1

PREFACE

Young people in this millennium tend to devote most of their time

in the addicting realm of Social Media resulting to lack of time spent for
self-introspection and reflection.Most of their times are spent for
Vlogging, accepting online challenges, posting selfies and travel blogs,
viewing videos, etc., while less are spent in resolving and addressing
personal issues and self identify. They seem to lack the necessary skills
and proper guidance in dealing with the self in times of vulnerabilities.
While most of their attentions are preoccupied with the presentations
posted online that kept themselves busy online, they tend to deviate
themselves from the trend of understanding the self through the
personality theories of various disciplines. What is most challenging by
the educators is their strong tendency to determine their self-identity
through the digital personalities which are mostly fake and unreal. What
is trending online seems to be the determinants of their personality and
self identity.

This course, Understanding the Self, follows the blended learning

modality for the college students facing the havoc of this pandemic.
Compliant to what is prescribed by CHED memorandum; this is designed
for them to understand themselves better through the various disciplines
and be able to use the proper response in confronting this global crisis.
This is significantly beneficial on the part of the young students in
transcending themselves towards human authenticity. The Pandemic
brought by the COVID 19 has post a great challenge on the personality
and decision making skills of the young students. This is to facilitate them
in using their free choice based on what they feel as significant to their
own growth and mental health development.

The course is divided into three major parts: The Self from Various
Perspectives, Unpacking the Self, and Managing and Caring for the Self.
This Instructional Materials is a product of the collaborative efforts of the
faculty members of the JHCSC System who are teaching this course.

The Authors
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Acknowledgment

The development of this module is made possible through the

initiative of Dr. Mary Jocelyn V. Battung, JHCSC President; Dr. Lina T.
Codilla, Vice-President for the Academic Affairs; and Ferlor Angel G.
Rodriguez, IMS Coordinator. They took the lead in conducting webinars
which greatly helped and guided us in crafting this work.

To Dr. Nimshe Pastrano, Dean of Students’ Affairs, for leading the

General Education Group to be able to produce this module.

To Jeronil G. Fabriga for lay outing the cover design of this module.

To our Almighty God, for the wisdom, guidance of the Holy Spirit,
and good health throughout the preparation and writing this module.
Glory be to God the Father.

The Authors
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Table of Contents

Preface ii
Acknowledgment iii

Unit 1 The Self from Various Perspectives 1

Lesson 1 Philosophical Perspectives on the Self 2

Lesson 2 The Self from Psychological Perspective
15
Lesson 3 The Self in Western and Eastern Thoughts
22

Unit 2 Unpacking the Self 30

Lesson 4 The Physical Self

31
Lesson 5 The Sexual Self
37
Lesson 6 The Material and Economic Self
64
Lesson 7 The Digital Self
70
Lesson 8 The Political Self and Being a Filipino
78
Lesson 9 The Spiritual Self
91
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UNIT 1

THE SELF FROM VARIOUS PERSPECTIVES

Learning Outcomes:

At the end of this part, you will be able to:

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; and
d) demonstrate critical and reflective thought in analyzing the
development of one's self and identity by developing a theory of
the self.

LESSON
1
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PHILOSOPHICAL PERSPECTIVES ON THE SELF

Learning Outcomes
At the end of this lesson, you will be able to:
a) recognize the importance of independent thinking in
understanding the self;
b) respond to a thinker’s concept of self;
c) describe one’s personal view of self; and
d) restate and evaluate conceptions of self by some
philosophers;

Pretest
Directions:Group the following words into three by theme or motif.

Theme 1: Theme 2: Theme 3:

___________________ _____________________ _____________________
___________________ _____________________ _____________________
___________________ _____________________ _____________________
___________________ _____________________ _____________________
___________________ _____________________ _____________________
___________________ _____________________ _____________________
___________________ _____________________ _____________________
___________________ ______________________ _____________________
___________________ ______________________ _____________________

1. What themes or motifs unify the words in your lists? How are you
able to find these themes?
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______________________________________________________________
___
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________

2. Is there an overall prevailing theme or motif? What is it?

______________________________________________________________
___
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________

Learning Content
One who understands others is clever.
One who understands the ‘self’ is enlightened.
One who conquers others is forceful.
One who conquers the ‘self’ is strong…

Lao Tzu, Tao Te Ching

Philosophy is often labelled the “mother of all sciences,” and rightly

so as modern-day disciplines such as physics and psychology originate
from it. As you may have known already from your studies in high school,
it can be etymologically defined as “the love of wisdom,” the Greek philia
meaning love and sophia wisdom.

It may perhaps be said that the work of a philosopher is a work of

speculation. This is mostly true of our early thinkers who lack instruments
and established methodology. In the course of the centuries, thinkers
either applied newly-invented tools to their reflections or altogether
moved their explorations away from pure speculation towards the
paradigm of the new sciences. Interestingly, philosophy remains to be a
subject in universities and colleges worldwide.

Today, what remains in the academic field of philosophy are mostly

issues that would not, or at least not yet, qualify for scientific validation.
The question concerning the self is one such issue. Here are some of the
most influential philosophers who offered their thoughts about this issue.

Socrates and Plato: The self is a soul

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Often designated the title of “father of Western philosophy,”

Socrates (470-399 BCE) was one of the first known thinkers to reflect on
the concept of the self. He lived in Athens, Greece around the 5th
Century BCE. His philosophy was grounded on the Delphic oracle’s
command to “Know Thyself”. One of Socrates’ most popular statements
is. He also advanced the idea that knowledge is a virtue and that people
do evil things because of ignorance. In his lifetime, he went about
conversing with people and questioning traditional Athenian beliefs.
Although doing this, he made a few friends, authorities mostly felt
threatened by his unorthodox views. He was eventually put to death by
poison in front of a large crowd.

"The first and greatest victory is to conquer yourself; to be conquered by yourself is of all things most shame

Socrates believed that reality consists of two different realms. First, there
is the physical world of appearances that comprises all that we can
perceive with our senses. All aspects of this realm are continually
changing. In contrast, there is an unchanging and perfect realm where
universal essences (called Forms or Ideas)such as truth and beauty
reside. This, according to Socrates, is the realm of the soul, which is the
divine and immortal element in each person. To Socrates and his
followers over the centuries, this soul which is superior to the body and
which finds its ultimate fulfillment in union with the eternal and
transcendent realm through intellectual enlightenment is the person’s
real self.

Plato (428-347 BCE) was Socrates’ leading student. In fact, it was

through the writings of Plato that we know of his teacher’s thoughts
today. As a student, the character of a heroic teacher figured much in his
work.
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In the Phaedrus, Plato, with Socrates as his main character, writes

of the soul as having three parts: reason, physical appetite and spirit or
passion. Reason, as the divine essence, enables us to reflect on and
understand eternal truths or essences. Physical appetite is that which ties
us to our basic biological needs like food and water, allowing for our
survival. Spirit enables us to feel basic emotions such as love and anger.
These three are in a dynamic relationship with one another, sometimes in
cooperation and at other times in quarrel. In case of the latter, Plato
believes that it is reason’s duty to sort things out and exert control over
the other parts of the soul in order to restore harmony within the person.

In relation to their idea on the self, Socrates and Plato maintained

that, in this life,we are able to contemplate the Forms because we
ourselves have had experience of these Ideas before our birth in this
world of appearances. Therefore, we know them already, only that this
knowledge became ‘latent’ in the soul. However, a recovery or
recollection of our innate knowledge of these Forms may be attained in
three ways: 1) perception of things that resemble the Forms; 2) teaching
by another person; and 3) inquiry into the Forms by intellectual
conversation (Taylor, 2003).

Augustine: The self seeks for God

So far, it is remarkable that Socrates’ and

Plato’s idea of the self-soul does not sound
foreign to us at all. That is partly due to another
thinker’s synthesis of their ideas with the
Christianity which we have come to know today.
This thinker was St. Augustine of Hippo (354–
430), a Christian bishop and one of the early
doctors of both the Western and Eastern
Churches. His philosophy is based on Socrates’
and Plato’s views (e.g. that the mortal body is
inferior to the immortal soul, etc.), but with a “In yourself you rouse us, giving us deligh

religious twist. For him, Platonism and Christianity

were partners. He identified Socrates’ and Plato’s
perfect realm of universal essences to be the
Christian God with whom the soul can achieve
union through faith and reason.

In his writings, Augustine grapples with the problem of selfhood. He

notes that the self is a mystery, a known-unknown. This paradox is the
source of our restlessness which sets us seeking. Hence, the process of
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understanding the self is for him a long and difficult journey. To him, God
and the soul are inevitably linked such that one’s search for the self is
ultimately connected to that person’s search for God who, in Augustinian
terminology, is called “the Selfsame”. God is the heart of our hearts, the
light of our thinking and the very self of ourselves. This means that God is
found within the self, although He is above (Sweeney, 2014). All of this
suggests that we cannot arrive at a full understanding of the mystery of
our individual selves, except through and with God, who is the ground of
our being.

Rene Descartes: The self is a thinking thing

The French intellectual Rene Descartes (1596-1650)

is a distinguished figure in the fields of mathematics,
science and philosophy. Earlier philosophers were
mostly concerned with the nature of reality, how we
ought to behave, the existence of God, and the
nature of the soul. Descartes, on the other hand, was
more concerned with the thinking process used to
address such questions. He is today regarded as
“father of modern philosophy,” both for breaking
“I think, therefore I exist.”
away with the Scholastic-Aristotelian tradition of the
middle ages, and for providing a philosophical groundwork for the
possibility of the sciences (Smith, 2018; Skirry, n.d.).

One of Descartes’ most enduring legacies is his emphasis on the

importance of independent thinking. One cannot claim to be a thinker, he
writes, only by manifesting knowledge of the great ideas in the history of
thought, much less by referring to revered “authorities” handed down by
tradition. Instead, one needs to exercise one’s own power of reasoning
and apply all means available to that end. Descartes demonstrates this in
his famous Meditations on First Philosophy (1641) where he starts with an
attempt to doubt everything in order to know where to start and establish
a sure foundation of his ideas. This methodic doubting of all things led to
his famous first principle: Cogito, ergo sum(“I think, therefore I exist”),
which became the basis of his concept of self.

In relation to his concept of self, Descartes argues for the existence

of God by our very idea of His perfection. He remarks that, to those who
diligently discern, this is a self-evident truth very much like the basic
truths in arithmetic or geometry, for to think that God does not actually
exist diminishes that perfection. He also points out the cause of human
imperfection as the disproportion between a person’s understanding and
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will. From his certainty that the self exists, at least as a thinking thing
that is aware of itself, and that there is a perfect God who wills the best
for His creation, it follows for Descartes that material things like the body
exist. Thus, Descartes defines the self as a thinking thing that doubts,
understands, wills, forms judgments, imagines and perceives. This last
characteristic is primarily associated with the body, which, although
secondary to the mind, plays a role in self-identity.

John Locke: The self is consciousness

and it is that which makes everyone to be what he calls self, and thereby distinguishes himself from all other thinking things.”

John Locke (1632–1704) was an English thinker and physician who

explored issues dealt with by Descartes, such as the nature of the self.
However, Locke approached these issues from a very different
perspective, that of a physician, which is his profession. An empiricist, he
believed that sense experience is the primary source of a person’s
knowledge while, on the other hand, reason plays a secondary role of
arriving at intelligent conclusions. He also rejects theories of innate
conceptions, holding that at birth, the mind is a tabula rasa, a blank
tablet upon which experience will be inscribed.

Locke identifies two defining features of a person, namely self-

consciousness and the idea of persisting over a period of time. These at a
first glance seem to conform to Plato’s and Descartes’ views. However,
this persistence is deemed by Locke more in terms of psychological
characteristics and relations rather than its identity as a material body or
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as an immaterial soul. Your self, therefore, is not tied to a body or

substance.

Locke claims that it is possible to remain as the same human being

and not remain as the same person. For example, a human being has a
different consciousness by day (when he or she is awake) than by night
(when he or she is asleep). Interestingly, recent developments in science
tell of individuals with Dissociative Identity Disorder which feature in
popular films like Split (2016) and TV shows like Rhodora X(2014).This
dissociation of persons within the same human being also applies to
experiences in the past that an individual has forgotten and, therefore,
not part of his or her present consciousness. Following Locke, we may
say that, although the same human being is involved, such an individual
is not the same person who experienced those forgotten things in the
past. Six-year-old Justin, for example, is not the same person as sixty-
year-old Justin, because different experiences, relations and desires
occupy each one of them.

David Hume: There is no self

David Hume(1711-1776) was a Scottish

historian, essayist and one of the most important
philosophers to write in the English language.
Following the empiricist approach of Locke, he
became primarily known for his controversial
ideas which influenced other thinkers as diverse
as Adam Smith, Immanuel Kant, Jeremy Bentham
and Charles Darwin(Morris & Brown, 2019).
“Reason is, and ought only to be the slav
According to Hume, if we truly examine the
contents of our mind, what we would find are only
two classes of things, namely impressions, which
are vivid perceptions like pain, pleasure or the color red, and ideas which
are copies of impressions in the memory or fictions in the imagination.
True to his empiricism, Hume writes that only those ideas that arise from
impressions have real existence; all else are fictions. Unfortunately,
personal identity or the self is one such fiction, derived from a succession
of impermanent states and events.
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“Space and time are the framework within which the mind is constrained to construct its experience of reality.

Hume acknowledges that, when it comes to putting this very

personal idea to the test, most people are unlikely to remove bias from
their imagination, which has a tendency to perceive sameness and
continuity instead of diversity and change. This relation (whether by
resemblance, succession or causation) between perceptions is facilitated
by the slowness, imperceptibility or triviality of the change in proportion
to the whole. Thus, it yields to the more popular and comfortable idea of
the persisting self. Still, no matter how related they are, it remains a
mistake to think of diverse things as the same, that is, diverse
perceptions as one unified experience. Thus, for Hume, a “person” is no
more than a collection or a “bundle” of different perceptions that
continually pass and succeed each other, very much like the scenes or
characters in a theater.

Immanuel Kant: We construct the self

A central figure in modern philosophy, German Enlightenment

thinker Immanuel Kant (1724-1804)tried to reconcile the opposing
philosophical schools of rationalism and empiricism, and provided a
comprehensive framework that continues to influence philosophical
thinking to this day (Rohlf, 2020).

Kant’s notion of self is, in part, a reaction to Hume. He was troubled

by the latter’s view that the mind is only a passive container of random
impressions and ideas to which it conforms. Responding to this, Kant
argues that our minds take an active role in synthesizing different
sensations to create an organized experience of the world. He affirms
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that knowledge begins with sense experience, but he goes on to say that
it does not necessarily follow that all knowledge comes from experience,
categorizing between a priori or knowledge independent of experience
and a posteriori or empirical knowledge. According to Kant, we have
fundamental organizing rules or principles built into our minds, which are
a priori and which aidus in making sense of the world. So, instead of
perceiving a disconnected stream of sensations, what we experience is
an organized world of objects, relationships and ideas. We enjoy listening
to a musical composition, for example, rather than to individual notes.

Hume’s mistake, according to Kant, was in looking for the self in

the wrong place. Kant points out that, contrary to Hume’s assumption,
the self is not an object of consciousness, because
it transcends consciousness: it is the dynamic
organizing principle that makes consciousness
possible. He coins the phrase “unity of
consciousness” to denote that thoughts and
perceptions are bound together in the
consciousness of a human being. It is the self that
synthesizes, unifies or binds together the contents
of consciousness, making the world intelligible. “Unexpressed emotions will never die. T
Thus, the individual, at the center of his or her
world, views it from his or her own perspective.

