Uts 10-18

WORK TEXT IN GE 09
UNDERSTANDING THE SELF

PREPARED BY:
CHERYL F. OLVIDA RICOH JAE U. MATERUM
FRANCIS MABBORANG MARK JOSEPH L. ARIMAS
GE 09 UNDERSTANDING THE SELF
CHAPTER II
LESSON IV The Spiritual Self
Learning Outcomes
At the end of this lesson students should be able to:
1. discuss the importance of respecting one’s religion through essay;

2. understand the self in relation with religious beliefs; and
3. explain ways of finding the meaning of life.
READINGS:
The spiritual self is the most intimate, inner subjective part of the self.
In William James book, The Principles of Psychology Spiritual self is one of the four
constituents of the “self”. In his famous Sermon on the Mount, Jesus said: “Happy are
those conscious of their spiritual need.” You probably agree with that statement. People
everywhere recognize the need for spirituality in their life and assume that once found,
it will bring them happiness. It is the most intimate version of the self because of the
satisfaction experienced when thinking of one’s ability to argue and discriminate, of
one’s moral sensibility and conscience, and of our unconquerable will (James 1890) is
purer than all other sentiments of satisfaction. Moreover, seeking the meaning of life is
a journey that the spiritual self is on.
In Search of Spirituality
 One dictionary defines spirituality as “sensitivity or attachment to religious

values” and “the quality or state of being spiritual.” Thus, such terms as
“spirituality,” “being spiritual,” or “being spiritually-minded” are viewed as
synonymous. To clarify the term further, think of this comparison: An
individual who is skillful in commercial affairs is said to be business-minded.
Similarly, someone who keenly values spiritual or religious interests is called
spiritually-minded.
 How, then, is true spirituality achieved? Though just about every religion
claims to know the path to spirituality, the directions given are about as
numerous as the religions themselves. A Protestant claims to be saved at a
revival meeting. A Catholic seeks communion with God at Mass. A Buddhist
pursues enlightenment through meditation. A Hindu strives for release from
the cycle of rebirths through self-denial. Are all of these on the path to true
spirituality? Are any?
 For many, the answer to those questions is no. They hold that spirituality
means to “believe without belonging,” that is, to believe in a god or a deity
without belonging to a church. Others feel that spirituality refers, not to a
religious experience, but to a desire for inner peace and for meaning in life.
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They assert that those seeking spirituality need not look to religion at all.
Rather, they need only to look inwardly, to their innermost feelings. One
writer says: “True spirituality is something that is found deep within oneself.
It is your way of loving, accepting and relating to the world and people
around you. It cannot be found in a church or by believing in a certain
way.”Clearly, people differ greatly in their ideas about spirituality. Thousands
of books claim to show the way to a spiritual life, yet all too often readers are
left feeling unfulfilled and confused.
Religion—How Did It Begin?
 The history of religion is as old as the history of man himself. That is what
archaeologists and anthropologists tell us. Even among the most “primitive,”
that is to say, undeveloped, civilizations, there is found evidence of worship of
some form. In fact The New Encyclopædia Britannica says that “as far as
scholars have discovered, there has never existed any people, anywhere, at any
time, who were not in some sense religious.
 Besides its antiquity, religion also exists in great variety. The headhunters in
the jungles of Borneo, the Eskimos in the frozen Arctic, the nomads in the
Sahara Desert, the urban dwellers in the great metropolises of the world—every
people and every nation on earth has its god or gods and its way of worship.
The diversity in religion is truly staggering.
 Logically, questions come to mind. From where did all these religions come?
Since there are marked differences as well as similarities among them, did they
start independently, or could they have developed from one source? In fact we
might ask: Why did religion begin at all? And how? The answers to these
questions are of vital importance to all who are interested in finding the truth
about religion and religious beliefs.
Question of Origin
 When it comes to the question of origin, people of different religions think of

names such as Muḥammad, the Buddha, Confucius, and Jesus. In almost every
religion, we can find a central figure to whom credit is given for establishing
the ‘true faith.’ Some of these were iconoclastic reformers. Others were
moralistic philosophers. Still others were selfless folk heroes. Many of them
have left behind writings or sayings that formed the basis of a new religion. In
time what they said and did was elaborated, embellished, and given a mystic
aura. Some of these leaders were even deified.
 Even though these individuals are considered founders of the major religions
that we are familiar with, it must be noted that they did not actually originate
religion. In most cases, their teachings grew out of existing religious ideas,
even though most of these founders claimed divine inspiration as their source.
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Or they changed and modified existing religious systems that had become
unsatisfactory in one way or another.
 For example, as accurately as history can tell us, the Buddha had been a prince
who was appalled by the suffering and deplorable conditions he found
surrounding him in a society dominated by Hinduism. Buddhism was the result
of his search for a solution to life’s agonizing problems. Similarly, Muḥammad
was highly disturbed by the idolatry and immorality he saw in the religious
practices around him. He later claimed to have received special revelations
from God, which formed the Qurʼān and became the basis of a new religious
movement, Islām. Protestantism grew out of Catholicism as a result of the
Reformation that began in the early 16th century, when Martin Luther protested
the sale of indulgences by the Catholic church at that time.
 Thus, as far as the religions now in existence are concerned, there is no lack of
information regarding their origin and development, their founders, their sacred
writings, and so on. But what about the religions that existed before them? And
the ones even before those? If we go back far enough in history, we will sooner
or later be confronted with the question: How did religion begin? Clearly, to
find the answer to that question, we must look beyond the confines of the
individual religions.
Different yet Similar
 We can get the answer in the same way that linguistic experts got their answers
about the origin of language. By placing the languages side by side and noting
their similarities, an etymologist can trace the various languages back to their
source. Similarly, by placing the religions side by side, we can examine their
doctrines, legends, rituals, ceremonies, institutions, and so on, and see if there
is any underlying thread of common identity and, if so, to what that thread leads
us.
 On the surface, the many religions in existence today seem quite different from
one another. However, if we strip them of the things that are mere
embellishments and later additions, or if we remove those distinctions that are
the result of climate, language, peculiar conditions of their native land, and
other factors, it is amazing how similar most of them turn out to be.
 For example, most people would think that there could hardly be any two
religions more different from each other than the Roman Catholic Church of
the West and Buddhism of the East. However, what do we see when we put
aside the differences that could be attributed to language and culture? If we are
objective about it, we have to admit that there is a great deal that the two have
in common. Both Catholicism and Buddhism are steeped in rituals and
ceremonies. These include the use of candles, incense, holy water, the rosary,
images of saints, chants and prayer books, even the sign of the cross. Both
religions maintain institutions of monks and nuns and are noted for celibacy of
priests, special garb, holy days, special foods. This list is by no means
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exhaustive, but it serves to illustrate the point. The question is, Why do two
religions that appear to be so different have so many things in common?
 As enlightening as the comparison of these two religions turns out to be, the
same can be done with other religions. When we do so, we find that certain
teachings and beliefs are almost universal among them. Most of us are familiar
with such doctrines as the immortality of the human soul, heavenly reward for
all good people, eternal torment for the wicked in an underworld, purgatory, a
triune god or a godhead of many gods, and a mother-of-god or queen-of-heaven
goddess. Beyond these, however, there are many legends and myths that are
equally commonplace. For example, there are legends about man’s fall from
divine grace owing to his illicit attempt to achieve immortality, the need to
offer sacrifices to atone for sin, the search for a tree of life or fountain of youth,
gods and demigods who lived among humans and produced superhuman
offspring, and a catastrophic flood that devastated nearly all of humanity.
 What can we conclude from all of this? We note that those who believed in
these myths and legends lived far from one another geographically. Their
culture and traditions were different and distinct. Their social customs bore no
relationship to one another. And yet, when it comes to their religions, they
believed in such similar ideas. Although not every one of these peoples
believed in all the things mentioned, all of them believed in some of them. The
obvious question is, Why? It was as if there was a common pool from which
each religion drew its basic beliefs, some more, some less. With the passage of
time, these basic ideas were embellished and modified, and other teachings
developed from them. But the basic outline is unmistakable.
 Logically, the similarity in the basic concepts of the many religions of the world
is strong evidence that they did not begin each in its own separate and
independent way. Rather, going back far enough, their ideas must have come
from a common origin. What was that origin?
RELIGION
Rebecca Stein (Stein 2011) works on the definition of religion “as a set of cultural beliefs
and practices that usually includes some or all of basic characteristics. These
characteristics are:
1. A belief in anthropomorphic supernatural being, such as spirit & gods

