ILOCOS SUR

POLYTECHNIC STATE
Narvacan Campus
COLLEGE
MODULE
I. COURSE TITLE : UNDERSTANDING THE SELF

II. COURSE OVERVIEW

Welcome!

The course deals with the nature of identity, as well as the factors and
forces that affect the development and maintenance of personal identity.

The 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
classroom and in the everyday experiences of students-making for better
learning, generating a new appreciation for the learning 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.

To assist you along this line, three modules have been developed to
support deeper understanding along identified topics important for you as a
pre-service teacher. The modules are as follows:

Module 1. The Self from Various Perspectives

Module 2. Unpacking the Self
Module 3. Managing and Caring for the Self

III. COURSE STUDY GUIDE:

This module was prepared for you, my dear student, to work on your
own. To have the best in working with this module, you are reminded to follow
these simple yet effective guidelines:

1. Manage your time well. A course study schedule is prepared for you to
help you study the modules in this course. The productive use of your
time and energy will help you a lot in finishing the scheduled activities.

2. Focus your attention. The key element for better understanding is

having the focus on the things to be done.

3. Give your best. Always remember that success will be attained in

everything you do by giving extra effort in the things you are doing. Giving
your best also means observing Honesty in doing the assigned tasks you
are asked to do in this module. Never let someone do the task for you or
copy the work of your classmates.

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
Narvacan Campus
COLLEGE
MODULE
4. Submit on time. Work diligently. Do not procrastinate. Remember time is
gold. Work immediately on the task at hand in order for you to follow
scheduled time for submission.

5. Be patient, Motivate yourself. Patience equates success. Always think

of the bright future ahead. And to get there, start moving now.

6. Answer confidently. Study hard, surf the internet, read and read and
read more. The more you know, the more confident you become.

7. Work independently. You can do it! Your future lies in your own hands
and your own decisions. So, practice working independently, trust
yourself, be independent.

8. Contact me. If you have any questions, don’t hesitate to ask me through
my email charlie.j.dasalla@mail.com , also the group chat created for this
class or PM me using the messenger..

IV. COURSE STUDY SCHEDULE:

To keep you on track for the best use of the modules in The Teacher and
the Curriculum, the study schedule is hereby presented for you to follow:

Week Topic Learning ActivitiesSpecial Instructions

Week 1 Module 1 Read Information Research more information or
-8 The Self from on the identified details regarding the topics.
Various topics in module 1 Take note of the important
Perspective points and Write in your
 Philosophy Notebook.
 Sociology Answer/Perform Work on the intended learning
 Anthropology the Intended activity / in-text questions and
 Psychology Learning Activity submit to your instructor on the
 The Self in specified date.
Western and Answer the Answer the questions on the
Oriental/ Assessment assessment. Write your answers
Eastern on a yellow pad paper or on
Thought bond paper and submit to your
instructor on the specified date.
Answer/ Work on the assignment then
research /perform submit to your instructor on the
the Assignment specified date.
Week 9 MIDTERM EXAMINATION
Week Module 2 Read Information Research more information or
10 to 15 Unpacking the Self on the identified details regarding the topics.
 The Physical topics in module 2 Take note of the important
Self points and Write in your
 Sexual Self Notebook
 The Material Answer/Perform Work on the intended learning
Self the Intended activity / in-text questions and
Course Code: Gen Ed 104
Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
Narvacan Campus
COLLEGE
MODULE
 The Spiritual Learning Activity submit to your instructor on the
Self specified date.
 The Political Answer the Answer the questions in the
Self Assessment assessment. Write your answers
 The Digital in a yellow pad paper or in bond
Self paper and submit to your
instructor on the specified date.
Answer/ Work on the assignment then
research /perform submit to your instructor on the
the Assignment specified date.
Week Module 3 Read Information Research more information or
16 to 17 Managing and on the identified details regarding the topics.
Caring for the Self topics in module 53 Take note of the important
 Learning to points and Write in your
be a batter Notebook
student Answer/Perform Work on the intended learning
 Setting goals the Intended activity / in-text questions and
for success Learning Activity submit to your instructor on the
 Taking charge specified date.
of one’s Answer the Answer the questions in the
health Assessment assessment. Write your answers
in a yellow pad paper or in bond
paper and submit to your
instructor on the specified date.
Answer/ Work on the assignment then
research /perform submit to your instructor on the
the Assignment specified date.
Week
FINAL EXAMINATION
18

V. COURSE EVALUATION:

To pass the course, you must:

1. Submit all course requirements to include the following:
a. Answer sheet or Activity Notebook with answers of the in-text
questions given in the 3 modules;
b. Assignment Notebook or Assignment Outputs
2. Pass all examinations:
a. Assessments; Quizzes
b. Midterm examination
c. Final examination

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
Narvacan Campus
COLLEGE
MODULE
MODULE 1
THE SELF FROM VARIOUS PERSPECTIVES
Our names represent who we are, designates us in the world, signifies us and to
denote our being. Death cannot even stop the bond between the person and her
name. Names are inscribed even into one’s gravestone.

- A name is not the person itself no matter how intimately bound it is with the
bearer, it is only a signifier.
- A person who was named after a saint most probably will not become an
actual saint. He may not even turn out to be saintly.
- The self is thought to be something else than the name.
- Self is something that a person perennially: molds, shapes, develops

INTENDED LEARNING OUTCOMES

a. Discuss the different representations and conceptualizations of the self from
various disciplinal perspectives
b. Compare and contrast how the self has been represented across different
disciplines and perspectives
c. Examine the different influences, factors, and forces that shape the self
d. Demonstrated critical and reflective thought in analyzing the development of
one’s self and identity by developing a theory of the self

PHILOSOPHICAL PERSPECTIVES

 THE SELF IN THE GREEK PHILOSOPHY

o Their approach is man-centered for its special concern with the nature
of man, virtue and human personality.
o Virtue depends on character, and character, and character is shaped
by every action the self performs.
o The SELF is seen as a body-soul compound with the rational soul as
 Immaterial
 Immortal
 Immutable
 Distinct
 Far superior to the body.

o The formation of the self primarily consists of the nourishment of the

rational soul to the self

 Pre-Socratics (Thales, Pythagoras, Parmenides, Heraclitus and Empedocles) –

They were concerned with explaining what the world is really made up of, why
the world is so, and what explains the changes that they observed around them.