Sigmund Freud : The self is multilayered

Sigmund Freud (1856-1939) was an Austrian neurologist who

founded the psychoanalytic school of psychology. Although not, strictly
speaking, a philosopher, his theory on the nature of the self made a
significant impact to philosophers and scientists alike. A fundamental
idea in Freud’s perspective on the human person is the unconscious,
which he describes as the level of human functioning that contains the
basic instinctual drives that seek immediate gratification as well as
unfulfilled wishes that have been repressed. Freud refers to dreams, slips
of the tongue and neurotic behavior as evidences to the existence of this
level. Governed by the “pleasure principle”, this, to him, constitutes a
greater chunk of the mind than the conscious level and therefore has the
dominant influence in our personalities. On the other hand, the conscious
self takes into account the realistic demands of the situation and the
consequences of various actions, thus regulating the constant pressures
of the unconscious as it continually seeks to be satisfied. A further
division in the unconscious is the preconscious which Freud says contains
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processes that easily become conscious before becoming unconscious

again, as when something is recalled and then forgotten.

In addition to this topographical model, Freud later developed a

related structural model that divided the mind into three agencies: the id,
the ego, and the superego. The id is the most primitive agency of the
mind, which, like the unconscious, contains the basic instinctual drives
that motivate the person to seek pleasure. However, the other two
agencies consist of aspects that are both conscious and unconscious.
The superego performs an idealistic, critical and moralizing role, bidding
the person to act according to his or her conscience. Lastly, the ego is
the rational and realistic agent that mediates between the id and the
superego.(Lapsley & Stey, 2012, p. 396)

Like Hume’s analysis, Freud’s multilayered notion of the human

mind, especially its emphasis on the unconscious, marks a stark contrast
to the popular definition of the self as a single entity that persists over
time. It, therefore, challenges the traditional philosophical assumption
that the self can be explored and understood primarily through rational
reflection and analysis.

Gilbert Ryle: The self is how you behave

An important figure in the field of Linguistic

Analysis, which treats philosophical puzzles by
analyzing language, Gilbert Ryle (1900-1976) was
a British philosopher who adopted a ‘behaviorist’
theory of mind. He is known for attacking the
mind/body dualism endorsed by Descartes, which
is analogous to that of other eminent thinkers
such as Socrates, Plato and Augustine, and which
pervades academic, cultural and religious
thinking to this day.

In his best-known work, The Concept of “In searching for the self, one cannot sim
Mind (1949), Ryles crutinizes the traditional
distinction between body and mind as outlined by
Descartes. For him, instances of dualism such as
this are logically absurd, being practically misunderstandings of the use
of language for which he coins the term “category mistake”, i.e., a type
of informal fallacy in which things that belong to one category are
mistakenly placed in another. Ryle points out that ‘mind’ and ‘matter’
cannot be polar opposites in that, at the language level, properties
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considered as mental are merely negations of physical properties, hence

they belong to the same category or logical type.

Ryle further says that, although most people would assume a mind-
body dualism as a general theory, where the mind wills and the body
performs while at the same time sending perceptions to the mind, in

“We do have an organ for understanding and recognizing moral facts. It is called the brain.”

reality we have no idea how or why this happens. And yet we act and
speak as if we have direct knowledge of other minds. This “ghost in the
machine” dualism therefore conflicts directly with our everyday
experience, revealing itself to be a defective notion. He ends up
dismissing the Cartesian view, arguing that the mind is really just the
intelligent behavior of the body (R. Watson, n.d.). No wonder that, in
defining the self, he focuses on observable behavior. For him, the self is
best understood as a pattern of behavior, the tendency or disposition to
behave in a particular manner under particular circumstances. Although
this may be contrary to what most people hold true, Ryle’s work as able
to point out the difficulty of a dualistic perspective (especiallyits failure to
account adequately for mental causation), setting the focus of
subsequent thinkers on a more scientific view of the self.

Paul Churchland: The self is the brain

Paul Churchland (b. 1942) is a contemporary Canadian philosopher

who teaches at the University of California, San Diego, and is currently
making an impact in the areas of neurophilosophy and the philosophy of
mind through his writings which include Matter and Consciousness
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(1984),The Engine of Reason, The Seat of the Soul: A Philosophical

Journey into the Brain (1995) and Plato’s Camera: How the Physical Brain
Captures a Landscape of Abstract Universals (2012).

When it comes to viewing the mind and consciousness, Churchland

advocates eliminative materialism, the claim that our common
understanding of the human mind, including concepts of “folk
psychology” like belief, desire, fear, sensation, pain and joy, are deeply
wrong and therefore should be eliminated in favor of a better science. For
him, to fully understand the nature of the mind we have to fully
understand the nature of the brain. He recognizes that, with the help of
today’s increasingly advanced technology, scientists are gradually
becoming able to relate areas in the brain with mental functioning, such
as which areas are activated when a person is speaking, hearing or
reading words, and that it is only a matter of time before the mental life
of consciousness can be fully explainable in terms of the neurophysiology
of the brain.

However, despite his optimism, Churchland acknowledges the

radicalism of his view. Manywould argue for the richness of personal
human experience, something that neuroscientific descriptions of the
brain’s operation would, for these people, provide no clue.

Maurice Merleau-Ponty: The self is an embodied

subjectivity

Maurice Merleau-Ponty (1908-1961) was a

French thinker who used a philosophical approach
known as phenomenology, which attempts to
describe (not to explain) experience as it is in
itself and clarify our understanding of it.

Merleau-Ponty complains about philosophies

that treat the body as second only to the mind,
when, in fact, it is an entity that cannot be “The world and I are within one another.
reduced to an object. From the phenomenological
standpoint, the division between mind and body is
but a result of confused thinking. Our personal “lived experience” of the
world tells us that mental and physical are seamlessly woven together as
to form a unity. The “I” that each of us refers to in candid moments of
immediate prereflective experience is a single integrated entity, a
coordination of mental, physical, and emotional structured around a core
identity: the self. Merleau-Ponty suggests that the unified experience that
 14

we have of our self, such as when we are dancing, playing a sport or

performing musically, is model we should use to understand our nature.

Merleau-Ponty writes that although perception is fundamental, it is

our consciousness that enables us to perceive and have knowledge about
the world. Everything that we know is contained within our
consciousness. The world around us initially exists only as objects of our
consciousness. However, what usually happens is that we seem to think
of the space-time world as primary and our immediate consciousness as
secondary, an inversion of the way things actually are, resulting to
varying theories that in the first place wouldn’t have been possible if not
for the primal reality of lived experience to serve as their foundation.

Learning Activities

Activity 1. Respond
Directions: Choose a thinker whose concept of self catches your interest
and videotape your 5-7-minute live response in a form of audio
performance. See Rubrics in Page ______.

Activity 2.Create
Directions: In a 3-5 paragraph essay, describe your own concept of self.
Your essay will be graded based on the rubric that you can find on
http://rubistar.4teachers.org/index.php
?screen=ShowRubric&rubric_id=2838298. Consequently, use that rubric
as a guide when writing youressay and check it again before turning in.

Mastery Test

Directions:Complete the sentences in the second column based on what

you learned from this lesson. Then write your own evaluation of these
conceptions of self in the third column.

Philosophers Philosopher’s view of the My personal view or

self reaction on the
Philosopher’s concept of
the self)
Example: Example: Example:
 15

David Hume The self is the Bundle The self is not all a bundle
Theory of mind. theory of the mind. It is the
product of thinking and
doing.
Socrates and The self is
Plato

Augustine The self is

Descartes The self is

Locke The self is

Hume The self is

Kant The self is

Freud The self is

Ryle The self is

Churchland The self is

Merleau-Ponty The self is

LESSON
2
THE SELF FROM PSYCHOLOGICAL PERSPECTIVE

Learning Outcomes

At the end of this module, you will be able to:

a) differentiate two self theories;

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b) compare and contrast real self and ideal self, and true self and
false self; and
a) assess and examine yourself based on the global and
differentiated models of self.

Pretest
Watch the Youtube video on the Pencil Parable through this link:
https://www.youtube.com/watch?v=6KN9MESkY-o and answer these
following questions:
1. What are the lessons you have learned about the self?
2. What do you think are the ways to develop yourself?

Learning Content

True Self and False Self

President Duterte has been criticized due to his language that has been
affecting both national and international relations.

Is he showing his true self or false self?

A person is in her/his true self if s/he has a sense of integrity and of

connected wholeness.

When the person has to comply with external rules, such as being polite
or otherwise following social codes, then a false self is used. The false
self constantly seeks to anticipate demandof others in order to maintain
the relationship.

infancy Parenting

ROOT of the Formation of TRUE SELF

And FALSE SELF

Can be taught

parents teachers
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Characteristics
TRUE SELF FALSE SELF

• Like their bodies •Pessimistic

• Appreciate their qualities •Take no risks
• Do not compare yourself with •Focus on faults
others •Happy to imitate others
• Speak to yourself kindly •Critical of themselves
• Proactive •Blaming
• Accept your emotions and •Look defeated and depressed
know how to express them •Repress their emotions
• Optimistic •Suspicious of praises
• Welcome the praise of others •Compare themselves with
• Confident others
• Look for challenge and • Narcissistic (feeling you exists
adventure Only when you enjoy the attention of
• Live the present moment the other)
• Think they are important
because of their possessions

Effects: True Self Effects: false self

Healthy false self

When the false self is functional both for the person and for society then
it is considered healthy. The healthy false self feels that it is still being
true to the true self.

Unhealthy false self

A self that fits in but through a feeling of forced compliance rather than
loving adaptation is unhealthy.

When the false self wins debates against the true self, the person finds
that they are unable to be guided by their true self and so has to adapt to
the social situation rather than assert its self.

How to love and develop your true self?

1. God loves you.
 God created you in a very special way.
 He shaped you, fashioned you, and molded you.
 God designed every part of your being.
 You cannot love others if you don’t love your self
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 You can’t be successful and happy if you don’t love your self
2. Accept yourself as you are
 In life, the most stressful thing for you to do is to be someone
else. And the easiest thing to do in the world is to be yourself.
And there lies your greatest success.
And your greatest happiness.
 When you become yourself, you discover that success and
happiness becomes almost effortless.
3. Forgive Yourself
 Don’t be imprisoned by your own weaknesses or ugliness
4. Nurture Yourself
 Be sensitive to your need
 Feel good about yourself
 Think of your blessings
 Read the Scriptures
 Enjoy yourself, pamper yourself
5. Set Boundaries
 Avoid Emotional Vampires
6. Affirm Yourself
 I am a great person
 I am beautiful
 I am loved by God
 This will change your life!

Personality Domains: Real Self VS Ideal Self

 The ideal self is how we want to be
 It is an idealized image that we have developed over time,
based on what we have learned and experienced.
 It may include components of what our parents have taught us,
what we admire in others, what our society promotes, and what
we think is in our best interest.

Real Self Ideal Self Public Self

Activist Approachable Loud
Intelligent Friendly Peculiar
Short hair Talented Sens of fashion
Short hair

Importance of Allignment
 If the way that I am( the real self) is allgined with the way that I
want to be (the ideal self), then I will feel a sense of mental well-
being or peace of mind.
 19

 If the way that I am is not alligned with how I want to be, the
incongruence, or lack of allignment, will result in mental distress
or anxiety.
 The greater the level of incongruence between the ideal self and
the real self, the greater the level of resulting distress.

Carl Roger’s Self-Actualization Theory

Rogers believed people are motivated by an innate tendency to actualize,

maintain, and enhance the self.

Our environment depends on our perception of it, which may not always
coincide with reality.

Your own opinion of what you consider to be the acceptable behavior of

college students will be different by the time you are 70.

The Development of the Self in Childhood

 As infants gradually develop a more complex experiential field from
widening social encounters, one part of their experience becomes
differentiated from the rest.
 This separate part, defined by the words I, me, and myself, is the
self or self-concept.
 The formation of the self-concept involves distinguishing what is
directly and immediately a part of the self from the people, objects,
and events that are external to the self.
 The self concept is also our image of what we are, what we should
be, and what we would like to be.
 All aspects of the self strive for consistency. (E.g., aggressive
behavior)

Positive Regard
 As the self emerges, infants develop a need for what Rogers called
positive regard.
 The need for positive regard is universal and persistent. It includes
acceptance, love, and approval from other people, most notably
from the mother during infancy.
 Positive regard is crucial to personality development, infant
behavior is guided by the amount of affection and love bestowed.

Incongruence
 We come to evaluate experiences, and accept or reject them, not in
terms of how they contribute to the overall actualization tendency,
but in terms of whether they bring positive regard from others.
 This leads to incongruence between the self-concept and the
experiential world, the environment as we perceive it.
 20

 Experiences that are incongruent or incompatible with our self-

concept become threatening and are manifested as anxiety.
 For example, if our self-concept includes the belief that we love all
humanity, once we meet someone toward whom we feel hatred, we
are likely to develop anxiety.
 Hating is not congruent with our image of us as loving persons. To
maintain our self-concept, we must deny the hatred.

Characteristics of Fully Functioning Persons

 Awareness of all experience; open to positive as well as negative
feelings
 Freshness of appreciation for all experiences
 Trust in one’s own behavior and feelings
 Freedom of choice, without inhibitions
 Creativity and spontaneity
 Continual need to grow, to strive to maximize one’s potential

Learning Activities

Activity No. 1: Compare and Contrast

Use the Venn Diagram to compare and contrast the real self and ideal
self, and true self and false self. Submit your work in our Google class.
 21

Activity No. 2: Self-Assessment

Using the Table, assess and examine yourself. Based from the global and
differentiated models of the self and Carl Roger’s theory of self-
actualization, what are the characteristics that you want to become?
Submit your output in our Google class.

My True Self My False Self What are the

characteristics that I
want to become?

Activity No. 3: Know the Difference

Differentiate the two theories of the self. Write your answer on the space
provided. Submit your output through Google class.

Real Self and Ideal Self True Self and False Self
 22

Mastery Test

Essay. Direction: Answer the questions briefly and concisely. See the
Rubric on page______. Submit your output through our Google Class.
1. How can a person resolve incongruence of the self?
2. Why is it possible to do self-actualization?
3. How can you relate yourself with the pencil in the Pencil
Parable?
4. Discuss how to love and develop your true self.

LESSON
3
THE SELF IN WESTERN AND EASTERN THOUGHTS

Learning Outcomes
At the end of this module, you will be able to:

b) evaluate how the self is shaped and influenced by the

different factors and forces;
c) compare and contrast the Western perspectives and Eastern
thoughts of the self;
d) identify various manifestations of individualistic and
collectivistic cultures among Filipinos; and
 23

e) explain the concept of self according to the Asian

perspectives.

Pretest
Directions. Write IC on the blank space if a country is known to be
practicing Individualistic Cultures, and CC if it is practicingCollective
Cultures.

