Understanding the Self  part of man dwells in the world (imperfect) and yearns to be with

 THE PHILOSOPHICAL VIEW OF SELF the Divine

 Defining the self: Personal and Developmental Perspectives on  other part is capable of reaching immortality
Self and Identity  body – dies on earth; soul – lives eternally in spiritual bliss with
 PHILOSOPHY - study of the fundamental nature of knowledge, “God” (#lifegoalz)
reality, and existence, especially in an academic discipline. - a  (ST) THOMAS AQUINAS
particular theory that someone has about how to live or how to  man = matter + form
deal with a particular situation.  matter (hyle) – “common stuff that makes up everything in the
 Defining the self: Personal and Developmental Perspectives on universe”
Self and Identity  form (morphe) – “essence of a substance or thing”; (what makes
 PHILOSOPHY - academic discipline concerned with investigating it what it is)
the nature of significance of ordinary and scientific beliefs -  the body of the human is similar to animals/objects, but what
investigates the legitimacy of concepts by rational argument makes a human is his essence
concerning their implications, relationships as well as reality,  “the soul is what makes us humans”
knowledge, moral judgment, etc. MODERN PHILOSOPHY
 Much of philosophy concerns with the fundamental nature of self.  Rene DESCARTES
 The Greeks were the ones who seriously questioned myths and o Father of Modern Philosophy
moved away from them to understand reality and respond to  human person = body + mind
perennial questions of curiosity, including the question of the self.  “there is so much that we should doubt”
 Defining the self: Personal and Developmental Perspectives on  “if something is so clear and lucid as not to be
Self and Identity doubted, that’s the only time one should
The following are discussions of different perspectives believe.”
and under- standings of the self-according to its prime movers.  the only thing one can’t doubt is existence of
From philosophers of the ancient times to the contemporary the self
period.  “I think, therefore I am”
The Pre-Socratics (Thales, Pythagoras, Parmenides,  the self = cogito (the thing that thinks) + extenza (extension of
Heraclitus, Empedocles, etc.) were concerned with answering mind/body)
questions such as  the body is a machine attached to the mind
 what is the world really made up of?  it’s the mind that makes the man
 why is the world the way it is?  “I am a thinking thing. . . A thing that doubts, understands,
 what explains the changes that happen around us? affirms, denies, wills, refuses, imagines, perceives.”
 THE PRE-SOCRATICS  David HUME
 arché- origin or source/the “soul”/the primal matter  disagrees with the all the other aforementioned philosophers
 the soul’s movement is the ultimate arché of all other movement  “one can only know what comes from the senses & experiences”
 arché has no origin outside itself and cannot be destroyed (he is an empiricist)
 explains the multiplicity of things in the world  “the self is not an entity beyond the physical body”
 SOCRATES  you know that other people are humans not because you have
 concerned with the problem of the self seen their soul, but because you see them, hear them, feel them
 “the true task of the philosopher is to know oneself” etc
 “the unexamined life is not worth living”  “the self is nothing but a bundle of impressions and ideas”
 underwent a trial for ‘corrupting the minds of the youth’  • impression – - basic objects of our experience/sensation - forms
 succeeded made people think about who they are the core of our thoughts
 concerned with the problem of the self  • idea – - copies of impressions - not as “real” as impressions.
 “the true task of the philosopher is to know oneself”  • self = a collection of different perceptions which rapidly succeed
 “the unexamined life is not worth living” each other
 underwent a trial for ‘corrupting the minds of the youth’  • self = in a perpetual flux and movement • we want to believe
 succeeded made people think about who they are that there is a unified , coherent self, soul, mind, etc. but
 ‘the worst thing that can happen to anyone is to live but die ~~actually~~ it is all just a combination of experiences.
