GE-US Module 1

GE-US (Understanding the Self)
Module 1
1st Semester
Academic Year 2024-2025
Loth M. Orozco, PhD

Asst. Professor IV
Name: Class Schedule:

Program: Rating:
[GE-Understanding the Self. Orozco, L.]

Disclaimer
This module is a compilation of works from internet sources,

manuals, and books from different authors and this will be
used for educational purposes only. Due recognition is
given to the authors who are the source of some parts
found in this module. The compiler/owner does not claim
copyrights to any part taken from other sources.
(GE-Understanding the Self-Orozco, L.) Page i

PHILOSOPHY
NEMSU believes that higher education is an instrument for the improvement of life
through democratized access to quality education in the development of a well-
rounded person.
VISION
A transformative leading University in Asia and the Pacific.
MISSION
NEMSU shall provide competency-based higher education training through
transformative instruction, relevant research, sustainable extension and production
responsive to local, regional and global trends.
1. Produce competent and skilled graduates prepared for gainful employment;
2. Develop graduates who shall not only foster economic progress but also care for
the environment, adhere to positive value system, and preserve cultural
heritage;
3. Engage in high-impact research for instruction and develop technology for food
security and renewable energy;
4. Collaborate with government and non-government agencies to help improve the
lives of the marginalized groups; and
5. Promote cooperation/partnership among regional, national, and ASEAN institutions
in Higher Education.
CORE VALUES
Competence
A combination of observable and measurable knowledge, skills, abilities, and
personal attributes that contribute to enhance SDSSU employee and student performance
and ultimately result in organizational success.
Accountability
Responsibility for own actions, decisions and commitment to accomplish work in an
(GE-Understanding the Self-Orozco, L.) Page ii
ethical, efficient, cost-effective and transparent manner manifesting the value of sound
stewardship in the wise use of resources for common good.
Responsiveness
A prompt action, consistent communication, quality information, and a focus on
providing a superior experience to stakeholders.
Excellence
The quality spectrum at exceptional levels demonstrated by learning outcomes and
the development of shared culture of quality consistent with the vision, mission and goals
of University.
Service
Dedication for a continuous improvement of services, stakeholder’s relationships
and partnership which stresses interdependence and collaboration for a sustainable
success of clients and their communities in helping build a just, peaceful, stable and
progressive Filipino nation.
SDSSU CARES…
These core values are not descriptions of the work we do, nor the strategies we
employ to accomplish our University vision. They are the core values that underlie our works
and interactions as we internalize responsibilities to fulfil our mission. They are the basic
elements of how we go about our work and how we deal with stakeholders, molds
students to become competent, innovative, globally competitive and service-oriented.
I. Preliminaries
COURSE NAME : Understanding the Self
COURSE CREDITS : 3 units
COURSE DESCRIPTION : The course deals with the new nature of
identity, as well as the factors and forces that affect the development and maintenance
of personal identity.
The directive to Know Oneself has inspired countless and varied ways to comply.
Among the questions that everyone has had to grapple with at one time or other “Who
am I?” At no other period is this question asked more urgently than in adolescence –
traditionally believed to be a time of vulnerability and great possibilities. Issues of self and
identity are among the most critical for the young.
This course is intended to facilitate the exploration of the issues and concerns
regarding self and identity to arrive at a better understanding of one’s self. It strives to
meet this goal by stressing the integration of the personal with the academic –
contextualizing matters discussed in the classroom and in the everyday experiences of
students – making for better learning, generating a new appreciation for the learning
(GE-Understanding the Self-Orozco, L.)Page iii
process, and developing a more critical and reflective attitude while enabling them to
manage and improve their selves to attain a better quality of life.
The course is divided into three major parts: The first part seeks to understand the
construct of the self from various disciplinal perspectives: philosophy, sociology,
anthropology and psychology – as well as the more traditional division between the East
and West – each seeking to provide answers to the difficult but essential question of “What
is the self?” And raising, among others, the question: “Is there even such a construct as the
self?”
The second part explores some of the various aspects that make up the self, such as
the biological and material up to and including the more recent Digital Self. The third and
final part identifies three areas of concern for young students: learning, goal setting, and
managing stress. It also provides for the more practical application of the concepts
discussed in this course and enables them the hands-on experience of developing self-
help plans for self-regulated learning, goal setting and self-care.
This course includes the mandatory topics on Family Planning and Population
Education.
Course Intended Learning Outcomes:
At the end of this course, the student should be able to:

The Self from Various Perspectives
1. Discuss the different representations and conceptualizations of the self from
various disciplinal perspectives.
2. Compare and contrast how the self has been represented across different
disciplines and perspectives.
3. Examine the different influences, factors, and forces that shape the self
4. Demonstrate critical and reflective thought in analysing the development of
one’s self and identity by developing a theory of the self
Unpacking the Self
5. Explore the different aspects of self and identity.
6. Demonstrate critical, reflective thought in integrating the various aspects of self
and identity.
7. Identity the different forces and institutions that impact the development of
various aspects of self and identity
8. Examine one’s self against the different aspects of self-discussed in class.
Managing and Caring For the Self
9. Understand the theoretical underpinnings for how to manage and care for
different aspects of the self
10. Acquire and hone new skills and learnings for better managing of one’s self and
behaviors
11. Apply these new skills to one’s self and functioning for a better quality of life.
PRE-REQUISITE/CO-REQUISITES : NONE
(GE-Understanding the Self-Orozco, L.)Page iv

II. Course Overview:
This course pack is specifically produced for the course GE- US (Understanding the Self)
intended for you, a student of SDSSU Cantilan campus enrolled in the Bachelor of Science
in Computer Engineering program. This is the first module for the prelim period. Brief
introduction to Science, Technology and Society are some of the essentials included in this
course pack. Considering the description of the course, this course pack tries to
incorporate discussions on the importance of studying Science, Technology, and Society.
III. General Instruction

This module begins with an Introduction that encapsulates the topics or lessons that
students of this course have to learn, understand and value. This Module is composed of
five parts of which the first part pertains to the Intended Learning Outcomes (ILOs). The
next part is the course direction where students are directed to focus their respective
course works. The nitty-gritties of the course are also placed in the lecture and discussion
which is the third part of the module. Each student taking this course is also required to
answer all the assessment tasks to measure whether the student have learned from the
lessons. For the students to grasp all the essentials of the topics covered in a particular
lesson, links, URLs, videos (in USB stick) and other supplementary reading materials are
provided in this module.
IV. Academic Integrity

Academic honesty is required of all students. Plagiarism--to take and pass off as
one’s own work, the work or ideas of another--is a form of academic dishonesty. Penalties
may be assigned for any form of academic dishonesty” (See Student Handbook/College
Manual). Sanctions for breaches in academic integrity may include receiving a grade of a
“Failed” on a test or assignment. In addition, the Director of Student Affairs may impose
further administrative sanctions.
GRADING SYSTEM
Exam - 40%
Class Participation - 40%
Requirements - 20%
Total - 100%
(GE-Understanding the Self-Orozco, L.) Page v

DEFINING THE SELF
LESSON 1: Personal & Developmental Perspective on
the Self & Identity
This module tackles the fundamental concepts and principles of the self. It covers
the different factors that contribute to one’s being, the philosophical and theoretical
perspectives about the self across generations, as well as the explanations of different
fields of sciences about the self and identity.
Learning Outcomes:
At the end of this module the student must be able to:
1. Explain the fundamental concept of the SELF;
2. Know the factors that contributes the formation of one’s being; and
3. Discuss the different philosophical and theoretical perspectives about the SELF
across generations.
Social, Environmental, a nd other Life Factors

Nature vs. Nurture
Nature and Nurture differ in how they influence a person’s development. Nature refers to the biological
aspects of development, which begin from birth and are determined by genetics. In contrast, Nurture involves
the external factors that shape a person’s characteristics, such as their environment, family, friends, and social
experiences.
GE-US (Understanding the Self) Page | 1

Identity vs. Self
Identity and Self are distinct concepts. According to the readings, Identity refers to the
qualities, characteristics, beliefs, and opinions that set a person apart from others and
are visible through their actions. It’s how others perceive us. In contrast, Self pertains to
the inner essence of a person, encompassing personal character that is not always
visible to others. It represents the core of who someone is beyond external perception.
Dimensionalities of the Self/Identity
There are four distinct dimensions of self: social factors, environmental factors,
hereditary factors, and person-volition factors.
1. Social factors involve the people around us, including family, relatives, friends,
teachers, and even acquaintances. These individuals can influence our actions and
thoughts, shaping our development through their interactions with us.
2. Environmental factors refer to the physical surroundings and events that impact a
person’s growth. This includes the broader context in which a person lives, which can
affect various aspects of their development.
3. Hereditary factors pertain to the biological changes and events that affect physical
development. This includes growth patterns and puberty-related changes, such as
height increase, the development of secondary sexual characteristics, and other
physical traits influenced by genetics.
4. Person-volition factors involve an individual’s personal inclinations and choices,

which contribute to their unique social identity and distinguish them from others.
LESSON 1 - Activity 1
DO YOU TRULY KNOW YOURSELF?
Answer the following questions about yourself as fully and precisely as you can.
1. How would you characterize yourself?

2. What makes you stand out from the rest? What makes you yourself special?
3. How has yourself transformed itself?
4. How is yourself related to other self?
5. What will happen to yourself after you die?