2. A focus on the sacred supernatural, where sacred refers to a feeling of reverence
and awe
3. the presence of supernatural power or energy that is found on supernatural
beings as well as physical beings and objects
4. The performance of ritual activities that involves the manipulation of sacred
object to communicate to supernatural beings and/or to influence or control
events
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5. the articulation of worldview and moral codes through narratives and other
means
6. Provide the creation and maintenance of social bonds and mechanism of social
control within a community; provide explanation for unknown and a sense of
control for individuals
RITUAL
Ritual is the performance of ceremonial acts prescribed by a tradition or sacred

law (Britanica 2017). It is a specific, observable mode of behavior exhibited by all
known societies. it is thus possible to view ritual as a way or describing humans
Some World Religious Beliefs & Practices
There are different religions with different beliefs & practices. Some of the
major world religions are Buddhism, Christianity, Hinduism, Islam and Judaism.
BUDDHISM
Image o f Buddha By: Jesus -Zambrano (https://creativecommonsorg/licenses/by sa-

4.0) via wikimedia CommonsI
Buddhist Monks (Image via wikimedia commons)
Beliefs
Buddhism believes that life is not a bed of roses. Instead, there are suffering,
pain, frustrations. When people suffer, they want to experience the goodness of life and
avoid disappointments. It becomes a habit known as the reactive cycle of wanting and
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hating, like and dislike, and craving and aversion. This reactive cycle can be broken
through the practice of mediation, acquiring more wisdom and deeper understanding,
and acceptance of things as they are.
Customs and Practices
There are two types of meditation practices: samatha and vipassana. Samatha
is practiced as mindfulness of breathing and development of loving- kindness (Metta
Bhavana). Vipassana practices aim at developing insight into reality. Acquiring wisdom
is by studying Buddha’s teaching. The Dharma. Through the reflection of the Dharma.
Buddhists can achieve a deeper understanding of life. Buddhists believe in non-violence
principle.
Some of the major Buddhist celebrations are Parinirvana Day in February; Buddha Day
(Wesak) in May; Dharma Day in July; Padmasambhava Day in October; and Sangha
Day in November.
(photo via: wikimedia commons)

Parinirvana Day
(https:// flickr.com/photos/udeyismall/4642613)
Wesak Day
CHRISTIANITY
Beliefs
Christians believe in Trinitarian God. One God in three personas: God the
Father (Creator), God the Son (Savior), and God the Holy Spirit (Sustainer). Eternal life
after death will be achieved through faith in Jesus Christ. Jesus Christ is, God the Son,
who came into flesh, to spread the Good News of Salvation. He died on the Cross for
the sin of the humanity but resurrected from the death, so that anyone who believes in
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Him will be saved and have eternal life. The Holy Bible is a selection of books, which
is divided into two, the Old Testament and New Testament.
Holy baptism
Sacrament of Baptism and Sacrament of Communion are practiced by

Christian churches. The sacrament of Baptism symbolizes the birth in Christian world,
while the sacrament of communion is an act of remembrance of Jesus Christ’s sacrificial
love. Jesus Christ teaching in unconditional love that is expressed in loving the poor,
oppressed, and outcast of the society.
Christmas and Resurrection (Easter) are the two major celebrations in

Christianity. Christmas, usually on December 25, commemorates the birth of Jesus
Christ while Resurrection Sunday (depends on the lunar calendar, sometime in March
or April) celebrates the resurrection of Jesus Christ from death.
HINDUISM
Beliefs
Hinduism covers a wide range of traditional beliefs and religious groups; thus
there is no single founder or leader. Hindus believe that existence is a cycle of birth,
death and rebirth , governed by Karma. Karma is a concept where the reincarnated life
will depend on how the past life was spent. Hindus believe that the soul passes through
a cycle of successive lives and its next incarnation is always dependent on how the
previous life was lived. Vedas are sacred scriptures of Hindus. Mahabharata and
Ramayana are two other important texts of the Hindus.
Diwali and Navrati are the most celebrated festivals of the Hindus. Diwali is
the Festival of Lights while Navrati is the festival of nine nights, which celebrate the
triumph of good over evil. Hindus have set dates to honor particular manifestations of
Gods
(By: wikimedia Commons)

Diwali Celebration
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ISLAM
Beliefs
Muslims believe in Allah, who is their “One God.” They believe in the unity
and universality of God. Muslims also have a strong sense community or “ummah” and
an awareness of their solidarity with all Muslims worldwide. Islam means “willing
submission to God.”
Muslims believe that Mohammed is the last and final prophet sent by God.
Mohammed was born in Mecca in 570 CE and received revelations from God through
the Angel Gabriel over a period of 23 years. The Holy Book of Islam is called the Quran,
which was taught to be recited in Arabic because any translation is seen as inadequate.
Mosque
Muslims believe in the five pillars of Islam, which are the foundation of Muslims life:
1. Shahadah- statement of faith: “There is no God but the one true God and
Mohammed is his messenger.”
2. Salat- the prayer that is practiced five times a day.
3. Zakat- the monetary offering for the benefit of the poor. It compromises the
2.5% of a Muslim’s assets.
4. Hajj- the yearly pilgrimage to Mecca. Muslims who can afford are asked to
do the pilgrimage at least once in their lifetime.
5. Sawm- the fasting. Muslims do fasting, from food, drink and sexual act,
during the celebration of Ramadan. Ramadan is the ninth month of the
Islamic lunar calendar. The fast is from dawn to sunset.
Two of the major festivals in Islam are Eidul-Fitr and Eidul-Adha. Eidul –
Fitr is the celebration at the end of Ramadan, while Eidul-Adha is celebrated
within the completion of the Pilgrimage, the Hajj.
(https://pixabay.com/en/mecca-saudi-arabia-kaaba-holy-656774)
Hajj, the Pilgrimage to Mecca
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JUDDAISM
Beliefs
The Jews believe in the God of Abraham, the same God that liberated the Hebrew
slaves from Egypt to Canaan, the Promised Land through the leadership of Moses and
later, Joshua.
The Jews believe in the coming of Messiah the Savior. The sacred scripture of the
Jews is called the Torah of the Law. The Torah is the guide of the Jewish living. The
study and interpretation of Torah is part of the Jewish culture.
There are five major festivals observed by the Jews:
1. Rosh Hashanah- the New Year

2. Yom Kippur- the Day of Atonement
3. Pesach- Passover
4. Shavuot- Pentecost
5. Sukkot- Tabernacles. The Jewish Sabbath begins on Friday evening at sunset
and is an important time when families gather to the Shabbat meal.
Shabbat meal Rosh Hashanah
https//www.flicker.com/folderphotos1858436
Pesach
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Religious beliefs, rituals, practices, and customs are all part of the
expression of the spiritual self. What to believe and how to manifest the belief
is entirely dependent on the individual, to the self. A person might believe that
there is a higher being, a supernatural being, usually termed as God, but not
necessarily wants to be affiliated or identified with a certain religious group.
Others may have religious beliefs and practices which are perceived to be
contrary to the practices of other groups. Religious beliefs and practices,
therefore, are formed relative to its context and culture.
The Need for Meaning
 Who needs it? Not the earthworm or the eagle, the chipmunk or the whale. It
is man alone of all earth’s creatures that raises the question, Does life have any
meaning? Every generation has pondered it. If the need for meaning were not
inherent in man, the question would not have haunted him through the
centuries.
 If life is so fleeting and followed by a future of oblivion, how could it have
meaning? But the need for meaning and permanence is so great that doctrines
of immortal souls and reincarnations are seized upon. Many feel the need to
make this present life memorable by leaving something of themselves behind
—a book, a painting, a musical composition, an endowment, a foundation,
anything to give some kind of tangible evidence of their having been here. It
seems to help them to feel that there was some meaning to their existence. Even
those who made a name for themselves fade from memory as they are eclipsed
by prominent ones now living.
 In spite of man’s tininess in universal space, however, and his fleeting
appearance in the stream of time, he still needs to feel his life is meaningful.
This springs from the way he was created. It is an inborn need. Viktor Frankl,
the psychiatrist who originated the psychiatric school of logotherapy, which he
defines as meaning-therapy, says: “The striving to find a meaning in one’s life
is the primary motivational force in man.”
How can the need for meaning in our life be met?
Making Lives Meaningful
BY SETTING GOALS
 “Hitch your wagon to a star,” advises the old saying. Goals of high purpose
give meaningful direction to our life, keep us from drifting, floundering or
stagnating. Human creatures are goal-oriented. Setting goals aids progress and
strengthens purpose. Psychiatrist Viktor Frankl, in “Man’s Search for
Meaning,” writes of the importance of goals even in Nazi concentration camps:
“Any attempt to restore a man’s inner strength in the camp had first to succeed
in showing him some future goal.”
 He tells of two men in camp who had decided to commit suicide—what did
they have to live for? But when one realized his adored child was waiting for
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him, and the other had a series of scientific books to finish, both chose to live.
“There is nothing in the world, I venture to say,” Frankl wrote, “that would so
effectively help one to survive even the worst conditions, as the knowledge that
there is a meaning in one’s life.”
 If this is true in “the worst conditions,” how much more so would setting goals
and striving to reach them help people in their day-to-day living!
BY DOING WORK
 Goals in themselves, however, mean little. Only when they are accompanied
by deeds do they have real meaning. A farmer may have as a goal the harvesting
of a certain crop, but to attain that goal he must sow seed and do all the
additional work needed to produce and bring in the crop.
 Even children benefit from work. Professor Alice Rossi, a sociologist at the
University of Massachusetts, urged parents to give children work in the home:
“To feel needed and useful is as important as to feel loved. Yet our child-
rearing ideas have stressed only love and the child’s need to play, neglecting
the work children can do.”
BY MINDING SPIRITUAL THINGS
 Purpose and meaning are based in the things of the spirit, not the flesh. Frankl
wrote of the ability to resist the tortures of the concentration camps because of
spiritual strength: “The consciousness of one’s inner value is anchored in
higher, more spiritual things, and cannot be shaken by camp life.” Why do
successful executives, materially well off, change careers in mid-life?
Psychologist Levinson said that they begin to ask: “Is this all there is? Was it
worth all I had to give up along the way? Do I want to go on like this for the
rest of my life?”
 It is the awareness of a person’s spiritual need and the fulfilling of that that
brings happiness and meaning to his life.
BY A RIGHT ATTITUDE
 Do you work toward a goal with confidence and vigor, not doubting or drifting
willy-nilly? Think negative and get negative results; think positive to get
positive results. Doubts are traitors that make us lose what we might win if we
didn’t fear to try. Think on that which is good.
BY SERVING OTHERS
 We feel useful when we help others. It shows we have something to offer.

