LESSON 1: THE SELF FROM VARIOUS PERSPECTIVES

➢​ Reason is the soul’s tool to wisdom and perfection

Self ➢​ Man must live an examined life and a life of purpose and
●​ A primary concern throughout history value
●​ Takes a good amount of time and effort ➢​ The Socratic Method - Introspection
●​ Self-understanding is one of the essence of what it means to
be a human being. 2.​ Plato
➢​ “The Self is an Immortal Soul”
Philosophical Perspectives of the Self ➢​ He also believed that the self is synonymous with the soul

Philosophy In his theory he introduced

●​ Its purpose is to discover the causes, reasons, and principle ➢​ Three Part Soul
behind everything. ★​ Physical Appetite - Basic BIological Needs
●​ Derived from the Greek words Philos (friend/lover) and ★​ Spirit or Passion - Basic Emotions
Sophia (Wisdom). As a whole it means lover of wisdom. ★​ Reason - Think deeply and make wise choices
➢​ Genuine Happiness is reached if reason is in control of spirit
What do Philosophers Think? and appetite
-​ Though there are differences on how they view the self, most ➢​ Concept of the two worlds
of them agree that self knowledge is a prerequisite to a ★​ World of Forms (nonphysical; real and permanent)
happy and meaningful life. ★​ World of Sense (reality; temporary and a replica of
the ideal world)
PHILOSOPHERS TO BE DISCUSSES ➢​ If a man is living in accordance to his nature then he is doing
his existence justice.
1.​ Socrates
➢​ He believes that “The Self is Synonymous with the Soul” 3.​ Aristotle
In Theory he Believed ➢​ “The soul is the essence of the Self”
➢​ Concept of Physical Body and Immortal Soul ➢​ Soul and body are not separate; the soul is a set of defining
➢​ Everyone possesses a human soul that survived the physical features
body In his theory he suggested
➢​ Two dichotomous realms ➢​ All lives have souls; the essence of all living things.
★​ Physical (Changeable) e.g the Physical Body ➢​ Humans differ because of our rational thinking.
★​ Ideal (Unchangeable, Perfect) e.g sou ➢​ Three Kinds of the soul;
 ★​ Vegetative - The physical body that grows ★​ Thinking Self (Soul) - nonmaterial; immortal;
★​ Sentient - includes sensual desires and emotions independent
★​ Rational - intellect that makes man know and ★​ Physical Body - material, mortal, fully governed by
understand things the physical laws of natural
➢​ Soul can exist alone, body cant.
➢​ The rational nature of the self is to lead a good, flourishing,
and a fulfilling life (self-actualization) or by doing virtuous 6.​ John Locke
actions ➢​ “The Self is Consciousness”
➢​ The self is from sense experience (see, hear, smell, taste,
4.​ St. Augustine feel)
➢​ “The Self has an Immortal Soul”
➢​ Integrated the Ideas of Plato and Christianity In his theory he proposed
➢​ The mind starts of as “Tabula Rasa” or Blank Slate
In his theory he believed ➢​ Conscious awareness and past experiences molds the self
➢​ The body as the “spouse” of the soul; attached together by a ➢​ Self consciousness is necessary to have a coherent identity.
natural appetite. ➢​ Power of Reason - to achieve knowledge and to use this
➢​ Body and soul united making man entire and complete knowledge to understand experiences.
➢​ Believed that the soul governs and defines the human person ➢​ Using the power of reason and introspection will enable
➢​ We are always geared towards good because we are made in people to understand and achieve accurate conclusions about
the image of God the self.
➢​ Self is known through God
➢​ Self can only be known by seeing the truth that dwells within 7.​ David Hume
us ➢​ There is no Self
➢​ “I am doubting; therefore I am” ➢​ If people carefully examine themselves through
introspection; they'll discover that there is no self.