LESSON 1- Activity 2 ANALYSIS
Answer the questions above with ease? Which questions did you find easier to
answer? Which ones are difficult? Why?
Questions (Number) Easy or difficult to answer? Why?
ABSTRACTION:
The history of philosophy is filled with

thinkers who explored the fundamental nature
of the self. This inquiry, along with questions
about the essential substance that defines the
diversity of things in the world, has been a
central concern for early philosophers.
What Philosophy Says About the Self
The self is often defined as a unified

entity intrinsically linked to consciousness,
awareness, and agency, or at least to the capacity for rational choice.
**In Greek Philosophy:**
1. Socrates – He focused on the problem of the self and famously stated that
"the true task of the philosopher is to know oneself." He argued that an unexamined
life is not worth living. Socrates was tried for corrupting the youth, but his efforts
made people reflect on their own identities. He believed that the greatest tragedy is
to live without introspection, and that each person is a dualistic being, composed of
both body and soul. In his view, the individual is a combination of the imperfect (the
body) and the permanent (the soul).

Components to the soul
• Rational soul – reason & intellect to govern affairs

• Spirited soul – emotion should be
kept at bay
• Appetite soul – base desires (food,
drink, sleep, sexual needs)
Man is of a bifurcated nature, part of

man dwells in the world nd yearns to be
with the divine, other prt is caapble of
reaching immortality, body-dies on
earth, soul- lives in spiritual bliss with God
1. Plato –
Plato claimed inhis dialogsthat Socrates affirmedthat the unexaminedlife is
not worth living. He emphasized that justiceinthe human person can be
atteined if the three parts of the soul are working harmoniously with one
another.
2. Thomas Aquinas –
man= matter+form
Matter –common stuff tht makes up
everything in the universe
Form—essence of a substance or thing,
The body of the human is similar to
anial/objects, but what makes a human is his
essence
The soul is what makes us humans
3. Rene Descartes –
Father of modern philosophy
Human person= body +mind
There is so much tht we should doubt
If something is so clear and lucid as not
to be doubtd that’s the only time one
should believe. The only thing one cant
doubt is existence of the self ,”I think,
therefor I am”
The body isa machine attached to the
mind. Its the mind that makes the man

4. David Hume
Disagree with the all the other

aforementioned philosophers
One can only know what comes from
the senses & experience
The self is not an entity beyond the
physical body
The self is nothing but a bundle of
impressions and ideas
Impressions- basic objects of our experience/sensation
Forms the core of our thoughts
The self is a collection of different
perceptions which rapidly succeed
each other
The self in a perpetual flux and
movement. Want to believe that there
is a unifies, coherent self, soul, mind but
actually it is all just a combination of
experiences
5. Immanuel Kant
Agrees with Hume that everything starts

with perception sensation of impressions
There is a mind that regulates these
impressions
Time, space, etc. are ideas that one
cannot find in the world but is built in our
minds
Apparatus of the mind
6. Gilbert Ryle
Denies the internal, non-physical self

What truly matters is the behavior that a
person manifest in his day-to –day life
Looking for the self is like entering and looking for the university
The “self” is not an entity one can locate and analyze but simple the
convenient name that we use to refer to the behaviors that we make
7. MERLEAU-PONTY -

A phenomenologist who says the
mind-body bifurcation is an
invalid problem
Mind and body are inseparable
One body is his opening toward
his existence to the world
The living body, his thoughts,
emotions and experience are all one.
**What Science Says About the Self**
Both natural and social sciences have explored and explained the concept of
the self through various disciplines.
Biological/Physiological Sciences:
- Neurophilosophy (developed by Paul and Patricia Churchland) investigates the

connection between the brain and the mind.
- Psychoneuroimmunology examines how the self is shaped in a manner
analogous to the functioning of the human immune system.
Social Sciences:
- Psychology, which studies human behavior, views the self as a theoretical

construct.
- Psychoanalysis, introduced by Sigmund Freud, emphasizes the “unconscious”
as a fundamental component of the self.
- Behaviorism advocates for studying behavior from an observable and
measurable standpoint.
- Social Cognitive Theory regards behavior as influenced by environmental
factors and internal attributes.
- Humanistic Perspective critiques psychoanalysis and behaviorism, proposing
that every individual has the potential for self-actualization and transcendence, and
is inherently good or possesses something good.
- Sociology focuses on the collective behavior of people within society and
addresses social issues faced by individuals.
- Anthropology examines human beings and their ancestors over time and
space, considering physical characteristics, environmental and social relations, and
cultural aspects.
- Political Science analyzes how individuals participate in government formation
and political decision-making.
- Economics investigates the production, distribution, and consumption of goods
and services.

Activity 3 APPLICATION AND ASSESSMENT
In your own words, state what “self” is for each of the following philosophers? After
doing so, explain how your concept of “self” is compatible with how they conceived of
the “self” (60 Points)
1. SOCRATES
2. PLATO
3. AUGUSTINE

4. DESCARTES
5. HUME
KANT
Criteria:
Content of the explanation- 10 points maximum
Organization and logic- 6 points maximum
Mechanics of writing- 4 points maximum
Total points= 20
End
LESSON 2: The Self, Society, and Culture
Learning Outcomes:
At the end of this lesson, you should be able to:

1. Explain the relationship between and among the self, society, and culture;
2. Describe and discuss the different ways by which society and culture shape the self;
3. Compare and contrast how the self can be influenced by the different institutions in
the society; and
4. Examine one’s self against the different views of self that were discussed in the class.
INTRODUCTION
Across time and history, the self has been debated, discussed, and fruitfully or
Different philosophers have conceptualized the nature of the self in various ways over
time. With the emergence of the social sciences, new paradigms and methods have
allowed for a fresh examination of the self's true nature. The longstanding debates on the
relationship between the body and soul eventually gave way to a focus on the body and
mind instead.
Philosophers grew weary of the prolonged debate dating back to the sixth century BC
about the relationship between these two aspects of human existence. They began to
accept that, while the body and mind are integral components of the human self, the
primary focus should be on the existence of the self itself rather than the nature of the
relationship between these components.
As the social sciences developed, new approaches emerged, shifting the discussion to the
interaction between the self and the external world. One illustrative example is the story of
Tarzan, who, after being raised in the forest by apes, exhibited behavior more akin to that
of animals than humans. This narrative highlights the idea that human development is
significantly influenced by external interactions rather than just inherent qualities.
This story challenges the notion that human beings are uniquely special due to an intrinsic
soul. Instead, it suggests that our growth, development, and identity are largely shaped by
our interactions with the external world.
Consider the extent to which your identity is essential or influenced by external factors.
How much of who you are now is shaped by your society, community, and family? Would
your current self be different if you had attended a different school or been born into a
different family?
LESSON 2- ACTIVITY 1 My Self through the Years
A. Paste a picture of you when you were in elementary, in high school, and now that
you are in college.
My Elementary Self My High School Self My College Self
B. List down your salient characteristics that you remember.

My Elementary Self My High School Self My College Self
➢ 1. 1.
➢ 2. 2.
➢ 3. 3.
➢ 4. 4.
➢ 5. 5.
➢ 6. 6.
➢ 7. 7.
➢ 8. 8.
➢ 9. 9.
➢ 10. 10.
ABSTRACTION
What Is the Self?
The self, in contemporary literature and even common sense, is

commonly defined by the following characteristics: “separate,
self – contained, independent, consistent, unitary, and private”
(Stevens 1996). By separate, it is meant that the self is distinct from
other selves.
The self is always unique and has its own identity. One
cannot be another person. Even twins are distinct from each
other. Second, self is also self – contained and independent
because in itself it can exist. Its distinctness allows it to be self –
contained with its own thoughts, characteristics, and volition. It
does not require any other self for it to exist. It is consistent because it
has a personality that is enduring and therefore can be expected to
persist for quite some time.
Its consistency allows it to be studied, described, and measured. Consistency also

means that a particular self’s traits, characteristics, tendencies, and potentialities are more
or less the same. Self is unitary in that it is the center of all experiences and thoughts that
run through a certain person. It is like the chief command post in an individual where all
processes, emotions, and thoughts converge. Finally, the self is private. Each person sorts
out information, feelings and emotions, and thought processes within the self. This whole
process is never accessible to anyone but the self.
This last characteristic of the self being private suggests that the self is isolated from
the external world. It lives within its own world. However, we also see that this potential
clash between the self and the external reality is the reason for the self to have a clear
understanding of what it might be. From this perspective then, one can see that the self is

always at the mercy of external circumstances that bump and collide with it. It is ever –
changing and dynamic, allowing external influences to take part in its shaping.
The concern then of this lesson is in understanding the vibrant relationship between
the self and external reality. This perspective is known as the social
constructionist perspective. “Social constructionist argue for a
merged view of ‘the person’ and ‘their social context’ where the
boundaries of one cannot easily be separated from the
boundaries of the other” (Stevens 1996).
Social constructivists argue that the self should not be

seen as a static entity that stays constant through and through.
Rather, the self has to be seen as something that is in unceasing
flux, in a constant struggle with external reality and is malleable
in its dealings with society.
The self is always in participation with social life and its identity subjected to
influences here and there. Having these perspectives considered should draw one into
concluding that the self is truly multifaceted.
Consider a boy named Jon. Jon is a math professor at a Catholic university for more
than a decade now. Jon has a beautiful wife whom he met in college, Joan. Joan was
Jon’s first and last girlfriend. Apart from being a husband, Jon is also blessed with two
doting kids, a son and a daughter. He also sometimes serves in the church too as a lector
and a commentator.
As a man of different roles, one can expect Jon to change and adjust his behaviors,
ways and even language depending on his social situation. When Jon is in the university,
he conducts himself in a matter that befits his title as a professor. As a husband, Jon can
be intimate and touchy. Joan considered him sweet, something that his students will never
conceive him to be. His kids fear him. As a father, Jon can be stern. As a lector and
commentator, on the other hand, his church mates knew him as a guy who is calm, all –
smiles, and always ready to lend a helping hand to anyone in need.
This short story is not new to most of us. We ourselves play different roles, act in
different ways depending on our circumstances. Are we being
hypocritical in doing so? Are we even conscious of our shifting
selves? According to what we have so far, this is not only normal
but it also is acceptable and expected. The self is capable of
morphing and fitting itself into any circumstances it finds itself
in.
The Self and Culture