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
Narvacan Campus
COLLEGE
MODULE

o SOCRATES (470 BC – 399 BC) – Father of Philosophy

 Famous for his philosophy “ Know Thy Self”
 His method was referred to as ”Socratic Method of Question and
Answer”
 He was concerned with the problem of SELF
 He was the first philosopher who ever engaged in a systematic
questioning about the SELF
 Socrates affirmed that the UNEXAMINED LIFE IS NOT WORTH
LIVING
 Most men were really not fully aware of who they were
supposed to attain in order to preserve their souls for the
afterlife
 Socrates thought that this is the worst that can happen to
anyone: TO LIVE BUT DIE INSIDE
 Socrates’ Main Philosophical Interest: The Rationalistic Moral
Philosophy
 The epistemology and ethics and the correlation between
knowledge and virtue
 How, then, the self, can be able to live a morally good life?
 Focus on improving the quality of the soul instead of indulging in
the chase of material things, fame and prestige.
 Improvement can be achieved through the quest for wisdom and
truth.
 Life must be ceaselessly examined for it to be worth living.
 Everyman man is composed of BODY and SOUL. This means
that every human person is DUALISTIC.
 This means all individuals have ab imperfect, impermanent
(Material) aspect to him-the body and there is also a soul that is
perfect and permanent (Immaterial)
 He believe that the soul is immortal

o PLATO (428/427 BCE – 348/347 BCE)

 “If we are ever to have pure knowledge of anything, we must get

rid of the body and contemplate things by themselves with the
soul by itself”
 Philosophy: The Dichotomy of the Ideal Self
 World of Forms
 World of Matter
 The SOUL is the true self
 He supported the idea of his master, that man is a dual nature of
body and soul
 He also believe that the soul is immortal
 He added that there are three components of the soul: the
rational soul, the spirited soul and the appetitive soul.

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
Narvacan Campus
COLLEGE
MODULE
 Rational Soul (Reason) forged by reason and intellect has to
govern the affairs of the human person; our divine essence
that enables us to think
 Spirited Soul (Spirit) which is in charge of emotions should
be kept at bay; basic emotion such as love, anger, ambition,
aggressiveness, empathy
 Apperitive Soul (Physical Appetite) in charge of the basic
biological needs like eating, drinking, sleeping, and having
sex are controlled as well.
 Plato emphasized that human are not self-sufficient; we need
others, we benefit from social interactions, from other
person’s talent, aptitude and friendship
 To attain happiness, the self therefore, must be intellectually,
emotionally, and biologically balance

 THE SELF IN THE MEDIEVAL PHILOSOPHY

 Theocentric Approach
 The self is a secondary concern
 Primary concern: God and Faith in Him

o ST. AUGUSTINE (354-430 AD)

 He believes that the soul is immortal and is greatly inspired by
Plato
 Man has an immortal soul and the main pursuit is to have an
everlasting life with God.
 In this world, man pursues happiness, but this can only be
achieved with God alone.
 The body can only thrive in the imperfect, physical reality that is
the world, whereas the soul can also stay after death in an
eternal realm with the all-transcendent God.

o THOMAS AQUINAS
 Man is composed of twoparts: Matter and Form
 Matter, or hyle in Greek refers to the common stuff that makes
up everything in the universe
 Form or morphe in Greek refers to the essence of a substance
or thing. It is what makes it what it is.

 THE SELF IN THE MODERN PHILOSOPHY

 Affirms the dignity and worth of man with regards to the power of his
reason to know the truth of his nature.

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
Narvacan Campus
COLLEGE
MODULE

o RENE DESCARTES (1596-1650)

 Father of Modern Philosophy

 COGITO ERGO SUM: “I think, therefore, I am”
 The self is a thinking thing distinct from the body
 He emphasizes the consciousness of his mind which leads to an
evidence of his existence
 The only thing that one cannot doubt is the existence of the self,
a thing that thinks and therefore, that cannot be doubted
 The self is centered on the concept of Substance- anything that
exists in itself.
 Two kinds:
Infinite (abstract) – innate idea of God
Finite – Man
(composed of two independent substance)
Cartesian Dualism:
 Body (extenza)- material,mortal,non-thinking
(mechanical laws)
 Mind (cognito) – non-material,immortal, conscious
being (physical laws)

o JOHN LOCKE (1632-1704)

 Father of Classical Liberalism “What worries you, masters you”

 Empiricism – the school of thought that espouses the idea that
knowledge can only be possible if it sensed and experienced.
 Our identity is not locked in the mind, soul and body only. He
included the concept of a person’s memory in the definition of
the self.
 Memory Theory – we are the same person as we were in the
past, for as long as we can remember something from the past.
 The Self is consciousness – the existence of the self is reliant on
our consciousness of it.

o DAVID HUME (1711-1776)

 The SELF is nothing else but a bundle of impressions.

 If one tries to examine his experiences, he finds that they cn all
be categorized into two: IMPRESSIONS and IDEAS
 IMPRESSIONS – are the basic objects of our experiences or
sensation. They form the core of our thoughts. They are vivid
products of our direct experience with the world.
 IDEAS – are copies of impressions. They are not as lively and
vivid as our impressions

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
Narvacan Campus
COLLEGE
MODULE

o IMMANUEL KANT (APR 22, 1724-FEB 12, 1804)

 EMPIRICISM VS. RATIONALISM
 Empiricism asserts that knowledge is only attained though the
senses
 Rationalism is the theory that reason, rather that experience, is
the foundation of all knowledge.
 Man is a free agent, capable of making a decision for himself
 As a free agent, man is gifted with reason and free will
 The necessity of his being “free” is tested in his decision to be
moral.
 Two kinds of self
 Empirical self – pertains to aspect of the self that make the
self-unique.
 Transcendental Self- an activity or organizing principle that
actively interprets, constructs and gives meaning to
collections of sensory data.

o SIGMUND FREUD (1856-1939)

 Father of Psychology
 The Self is multi layered:
 Unconscious – contains hidden, animalistic motives,
drives, urges
 Preconscious – contains memories and anything that can
be easily brought to mind
 Conscious – those mental elements in awareness at any
given point in time
 Three Provinces of Mind
1.ID
 Pleasure-seeking
 No contact with reality
 Works according to the pleasure principle
 Completely unconscious

2. EGO
 Decision-making and executive branch of the
mind
 Balances the needs of the id and the superego
 Works according to the reality principle
 Conscious, preconscious, and unconscious
3. SUPEREGO
 Represents the moral and ideal aspects of
personality
 Has two subsystems, namely, the ego-ideal
and the conscience
 Works according to the reality principle
 Preconscious, and unconscious

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
Narvacan Campus
COLLEGE
MODULE

o GILBERT RYLE (1900-1976)

