what are the
differences between the
eastern and western
view of self? IN THE
EASTERN THEY’RE MORE
ON INDIVIDUALISM AND I
THE WESTERN THEY’RE
MORE ON PRIORITIZING
STROMG SOCIAL TIES.

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 4. Which view do you
personally prefer and
why? I PREFER TO
WESTERN BECAUSE
I’M A FILIPINO AND
LITERALLY I LOVE
WESTERN CULTURE
THE THEY GIVE
IMPORTANCE TO
OTHERS.

Criteria:
8 points max - factual, complete, accurate, concise, comprehensive,
and efficient relay of ideas.
2 points max -statements and responses structure and grammar

Activity Processing:
1. Do you agree that Filipinos in general follow that eastern concept
of self? I THINK 70% OF THEM
2. The Philippines were under the regime of the west for more than
300 years. Do you think we have adopted behaviors that show
the western concept of the self? YES!

Activity 2 - INDIVIDUALISM AND COLLECTIVISM SCALE(15

minutes activity) (also known as the Culture
Orientation Scale)
(Outcome 2 – Identify various manifestations of individualistic and
collectivist cultures among Filipinos)

Description of Measure: A 16-item scale designed to measure four

dimensions of collectivism and individualism:

Vertical Collectivism – seeing the self as a part of a collective and

being willing to accept hierarchy and inequality within that collective

Vertical Individualism – seeing the self as fully autonomous, but

recognizing that inequality will exist among individuals and that
accepting this inequality.

Horizontal Collectivism –seeing the self as part of a collective but

perceiving all the members of that collective as equal.

Horizontal Individualism –seeing the self as fully autonomous, and

believing that equality between individuals is the ideal.
All items are answered on a 9-point scale, ranging from 1= never or
definitely no and 9 = always or definitely yes.
1 2 3 4 5 6 7 8 9

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 ITEMS Neve Always
r
1. I'd rather depend on myself #
than others.
2..I rely on myself most of the #
time; I rarely rely on others.
3. I often do "my own thing." #
4. My personal identity, #
independent of others, is very
important to me.
5. It is important that I do my #
job better than others.
6. Winning is everything. #
7. Competition is the law of #
nature.
8. When another person does #
better than I do, I get tense and
aroused
9. If a coworker gets a prize, I #
would feel proud.
10. The well-being of my #
coworkers is important to me
11. To me, pleasure is spending #
time with others.
12. I feel good when I #
cooperate with others.
13. Parents and children must #
stay together as much as
possible.
14. It is my duty to take care of #
my family, even when 1 have to
sacrifice what I want.
15. Family members should #
stick together, no matter what
sacrifices are required.
16. It is important to me that I #
respect the decisions made by
my groups.
Scoring: Each dimension’s items are summed up separately to create a
VC, VI, HC and HI Score
Item Score Item Score Item Score Item Score
1 4 5 7 9 7 13 6
2 7 6 4 10 7 14 7
3 7 7 4 11 4 15 8
4 8 8 2 12 7 16 8
TOTAL 26 TOTAL 20 TOTAL 25 TOTAL 29

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Source: Triandis, H. C. &Gelfland, M. J. (1998). Converging
measurement of horizontal and vertical individualism and collectivism.
Journal of Personality and Social Psychology, 74, 118-128.

Activity Processing:
1. How do you find the activity? ANALYTICAL
2. Based on the result of the activity, do you agree that you an
individualist or collectivist? If not, share personal experience why you
think that you are not individualist or collectivist.

OF COURSE I CAN BE INDIVIDUALIST OR COLLECTIVIST.

Activity 3: Philo-SELF-ies ? (30 minutes)

(Outcome 3: evaluate the philosophies according to their relevance to yourself)

Rank the eastern and western philosophies based on its relevance to your personal
values, philosophy, and conceptualization of self, with (1) being the most significant,
(2) significant and so on and so forth. Create a graphic organizer that reflects this
ranking. (Choose an appropriate graphic organizer. For more information about
graphic organizers, refer to this site: https://www.eduplace.com/graphicorganizer)

Ranking: Graphic Organizer:

1.
2.
3.
4.

Criteria:
5 points max: appropriateness of graphic organizer used
5 points max: ranking clearly reflected in the graphic organizer

Activity Processing:
1. How did you find the activity? NO HASSLE
2. The organizer shows philosophies you agree with. Which among
the philosophies do you disagree with? Why? BUDDHISM, IT’S
BECAUSE THEY ARE MORE ON STATUES BELIEFS.

SYNTHESIS Graded Oral Recitation

1. How do you define the western concept of self?
WESTERN COUNTRIES ARE KNOWN FOR INDIVIDUALIST

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 2. What is the eastern concept of self?
EASTERN COUNTRIES IS FOR COLLECTIVIST
3. Which among the two thoughts do you find relatable and
why?
EASTERN CAUSE I AM NOT SELFISH
Criteria:
8 points max - factual, complete, accurate, concise,
comprehensive, and efficient relay of ideas.
2 points max -statements and responses structure and grammar

ASSESSMENT Test your Memory

(30 Minutes)
Let’s Test your Memory
Identify the words that describe the concepts below. Encircle the
words either vertically, horizontally, or diagonally.

A C C D K L I N N M T O D B A
C D O P K N N I L A N T R P N
P O L V N B D H A R M A L I A
S X L C S A I L M U H M N N L
Y V E D A S U O N M I Y A Y Y
F H C I S U C I A Q U T R B T
B R T P X C B N Y W T Q G L I
O T I R U B B S A A X P H R C
E M V I K B U V Z F D L Y F D
F O I V H U O M W E S J O S T
L L S A T O I I Q D W G I F J
I R M T R I S N C U L T U R E
E N V E M T M B H F E V S O N
L I C U A N A N I G F Z D A N
O L K L R E X V H N O J R X Z

Clues:
1. It is the tendency to see reality as an aggregate
of parts.
2. It is the principle of cosmic order.
3. It is a doctrine taught by Buddha.
4. It means goodwill, politeness, and generosity.

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 5. It means wisdom.
6. It means having the right to practice propriety in
all that you do.
7. It is the Arabic word for “self”
8. It is the divine universal consciousness.
9. It embodies specific values, thoughts, or ideas
that play an important role in determining the
person’s sense of “self.”
10. It emphasizes the moral worth of the
individual.
11. This is a Filipino psychologist and
educator who determined the strengths of the
Filipino character.
12. It refers to the mental processes that
perceive one’s own traits.
13. It refers to the generalized view of self.
14. It refers to the extent that we value our
duty to groups to which we belong.
15. These are the earliest religious writings in
the East.

The WE-ME Self (see rubrics)

Philo-SELF-ies (see rubrics)

Graded Oral Recitation(see rubrics)

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