No Countries Your No. Countries Your

. Answer Answer
1 United States 11 Australia
2 Canada 12 China
3 Philippines 13 Germany
4 Sweden 14 Indonesia
5 Bangladesh 15 Italy
6 Pakistan 16 Belgium
7 United 17 Netherlands
Kingdom
8 Malaysia 18 Taiwan
9 India 19 Afghanistan
10 Ireland 20 Norway

Learning Content

Definition of terms

 Individualism is a quality of Western thinking where self-expression

and self-actualization are more important to satisfy oneself
(Johnson, 1985).
 Individualistic cultures are those that give high regard on the needs
of an individual person over the group’s needs (Kendra, 2020). In
these cultures, people are considered independent, self-reliant, and
autonomous (Kendra & Morin, 2020).
 Individualistic self tends to alienate himself/herself both socially
and psychologically from the others in order to take care of
himself/herself (Estoque, 2018).
 Individualistic people can make decisions for the self regardless of
its impact to the community.
 Individualistic cultures expect the people to solve problems by
themselves and work on their personal goals without relying from
the assistance of the others (Kendra & Morin, 2020)
 Collective cultures are those that prefer to work with others as a
team rather than being alone.
 24

 Collectivism views the group as the primary element and

individuals are considered as interdependent (Estoque, 2018).
 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 protects oneself (Estoque, 2018).
 Collective cultures stress the importance of the group and social
cooperation as the keys to success (Kendra & Morin, 2020).

Eastern (Asian) Philosophy

A. Confucianism:
 It Is a system of beliefs devised by Confucius, a Chinese scholar
also known as “Kung Fu-Tzu” in China during the 6 th B.C.E.
 The identity and self-concept of an individual is interwoven with the
identity and status of his/her community or culture, sharing its
prides as well as its failures (Magoanbayan, 2018).
 Self-cultivation or Self-realization is the ultimate purpose of life.

Concept of Jen as loving relationship.

Jen is a proper relationship between two parties, a loving and
caring relationship to reach humanity. Meditation strengthens
spiritual development. It is considered a cornerstone to search for
self, find truth, and achieve individual and collective goals.
I am serious in taking care of the environment because I
consider it as an integral part of me.

Concept of harmony.
A central feature of Confucianism is harmony between people
and their environment, Nature, or Tao. The Tao Chi (Yin-Yang
diagram) is an example of the value of harmony with the
environment. It is also applied to the concept of health for energy
(qi/chi), balance for disease prevention, healing, and the
development of human potential.
Family problems are resolved through silence. Only time can
heal.

Family conflict resolution.

In the model, any systems' solutions to conflict resolutions
and goals for development aim to integrate love (Jen), justice,
freedom, and fidelity (the image of Tao) in the dynamics.
The approach aims to fulfill human needs (love). Justice is
seen by the end of the cycle under perfectly equal treatment.
Freedom is practiced by volunteer choice and participation in
 25

negotiation and compromise—the flexibility of mean line and

possibility of forming new systems. Faithfulness is reached by the
stability, repeatability, and accountability of leadership and/or
revealed by the natural laws. Role equity and role change,
therefore, are the core implication of the Yin-Yang Theory.

B. Taoism:
 Taoism is a religious and philosophical tradition originated in China
that emphasizes living in harmony with the Tao or the Way.
 The self is not just an extension of the family or the community; it
is part of the universe, one of the forms and manifestations of the
Tao.
 Some Taoist thinking portrays the person as composed of the same
five elements (fire, wood, metal, earth and water) that make up the
rest of the cosmos
 The perfect man has no self; the spiritual man has no achievement;
the true sage has no name. The ideal is thus selflessness.
 The selfless person leads a balanced life, in harmony with both
nature and society. When selflessness is attained, the distinction
between “I” and “others” disappears.

C. Buddhism:
 Buddha taught that an individual is a combination of five
aggregates of existence, also called the Five Skandhas or the Five
Heaps.
a) Form – our physical form
b) Sensation – made up of our feelings – both emotional and
physical – and our senses: seeing, hearing, tasting, touching,
smelling.
c) Perception – means thinking-- conceptualization, cognition,
reasoning
d) Mental Formation – includes habits, prejudices, and
predispositions, and volition or willfulness.
e) Consciousness – awareness of or sensitivity of an object, but
without conceptualization.
 The self is seen as an illusion, born out of ignorance, of trying to
hold and control things, or human-centered needs, thus the self is
also the source of all these sufferings.
- Buddhist doctrines propose the opposite of atman, i.e.
“anatman” to describe the nature of the human person: there is
no permanent, separate self
- The ultimate goal is Nirvana or enlightenment, which refers to
heightened intellect and reason.

Traits of Individualism
a) It has an "I" identity.
b) It promotes individual goals, initiative and achievement.
 26

c) Individual rights are seen as being the most important. Rules

attempt to ensure self-importance and individualism.
d) Independence is valued; there is much less of a drive to help other
citizens or communities than in collectivism.
e) Relying or being dependent on others is frequently seen as
shameful.
f) People are encouraged to do things on their own; to rely on
themselves people strive for their own successes.

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

Both collectivist and individualistic cultures have their failings. People in

individualist cultures are susceptible to loneliness, and people in
collectivist cultures can have a strong fear of rejection (Estoque, 2018).

Examples of Countries with Generally Individualistic Cultures

(Estoque, 2018)
United States Australia United Kingdom
Canada Netherlands Belgium
New Zealand Italy Norway
Sweden Ireland Hungary(post-communist
Switzerland Germany generation)

Examples of Countries with Generally Collectivistic Cultures

(Estoque, 2018)
China Taiwan India
Pakistan Bangladesh Indonesia
Afghanistan Malaysia Egypt
Cyprus Ghana Nepal
Argentina Armenia

Filipino’s Concept of Self:

The Philippines is a collectivist society and individuals tend to
understand themselves as part of a group. For Filipinos, the interests of
the collective often override the interests of the individual. Filipinos
generally feel a strong sense of pride towards their group and will
 27

celebrate their pride through sharing stories about their family, barangay,
or town.

How Filipino people’s concept of self is influenced by these

perspectives of the Self?
 The contrasting blend of Eastern and Western cultures has shaped
the unique Filipino concept of self.
 Filipinos are communal and love to share any food or materials
they have.
 Filipinos love fiestas and family gathering.
 Under the guidance of the parents, the family structure makes
every individual dependent with each other.
 Each is expected to show respect, courtesy, and humility to the
other.
 Hospitality and “hiya” are valued by an individual to maintain
harmony with the others.
 “Utang na loob”and Bayanihan System are their expressions of
being collectivistic.
 Loob and Kapwa: Filipino Philosphy (Magante, 2016)
- Non-individualistic, tied with group called “Sakop”
- Tayo-tayo (ato-ato) is a place where fellowship prevails
- Sakop can either be one’s relatives (or clan), fraternity
members, barkada, and the like.
- For indigenous Filipinos, their concept of Sakop is tribe (katribo)
- Kapwa is “a recognition of shared identity, an inner self shared
with others” Virgilio Enriquez, 1992).
- Kapwa – the unity of the one-of-us-and-the-other – the Filipino
Core value (Enriquez, 1992).
- Kapwa, meaning “togetherness”, is the core construct of Filipino
Psychology
- Loob is defined as an inner being which is associated with the
ideas of leadership, power, nationalism, and revolution.
- A purified kalooban requires a special knowledge which was
given more to the leaders and less to the members.
- Loob must be continually purified and strengthened through
sacrifice: prayer and abstinence.
- Through sacrifice a “new man will emerge.

Learning Activities

Activity No. 1: Comparing and Contrasting

Watch the live interview of the following personalities in YouTube. Use a
Venn Diagram to compare and contrast the characteristics (in words
only)of Jackie Chan (Asian) and Chris Tucker (Western). Write at least five
similarities and differences of the two characters. Submit your work in
our Google class.Use these links:https://www.youtube.com/watch?
 28

v=folvVXothDo; https://www.youtube.com/watch?
v=PUd8kGFlWp8&t=117s.

Activity No. 2: Identifying Strengths and Weaknesses

Using the table below, evaluate the Strengths and Weaknesses of the
local practices or factors and forces that shape the self of the Filipino.
Submit your output in our Google class.

STRENGTHS WEAKNESSES

Activity No. 3: Role Playing

In your group, make an online five-minute drama presentation about the
various characteristics of the Filipinos. See the Rubric in page ________.
Upload your output in your YouTube Channel.
 29

Mastery Test

Multiple Choice. Directions: On the blank space, write the letter that best
corresponds to your answer.
____ 1. . Which of the following is a characteristic of the Western culture?
a) Collective c) Cooperative
b) Interdependent d) Self-reliant
____ 2. Which of the following is a characteristic of the Eastern culture?
a) Individualistic c) Collective
b) Interdependent d) Self-reliant
____ 3. The individual as the primary element of which of the following
culture?
a) Chinese c) American
b) Filipino d) Korean
____ 4. The group as the primary element of which of the following
culture?
a) Western c) Chinese
b) Eastern d) Japanese
____ 5. Which of the following is the failing of Eastern culture?
a) Fear of rejection c) Boredom
b) Loneliness d) Stressful life

_____ 6. Which of the following is an indicator of an individualistic self?

a) Arwana asserts that her classmates are very important in
doing the group activity.
b) Conchita believes that team working makes the task easier
to perform.
c) Ed believes that the self is more important than of others.
d) Jorna argues that the group value should always be given
important above the individual interest.
_____ 7. Which of the following is NOT an indicator of a collective self?
a) Chayna believes that each one should value group effort in
implementing the mission of the school.
b) Indya agrees to the theory that collaborative effort is the best
in achieving a common goal.
c) Japar believes that his friends are equally important to his life
as a student.
d) Korya believes that the assistance of her classmates is not
important to perform the group task given.
_____ 8. Which of the following is NOT a trait of a Filipino culture?
 30

a) “Ato-ato” b) Bayanihan System

b) Pakikipagkapwa d) Individualistic
_____ 9. Which of the following is true statement about the Filipino
people?
a) Their concept of the self is solely influenced by the
Western Culture.
b) Their concept of the self is purely influenced by the
Eastern Culture.
c) Their sense of “kapwa” makes them think of the
importance of other people.
d) Western culture’s sense of hospitality has influenced the
Filipinos.
_____ 10. Which of the following is a FALSE statement about the Filipino
people?
a) The theme, “We heal as One”, speaks about the
collectivistic attitude of the Filipinos.
b) Filipinos celebrate fiestas and other social gatherings
because of their sense of community.
c) Filipinos are individualistic in resolving this pandemic that
is why many are infected by the COVID 19.
d) Filipinos love to meet other people from other countries.

UNIT 2

UNPACKING THE SELF

Learning Outcomes
 31

At the end of this part, you will be able to:

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; and
d) examine one's self against the different aspects of self discussed in
class.

LESSON
4
THE PHYSICAL SELF

Learning Outcomes
At the end of this lesson, you will be able to:

a) make their own composition of song or poem entitled “I am

Beautiful”;
b) demonstrate through a vlog on how to improve your physical
self; and
c) write a reflection paper through an interview on how to improve
their body image and self-esteem.

Pretest

Multiple Choice. Direction: Encircle the correct letter that corresponds

to your answer.
1. It refers to the sex chromosomes.
a. Autosomes
b. Gonosomes
 32

c. Zygote
d. Sperm
2. This refers to how individual perceive,think,and feel about their
body.
a. Self-concept
b. Body image
c. Self-esteem
d. Beauty
3. It is the basic carrier of hereditary traits.
a. Heredity
b. Genes
c. Autosomes
d. Chromosomes
4. It is the inheritance of traits from parents to offspring.
a. Disease
b. Environment
c. Heredity
d. Heterosexual
5. It is an eating disorder in which the person refuses to eat for fear of
gaining weight.
a. Bulimia
b. Anorexia nervosa
c. Obesity
d. Self- conscious
6. This stage is considered to extend from ages 40 to 60.
a. Early adulthood
b. Middle adulthood
c. Late adulthood
d. Puberty
7. It is a form of body modification in which a decorative design is
made on the skin.
a. Tattooing
b. Make up
c. Cosmetic surgery
d. Piercing
8. Physical efficiency generally peaks during ______.
a. Puberty
b. Adolescence
c. Early adulthood
d. Babyhood
 33

9. It is a condition in which a person has accumulated so much body

fat.
a. Bulimia
b. Cosmetic surgery
c. Anorexia nervosa
d. Obesity
10. The greatest concern that girls express about their bodies is
they are
a. Too fat
b. Too drink
c. Too small
d. Too dark

Learning Content
1.What is Physical Self?

The physical self refers to the body. It is the tangible aspect of the person
that can be directly observed and examined.(Singh,2017).Both physical
extremities and internal organs work together for the body to perform
many of its functions such as breathing, walking, eating, and sleeping,
among others (Monilla&Ramirez,2018).

Dehlnutrition.com
 34

2. What is beauty?
According to Merriam dictionary
beauty is the quality of being
physically attractive and the qualities
in a person or a thing that give
pleasure to the senses or the mind.
When is a person considered to be
Girlaskguys.com beautiful? What is the socially accepted
standard of beauty?One is considered to be beautiful if she has light and
glowing skin,kissable red lips,rosy cheeks, sharp and pointed nose, white
and healthy teeth and tantalizing eyes.(Corpuz,et.al,2019).

3. What is Body Image, Appearance

& Self-Esteem?
According to (DeLamater&
Myers,2012) body image refers
to how individuals perceive,
think, and feel about their body
and physical appearance.
Appearance refers to everything about a
person that others can observe such as height,weight,skin color,clothes,
Dehlnutrition.com
and hairstyle(Monilla&Ramirez,2018).
Self-esteem is related to body image which is a person’s overall
evaluation of his or her own worth (Feldman, 2010).
4. Is Beauty Important?
Different cultures have different definitions
and perceptions of beauty. People often say that
beauty is in the eye of the beholder. The fact that a
number of Filipinas have won international beauty
contests shows that Filipinas are among the women
who are perceived to be most beautiful in the world
(Monilla&Ramirez,2018). Some people desperately
Fashionministry.lovetoknow.com
change their physical appearance through body modification. One form of body
modification is:

 Tattooing- injects ink onto the skin to draw a design.

 Body piercing – let’s people wear jewelry through different piercings
in their body such as the ears, nose, and tongue among others.
 Cosmetic Surgery- it is a surgical and non-surgical procedures to
restore, reconstruct,or alter body parts. Examples are breast
enhancement, nose lift, liposuction and Botox.
 35

5. How can we improve our body

image and inner self?
People tend to judge others based
on physical appearance. However,
physical appearance alone is not
enough to know a person’s true
character. Above all things physical, it
is more important to be beautiful on
the inside (Monilla&Ramirez,2018).

www.stockphoto.com

Here are some ways to improve your body image and inner self:
 Smile a lot.
 Take good care of your health.
 Live a well-balanced life.
 Dress well and be neat.
 Spend some time alone to reflect
 Be creative and do something new all the time.
 Develop a wholesome attitude towards sex.
 Avoid temptations.
 Respect individuality.
 Make friends.
 Face your fears.
 Be independent.
 Accept things as they are.
 Ask and listen.
 Think positive.
 Pray.
 Count your blessings.
 Be Thankful.

Learning Activities
Activity No. 1. Interview

Instruction: Interview a selected personality

(beautyqueen,politicians,professional,etc.) on how they improve their
 36

body image and self-esteem. Gather all their answer and make a
reflection paper based on their answer.

Activity No. 2. Song/Poem Composition

Instructions: Write a song or poem that will describe your attitudes or

self-image towards yourself with the title, “I am Beautiful”. The song or
poem must contain at least 4 paragraphs. Language of the lyrics is at the
student’s choice. Please see the Rubric on page _________.

I am Beautiful

_____________________________________
____________________________________________
________________________________________
_______________________________.

_________________________________
____________________________________
_______________________________________
________________________________________________.

______________________________________
________________________________
__________________________________
___________________________________.

