Republic of the Philippines

CATANDUANES STATE UNIVERSITY

College of Arts and Sciences
Virac, Catanduanes

G
E
C
1
UNDERSTANDING THE
SELF
 DISCLAIMER

This learning material is used in compliance with the flexible teaching-learning approach espoused by
CHED in response to the pandemic that has globally affected educational institutions. Authors and
publishers of the contents are well acknowledged. As such the college and its faculty do not claim
ownership of all sourced information. This learning material will solely be used for instructional
purposes not for commercialization.

CatSU College of Arts and Sciences

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 FACULTY PROFILE

ELEANOR G. OSIDO
Assistant Professor II
Address: Rawis, Virac, Catanduanes
Contact Number: 0947865640
Email Address: [email protected]

OMARTHONY B. LLAVE
Instructor I
Address: Cabcab, San Andres, Catanduanes
Contact Number: 09473059277
Email Address: [email protected]

KRISTINE BABIE M. REYES

Instructor I
Address: Calatagan, Virac Catanduanes
Contact Number: 09082292459
Email Address: [email protected]

FLORYMAE L. EUBRA
Instructor I
Address: Del Sur, Pandan, Catanduanes
Contact Number: 09493009652
Email Address: [email protected]

ROSE ANN M. ARCILLA

Instructor I
Address: Calatagan Tibang, Virac, Catanduanes
Contact Number: 09301945250
Email Address: [email protected]

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 OVERVIEW OF THE MODULE

This learning material is designed for the course GEC 1. The purpose of this module is to provide you
with basic and fundamental ideas and significant understanding of the different concepts in
Psychology.

For you to be able to acquire significant understanding of the course concepts, the content of this
course is divided into several modules for you to learn even at your own pace. For the midterm period,
the modules are:

Module 1 – THE SELF FROM VARIOUS PERSPECTIVES

Module 2 – THE SELF IN THE ADOLESCENCE STAGE

Module 3 – THE SELF IN THE SOCIAL SETTING

Module 1 provides information about knowing one’s self. In this module you will be able to learn how
selves is seen in different perspectives. It will also tackle different aspect and relations of humanity
which is an important aspect in every well-being.

Module 2 is all about the different representations of the self. This module dealt with the physical
aspect primarily an adolescent's brain and sexuality. It also tackles the importance of each milestones
or developmental tasks on the maturity during adolescence as well as the essence of material and
digital self.

Module 3 presents a discussion of the self in different social set ups. Specifically Bio ecological
Systems, individualism and collectivism, Looking Glass Self, Joharis window of the self.

For the final coverage, the modules are:

Module 4 – THE SELF IN THE LEARNING PROCESS

Module 5 – THE SELF IN THE EMOTIONAL EXPERIENCE

Module 6 – THE SELF IN THE SUCCESS AND HAPPINESS

Module 7 – THE SELF IN FACING CHALLENGES

Module 4 discusses about learning; its basic elements and theories. You will gain information on the
various stages of memory and certain techniques to improve memory. This module furthermore
represents the nature of intelligence and its theories.

Module 5 examines the process of emotional development, the significance of emotional regulation
and the common emotion regulation strategies.

Module 6 focuses on an individual's personality domains, types and determinants. This module also
concentrates with Big Five Personality Factors, Dweck's Core Attitudes, Duckworth's Grit and
Success, Seligman's Positive Psychology and Harvard's Life Satisfaction associating with
adolescents' view of success and happiness.

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Module 7 follows on how the selves face challenges. This final unit of the module include types of
stress and how to manage it.

The module is self-instructional. You can read, analyze concepts and ideas presented and reflect on
them. To facilitate easy understanding of the course, each module consists of:

 Overview that provides you with a general information on the module content;
 Key terms that you need to know to understand the lessons;
 Module outline/map for you to see the sequence of lessons covered by the module
 Read me section/discussion of the different lessons consisting the module;
 Exercises for every end of the lessons;
 Synthesis to conclude or generalize the main ideas presented;
 References which contains the list of all sources used in developing the module.

Your answers on Exercises should be written on a long coupon bond attached on a colored folder
(portfolio). You may submit it through email or messenger.