Remaining the same person and turning chameleon by adapting to one’s context
seems paradoxical. However, the French Anthropologist Marcel Mauss has an explanation
for this phenomenon. According to Mauss, every self has two faces: personne and moi.
Moi refers to a person’s sense of who he is, his body, and his basic identity, his biological
givenness. Moi is a person’s basic identity. Personne, on the other hand, is composed of
the social concepts of what it means to be who he is. Personne has much to do with what
it means to live in a particular institution, a particular family, a particular religion, a
particular nationality, and how to behave given expectations and influences from others.
In the story above, Jon might have a moi but certainly, he has to shift personne from
time to time to adapt to his social situation. He knows who he is and more or less, he is
confident that he has a unified, coherent self. However, at some point, he has to sport his
stern professorial look. Another day, he has to be the doting but strict father that he is.
Inside his bedroom, he can play goofy with his wife, Joan. In all this and more, Jon retains
who he is, his being Jon – his moi – that part of him that is stable and static all throughout.
This dynamics and capacity for different personne can be illustrated better cross –
culturally. An overseas Filipino worker (OFW) adjusting to life in another country is a very
good case study. In the Philippines, many people unabashedly violate jaywalking rules. A
common Filipino treats road, even national ones, as basically his and so he just merely
crosses whenever and wherever. When the same Filipino visits another country with strict
traffic rules, say Singapore, you will notice how suddenly law – abiding the said Filipino
becomes. A lot of Filipinos has anecdotally confirmed this observation.
The same malleability can be seen in how some men easily transform into sweet,
docile guys when trying to woe and court a particular woman and suddenly just change
rapidly after hearing a sweet “yes.” This cannot be considered a conscious change on the
part of the guy, or on the law – abiding Filipino in the first example. The self simply morphed
according to the circumstances and context.
In the Philippines, Filipinos tend to consider their territory as a part of who they are.
This includes considering their immediate surrounding as a part of them, thus the perennial
“tapat ko, linis ko”. Filipinos most probably do not consider national roads as something
external to who they are. It is a part of them and they are a part of it, thus crossing the
road whenever and wherever becomes a no – brainer. In another country, however, the
Filipino recognizes that he is in a foreign territory where nothing technically belongs to him.
He has to follow the rules or else he will be apprehended.
Language is another interesting aspect of this social constructivism. The Filipino

language is incredibly interesting to talk about. The way by which we articulate our love is
denote by the phrase “Mahal kita”. This, of course, is the Filipino translation of “I love you”.
The Filipino brand of this articulation of love, unlike in English, does not specify the subject
and the object of love; there is no specification of who loves and who is loved. There is
simply a word for love, mahal, and the pronoun kita, which is a second person pronoun

that refers to the speaker and the one being talked to. In the Filipino language, unlike in
English, there is no distinction between the lover and the beloved. They are one.
Interesting too is the word, mahal. In Filipino, the

word can mean both “love” and “expensive”. In our
language, love is intimately bound with value, with being
expensive, being precious. Something expensive is
valuable. Someone whom we love is valuable to us. The
Sanskirt origin of the word love is “lubh,” which means
desire. Technically, love is a desire. The Filipino word for it
has another intonation apart from mere desire, valuable.
Another interesting facet of our language is its being gender – neutral. In English, Spanish,
and other languages, the distinction is clear between a third person male and third person
female pronoun. He and she; el and ella. In Filipino, it is plain, “siya.” There is no
specification of gender. Our language does not specify between male and female. We
both call it “siya.”
In this varied examples, we have seen how language has something to do with
culture. It is a salient part of culture and ultimately, has a tremendous eff ect in our crafting
of the self. This might also be one of the reasons why cultural divide spells out differences in
how one regards oneself. In one research, it was found that North Americans are more
likely to attribute being unique to themselves and claim that they are better than most
people in doing what they love doing. Japanese people, on the other hand, have been
seen to display a degree of modesty. If one finds himself born and reared in a particular
culture, one definitely tries to fit in a particular mold. If a self is born into a particular society
or culture, the self will have to adjust according to its exposure.
The Self and the Development of the Social World
How do individuals actively shape their social

environments? How do children grow into social beings? How
can a boy end up exhibiting behaviors similar to those of an
ape? Why do twins from the same mother exhibit such
different traits when adopted by different families? While some
argue that personality and tendencies are fixed, there is a
belief that individuals play an active role in crafting their own
identities. Often, we assume people are merely passive
participants in the development of their selves.
Many believe that people are born with certain inherent traits
that cannot be altered. However, recent research shows that
men and women actively engage in shaping their own identities throughout their growth
and development. This ongoing process of self-transformation is influenced by language.
According to Schwartz, White, and Lutz (1993), "Language, as a publicly shared and
privately used symbol system, is where the individual and the social world continuously
shape and reshape each other."
MEAD AND VYGOTSKY
For Mead and Vygotsky, human development relies heavily on language acquisition and
interaction with others. Our internal thought processes often involve an internal dialogue,
especially when we face moral dilemmas: "Should I do this or that?" "What will happen if I
choose this option?" Cognitive and emotional development in children mirrors the social
interactions and external realities they encounter.
Both Vygotsky and Mead view the human mind as a construct shaped through language
and interactions with others. A child internalizes values, norms, and beliefs through these
dialogues, which eventually become integral to their individual identity.
Mead suggests that children develop their sense of self through language and role-
playing. For example, children often engage in role-play with their toys, creating dialogues
and scenarios that help them differentiate the "I" from others. Similarly, Vygotsky argues
that children internalize dialogues from interactions with family, caregivers, and peers,
applying these lessons to their mental and practical challenges. Observing how children
mimic behaviors from media or their surroundings illustrates this process.
The Role of Families
From a sociological perspective, the relationship between self and social world is
examined through institutions and societal influences, with the family being a crucial
factor. While genetic predispositions and inherent traits play a role, a child's family
significantly impacts their development. The family environment, including the resources
and support available, influences a child's growth.
Human beings, born relatively helpless, rely heavily on family for survival and development.
Learning within the family setting is vital for a child's progression towards becoming a fully
realized human. Babies learn language and behavior through imitation and observation
within their family. Respectful environments often foster respectful behavior in children,
while other behaviors are learned through indirect methods like rewards and punishments.
The absence of a family can have profound effects, as seen in fictional scenarios like
Tarzan's survival or the often dramatic consequences of switched-at-birth stories. The
family plays a fundamental role in shaping a person’s identity.
Gender and the Self
Gender is a significant aspect of selfhood, subject to change and development. While

some may resist acknowledging gender fluidity, the social sciences emphasize the

importance of allowing individuals to express and live their gender identities. This is a
crucial component of selfhood that cannot be ignored.
An example from Leo Tolstoy’s wife, Sonia, illustrates how gender and self-perception are
intertwined. Sonia's initial self-deprecation contrasts with her later contentment, showing
how one's gender and social expectations influence self-view.
Society often imposes specific gender roles and identities. For instance, in the Philippines,
traditional expectations for men and women persist, though there have been changes
due to feminism and LGBT advocacy. Nancy Chodorow, a feminist theorist, argues that
societal roles often lead girls to emulate maternal care roles and boys to embody
traditional masculinity.
Children are taught gender roles through various means, such as the toys they play with
and the expectations set by family and society. This gendered self is shaped by contextual
factors and can limit personal growth and self-determination. True self-discovery requires
navigating beyond cultural and societal dictates to find one's authentic identity.
LESSON
APPLICATION AND ASSESSMENT
2- Activity 2
Answer the following questions cogently but honestly. Write your answers in the
space provided. (30 points)
1. How would you describe yourself?

2. What are the influences of family in your development as an individual?
3. Think of a time when you felt you were your “true self”. What made you think you
were truly who you are during this time of your life?
4. Following the question above, can you provide a time when you felt you were not
living your “true self”? Why did you have to live a life like that? What did you do
about it?
5. What social pressures help you shape yourself? Would you have wanted it
otherwise?

6. What aspects of your self do you think may be changed or you would like to
change?
Criteria:
Content of the explanation- 10 points maximum
Organization and logic- 6 points maximum
Mechanics of writing- 4 points maximum
Total points= 20
End

LESSON 3: THE SELF AS COGNITIVE CONSTRUCT
Lesson Outcome:

1. Identify the different ideas in psychology about the “self”;
2. Create your own definition of the “self” based on the definitions from psychology;
and
3. Analyze the effect of various factors identified in psychology in the formation of the
“self”.
INTRODUCTION
As we’ve seen in previous lessons, each discipline within the social sciences has its
own approach to researching, defining, and conceptualizing the self and identity. While
some approaches share similarities, others are unique to their specific field. There are
numerous studies on self and identity, as well as related terms, within each discipline. This
lesson follows a trend of examining the concept of the self from a broad perspective,
encompassing culture and society, and then narrowing down to the individual level.
It’s important to note that contemporary research recognizes the value of contributions
from various fields and does not frame this as a conflict between nature and nurture,
society versus the individual, or social sciences against psychology.
Although psychology tends to emphasize individual cognitive processes, it also considers

the broader context and other influencing factors. For psychology students, exploring
theories and developments related to the self can span an entire semester, with much
more to be learned beyond this introduction. This lesson offers a summary of key themes in
psychology related to the concept of the self.