inside’  Immanuel KANT
 “every person is dualistic”  agrees with HUME that everything starts with
 man = body + soul perception/sensation of impressions
 individual = imperfect/permanent (body) + perfect & permanent  there is a MIND that regulates these impressions
(soul)  “time, space, etc. are ideas that one cannot find in the world, but
is built in our minds
 PLATO  “apparatus of the mind”
 3 components to the soul rational soul – reason & intellect to  the self organizes different impressions that one gets in relation
govern affairs spirited soul – emotions should be kept at bay to his own existence
appetitive soul – base desires (food, drink, sleep, sexual needs,  we need active intelligence to synthesize all knowledge and
etc.) experience
 when these are attained, the human person’s soul becomes just  the self is not only personality but also the seat of knowledge
& virtuous  Gilbert RYLE
 WHAT HAPPENS TO A PERSON WHOSE 3 COMPONENTS OF THE  denies the internal, non-physical self
SOUL ARE IMBALANCED?  “what truly matters is the behavior that a person manifests in his
 (ST.) AUGUSTINE day-to-day life.”
 ‘spirit of man’ in medieval philosophy  looking for the self is like entering LU and looking for the
 following view of Plato but adds Christianity “university” (explain!)
 man is of a bifurcated nature
  the self is not an entity one can locate and analyze but simply the  The deepest feelings of pleasure presumably come
convenient name that we use to refer to the behaviors that we from heterosexual relations.
make  ERIK ERIKSON: THE PSYCHOSOCIAL STAGES OF SELF-
 MERLEAU-PONTY DEVELOPMENT
 • a phenomenologist who says the mind- body bifurcation is an  Erik Erikson was primarily concerned with how both
invalid problem • mind and body are inseparable • “one’s body is PSYCHOLOGICAL AND SOCIAL FACTORS affect the
his opening toward his existence to the world” • the living body, development of individuals.
his thoughts, emotions, and experiences are all one.  He has formulated eight major stages of development
 Each posing a unique developmental task and
THE PSYCHOLOGICAL VIEW OF SELF simultaneously presenting the individual with a crisis that
 SIGMIUND FREUD: PSYCHOANALYTIC THEORY OF SELF he/she must overcome.
- Freud’s asserts that the human psyche (personality) is structured • Crisis- is not a threat of catastrophe but a turning point, a
into three parts (Tripartite). crucial period of increased vulnerability and heightened
- These structures are: potential.
the id, ego, and superego
- All develop at different stages in life. Physical Self
PARTS OF PERSONALITY  Intended Learning Outcomes
1.Id (internal desires) • Determine the condition of your physical self
- Also called internal drives or instinctive drives, it • Classify the Physiological needs of the self in
consist of the body’s primitive biological drives and each stage of life;
urges which are concerned only with the achieving • Identify the forces and institutions that
pleasure and self-satisfaction. impact the development of the various aspects of
- Id lives completely in the unconscious. identity and the self; and
2. Ego (reality) • Explain the importance of good health
- It is the I part of the individual that gives him/her the FACTORS IN THE DEVELOPMENT OF THE PHYSICAL SELF
sense of his/her own identity. The ego is the rational • The development of the individual is caused
part of the personality. by two interacting forces: Heredity and Environment.
3. Super Ego (Conscience) HEREDITY (nature)- is the transmission of traits or
- It is the I part of the personality concerned with characteristics from parents to offspring.
morals, percepts, standards and ideas. The superego is • It provides the raw materials of which the
also the critical faculty of the personality. individual is made up.
 Freudian Stages of Psychosexual Development • Through the genes, hereditary potentials like
 Freud also argues that the development of an individual physical, mental, social. Emotional and moral traits
can be divided into distinct stages characterized by are passed down to generations.
sexual drives. ENVIRONMENT (nurture)- is the sum total of the
 As a person grows, certain areas become sources of forces or experiences that a person undergoes from
pleasure , frustration or both. conception to old age.
 ORAL STAGE (Birth – 1 year old) • It is also includes family, friends, school,
 The mouth becomes the part of the body nutrition and other agencies one is in contact with.
through which gratification is secured. THE BEGINNING OF LIFE
 Anal Stage (2 to 3 years old) • Fertilization- Life begins at fertilization.
 The child derives the feelings of pleasure or • Refers to the meeting of the female sex cell and the
pain from defecating. It covers the toilet- male sex cell.
training period. • These sex cells are developed in the reproductive
 Phallic Stage ( 3 to 6 years old) organs called gonads.