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 BRIEF CONTENTS

UNIT 1 THE SELF IN DIFFERENT PERSPECTIVE

TOOL NO.1 Rationalism and Empiricism

TOOL NO.2 Mentalism, Behaviorism, and Humanism
TOOL NO.3 Nature and Nurture
TOOL NO.4 The 3 Domains of Human Development

UNIT 2 THE SELF IN THE ADOLESCENT STAGE

TOOL NO.1 The Physical Aspects of the Self

TOOL NO.2 The Sexual Aspects of the Self
TOOL NO.3 Developmental Tasks of Adolescence
TOOL NO.4 Material Self and Digital Self

UNIT 3 THE SELF IN THE SOCIAL SETTING

TOOL NO.1 Bronfenbrenner’s Bio-ecological Systems

TOOL NO.2 Individualism and Collectivism
TOOL NO.3 Cooley’s The Looking Glass Self
TOOL NO.4 Johari’s Window of the Self

UNIT 4 SELF IN THE LEARNING PROCESS

TOOL NO.1 Learning, Memory and Intelligence

TOOL NO.2 Bandura’s Social Learning Theory
TOOL NO.3 Gardner’s Multiple Intelligence

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UNIT 5 THE SELF IN THE EMOTIONAL EXPERIENCES

TOOL NO.1 Emotions and Emotional Regulations

TOOL NO.2 Emotional Intelligence

UNIT 6 THE SELF IN THE SUCCESS AND HAPINESS

TOOL NO.1 Personality

TOOL NO.2 Dweck’s Core Attitudes
TOOL NO.3 Duckworth’s Grit and Success
TOOL NO.4 Seligman’s Positive Psychology
TOOL NO.5 Harvard’s Study on Life Satisfaction

UNIT 7 THE SELF IN FACING CHALLENGES

TOOL NO.1 Managing Stress

TOOL NO.2 Self-efficacy and Social Support

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 Tools in Understanding
the Self
FOR FILIPINO COLLEGE STUDENTS

Psychology- is the science of human behavior and mental processes.

Orientation  | Social Sciences Department | June 10, 2020

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 College is a journey. To some of you, a small happy journey is called a “road trip” or a
“joyride”. Before we ride our bikes or cars, we make sure that our vehicle can last the long road and
that our driving skills will keep us safe on the road. Just like a joyride, college life requires you to have
the right positioning or orientation about your trip even as you are yet to discover the exciting things
along the way. Let us take a 360-roadtrip in the world of college, a joyride for your future.

As a college student, you must know that entering the university means choosing a course
which will train you to master the knowledge and the skills required to realize your professional
dreams and lifelong plans. While there are various courses and subjects taught in the university,
remember that the approaches of education in dealing with knowledge and skills can be categorized
into four major disciplines. When we say discipline, that means a teaching by which a student or a
follower live by; as in disciples which means followers. You, as a student of the university, shall follow
the instructions of the school and the teachings of your course in order to master the tasks of your
industry. If you are an engineering student, for example, you shall live by the skills and standards you
learn from the science of engineering in order to be recognized and registered as a professional
engineer.

Most often, having a discipline means an adherence to the teachings as a way of life.

The Disciplines of Knowledge in Education

Let us understand now which discipline your chosen course belongs to. The four major
disciplines of knowledge are Arts, Religion, Philosophy, and Science. All these disciplines are “bodies
of knowledge” or organized collection and presentation of information. They have their own principles
and approaches in dealing with knowledge and reality.

Arts is an expression of human experiences projected or told in creative ways like painting,
sculpture, architecture, designs, acting, dance act, storytelling, etc. It requires from its students the
skills in what the human body and intellect can do to express or immortalize the human spirit and
imagination. The purpose of artistic expression is to show an idea or experience in a way that is
unique, pleasing, and appreciable to oneself or to other people. Literature, Fine Arts, Interior Design,
and Creative Writing are examples of Arts courses in college.

Philosophy literally means love of wisdom. Based from observation and speculation about
things and events, philosophers were able to explain human experiences and beliefs with the use of
reason. To them, the knowledge of reality is validated by our innate ability to grasp the truth.
(Although not anymore under Philosophy and now an independent discipline, Mathematics or our
mathematical ability is one of the functions of reason that is abstract—a reality that is purely
intellectual and immaterial.) Logic and Ethics are some of the subjects in college that are under the
discipline of Philosophy.