_____________________________________
____________________________________
__________________________________________
_______________________________.

Activity No. 3. Posting a Self Care Vlog

Instructions: Make a video presentation informing your viewers about

how to improve one’s physical self and post it in your Youtube channel.
See the Rubrics on page _________.
 37

Mastery Test
Direction: If you think the statement is correct, write agree, otherwise
write disagree.

_______________1. The physical self goes through changes in one’s

lifetime.
_______________2. Ones parents and relatives are the sole sources of his or
her genetic make-up.
_______________3. The physical development of adolescents varies.
_______________4. There are relative standards of beauty.
_______________5. Each individual has a unique DNA.
_______________6. Chromosomes are thread-like tissues that carry the
genes
and usually found in pairs.
_______________7. Body image is related to self-esteem.
_______________8. Life span is the development from baby to death.
_______________9. Environment does not include learning and experiences.
______________10. Cosmetic surgery is a form of body modification.
______________11. Self-esteem is a person’s overall evaluation of his or her
own worth.
______________12. Beauty denotes something that is not appealing to the
eye, ear,and mind.
______________13. As you grow older, you get exposed to a larger social
group with new practices and standards.
______________14. The DNA is considered the blueprint of life.
______________15. Maturation results in physical changes that are evident
in
the adolescent stage.

LESSON
5
THE SEXUAL SELF
 38

Learning Outcomes
At the end of the lesson, the student will be able to:

a) examine the different changes the goes into in adolescence,

b) explore the nature of sexual orientation and the contribution of
biological and psychosocial factors and
c) demonstrate ability to integrate knowledge on the risks and
responsibilities that contribute to adolescents’ sexual health,
paying particular attention to contraception for sexually active
adolescents, the prevalence of STDs, and what information is
most helpful in sex education classes.

Introduction

Developing a sexual self-concept is an essential developmental

process of adolescence; conversely, little empirical research
explains this development, or how these changes relates to the
development of sexual behavior.

Learning Content

Development of Secondary Sex Characteristics

and Human Reproductive System

Puberty has been the period of greatest

sex differentiation since the early intrauterine
months. The specific steps in the maturation
process, the milestones reached, remain the
same before the puberty for boys and girls. And
adolescent sexual development is also organized
in the same order of sequence along the way,
but the interval between some of them is
different in the sexes according to Tanner (1990).

In females, pubertal changes typically occur as follows:

Growth spurt
 39

↑ transverse diameter of the pelvis

Breast development
Growth of pubic hair
Onset of menstruation
Vaginal secretion

 The average age at which menarche occurs is 12.4 years (Ledger,

2012). However, it can occur as early as 9 years of age or as late as
17 years of age and may still be within the usual range of age.
Menstrual cycle does not become normal until ovulation happens
regularly and this does not appear to happen until 1-2 years after
menarche and the development of ova ceases at menopause.
Secondary gender characteristics of boys typically exist in the order
of:

↑ in weight
Growth of testes
Growth of face, axillary, and pubic hair
Voice changes
Penile growth
↑ in height
Spermatogenesis

 In contrast to the development of ova in girls, sperm in boys does

not begin in intrauterine life and is not produced in a cyclic pattern;
rather, it is produced in a continuous cycle. The development of
sperm continues from puberty throughout the life of the male.

The Male Reproductive System

Male External Structure

 40

1. The scrotum – is a rugated, skin-covered, muscular pouch

suspended from the perineum. Its roles are to protect the testes
and help to control the temperature of the sperm.

2. The penis – consist of the cylindrical mass of erectile tissue in the

shaft of the penis. The urethra passes through these layers of
tissue, allowing the penis to serve both the urinary and
reproductive tract outlet in men. During sexual arousal, nitric acid
is released from the blood vessels. This causes dilation and an
increase in blood flow to the penis arteries (engorgement).

3. The testes - are two ovoid glands, 2-3 cm long, which rest in the
scrotum. Each testis is covered with a protective white fibrous
capsule and consists of a number of lobules. The lobule contains
interstitial cells (Leydig cells) that produce testosterone and
seminiferous tubules that generate spermatozoa.

Male Internal Structure

1. The Epididymis - The seminiferous tubule of each testis leads to a
tightly coiled channel, called epididymis, which is responsible for sperm
transfer from the tubule to the vas deferens, the next stage in the
passage to the outside. Since each epididymis is so tightly coiled; in fact,
its length is misleading. Incredibly, it's over 20 ft long.

2. The Vas Deferens (Ductus Deferens)- It is an external hollow tube,

surrounded by arteries and veins and protected by a thick fibrous tissue
 41

covering. This carries the sperm from the epididymis through the inguinal
canal to the abdominal cavity, where it ends in the seminal vesicles and
the ejaculatory duct below the bladder. The sperm maturation is
achieved as it passes through the vas deferens.

3. The Ejaculatory ducts - They are formed by the fusion of vas deferens
and seminal vesicles. The ejaculatory ducts empty into the urethra.

4. The Seminal Vesicles - There are two convoluted pouches located in

the lower part of the bladder. These glands secrete viscous alkaline
liquids rich in sugar, protein and prostaglandin content. The sperm has
become increasingly mobile because the added fluid provides them with
a favorable PH setting.

5. The Prostate Gland - A chestnut-sized gland located just below the

bladder and allowing the urethra to move through the middle of the
gland, like a doughnut hole. The purpose of the gland is to produce a
thin, alkaline fluid that, when applied to the secretion of seminal vesicles,
further protects sperm by increasing the normal low PH level of the
urethra.

6. The Bulbourethral Glands - Two bulbourethral or Cowper's gland lie

beside the prostate gland and drain into the urethra by short ducts. They
provide one more source of alkaline fluid to help ensure the safe passage
of sperm. Semen is therefore derived from the prostate gland (60
percent), the seminal vesicle (30 percent), the epididymis (5 percent) and
the bulbourethral gland (5 percent).

7. The Urethra - Is a hollow tube emerging from the base of the bladder,
which, after passing through the prostate gland, continues to the outside
through the shaft and the glands of the penis. It's around 8 in. (18-20 cm)
long. Unlike other components of the urinary tract, it is covered with
mucus membranes.

The purpose of the male reproductive system organs is to perform the

following functions:

Producing, storing and transmitting sperm (male reproductive cells)

and protective fluid (semen)
Discharge of sperm in the female reproductive tract during sexual
contact.
Producing and secreting male sex hormones responsible for
controlling the male reproductive system
 42

The Female Reproductive System

Female External Structure

1. Mons veneris - a tissue pad located above the pubic symphysis, the
pubic bone joint. Covered by a triangular patch of curly hair, the
purpose of the mons veneris is to cover the junction of the pubic
bone from trauma.
2. Labia minora – directly posterior to the mons pubis, spread two
hairless folds of connective tissue. Normally, the labia minora folds
are pink in color; the inner surface is lined with mucus membranes
and the outer surface is lined with skin. The region is abundant with
sebaceous gland.
3. The Labia majora – a two-fold of tissue fused anteriorly but
separated posteriorly, which is situated sideways to the labia
minora and consisting of loose connective tissue surrounded by
epithelium and pubic hair. Labia majora is used as protection for
the external genitalia; it protects the urethra and the vagina.
4. Other External Organs
o Vestibule – the flattened, smooth surface between the labia.
Both the opening of the bladder (urethra) and the uterus
(vagina) emerge from this area.
o Clitoris – a tiny, rounded organ of erectile tissue at the
forward junction of the labia minora (approximately 1-2 cm).
It is protected by a fold of skin, a prepuce; it is sensitive to
touch and temperature; and it is the source of sexual
pleasure and orgasm in a woman.
 43

o Two Skene glands – located on both sides of the meatus;

their ducts open into the urethra. Bartholin glands
(vulvovaginal glands) are situated on either side of the
vaginal opening with ducts reaching into the proximal vagina
between the labia minora and the hymen. The secretion of
each of these glands helps to lubricate the external genitalia
of the sexual encounter.
o Fourchette – a ridge of tissue developed by the posterior
joining of the labia minora and the labia majora. It is the
tissue that often breaks (laceration) or is cut (episiotomy)
during childbirth to enlarge the vaginal opening.
o Perineal Muscle (Perineal Body) – posterior to the fourchette.
It is a muscular region that expands during childbirth to allow
the vagina to widen and the fetal head to pass.
o Hymen – a strong yet elastic semicircle of tissue that protects
the opening of the vagina during childhood. It is often torn
away at the time of the first sexual intercourse.
5. Vulvar blood supply – the blood supply of female external genitalia
is primarily from the pudendal artery and a section is from the
inferior rectal artery. Venous return is through the pudendal artery.
The disadvantage of this vein rich in blood supply is that trauma to
the area, such as pressure during childbirth or bicycle seat injuries,
which can cause large hematomas. The advantage is that it leads
to the quick healing of any tears in the region following childbirth or
other injuries.
6. Vulvar nerve supply – the anterior portion of the vulva receives its
nerve supply from the ilioinguinal and genitofemoral nerve (L1
level). The posterior portion of the vulva and the vaginal nerves are
supplied by the pudendal nerve (S3 level). Such a rich supply of
nerves makes the area highly sensitive to touch, pressure, pain and
temperature. Fortunately, at birth, normal stretching of the
perineum causes a temporary loss of sensation in the area,
reducing the amount of local pain experienced.

Female Internal Structures

The Ovaries

The ovaries are about 3 cm long by 2 cm in diameter and 1.5 cm

thick, or the size and shape of the almonds. They are grayish-white
and tend to be pitted, with minute indentations on the surface.
Ovaries are found in the lower abdomen near to and on both sides
of the uterus. It is difficult to find them with abdominal palpation
since they are too deep in the abdomen. The role of the two ovaries
 44

(the female gonads) is to develop, mature and release ova (the egg
cells). In this process, ovaries produce estrogen and progesterone
and start and manage menstrual cycles.

Fallopian Tube

The fallopian tubes emerge from each of the upper corners of the
uterine body and stretch outward and backward until each of them
is opened at its distal end, next to the ovary. Fallopian tubes are
around 10 cm long in a mature woman. The purpose is to move the
ovum from the ovaries to the uterus and to provide a place for the
fertilization of the ovum by sperm.
The fallopian tube is a smooth, hollow pipe, anatomically divided
into four separate sections:
a. The interstitial section
b. The isthmus segments
c. The ampulla
d. The infundibular segment
Uterus

The uterus is a hollow, muscular, pear-shaped organ in the lower

pelvis, posterior to the bladder, and anterior to the rectum. This is
about the size of an olive in childhood, and its proportions are
reversed from what they are later on.
At maturity, the uterus is approximately 5 to 7 cm long, 5 cm wide
and 2.5 cm deep in the widest upper section. It weighs
approximately 60 g in a non-pregnant condition. The purpose of the
uterus is to receive the ovum from the fallopian tube; to provide a
place for implantation and nourishment; to provide protection for
the developing fetus; and, at the maturity of the baby, to expel it
from the body of a woman.

Vagina

The vagina is an empty, musculomembranous canal placed at the

rear of the bladder and at the front of the rectum. It stretches from
the cervix of the uterus to the outer vulva. Its purpose is to serve
as an organ of intercourse and to carry sperm to the cervix so that
the sperm can enter the ova in the fallopian tube. It extends with
childbirth to act as the birth canal.
Breast
 45

The mammary glands or

breasts develop early in
the uterus from the
ectodermal tissue. They
remain in a stopped stage
of development until the
rise of testosterone of
puberty causes a
noticeable increase in their
size. The increase in size is
primarily due to an
increase in connective
tissue plus fat deposition.

The Erogenous Zones

When we talk about sexuality, it includes the discussion of the different

erogenous zones of the body. These zones are considered as the road
map to increase pleasure during sexual activity.

Erogenous zones are those areas of the body that arouse sexual
desire. Erogenous has two general meanings. The first refers to the
genitals or breasts, which when stimulated produce pleasurable
sensations in their owner. The phrase ‘erogenous zones’ was coined near
the end of the nineteenth century and used in the early twentieth century
by some psychologists to describe how simple pressure to these parts of
the body could arouse complete orgasm in what were defined as
‘hysterical persons’ (generally understood to be women). The second
general meaning of the phrase, to be dealt with at some length here,
refers to a visual phenomenon associated with clothing and body
adornment. (Erogenous Zones | Encyclopedia.Com, n.d.)

1. The Inner Wrist

2. The Nape of the neck
3. The Buttocks
4. The Scalp
5. Behind the knee
6. The Earlobe
7. The Feet
 46

Sexual Behavior Among Adolescence

 Hormones bring about a dramatic

increase in sexual interest
 Masturbation becomes more
frequent.
 Adolescence is a time of self-
discovery and physical, as well as
cognitive, development. It is within
this context that adolescent sexual
development and sexual behavior
occur. While curiosity and experimentation are normal, sexual
behaviors, both coital and non-coital, place adolescents at risk for
undesired consequences including sexually transmitted disease
acquisition and pregnancy. Trends in adolescent sexual behavior
are changing, and health care professionals must be aware of these
trends to provide necessary medical care and education to this
population. With recent finding the sexual activity of teenagers
garners much attention, attention must also be directed at non-
coital activities such as masturbation, mutual masturbation and
oral sex, as the riskier of these behaviors appear to be increasing.
(Feldmann & Middleman, 2002)

Chemistry of Lust, Love and Attachment

According to WU(2017) that a team of scientists led by Dr. Helen

Fisher at Rutgers,says romantic
love can be broken down into
three categories: lust, attraction,
and attachment.

Lust
 This is motivated by a
need for sexual pleasure.
The evolutionary
 47

justification for this derives from our desire to reproduce, a need

shared by all living beings. By way of reproduction, organisms pass
on their genes and thereby lead to the perpetuation of their genus.
 The brain’s hypothalamus plays a major role in this, promoting the
development of testosterone sex hormones and estrogen and
ovaries. As it turns out, testosterone enhances increasing the libido
of just about everybody. Effects are less pronounced with estrogen,
but some women report being more sexually excited around the
time they ovulate, when estrogen levels are higher.
Love/Attraction

 Attraction tends to be a unique,

though closely related,
phenomenon with Lust.
Although we can definitely
desire for someone, we 're
drawn to, and vice versa, one
can happen without the other.
Attraction includes brain
circuits that regulate "reward"
actions, which partially explains
why the first few weeks or months of a relationship can be so
thrilling and sometimes all-consuming.
 Dopamine, released by the hypothalamus, is a highly well-
publicized brain rewarding player – it's released when we do things
that feel good for us. For this scenario, that involves spending time
with loved ones and having sex. High levels of dopamine and
associated hormone, norepinephrine, are released during
attraction. Such hormones make us dizzy, excited and euphoric,
also contributing to decreased appetite and insomnia – which
means that you can really be so "in love" that you can't eat and
can't sleep.
 Finally, attraction seems to lead to a reduction in serotonin, a
hormone that’s known to be involved in appetite and mood.
Attachment

 Attachment is the primary

element in long-term
relationships. Oxytocin is also
referred to as a "cuddle drug"
for this reason. Unlike
dopamine, oxytocin is
produced by hypothalamus
 48

and released in large amounts during sex, breast-feeding, and

childbirth.
Sexual Identity

Sexuality is about how you view and express yourself sexually-like who
you crush on, who you want to go out with, and who you want to have
sexual experiences with.

It's just not clear that some people are 'straight,' and others are gay,
lesbian , bisexual, asexual, or queer. but still some researchers suggest
that there could be events that happen in our bodies from a very early
age in life that form our sexuality.