Useful lives become meaningful lives, viewed so by others as well as by
ourselves. Serving mankind can in itself become a goal and impart meaning to
a person’s life.
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 Serving God does much more toward enabling us to view our life as
meaningful, even though we are small in a vast universe and exist only in a tiny
fraction of the stream of time.
BY SUFFERING FOR RIGHTEOUSNESS’ SAKE
 “Suffering ceases to be suffering in some way at the moment it finds a meaning,

such as the meaning of a sacrifice,” writes Frankl. “Man is even ready to suffer,
on the condition, to be sure, that his suffering has a meaning.” What greater
meaning could it have than being for righteousness’ sake?
LOGOTHERAPY ASSUMPTIONS
 Logotheraphy is a psychotherapy introduced by Dr. Vitor Frankl, who is

considered the Father of Logotherapy. The main belief of logotheraphy is that
“man’s primary motivational force is search for meaning, it uses the philosophy
of optimism in the face of tragedy, where people are capable of “turning
suffering into human achievement and accomplishment; deriving from guilt the
opportunity to change oneself for the better; and deriving from life’s
transitoriness an incentive to take responsible action.
● The human being is an entity consisting of body, mind, and spirit.

● Life has meaning under all circumstances, even the most miserable
● People have a will to meaning
● People have freedom under all circumstances to activate the will to find
meaning
● Life has a demand quality to which people must respond if decisions are to be
meaningful
● The individual is unique
CONCLUSION:
Similarities between Religion and Spirituality
The belief in something bigger than the self is what unites religion and spirituality.
This larger power can be God, Allah, Buddha, Yahweh, or our belief in a primal force
in the universe. A greater power has put us in this universe. Now, in both spirituality
and religion, it is our duty to find our life’s purpose or to live our purpose as defined
by our spiritual guide.
Differences between Religion and Spirituality

At first glance, religion and spirituality might sound the same. Yet, when you look
closer, they are very different. There are three main differences in the argument of
religion versus spirituality:
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1. Religion is an institution that was created by another person. Spirituality is

something only you can find inside yourself. Further, sometimes people can be
forced into religion. In contrast, spirituality is something no one can decide for
you. Self-discovery makes spirituality great.
2. Man defines religion. On the other hand, a greater power defines spirituality.
Human beings can decide what religion is for them. In spirituality, something
bigger than yourself guides you and your life.
3. One of the most noticeable differences between religion and spirituality is that
religion preaches and commands while the spirituality inspires. You need to
follow a set of rules if you want to move forward in religion. Advancing in
spirituality is through a process of loving and accepting yourself and the world
around you. The idea of advancement is replaced with the journey for growth
ADDITIONAL READINGS:
https://youtu.be/pHkwwLOkoiM
ISANG PAGLILINAW SA MGA PANINIWALA AT PAGPAPAKAHULUGAN

SA ISPIRITWALIDAD AT RELIHIYON NG MGA PILIPINO
Homer J. Yabut, Ph.D.
Department of Psychology
De La Salle University (DLSU), Manila, Philippines
REFERENCES:
Goldsmiths, University of London.n.d. “Religion and Belief guide”.October
16,2017.https://www.gold.ac.uk/media/documents-by-section/life-on-
campus/student-support-services/Religion-and-Belief-Guide.pdf
Penner, Hans.1998. “Ritual.” In Encyclopedia Britannica.
October17,2017.https://www.britannica.com/topic/ritual.
Popova, Maria.2013. “Viktor Frankl On the Human Search for Meaning.” In
Brainpickings.October
20,2017.https://www.brainpickings.org/2013/03/26/viktor-frankl-mans-
search-for-meaning/.
Victor Frankl Institute of Logotherapy.n.d. “About Victor Fraankl.”October
20,2017. http://www.viktorfranklInstitute.org/Home.html.
Victor Frankl Institute of Logotherapy.n.d. “Logotherapy.” October 20,2017.
http://www.logotherapyinstitute.org/About_Logotherapy.html,
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CHAPTER II
LESSON V THE POLITICAL SELF
Learning Outcomes
1. Discuss the implications of the different traits and values at present ,

2. understand the concept of self in political thought; and
3. examine one’s political identity.
READINGS:
As members of the society, people are naturally obligated to participate in a

political system as social citizens. Politics is the way that people living in groups make
decisions. It is about making agreements between people so that they can live together
in groups such as tribes, cities, or countries. As Aristotle stated, “man is, by nature, a
political man.” This is because man is a social being and that people naturally drawn to
various political involvement in order to satisfy their social needs. The political self-
explores how our social and economic contexts profoundly affect our overall well-being.
It is the aspect of our identity that is political, such as beliefs about what a “good
society” means or how much government regulation is appropriate.
This section allows students to have an understanding of their self – concept in

political perspective and improve one’s political identity as a Filipino.
Who is a Filipino?
 According the 1987 Phil. Constitution, Filipino citizen are "those who father
or mother are citizens of the Philippines those born before Jan.17, 1973 of
Filipino, mother who elect Philippine citizenship upon reaching the age of
majority and those who are naturalized in accordance with law".
What is Political?
 It is primarily concerned with the making as distinguished from the

administration of governmental policy. A republic is a political system in
which the government remains mostly subject to those governed. Some
scholars define any political system in which the citizens legitimize the
government.
 The Philippines today has only emerged in the 1980s after over three centuries
colonization of the Spaniards. Meanwhile, the Japanese only occured in 1946.
Foreign culture, beliefs, language, and religion have made a huge dent on our
own by setting a foundation to the contemporary Filipino identity and culture.
Filipino have truly developed an identity of their own? or we still living in the
shadow of our colonial friends.
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 The individual's race, ethnicity, and physical characteristics are not the only
factors that make a person's national identity. The important of values and traits
are set apart ne nationality from the other. This values and traits may not always
be a positive thing, but being able to identity one's self apart from other
nationalities and point out weakness and mistakes, paired with unity and
progress a possibility.
What is Political Self?
 It captures the extent to which a person thinks of themselves as a

“political person”. These are beliefs about what a “good society” means or how
much government regulation is appropriate. Political self-organization then
refers to the formation of political patterns through the local interactions of the
members only; this can be seen in the formation of public
opinion, political movements, and political revolutions. In a cultural context,
self-organizing processes can be seen in the formation of customs and the
development of beliefs. In a socioeconomic context self-organization can be
seen in the growth, competition, and extinction of companies, national
economies and the stock market.
Filipino Traits and Values
What do Filipinos value?
 The term kapwa or a shared inner self lies at the core of Filipino values and
psychology. A person who treats another as a kapwa has a shared a sense of
identity and consciousness with that ‘other’ person. Both in the individual and
community level, strong emphasis is placed on social acceptance and
maintaining social harmony. As such, social approval and caring about what
others will think, say, or do strongly influence social behavior.
FILIPINO TRAITS
Hospitality - Offer the warmth and comfort of your place to a friend or relative who
needs a place to stay.
- Give more than of your best to make your guests feel at home.
Cheerful & - Problems are inevitable but Filipinos are known to be positive and joyful
Optimistic – plaster a sweet smile on your face.
Respect - Pagmamano, beso, and paghalik sa kamay should be manifested.