5.​Rene Descartes In his theory he shared

➢​ Cogito Ergo Sum - I think therefore I am ➢​ People’s experiences are just a bundle of different
➢​ Brought a new perspective. perceptions
➢​ The act of thinking about the self - being self conscious - is ➢​ Concept of Distinct Identities
in itself proof that there is self. ★​ Impressions - basic sensation of people’s
➢​ Two dimensions of the human Self experiences; usually strong and lively.
 ★​ Ideas - thoughts and images from expressions; ★​ Unconscious - contains contexts that are
therefore less lively and vivid unacceptable,such as feelings of pain, anxiety, or
➢​ The idea of a personal identity is just a result of imagination. conflict.
➔​ Freudian Slip
8.​ Immanuel Kant
➢​ “We construct the Self” Freud saw the resemblance of the three levels of the mind in an
➢​ The self is responsible for organizing and synthesizing our iceberg.
thoughts and perceptions. Therefore, it is the self that makes
experiencing an intelligible world possible. Also proposed the elements of personality
●​ Id - It is present from birth. This is entirely unconscious and
In his theory he articulated includes instinctive and primitive behaviors.
➢​ The self constructs its own reality; ‘mine’
➢​ Self through the principle of reason;regulates principles ●​ Ego - Responsible for dealing with reality. The ego develops
making it united and therefore possible. from the Id and ensures that the id’s impulses can be
➢​ The Self transcends experiences - the mind can grasp aspects expressed through an acceptable manner.
of reality which are not limited to the senses.
●​ Superego - Holds the internalized Moral standards and ideals
9.​ Sigmund Freud that we acquire rom our parents and society. Provides
➢​ “The Self is Multi-Layered” guidelines for making judgements.
➢​ Not a philosopher, but his views impact philosophical
thinking and other disciplines. 10.​ Gilbert Ryle
➢​ “I act, therefore I am”
In his theory he introduced ➢​ The self is best understood as a pattern of behavior.
➢​ The conscious self is governed by the “reality principle” or
the key to preventing inappropriate behavior. In his theory, he conceived
➢​ Three Levels of the Mind ➢​ The self is same as bodily behavior
★​ Preconscious - anything that can be possibly brought ➢​ The human mind is the totality of human tendencies that is
to the conscious mind known through the way people behave.
★​ Conscious - includes memory which is not always ➢​ The mind expresses the entire system of thoughts, emotions
conscious but can be retrieved and brought into and actions that make up the human self.
awareness.
11.​ Paul Churchland
 ➢​ The Self is the Brain ➔​ It develops only with social experience wherein language,
➢​ All people have is a brain, so if there is no brain then there is gestures, and objects are used to communicate meaningfully.
no self ➔​ Assume that human nature is influenced by group life.
➔​ View Of the self is formed through interactions with other
In his theory he posits people, groups, and social interactions.
➢​ The idea of eliminative materialism - the self is inseparable
from the brain and the physiology of the body. Philosophists to REMEMBER
➢​ The physical brain is what gives people the sense of self, not 1.​ Charles Horton Cooley
the imaginary mind. Looking Glass Self
➢​ Describes the process wherein individuals base their sense of
12.​ Maurice Merleau-Ponty self on how they believe others view them
➢​ The Self as a “Phenomena of Experience” ➢​ Since these interpretations are subjective; there might be
wrong perceptions about them.
In his theory he argued ➢​ Would be critical to they think others judge them critically
➢​ The “I” is a single integrated core identity, a combination of causing a development of negative self image
the mental, physical, and emotional structured around a core
identity of the self. Three Main Components
➢​ Everything that people are aware of is contained within the -​ We imagine how we must appear to others
consciousness. -​ We imagine the judgement of that appearance
➢​ The consciousness, the world, and the human body are -​ We develop our self through the judgement of others
intricately intertwined in perceiving the world.
2.​ George Herbert Mead
LESSON 2: SOCIOLOGICAL PERSPECTIVES OF THE “I” and “me” self
SELF: THE SELF AS PRODUCED BY THE SOCIETY ➢​ The self emerges from social interactions by observing and
interacting with others; responding to others opinions about
SOCIOLOGY is a discipline that expands our awareness and oneself; and internalizing external opinions, and internal
analysis of the human social relationships, cultures and institutions feelings about ones self.
that profoundly shape both our lives and human history.
Me - represents learned behavior, attitudes , expectations
The Self as a Product of Social Interaction from others and society
➔​ The self is not present at birth I - considered as the present and future phase of the self; the
impulses, freedom and initiative.
Development of the Self ➢​ Individuals achieve self through prestige symbols of what
1.​ Preparatory Stage they consume; giving them a sense of power, feeling of
-​ 0-3 years old goodness compared to others
-​ Children start to imitate the people around them without ➢​ With this, the self may be a never ending search of prestige
context. in the post modern society.

2.​ Play Stage LESSON 3: ANTHROPOLOGICAL CONCEPTUALIZATION

-​ 3-5 years old OF THE SELF
-​ Children learn to communicate through language and
symbols Anthropology
-​ Role-taking is exhibited and the self is developing ➢​ Holds a holistic view on human nature
➢​ Concerned with how cultural and biological processes
3.​ Game Stage interact to shape human experiences
-​ Begins in the early school years; about 8-9 years old ➢​ Culture and self are complementary concepts and are to be
-​ Children not only understand their social position but also of understood in relation to one another.
others around them.
-​ During this stage, the self is now present. Culture
➢​ EDWARD TYLOR defined it as “the complex whole,
3.​ Gerry Lanuza which includes knowledge, language, art, moral, custom and
The Self as a Product of Post Modern Society any other capabilities acquired by man as a member of
society”
➢​ The attainment and stability of self-identity is freely chosen.
➢​ It is not longer restricted by customs and traditions Nature
➢​ Self continuously changes due to new demands of multitude ➢​ Genes and hereditary factors
of social contexts, new information technologies and ➢​ Physical Appearance
globalization. ➢​ Personality Characteristics

4.​ Jean Baudrillard Nurture

Postmodernity and Prestige Symbols ➢​ Environmental Variables
➢​ Childhood Experiences
➢​ Consumption structures the postmodern society ➢​ How we were raised
➢​ Social relationships
 ➢​ Surrounding culture Naming in Different Cultures