Gender Stereotypes

Gender expectations and stereotypes are so deeply rooted in our culture

that adults are still shocked to see how early children internalize these
concepts. Furthermore, when young children are caught up in stereotypic
conceptions of gender, their self-images and the manner in which they
communicate with peer may become a harm to their self image.

Sexual Self-esteem

Gila Shipiro (a psychotherapist and licensed sex therapist) describes

sexual self-esteem as "feelings about your body and your level of
confidence in how you respond sexually to someone else. It's what you
bring from yourself, both emotionally and physically, to sex and
relationships — what you do with it, and how you share it with someone
else. Sexual self-esteem affects any sexual choice that you make.

Five Sexual Styles

A sexual style of a teenager is another factor on both adolescent belief a

nd behavior vis-à - vis sex in a committed relationship. According to
Furman (2010), Buzwell and Rosenthal (1996) have developed a
sexualmstyle categorization scheme focused on the development of a
sexual identity or sexual self.

Sexually naïve: have little confidence in sexual attractiveness, feel

no control over sexual situations
 49

Sexually unassured: low self-esteem and little sense of control in

sexual encounters, but interested in exploring their sexuality
Sexually competent: confident of sex appeal and ability to control
sexual situations, interested in exploring sexuality and were
sexually experienced
Sexually adventurous-similar to competent, high level of
confidence and comfort; high level of exploration but lower level of
commitment as a pre-requisite to sex.
Sexually driven: similar to above style, unable to say no to sex,
mostly boys
Sexual scripts

- are concepts about how males and females should connect with
each other, such as how each gender must behave in sexual or
romantic situations. L ike a script for a TV show or a film, a sexual
script is a mental tale that outlines actual events and assigns
certain roles (parts that each actor plays in the tale).
Sexual Decision Making

According to the Sexuality Information and Education Council of the

United States (SIECUS), a sexually healthy teen will show or have the
following qualities within their relationships with themselves, parents and
family members, peers and intimate partners.

Relationship with Self

 Appreciates their own body:

 Takes responsibility for their own behaviours:
 Knows about sexual health issues:

Relationships with Parents and Family Members

 Communicates effectively with family members about issues,

including sexuality
Relationships with Peers

 Interacts with all people (including those with different sexual

orientation and gender identity different from their own) in proper
and respectful ways
 Acts on one’s own values and beliefs when they aren’t the same as
their peers
 50

Relationships with Intimate Partners

 Shows love and intimacy in a way that’s appropriate for their age:
 Has the skills to decide how ready they are for mature sexual
relationships

 Avoidance and denial of sexual perceptions can lead to sexual

involvement without preparation with no responsibility and Sexual
attitudes that are not usually discussed with parents.
 Teens who speak to their parents appear to become sexually active
later and responsible.
Sexual orientation

- is a term used to describe your emotional, romantic or sexual

attraction pattern. Sexual preference can involve an attraction to
the same sex (homosexuality), a gender different from your own
(heterosexuality), both male and female (bisexuality), both genders
(pansexuality), or neither (asexuality).
- Sexual orientation means how you are attracted romantically and
sexually to other people. There are different kinds of sexual
orientation. For example, a person may be:
 Heterosexual (straight) - describes a person who is attracted
only or almost only to the "other" gender.
 Homosexual (gay, lesbian, queer) - describes a person
attracted only or almost only to those of the same gender.
 Bisexual - describes a person attracted to both men and
women, though not necessarily equally or at the same time.
 Pansexual (or omnisexual) - describes a person attracted to
those of any gender.
 Asexual - describes someone not sexually attracted to any
gender. This is different from deciding not to have sex with
anyone (abstinence or celibacy).
- Most people have learned more of their sexual identity over time.
Many girls date boys to high school , for example, and later find
that they are more attracted, romantically and sexually, to
members of their own gender.(Sexual Orientation, 2011)
Human Sexual Response Cycle

According to Wenzel (2017), the two of the earliest researchers of

human sexual response were William Masters and Virginia Johnson. They
published their work in 1966, which they described the human sexual
response as a cycle with four stages namely excitement; plateau;
orgasm; and resolution.
 51

Excitement

 Excitement arises with physical and psychological stimulus (e.g.,

sight, sound, emotion, or thought) that causes parasympathetic
nervous stimulation. This causes arterial dilation and venous
constriction in the genital region.
 The subsequent increase in blood flow contributes to
vasocongestion and increased muscle tension. For women, this
vasocongestion causes the clitoris to increase in size and mucoid
fluid to act as lubrication on vaginal walls. Vagina is expanding in
diameter and growing in length.
 The nipples are becoming erect. For males, penile erection occurs,
as well as scrotal thickening and raising of the testicles. There is an
increase in heart and respiratory rates and blood pressure in both
men and women. (Flagg, 2018)
Plateau

 The stage of the plateau is reached shortly before the orgasm. In a

woman, the clitoris is pulled forward and retracts under the clitoral
prepuce; the lower part of the vagina become highly congested
(formation of the orgasmic platform) and the elevation of the nipple
is increased.
 Vasocongestion contributes to distension of the penis in men. The
heart rate rises to 100 to 175 beats per minute and the respiratory
rate increases to about 40 breaths per minute. (Pillitteri, 2015)

Orgasm

 Orgasm occurs when stimulation proceeds through the plateau

stage to a point at which the body suddenly discharges
accumulated sexual tension. A vigorous contraction of muscles in
the pelvic area expels or dissipates blood and fluid from the area of
congestion. The average number of contractions for a woman is 8
to 15 contractions at intervals of 1 every 0.8 seconds.
 In men, the muscle contractions around the semen vessels and the
prostate project semen into the proximal urethra. These
contractions are immediately followed by three to seven propulsive
ejaculatory contractions occurring at the same time interval as in a
woman, that forces the semen out of the penis. (Pillitteri, 2015)
 Being the shortest stage in the sexual response process, orgasm is
usually felt as an intense pleasure involving the entire body, not
just the pelvic region. This is also a rather personal experience:
 52

definitions of orgasms differ widely from person to person. (Pillitteri,

2015)

Resolution

 Resolution is a 30-minute period in which the external and internal

genital organs return to an unaroused condition. For the male,
there is a refractory phase during which further orgasm is unlikely.
Women do not go through this refractory phase, and it is possible
for women who are active and well stimulated to have multiple
orgasms immediately after the first. (Pillitteri, 2015)
Masturbation

 Masturbation is self-stimulation for enjoyment; it can also be

mutually enjoyable for sexual partners. It offers sexual release,
which can be interpreted by a person as an overall relief of tension
or anxiety. Women may find the most satisfying sexual expression
of orgasm through masturbation and use it more frequently than
men do. (Masters, 2001).

Sexually Transmitted Disease

The word sexually transmitted disease (STD) is used to refer to a

infection that is transferred from one person to another through sexual
contact. You may have STD contracted by having unprotected vaginal,
anal, or oral sex with someone who has STD.

STD can also be referred to as a sexually transmitted infection (STI)

or a venereal disease (VD).

That doesn't mean that sex is the only way that STDs are
transmitted. Infections can also be spread by sharing the needles and
breastfeeding, depending on the specific STD.

Symptoms of STDs in men

It’s possible to contract an STD without developing symptoms. But some

STDs cause obvious symptoms. In men, common symptoms include:

 pain or discomfort during sex or urination

 sores, bumps, or rashes on or around the penis, testicles, anus,
buttocks, thighs, or mouth
 unusual discharge or bleeding from the penis
 painful or swollen testicles
Symptoms of STDs in women
 53

In many cases, STDs don’t cause noticeable symptoms. When they do,
common STD symptoms in women include:

 pain or discomfort during sex or urination

 sores, bumps, or rashes on or around the vagina, anus, buttocks,
thighs, or mouth
 unusual discharge or bleeding from the vagina
 itchiness in or around the vagina
Types of Sexually Transmitted Disease

Chlamydia

 A certain type of bacteria causes chlamydia. It’s the most

commonly reported STD among Americans, notes the Centers for
Disease Control and Prevention (CDC)Trusted Source.
 Many people with chlamydia have no noticeable symptoms. When
symptoms do develop, they often include:
 pain or discomfort during sex or urination
 green or yellow discharge from the penis or vagina
 pain in the lower abdomen
HPV (human papillomavirus)

 Human papillomavirus (HPV) is a virus that can be passed from one

person to another through intimate skin-to-skin or sexual contact.
There are many different strains of the virus. Some are more
dangerous than others.
 The most common symptom of HPV is warts on the genitals,
mouth, or throat.
 Some strains of HPV infection can lead to cancer, including:
 oral cancer
 cervical cancer
 vulvar cancer
 penile cancer
 rectal cancer
 While most cases of HPV don’t become cancerous, some strains of
the virus are more likely to cause cancer than others.
Syphilis

 Syphilis is another bacterial infection. It often goes unnoticed in its

early stages.
 The first symptom to appear is a small round sore, known as a
chancre. It can develop on your genitals, anus, or mouth. It’s
painless but very infectious.
 Later symptoms of syphilis can include:
 54

 rash
 fatigue
 fever
 headaches
 joint pain
 weight loss
 hair loss
HIV

 HIV can damage the immune system and raise the risk of
contracting other viruses or bacteria and certain cancers. If left
untreated, it can lead to stage 3 HIV, known as AIDS. But with
today’s treatment, many people living with HIV don’t ever develop
AIDS.
 In the early or acute stages, it’s easy to mistake the symptoms of
HIV with those of the flu. For example, the early symptoms can
include:
 fever
 chills
 aches and pains
 swollen lymph nodes
 sore throat
 headache
 nausea
 rashes
 These initial symptoms typically clear within a month or so. From
that point onward, a person can carry HIV without developing
serious or persistent symptoms for many years. Other people may
develop nonspecific symptoms, such as:
 recurrent fatigue
 fevers
 headaches
 stomach issues
 There’s no cure for HIV yet, but treatment options are available to
manage it. Early and effective treatment can help people with HIV
live as long as those without HIV.
 With recent advancements in testing and treatment, it’s possible to
live a long and healthy life with HIV.
Gonorrhea

 Gonorrhea is another common bacterial STD. It’s also known as

“the clap.”
 Many people with gonorrhea develop no symptoms. But when
present, symptoms may include:
 55

 a white, yellow, beige, or green-colored discharge from the

penis or vagina
 pain or discomfort during sex or urination
 more frequent urination than usual
 itching around the genitals
 sore throat
 It’s possible for a mother to pass gonorrhea onto a newborn during
childbirth. When that happens, gonorrhea can cause serious health
problems in the baby. That’s why many doctors encourage
pregnant women to get tested and treated for potential STDs.
Pubic lice (‘crabs’)

 “Crabs” is another name for pubic lice. They’re tiny insects that can
take up residence on your pubic hair. Like head lice and body lice,
they feed on human blood.
 Common symptoms of pubic lice include:
 itching around the genitals or anus
 small pink or red bumps around the genitals or anus
 low-grade fever
 lack of energy
 irritability
Trichomoniasis

 Trichomoniasis is also known as “trich.” It’s caused by a tiny

protozoan organism that can be passed from one person to another
through genital contact.
 According to the CDCTrusted Source, less than one-third of people
with trich develop symptoms. When symptoms do develop, they
may include:
 discharge from the vagina or penis
 burning or itching around the vagina or penis
 pain or discomfort during urination or sex
 frequent urination
 In women, trich-related discharge often has an unpleasant or
“fishy” smell.
Herpes

 Herpes is the shortened name for the herpes simplex virus (HSV).
There are two main strains of the virus, HSV-1 and HSV-2. Both can
be transmitted sexually. It’s a very common STD.
 HSV-1 primarily causes oral herpes, which is responsible
for cold sores. However, HSV-1 can also be passed from one
 56

person’s mouth to another person’s genitals during oral sex.

When this happens, HSV-1 can cause genital herpes.
 HSV-2 primarily causes genital herpes.
 The most common symptom of herpes is blistery sores. In the case
of genital herpes, these sores develop on or around the genitals. In
oral herpes, they develop on or around the mouth.
 Herpes sores generally crust over and heal within a few weeks. The
first outbreak is usually the most painful. Outbreaks typically
become less painful and frequent over time.
Other, less common STDs include:

 chancroid
 lymphogranuloma venereum
 granuloma inguinale
 molluscum contagiosum
 scabies

Methods of Contraception

Many factors need to be taken into account by women , men, or

couples at any point in their lifetime when selecting the most appropriate
method of contraception. Those include safety , efficiency,, availability
(including accessibility and affordability) and acceptability.

Reversible Methods of Birth Control

Intrauterine Contraception

Levonorgestrel intrauterine system (LNG IUD)—

The LNG IUD is a small T-shaped device like the
Copper T IUD. It is placed inside the uterus by a
doctor. It releases a small amount of progestin each
day to keep you from getting pregnant. The LNG IUD
stays in your uterus for up to 3 to 6 years, depending
on the device. Typical use failure rate: 0.1-0.4%. 1

Copper T intrauterine device (IUD)—This IUD is a

small device that is shaped in the form of a “T.” Your doctor places it
inside the uterus to prevent pregnancy. It can stay in your uterus for up
to 10 years. Typical use failure rate: 0.8%.1
 57

Hormonal Methods

Implant—The implant is a single, thin rod that is

inserted under the skin of a women’s upper arm. The
rod contains a progestin that is released into the
body over 3 years. Typical use failure rate: 0.1%. 1

Injection or “shot”—Women get shots of the

hormone progestin in the buttocks or arm every
three months from their doctor. Typical use failure
rate: 4%.1

Combined oral contraceptives

—Also called “the pill,” combined oral contraceptives
contain the hormones estrogen and progestin. It is
prescribed by a doctor. A pill is taken at the same
time each day. If you are older than 35 years and
smoke, have a history of blood clots or breast cancer,
your doctor may advise you not to take the pill.
Typical use failure rate: 7%.1

Progestin only pill—Unlike the combined pill, the

progestin-only pill (sometimes called the mini-pill) only has one hormone,
progestin, instead of both estrogen and progestin. It is prescribed by a
doctor. It is taken at the same time each day. It may be a good option for
women who can’t take estrogen. Typical use failure rate: 7%. 1

Patch—This skin patch is worn on the lower

abdomen, buttocks, or upper body (but not on the
breasts). This method is prescribed by a doctor. It
releases hormones progestin and estrogen into the
bloodstream. You put on a new patch once a week for
three weeks. During the fourth week, you do not wear
a patch, so you can have a menstrual period. Typical
use failure rate: 7%.1
 58

Hormonal vaginal contraceptive ring—The ring

releases the hormones progestin and estrogen. You
place the ring inside your vagina. You wear the ring
for three weeks, take it out for the week you have
your period, and then put in a new ring. Typical use
failure rate: 7%.1

Barrier Methods
Diaphragm or cervical cap—Each of these barrier
methods are placed inside the vagina to cover the
cervix to block sperm. The diaphragm is shaped like
a shallow cup. The cervical cap is a thimble-shaped
cup. Before sexual intercourse, you insert them with
spermicide to block or kill sperm. Visit your doctor for
a proper fitting because diaphragms and cervical
caps come in different sizes. Typical use failure rate
for the diaphragm: 17%.1

Sponge—The contraceptive sponge contains spermicide and is placed in

the vagina where it fits over the cervix. The sponge works for up to 24
hours, and must be left in the vagina for at least 6 hours after the last act
of intercourse, at which time it is removed and discarded. Typical use
failure rate: 14% for women who have never had a baby and 27% for
women who have had a baby.1

Male condom—Worn by the man, a male condom

keeps sperm from getting into a woman’s body. Latex
condoms, the most common type, help prevent
pregnancy, and HIV and other STDs, as do the newer
synthetic condoms. “Natural” or “lambskin” condoms
also help prevent pregnancy, but may not provide
protection against STDs, including HIV. Typical use
failure rate: 13%.1 Condoms can only be used once.
You can buy condoms, KY jelly, or water-based
lubricants at a drug store. Do not use oil-based lubricants such as
massage oils, baby oil, lotions, or petroleum jelly with latex condoms.
They will weaken the condom, causing it to tear or break.