LESSON 3- Activity 1 “You” Through Others’ Eyes
A. For the first part, list five things that you think define who you are around the human
figure representing you.
THINGS REASONS
1.
2.
3.
4.
5.
B. For the second part, list 5 traits that you think ‘’UNKNOWN TO YOU but KNOWN TO
OTHERS’’
1._________________________
2.____________________________
3. __________________________ 5. ____________________
4. _____________________________
LESSON 3- Activity 2 THE SELF AS COGNITIVE

CONSTRUCT

ABSTRACTION
Many people assert, "I am who I am" as a way to avoid further discussion, but this
statement raises the question: if you are who you are, then what defines you and makes
you who you are?
As previously noted, various fields within psychology offer different definitions and
understandings of the “self” and related concepts. Essentially, the “self” is described as
"the sense of personal identity and who we are as individuals" (Jhangiani and Tarry 2014).
William James (1890) was among the first to study the self, dividing it into two aspects: the
"I" and the "me." The "I" refers to the thinking, acting, and feeling self (Gleitman and
Reisberg 2011; Hogg and Vaughan 2010), while the "me" encompasses the physical traits
and psychological attributes that define who we are (Gleitman, Gross, and Reisberg 2011;
Hogg and Vaughan 2010). Carl Rogers (1959) used similar terminology, with the "I"
representing the active, descriptive self and the "me" reflecting one's self-perception as an
object (Gleitman, Gross, and Reisberg 2011).
Other related concepts include identity and self-concept. Identity comprises personal
traits, social roles, responsibilities, and affiliations that define an individual (Oyserman,
Elmore, and Smith 2012). Self-concept is essentially what comes to mind when asked
about who you are (Oyserman, Elmore, and Smith 2012).
Both self, identity, and self-concept are not fixed. For instance, when asked about yourself,
you might reference being a "varsity player in 5th grade" (past), a "college student"
(present), or a "future politician" (future). These aspects are not static or permanent. They
can be likened to a malleable metal that can be shaped and reshaped or to water that
adapts to its container while remaining fundamentally the same element.

Carl Rogers’ concept of self-schema illustrates this idea. Self-schema is our organized
collection of knowledge about who we are (Gleitman, Gross, and Reisberg 2011;
Jhangiani and Tarry 2014). It can include interests, work, age, and physical traits. As we
evolve and adapt to changes, our self-schema also shifts. However, it actively influences
how we perceive, think about, and feel about things (Gleitman, Gross, and Reisberg 2011;
Jhangiani and Tarry 2014).
For example, hearing your name or recognizing your native language can attract your
attention. Similarly, if you identify as a book-lover, you might be particularly drawn to
bookstores.
Theories generally view self and identity as mental constructs formed and reformed in
memory (Oyserman, Elmore, and Smith 2012). Recent research points to the frontal lobe of
the brain as the region involved in self-related processes (Oyserman, Elmore, and Smith
2012).
Early psychologists, such as Sigmund Freud, delved into the mind to explore self, identity,
self-concept, and personality. Freud, in particular, proposed that the self and behavior
result from interactions among the Id, Ego, and Superego.
Nevertheless, societal and cultural influences on the formation of self, identity, and self-
concept cannot be ignored. The impact of the environment is significant, complementing
internal mental processes. This perspective integrates both nature and nurture.
According to symbolic interactionism, G.H. Mead (1934) argued that the self is developed
through social interactions (Hogg and Vaughan 2010). The following points highlight why
self and identity are social constructs (Oyserman, Elmore, and Smith 2012):
1. We do not create ourselves in isolation. Society helps shape the foundations of who we
are. Even if we change cultures, parts of our previous identity influence us, and we must
adapt to new social contexts. Reflect on how societal influences have shaped your own
self-definition.
2. We rely on others to validate and reinforce our self-perception. For instance, social
media interactions, such as seeking “likes” on Facebook, can reinforce our self-concept.
Similarly, if one's self-perception as a good singer is contradicted by audience feedback, it
affects their self-view.
3. What we value may be influenced by our social or historical context. For example, if you
grew up in a family that valued education, education might be central to your self-
concept. Alternatively, someone from a low-income background may prioritize financial
stability due to its importance in addressing needs. Career choices might also be
influenced by the demand for certain professions during one's time.

What is Self-Esteem?
LESSON 3- Activity 3
Give 5 suggestions to boost your self-esteem. (Essay, 3

paragraphs, 60 Points)
End

LESSON 4: THE SELF IN WESTERN AND EASTERN THOUGHTS
Learning Outcomes:

1. Differentiate the concept of self-according to Western thought against
Eastern/Oriental perspectives;
2. Explain the concept of self as found in Asian thoughts; and
3. Create a representation of the Filipino self.
INTODUCTION
Different cultures and environments often lead to diverse perceptions of the “self.” A
prominent distinction is the Eastern vs. Western dichotomy, where Eastern cultures
represent Asia and Western cultures denote Europe and North America. It’s important to
note that this distinction was influenced by political contexts when these concepts were
initially developed and applied in the social sciences.
Moreover, even countries that are geographically close to each other can have
significant differences in their perceptions of the self. For example, within the Philippines
itself, different regions may have similar or differing views on the concept of the self.
LESSON 4 - Activity Two Sides of the Same Planet
Write top five (5) differences between Western and Eastern society, culture, and
individuals in the table below. Cite your sources.
WESTERN EASTERN
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
Different cultures and environments shape distinct perceptions of the “self.” One
notable comparison is the Eastern vs. Western dichotomy, where Eastern cultures generally
represent Asia and Western cultures include Europe and North America. It's important to
recognize that this distinction was influenced by political contexts when these concepts
were developed in social sciences.
Furthermore, even countries that are geographically close can have differing views on the
self. For example, various regions within the Philippines may have their own unique
perceptions of the “self.”
There are numerous sources to explore how different cultures and countries understand
the concept of the “self.” These can be found in literature, such as how heroes and villains
are portrayed, in social organization, such as perceptions of authority and subordination,
and in various forms of art, dance, and clothing, which may offer insights into cultural
views on the self.
This lesson will focus on how religious beliefs and political philosophies shape the mindset of
different cultures. While many theories about the self discussed previously come from
Western research, this lesson will highlight Eastern perspectives.
Confucianism, for instance, serves as an ethical code detailing how individuals should act
in relation to others, emphasizing social harmony (Ho 1995). In Confucianism, the self is
closely tied to the identity and status of the community, with personal pride and failures
shared collectively (Ho 1995). The ultimate goal is self-cultivation, where characteristics of
a chun-tzu (a virtuous person) are embedded in social relationships. This cultivated self,
sometimes referred to as a “subdued self,” involves repressing personal needs for the
greater good, contributing to a hierarchical and orderly society (Ho 1995).
Taoism, on the other hand, is about living in harmony with the Tao, or the universe. It rejects
rigid definitions of the Tao, advocating instead for a flexible, holistic view of life. Taoism
opposes the hierarchy and strict rules of Confucianism, promoting a simpler lifestyle and
harmony with nature and society (Ho 1995). The ideal self in Taoism is one of selflessness,
where personal desires are balanced with a broader sense of unity and acceptance (Ho
1995).

Buddhism views the self as an illusion, resulting from ignorance and the desire to control or
possess (Ho 1995). It suggests that the self, with its attachments and cravings, is the source
of suffering. The path to Nirvana involves transcending the self and its desires (Ho 1995).
In Eastern philosophies, the self is often seen in a broader context. Confucianism and
Taoism place the self within a larger social and natural order, while Buddhism seeks to
remove the self from the picture altogether. In contrast, Western perspectives, though they
acknowledge the role of the environment, tend to focus on the individual self. Western
thought often emphasizes dualities, such as the separation between the self and others,
and values personal achievement and individual competition. Studies have shown that
Americans frequently describe themselves through personal attributes and achievements,
while Asians tend to focus on social roles and situational traits (Oyserman, Elmore, and
Smith 2012).
Western cultures are often individualistic, prioritizing personal needs and achievements,
which can sometimes lead to weaker group affiliations and more competitive, direct
communication styles. Conversely, Eastern cultures are collectivistic, valuing group
welfare, cooperation, and maintaining social harmony, with an emphasis on hierarchy
and
order.
References
Offline
1. Ang, J. G. (2018).Understanding the Self, A Text Manual for the 21st Century
Filipino Student. Mindshapers C0., Inc., Rm. 108, Intramuros Corporate plaza
Bldg., Recoletos St., Manila.