 The child gets curious about his/her genitals • Spermatozoa- Male sex cells, produced in the male
and becomes attached to the parent of the gonads called testes.
opposite sex. • Ova- Female sex cells, produced in the female gonads
 The attraction of a boy to his mother is called known as ovaries.
“Oedipus complex, • Zygote- Fertilized egg, contains all the hereditary
 While that of a girl to her father is called potentials from the parents. This zygote goes to the uterus
electra complex. and continuous to grow during the gestation period of about
 Freudian Stages of Psychosexual Development 280 days or 36 weeks or 9 calendar months.
 The child gets curious about his/her genitals • Each parent contributes one sex chromosome to the
and becomes attached to the parent of the offspring.
opposite sex. • Male parent- may pass either X ore a Y chromosome,
 The attraction of a boy to his mother is called while
“Oedipus complex, • Female parent- always give X chromosome
 While that of a girl to her father is called • When an X chromosome comes from the father and
electra complex. meets X chromosome from the mother, the resulting
o Latency Stage (10 to 12 years old) combination is XX.
 Sexual motivations presumably • XX- indicates female offspring
recede in importance as the • However when the father produces a Y chromosome
child becomes preoccupied which pairs with the X chromosome from the mother the
with developing skills and resulting combination is XY.
other activities. • XY- signify a male offspring
o Genital Stage (After Puberty) • Both male and female chromosomes contain several
thousands of genes.
 • Genes- are small particles in a string-like formation. - It refers to the awareness of how one is thinking or the
• They are the true carriers of hereditary characteristics knowledge of what is going on in one’s head.
of the parents. 6. Checking for accuracy and precision
• Deoxyribonucleic acid (DNA) which is the code of - It is the behavior of not letting speed surpass the desire for
heredity. craftsmanship.
• It contains information and instructions about the 7. Questioning and Problem-posing
newly created organism and programs the traits that should - It means asking questions and finding out problems for oneself.
be inherited. 8. Applying past knowledge to new situations
• Maturation- is the unfolding of the inherent traits. - It refers to the act of calling upon one’s store of knowledge and
TAKING CARE OF MY PHYSICAL SELF experience as a source of data, theories or processes to solve
• Since the self is inseparable from the body you should each new challenge.
take very good care of your physical self. 9. Precision of language and thought
• Whether you plan to lose, gain or maintain weight, the - A person with this behavior uses descriptive terms to distinguish
most important thing to do is to keep yourself fit. objects, and provide criteria for value judgments.
• To achieve this goal, a rigid plan has to be made. 10. Using all the senses
 BALANCE DIET - The senses of feeling, seeing, hearing or even tasting are utilized
To keep fit and healthy, one needs to have a balance diet. Eating a to solve problems more effectively.
balanced diet means consuming the right kind of food at the right 11. Creativity
and in the right proportion. - it means applying ingenuity, originality and insight.
 WATER - Creativity develops one’s capacity to generate original, unique,
o An individual should drink at least eight glasses of water every clever or useful products solutions and techniques.
day. 12. Living with a sense of wonderment
o It allows the body to function efficiently. - Involved in this behavior are inquisitiveness, curiosity and
o It also washes away wastes to keep the skin clear and healthy. openness to beauty, intricacy, complexity and simplicity.
o With a high- protein diet, the body utilizes the water properly and 13. Cooperation
avoids water retention. - It refers to taking advantage of the knowledge and insights that
o Liquids such as coffee, tea or milk should not be counted as water. can only come as a result of social relationships.
o Although they contain lots of water, there is also a build-up of 14. Sense of Humor
caffeine, acid or fat. - It refers to being able to look at situations, opportunities,
 SLEEP problems and relationships with nonchalance and fun.