Female condom—Worn by the woman, the female

condom helps keeps sperm from getting into her
body. It is packaged with a lubricant and is available
at drug stores. It can be inserted up to eight hours
 59

before sexual intercourse. Typical use failure rate: 21%, 1 and also may
help prevent STDs.

Spermicides—These products work by killing sperm

and come in several forms—foam, gel, cream, film,
suppository, or tablet. They are placed in the vagina
no more than one hour before intercourse. You leave
them in place at least six to eight hours after
intercourse. You can use a spermicide in addition to a
male condom, diaphragm, or cervical cap. They can
be purchased at drug stores. Typical use failure rate:
21%.1

Fertility Awareness-Based Methods

Fertility awareness-based methods—

Understanding your monthly fertility
patternexternaliconexternal icon can help you plan to
get pregnant or avoid getting pregnant. Your fertility
pattern is the number of days in the month when you
are fertile (able to get pregnant), days when you are
infertile, and days when fertility is unlikely, but
possible. If you have a regular menstrual cycle, you
have about nine or more fertile days each month. If you do not want to
get pregnant, you do not have sex on the days you are fertile, or you use
a barrier method of birth control on those days. Failure rates vary across
these methods.1-2 Range of typical use failure rates: 2-23%.1

Lactational Amenorrhea Method

For women who have recently had a baby and are
breastfeeding, the Lactational Amenorrhea Method
(LAM) can be used as birth control when three
conditions are met: 1) amenorrhea (not having any
menstrual periods after delivering a baby), 2) fully or
nearly fully breastfeeding, and 3) less than 6 months
after delivering a baby. LAM is a temporary method
of birth control, and another birth control method
must be used when any of the three conditions are
not met.

Emergency Contraception
Emergency contraception is NOT a regular method of birth control.
Emergency contraception can be used after no birth control was used
during sex, or if the birth control method failed, such as if a condom
broke.
 60

Copper IUD—Women can have the copper T IUD

inserted within five days of unprotected sex.

Emergency contraceptive pills—Women can take

emergency contraceptive pills up to 5 days after
unprotected sex, but the sooner the pills are taken,
the better they will work. There are three different
types of emergency contraceptive pills available in the United States.
Some emergency contraceptive pills are available over the counter.

Permanent Methods of Birth Control

Female Sterilization—Tubal ligation or “tying

tubes”— A woman can have her fallopian tubes tied
(or closed) so that sperm and eggs cannot meet for
fertilization. The procedure can be done in a hospital
or in an outpatient surgical center. You can go home
the same day of the surgery and resume your normal
activities within a few days. This method is effective
immediately. Typical use failure rate: 0.5%.1

Male Sterilization–Vasectomy—This operation is

done to keep a man’s sperm from going to his penis, so his ejaculate
never has any sperm in it that can fertilize an egg. The procedure is
typically done at an outpatient surgical center. The man can go home the
same day. Recovery time is less than one week. After the operation, a
man visits his doctor for tests to count his sperm and to make sure the
sperm count has dropped to zero; this takes about 12 weeks. Another
form of birth control should be used until the man’s sperm count has
dropped to zero. Typical use failure rate: 0.15%. 1

Learning Activities

Activity 1: Body Mapping

Directions: draw the outline of a body, mark on the body all the changes
that happen to you during puberty, then Answer the following questions.

1. What are the good things about growing up?

 61

2. What are the bad things about growing up?

3. Why do those changes happen?

4. How do people feel about them?

5. What questions do we have about growing up?

6. What problems do we have with the changes?

Activity 2:
Directions: For each of the following people, identify whether the
person is heterosexual (H), gay (G), lesbian (L), or bisexual (B),
based on the information provided. For each person, briefly make
note of your reasons for your decision.
 62

_____1. A man who has self-identified as gay since his teens, who
has had two brief sexual relationships with women, and who has
been involved with his current (male) partner for 3 years.

_____2. A woman who has had a number of intimate sexual

relationships with women and expresses little interest in pursuing
relationships with men.

_____3. A man who has had several intimate sexual relationships

with both women and men, though he generally prefers the
company of men.

_____4. A man who is strongly attracted to both men and women

although all of his sexual relationships have been with women.

_____5. A woman who has self-identified as heterosexual

throughout her life and finds herself strongly attracted to a new
female co-worker.

_____6. A man whose male partner died of AIDS 10 years ago and is
currently married to a bisexual woman.
 63

_____7. A woman who self-identified as a lesbian, is active in the

women’s movement and gay rights groups, and is happily married
to a man.

_____8. A woman who had a brief sexual relationship with her

college roommate 20 years ago but since then has had several
intimate relationships with men.

_____9. A woman who psychologically, emotionally, and socially

prefers the company of women over men but whose sexual
experiences have been exclusively with men.

_____10. A recently divorced woman who had been married to a

man for 19 years and is now living with her female partner.
 64

LESSON
6
THE MATERIAL AND ECONOMIC SELF

Learning Outcomes
At the end of this lesson,you will be able to:

 Explain the association of self and possession;

 Identify the role of consumer culture to self and identity
and
 Appraise ones self-based on the description of material
self.

Pretest

Directions: On the space provided before each item, write TRUE when
the
statement is factual, and FALSE when it is erroneous.
__________1.A person is defined not by what they think, but what they
own.
__________2.Shopping is not an expressive and constitutive existential act.
___________3.Understanding shopping is important in determining race,
culture, gender, class, family, and community.
___________4.Possessions are an important component of sense of self.
___________5.Material possession signifies aspects of one’s sense of self
and identity.
 65

Learning Content
The Material/ Economic Self

There are many authors who give different views about material
and economic self.

The material self consists of things that belong to a person or

entities that a person belongs to. Thus, things like the body, family,
clothes, money, and such make up the material self.The core of the
material self is the body. Second to the body, is clothes were important
to the material self. It is 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. Money
and family are critical parts of the material self.

The material self refers to tangible objects, people, or places that carry
the designation my or mine. There are two subclasses of the material self
can be distinguished: the bodily self and the extracorporeal beyond the
body) self. Rosemberg (1979) has referred to the extracorporeal self as
the extended self. The bodily component of the material self requires
little explanation. A person speaks of my arms or my legs. These entities
are clearly an intimate part of who we are. But our sense of self is not
limited to our bodies. It includes other people, pets, and possessions like
car, places and the products of our labor.

The economic self or economic self-sufficiency, therefore, is

asurplus of economic resources to meet physical needs. Conversely, the
person who cannot meet physical needs is in a state of economic
dependency or, to put it differently, is experiencing economic hardship.

The Material Self

The philosophical usage of the term materialism” is generally

considered to be distinct from the popular usage, materialistic consumers
do rely on physical (material) possessions to manifest and perceive
otherwise invisible personal characteristics such as happiness, status,
and social competence. Three important elements of materialism
discussed below:
 66

 First, materialist person place possession and their

acquisition at the center of their lives. Daun (1980)describes
material describes materialism as a way of life in which a
high level of material consumption functions as a goal and
serves as a set of plans. The positive roles that possessions
play in individuals’ lives, such as providing meaning and
enabling a fuller unfolding of human life.
 Second, acquiring of material things is essential to
satisfaction and well-being in life. According to Belk (1985)
that for materialistic individuals “possessions are believed to
provide the greatest sources of satisfaction and
dissatisfaction’ in life. Materialist people believe that
expanded levels of consumption lead to increases pleasure
obtained.
 The third element material self or materialism involves the
tendency to of materialist to judge their and others’ by the
number and quality of possessions acquired.

Possessions and the Economic Self

A key to understanding what possessions mean is reorganizing

that, knowingly or unknowingly, intentionally or unintentionally, we
regard our possessions as parts of ourselves, According to Tuan (1980)
argues, “ Our fragile sense of self needs support, and this we get by
having and possessing things because, to a large degree, we are what we
have and possess. The old premise that we regard our possessions as
parts of ourselves is not new. William James (1890) who laid the
foundations for modern conception of self, held that:

A man’s self is the sum total of all that he CAN call his, not only his
body and his psychic powers, but his clothes and his house, his wife and
children, his ancestors and friends, his reputation and works, his lands
and yacht and bank account. All these things give him the same
emotions. If they wax and prosper, he feels triumphant; if they dwindle
and die away, he feel cast down, not necessarily in the same degree for
each thing, but in much the same way for all.

Self-extension to possessions is defined as “the contributions of

possessions to identity,” (Sivadas&Machleit, 1994, p. 143). Russell J. Belk
first linked self-extension with possessions in 1988, introducing the
concept to consumer behavior. Belk asserted that the self could extend
to possessions, which could then influence behavior surrounding
possessions, such as buying, selling, caring for and discarding. While self-
 67

extension to physical possessions has been previously studied, self-

extension to digital possessions has yet to be explored until recently.
Siddiqui and Turley (2006) studied the role of “virtual possessions” as
replacements for physical possessions and found that some participants
were hesitant to relinquish a physical possession for a purely digital one.
According to Odom, Zimmerman and Forlizzi (2011), teenagers can form
attachments to their digital possessions, which has implications for
human computer interaction research. Odom et. al draws on attachment
as it is defined by consumer behaviorists, who consider self-extension a
necessary characteristic of attachment to possessions.

Learning Activities

Think Ahead!

Activity 1: The T Chart!

Directions: Using the T-chart, write the positive and negative effects of material/economic
self.See Rubric click this link C:/Users/Jay%20Rey/Downloads/criteria.pdf.
Submit your work on our goggle class.

Positive Effects Negative Effects

Activity 2. Compare and Contrast

Directions: Using a Venn diagram, compare and contrast material self

and economic self. Then compose five (5) to ten (10) sentences
discussing the similarities and differences of material self and economic
self.See Rubric click this linkC:/Users/Jay%20Rey/Downloads/criteria.pdf.
Submit your work on our goggle class.
 68

Read and Ponder!

Activity 3. Do this!

Directions: Click this link

https://www.coursehero.com/file/35211471/The-Material-Selfpptx/ (Our
Consumption Anecdoteby Heinrich Böll) and read it carefully after
reading, compose a reflection about the anecdote with the question
below. See Rubric click this link
C:/Users/Jay%20Rey/Downloads/criteria.pdf. Submit your work on our
goggle class.

If you were a fisherman, would you agree the ideas of American

businessman? Why?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
 69

Mastery Test

See if you can do this!

Directions: Read the following statements and fill in the blanks with
word/s which best complete/s the sentences.

1. Is it wrong to have wealth? Why?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

2. Do you shop according to your means; or do you shop beyond your

means?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

3. How does material possessions tell one’s self identity?

__________________________________________________________________________
__________________________________________________________________________
 70

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

LESSON
7
THE DIGITAL SELF

Learning Outcomes
At the end of the lesson, you will be able to:

c) Define online identity or digital self;

d) Discuss the influence of social media to one’s self;
e) Evaluate the congruence of Offline Self versus Online Self;
f) Discuss the proper way of presenting the Digital Self;
1. Explain the role of the government, school, and church in the
prevention of identify theft, false information, and fake news
2. Able to write an essay about being a responsible netizen.

Pre-Test

Complete your online (Facebook) identity checklist. Tick the box that
corresponds to your answer.
ITEM Ye No
s
1. Is your profile picture your picture?
2. Do you include your place of residence in your profile?
3. Do you include your relationship status in your profile?
4. Do you include the name of your hometown in your profile?
5. Do you share information about health and wellness?
6. Do you use social media for business purposes?
7. Do you post picture of your pet?
8. Do you upload pictures of the food you eat?
9. Do you upload pictures because you are bored?
10. Do you share prayers and religious stories?
11. Do you post the movies that you have just watched or plan to
watch?
12. Do you post the picture of the book or novel that you have just
 71

read or plan to buy?

13. Do you express your stand on particular political issues by
writing posts?
14. Do you post upload pictures of your newly purchased gadgets
or toys?
15. Do you upload pictures of you with respectable people
including celebrities?
Learning Content
Definition

Digital self is the

persona you use when you're
online. Some people maintain
one or more online identifies
that are distinct from their “real
world” selves; others have a
single online self that's more or
less the same as the one they
inhabit in the real world.

Images can be
manipulated through skills in photography or Photoshop. Through photo
manipulation, one can be teller, shorter, thinner, fairer, and can even
have different eye color almost anything is possible, anything can be
altered. While technology can manipulated one’s physical appearances,
what it manages simply serve as representations of one’s ideal self, what
one wants to be.

This era, the self adapts to the environment that is dominated by

digital technology. To satisfy individual dreams and desires outside of
one’s inner self, things, products, or service allow people to believe that
they can change, enhance, or improve their self. And so, if someone
wants to be a celebrity, it is easy to get a picture of a celebrity and use it
as his or her profile picture. One’s digital self consist of how one
expresses himself or himself in various inline platform.

This sharing of personal information on social networking sites may

be related to the strong desire of adolescents for social approval and
acceptance.

Self-Presentation and Impression Management

Self-presentation refers to an individual’s attempts both conscious

and unconscious, to control how he or she project himself or herself in
social interactions. Some forms self-presentation may be authentic, but
some may be tactical or selective.

Self-presentation is inherent in all situations. The widespread use of

 72

online interactions has increased the opportunities to engage in sell-

presentation and impression management. Most people strive to create
images that are positive. Thus, individual use several methods to create
positive impressions of them. The desire to create positive impressions
and to be “liked” by others may lead to consequences that can be risky
to one’s security and mental health, such as identity theft, cyberbullying,
gossiping as well as anxiety and depression. People should still be
mindful of their privacy using social networking sites.

The importance of
Digital Technology
Technology has changed
the social features of people’s
lives. It has altered the way
people view the social
dimension of relationships and
dictated new ways for people to
relate with one another.

Digital technology has enabled

volumes of information to be
compressed in compact storage
devices, so as to be easily
contained and delivered, minimizing the time it takes for data to be
transmitted. Digital technology has immensely changed the pattern of
working as well as the learning of new concepts, including
communication.
Impact of Online Interactions on the Self

According to Iqbal, Khan and Malik (2017) suggest that mobile

phones are ever more becoming a very valuable part of the daily life of
today’s youth. However, the use of digital technology and online
interactions limit face-to-face interaction with others and has drawn
people away from meaningful and intimate communication with families
and friends. It changes the social behavior of individual, families, and
societies as a whole.
 73

Are you a responsible Netizen?

 74

With the rampant use of the internet, specifically social media, there are
issues that need to be recognized and thus be addressed. Here are some
of the issues that one needs t address if one wants to be seen as a
responsible netizen.

Sharing Fake News

As the famous saying goes, “think before you click”. Social

media has been teeming with fake news, malicious content that tends to
speak ill of certain people or issues.

Cyberbullying

People bully other people online because the fell that they
can do so as online interactions is different from face-to-face or personal
interaction. One form of cyberbullying is bashing which can do damage to
an individuals psychological well-being.