- Use po and opo and/or polite expressions when talking to someone older
than you.
Close family - Maintain a harmonious relationship with your family members.
Ties - Avoid conflicts and if possible settle disputes and misunderstandings.
- Support and help your family and relatives up to any extent.
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Bayanihan/Unit - Sincerely extend help to your fellowmen.

y and - Do not choose whom to help.
Helpfulness - Offer help when someone needs assistance.
Filipino Time - Show respect, sincerity and sensitivity by arriving at a meeting or event
on time.
Mañana Habit - Procrastination leads to a bulkier and heavier workload.
- Do not delay tasks.
Colonial - Support locals.
Mentality
Ningas Kugon - Be consistent of the ventures and things you have started.
Crab Mentality - Be happy of other’s achievements and success.

- Put off jealousy / enviousness.
Pride - Learn to ask for an apology without waiting for the other party to do it.
FILIPINO MARKERS
 Proverbs or Salawikain - Filipino proverbs or Philippine proverbs

are traditional sayings or maxims used by Filipinos based on local culture,
wisdom, and philosophies from Filipino life. If used in everyday
conversations, proverbs are utilized to emphasize a point or a thought of
reasoning: the Filipino philosophy.
Examples:
1. Habang may buhay, may pag-asa. (Meaning: Never lose hope in life.)
2. Kapag binato ka ng bato, batuhin mo ng tinapay. (Meaning: Repay evil with
kindness and blessing.)
3. Ang buhay ay parang gulong. (Meaning: There is no permanent situation in this

world.)
 Superstitions - beliefs or practice based upon one's trust in luck or other

irrational, unscientific, or supernatural forces. Often, it arises from ignorance,
a misunderstanding of science or causality, a belief in fate or magic, or fear of
that which is unknown.
Examples:
1. The number of steps of staircases at home should not be divisible by three.
2. Don’t go straight home after attending a wake.
3. Siblings should not marry within the same year (sukob).
 Myths and Legends - historical fact morphs into a legend when the truth has
been exaggerated to the point that real people or events have taken on a
romanticized, "larger than life" quality. In contrast, a myth is a type of
symbolic storytelling that was never based on fact.
16
Examples:
1. Mythical creatures such as duwende, diwata, engkanto, kapre, aswang, etc.
2. The Legend of Makahiya
3. The Heartbreaking Story of Alitaptap (Bataan Legend)
 Heroes and Icons - heroes serve as reminder of true patriotism and

nationalism as they have sacrificed their lives for the sake of their country`s
freedom and progress.
Examples: Manny "Pacman" Pacquiao, Lea Salonga
Political Community and Institutions
According to Aristotle, every community “is established for the sake of some
good.” This is because “everyone does everything for the sake of what they believe to
be good,” though they of course can be wrong about what “the good” is. It follows that
a political community must also be established for the sake of some good. Like Plato,
Aristotle believed that such a community must be large enough to be self-sufficient, but
must nevertheless remain relatively small. It is a group of like-minded people who share
common political goals and values such as social justice, lowering taxes, improving
educational policy, etc.
Political institutions definitely impact our economy, education, culture and

society. For example, political parties, trade unions, legislature and judiciary are
needed in order to safeguard the interests of citizens of the country and to ensure the
unity and integrity of the nation. It further results in the overall development of the
country. they ensure that the laws are being followed by the citizens of the country.
Establishing a Democratic Culture
The word democracy describes a political system. In a democratic country, all

eligible citizens have the right to participate, either directly or indirectly, in making the
decisions that affect them.
Democratic culture is defined as the desire and ability of individuals in a
population to participate actively, individually and together, to the government of public
affairs affecting them. The existence of a democratic culture within a population is
characterized by the active contribution, effective and in duration, of members of civil
society to development of: the common good, the terms of “living together” and the
construction of collective decisions. An example of democracy at work is in the
Philippines, where people have political freedom and equality. In our country, supreme
powers lies with the people, the power of the elected representatives would be supreme,
democracy requires free and fair election and requires respect for law and minority
opinion.
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Strengthening your Political Skills

Political skill is the ability to effectively understand others at work, and to use
such knowledge to influence others to act in ways that enhance one's personal and/or
organizational objectives. Dimensions include social astuteness (how well you
understand other), interpersonal influence (how you make others feel at ease),
networking ability (using your formal and informal network to advance your goals) and
apparent sincerity (how genuine and sincere you appear to others).
How to Improve your Political Skills
1. Make a political "book." With any organization or group you're involved with,
it's a good idea to gather some insights on the people you work with most often.
Record notes regarding how they each tend to approach problems.
2. Draw a "power web." Create a chart showing the power relationships among
all the people in your organization or workgroup. Power relationships are those
connections in which the parties help one another move projects forward and
obtain needed support and resources.
3. Strengthen and forge relationships. Review your power web to spot
opportunities to strengthen existing relationships, as well as forge new ones.
For example, ask yourself which individuals on your web might make valuable
power-relationship partners — but you haven't yet cultivated mutually
beneficial connections with them.
4. A key part of developing and wielding political skill is simply knowing other
people — their major concerns and their priorities. By figuring out what you
can do for them and what they can do for you, you nurture relationships of
mutual influence and benefit.
ADDITIONAL READINGS
For further readings of the traits and values of a Filipino, visit this link
https://owlcation.com/social-sciences/Filipino-Traits-and-Characteristics
Loob at Kapwa: An Introduction to a Filipino Virtue Ethics -
https://www.tandfonline.com/doi/abs/10.1080/09552367.2015.1043173?journalCode=
casp20
PAMUMUNO SA PILIPINONG PAGTINGIN:
ANG PAGKALIDER BATAY SA PAGTATAGLAY NG MGA KATANGIAN
Darren E. Dumaop
Psychology Department
De La Salle University - Dasmariñas (DLSU-D), Cavite, Philippines
REFERENCES
Alata, E. et al. 2018. Understanding the Self. RexBook Store, Inc. (RBSI)
https://owlcation.com/social-sciences/Filipino-Traits-and-Characteristics
https://www.tandfonline.com/doi/abs/10.1080/09552367.2015.1043173?journalCo de=casp20
https://www.7stonesboracay.com/15-filipino-traits-that-make-the-philippines-fun-to-visit/
https://positivepoliticalintelligence.com/free-self-assessment-of-your-political-skill/
18
CHAPTER II
LESSON VI: ETHNIC IDENTITY

Learning Outcomes

1. Explain why it is essential to understand one’s ethnic group;
2. Identify the four major components of ethnic identity; and,
3. realize how unique their own ethnic identity from others.
READINGS:
ETHNIC IDENTITY
Globally, ethnic identity is considered as an important individual factor that
affects students’ performance in school. It is also one of the factors considered by
teachers in planning their teaching strategy. Here in the Philippines, the importance of
considering ethnic differences in school is now acknowledge by the government
especially with the K12 curriculum.
Phinney (2007) defined ethnic identity as the extent to which one identifies
with a particular ethnic group(s). He also said that it refers to one’s sense of belonging
to an ethnic group and the part of one’s thinking, perceptions, feelings, and behavior
that is due to ethnic group membership. The ethnic group tends to be one in which the
individual claims heritage Phinney further states that ethnic identity is separate from
one’s personal identity as an individual, although the two may reciprocally influence
each other.
4 major components of ethnic identity:
Ethnic awareness (understanding of one’s own and other groups)
Ethnic self-identification (label used for one’s own group)
Ethnic attitudes (feelings about own and other groups)
Ethnic behaviors (behavior patterns specific to an ethnic group)
Ethnic awareness is the understanding of one’s own and other groups. It is also
termed as the extent to which people are consciously aware of their ethnicity. (Kim Ju
and Liem,2003).
Ethnic self-identification is the label used for one’s own group. At times it is
considered as a single linear variable (Phinney 1990) but research literatures shows that
ethnic identification is also complex in nature (Zimmerman,et.al. 2006). Identifying
one’s self as belonging to an ethnic group is influenced by the family structure, situation
and location. Furthermore, ethnic self-identification can be partially imposed on
individuals from outside due to observable characteristics like race (e.g. Phinney, 1990;
19
Giménez,1992; Henry and Bankston, 2001), which forces people into having feelings
that they would not have otherwise.
Ethnic attitudes are the feelings about own and other groups. Just life ethnic
self-identification ethnic attitude is also complex. Laishley’s sees ethnic attitude as
developmental and composed of the following: recognition of differences between
people; belief in the importance of these differences; categorization system for
differentiating and labeling people; like/dislike, preference, approach/ avoidance;
attribution of traits- the stereotyping process and perceptions of social situations,
interpretations of the positions of ethnic groups in society.
Ethnic behaviors refers engaging in behaviors and practices that are specific
or representative of one’s ethnic group such as speaking the language, eating the food,
use of clothing and associating with members of one’s group.
Development of ethnic identity
Identities do not come out overnight, a person undergo the process of
socialization, assimilation and acceptance of one’s self to be able to form his/her
identity. Erikson (1968) theorized identity as a developmental task of youth where their
identity is solidified during this time through a process of exploration and a formation
of a coherent set of values and beliefs. Marcia (1980) agreed with Erikson and the
process of exploration, but saw the youth choosing and committing to an identity after
experimenting with available societal options. Marcia identified four categories of
individuals making identity commitments, referred to as statuses. These statuses
include;
1. Identity achievement where the individual has made commitments after a period
of exploration,
2. Foreclosure where people make identity commitments without a period of
exploration and experimentation,
3. Moratorium where youth are in a period of crisis or active exploration in an effort
to discover values and goals to fit themselves, and
4. Identity diffusion where people are without identity commitments and make no
effort to explore or create options (Marcia, 1980).
Adolescents along with their parents and family members must actively explore
and provide options for identity experimentation so youth can commit to a life-course
that is right for them. A part of one’s overall identity is the exploration and commitment
to an ethnic identity.
References:
Deci E. L. and Ryan R. M. (2008) Self-Determination Theory: A Macrotheory of Human Motivation,
Development, and Health Canadian Psychology Vol. 49, No. 3
Erikson, E. H. (1968). Identity: Youth and crisis. New York: Norton.
Phinney, J. S. (1990). Ethnic identity in adolescents and adults: A review of research. Psychological Bulletin,
108, 499–514
20
CHAPTER II
LESSON VIII DIGITAL SELF