Religion is the human attempt to reconnect to the divine or the Creator. It uses faith, or a
strong belief that is supported by reason, in grasping the idea of the unseen power. (Religious
subjects are taught in some private and sectarian schools. Public schools and State Universities and
Colleges (SUCs) are legally bound by the principle of the Separation of Church and State contained in
the 1987 Constitution of the Philippines so they do not offer religious courses.)

Science is the systematized body of knowledge based on observation and

experimentation. It is the discipline that separated from Philosophy and Religion in order to establish
a definite understanding of reality based on experience acquired and verified by the human
senses. A student of Science must be able to explain or prove the reality of a matter or an event
based on observable evidences and from the scientific laws already established in the field of
Science.

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 As a discipline, Science aims to describe, explain, predict, and modify the matters and
events of the universe, living or non-living, in promoting progress. It uses the Scientific Method as
the only process of investigating matters and phenomena (natural or social events). Most courses in
college belong to Science like engineering, nursing, biology, technical-vocational or technological
courses, economics, political science, etc.

For this particular subject, Understanding the Self, using the book “Tools in Understanding the
Self”, our approach will mostly use the discipline of Science and some teachings from Arts and
Philosophy in enriching your knowledge of your “Self” and, therefore, in developing yourself into the
person you want to be.

Tools in Understanding the Self

The topics in this book are designed according to the developmental characteristics of late
adolescence, or the college age. They are presented in an order that will help you discover your
“Self”. We start by understanding the concept of the “Self” and then delve into the basic knowledge of
the characteristic traits of adolescence, or what you are today, and later we advance to learning the
skills in improving or “reinventing” yourself.

Our main objective is to know our strengths and weaknesses, and to find opportunities to
learn from them and improve. Simply put, you must aim to have a more effective control of your
thoughts, emotions, and actions to bring yourself into a personal transformation leading to success,
happiness, and wholeness.

Here in this book, we emphasize the importance of tools. When what the human body can do
reached its limits, we humans invented tools. Unable to see the tiniest living organism, Leeuwenhoek
created his own microscope and discovered bacteria. Unable to see the farthest object, Galileo used
the telescope to explore the stellar and planetary movements of the universe.

In this book, each module is labeled as a tool so that we remember that what we learn from
each module must be utilized or applied in real life. You may be the best surgeon in town, but without
your medical tools, you can do nothing. You may be a good sculptor, but without your hammer and
chisel, you can do nothing.

What are the intellectual tools we need in order to understand and change our lives?
Remember, tools are extensions of our capabilities and, in life, we have to use tools to make things
work.

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GEC 1
Understanding the Self

Module 3

The Self in the Social

Setting

PAGE 11
UNIT
THE SELF IN THE SOCIAL SETTING
3
__________________________________________

Module Overview:
Knowing the self is not enough. Since “who you are” is partly made up your choices, you must
also have the ability to choose on how to be a better you in different set up of environment outside
and inside home. The very example of it is the school setting, your knowledge of yourself should at
least enable you to become a better student.

This lesson presents an individual's development within the context of the system of
relationships that form his or her environment. Furthermore, the different proponents and psychologist
will be highlighted (BRONFRENBRENNER’S- Bioecological system), (INDIVIDUALISM AND
COLLECTIVISM), (COOLEY’S through the looking glass-self), (JOHARI’S- window of the self).

___________________________________________________________

Intended Learning Outcomes

At the end of this unit, the students must be able to:
o Identify the sociological perspective about self;
o Explain how culture affects or shapes one’s identity;
o Examine your sense of self through the different I-positions and the three
fundamental selves;
o Demonstrate critical and reflective thinking in showing different aspects of the self;
and
o Examine yourself using Charles Horton Cooley’s looking-glass self-theory and
Johari’s Window of the self.

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S
L
E
F
Module Map:

DEFINITION OF KEY TERMS

MICROSYSTEM this is the system closest to the child include family, school, neighbourhood, or
childcare environments.

MESOSYSTEM this include parent-teacher relationships (PTA), parent and peers connections, family
and parish relations.

EXOSYSTEM this system defines the larger social system in which the child does not function
directly. Parent workplace schedules or community-based family resources are examples.