Sharing Viruses

Some social media users share viruses for fun. This

inappropriate behavior online for its aim, which may appear direct or not,
is to damage one’s reputation.

Learning Activities
Activity No. 1. Learning Log

What pieces of information, activities, thoughts, opinions, or feelings

should be kept private and should never be divulged on social media?
Write your answer on the tale provided.

Information, Activities, Thoughts, Explanation

Opinions and feelings
1.

2.

3.
 75

4.

5.

6.

7.

8.

9.

10.

Activity No. 2. Essay Writing

Are you a responsible netizen? Justify your answer.

 76

Activity No. 3. Watch and Learn

Watch the movie entitled Jumanji (2017) starring Dwayne Johnson.

Identify the main characters and discuss their “digital self” projected by
the movie.

1.

2.

3.

4.
 77

Mastery Test
 78

LESSON
8
THE POLITICAL SELF AND BEING A FILIPINO

Learning Objectives:

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

L.O.1: Develop a Filipino identity;

L.O.2. Identify different Filipino values and traits; and

L.O.3. Reflect on your selfhood in relation to your national identity;

ACTIVITY
Who is a Filipino?

Cut out pictures or illustration from magazines and newspapers

that show what being a Filipino is about? Paste them below.

Answer the questions below in relation to what you have posted in the
previous activity.
 79

1. How do the pictures remind you of you being a Filipino?

2. Are you proud of being a Filipino? Why or why not?

3. Imagine that you were of a different nationality. What would

change in you aside from your citizenship and origin?

4. How extensive is the effect of being a Filipino in your selfhood?

Pretest

Learning Content
The Philippines as we know it today has only emerged in the 1890’s
after over three centuries of colonization of the Spaniards. Meanwhile,
literation from the last colonizers, the Japanese, only occurred in 1946.
Foreign culture, beliefs, language and religion have made a huge dent on
our own by setting a foundation to the contemporary Filipino identity and
culture. To date, colonial mentality remains an issue. Given the wide
discrepancy the liberation period and today’s time, would it be safe that
 80

Filipinos have truly developed the identity of their own? Or we still live in
the shadow of our colonial friends?

In this chapter, you will learn that an individual’s race ethnicity, and
physical characters are not the only that makes a person national
identity. Values and traits are also important indicators that set apart one
nationality from the other. These values and traits may not always be a
positive thing, but being able to identify one’s self apart from other
nationalities and point out weaknesses and mistakes, paired with unity
and commitment, make progress a possibility. Through common goals,
principles, and values of its people, a nation empowers itself.

Who is a Filipino?

Filipinos are often referenced to globally renowned personalities

like Manny Pacquiao, Lea Salonga and Micheal Cinco who have made
Filipinos recognized around the world through their expertise. However ,
being a Filipino is far more than just being related to these notable
figures. Independence day and Buwan ng Wika celebrations prompt us to
go back to our roots and reflect on the question: Who is a Filipino?

Technically according to the 1987 Philippine Constitution, Filipino

citizens are*… those whose fathers and mothers are citizens of the
Philippines, those born before January 17, 1973, of Filipino mothers, who
elect Philippine citizenship upon reaching the age of majority, and those
who are naturalized in accordance with law.” However, citizenship is not
only the marker of being a Filipino. Culture and history have greatly
influence the manner Filipinos learn, live and behave to date. People who
were born and grew up in the same culture develop and share common
personality traits and values have been passed on that the Filipino of
today still embody.

Filipino Values and Traits

 81

The Philippine is a lush island paradise famous for its grandiose

mountain views, pristine beaches, and rich and diverse culture changing
from province to province. While the Philippines may be well known for
its awe-inspiring beauty, perhaps the Filipino’s unique traits, reputable
values, and laudable talents make the country a place to be.

Tourist who have visited the Philippines can never forget the big
and bright smiles that greeted them, the colorful and loud jeepney’sthe
common Filipino Phrases such as “Mabuhay!” and “Salamat!” and habits
such as saying “po” and “opo” to the elders, leaving shoes or slippers at
the front door before entering a house, and the importunate asking of
“Kumainka nan a?” meaning”have you eaten yet?” Indeed, it ia marvel to
experience these unique traits of the Filipinos firsthand. Few of these
traits areas follows.

The Filipino Hospitality

 82

A Filipino trait that is known everywhere is the Filipinos brand of

hospitality. Filipinos welcome their guests’ tourists as if they are their
own brothers and sisters; they always make the guest feel at home,
offering them something to eat, or even a place to stay. They will bring
out their best sets of plates and chinaware for their honored guests and
even go as far as spending a lot of money and going into debt just so
they can satisfy them. In most local shops, Filipino salesperson will great
their customers with warm welcome and say thank you when they leave
even without buying anything. Filipinos also anticipate giving tours to
friends who will visit their hometown and treating them to the best
restaurants and delicacies for free. During festivals or fiestas, Filipinos
serve heaps of festive foods an invite the whole barangay over. They are
also fond of giving pasalubong or tokens from their travels and pabaon or
farewell gifts to their visitors.

Respect for Elders

Filipino greet their elders by kissing

their hands and saying “Mano po!”
andconstantly using “po” and “opo” in
conversations. Forgetting to address older
people properly will regard them as rude and
impolite. There is also a wide array of
references to older people such as ate for
older sister; kuya for older brother; Tito and
Tita for uncle and aunt, respectively; Lolo and
Lola for grandmother and grandfather, and Manong and Aling for older
people outside the family.
 83

Close family Ties

Filipinos maintain a tight

relationship with their families
regardless if the children are old
enough and already have families of
their own. They are also fond of
family reunions during birthdays,
holidays, or fiestas year round.
Some Filipino families even opt to
live I big house where everyone can
stay together. Nursing homes are
almost always not an option for
family members and choose to take
care of their elders themselves.

Cheerful Personality

Filipinos have a habit of smiling and laughing a lot. They smile

when they are happy, or sometimes even when they are sad or angry.
Smiling has been a coping strategy for many Filipinos especially during
trying times and calamities. For instance, Filipinos smile and wave at the
camera while being interviewed even after a fire or flooding incident.
They always try to maintain a positive outlook in life which make them
resilient and able to manage almost everything with a simple smile.

Self-sacrifice

The self-sacrificing attitude of Filipinos can be seen in an

extension of the Filipino hospitality. Filipinos go out of their way to extend
help to their friends, families and loved ones. They wish comfort and
better lives for their loved ones and would even go to the extent of
working abroadhundreds of miles away to earn more money and save up
for them. Overseas Filipino Workers (OFWs) sacrifice a lot; that is why
they are regarded as the modern day Filipino heroes. Thereare also times
whenthe eldest among the children of the family would give up school to
work and provide for the rest of the family and educate his or her
siblings.
 84

Bayanihan

Bayanihan is the spirit of

communal unity and cooperation of
Filipinos. It is also about giving without
expecting something in return.
Filipinos are always ready to share and
help their friends and loved ones who
are in need. It may not always be in
monetary form, but the time and effort
they give also count as a form of help
for them. This trait is particularly
manifested in how Filipinos rally
themselves to send aid to those who
are severely affected by natural
calamities.

“Bahala Na” Attitude

“Bahalana” is the Filipino version of the famous line

“HakunaMatata” meaning no worries. The phrase is said to have
originated from “Bathala Na” where Bathala means God, and the phrase
meaning leaving everything into God’s hands. It can also be viewed as
something similar to cheerful and positive attitude of Filipinos and
allowing situations take care of themselves instead of worrying about
them.

Colonial Mentality

Colonial mentality is regarded as a lack of patriotism and the

attitude where Filipinos favor foreign products more than their own. This
does not only concern goods, but also the desire to look more foreign
than local and keep up with foreign beauty trends. It is attributed to the
centuries of colonization Filipinos had under the Spanish, American, and
Japanese rule.

“Mañana” Habit

This is the Filipino term for procrastination. It was derived from a

longer Filipino phrase called “Mamayana” meaning dawdling things,
 85

which could have been done at an earlier time. It is a poor habit of

laziness that results in heavier workloads.

“NingasKugon”

“Ningas” is a Filipino term for flame and “kugon” is a Filippino

term for Cogon grass that easily burns out after It is put into flame.
Ningaskugon refers to the attitude of eagerly starting things but quickly
losing eagerness soon after experiencing difficulty, just like how fast the
fire of a Cogon grass burn out moments after being ignited. Laziness is a
common problem among Filipinos; that is why Filipinis are regarded as
“Juan Tamad” or Lazy Juan.

Pride

Most Filipinos hold onto their pride as if they are more precious
than keeping a good relationship with family and loved ones. When two
parties are not in good terms, they find it also hard to apologize and wait
until the other asks for an apology first.

Crab mentality

This is a toxic trait among Filipinos where one resents the

achievement of another, instead of feeling happy for that person. Just like
crabs in a container, they pull each other down and ruin each other’s
reputation rather than bringing them up, resulting to no progress.
Filipinos should change this troublesome attitude and focus more on their
own inadequacies to improve one’s self.

Filipino Time

Filipinos have these common attitude of arriving late at

commitments, dinner, or parties specially if they are meeting someone
close to them. They tend to not observe punctuality altogether. The 7:00
pm call time becomes adjusted to 7:30 pm and almost everyone arrives
at the same time because everyone is using Filipino time.
 86

Filipino Markers
What then are the hallmarks of our being a Filipino? What makes
us truly relish in our being a Filipino? The following are constant
reminders of nationality.

1. Proverbs or Salawikain
Filipino proverbs, just like any other proverbs, are saying that
conveys lesson and reflections or Filipino practices, beliefs and
traditions. Damiana Eugenio, regardedas the mother of Philippine
Folklore, classified proverbs into six categories (Eugenio, 2000):

a. Proverbs expressing a general attitude towards life and the

laws that govern life;
b. Ethical proverbs recommending certain virtues and
condemning certain vices;
c. Proverbs expressing a system of values;
d. Proverbs expressing general truths and observation about life
and human nature;
e. Humorous proverbs; and miscellaneous proverbs.
An example of a Filipino proverbs is the saying “Kung may
Tiyaga, may nilaga” which means that hard work will be rewarded if one
is persistent.

2. Superstitions
Filipinos also subscribe to their own set of superstitions passed
down fron generation to generation. Some of these may be
influenced by beliefs from other cultures, but Filipinos have retold
these superstitions according to their own experiences and they
sometimes end up even more interesting.

According to a Filipino superstition, a woman singing while

cooking will end up a spinster so parents remind their daughters to
avoid singing while preparing their meals. Filipinos also avoid
taking pictures in threes as the one in the center is said to die,
according to another superstition.
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3. Myths and Legends

Due to the Philippines rich culture and history, numerous myths
and legends have sprung about thing that are beyond one’s imagination.
These stories are aimed to explain the origin of things, at the same time,
teach a valuable lesson. Some of these stories stemmed in pre-
Christianity period, but have evolved to the stories we know today.

A famous Filipino legend is about the origin of the pine apple

fruit. It is a story about a young and lazy girl named Pina who always
asked where her mother kept the things she needed without looking for
them first. When Pina’s mother got tired of being asked where she hid
her things, her mother wished that eyes be planted on Pina’s face so she
would start using them. To her mother’s surprise the next morning, Pina
was gone and a fruit sprung in the yard, implanted with “eyes” all around
its body which was later called “pinya” the Filipino term for “pineapple.”

4. Heroes and Icons

Heroes serve as a reminder of true patriotism and nationalism as

they have sacrificed their lives for the sake of their country’s freedom
and progress. Every year we lend a whole day to celebrate our heroes,
usually the last Monday of August to remember their greatness, bravery
and resilience that has led to the freedom we know today.

Famous Filipino icons such as Lea Salonga, Manny Pacquiao, and

the very own national hero, Jose Rizal, also serve as important Filipino
markers as they have made the Filipino name more pronounced
worldwide through their own expertise.

How to Be a Good Filipino

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Now you know that your traits and values are important
indicators of being a Filipino. The problem now is to truly become one
and how you can be useful to the development and progress of our
country. The following are a few ways on hoe to be a good Filipino:

1. Be an active Filipino Citizen.

A good Filipino citizen is aware of the current events and
participates in government programs that aim for the country’s
progression and development. By simple exercising your right to
vote, you also become an active citizen. When it comes to voting,
the rich and the poor have equal voting rights- every Filipino citizen
of legal age have a chance in choosing the right leaders for the
Philippines who are genuine in helping and caring for the Filipino
people.
2. Study the Philippine history.
Theroad of the Philippine history is long and bloody, and by
learning and fully understanding the events of the Philippine
history, you will learn so much as to why it is so important for you
to love your country with your life, extend help to your fellow
Filipinos in need, and recognize abuse of political power.

3. Support local products.

When you buy local products, you do not only support local
manufacturers and businessmen, but you also help strengthen the
local economy. How is it so? There will be more demand of local
products, thus, local businesses will be in need of more employees,
which will open new job opportunities. The business owners will also
invest within the country and are less likely to leave, supporting our
local products also displays our creativity, innovativeness and
resourcefulness.

4. Speak the Filipino language

The history of the Filipino language was as long and hard as the
Philippine history. Jose Rizal highlighted the importance of speaking a
national language as the way of displaying the love one’s country.
Speaking Filipino also serves as a unique identifier of being a Filipino.
It has been a decade-long debates whether to use Filipino as the
instructional language in school and translate textbook into Filipino,
however, this is still not strictly imposed.
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5. Do not spread fake news and be democratic in engaging with

dissent.
This period in the history of the Philippines has seen how the
internet has spawned tons of possibilities for people, both good and bad.
For instance, it is easier for Filipinos working abroad to communicate with
their loved ones left in the Philippines through the internet. Despite this,
the internet has also made the spread of fake news very common.
Likewise, the internet has also made us engage in intense arguments
with people across the globe about our political positions, for example, it
is a part of being a good Filipino to understand and verify what you read
online, especially in social media, before actually believing in it, and
spreading it like wild fire. It is also the responsibility of every Filipino to
recognize the disagreement in political views, be tolerant, and argue
intelligently without having to resort into name calling people.

APPLICATION AND ASSESSMENT

1. Make an acrostic below which will describe you, in relation to you

being a Filipino:

2. Discuss how being a Filipino affects your “self.” How can becoming
a better Filipino influence your duty to becoming a better version of
yourself?
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Mastery Test

LESSON
9

THE SPIRITUAL SELF

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Learning Objectives:

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

L.O.1: Discuss the meaning of Spiritual Self;

L.O.2. Discuss the meaning of spirituality in one’s life;

L.O.3. Identify various religious practices and beliefs; and

L.O.4. Understand self in relation with religious beliefs

Introduction
Spiritual self is one of the four constituent of the “self” according to
William James in his book. The Principles of Psychology in 1890. The
Spiritual self is the most intimate, inner subjective part of self. It is the
most intimate version of the self because of the satisfaction experienced
when thinking of one’s ability to argue and discriminate, of one’s moral
sensibility and conscience, and of our unconquerable will (James 1890) is
purer than all other sentiments of satisfaction. (Green 1997)

The ability to use moral sensibility and conscience may be seen

through the expressions of religion, its beliefs and practices. In the same
manner, cultural rituals and ceremonies are some manifestations what
people believe in. Moreover, seeking the meaning of life is a journey that
the spiritual self is on.

ACTIVITY
Art Recall

Recall:

`When was the first time you realized that there is a higher being
than yourself? How old were you then? What made you believed that
there is a higher being?