Learning Outcomes
1. understand the concept of digital self

2. describe how social media affects the individual ; and
3. examine one’s digital self.
READINGS:
The Digital Self: How Social Media Serves as a Setting that Shapes Youth’s
Emotional Experiences
 Digital self is the mask that we put on in the technological world
 DIGITAL NATIVES
- Digital natives represent the first generation to grow up with this new
technology.
o (These are the people born in 1990 AND ABOVE)
 DIGITAL IMMIGRANTS (EARLY ADOPTER, LATE ADOPTER,
LAGGARDS)
- Those who adopts themselves in the use of technology.
EFFECTS OF SOCIAL MEDIA

SOCIAL MEDIA
 Social media is a term for numerous technologies that allow instantaneous

communication, status updates, and social networking among individuals. Social
media platforms today include text messaging via cellular phones and social
networking.
 Youth in nearly every country use social media to maintain nearly constant contact
with their friends.
POSITIVE EFFECTS
Through social media the following positive effects are experienced by the
individual.
1. . Sense of emotional connection with others (Reich 2010).
a. people remain connected with their existing friends
b. Gain new friends (Valkenburg and Peter , 2007c)
2. Self-reported levels of loneliness are lower and that social adjustment is higher
21
for late adolescents who use Facebook in order to maintain relationships while
transitioning to college. (Yang and Brown, 2013) (Lou et al. 2012). Jorda´n-Conde
et al. (2014)
3. Increased social connectedness and well-being, which are often experienced by
adolescents via using the Internet, results from heightened self-disclosure. Valkenburg
and Peter 2009b).
4. Potential educational benefits such as understanding of and positive attitudes towards
other cultures and foster learning about the world and multiculturalism (Hou et al. 2015)
Negative Effects of social media
1. Creative uses of social media (e.g., homemade videos, sharing artwork) are
uncommon on a daily or weekly basis.Social media is typically used for
communication with friends and entertainment consumption
2. Negative relational experiences websites (Christofides et al. 2012).
- cyberbullying - misunderstandings
- unwanted contact - unintentional disclosure
3. Online relationships may attract more socially and emotionally vulnerable adolescents
(Wolak et al. 2003).
4. Depression
For college students, approximately one third express mild depressive
symptom references on Facebook (Moreno et al. 2011) Facebook use has a
negative impact on their cognitive and emotional well-being (Kross et al. 2013).
Ineffectiveness, a self-reported measure of depressive symptomatology, is related
to Internet use in childhood. (Cooper, 2006) Feelings of depression were
positively related to instant messaging but not to e-mail or chat use for adolescents.
van den Eijnden et al. (2008) Facebook use has been related to jealousy in college
students, which is potentially due to the availability of ambiguous personal
information about one’s romantic partner (Muise et al. 2009), and also hinders
recovery following a breakup (Marshall 2012).
5. Internet addiction (Kuss et al. 2014).
 DIGITAL BOUNDARIES
Factors that will determine boundaries
1. Age
* Adults – family & career
* Young adults – friends, clothes, shoes, make-up, accomplishments
2. Platform / Audience
* Facebook – more public views; more “exposure”
* Instagram – less exposure but more “packaging”
* Planet Romeo, Blued
* Blog – can remain anonymous
22
* Vlog – more followers if it appears “real”

3. Individual Variables
a.) Self-Monitoring
- high: samples more social situations = more likely to “package”;
“manage” the self they project
- low: samples more of the self = less likely to “sugar coat” their postings.
Teaching the digital natives

The digital learner
A. Digital natives have an empirical approach to learning that can sometimes irritate the
teachers or parents.
1. Rather than a linear access to knowledge, a demonstrative reasoning, and a
logical sequence of reasoning,
2. They access knowledge in a random process and through “hypertext”
approaches.
B. Digital natives have a different way of concentrating and being attentive.
1. They generally cannot concentrate for a long time and they go from one task
to another in a very short time.
2. They are “multitasking,” or performing several tasks at the same time (in
parallel, or moving from one task to another).
3. They prefer learning through visual and graphics rather than reading text.
4. They are used to learning through interactivity and games.
5. They have to be permanently connected, since knowledge is in the
connectivity.
6. They are used to a huge amount of information (and must learn how to cope
with it, sort it out, and control it).
7. They function best if networked, which means that learning is not only an
individual activity, but also a collective one
C. Teaching and learning in a digital society does not mean technologizing education.
The human relationship between students and teachers is an essential component of
the learning process. But this relationship has to take new forms, synchronous and
asynchronous, face-to-face or at a distance. Distance education, blended learning,
and e-Learning must all take their role and place in the education process.
How to teach digital natives
1. move from “paper pedagogy” to digital pedagogies
2. transfer the traditional resources to mobile devices
3. UTILIZE social networks to enhance teaching and learning
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“ Teachers who are Digital Immigrants MUST UPGRADE”

Managing the digital self
1. Don’t feed the troll.
Don’t react to everything you see in the social media. Not everything needs
reaction and not all that is posted is true.
2. Check less.
The social media will always have something new for uyou but that doesn’t
mean that you have to check it every time. Set a schedule form checking you
accounts and have time for other matters in life like studying. Reading your lessons
and helping in the household.
3. Switch off to sleep.
To get a good night sleep switch off your phone so that you will not hear or
expect any call or incoming messages. You can read all the messages and
update yourself once you had a good night sleep.
4. Think of big picture.
Life is vast and full of adventure. Don’t limit yourself to one aspect of your
life. Explore and dream big. Focus on what your dreams are and get into what is real
in life.
CONCLUSION
The virtual environment has been offering new avenues for opportunities and
at the same time has been changing at times how we see ourselves, how we present
ourselves, how we behave, and how we relate to others.
Additional readings:
Hill, Andrew. Your digital self — why you should keep every byte you create
https://medium.com/textileio/your-digital-self-why-you-should-keep-every-
byte-you-create-3a73bf0b3eb1 Accessed: 21/01/2014
References:
Belk , Russell W. Extended Self in a Digital World, Journal of Consumer Research,

Vol. 40, No. 3 (October 2013), pp. 477-500
http://www.jstor.org/stable/10.1086/671052 . Accessed: 21/01/2014
Wood1, Megan A., Bukowski1, William M. and Lis, Eric The Digital Self: How
Social Media Serves as a Setting that Shapes Youth’s Emotional
Experiences Adolescent Res Rev (2016) 1:163–173 DOI 10.1007/s40894-
015-0014-8 Accessed: 21/01/2014
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CHAPTER III
MANAGING AND CARING FOR THE SELF
LESSON I SELF REGULATED LEARNING
Learning Outcomes
1. discover how to become a better learner,

2. understand what is metacognition,
3. understand the process of self-regulation, and
4. analyze his/her own metacognitive strategies.
READINGS:
HOW TO BECOME A BETTER LEARNER

Cognitive and Metacognitive Factors of Learning
Cognition referred to ability to acquire knowledge: the mental faculty or
process of acquiring knowledge by the use of reasoning, intuition, or perception
Metacognition is referred to as one's "inner language" or as "thinking about
one's own thinking" or more specifically metacognition refers to an individual's self-
knowledge about their cognition and to the ability to be able to influence one's own
cognition (Meichenbaum, 1985).
Cognitive strategies help a person process and manipulate information;
examples include taking notes, asking questions, or filling out a chart. Cognitive
strategies tend to be very task specific, implying that certain cognitive strategies are
useful only when learning or performing certain tasks.
Metacognitive strategies are executive in nature. They are the strategies a
student uses when planning, monitoring, and evaluating learning or strategy
performance.
Elements of Metacognition Metacognitive knowledge refers to what individuals know
about themselves as cognitive processors, about different approaches that can be used
for learning and problem solving, and about the demands of a particular learning task.
Metacognitive regulation refers to adjustments individuals make to their
processes to help control their learning, such as planning, information management
strategies, comprehension monitoring, debugging strategies, and evaluation of progress
and goals
Livingston (1997) provides an example of all three variables: “I know that I (person
variable) have difficulty with word problems (task variable), so I will answer the
computational problems first and save the word problems for last (strategy variable).”
25
Why Teach Metacognitive Skills?