MACROSYSTEM may include the socioeconomic status of his country, issues of ethnicity, societal
values embraced by social institutions, cultural beliefs and practices handed down from generation to
generation, and media content.

CHRONOSYSTEM Elements within this system can be either external, such as the timing of a
parent’s death, or internal, such as the physiological changes that occur with the aging of a child.

INDIVIDUALISM emphasizes personal freedom and achievement. Motivated by own preferences,

needs and rights.

COLLECTIVISM emphasizes embeddedness of individuals in a larger group. It encourages

conformity and discourages individuals from dissenting and standing out.

VERTICAL COLLECTIVISM – seeing the self as a part of a collective and being willing to accept
hierarchy and inequality within that collective.

VERTIAL INDIVIDUALISM – seeing the self as fully autonomous, but recognizing that inequality will
exist among individuals and that accepting this inequality.

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HORIZONTAL COLLECTIVISM –seeing the self as part of a collective but perceiving all the members
of that collective as equal.

HORIZONTAL INDIVIDUALISM –seeing the self as fully autonomous, and believing that equality
between individuals is the ideal.

SELF-IMAGE - people shaping themselves based on other people’s perception, which leads the
people to reinforce other people’s perspectives on themselves.

CYBER-SELF - is the version of him or herself a person chooses to present on a digital

platform.

IMAGINED JUDGMENT – the imagination of his judgment of that appearance

JOHARI’S WINDOW - A model for self-awareness, personal development, group development and
understanding relationship

THE OPEN FRAME this area contains things you know about yourself that are visible to others as
well.

THE BLIND FRAME represents information that is known about a person to others, but is not known
to him/her.

THE HIDDEN FRAME Things in this area are only known to you but not others. It may be that you’re
keeping them private and hiding them from others.

THE UNKNOWN FRAME this area is for things that are either about you that no one is aware of, or
that are not applicable to you.

TOOL NO. 1: Bronfenbrenner’s Bioecological Systems

TOOL BOX

Connections with your family and your

community give you direction in life.

PAGE 14
 This theory looks at a child’s development within the context of the system of
relationships that form his or her environment. Bronfenbrenner’s theory defines complex
“layers” of environment, each having an effect on a child’s development. This theory has
recently been renamed “bioecological systems theory” to emphasize that a child’s own
biology is a primary environment fueling her development. The interaction between factors in
the child’s maturing biology, his immediate family/community environment, and the societal
landscape fuels and steers his development. Changes or conflict in any one layer will ripple
throughout other layers. To study a child’s development then, we must look not only at the
child and her immediate environment, but also at the interaction of the larger environment as
well.

Bronfrenbrenner’s Structure of Environment:

MICROSYSTEM this is the system closest to the child and contains the structures with which the
child has direct contact. The microsystem encompasses the relationships and interactions a child has
with her immediate surroundings (Berk, 2000). Structures in the microsystem include family, school,
neighborhood, or childcare environments. At this level, relationships have impact in two directions -
both away from the child and toward the child. For example, a child’s parents may affect his beliefs
and behavior; however, the child also affects the behaviour and beliefs of the parent. Bronfenbrenner
calls these bi-directional influences.

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MESOSYSTEM This system refers to the interconnections among aspects of the microsystems that
impact on the individual concerned. Pragmatic examples of this would include parent-teacher
relationships (PTA), parent and peers connections, family and parish relations, and the like. The
focus of the relationship is to the individual, as a family member and as a student.

EXOSYSTEM this system defines the larger social system in which the child does not function
directly. The structures in this layer impact the child’s development by interacting with some structure
in her microsystem (Berk, 2000). Parent workplace schedules or community-based family resources
are examples. The child may not be directly involved at this level, but he does feel the positive or
negative force involved with the interaction with his own system.

MACROSYSTEM this system may be considered the outermost layer in the child’s environment.
This system encompasses the larger cultural context in which the individual resides in. Cultural
contexts may include the socioeconomic status of his country, issues of ethnicity, societal values
embraced by social institutions, cultural beliefs and practices handed down from generation to
generation, and media content.