2. Ariola, M. (2018). Understanding the Self. Unlimited books Library Services &
Publishing Inc., Room 215 ICP Building, Cabildo St., Intramuros Manila.
Online
1. Moskowitz, G. (2004). Social Cognition: Understanding Self and Others
(Texts in Social Psychology) https://b-ok.asia/book/1002543/0679de.
2. Sammut, G. (20130. Understanding the Self and Others: Explorations in
Intersubjectivity and Interobjectivity. https://b-
ok.asia/book/2456891/865adb.
4.3 APPLICATION AND ASSESSMENT
Create a representation, diagram, or concept map of the “self” according to Filipino

culture. Provide a brief explanation of your output. You can also cite books and
researches bout Filipino culture, self, and identify to further elaborate on the topics. (50
Points)
End

Lesson 5: THE PHYSICAL SELF
Introduction:
An important element of the self is one's physical appearance. People are commonly
recognized by their physical traits, such as facial features, body structure, height, and weight. The
physical self also encompasses aspects like health, hygiene, nutrition, and beauty standards.
Often, a person's appearance creates the first impression of them. However, the physical self
extends beyond what is visible. Beneath the surface, a complex network of biological and
chemical processes, largely influenced by genetics, plays a significant role in shaping physical
traits. Additionally, environmental factors greatly affect how the self is developed and enhanced.
This module will explore both biological and environmental influences on the physical self and
address socio-cultural issues related to physical well-being.
Specific Learning Outcomes:

During the students' learning engagements, they will be able to:
• Discuss the concepts of heredity and maturation
• Identify the biological and environmental factors that impact the physical self
• Evaluate issues associated with physical well being
TEACHING LEARNING ACTIVITIES
Activity 1: MEvolution (Graded)

(45 min.)
A. Create a collage using your own pictures to show how you developed from the time
you were born up to the present. For each picture write a caption to tell a story about your
own evolution. Focus on the physical changes manifested while you were growing up. Be
creative
B. Based on the collage, answer the following questions.
1. What significant changes have you seen in yourself while growing up? What makes
this changes significant?
2. What do you think are the factors that contributed to those significant changes
while growing up? How?
3. Considering how you look now, is there anything you wish to change? Why? Or Why
not?
After answering the above questions, choose a partner (friend) and share your answers to
each other.
Collage Rubric
CATEGORY 4 3 2 1
Creativity All of the graphics or Most of the graphics or Only a few graphics or None of the graphics
objects used in the objects used in the objects reflect student or objects reflects
collage reflect a collage reflect student creativity, but the student creativity.
degree of student creativity in their ideas were typical
creativity in their display. rather than creative.
display.
Design Graphics are cut to an 1-2 graphics are 3-4 graphics are Graphics are not an
appropriate size, lacking in design or lacking in design or appropriate size
shape and are placement. There placement. Too much shape. Glue marks
arranged neatly. Care may be a few background is evident. Most of the
has been taken to smudges or glue showing. There are background is
balance the pictures marks. noticeable smudges or showing. It appears
across the area. Items glue marks. little attention was
are glued neatly and given to designing the
securely. collage.
Number of Items The collage includes The collage includes The collage includes 9 The collage contains
15 or more items, each 10-14 different items. different items. fewer than 9 different
different. items.
Time and Effort Much time and effort Class time was used Class time was not Class time was not
went into the planning wisely. Student could always used wisely, but used wisely and the
and design of the have put in more time student did do some student put in no
collage. It is clear the and effort at home. additional work at additional effort.
student worked at home.
home as well as at
school.
Titles and Text Titles and text were Titles and text were Titles and text were Titles and/or text are
written clearly and written clearly and mostly clear and hard to read, even
were easy to read were easy to read somewhat easy to when the reader is
from a distance. close-up. read close-up. close.
Attention to Theme The student gives a The student gives a The student gives a The student's
reasonable reasonable fairly reasonable explanations are weak
explanation of how explanation of how explanation of how and illustrate difficulty
every item in the most items in the most items in the understanding how to
collage is related to collage are related to collage are related to relate items to the
the assigned theme. the assigned theme. the assigned theme. assigned theme.
For most items, the For many of the items,
relationship is clear the relationship is clear
without explanation. without explanation.
Grading: 24 = 100 % 18 = 75 %
23 = 96 % 17 = 70%
22 = 92 %
21 = 88 %
20 = 83 %
19 = 79 %
Overall Grade:
Personal essays are graded separately (Rubrics is indicated in the assessment)
Activity 2. Defining Beauty(Ungraded)
Complete the sentences below:
1. For me beauty means
2. A beautiful person is
3. I am beautiful because
4. List down names of people you know who are beautiful
SYNTHESIS:
Although we tend to say that we should not judge a book by its cover, we often find
ourselves leaning towards this cliché. Our initial judgment of people is often based on
physical attributes. Physical attributes include not only the physical features but also our
physical competencies, valuation of physical worth and perception of beauty. The Physical
self is shaped by biological and environmental factors. The biological factors are largely
determined by our genetic endowment (heredity) but the shaping of the physical traits are
largely influenced by the environment that includes social networks, social expectations and
cultural practices. There is nothing wrong with enhancing one’s physical self. Tips on taking
care of the physical self would be of advantage.
REFLECTION STATEMENTS
NOT INCLUDED
ASSESSMENTS
Personal Essay: Answer the following questions briefly but concisely
1. Explain the interaction of heredity and environment in shaping the physical self.
2. How important is beauty to you? Why?
3. Personally how will you go about in improving your physical self?
Rubric for Assessment of the Personal Essay

(maximum of 15 points for each essay)
ASSIGNMENTS
Suggest Readings
Questions on the Readings
1. List down three things that you significantly learned from the readings.
2. List down three things that are still unclear to you
3. List down three questions that you want to ask about the readings.
RESOURCES:
Alata, E.J.;Bernardo, N.;Serafica, J.P;Pawilen, R.A.,(2018) Understanding the Self, Rex
Bookstore,
Macayan, J,V,, Pinugu, J.N.J. et al. (2019) Understanding The Self. Outcome-Based Module, C
& E Publishing

Lesson 6: The Material Self
Specific Learning Outcomes:

During the students' learning engagements, they will be able to:
• LO 1: Show the relationship between the self and material possessions,
• LO 2: Assess one’s material self and
• LO3: Write an essay based on the title of the collage they made.
Activity 1: What to Buy Challenge
The students will list all the things they want to buy when somebody give them a
cash of P 5,000.00 and let them use it.
“Things you want to Buy”
1.
2.
3.
4.
5.
Activity 2 : Processing
1. How do you feel as you do the “What to buy challenge”?
2. Which among of the items in your list you like most? Why?
3. If ever you were given the chance in real life to have one among the list, which would
you choose? Why?
4. Does your choice different from what you answer in question #2? Why or why not?
Activity 3 : Think Pair and share

1. Let the classmate (friend) read the list and ask him/her a quick impression of yourself
based on the list you showed to her/him.
2. Is the quick impression of your classmate has some truth about who you are?
Short Discussion/lecture

Activity 4.
Worksheet -Material Self Activity
Things you Categories of Material Self
want to Buy
1. Body Clothes Family Home
2.
3.
4.
5.
Guide:
1. Transfer the things you list in the categories you think they belong.
2. Which among the categories you have the most in your list?
3. What do you think these things tell you about yourself?
Activity 5 : Collage Making
1. Create a collage of your treasured possessions including your current clothing style.
2. Students may use symbols or pictures of treasured possessions.
3. Make a title of your collage.
4. Students may take the picture of their collage made.
Rubric/Criteria:
15 pts. maximum- used variety of pictures and develop main idea
20 pts. maximum- originality and interests
10 pts. maximum- Relevance of materials connected to main idea
5 pts. maximum- visual impact is very effective as a whole
Total points= 50
SYNTHESIS:
Closing Guide:
1. What is material self? What is the importance of knowing our material self?
2. How the possessions we have are related to ourselves?
3. How these possessions affect our happiness?
Material self refers to those things capable of being perceived especially by the sense
of touch that significantly influence man towards himself. We are deeply affected by these