1. To develop in students a deeper understanding of text
2. To take students' thinking to a higher level
3. To steer students into adulthood
Recommended Instructional Strategies

Fogarty (1994) suggests that metacognition is a process that spans three distinct phases,
and that, to be successful thinkers, students must do the following:
1. Develop a plan before approaching a learning task, such as reading for comprehension
or solving a math problem.
2. Monitor their understanding; use “fix-up” strategies when meaning breaks down.
3. Evaluate their thinking after completing the task”
Motivational Factors of Learning
Motivation is the force that Energizes, Directs, and Sustains behavior.
Energies Behavior
What initiates a behavior, behavioral pattern, or a change in behavior? What
determines the level of effort and how hard a person works? This aspect of motivation
deals with the question of “What motivates people?” It attempts to explain the amount
of effort or energy and individual puts into a task.
Directs Behavior
What determines which behaviors an individual chooses among the alternative
actions, behaviors, or problem solutions? This aspect of motivation deals with the
question of choice and conflict among competing behavioral alternatives. It deals with
the question of choice and conflict among competing behavioral alternatives. It deals
directly with the direction of one's effort.
Sustains Behavior
What determines an individual's level of persistence with respect to behavioral

patterns? Why do some individuals keep working at something long after others have
quit? This aspect of motivation deals with how behavior is sustained and stopped. It
deals with the persistence and consistency of behavior.
Types of Motivation : Intrinsic and Extrinsic Motivation
26
Intrinsic Motivation reflects the desire to do something because it is enjoyable. If we

are intrinsically motivated, we carried about external rewards such as praise or awards.
If we are intrinsically motivated, the enjoyment we experience would be sufficient for
us to want to perform the activity in the future.
•Examples of Intrinsic Motivation
Writing short stories because you really enjoy writing them, reading a nonfiction book
because you are curious about the topic, and playing chess because you enjoy effortful
thinking are some intrinsic motivation examples.
Extrinsic Motivation reflects the desire to do something because of external rewards

such as awards, money, and praise. People who are extrinsically motivated may not
enjoy certain activities. They may only wish to engage in certain activities because they
wish to receive some external reward.
Examples of Extrinsic Motivation

Writing poems to join in a poetry contests The person who dislikes sales but accepts a
sales position because he or she desires to earn an above average salary is another
example of extrinsic motivation. A third example of extrinsic motivation is selecting a
major in college based on salary and prestige, rather than personal interest in the major.
SELF-REGULATION: Coordinating Cognition and Motivation in Learning
Self-regulated learning by Pintrich

Self-regulated learning exist, most models define academic self-regulation as “an active,
constructive process whereby learners set goals for their learning and then attempt to
monitor, regulate, and control their cognition” (Pintrich& Zusho, 2002, p. 250). Most
SRL models share a number of common assumptions. According to Pintrich (2000c),
these assumptions are:
1. The active, constructive assumption, which views “learners as active constructive.
The active, constructive assumption, which views “learners as active constructive
participants in the learning process” •The potential for control assumption which
assumes that “learners can potentially monitor, control, and regulate certain aspects of
their own cognition, motivation, and behavior as well as some features of their
environment”
2 The goal, criterion, or standard assumption which assumes that “there is some type
of criterion or standard (also called goals or reference value) against which comparisons
are made in order to assess whether the process should continue as is or if some type of
change is necessary”
27
3. The mediation assumption which states that “self-regulatory activities are mediators
between personal and contextual characteristics and actual achievement and
performance”
SELF REGULATED LEARNING by Zimmerman
The process whereby students activate and sustain cognitions, behaviors and affects that
are systematically oriented toward the attainment of goals. Zimmerman (1990)
Cognitions: Set & define learning goals •Activate relevant strategies & tactics
Behaviors: Enact, monitor, regulate, & evaluate learning
Affects: Persevere, self-motivated, attribute to self-effort, believe you can accomplish

the task
Self-Regulation Principles
Self-regulation in learning does not only refer to these few rules but to a
sequences of steps for monitoring, regulating and evaluating learning. And these steps
involve affective elements of confidence, effort, & interest and value in the learning
Major Steps in SRL
PHASE 1:Forethought or Planning •Goal Setting •Task Analysis •Sequencing •Time

Scheduling •Resource Allocation •Environmental Structuring
PHASE 2:Performance Control or Execution, Monitoring, Regulating •Organizing

&Transforming •Checking Goal Direction •Coping with Difficulties •Rehearsing &
Memorizing •Effort Management
PHASE 3:Self-reflection or Self-Evaluation •Check quality of work & effort •Self-test

•Reflect on competence
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CHAPTER III
LESSON II SETTING GOALS FOR SUCCESS
Learning Outcomes
1. understand what is goal setting,

2. identify the different types of goals, and
3. understand the role and sources of self-efficacy in achieving goals
READINGS:
GOAL SETTING
Goal setting involves the development of an action plan designed to motivate

and guide a person toward a goal. Think about the future. If you are developing goals,
try to think of at least two ways to describe your future.
IMPORTANCE OF GOAL SETTING

Goals help describe success. People tend to maintain expectations, not surpass
them. Thus, expectations or goals should be challenging, yet within a person’s or
group’s grasp. Goals are outside an individual and sometimes referred to as “hoped for”
rewards toward which motives are directed. Goals create common tasks and processes
for a group or individuals. By having them, a group knows what it has to do and can
work together on the goals.
Although goal setting is rewarding, some difficulties do exist:
It is sometimes difficult to quantify and qualify what goals or actions should be.
Goal setting takes time.
Goal setting can:

 focus your efforts in a consistent direction.
 hold you accountable for failure
 transform dreams into reality
 identify both individual strengths and weaknesses.
 allow clarification and/or development of mission or philosophy in life.
 help an individual in developing oneself
 increase success because success can be defined as the achievement of a goal.
 serve as self-motivators and energizers.
 help us live life to the fullest
29
How does one develop effective goals? Use the SMART guide. SMART stands for
Specific, Measurable, Attainable, Realistic and Time-Bound
SPECIFIC
What do you want to achieve? What do you want to be?
What do you want in life?
MEASUREABLE
How much? How long? How many? How big?
ATTAINABLE
Can you get it?
What are your abilities that can help you achieve it?
What strength do you have to help you achieve the goal?
What are your weaknesses that may hinder in achieving the goal?
Can you overcome your weaknesses?
REALISTIC
Is it realistic? Is it real? Is it possible?
TIME-BOUND
For how long? When do you want it to happen?
Short-term goal or long – term goal
How do you see yourself after 5 years
TYPES OF GOALS RELATED TO ACADEMIC ACHIEVEMENT
ACHIEVEMENT GOAL THEORY
Mastery Goals Performance Goals

(Development of
(Demonstrate competence
competence by acquisition
relative to others)
of new knowledge and skills)
1. Individuals are concerned with how

1. Individuals strive to improve and develop their ability compares to others
their skills. 2. Avoid challenge because it threatens
2. Effort is viewed as key component of the possibility of demonstrating high level
success
of ability.
3. Seeks out challenge and persist despite
3. With difficulties. withdraw.
making mistakes or facing difficulty
30
Role of Self-Efficacy in achieving life goals
SELF EFFICACY
self-efficacy is "the belief in one’s capabilities to organize and execute the courses of
action required to manage prospective situations." In other words, self-efficacy is a
person’s belief in his or her ability to succeed in a particular situation. (ALBERT
BANDURA)
Virtually all people can identify goals they want to accomplish, things they would like
to change, and things they would like to achieve. However, most people also realize that
putting these plans into action is not quite so simple. Bandura and others have found that
an individual’s self-efficacy plays a major role in how goals, tasks, and challenges are
approached.
People with a strong sense of self-efficacy:

 View challenging problems as tasks to be mastered
 Develop deeper interest in the activities in which they participate
 Form a stronger sense of commitment to their interests and activities