 He claimed that Descartes’ body-mind dualism created a
category mistake.
 The self is the way people behave
 The self must be comprehended as a pattern of behavior or the
tendency of an individual to behave in a certain way in particular
situations.
 Perceptions, emotions, and thoughts, remembering, and willing
of the self can be understood in terms of observable behavior
(body)

o PAUL CHURCHLAND (1943-PRESENT)

 The self is the brain
 He does not believe in the idea of dualism
 Holds to eliminate materialism. Argues that the ordinary folk
psychology of the mind is wrong. It is the physical brain and not
the imaginary mind that gives us our sense of self
 The self includes thoughts, emotions and personality traits which
can be explained through the function of the brain.

o MAURICE MERLEAU-PONTY (1908-1961)

 There is an intimate and inseparable unity between the self and
the body.
 The self lives in the body, hence, without the body, the self
cannot exist.
 The consciousness, experience and identity are found in and
through our body. Without our body, we would cease to be and
so, too, would cease human experience, life, knowledge and
meaning.

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
Narvacan Campus
COLLEGE
MODULE
INTENDED LEARNING ACTIVITY # 1

Using your own experience, explain on your own understanding of the different
philosophical perspective of the Self:

1. Plato
2. St. Augustine
3. Rene Descartes
4. John Locke
5. David Hume
6. Immanuel Kant
7. Gilbert Ryle
8. Paul Churchland
9. Maurice Ponty

ASSESSMENT # 1

Make a reflection paper about the times when you felt you were on your “true self”
and when you were in your “false self”. What made you think you are truly yourself
and when you are in your “false self”? and if given a chance, what aspect of you, you
want to change and why you want to change it?

ASSIGNMENT # 1

Story of My Life. Make a video documentary about yourself, how you grew up and
the people who influenced you of who you are today.

REFERENCES:

Taag, Gregorio C., et al. Understanding the Self. Meycauayan, Bulacan: IPM
Publishing, 2018.
Palean, Erland D., et al. Introspection: Understanding the Self. Mandaluyong City,
Phils.:Books Atbp. Publishing Corp., 2018.
Alata, Eden Joy P.,…et al. Understanding the Self, Mla., Phils.: Rex Bookstore, 2018

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
Narvacan Campus
COLLEGE
MODULE

SOCIOLOGICAL PERSPECTIVES

Sociological Perspectives of the Self

 Self as Product of Modern Society

 Self as a Necessary Fiction
 Post-Modern View of the Self
 Self as Artistic Creation
 Self Creation and Collective Identity
 Self Creation and the Struggle for Cultural Identity

Self as product of modern society

Modernization “ delocalized” self

Free to seek own identity; free from

customary constraints

Problems encountered in the freedom of seeking own identity:

1. The newfound freedom threatens the very authenticity of the self (e.g. love)
2. Alienation (Marx) – human beings haunted by the very images they have
created
3. Objectification of the body (e.g. medical practice)

Solution:

For the individual to discover the “true” and “authentic” part of herself
to realize her potentials, thus, the need to abolish repressive social
constraints

Self as Necessary Fiction

Self (Nietzsche) : sum of individual’s action, thoughts and feelings

Self as a representation

Post-modern view of the self

 Self is a narrative, a text written and rewritten

Manifestations:
 Information technology dislocates the self, thus, self is “digitalized” in
cyberspace
 Global migration produces multicultural identities
 Post-modern selves are “pluralized” selves

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
Narvacan Campus
COLLEGE
MODULE
Social Construction of the Self

 Self is not discovered, it is made through the socialization process. BUT,

individuals are not just hapless victims of socialization.
 Individual is an active, strategizing agent that negotiates for the definition of
himself.

Self as an artistic creation

Nietzsche: unity of the self is not pre-given but accomplished through

conscious effort;
We can recreate ourselves to get hold of the present, forgive the past and
plan the future.
Rorty: contingencies of selfhood – conceal the “ugly” by reinterpreting the
overall aesthetic contours of the self.

Self creation and collective identity

 Memories (photographs, videos) play significant role in creating the self and
identity
 Self creation is formed within “imagined communities”
 Self creation along cultural lines must be done in maximum cultural
recognition of differences among and between individuals and cultural
groups.

Self creation and the struggle for cultural recognition

 A challenge of self-identity amidst recognition of racial and ethnic identities

Beyond self creation

 Search for self-identity is a product of modern society but this is complicated

by the socio-cultural sensibilities of postmodernity, new information
technologies and globalization. Yet the project of self-creation is embedded
within imagined communities.
 The self constantly lives in this paradox: to pursue self creation within pre-
given, not willfully chosen social circumstances.

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
Narvacan Campus
COLLEGE
MODULE
INTENDED LEARNING ACTIVITY # 2

Activity: (Film viewing: 3 IDIOTS)

Identify yourself with a specific actor and try to analyze how your chosen actor was
able to build and negotiate his self-identity in the social context they are into.
(Actors: Rancho, Chatur, Farhan, Raju and Virus)

ASSESSMENT # 2

Mention at least 5 situations wherein the dynamics and capacity for different
PERSONNE can be illustrated (5 points each) An example is already for your guide

(Example:In the Philippines, Filipinos violate jaywalking rules. They basically just
crosses the road whenever, wherever.)

ASSIGNMENT # 2

Write a one page reflection paper: How do you negotiate your self-identity in
different social contexts you are into?

REFERENCE

Taag, Gregorio C., et al. Understanding the Self. Meycauayan, Bulacan: IPM
Publishing, 2018.
Palean, Erland D., et al. Introspection: Understanding the Self. Mandaluyong City,
Phils.:Books Atbp. Publishing Corp., 2018.
Alata, Eden Joy P.,…et al. Understanding the Self, Mla., Phils.: Rex Bookstore, 2018

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
Narvacan Campus
COLLEGE
MODULE
ANTHROPOLOGICAL PERSPECTIVE

What is Anthropology?
- Anthropology as derived from the Greek word anthrope meaning man and
logy meaning science.
- Dictionary defines anthropology as the science that treats the origin,
development, and especially the cultural development, customs, beliefs, etc.
of man.

According to Clifford Geertz, an influential American anthropologist CULTURE is

a “historically transmitted pattern of meanings embodied in symbols, a system of
inherited conceptions expressed in symbolic forms by means of which men
communicate, perpetuate, and develop their knowledge about and their attitudes
toward life”.

Symbolism is the use of symbols to signify ideas and qualities by giving them
symbolic meanings that are different from their literal sense. Symbolism can take
different forms. Generally, it is an object representing another to give it an entirely
different meaning that is much deeper and more significant.