things because we have put much investments of our self to them.
The innermost part of the material self is the body in which it has an attachment or
intimate closeness to certain body parts because of its value to us. Next to the body is the
clothes which that takes an essential part of material self. Clothing is a form of self-expression.
We choose and wear clothes that reflect our self. The third in the hierarchy is our immediate
family. What our family does or become affects us. We place huge investment in our
immediate family when we see them as the nearest replica of our self. The fourth component
of material self is our home. Home is where our heart is. The home thus is an extension of self,
because in it, we can directly connect our self.
Having investment of self to things, made us attached to those things. The more
investment of self-given to the particular thing, the more we identify ourselves to it. The
collections in different degree of investment of self, becomes part of the self. Possessions then
become a part or an extension of the self.
ASSESSMENTS
Activity 6 Direction: Write an explanation essay on the title of the collage you make.
Criteria:
15 points maximum- Content of the explanation
10 points maximum- Organization and logic
5 points maximum- Mechanics of writing
Total points=25
ASSIGNMENT
Direction: In a sheet of paper, make a research on” the Role of Filipino consumer to Filipino
self and Identity”.
Criteria :
15 points maximum- content and organization of the research
10 points maximum- coherence to the topic being search
5 points maximum- resources used
Total points= 30
RESOURCES:
Alata, E. et.al (2018). Understanding the Self. 84-86 P. Florentino Sta Mesa Heights ,Quezon
City, Philippines:Rex Printing Company Inc.
Brawner,Dalisay G and Arcega,Analiza F. (2018). Understanding the Self QC: C & E
Publishing,Inc.
Corpuz, Ronald et.al (2019). Understanding the Self. QC:C&E Publishing Inc.
Macayon,Jonathan V. et al (2018) Understanding the Self. QC: C&E Publishing Inc.
Villafuerte, Salvasion L. et al (2018). Understanding the Self. QC: Nieme Publishing House
Co.,LTD http://allpsych.com/psychology101/development.html
End
Lesson 7: The Spiritual Self
Introduction:
The spiritual dimension of the self represents the inner essence that links an individual to the
sacred, the supernatural, and the universe. It allows a person to experience a sense of unity with a
higher power and the cosmos, providing a deeper sense of purpose and meaning in life. Nurturing
the spiritual self is as crucial as caring for other aspects of the self. This dimension evolves through
interaction, observation, and imitation, with family, school, and church playing pivotal roles in a
child’s spiritual growth. While spirituality starts developing early, it continues to evolve throughout
life as individuals engage with their surroundings.
“Just as candle cannot burn without fire, men cannot live without a spiritual life”
-BUDDHA
Specific Learning Outcome
During the students’ learning engagements, they will be able to:
1. demonstrate an understanding of the spiritual self;
2. describe and explain the importance of spirituality in one’s life; and
3. assess their own level of spirituality and religiosity.
King and his 4 wives
Once upon a time, there lived a king who had four wives. The king got seriously ill and was on
his death bed. Afraid to venture into the afterlife alone, he asked his fourth wife whom he loved the
most and bought her diamond, gold and elegant clothing — “Would you die with me? And go with
me to the afterlife?” The fourth wife replied with a sorry saying she can’t do that and walked away.
He also loved his third wife and was very proud and would show her off to neighboring kingdoms.
He called on his third wife and asked the same question — “Would you accompany me to the
afterlife”? The third wife replied that she loved her life too much and she cannot go with him and
also that she would remarry on his death.
The second wife has always been there for him in the times of his need. So he asked her
would she accompany him in the after life? The second wife apologetically replied that she would
not be able to help him this time but would arrange his funeral and would be there for his funeral.
A voice called out and said that — “I will leave with you and follow you wherever you go,
even if it is to the afterlife”. The king looked and it was his first wife. And this was the wife he took
care of the least. He felt embarrassed and said that I should have taken a better care of you and
given you more attention when I was alive.
The moral of this story is that we all have four wives
• Our fourth wife is our body. We like to decorate it with nice clothes, sexy hairstyle, nice
jewelry but in the end it cannot follow us to the afterlife.
• Our third wife is our possessions. We spend so much time gathering our possessions — Car,
house, guitar, DSLR, gold. But in the end they can’t follow us to the afterlife. It will be given to
other people and divided. Just like the third wife remarrying.
• The second wife is out with friends and family. We trust them. They’re always there for us in
times of need. But the farthest they can go is the funeral and send us off.
• Our first wife represents our soul. We usually neglect taking care of our soul. That is the thing
that will follow us to the afterlife.
Care for your body, keep it healthy. Enjoy your possessions and the comfort they provide.
Cherish your friends and family for the love that they provide. But don’t forget to take care of your
soul. Nourish your soul. Spend some quality time with you. Spend some alone time. Take time to
pray, take time to meditate because it is the source of all our life and our most faithful friend. You
can contact the author at [email protected]
PRE-ACTIVITY
A. FOR ONLINE MODALITY : (SLO) SELF LEARNING OJECTIVES -1
Watch video presentation: The story of the king and his four wives (2 minutes)
https://www.youtube.com/watch?v=LXymgDrEmIU
Write your reflection after watching the video at least two paragraphs.
B. FOR OFFLINE MODALITY: Self learning Activity 1 (SLO-1)
LECTIO DIVINA (Scripture reading)
• What is going on?
• What strikes you about this passage?
GUIDED MEDITATION (5 minutes) for beginner (10 minutes-15 etc.)
What is in our heart when we come to pray?
A. "Lectio Divina" Bible meditation"

Lectio Divina (‘holy reading/listening’) is the ancient method of prayerfully reading the Bible, the
Word of God. Originally cultivated by monastic orders – but now an important part of the lives of
many Christians from different traditions – lectio divina enables us to contemplate God and God’s
will in our lives. If prayed regularly, lectio can deepen our relationship with God.
A prayerful reading of the Bible within what is traditionally called lectio divina is an urgent task if we
are to be faithful to what God asks of us today. It is something like curing the veins when the blood
which keeps us alive has to flow. To this end, we offer:
• Ten words of advice about the ‘mystical’ life which must guide our prayerful reading of the
Bible; that is, the light which needs to be in our eyes when we do our lectio divina. In these
words of advice, reference is made to the Carmelite Rule, written by Saint Albert of Jerusalem
in the early thirteenth century (the paragraph numbering follows that agreed by the Carmelite
and Discalced Carmelite Orders in 1999).
• Ten points of orientation (the least possible) for personal and daily reading of the Bible (each
person will gradually develop his or her own way of communicating with the Word of God).
• Seven suggestions for reading the Word of

God in groups; in these there is a reflection
of the tradition of the ‘four steps’ of Lectio
Divina
The Process of Lectio Divina
1. When you begin a lectio divina of the Bible you are not concerned with study; you are not
going to read the Bible in order either to increase your knowledge or to prepare for some
apostolate. You are not reading the Bible in order to have some extraordinary experience. You are
going to read the Word of God in order to listen to what God has to say to you, to know his will and
thus ‘to live more deeply in allegiance to Jesus Christ’ (Carmelite Rule: Chapter 2). There must be
poverty in you; you must also have the disposition which the old man Eli recommended to Samuel:
‘Speak, Lord, your servant is listening’ (1 Samuel 3:10).
2. Listening to God does not depend on you or on the effort you make. It depends entirely on
God, on God’s freely-made decision to come into dialogue with you and to allow you to listen to
the voice to God. Thus you need to prepare yourself by asking him to send his Spirit, since without
the Spirit of God it is impossible to discover the meaning of the Word which God has prepared for
us today (cf. John 14:26; 16:13; Lk 11:13).
3. It is important to create the right surroundings which will facilitate recollection and an
attentive listening to the Word of God. For this, you must build your cell within you and around you
and you must stay in it (Carmelite Rule: Chapters 6 & 10), all the time of your lectio divina. Putting
one’s body in the right position helps recollection in the mind.
4. When you open the Bible, you have to be conscious that you are opening a Book which is not
yours. It belongs to the community. In your lectio divina you are setting foot in the great
Tradition of the Church which has come down through the centuries. Your prayerful reading is
like the ship which carries down the winding river to the sea. The light shining from the sea has
already enlightened the dark night of many generations. In having your own experience of
lectio divina you are alone. You are united to brothers and sisters who before you succeeded in
‘meditating day and night upon the Law of the Lord and keeping vigil in prayer’ (Carmelite
Rule: Chapter 10).

5. An attentive and fruitful reading of the Bible involves three steps. It has to be marked from
beginning to end, by three attitudes:
First Step/Attitude – Reading: First of all, you have to ask, what does the text say as text? This
requires you to be silent. Everything in you must be silent so that nothing stands in the way of your
gleaning what the texts say to you (Carmelite Rule: Chapter 21) and so that you do not make the
text say what you would like to hear.
Second Step/Attitude – Meditation: You must ask, what does the text say to me or to us? In
this second step we enter into dialogue Carmelite Rule: Chapter 10). In this way ‘the Word of God
will dwell abundantly on your lips and in your heart (Carmelite Rule: Chapter 19). with the text so
that its meaning comes across with freshness and penetrates the life of the Carmelite today. Like
Mary you will ponder what you have heard and ‘meditate on the Law of the Lord’ (
Third Step/Attitude – Prayer: Furthermore, you have to try to discover What does the text lead
me to say to God? This is the moment of prayer, the moment of ‘keeping watch in prayer’
(Carmelite Rule: Chapter 10).
6. The result, the fourth step, the destination of lectio divina, is contemplation. Contemplation
means having in one’s eyes something of the ‘wisdom which leads to salvation’ (2 Timothy 3:15).
We begin to see the world and life through the eyes of the poor, through the eyes of God. We
assume our own poverty and eliminate from our way of thinking all that smacks of the powerful.
We recognize all the many things which we thought were fidelity to God, to the Gospel, and to the
Tradition; in reality they were nothing more than fidelity to ourselves and our own interests. We get
a taste, even now, of the love of God which is above all things. We come to see that in our lives
true love of God is revealed in love of our neighbor (Carmelite Rule: Chapters 15 & 19). It is like
saying always ‘let it be done according to your Word’ (Luke 1:38). Thus ‘all you do will have the
Lord’s word for accompaniment’ (Carmelite Rule: Chapter 19).
7. So that your lectio divina does not end up being the conclusions of your own feelings,
thoughts and caprices, but has the deepest roots, it is important to take account of three
demands:
First Demand: Check the result of your reading with the community to which you belong
(Carmelite Rule: Chapter 15), with the faith of the living Church. Otherwise it could happen that
your effort might lead you nowhere (cf. Galatians 2:2).
Second Demand: Check what you read in the Bible with what is going on in life around you.
It was in confronting their faith with the situation existing around them that the people of God
created the traditions which up to today are visible in the Bible. The desire to embody the
contemplative ideal of the Carmelite Order within the reality of ‘minores’ (the poor of each age)
brought the first Carmelite hermits to become mendicants among the people. When the lectio
divina does not reach its goal in our life, the reason is not always our failure to pray, our lack of
attention to the faith of the Church, or our lack of serious study of the text. Oftentimes it is simply
our failure to pay attention to the crude and naked reality which surrounds us. The early Christian
writer Cassian tells us that anyone who lives superficially – without seeking to go deeper – will not
be able to reach the source where the Psalms were born.
Third Demand: Check the conclusions of your reading with the results of biblical studies which
have shown the literal meaning of the words. Lectio divina, it has to be said, cannot remain
chained to the letter. The Spirit’s meaning has to be sought (2 Corinthians 3:6). However, any effort
to identify the Spirit’s meaning without basing it in the written word would be like trying to build a
castle on sand ( St. Augustine). That would be a way of falling into the trap of fundamentalism. In
this day and age, when so many ideas are flying about, common sense is a most important
quality. Common sense will be nourished by critical study of the written word. So that we will not go

astray on this point, the Carmelite Rule tells us to follow the example of the Apostle Paul (Carmelite
Rule: Chapter 24).
8. The Apostle Paul gives various bits of advice on how to read the Bible. He himself was an
excellent interpreter. Here are some of the norms and attitudes which he taught and followed:
When you set yourself to read the Bible…