 Recover quickly from setbacks and disappointments
People with a weak sense of self-efficacy:
 Avoid challenging tasks
 Believe that difficult tasks and situations are beyond their capabilities
 Focus on personal failings and negative outcomes
 Quickly lose confidence in personal abilities
Sources of Self-Efficacy
How does self-efficacy develop? These beliefs begin to form in early childhood as
children deal with a wide variety of experiences, tasks, and situations. However, the
growth of self-efficacy does not end during youth, but continues to evolve throughout
life as people acquire new skills, experiences, and understanding.
According to Bandura, there are four major sources of self-efficacy.
1. Mastery Experiences
"The most effective way of developing a strong sense of efficacy is through mastery
experiences," Bandura explained. Performing a task successfully strengthens our sense
31
of self-efficacy. However, failing to adequately deal with a task or challenge can

undermine and weaken self-efficacy.
2. Social Modeling
Witnessing other people successfully completing a task is another important source of
self-efficacy. According to Bandura, "Seeing people similar to oneself succeed by
sustained effort raises observers' beliefs that they too possess the capabilities master
comparable activities to succeed."
3. Social Persuasion
Bandura also asserted that people could be persuaded to believe that they have the skills
and capabilities to succeed. Consider a time when someone said something positive and
encouraging that helped you achieve a goal. Getting verbal encouragement from others
helps people overcome self-doubt and instead focus on giving their best effort to the task
at hand.
4. Psychological Responses
Our own responses and emotional reactions to situations also play an important role in
self-efficacy. Moods,emotional states, physical reactions, and stress levels can all
impact how a person feels about their personal abilities in a particular situation. A person
who becomes extremely nervous before speaking in public may develop a weak sense
of self-efficacy in these situations.
However, Bandura also notes "it is not the sheer intensity of emotional and physical
reactions that is important but rather how they are perceived and interpreted." By
learning how to minimize stress and elevate mood when facing difficult or challenging
tasks, people can improve their sense of self-efficacy.
References
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral

change. Psychological Review, 84, 191-215.
Bandura, A. (1992) Exercise of personal agency through the self-efficacy mechanisms.

In R. Schwarzer (Ed.), Self-efficacy: Thought control of action. Washington,
DC: Hemisphere.
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of

human behavior,4. New York: Academic Press, pp. 71-81.
Bandura, A. (1995). Self-Efficacy in Changing Societies. Cambridge University Press.
32
CHAPTER III
LESSON III TAKING CARE OF THE SELF: STRESS MANAGEMENT
Learning Outcomes
1. identify the different sources of stress

2. identify the different outcomes of stress
3. understand how to cope with stress
READINGS:
SOURCE OF STRESS
ACADEMIC PERSONAL SOCIAL
Studying for the exam Emotional independence Preparing for
Amount to learn from family relationships
Essays Developing ethical standards Changing amount or
Projects Decisions about sexual type of recreation
Professional behavior Interpersonal
development Changing living conditions difficulties
Choosing a career Personal habits Decisions about drug or
Exam financial strains alcohol use
Too much work
Self- imposed need to
do well
Papers
Evaluations results
OUTCOMES OF STRESS
PHYSICAL
Fatigue Muscle Tremors Grinding Teeth
Nausea Headaches Weakness
EMOTIONAL
Grief Intense Anger Denial
Guilt Apprehension Sense of Uncertainty
Feeling overwhelmed Depression Irritability
Fear Anxiety Loss of Emotional Control
33
COGNITIVE
Blame Others Confusion Poor Attention
Poor Concentration Decreased Alertness Poor Problem Solving
Memory Problems Nightmares Poor Abstract Thinking
Poor Decision Making
BEHAVIORAL
Changes in activities Withdrawal emotional outburst
increased/decreased appetite Suspiciousness hyper alert
Increased drug/alcohol use Inability to rest body complaints
HOW TO COPE WITH STRESS

Exercise regularly. Targeted exercise goes a long way toward
freeing your body of stress hormones and increasing your
endorphin levels - responsible for feelings of happiness. Carve out
time during your busy day to exercise to both keep your body
healthy and as a natural outlet for your stress. You should notice the
difference.[1]
 Try to raise your heartbeat to 120-180 beats per minute for about 30
minutes per day. If you don't have time to do all thirty minutes in
one sitting, don't worry; you can break up the exercise time however you need to fit
your schedule.
 Walking for even 20-30 minutes each day is sufficient if that's all that you can afford.
Walking isn't just good for stress-reduction: Adults over 40 who walked briskly for at
least 150 minutes a week saw their life expectancy increase by 3.4 – 4.5 years.[2]
 Swimming, hiking, and biking have been shown to reduce stress as well. A benefit of
swimming and biking is that, opposed to jogging, they create far less joint strain,
which makes them perfect for people with joint problems or those wanting to prevent
them.
Get enough sleep. Give your body the sleep it wants, and
your stress levels will take a nosedive. Sleep is a
mechanism by which your body recuperates and restores
its energy reserves. If you're not getting enough sleep,
your body will use stress to keep you active and alert in
the absence of stored energy.
 Most adults need at least 7-8 hours of sleep per
night.[4] Young children and older adults need more,
about 9-10 hours of sleep per night.
34
 Get into regular sleeping habits. If you can, try to go to bed and wake up at the same
time each night and morning. Routinizing your sleep cycle will teach your body when
it's supposed to go to be tired, aiding in better sleep and less sleep deprivation.
 49% of Americans who don’t get enough sleep blame stress as the culprit.[5] If you
believe that you're stuck in a vicious cycle of sleep deprivation/stress creation, see your
doctor for more targeted advice.
Eat properly. Your body needs to be healthy, strong, happy

and properly fueled to help you tackle stress. Like it or not,
stress is a bodily reaction to anything that disturbs its natural
state, meaning that your body can have a profound effect on
producing and relieving stress.
 Water has been shown to relieve stress.[6] That's because a
dehydrated body creates cortisol, a stress hormone. An under-
hydrated body creates stress to motivate the owner of the body to properly care for
him/herself.
 Start decreasing caffeine and alcohol intake. In some cases, alcohol intake increases
stress response in humans while being linked to substance dependency, a stressful
condition itself.[7]Caffeine is also responsible for raising stress levels, especially at
work[8], so try to stick to water as a general rule.
 Eat a healthy breakfast and healthy snacks during the day. It is better to eat several
smaller meals throughout the day than to consume three large meals. [9]
 For a healthy stress-free diet, consume more complex carbohydrates such as whole-grain
breads and pasta, foods high in vitamin A such as oranges, foods high in magnesium
like spinach, soybeans or salmon, and black and green tea, which contain antioxidants.
Learn to relax. Relaxing your body, by whatever natural
means, is a great way to reduce stress. Don't expect your
stress to immediately dissipate; it can take time. In most
cases, try not to fixate on the stress itself while you're
relaxing. Think of something placid and tranquil, or think
of nothing in particular. Let your body tell your mind that
everything is okay.
 Listen to calm and soft music. Music really gets you relaxed and
happy. Try listening to music with no vocals and pick music with
instruments like the flute, piano, or violin. Classical, jazz, or folk
tunes generally work well, but if that's not your cup of tea, choose
music that puts you in a good place.
Take a bath. Add Epsom salts or other fragrant bath salts for a luxurious touch. Indulge
in your private time and relax the body.
35
Get a massage. Either having a professional massage or con a loved one into giving you
a stress-relieving massage. Use lotions or oils and dim ambient light for the most
relaxing atmosphere.
Start a diary or journal. You don't have to write in it every day. Writing down what's
bothering you, what you've been busy with, and how you feel may help you to expel
your negative emotions.
Practice yoga and meditation. Although you could technically consider yoga your
daily exercise, practicing the deep stretches and slow body movements will help you to
clear your mind. Meditating - clearing your mind - while practicing gentle yoga will
give double the relaxation effect to ease your stress.
 Use guided imagery to imagine a place that makes you feel at peace. Imagine somewhere
that you feel happy; focus on the details to fully remove your mind from the present.
 Do yoga alone or in a group setting to help you learn new poses. As you advance in your
yoga, you will be able to form complex stretches that force you to focus and take your
mind off your stress.
 Practice deep relaxation by doing progressive muscle relaxation. This is when you work
through your body by tensing your muscles, holding the tension for ten seconds, and
then releasing it. This will soften and relieve all the muscles in your body.
Do things you love. Often when you're stressed, you can

look at your schedule and see that you are lacking time
for doing your favorite activities. Whether that be
drawing, writing, reading, playing sports, or cooking, set
aside time on a daily basis to do those things you enjoy.
 Try picking up a new hobby to help you relieve your
stress. If you've always wanted to learn how to ride
horses or build model airplanes, then do it! Learning something new will take your mind
off of whatever is bothering you, and give you a new hobby to enjoy.
 If you have a very busy schedule, set aside at least just ten minutes per day to do what
you enjoy. Although ideally you should spend thirty minutes to an hour, allowing just a
small break from your hectic schedule will be enough to lower your stress levels
Avoid negative thinking. Acknowledge the positive in