CHRONOSYSTEM this system encompasses the dimension of time as it relates to a child’s

environments. Elements within this system can be either external, such as the timing of a parent’s
death, or internal, such as the physiological changes that occur with the aging of a child. As children
get older, they may react differently to environmental changes and may be more able to determine
more how that change will influence them.

TOOL NO. 2: INDIVIDUALISM vs. COLLECTIVISM

TOOL BOX

Collective will supplant individual whim.

The terms Individualism and Collectivism are used by many people in different parts of the
world and are given various meanings. And because the terms are rather fuzzy, they are difficult to
measure. Galileo Galilei said, “Science is measurement.” Meaning that if we are going to understand,
classify and predict events, we need to measure them. (Triandis, 2018, p. 02)

How does one define individualism and collectivism? Broadly defined, individualism
emphasizes personal freedom and achievement. Individualist culture therefore awards social status to
personal accomplishments such as important discoveries, innovations, great artistic or humanitarian
achievements and all actions that make an individual stand out. Collectivism, in contrast emphasizes
embeddedness of individuals in a larger group. It encourages conformity and discourages individuals
from dissenting and standing out.

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 INDIVIDUALISTIC vs COLLECTIVISTIC

INDIVIDUALISTIC COLLECTIVISTIC

 Develop early independence  Learn to depend on others

 Express yourself  Read nonverbal cues
 Responsible for self  Listen to authority
 Live on one’s own  Be responsible for others
 One’s own goals take priority  Personal goals secondary to goals of
 Motivated by own preferences, needs, the group
rights  Motivated by the norms of, and duties
 Tasks more important than imposed by, the group
relationships  Relationships more important than
 Cognitive skills independent of social tasks
skills  Social and cognitive skills integrated

Looking at the table above, you may say that you have some traits that belong to the
individualistic culture, and you may also have some traits that belong to the collectivistic culture. Do
not worry, this is possible. Remember that the Philippines is the melting pot of the world, meaning to
say, our culture is influenced by different cultures as well, thus, affecting our self- construal. But one of
the things to be considered in studying this notion is that there are advantages and disadvantages in
having a particular self- construal. For instance, if you have an independent construal of the self, you
may have the tendency to be motivated by your own, hence, being too competitive.

Four Dimensions of Collectivism and Individualism:

Vertical Collectivism – seeing the self as a part of a collective and being willing to accept
hierarchy and inequality within that collective

Vertical Individualism – seeing the self as fully autonomous, but recognizing that inequality will
exist among individuals and that accepting this inequality.

Horizontal Collectivism –seeing the self as part of a collective but perceiving all the members of
that collective as equal.

Horizontal Individualism –seeing the self as fully autonomous, and believing that equality
between individuals is the ideal.

TOOL NO. 3: COOLEY’S THE LOOKING GLASS SELF

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 TOOL BOX

What matters most is how you see

yourself.

I am not what I think I am

I am not what you think I
am
I am what I think you think
I am

In a simple way of defining this theory, it is the process of developing self-image on the basis
of the messages we get from others, as we understand them. The term refers to people shaping
themselves based on other people’s perception, which leads the people to reinforce other people’s
perspectives on themselves. People shape themselves based on what other people perceive and
confirm other people’s opinion on themselves.

The concept of the looking glass self demonstrates that self-relation, or how one views
oneself is not a solitary phenomenon, but rather includes others. Cooley states that society and
individuals do not denote separable phenomena, but are simply collective and distributive aspects of
the same thing. Developmentally, Cooley theorizes that human beings possess an inherent tendency
to reach out, interact, or socialize with those people and objects that surround them. Cooley suggests
that self-feeling and social feeling must be harmonized and made to go abreast. Since self-feeling and
social feeling are two sides of the same phenomenon, then personal freedom is tied to the relations
that comprise society. Cooley’s comment about harmonizing self-feeling with social feeling is not
intended to suggest that people should lose themselves in society, but rather that they should
examine responsibly the effects of their actions on others.

HUMAN NATURE and SOCIAL ORDER

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 According to Cooley, that persons make society would be generally admitted as a matter of
course, but that society makes persons would strike many as a startling notion, though we know of no
good reason for looking upon the distributive aspect of life as more primary or causative than the
collective aspect. The view that Cooley regards as sound is that individuality is neither prior in time
nor lower in rank than sociality; but that the two have always existed side by side as complementary
aspects of the same thing, and that the line of progress is from a lower to a higher type of both, not
from one to the other.
The question often asked is whether the individual is free or a mere piece of society. For
Cooley, he is free, but it is an organic freedom, which he works out in cooperation with others, not a
freedom to do things independently of society. It is teamwork. He has the freedom to function in his
own way, like the quarterback, but, in one way or another, he has to play the game as life brings him
into it.