(a) Look upon yourself as the one to whom the word is addressed, since everything was written for
our instruction (1 Corinthians 10:11; Roman 15:4). The Bible is our book.
(b) Keep faith in Jesus Christ in your eyes, since it is only through faith in Jesus Christ that the
veil is removed and the Scripture reveals its meaning and tells of that wisdom which leads to
salvation (2 Corinthians 3:16; 2 Timothy 3:15; Romans 15:4).
(c) Remember how Paul spoke of ‘Jesus Christ Crucified’ (2 Corinthians 2:2), a ‘stumbling
block for some and foolishness for others’. It was this Jesus who opened Paul’s eyes to see how,
among the poor on the outskirts of Corinth, the foolishness and the stumbling block of the cross
was confounding the wise, the strong, and those who believed themselves to be something in this
world (1 Corinthians 1:21-31).
(d) Unite ‘I’ and ‘We’: It is never a question of ‘I’ alone or ‘We’ alone. The Apostle Paul also
united the two. He received his mission from the community of Antioch and spoke from that
background (Acts 13:1-3).
(e) Keep life’s problems in mind, that is, all that is happening in the Carmelite Family, in the
communities, in the Church, and among the people to which you belong and whom you serve.
Paul began from what was going on in the communities which he founded (1 Corinthians 10:1-13).
9. When you read the Bible, be always aware that the text of the Bible is not only a fact. It is
also a symbol (Hebrews 11:19). It is both a window through which you see what happened to
others in the past and a mirror in which you can see what is happening to you today (1 Corinthians
10:6-10). A prayerful reading is like a gentle flood which, little by little, waters the earth and makes it
fruitful (Isaiah 55:10-11). In beginning to dialogue with God in lectio divina, you grow like a tree
planted near streams of water (Psalm 1:3). You cannot see the growth but you can see its results in
your encounter with yourself, with God, and with others. The song says: ‘Like a flood that washes
clean, like a fire that devours, so is your Word, leaving its mark upon me each time it passes’.
10. One final point to be born in mind: When you do a Lectio Divina, the principal object is not to
interpret the Bible, nor to get to know its content, nor to increase your knowledge of the history of
the people of God, nor to experience extraordinary things, but rather to discover, with the help of
the written Word, the living Word which God speaks to you today, in your life, in our lives, in the life
of the people, in the world in which we live (Psalm 97:5). The purpose is to grow in faith, like the
prophet Elijah, and to experience more and more that ‘the Lord lives, and I stand in his presence’
(1 Kings 17:1; 18:15).
TEN POINTS FOR PERSONAL LECTIO DIVINA

The attitude of the faithful disciple:
The Lord God has given me the tongue of those who are taught, that I may know how to sustain
with a word the one that is weary. Morning by morning God wakens, wakens my ear to hear as
those who are taught. (Isaiah 50:4).
1. Opening prayer: an invocation of the Holy Spirit
2. Slow and attentive reading of the text
3. A moment of interior silence, to recall what I have read
4. Look at the meaning of each phrase
5. Bring the word into the present; ponder it in relation to my life
6. Broaden my vision by relating this text to other biblical texts
7. Read the text again, prayerfully, giving a response to God
8. Formulate my commitment in life
9. Pray a suitable psalm
10. Choose a phrase which captures the meaning and memorize it
The Lord God has opened my ear, and I was not rebellious, I turned not backward. I gave my
back to the smites… For the Lord God helps me; therefore I have set my face like a flint, and I know
that I shall not be put to shame; he who vindicates me is near. (Isaiah 50:5-8).
This activity is applicable to any religion
Seven suggestions for group Lectio Divina

Jesus stood in their midst and said: Peace be with you. Then he opened their minds to understand
the scriptures. (Luke 24:36, 45).
And Jesus said: The Holy Spirit, whom the Father will send in my name, will teach you all things, and
bring to your remembrance all that 1 have said to you ... the Spirit will guide you into all the truth.
(John 14:26; 16:13).
1. Welcome and prayer
- A word of welcome and of sharing expectations.
- Opening prayer, asking for the light of the Holy Spirit.
2. Reading of the text
- Slow and attentive reading, followed by a moment of silence.
- Remaining silent, allowing the Word to come.
- Repeating the text by asking each one to recall a word or phrase from it, until the whole text is
heard again.
3. What does the text say?
Share impressions and questions as to what the text is saying.
- If necessary, read the text again and help one another to understand it.
- A moment of silence in order to assimilate all that has been heard.
4. Its meaning for us
- Ponder the text and discover its meaning for today.
- Apply the meaning of the text to the situation in which we live today.
- Broaden the meaning, by relating this text to the other texts in the Bible.
- Situate the text in God's plan which is accomplished in human history.
5. Pray with the text
- Read the text again with great attention.
- A moment of silence in order to prepare our response to God.
- Share, in the form of intercessions, the lights and strengths which have been received.
6. Contemplation and commitment
- Formulate the commitment to which the prayerful reading has led.
- Choose a phrase which captures the whole message in order to take that phrase with you
throughout the day.
. A psalm
- Pick a psalm which is in tune with all that has been experienced in the meeting.
- Conclude the meeting by reciting the psalm
And when they heard it, they lifted their voices together to God and said, 'Sovereign Lord, who
made the heaven and the earth and the sea and everything in them, who by the mouth of our
father David, your servant, said by the Holy Spirit, 'Why did the Gentiles rage, and the peoples
imagine vain things? The kings of the earth set themselves in array and the rulers were gathered
together, against the Lord and against his Anointed.’… And now Lord, look upon their threats, and
grant to your servant to speak your word with all boldness...’ And when they had prayed, the

place in which they were gathered together was shaken; and they were all filled with the Holy
Spirit and spoke the word of God with boldness. (Acts 4:24-26, 29, 31)
Carmelite reflections on Lectio Divina,
the prayerful reading of the Bible
by: Carlos Mesters, O.Carm.
(translated by Míceál O’Neill, O.Carm
B. FOR ONLINE MODALITY: SELF LEARNING OJECTIVES-2
JOURNAL/DIARY
• What does it mean to be a spiritual self?
According to James scheme the spiritual self is our inner self or our psychological self. It is
comprised of our self-perceived abilities, attitudes, emotions, interests, values, motives, opinions,
traits, and wishes. Many aspects of the spiritual self are evaluative. People think of themselves as
attractive or unattractive, intelligent or unintelligent, and honest or dishonest. By the spiritual self ... I
mean a man’s inner or subjective being, his psychic faculties or dispositions. ... These psychic
dispositions are the most enduring and intimate part of the self, that which we most verily seem to
be. We take a purer self-satisfaction when we think of our ability to argue and discriminate, of our
moral sensibility and conscience, of our indomitable will, than when we survey any of our other
possessions. (p. 296).
Visioning with your Spiritual Self

Here’s a powerful little piece of popular neuroscience – your brain learns as well from what
you imagine as from what you experience. Think about it. How often is your Dark Side doing your
visioning for you? It imagines the terrible possibilities, or tells you that you can’t be, do, or have
what you want?
Let your Spiritual Self do the visioning and paint the pictures of your life on the Right Road.
Remember that “being” begets “doing,” and in your visioning, let your primary focus be on
imagining the qualities of being that give you a life you love. Feel those qualities right then and
there in your visioning. Embody them as if it is happening now.
• How do you want to feel in your home, your work, your relationships with yourself and others?
And living with that quality of being, what might you be doing?
When we are fixed on what we must “do,” or “have,” to “be” happy, happiness could walk
right up and wave at us and we wouldn’t even see or recognize it! When our vision includes
the qualities of being we wish to cultivate, our body learns to recognize when we are on track,
when we are living into our vision.
The Dark Side filters out possibility, new awareness, new qualities of being in our perception of our
experience, and instead highlights evidence that validates our doubts, keeping us in the small box
of our past limitations. “See, I really didn’t change anything at the Process – here’s proof.”
When we are living from what we love and care about, or as the mythologist Joseph
Campbell said, “following our bliss,” we are letting our Spiritual Self guide us. We are living on
purpose. Try it in big and small ways. You can vision one day or five years or simply an upcoming
event – think pre-cycling! Then take action to manifest your vision by finding that first right sized
step and taking it.
Today’s action step:
Go to your Process workbook, take out your vision now, and revisit it. If your Intellect gets in
the way of accessing your Spiritual Self, simply recall a moment in time, when you were peaceful
and content. This may be associated with nature, love, creativity, or anything else which induced
a sense of serenity. In your mind’s eye, notice how you look; your facial expression, your posture,
your eyes… and you can immediately reconnect to yourself in your most beautiful form.
POST ACTIVITY
A. LISTENING ACTIVITIES : (SLO-1) SELF LEARNING OJECTIVES
A. Self-Awareness Activity (written Exercise)