Concept of the Self ❖​ Aymara Indians - special ritual to give the child its name.
❖​ Icelanders - names their infants soon after birth
1.​ Egocentric ❖​ People in Arctic Canada - name their children after deceased
➢​ Viewed as autonomous and distinct individual relatives
➢​ Each person as a replica of all humanity but capable of ❖​ Filipinos - believed a child blessed with a sacred name will
acting independently from others. be protected throughout life.
➢​ Prioritizes differences and uniqueness
Rite of Passage
2.​ Sociocentric Arnold Van Gennep
➢​ Viewed as not autonomous but relative/conditional
➢​ View of the self that is interdependent 1.​ Separation
➢​ People are a part of social matrix People detach from their former identity
➢​ Prioritizes similarities
2.​ Liminal
Identity Toolbox One has left ones identity but has not yet entered or joined
➢​ A person’s identity that he or she chooses to emphasize in the next
constructing a social self. Identity is assumed to exist within
each individual. 3.​ Incorporation
➢​ Though anthropologists typically study culture and Changes are incorporated into the new identity by elaborate
relationships, identity has helped to connect understanding rituals and ceremonies.
with cultures. Self identity can be associated with many
different things including: kinship, gender, occupation, race, The irony in all these: In order to attain self identification individuals
religion and language. have to overcome many obstacles such as traditionally established
habits and parental imposed self-image. On the other hand, to attain a
Personal Naming relatively stable and coherent self, members of the multicultural
➢​ A universal practice which establishes a child’s birthright society have no choice but to internalize divergent cultural models
and social identity and should reject identifications that may conflict with other
➢​ An important device to individualize a person and at the self-presentations.
same time becomes a legitimate member of the group.
➢​ Personal Names represent self
Illusion of Wholeness implies that the cohesiveness and continuity ○​ Ideal Self : a person’s conception of what one
of self are only illusory; we reconstitute ourselves in response to should be or wanted to be.
stimuli
Self as Proactive and Agentive
LESSON 4: PSYCHOLOGICAL PERSPECTIVES OF THE By: Albert Bandura
SELF
➢​ Pointed out that humans have the ability to act and make
Psychology is the study of the mind of the behavior things happen
➢​ Self Efficacy: an individuals’ belief that they are capable of
Psychology of the Self performing a task
➢​ Focuses on the representation of the individual based on ➢​ Self Regulation: ability to control one’s behavior without
his/her experience having to rely on others for help

The Me Self and the I self Birth Order

By: William James By: Alfred Adler

I-self : Refers to the self that knows who they are; thinking self ➢​ To be Human is to feel inferior
Me-self : Empirical self; refers to describing a person’s personal ➢​ Inferiority motivates them to try to do and achieve things
experiences ➢​ Birth Order
​ Material Self ○​ First Borns are often thought to be high-achieving,
​ Social Self responsible, conservative, competitive, and
​ Spiritual Self organized
○​ Middle Child is sometimes considered the “lost
Real and Ideal Self child” because they are neither the
By: Carl Rogers highest-achieving, nor the favored baby among the
family, making them feel like they do not belong.
➢​ Defined the Self as the center of experiences ○​ Youngest Child can be seen as the most agreeable
➢​ Self Concept refers to the image of oneself due to their goal of avoiding threatening
○​ Real Self : consists of all the ideas including the confrontations with their older sibling.
awareness of “what am I?” and “what can I do?”
Archetypes Psychosocial Stages of Development
By: Carl Jung By: Erik Erikson
➢​ Adolescence stage is a period of identity development
➢​ Archetypes represents universal patterns and images that are ➢​ To achieve individual identity, one must create a vision of
part of the collective unconscious. Jung believes that we the self that is authentic.
inherit these archetypes much in the way we inherit ➢​ 8 Psychosocial Stages
instinctive patterns of behavior. ○​ Stage 1 - Trust vs Mistrust
○​ Persona - Social roles that individuals present to ○​ Stage 2 - Autonomy vs Shame and Doubt
others ○​ Stage 3 - Initiative vs Guilt
○​ Shadows - repressed thoughts that are unaccepted; ○​ Stage 4 - Industry vs Inferiority
often considered as the dark side of the psyche ○​ Stage 5 - Identity vs Confusion
○​ Anima - feminine side of the male psyche ○​ Stage 6 - Intimacy vs Isolation
○​ Animus - Masculine side of the female psyche ○​ Stage 7 - Generativity vs Stagnation
○​ Self - central archetype that unites all parts of the ○​ Stage 8 - Integrity vs Despair
psyche.

Psychosexual stages of development

By: Sigmund Freud

➢​ If the ID, Ego, and SuperEgo are in constant state of conflict

and be unresolved, personality problems may arise
➢​ Psychosexual Stages
○​ Oral Stage - Mouth
○​ Anal Stage - Anus
○​ Phallic Stage - Genitals
■​ Masturbation
○​ Latency Stage - None
○​ Genital Stage - Genitals
■​ Sexual Intercourse