The emotion or feeling of self may be regarded as instinctive, and was doubtless evolved in
connection with its important function in stimulating and unifying the special activities of individuals. It
seems to exist in a vague though vigorous form at the birth of each individual, and like other
instinctive ideas or germs of ideas, to be defined and developed by experience, becoming associated,
or rather incorporated, with muscular, visual, and other sensations, with perceptions, apperceptions,
and conceptions of every degree of complexity and of infinite variety of content, and especially with
personal ideas.

An important statement from Cooley is that when there is no communication there can be
no nomenclature and no developed thought.

THE ROLE OF SOCIAL MEDIA ON THE LOOKING-GLASS SELF

The rise of social media makes the process of the looking-glass self infinitely more
complex. Platforms like Facebook, Twitter, and the like make it possible to connect with
others in ways never before imagined. However, this exposure has led to an ever-
increasing number of “mirrors,” thus proposing new questions about the development of
self.

Social media has brought with it the concept of the “cyber” self. The cyber self is
the version of him or herself a person chooses to present on a digital platform. As in real
life, the cyber self may interact with other individuals, receive social feedback, and align
to social conformities. However, the differences between the cyber self and actual self are
profound.

A person may possess many versions of the cyber self, for example. He or she
may present a professional self on LinkedIn, a casual self on Twitter, or an artistic self on
Pinterest. The cyber self also continues to exist in social spaces even when people are
not interacting with those environments in real time. In this way, social media users are
never fully removed from exposure to judgment and criticism. And unlike the actual self,
the cyber self is far more malleable when it comes to being shaped, updated, and
perfected.

These unique qualities of the cyber- self raise a host of psychological issues and
concerns. Individuals may experience a greater sense of urgency to return to or remain in
digital spaces. They may be increasingly involved in the duration of their online identities,
possibly at the cost of developing their real-world selves. The host of digital platforms

PAGE 19
involved also brings into question whether one’s identity may become splintered, or
whether developmental problems will result. All these consequences are more severe
when digital users are young or in their teens.

However, changes to the social self via digital platforms are not always steeped in
such negative implications. A study published in the Journal of Social Media and Society,
for example, describes a host of positive outcomes that arise from the digital looking-
glass self. When YouTube video producers were interviewed about their content-creation
practices and its influence on their sense of self, they offered a range of positive
responses. Results included:

 A sense of gained confidence

 Enhanced creativity
 Overcoming of major social hurdles
 Increased sense of self-worth
 A strengthened professional image
 Feelings of altruism and “helping others” through their content
 Interacting in a positive social space

As we see our face, figure, and dress in the glass, and are interested in them because they
are ours, and pleased or otherwise with them according as they do or do not answer to what we
should like them to be; so in imagination we perceive in another’s mind some thought of our
appearance, manners, aims, deeds, character, friends, and so on, and are variously affected by it.

A self-idea of this sort seems to have three principle elements:

1. The imagination of our appearance to the other person
2. The imagination of his judgment of that appearance
3. Some sort of self-feeling such as pride or mortification.

The comparison with a looking glass hardly suggests the second element, the imagined
judgment, which is quite essential. The thing that moves us to pride or shame is not the mere
mechanical reflection of ourselves, but an imputed sentiment, the imagined effect of this reflection
upon another’s mind. For example, we are ashamed to seem evasive in the presence of a
straightforward man, cowardly in the presence of a brave one, gross in the eyes of a refined one, and
so on. We always imagine and in imagining share the judgments of the other man.

According to Cooley, persons of great ambitions, or of peculiar aims of any sort, lie open to
disorders of self-feeling because they necessarily build up in their minds a self-image which no
ordinary social environment can understand or corroborate, and which must be maintained by
hardening themselves against immediate influences, enduring or repressing the pains of present
depreciation, and cultivating in imagination the approval of some higher tribunal. If the man succeeds
in becoming indifferent to the opinions of his neighbors he runs into another danger, that of a distorted
and extravagant self of the pride sort, since by the very process of gaining independence and
immunity from the stings of depreciation and misunderstanding, he has perhaps lost that wholesome
deference to some social tribunal.