Symbols
 One of the most fundamental aspects of culture (e.g. clothing, houses, language)
 Language – the most important symbol ( we can express our experiences in the
past and predict events that may happen in the future. Human can flourish and
survive.)

Symbolic anthropology or, more broadly, symbolic and interpretive anthropology,

is the study of cultural symbols and how those symbols can be used to better
understanding a particular society.

Cultural Anthropology is the study of human cultures, beliefs, practices, values,

ideas, technologies, economies and other domains of social and cognitive
organization.

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
Narvacan Campus
COLLEGE
MODULE

Geertz believed the role of anthropologist was to try to interpret the guiding
symbols of each culture. He was considered quite innovative in this regard, as he
was one of the earliest scholars to see that the insights provided by common
language, philosophy and literary analysis could have major explanatory force in the
social sciences.

INTENDED LEARNING ACTIVITY # 3

Read the body language of the pictures below. What is

the message? Write your answers below each picture.

ASSESSMENT # 3

Make an essay (500 words) on how technology affected the traditional culture that
your family or community have?

ASSIGNMENT # 3

Make a reflection paper on the statement of Thomas Csordas “ Anthropology is what

it means to be human”

REFERENCES
Taag, Gregorio C., et al. Understanding the Self. Meycauayan, Bulacan: IPM
Publishing, 2018.
Palean, Erland D., et al. Introspection: Understanding the Self. Mandaluyong City,
Phils.:Books Atbp. Publishing Corp., 2018.
Alata, Eden Joy P.,…et al. Understanding the Self, Mla., Phils.: Rex Bookstore, 2018

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
Narvacan Campus
COLLEGE
MODULE
PSYCHOLOGICAL PERSPECTIVE

THINKING, A.K.A. COGNITION

Cognition refers to mental

activities and processes
associated with thinking,
knowing, remembering, and
communicating information.

SELF-UNDERSTANDING

PIECES OF COGNITION: CONCEPTS

A concept can be represented

and
communicated by an image,
or by a word

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
Narvacan Campus
COLLEGE
MODULE

Problem Solving

Strategies FIGURE OUT HOW TO

RESOLVE SITUATIONS

ALTERNATIVE
trial and error
SOLUTIONS

SUDDEN
insight REALIZATION

Generating Rational Alternatives

Notice It Question It Change It

CATCH CHECK CHANGE

Joe is upset with me. I am jumping to Can ask Joe why he is
conclusions. frowning. I might be able
to help
I am an idiot. I am name-calling One small mistake does
not make me an idiot.

William James (January11, 1842 – August 26, 1910) was an

American philosopher and psychologist who was also trained as a
physician. The first educator to offer a psychology course in the United
States, others have labeled him the "Father of American psychology".
- associated with the philosophical school known as pragmatism, and is
also cited as one of the founders of functional psychology. He also
developed the philosophical perspective known as radical empiricism.

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
Narvacan Campus
COLLEGE
MODULE
JAMESIAN THEORY OF SELF

William James’ theory of Self is divided into two main categories: “Me” Self
and “I” Self.

“ME” Self refers to the aspect that comes from the person's experiences.
The "Me" can be thought of as a separate object or individual a person refers
to when describing personal experiences. He called the "Me" part of self the
"empirical me".

The “I” Self is classified as the thinking self. He linked this part of the self to
the soul of a person, or what is now thought of as the mind.

James broke the “ME" self down into three sections:

The Material Self
The Social Self
The Spiritual Self.

Material self
Consists of things that belong to us or that we belong to.
Things like family, clothes, our body, and money are some of what
makes up our material selves.
For James, the core of the material self was the body. Second to
the body, James felt a person's clothes were important to the material
self. He believed a person's clothes were one way they expressed who
they felt they were; or clothes were a way to show status, thus
contributing to forming and maintaining one's self-image.

Social self
Our social selves are who we are in a given social situation. For
James, people change how they act depending on the social situation
that they are in. James believed that people had as many social selves
as there are social situations they participated in.
For example, a person may act in a different way at work when
compared to how that same person may act when they are out with a
group of friends.

Spiritual self
For James, the spiritual self is who we are at our core. The
spiritual self is more permanent than the other two selves. The spiritual
self is our subjective and most intimate self.

Aspects of an individual's spiritual self-include things like their

personality, core values, and conscience that do not typically change
throughout one's lifetime.

The “I” is not a substance and therefore could not be examined by science.

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
Narvacan Campus
COLLEGE
MODULE
INTENDED LEARNING ACTIVITY # 4
1. How well do you know? Fill out the Johari window below

Known to Self Not Known to Self

Known to
Others
Arena Blindspot

Not known to
Others Facade
Unknown

ASSESSMENT # 4
What words do you think of when trying to describe or define who you are?
Fill out the mental map below

SELF

ASSIGNMENT # 4

Who is your ideal self and your real self? Kindly explain the reason behind your ideal
self? Do you think your picture of your actual self is reasonable?

REFERENCES

Taag, Gregorio C., et al. Understanding the Self. Meycauayan, Bulacan: IPM
Publishing, 2018.
Palean, Erland D., et al. Introspection: Understanding the Self. Mandaluyong City,
Phils.:Books Atbp. Publishing Corp., 2018.
Alata, Eden Joy P.,…et al. Understanding the Self, Mla., Phils.: Rex Bookstore, 2018

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
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COLLEGE
MODULE
THE SELF IN WESTERN AND ORIENTAL/EASTERN THOUGHT

ABSTRACTION

It’s been observed that Filipino youths have tended to become highly
influenced by western thoughts and identity: Fashion, language, relationships and
even self-concept. In order to understand the extent of influence among Filipino
youths, we need to know some qualities regarding western concept of self.

It is important to emphasize that self construction is a form of cultural activity.

Since culture is very much relative, the behavior of the self is very much dependent
on its context.

WESTERN SELF CONCEPT

Independent View of the Self

Also known as INDIVIDUALISM, these sees an individual as a separate entity

in the community who decides based on his own logic and is disengaged from the
social matrix.