o Sleep gives the bones, muscles and the mind time to recover. EMOTIONAL SELF:ACHIEVING MY EMOTIONAL
o An individual needs eight or more hours of sleep a day. COMPETENCIES
o One very important requirement for a refreshing sleep is a firm  Fundamentals of Emotion
mattress.  Based on Plutchik’s (1980) configuration of emotion, there are
o If one sleeps in a slumped, uncomfortable position in a mattress eight fundamentalemotions, namely
that is too soft, body aches may develop.  Joy
o A soft and lumpy mattress should be replaced with a firmer one.  Trust
o Another way to improve the bed is to raise the lower part of the  Fear
mattress so as to elevate the feet.  Surprise
o Moreover, sleeping on one’s stomach can help prevent varicose  Sadness
veins from developing as well as other circulatory problems.  Disgust
INTELLIGENT BEHAVIORS: SEEING MY  Anger and
NATURAL ABILITY  Anticipation
 FOURTEEN INTELLIGENT BEHAVIORS  Wheel of Emotions
Performance can be greatly influenced by one’s  Plutchick’s wheel of emotion demonstrate how emotions are
behavior. What is behavior? Behavior is defined as the manner in related to one another.
which a person conducts himself/herself in various circumstances.
When a person is behaving intelligently, he/she is said to manifest
14 behaviors or dispositions.
The following are 14 intelligent behaviors indicative of an efficient
and effective problem-solver.
1. Persistence
- It means not giving up when the answer to a problem is not
immediately known.
2. Overcoming impulsiveness
- It involves planning, clarifying goals, exploring alternative
strategies and considering consequences before one begins a
task.
3. Listening to others
- Some cognitive psychologists think that the ability to listen to
another person and understand their point of view is one of the
highest forms of intelligent behavior.
4. Flexibility in thinking
- It is when one considers other points of view rather than running
with the first thought that comes to mind.
5. Metacognition
  Emotions adjacent to one another in the wheel are closely related - The other person will be encouraged to consider and label his/her
and can be combined. emotion as well.
 The combinations can be found on the outer part of the wheel; - He/she may respond with “Yes, I feel angry”, or “No, I am not
 For instance, love is the combination of joy and trust. angry; I am annoyed.”
 Meanwhile, emotions across each other are conceptual opposites.
 For example, sadness is the opposite of joy, and Aii Mae L. Salamanque
anticipation is the opposite of surprise.
 The Eight Fundamental Emotions also come in a variety of
intensities.
 Those nearest to the center signify the most intense forms of
while those farthest from the center are the weaker forms.
 Emotion Management Strategies
 In any social interaction, feelings may arise. These emotions may
be positive or negative and may affect relationships as well.
 Thus, people should always keep their emotions in check to avoid
misunderstanding and miscommunication.
 Emotion Management Strategies
What are the best strategies for managing emotions?
How can you avoid outbursts and negative feelings towards
others? Langley (2012) lays out some tips on managing emotions.
1. Smile to make yourself feel good
- Face a mirror and smile. After some time, your mood will be
better and you will be better and you might even laugh naturally.
Do it for at least 30 seconds.
2. Smile to make others feel good
- Smiling opens up your connection with others. It also leads to experiencing
empathy.
3. Get up and move
- Exercise activates happy hormones that include endorphin, dopamine
and serotonin among others.
- Movement is also important for the lymphatic system to get the
toxins out of your body.
- Get up from your desk and jump and bounce regularly.
4. Check in with your body
- Scan your body by feeling the tensions building up.
- Learn to relate these tensions with the emotion you feel to
understand how your feelings affect your physiology.
5. Physically remove the tension
- If you feel tense in your arms, shake them.
- Likewise, if there is tension in your chest, stretch and breathe
deeply.
6. Breathe
- Perform diaphragmatic or deep breathing by contracting your
diaphragm.
- Let your lower lungs fill with oxygen to pass around your body and
brain.
- You will feel tingly sensation and your belly will expand.
- Do this exercise for at least 60 seconds.
- The body cannot sustain anger when you are breathing deeply.
7. Talk to someone
- It is healthier to vent your anger and frustrations to a friend
rather that to suppress them.
- Express your feelings so you can start to resolve the situation.
8. Disengage and Reengage Emotions
-Learn to park your emotions to deal with at a later time, but do not avoid
them.
- You must acknowledge your feelings then utilize your emotional
intelligence to improve them.
9. Label your emotions
- After acknowledging your emotions, label them.
- This activity reduces the intensity of your emotions.
- The part of the brain that feels the emotion is the same part that
names it.
10. Label your emotions for others
- You can often defuse a tense situation by acknowledging the
feelings of others.
- When you ask, “I sense that you are angry. Can you tell me how
you feel?”