• www.youtube.com Spiritual Balance
DISCUSSION
Spirituality
The term "spirituality" derives from the Latin word *spiritus*, which means breath or life force. It is
often understood as the quest for the sacred—a process where individuals seek to discover,
embrace, and, when necessary, transform what they consider sacred in their lives (Hill and
Pargament, 2003). Spirituality typically involves finding meaning and purpose, pursuing wholeness,
and forming a relationship with a transcendent being (Hage, Hopson, Siegel, Payton, & DeFanti,
2006). This transcendent being might be a higher power.
Historically, the concept of spirituality emerged from early Christianity, where the term "Spirit" was
used to refer to the Holy Spirit. According to Christian Ethics, as described by Peschke (1994),
experiencing the sacred involves feelings such as reverence, faith, fear, trust, love, and admiration,
all closely connected to God. Worship practices—such as prayer, Bible reading, attending
sacraments, and making sacrifices—are seen as essential for understanding the ultimate meaning
of transcendence and human existence. Through these acts of faith, hope, and love, individuals
can encounter God and grasp divine salvation.
Spirituality is closely linked with religion, which is an organized system of beliefs about the spiritual or
supernatural realm, along with associated rituals and practices intended to interpret and influence
aspects of the universe that are beyond human control. Most religions recognize the significance
of spirituality in life, with spiritual expression often manifesting through religious practices and
ceremonies (Haviland, Prins, Walrath & McBride, 2013). Both spirituality and religion address various
social and psychological needs, such as explaining human suffering and death. Through religious
practices like prayer, individuals may find comfort, stability, and hope during times of hardship and
uncertainty (Brown & Parrish, 2011).
**Synthesis**
Spiritual and religious experiences hold profound significance for many people and seem to be
increasingly important. In recent decades, there has been a notable rise in interest in spirituality.
Many individuals are seeking a deeper spiritual reality, a greater sense of purpose, and inner
peace that often feels elusive, along with new ways to nurture their spiritual lives.

While many find their spiritual home within established religious traditions like Buddhism, Christianity,
Hinduism, Judaism, Islam, or Taoism, others struggle with organized religion and do not feel
comfortable within its structures. An increasing number of people now identify as "spiritual but not
religious," exploring alternative spiritual paths. This journey can sometimes feel isolating, as it can be
challenging to find like-minded individuals and resources to support and make sense of one's
experience. It may also be difficult to trust one's own inner wisdom in the face of misunderstanding
from others.
1. How do you define a spiritual self?

2. What are the characters do you possess that you can develop a transform person?
B. Spiritual Self-Assessment (RUBRICS) (SLO) SELF LEARNING OJECTIVES -3
The purpose of this activity is to help you in identifying a sense of your spirituality. There are
no “right” or “wrong” answers. It is provided to guide you as you think through what brings you a
sense of meaning and comfort. Please shade your answer or provide your own other answer.
1. The most important relationships in my life include:
o My family of origin (parents, siblings, etc.)
o A significant other or spouse
o Children
o Friends
o God or a Higher Power
o People I work with
o Other ________________
2. Who or what helps you find meaning and a sense of purpose?
o Family relationships
o work
o Relationship with the earth/environment
o God or High Power
o Other _________
3. What helps you cope in difficult times?
o Support of Family/friends
o Belief in the basic goodness of life
o Faith in God/Higher Power
o Music/Poetry/Literature
o Prayer or Meditation
o Other _________________
4. How do you take care of yourself?
o Time alone
o Talking with others
o Physical Exercise, diet
o Prayer, Meditation or other ritual
o Nothing
o Other _________
5. Do you believe in God/a Higher Power?
o Yes
o Somewhat
o No
6. If yes, how would you describe God/ your Higher Power?
o Angry or in control of all events
o Judging
o All-knowing
o kind
o Able to do anything
o Loving
o Other _______
7. If no, what are your beliefs about life?
o Random events
o Meaning comes from ______
o Hopelessness
o Other _____
8. Are there any spiritual practices that are important to you?
o Attending religious services
o Prayer
o Reading Scripture
o Meditation
o Rituals
o Yoga
o Other ______
ASSIGNMENTS
A. Spiritual Practices (SLO-1) SELF LEARNING OJECTIVES -1
These brief tips for spiritual practices aim to enhance self-development and personal growth.
While it’s important to acknowledge that God loves us deeply, it’s equally essential for us to
take care of ourselves. The journey of self-love begins with understanding and nurturing oneself.
We often prioritize caring for others over ourselves, but self-love requires commitment and self-
motivation. You can’t seek love from others if you don’t first cultivate it within yourself. Here are
some suggestions to help you develop yourself and maintain a positive outlook:
1. **Think Positively:** Begin each day, week, month, or year with a positive mindset. Focus on
what you can achieve and dare to dream big. Celebrate each milestone, no matter how
small, and acknowledge your accomplishments.
2. **Complete What You Start:** Make it a habit to finish tasks you begin. Whether it's finishing a
book, completing a home project, or getting your shopping done early, completing tasks
provides a sense of achievement.
3. **Step Out of Your Comfort Zone:** Face your fears by tackling challenges that push you out
of your comfort zone. It doesn’t have to be extreme, but choose something that is difficult for
you but beneficial in the long run, like public speaking.
4. **Exercise Daily:** Aim for at least 30 minutes of exercise each day. Regular physical activity
will improve your health, boost your mood, and enhance your appearance.

5. **Practice Meditation:** Meditation helps clear your mind and address inner struggles. It can
be effective in managing stress, anxiety, and other personal issues, helping you to face the
world more confidently.
6. **Break a Bad Habit:** Identify and eliminate activities or relationships that negatively impact
you, such as smoking or toxic friendships. Surround yourself with supportive, positive influences.
7. **Save a Life:** While some professions are directly involved in saving lives, anyone can make
a difference. Whether it’s rescuing someone in danger or adopting a stray animal, look for
opportunities to help others.
8. **Cultivate Gratitude:** Make it a habit to reflect on the positive aspects of your life daily.
End each day with a sense of gratitude to reinforce a positive and appreciative mindset.
9. **Write Self-Affirmations:** Create daily self-affirmations and take time to read them regularly.
Loving yourself and focusing on positive thoughts can attract more love and opportunities into
your life. Meditation can provide insights and strengthen your courage, as fear cannot thrive
where happiness and opportunity exist.
**Instructions: Answer the following questions. (15 points)**

1. How do you currently perceive your life? Do you view it as good or bad?
2. When facing a challenging situation, what is your initial reaction? Please explain.
3. Reflect on this question: How am I valuable to myself, others, and my beliefs?
4. Write a letter to your soul.s
Resources
• Goldsmith, Accessed October 16,2017. University of London. n.d. "Religion and Belief Guide".
• Alata et al. 2018. underatanging the self. Manila, Philippines Rex Bookstore, Inc.*
• Jonathan Veran Macayan, PhD, Rpsy Jasmine Nadja Junghan-Pnugu, RPm, RGC John
Christopher Dimasaka Castillo, MSSW,RSW 2018 Understanding the Self C & E PUBLLISHING ,Inc.
• https://www.gold.ac.uk/media/documents-by-section/life-on(campus/student-support-
services/Religion-and-Belief-Guide.pdf.
• www.youtube.com Spiritual Balance
• www.youtube.com How to Balance Mind, body and Spirit
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GE-US (Understanding the Self)

Loth M. Orozco, PhD

Name: Class Schedule:

[GE-Understanding the Self. Orozco, L.]

This module is a compilation of works from internet sources,

(GE-Understanding the Self-Orozco, L.) Page i

Course Intended Learning Outcomes:

At the end of this course, the student should be able to:

(GE-Understanding the Self-Orozco, L.)Page iv

III. General Instruction

IV. Academic Integrity

(GE-Understanding the Self-Orozco, L.) Page v

Social, Environmental, a nd other Life Factors

GE-US (Understanding the Self) Page | 1

Dimensionalities of the Self/Identity

4. Person-volition factors involve an individual’s personal inclinations and choices,

1. How would you characterize yourself?

GE-US (Understanding the Self) Page | 2

3. How has yourself transformed itself?

4. How is yourself related to other self?

5. What will happen to yourself after you die?

GE-US (Understanding the Self) Page | 3

Questions (Number) Easy or difficult to answer? Why?

The history of philosophy is filled with

What Philosophy Says About the Self

The self is often defined as a unified

**In Greek Philosophy:**

GE-US (Understanding the Self) Page | 4

• Rational soul – reason & intellect to govern affairs

Man is of a bifurcated nature, part of

GE-US (Understanding the Self) Page | 5

Disagree with the all the other

Agrees with Hume that everything starts

Denies the internal, non-physical self

GE-US (Understanding the Self) Page | 6

- Neurophilosophy (developed by Paul and Patricia Churchland) investigates the

- Psychology, which studies human behavior, views the self as a theoretical

GE-US (Understanding the Self) Page | 7

GE-US (Understanding the Self) Page | 8

At the end of this lesson, you should be able to:

LESSON 2- ACTIVITY 1 My Self through the Years

My Elementary Self My High School Self My College Self

B. List down your salient characteristics that you remember.

GE-US (Understanding the Self) Page | 11

The self, in contemporary literature and even common sense, is

Its consistency allows it to be studied, described, and measured. Consistency also

GE-US (Understanding the Self) Page | 12

Social constructivists argue that the self should not be

The Self and Culture

GE-US (Understanding the Self) Page | 13

Language is another interesting aspect of this social constructivism. The Filipino

GE-US (Understanding the Self) Page | 14

Interesting too is the word, mahal. In Filipino, the

The Self and the Development of the Social World

How do individuals actively shape their social

MEAD AND VYGOTSKY

The Role of Families

Gender and the Self

Gender is a significant aspect of selfhood, subject to change and development. While

GE-US (Understanding the Self) Page | 16

In Greek Philosophy:

Instructions: Answer the following questions. (15 points)