Examples of Countries with Generally Individualistic Cultures

United States Germany Australia
Switzerland United Kingdom Canada
Netherlands Norway Hungary
Ireland New Zealand Sweden
Italy Belgium

Individualism
 Individualism is psychologically prominent among western persons compared to
its eastern counterparts
 Acknowledgement of individual, unique existence is at the same time an invitation
to a defensive, narcissistic self-infatuation
 Self-actualization among Americans testifies an increased regard for personal
enhancement and fulfillment
 Individualism, states that each individual is acting on his her own, making their
own choices, and to the extent they interact with the rest of the group.
 Independence and self-reliance are greatly stressed and valued. In general,
people tend to distance themselves psychologically and emotionally from each
other. One may choose to join groups, but group membership is not essential to
one’s identity or success.
 The individual identifies primarily with self, with the needs of the individual being
satisfied before those of the group. Looking after and taking care of oneself.
Being self- sufficient, guarantees the well-being of the group.
 Individualistic doers are self-assured and very independent people. They are
quiet and realistic, very rational, extremely matter of fact people. They strongly
cultivate their individualism and enjoy applying their abilities to new tasks. But
they are also very spontaneous and impulsive persons who like to follow their
sudden inspirations.

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
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Traits of Individualism
 “I” identity
 Promotes individual goals, initiative and achievement
 Individual rights are seen as being the most important. Rules attempt to ensure
self-importance and individualism
 Independence is valued; there is much less of a drive to help other citizens or
communities than in collectivism.
 Relying or being dependent on others is frequently seen as shameful.
 People are encouraged to do things on their own; to rely on themselves.
 People strive for their own success.

Eastern Self Concept

Interdependent View of the Self also known as COLLECTIVISM, this explains

that a person sees himself as an integral part of the communal group. Thus, his
decisions are always inclined to include hi social sphere.

Examples of Countries with Generally Collectivistic Cultures

China Malaysia Taiwan Egypt
India Cyprus Pakistan Ghana
Bangladesh Nepal Indonesia Argentina
Afghanistan Armenia

Collectivism
 Collectivism views the group as the primary entity, with the individuals lost along
the way.
 The survival and success of the group ensures the well-being of the individual, so
that by considering the needs and feelings of others, one protect oneself.
 Harmony and the interdependence of group members are stressed and valued.
 It sees the group as the important element, and individuals are just members of
the group. The group has its own values somehow different from those of the
individual members.

Traits of Collectivism
 Each person is encouraged to be an active player in society, to do what is best
for society as a whole rather than themselves.
 The rights of families, communities, and the collective supersede those of the
individual.
 Rules promote unity, brotherhood and selflessness.
 Working with others and cooperating is the norm; everyone supports each other.
 As a community, family or nation more than as an individual

Points of Comparison

“SELF”
Western thought looks at the world in dualities wherein you are distinct from
the other people, the creator is separate from the object he created, in which self is
distinguished and acknowledged.

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
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MODULE
Eastern perspective sees the other person as part of yourself as well as the
things you may create, a drama in which everyone is interconnected with their
specific roles.

STUDIES
Americans talk more about their personal attributes when describing
themselves

Asian in general talk about their social roles or the social situations that
invoked certain traits that they deem positive for their selves

In Terms of Evaluation of the Self…

Americans would highlight their personal achievements

Asians would rather keep a low profile as promoting the self can be seen as
boastfulness that disrupts social relationships

SUMMARY
Western culture is an individualistic culture.
Focus: on the person, individual needs and wants

Asian culture is collective nature

Focus: Group and social relations (given importance)

Western may seem to have loose associations or even loyalty to their groups
“Competition”
Straightforward and forceful (communication and decision making)
Emphasis: equality, fairness

Eastern or oriental persons look after the welfare of their groups and values
cooperation
Compromising
Tend to go around the bush in explaining things, hoping that the other person
would “feel” what they really want to say
Emphasis: Hierarchy, wants to keep things in harmony and order

Both collectivist and individualistic cultures have their failings. People in

individualistic cultures are susceptible to loneliness, and people in collectivist
cultures can have a strong fear of rejection.

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
Narvacan Campus
COLLEGE
MODULE

INTENDED LEARNING ACTIVITY # 5

Enumerate as many as you can comparisons between Western and Eastern Culture

WESTERN EASTERN

ASSESSMENT # 5

Give at least 10 Key Differences Between Individualits and Collectivist Societist

REFERENCES:
Bandura, A. (1999). Social CognitiveTheory of Personality. In Pervin and John (eds)
Handbook of Personality Theory and Research. 2 nd ed. Guilford Press
134-194.
Chafee, J. (2013) Who are you? Consciousness, Identity and the Self In the
Philosopher’s Way: Thinking Critically about Profound Ideas. Pearson.
106-169
Csordas, T. (1999). Self and Person. In bode (ed). Psychological Anthropology.
Praeger. 331-350

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
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MODULE
MODULE 2

UNPACKING THE SELF

INTENDED LEARNING OUTCOMES

a. Explore the different aspects of self and identity

b. Demonstrate critical, reflective thought in integrating the various aspects of
self and identity
c. Identify the different forces and institutions that impact the development of
various aspects of self and identity
d. Examine one’s self against the different aspects of self-discussed in class

UNPACKING THE SELF

“Confidently beautiful
with a heart.”
-Pia Alonzo Wurtzbach

You look at yourselves in the mirror. How do you see yourself? Are you also
beautiful with a heart? Or you see yourself as the opposite one? Why?

PHYSICAL SELF
 It refers to the body, this wonderful container, finely tuned, machine with
which we interface with our environment and fellow beings.
 It is the concrete dimension, the tangible aspect of the person that can be
directly observed and examined.

A. THE SELF AS IMPACTED

BODY IMAGE
Body image is how
you see yourself
when you look in the
mirror or when you
picture yourself in
your mind.

Body image encompasses the following:

• How you feel about your body, including your height, shape, and weight.
• How you sense and control your body as you move.  How you feel in your
body, not just about your body. 

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
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MODULE
Positive and Negative Body Image

Positive Body Image

• A clear, true perception of your shape--you see the various parts of your body
as they really are.
• You celebrate and appreciate your natural body shape and you understand
that a person’s physical appearance says very little about their character and
value as a person.
• You feel proud and accepting of your unique body and refuse to spend an
unreasonable amount of time worrying about food, weight, and calories.
• You feel comfortable and confident in your body.

Negative Body Image

• A distorted perception of your shape--you perceive parts of your body unlike
they really are.
• You are convinced that only other people are attractive and that your body
size or shape is a sign of personal failure.
• You feel ashamed, self-conscious, and anxious about your body.
• You feel uncomfortable and awkward in your body.

Body Image and Eating Disorders

People with negative body image have a greater likelihood of developing an eating
disorder and are more likely to suffer from feelings of depression, isolation, low self-
esteem, and obsessions with weight loss.