your life and begin to re-establish some balance in your
emotional register. Avoid focusing on only the bad things
that happened during your day, but consider the good as
well.
 Stop and count your blessings. Write down even the
simplest things that you have and enjoy: a roof over your head, a bed to sleep on, quality
food, warmth, security, good health, friends or family. Acknowledge that not everyone
has these things.
36
 Say something positive to yourself as soon as you wake up every morning. This will
keep your energy and mind focused on positive thinking. Be thankful for each day that
you have; you never know which one could be your last!
 Use positive self-talk. Reinforce your resolve through positive statements such as, "I can
handle this, one step at a time," or "Since I've been successful with this before, there's
no reason why I can't do it again."
 Visualize positive things; this does not take long but can help you regain focus. Think
about success, read about successful people. Don't admit defeat beforeyou've been
defeated. You don't deserve to beat yourself down so that you can punish yourself.
Organize your life. Set goals for what you need to

achieve during the day, then write a "to do list". Add some
breathing room in the middle of the day that will give you
time to recharge. Taking control of your time and
priorities will significantly decrease the amount of stress
you feel.
 Know your limits. Be realistic about what you can
and can't accomplish in a day. It's not helpful if you bite
off more than you can chew and then castigate yourself for not getting it done.
 Prioritize your tasks. Work on finishing the highest priority (most urgent/important)
items first. Put low priority items on the bottom of your list.
 Do your most unpleasant or most difficult task at the beginning of the day when you are
fresh, thereby avoiding the stress of last minute preparation. Procrastination feeds stress!
 Emphasize quality in your work, rather than sheer quantity. Take pride in having done
something well as opposed to having done a lot of something.
 Schedule your day, if possible, so that stressful scenarios don't overlap, reducing the
number of stressors you must juggle at any one time. Stagger deadlines for large
projects.
 Review your goals at the end of the day and think about everything you have achieved.
This is cathartic and will help you sleep better. Check off the things that you
accomplished on the to do list.
 If you notice, for example, that you regularly get stressed at a certain time with a certain
person, go out of your way to prepare your brain for the upcoming stress. If the person
is someone you love and trust, tell them how they make you feel in a non-threatening
way. If you don't feel comfortable sharing your misgivings, remind yourself that the
occasion is momentary, the feeling will pass, and you'll be in complete control soon.
 Rehearse. When you know that you are going to face a stressful situation, rehearse how
you are going to handle it. Picture yourself overcoming it successfully. Create a mental
videotape that you can play over and over in your mind.
Stop worrying about the things you cannot change. This especially comes with things
such as politics, and often applies to other individuals. Learning to accept things as they
are is an important coping mechanism, but not as easy as it sounds.
37
 Is the problem a real problem you’re currently facing, rather than an imaginary what-if?
If the problem is an imaginary what-if, how likely is it to happen? Is your concern
realistic? Can you do something about the problem or prepare for it, or is it out of your
control[11]
 Admitting to yourself that there's nothing you can do about a particular issue will go a
long way in helping you adjust. Acknowledge that maybe you feed off of stress, like an
adrenaline junkie feeds off adrenaline, but that in your case, it's becoming
unmanageable.
Take responsibility for making your life what you want it to be. It is less stressful to
make decisions and take action than to feel powerless and react to others' decisions.
Decide what you want and go for it!
 Learn to say no on occasion. You cannot do everything you are asked, and even if you
could, you probably wouldn't want to.
 Resist the urge to be perfect at all times. Perfectionism can cause huge amounts of stress
if you hold yourself to unattainable standards. Be realistic about what you can and can't
do. Don't set yourself up for failure just because you want to stroke your ego.
 Don't get down on yourself for failing if you tried your hardest. You gave it your all,
and nobody would ask you for more. Hold yourself accountable, but don't make being
accountable impossible.
 Be one of your own best friends. It may sound cheesy, like something out of aLeave it
to Beaver commercial, but it's true: Love yourself, depend (mostly) on yourself, and
celebrate the things you do well. Loving yourself will ease the anxious question "Am I
good enough?" and replace it with "I know I'm good enough."
Develop a sense of humor. One of the barriers to stress reduction is the temptation to
take things too seriously. It's okay to back off from your intensity and see the humour
in life's situations. Laugh a little or better yet, laugh a lot! See the humour in stress.
 Learn to laugh at yourself. Don't put yourself down, or lash your self-esteem, but try to
be playfully deprecating about yourself from time to time. How are you expected to
laugh at other things if you can't even laugh at yourself?
 Learn to lean on friends and loved ones. This is one of the most important things, as
keeping things bottled up can only cause more stress. Your friends, if they are true
friends, will try to understand what you're going through, and will accompany that
empathy with a sincere desire to help out if at all possible.
 Ask your friends for help. If you want something done but can't find the strength or the
time to do it, it's okay to ask your friends or loved ones for help. Express your gratitude
and extend the offer of help as a kind of reciprocity.
 Look for people's respect, not approval — your friends included. Your friends will
respect you because they love you, even if they don't always agree with you. Your
enemies (if you have any) will respect you because your motivations come from a
sincere, heartfelt place. Resist the urge to be loved and accepted by everyone; it's
literally a Herculean task. You'll find yourself a lot less stressed and a lot more satisfied
if you do.
38
 Seek out positive people rather than negative ones. It sounds like a truism because it is:
Surrounding yourself with people who are fun-loving, excited, and kind will help you
avoid the stress you'd be feeling with pessimistic, cynical, mean people.
Have more positive self talk. Nothing else helps intensify stress more than negative
thoughts. When you start to having the feeling of defeat is the perfect time for a little
reminder.
 You know yourself better than anyone else, and you are the perfect person to give you
the reminder that it will get better.
 Remind yourself of all of the things you have accomplished in the past. All of those
small accomplishments add up to very big ones over time.
 Change the words you use. Instead of saying, "I can't do this," say something like, "I've
been able to get through this before, and I will get through it this time too."
If someone is threatening you and you have stress and anxiety, stand up to them
and tell them how you feel.
Tell someone you trust about your stress and tell them everything that is bothering
you. Revealing yourself is a good way to express how you are feeling and how to deal
with it.
Get something like a stress relief ball or if you having a punching bag, go there
everyday and yell at it. That can help you express your stress and then relax your body.
Holding in emotions is not good for your body.
39

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WORK TEXT IN GE 09

UNDERSTANDING THE SELF

LESSON IV The Spiritual Self

At the end of this lesson students should be able to:

1. discuss the importance of respecting one’s religion through essay;

 One dictionary defines spirituality as “sensitivity or attachment to religious

Religion—How Did It Begin?

 When it comes to the question of origin, people of different religions think of

Different yet Similar

1. A belief in anthropomorphic supernatural being, such as spirit & gods

Ritual is the performance of ceremonial acts prescribed by a tradition or sacred

Some World Religious Beliefs & Practices

Image o f Buddha By: Jesus -Zambrano (https://creativecommonsorg/licenses/by sa-

Buddhist Monks (Image via wikimedia commons)

Customs and Practices

(photo via: wikimedia commons)

Customs and Practices

Sacrament of Baptism and Sacrament of Communion are practiced by

Christmas and Resurrection (Easter) are the two major celebrations in

Customs and Practices

(By: wikimedia Commons)

Customs and Practices

Customs and Practices

There are five major festivals observed by the Jews:

1. Rosh Hashanah- the New Year

Shabbat meal Rosh Hashanah

The Need for Meaning

Making Lives Meaningful

BY MINDING SPIRITUAL THINGS

 We feel useful when we help others. It shows we have something to offer.

BY SUFFERING FOR RIGHTEOUSNESS’ SAKE

 “Suffering ceases to be suffering in some way at the moment it finds a meaning,

 Logotheraphy is a psychotherapy introduced by Dr. Vitor Frankl, who is

● The human being is an entity consisting of body, mind, and spirit.

Similarities between Religion and Spirituality

Differences between Religion and Spirituality

1. Religion is an institution that was created by another person. Spirituality is

ISANG PAGLILINAW SA MGA PANINIWALA AT PAGPAPAKAHULUGAN

LESSON V THE POLITICAL SELF

At the end of this lesson students should be able to:

1. Discuss the implications of the different traits and values at present ,

As members of the society, people are naturally obligated to participate in a

This section allows students to have an understanding of their self – concept in

 It is primarily concerned with the making as distinguished from the

What is Political Self?

 It captures the extent to which a person thinks of themselves as a

Filipino Traits and Values

What do Filipinos value?

Respect - Pagmamano, beso, and paghalik sa kamay should be manifested.

Bayanihan/Unit - Sincerely extend help to your fellowmen.

Crab Mentality - Be happy of other’s achievements and success.

 Proverbs or Salawikain - Filipino proverbs or Philippine proverbs

3. Ang buhay ay parang gulong. (Meaning: There is no permanent situation in this

 Superstitions - beliefs or practice based upon one's trust in luck or other

1. Mythical creatures such as duwende, diwata, engkanto, kapre, aswang, etc.

2. The Legend of Makahiya

3. The Heartbreaking Story of Alitaptap (Bataan Legend)

 Heroes and Icons - heroes serve as reminder of true patriotism and

Political Community and Institutions