Graphic Presentation:
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Make a poster about the instance or situation that made you

believe in the existence of higher being.

Show:

During our virtual class you are going to showcase the posters that
you have made. Observe similarities and differences in each other’s
experiences, expressed in the artworks. Initiate discussions about beliefs
on higher being based on the showcased posters.

Pretest
1. From the posters you see, what commonalities and differences
did you observe?
2. How these experiences affect your belief on higher being?
3. How is the belief on higher being related to you?
4. Do you consider having a spiritual self? Why or Why not?

Learning Content

Religion

Rebecca Stein (Stein 2011) works on the definition of religion “as a

set of cultural beliefs and practices that usually includes some or all of
basic characteristics. These characteristics are:

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

and gods.
2. A focus on the sacred supernatural, where sacred refers to a
feeling of reverence and awe.
3. The presence of supernatural power or energy that is found on
supernatural beings as well as physical beings and objects.
4. The performance of ritual activities that involves the
manipulation of sacred object to communicate to supernatural
beings and/or to influence or control events.
5. The articulation of worldwide and moral codes through
narratives and other means
6. Provide the creation and maintenance of social bonds and
mechanism of social control within community; provide
explanation for unknown and sense of control for individuals.
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An individual lives in a society where there are many practices of

religion. The choice of religious belief lies within the spiritual self.
Although the choice maybe influenced by the society and its culture.

Ritual

Ritual is the performance of ceremonial acts prescribed by a

tradition or sacred law (Britannica 2017). Ritual is a specific, observable
mode of behavior exhibited by all known societies. It is thus possible to
view ritual as a way of defining or describing humans.

There are three fundamental characteristics of rituals according to

Penner (Britannica 2017). Ritual has the characteristics of:

1. a feeling of emotion of respect, awe, fascination, or dreadin relation

to the sacred.
2. dependence upon a belief system that is usually expressed in the
language of myth.
3. is symbolic in relation to its reference

The self can be described as a ritual being who exhibits a striking

parallel between their ritual and verbal behavior. Just as language is a
system of symbols that is based upon arbitrary rules, ritual may be
viewed as a system of symbolic acts that is based upon arbitrary rules.
Participation to rituals is rituals is expressions of religious beliefs.

Some World Religious Beliefs

There are different religions with different beliefs and practices.

Some of the major world religions are Buddhism, Christianity, Hinduism,
Islam, and Judaism. Excerpt of some religious beliefs and practices are
found in the University of London’s Religion and Belief Guide 2017.
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Image of Buddha

Buddhist Temple Buddhist Monk

Beliefs

The basic doctrines of early Buddhism, which remain common to

all Buddhism, include the four noble truths : existence is suffering
( dukhka ); suffering has a cause, namely craving and attachment
( trishna ); there is a cessation of suffering, which is nirvana ; and there is
a path to the cessation of suffering, the eightfold path of right views,
right resolve, right speech, right action, right livelihood, right effort, right
mindfulness, and right concentration. Buddhism characteristically
describes reality in terms of process and relation rather than entity or
substance.

Customs and Practices

There are two types of meditation practices: samathaand

vipassana. Samatha is practiced as mindfulness of breathing and
development of loving-kindness (MettaBhavana). Vipassana practices aim
at developing insight into reality. Acquiring wisdom is by studying
Buddha’s teaching, the Dharma. Through the reflection of Dharma,
Buddhist can achieve a deeper understanding of life. Buddhists believe in
non-violence principle.
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Samatha Meditation ”Finding Buddha”

Benefits of Samatha Meditation

 Calms the mind

 Increases concentration
 Stops monkey mind
 Promote joy
 Increases inner peace
 Helps to balance emotion
 Makes you more productive
 Helps you to see reality outside of mental delusions
 Reduces prejudices
 Reduces stress
 Boosts immune system
 Promotes positive feeling

Dharma Wheel
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Some of the major Buddhist celebrations areParinirvana Day

in February; Buddha Day (Wesak) in May; Dharma Day in July;
Padmasambhava Day in October; and Sangha Day in November.

Wesak Day Parinirvana Day

Christianity

Portrait of Jesus Christ Protestant Church Catholic Church

Beliefs

Christians believe in Trinitarian God. One God in three personas:

God the Father (Creator), God the Son (Savior), and God the Holy Spirit
(Sustainer).Eternal life after death will be achieved through faith in Jesus
Christ. Jesus Christ is, God the Son, who came to flesh, to spread the
Good News of Salvation. He died on the Cross for the sin of the humanity
but resurrected from the death, so that anyone who believes in Him will
be saved and have eternal life. The Holy Bible is a selection of books,
which is divided into two, The Old Testament and The New Testament.

Customs and Practices

Sacrament of Baptism and Sacrament of Communion are

practiced by Christian churches. The Sacrament of Baptism symbolizes
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the birth in Christian World, while the Sacrament of Communion is an act

of remembrance of Jesus Christ’s sacrificial love. Jesus Christ teaching in
unconditional love that is expressed in loving the poor, oppressed, and
outcast of the society.

Christmas and Resurrection (Easter) are the two major

celebrations in Christianity. Christmas, usually on December 25,
commemorates the birth of Jesus Christ while Resurrection Sunday
(depends on the lunar calendar, sometimes in March or April) celebrates
the resurrection of Jesus Christ from the death.

Christmas Celebration Easter Sunday Symbol Easter Egg Hunting

Hinduism

Portrait of Vishu Portrait of ShriRadha- Krishna Mariamman

Hindu

Beliefs
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Hinduism covers a wide range of traditional beliefs and religious

groups; thus, there is no single founder or leader. Hindus believe that
existence is a cycle of birth, death and rebirth, governed by Karma.
Karma is a concept where the reincarnated life will depend on how the
past life was spent. Hindus believe that the soul passes through a
cycle of successive lives and its next incarnation is always dependent
on how the previous life was lived. Vedas are sacred scriptures of
Hindus. Mahabharata and Ramayana are two other important texts of
the Hindus.

Customs and Practices

Diwali and Navrati are the most celebrated festivals of the Hindus.
Diwali is the Festival of Lights while Navratiis the festival of nine
nights, which celebrate the triumph of good over evil. Hindus have set
dates to honor particular manifestations of God.

Islam

Mosque Mohammad

Beliefs

Muslims believe in Allah, who is their “One God.” They believe in

the unity and universality of God. Muslims also have strong sense of
community or “ummah” and an awareness of their solidarity with all
Muslims worldwide.Islam means “willing submission to God.”

Muslims believe that Mohammed is the last and final prophet

sent by God. Mohammed was born in Mecca in 570 CE and received
revelations from God through the Angel Gabriel over a period of 23 years.
The Holy Book of Islam is called the Quran, which was thought to recited
in Arabic because any translation is seen as inadequate.

Quran Hajj, Pilgrimage to Mecca

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Customs and Practices

Muslims believe in the five pillars of Islam, which are the

foundation of Muslim life:

1. Shahadah– statement of faith: “There is no God but the one true

God and Mohammed is his messenger.”
2. Salat-the prayer thatis practices five times a day.
3. Zakat- the monetary offering for the benefit of the poor. It
comprises the 2.5% of a Muslim’s assets.
4. Hajj- the yearly pilgrimage to Mecca. Muslims who can afford are
asked to do the pilgrimage at least once in their lifetime.
5. Sawn- the fasting. Muslims do fasting, from food, drink, and sexual
act, during the celebration of Ramadan. Ramadan is the ninth
month of the Islamic lunar calendar. The fast is from dawn to
sunset.
Two of the major festivals in Islam are Eidul-Fitr and Eidul-Adha.
Eidul-Fitr is the celebration at the end of Ramadan, while Eidul-Adha is
celebrated within the completion of the Pilgrimage, the Hajj.

Eidul-Fitr Eidul-Adha

Judaism

Abraham Jewish Temple Inside Jewish Temple

Beliefs
The Jews believe in the God of Abraham, the same God that
liberated the Hebrew slaves from Egypt to Canaan, the Promised Land
through the leadership of Moses and later, Joshua.
The Jews believe in the coming of Messiah, the Savior. The
sacred scripture of the Jews is called the Torah or the Law. The Torah is
the guide of the Jewish living. The study and interpretation of Torah is
part of the Jewish culture.
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Image of Moses with the Ten Torah

Commandments in stone tablets

Customs and Practices

There are five major festivals observed by the Jews:
1. Rosh Hashanah- the New Year
2. Yom Kippur- the Day of Atonement
3. Pesach- Passover
4. Shavuot- Pentecost
5. Sukkot- Tabernacles. The Jewish Sabbath begins on Friday evening
at sunset and is an important time when families gather for the
Shabbat meal.

Shabbat Meal Rosh Hashanah Pesach

Religious beliefs, rituals, practices, and customs are all part of

the expression of the spiritual self. What to believe and how to manifest
the belief is entirely dependent on the individual, to the self. A person
might believe that there is higher being, a supernatural being, usually
termed as God, but not necessarily wants to be affiliated or identified
with a certain religious group. Others may have religious practices which
are perceived to be contrary to the practices of other groups. Religious
beliefs and practices, are formed relative to its context and culture.

Finding and Creating Meaning of Life

Another extensive study of the self can be found in the works of

Dr. Viktor E. Frankl. The Viktor Frankl Institute in Vienna was created in
1992. The Institute has a website where there is a synopsis of his life and
works and present programs
(https://viktorfranklinstitute.org/About_Viktor_Frankl.html). The following
excerpts from the website:

The Psychiatrist
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Dr. Viktor E. Frankl was born on March 26, 1905 in Vienna,

Austria, where famous psychiatrists Sigmund Freud and Alfred Adler
lived. At a young age, he wrote a short paper to Freud which was
published after three years. Dr. Frankl graduated with a medical degree
from the University of Vienna in 1930.He was assigned in Vienna Hospital
suicide ward and headed the Rothschild Hospital, eight years later.

A survivor of the Holocaust, Dr. Frankl published a book about

logotherapy. In 1959, the book was translated to English and was revised
in 1963 as The Doctor and the Soul: An Introduction to Logotherapy. His
book, Man’s Search for Meaning, has been used as a textbook in high
school and college courses. Dr. Frankl died in 1997.

Logotherapy

Logotherapy is a psychotherapy introduced by Dr. Viktor E.

Frankl, who is considered the Father of Logotherapy. The main belief of
Logotherapy is that “man’s primary motivational force is search for
meaning.” Logotherapy aids individuals to find personal meaning of life,
whatever life situation they may be.

In logotherapy, meaning can be discovered by creating a work or

doing a deed, experiencing something or encountering someone and the
attitude toward unavoidable suffering. According to the Viktor Frankl
Institute of Logotherapy (n.d.), it uses the philosophy of optimism in the
face of tragedy, where people are capable of “turning suffering into
human achievement and accomplishment; deriving from guilt the
opportunity to change oneself for the better; and deriving from life’s
transitoriness an incentive to take responsible action.”

Basic Concept of Franklian Psychology

The Franklian Psychology has the basic concepts. These are the
following:

 Life has meaning under all circumstances.

 Main motivation for living is our will to find meaning in life.
 Freedom to find meaning.
Furthermore, Franklian Psychology aims to: (1) become aware of
spiritual resources, (2) make conscious spiritual resources, and (3) use
“defiant power of the human spirit” and stands up against adversity.

Logotherapy Assumptions
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All psychotherapies make philosophical assumptions about the

human persons that cannot be proved with certainty. Viktor Frankl
Institute of Logotherapy (n.d.) states the assumptions of logotherapy,
which include the following:

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

This first assumption deals with the body (soma), mind (psyche),
and spirit (noos). According to Frankl, the body and mind are what
we have and the spirit is what we are.

2. Life has meaning under all circumstances, even the most

miserable. Assumption two is “ultimate meaning.” This is difficult to
grasp but it is something everyone experiences and it represents
an order in a world with laws that go beyond human laws.
3. People have a will to meaning. The third assumption is seen as our
main motivation for living and acting. When we see meaning, we
are ready for any type of suffering. This is considered to be
different than our will to achieve power and pleasure.

4. People have freedom under all circumstances to activate the will to

find meaning. Assumption four is that we are free to activate our
will to find meaning, and this can be done under any
circumstances. This deals with change of attitudes about
unavoidable fate. Frankl was able to test the first four assumptions
when he was confined in the concentration camps.

5. Life has demand quality to which people must respond if decisions

are to be meaningful. The fifth assumption, the meaning of the
moment, is more practical in daily living than ultimate meaning.
Unlike ultimate meaning this meaning can be found and fulfilled.
This can be done by following the values of society or by following
the voice of our conscience.

6. The individual is unique. The sixth assumption deals with one’s

sense of meaning. This is enhanced by the realization that we are
irreplaceable.
In essence, all humans are unique with an entity of body, mind,
and spirit. We all go through unique situations and are constantly looking
to find meaning. We are free to do these at all times in response to
certain demands.

Frankl’s Sources of Meaning

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Popova (2017) discussed Viktor Frankl’s work. These are three

possible sources of the meaning of life: purposeful work, courage in the
face of difficulty, and love.

1. Purposeful Work. To find the meaning of life starts with holding a

future goal. Each individual has each own future goal to achieve or
a task to perform. That task or goal to fulfill becomes the meaning
of their life. Therefore, meaning of life is unique to every individual.

2. Courage in the Face of Difficulty. A meaningful life is a life with

suffering. Suffering is inevitable part of life. To find meaning of life
is to recognize suffering, pain, and death as part of life and to have
the courage to face these life difficulties.

3. Love. Popova (2017) quoted Dr. Frankl’s notes about his experience
in the Nazi Camp: “Four hours I stood hacking at the icy ground.
The guard pass by, insulting me, and once again I communed with
my beloved. More and more I felt that she was present, that she
was with me; I had the feeling that I was able to touch her, able to
stretch out my hand and grasp hers. The feeling was very strong:
she was there. Then, at the very moment, a bird flew down silently
and perched just in front of me, on the heap of soil which I had dug
up from the ditch, and look steadily at me,”

Dr. Frankl’swife, parents, and some relatives were victims of gas

chambers. His love for his wife kept him fight for his life. Popova
(2017) also quoted Dr. Frankl’s definition of love: “Love is the only
way to grasp another human being in the innermost core of his
personality. No one can become fully aware of the very essence of
another human being unless he loves him. By his love, he is
enabled to see the essential traits and features in the beloved
person; and even more, he sees that which is potential in him.
Furthermore, by his love, the loving person enables the beloved
person to actualize these potentialities come true.”

Costello (2015) captured Viktor Frankl’s message: “The ultimate

secret on the spiritual foundation of life is that love is salvation and
joy eternity.” The ultimate factor to find the meaning of life is love.

Learning Activities
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Activity No. 1: Video Clip

Make a video clip with reflection on any of the following topics:

a. Filipino rituals and ceremonies covering all regions of the

Philippines
b. Filipino indigenous religious practices featuring five tribes from
Luzon, Visayas, or Mindanao
c. Modern day expression of spiritual being
Make sure to showcase the origin, meaning of each ritual and ceremony,
and your personal reflection.

Activity No. 2. Documentary

Make a documentary of the Pandemic around the globe the Corona virus
novel (Covid-19) that is currently happening now. Feature the following

- Life story during the pandemic

- How he/she survived the pandemic
- Description of his/her meaning of life
- Compare to Viktor Frankl’s sources of meaning
- Test logotherapy assumptions

Activity No. 3: Reflection Paper

Reflect on Viktor Frankl’s sources of the meaning of life.

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