We all may have our days when we feel awkward or uncomfortable in our bodies, but
the key to developing positive body image is to recognize and respect our natural
shape and learn to overpower those negative thoughts and feelings with positive,
affirming, and accepting ones.

Accept yourself.
Accept your body.

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
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COLLEGE
MODULE
THE IMPACT OF CULTURE ON BODY IMAGE AND SELF ESTEEM: THE
IMPORTANCE OF BEAUTY

The culture in which we are surrounded by has a significant

impact on how we feel about ourselves and the manner in which we
think about our body. Many cultural traditions also contribute to body
image and can influence either positive or negative body image or self-
esteem.
Depending on the culture and overall emphasis of traditions
involved, a person may find their surroundings either conducive to or
resistant to the building of a healthy body image and self-esteem.

Different Cultures Tend to Glamorize Different Body Types

Examples:
•  Filipino culture values fatness as a symbol of wealth and strength.
• Western culture glamorizes thinness in women and strength in men. 
• Being aware of your surroundings and understanding how culture and
traditions may effect and impact how you think and feel about your body can
be helpful, especially in a conscious effort to build a positive body image and
increase self-esteem.
Understanding each of the components that contribute to your body image is an
important step towards making a difference in how you see and feel about yourself.
“Be what you are. This is the first step toward becoming better than you are.”
-Julius Charles Hare
Summary
• Physical self is the refers to the body.
• Body image is how you see yourself when you look in the mirror.
• Body image is how you feel about your body, and not just about your body. 
• Many cultural traditions contribute to body image and can influence either
positive or negative body image and self-esteem.

The Material Self/Economic Self

Shaping the way we

see ourselves: The
I shop, therefore I am:
role of consumer
I have, therefore I am?
culture on our sense of
self and identity

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
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The Basic Functions of Clothing

• There are 5 basic functions for the clothes that we wear.

#1- Protection
#2- Identification
#3- Modesty
#4- Status
#5- Adornment

#1- Protection

• The clothing that we wear protects our bodies.

• It can insulate from the cold and keep the sun from burning our skin.
• Special clothing protects people from harm in sports and certain occupations.
• Construction workers, firefighters, and police officers need special clothing for
safety.
• Workers in hospitals and restaurants wear sanitary clothing and hair
coverings to prevent the spread of germs.

#2- Identification

• Clothing and accessories can identify people as members of a group.

• Uniforms provide instant recognition of police officers, firefighters, and
members of the military.
• Uniforms create a special image for hotel staffs and airline workers and
identify athletic teams.
• Badges and pins on jackets and caps show participation in organizations and
honors.

#3- modesty

• Clothing provides Modesty- a belief about the proper way to cover the body
with clothes.
• Modesty varies for different occasions.
• Ex: Bathing suits and bare feet are okay for the beach, but not for
school.
• Modesty also varies throughout history.
• Ex: Woman used to be covered from the elbow to the knee even when
swimming, now the bikini is common.

#4- Status
• Clothing and accessories can show a persons Status- position or rank within a
group.
• Members of the military wear insignias to indicate their rank.
• Captains of athletic teams may have a special badge or marking on their
uniform.

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
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#5- Adornment

• People wear clothing and jewelry to enhance their appearance and attract
attention.
• As adornment, these decorations express uniqueness and creativity.
• They may bring admiration and recognition.
• Throughout history people have adorned their bodies with cosmetics and
tattoos in addition to clothing and jewelry

• Clothing provides
information about social and
occupational standing, sex
role identification, political
orientation, ethnicity and
personal qualities and
preferences.
• Clothes clearly form part of
an extended sense of self,
and are focus of growing,
self contained areas of
research in media studies or
consumer research.

SHOPPING ADDICTION QUIZ

Please answer the following honestly without looking first at the interpretation: There
is a 7-point scale from strongly disagree (0 points) to strongly agree (7 points):

• My closet has unopened shopping bags in it.

• Others might consider me a "shopaholic."
• Much of my life centers around buying things.
• I buy things I don’t need.
• I buy things I did not plan to buy.
• I consider myself an impulse purchaser.

Scoring and interpretation

• If you score 25 or higher on the shopping addiction quiz, you would be
considered a compulsive shopper (shopaholic). So if you answered "yes" to
most of these questions, it's likely you have a compulsive shopping problem.
• Kent Monroe, a marketing professor at the University of Illinois at Urbana-
Champaign who helped design the shopping addiction quiz says "an
individual could respond to the six items to check whether they may have
these tendencies. However, as with any attempt at self-diagnosing, it should
be carefully done and honestly responded to."
• Kent Monroe, a marketing professor at the University of Illinois at Urbana-
Champaign who helped design the shopping addiction quiz says "an
individual could respond to the six items to check whether they may have
these tendencies. However, as with any attempt at self-diagnosing, it should
be carefully done and honestly responded to."

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
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COLLEGE
MODULE
POSSESSIONS AS PARTS OF THE SELF

• Magico-animistic practices of traditional peoples, which indicate that a

person’s possessions (utensils, weapons) were seen as infused with the
owner’s life spirit (eventually buried with their owner)

Implications of
Role of material
possessions, or lack of
objects in self-
them for self esteem Think before you buy…
description and self-
and a feeling of well-
perception
being.

THE SPIRITUAL SELF

Spirituality
A return to reverence is the first
prerequisite for a revival of wisdom…
Wisdom comes from awe rather than
shrewdness. It is evoked not in
moments of calculation but in
moments of being in rapport with the
mystery of reality.
--Abraham Heschel

The Transcendence Self

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
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MODULE

Abraham Maslow

Transcendence refers to the very highest and most inclusive or holistic levels
of human consciousness, behaving and relating, as ends rather than means, to
oneself, to significant others, to human beings in general, to other species, to nature,
and to the cosmos. (The Farther Reaches of Human Nature, New York, 1971, p.
269.)

Spiritual Phenomenon
Carl Jung
“How totally different did the world appear
to medieval man! For him the earth was
eternally fixed and at rest in the centre of
the universe…Men were all children of
God under the loving care of the Most
High, who prepared them for eternal
blessedness; and all knew exactly what
they should do and how they should
conduct themselves in order to rise from a
corruptible world to an incorruptible and
joyous existence. Such a life no longer
seems real to us, even in our dreams.”
(Carl Jung, The Spiritual Problem of
Modern Man)

Sociological view on Religion

Peter Berger (1929-1917)
1. Religion as a collective response to disorder and chaos
2. Religion as compass, sacred framework and protective barrier
3. Religion is perennial, has universal character and biological origins
4. Religion should be investigated using an atheistic methodology
5. Religious experience can be preserved and transmitted to the next generation
6. Religion establish the boundaries between the sacred and the profane
7. Religion is something mysterious, extraordinary, which takes individuals outside
of their daily reality
8. Religious rituals help us remember and experience this sacred world
9. Religion is more alive than ever
10. (in a pluralitic society) Religion remains the most viable option to choose

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
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MODULE

Why Be Spiritual?

Five Benefits of Spirituality

 Spiritual people are gracious
 Spiritual people are compassionate
 Spiritual people flourish
 Spiritual people self-actualize
 Spiritual people take time to savor life experiences

THE POLITICAL SELF

 When you have suddenly meet a friend/relative whom you haven’t seen for a
long time, your usual remark aside from “kumusta?” is “uy tumaba ka /
pumayat ka”
 You don’t call it a meal unless there’ rice.
 You use and re-use plastic utensils because its saying
 You bring out special Chinawares from the cabinet when there is a special
occasion
 You use your lips to point out direction
 You take off your tsinelas or sapatos before you enter the house
 You when you say goodbye when at occasions, you end up having another
conversation
 You have a stone in your banyo
 You can’t use the banyo without any tabo
 Your living room has a display of medals, diploma and graduation picture
 You have a picture of the last supper in your dining room
 You call it dirty ice cream but you know its not dirty and you love to eat it.
 Your spaghetti always have hotdogs
 Your put water on your shampoo bottle when there is few left of it.
 You put frozen meat or left over food on an empty ice cream tub
 You know at least 3 people who have repeated name (junjun, maymay)
 When you can not remember something, you always replace it with “ano”
 Pasalubong is a staple in the bag when you travel somewhere
 When you were a kid, you were threatened that the mamang pulis will get you
when you don’t take the afternoon nap

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
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MODULE
 You were asked by a family member to pull out white hair in exchange for
coins
THE DIGITAL SELF
(The extended self)

Understanding and TERMS IN THE DIGITAL WORLD:

• World Wide Web
Creating Your Digital Self
• Emailing
Like it or not we all have a digital self- • Chat rooms
a mask that we put on to engage the • On-line shopping
technological world.  • Cell phones
Tamara J Hicks Psy.D. The Digital Self • Internet gambling
• Internet pornography
• My Space
• Facebook
• Texting
• Sexting
• Tweeting
• I-pods
• Google...Yahoo
• E-armony...Match.com
• Four Square
Etc…..

Who are you when you are online?

Russell W. Belk explores the impact of our online activities on our digital
identities.
Course Code: Gen Ed 104
Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
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FIVE CHANGES EMERGING FROM OUR CURRENT DIGITAL AGE

1. DEMATERIALIZATION
2. RE-EMBODIMENT
3. SHARING
4. CO-CONSTRUCTION OF SELF
5. DISTRIBUTED MEMORY

These changes are assessed in terms of implications in understanding the self,

the nature of possessions, and our relationship of things in the digital world.
1. DEMATERIALIZATION
Things are disappearing right before our eyes…
Dematerialization of many of our possessions. Information,
communications, photos, videos etc. becomes invisible and
immaterial until we choose to call them forth.

2. RE-EMBODIMENT
We loose our bodies too.
“On the internet, no one knows you are a dog” From famous
New Yorker cartoon

3. SHARING

Everything is free!
Wealth of goodies is there in the first place because others
have shared it.

4. CO-CONSTRUCTION OF SELF
Digital involvements are social in nature.
Our blogs invites comments
Social media thrive on interaction
Emails, posting of photos and videos lead to connect with
others.

5. DISTRIBUTED MEMORY
In the digital world, there is a new set of devices and
technologies for recording and archiving of memories

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
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MODULE

INTENDED LEARNING ACTIVITIES

1. Listen to the song “What makes you beautiful”, reflect on the lyrics, what is the
message of the song?
2. Answer the question: “How will you define yourself according to your physical
body image?
3. Select and print your profile pictures/profile cover that reveals yourself.
Explain.
4. Take a photo of a thing or image that represents you at present.

ASSESSMENT

Answer the following questions:

1. As future teachers, how do you deal with the digital youth and students?
2. What are the things we don’t post on FB and other social media networks?
3. What are the positive and negative experiences that you have in the digital
world

REFERENCES:

Belk (2013). Extended Self in a Digital world. Journal of Consumer Research. 40. 3.
477-500

Demello, M. (2014). Beautiful Bodies. Pp 173-188. And Fat and Thin Bodies. 189-
205. In Body Studies: An Introduction. Routledge

Demetrio, Fernando & Zialcita. (1991). The soul, 95-97. One is not enough. 99-101.
The Soul Book. GCF Books.

Diokno, MS (1997). Becoming a Filipino Citizen. In Perspectives on Citizenship and

Democracy. UP Third World Studies Center. 17-38

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
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MODULE
MODULE 3

MANAGING AND CARING FOR THE SELF

INTENDED LEARNING OUTCOMES

a. Understand the theoretical underpinnings for how to manage and care for
different aspects of the self
b. Acquire and hone new skills and learnings for better managing of one’s self
and behaviors
c. Apply these new skills to one’s self and functioning for a better quality of life

LEARNING TO BE A BETTER STUDENT

Today’s learners…

Research on younger, undergraduate students reveal that they blame their

shortcomings in achievement on their ‘ineffective’ instruction and the ‘too-advanced’
or irrelevant course material.

If they don’t (succeed), students logically reason, the fault lies with the
instructor or with their own lack of flair for the particular subject matter. If they
attribute their problem to the latter, most of them still figure that there’s no use in
trying hard, let alone persevering, because they were born that way.

LEARNERS HAVE LITTLE OF THESE KINDS OF KNOWLEDGE

Knowledge about
Strategic Knowledge Self – knowledge
cognitive tasks

Different learning
strategies for different
types of tasks Knowing one’s strengths
Comprehending
The steps needed for and weaknesses as a
directions
solving problems and learner
Assessing difficulty of
executing technical tasks Accurately judging one’s
tasks
Effective strategies for command of the material
Deciding wisely which
rehearsal, elaboration, Knowing what strategies
learning and thinking
organizing of material work best for oneself to
strategies to use when
The need to plan, monitor, accomplish given tasks
and evaluate own learning
and thinking

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
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COLLEGE
MODULE
TEACHING OUR STUDENTS TO BE SELF-REGULATED LEARNERS
What is self-regulated learning?

It is the self-directive process by which learners transform their mental abilities into
academic skills.
It refers to self-generated thoughts, feelings, and behaviors that are oriented to
attaining goals

“Behavior” includes self-discipline, effort, time management, and, when deemed

necessary, help-seeking from the instructor or some other more knowledgeable
party.

“Environment” encompasses the use of technology, task management (single

versus multi-tasking), and sensory inputs, such as place, temperature, background
sounds (for example, music), and physical position.
Self-regulation of learning involves more than detailed knowledge of a skill; it
involves the self-awareness, self-motivation, and behavioral skills to implement the
knowledge properly.

Component skills include:

 Setting specific proximal goals for oneself

 Adopting powerful strategies for attaining the goals
 Monitoring one’s performance selectively for signs of progress
 Restructuring one’s physical and social context to make it compatible with
one’s goals
 Managing one’s time use efficiently
 Self-evaluating one’s methods
 Attributing causation to results
 Adapting future methods

TEACHING STUDENTS TO BECOME SELF-REGULATED LEARNERS

• Although research findings strongly support the importance of students’ use of

self-regulatory processes, few teachers effectively prepare students to learn
on their own.
• Few teachers encourage students to establish specific goals for their
academic work or teach explicit study strategies.
• Students are rarely asked to self-evaluate their work or estimate their
competence on new tasks.
• Teachers seldom assess students’ beliefs about learning, such as self-
efficacy perceptions, or causal attributions, in order to identify cognitive or
motivational difficulties before they become problematic.

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
Narvacan Campus
COLLEGE
MODULE
SETTING GOALS FOR SUCCESS

GOAL SETTING THEORY

EDWIN LOCKE

FEATURES

EVENTUALITIES OF GOAL SETTING THEORY

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
Narvacan Campus
COLLEGE
MODULE
TAKING CHARGE OF ONE’S HEALTH

MANAGING AND CARING FOR THE SELF

What is the self – care approach?

The self-care approach emphasizes the importance of taking care of ourselves by:
• listening to ourselves, and acknowledging our needs and concerns;
• grabbing opportunities to nurture our overall health and wellbeing;
• recognizing that we can be better carers for other people when we also know
how to take care of ourselves.

Teaching Stress, Health, and Wellbeing

STUDENT OUTCOMES TEACHER FACILITATION GOALS
1) demonstrate learning and understanding of 1) facilitate understanding of concepts by:
the concepts and theories concerning: a) differentiating between concepts;
a) stress and its sources, response b) using illustrative examples and reference
mechanisms, and effects on health and points (ex. popular songs, movies, and
wellbeing; literature; idiomatic expressions and
b) strategies for coping with various stressors; aphorisms; etc.).
and
c) using guide questions to spur discussion
c) self-care and the difference between
into valued directions.
coping and thriving.
2) relate these concepts and theories about stress, 2) facilitate student self-reflection by:
health, and wellbeing to the different a) using in-class activities that yield self-
dimensions of self (i.e. the physical, cognitive, relevant data; and
emotional, and relational selves). b) giving students opportunities to reflect
on self-relevant information from
activities

STUDENT OUTCOMES TEACHER FACILITATION GOALS

3) apply these concepts and theories to 3) guide students towards self-care by:
themselves: a) modeling effective stress
a) by understanding one’s own management and self-care;
sources of stress, and the effects b) giving guidelines and tips on
of stress on one’s health and effective self-care; and
wellbeing;
c) providing opportunities to practice
b) by understanding one’s stress
self-care skills via in-class activities.
reactions;
c) by evaluating the effectiveness
of one’s coping mechanisms;
d) by constructing one’s own stress
management and self-care plan.

What is self-compassion?

 Compassion entails feelings of kindness, care, and understanding for people

who are in pain, so that the desire to ameliorate suffering naturally emerges.
 Compassion involves recognizing the shared human condition – fragile and
imperfect as it is.
Course Code: Gen Ed 104
Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
Narvacan Campus
COLLEGE
MODULE
 Self-compassion is compassion turned inwards (towards the self).

DIMENSIONS OF SELF-COMPASSION

Self – kindness
• Self-compassion entails being warm and understanding toward ourselves
when we suffer, fail, or feel inadequate, rather than flagellating ourselves with
criticism.
• Clearly acknowledge our problems and shortcomings without judgment, so we
can do what’s necessary to help ourselves.
Common Humanity
• When we notice something about ourselves that we don’t like, we irrationally
feel like everyone else is perfect and it’s only me who is inadequate.
• Self-compassion recognizes that life challenges and personal failures are part
of being human, an experience we all share.
Mindfulness
• Mindfulness is a nonjudgmental, receptive mind-state in which thoughts and
feelings are observed as they are, without suppressing or denying them.
• Mindfulness requires that we not be overly identified with negative thoughts or
feelings, so that we are caught up and swept away by our aversive reactions.

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA
 ILOCOS SUR
POLYTECHNIC STATE
Narvacan Campus
COLLEGE
MODULE
INTENDED LEARNING ACTIVITIES

Make a PowerPoint presentation of your SELF

ASSESSMENT

Formulating My Self-Care Plan

From the example given, formulate your self-care plan and submit it online on or
before finals.

Example:
Goal: I want to stop smoking and drinking.
Why I smoke and drink: I do it when I am with friends because I think it’s cool to
smoke and drink when hanging out. I also do it to relax.
How much do I smoke and drink: 3 sticks maximum and 3 bottles of beer every
time I hang out with friends (average of once a week).
Why I want to stop: My dad is battling liver disease because of his lifelong drinking
and smoking. I don’t want to get sick like him.
What will make it difficult for me to stop: the social context, i.e. all my friends are
doing it; the relaxation effect.
What can I replace these behaviors with: other ways of relaxing (need to identify
these); replacement drinks.
Simple steps to take (identify possible rewards for success): Taper off to 2
sticks max and 2 bottles of beer max once a week for 1 month
Taper off to 1 stick and 1 bottle of beer once a week for 1 month Taper off to 1 stick
and 1 beer every 2 weeks for 1 month
Taper off to no cigarettes and only 1 beer every 2 weeks for 1 month.
Taper off to no cigarettes and 1 beer optional. Maintain

REFERENCES:

Taag, Gregorio C., et al. Understanding the Self. Meycauayan, Bulacan: IPM
Publishing, 2018.
Palean, Erland D., et al. Introspection: Understanding the Self. Mandaluyong City,
Phils.:Books Atbp. Publishing Corp., 2018.
Alata, Eden Joy P.,…et al. Understanding the Self, Mla., Phils.: Rex Bookstore, 2018

Course Code: Gen Ed 104

Descriptive Title: Understanding the Self Instructor: MR. CHARLIE J. DASALLA