TOOL NO. 4: JOHARI’S WINDOW OF THE SELF

A model for self-

awareness, personal
development, group PAGE 20

development and
 TOOL BOX

Appreciate people whom you find

comfort and confidence with.

THE JOHARI WINDOW MODEL

It’s no secret that emotional intelligence and self-awareness are two of the most important
leadership characteristics. The ability to read verbal & non-verbal cues, control emotions, and
compassionately empathize with others is necessities for building & sustaining any healthy
relationship.

Invented by Psychologists Joseph Luft and Harry

Ingham by combining their first names, the Johari
Window helps us to understand self-awareness and the
human interaction that results from our personal self-
awareness. We are often unaware of how others
perceive us, how we present ourselves to others, and
even how well we know ourselves. Luft and Ingham
created this model because they believed that what
happens in our life depends upon our own self-
awareness, and the awareness others have of us.

It is also referred to as a “disclosure/feedback

model of self-awareness”. Originally it was developed
for studying group relations. Later it has been found that
this model can actually benefit every individual like their
work and also relationships.

PAGE 21
 The premise behind the window is that there are certain things which we know, and things we
do not know about ourselves. Similarly, there are certain things others know and do not know. Thus,
at any given point of time in life, we may see our total being as we understand it and as others know
about it in a true sense through the 4-paned Johari window.
In the explanatory diagram, all panes look equal but in reality that is not the case. The openness of
each pane will vary depending on your own personal level of:
 How well you know yourself
 How much you share about yourself with others
 How well others know you

THE 4 PANES OF JOHARI WINDOW

THE OPEN FRAME this area contains things you know about yourself that are visible to others as
well. Working in this area results in an open, honest and transparent communication and minimizes
miscommunication, mistrust and confusion.

Also known as the 'area of free activity ‘. The aim in any team is to develop the 'open area'
for every person, because when we work in this area with others we are at our most effective and
productive and the team is at its most productive too.

THE BLIND FRAME represents information that is known about a person to others, but is not known
to him/her. This is known as their “blind spot.” Everyone has blind spots. By soliciting feedback, and
by being open to feedback by others, we become more aware of how others perceive us, and we
shrink our blind spot. This leads to stronger communication and trust.

THE HIDDEN FRAME Things in this area are only known to you but not others. It may be that you’re
keeping them private and hiding them from others. Also include sensitivities, fears, hidden agendas,
manipulative intentions, and secrets - anything that a person knows but does not reveal

THE UNKNOWN FRAME this area is for things that are either about you that no one is aware of, or
that are not applicable to you. Information, feelings, latent abilities, aptitudes and experiences, that
are unknown to the person him/herself and unknown to others in the group. Can be prompted through

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self-discovery or observation by others, or through collective or mutual discovery. Uncovering 'hidden
talents' - that is unknown aptitudes and skills, not to be confused with developing the Johari 'hidden
area' - is another aspect of developing the unknown area, and is not so sensitive as unknown
feelings.

SYNTHESIS:

As we grow older, doing senseless deeds decreases. The different settings in the society
gains higher value in our lifetime if we used to manage our selves to adapt in the different set ups it
give us happiness and we learned to associate this to people and other constituents with significant
meaning.

Thus, this different set ups developed our sense of self. It hugely benefited in helping us make
choices in life. From something as small as favorite foods to a larger concern like personal values
knowing what comes from our own self versus what comes from others allow us to live authentically.

Our character, values and attitude ones a product of the environment that we are dealing. It
dearly tell something about who we are, our self-concept, our past and even our future.

Exercise 3:
1. What is the essence of Bronfenbrenner's Bioecological System into the development of an
individual specifically on sociological perspective?

2. Give examples of individual or collective actions that promoted the common good on your
community.

3. In your own understanding, explain and expound the phrase “I am not what I think I am. I am not
what you think I am. I am what I think you think I am.”

4. Make your own Johari's Window. Write adjectives that describe yourself on the following areas:

Open Area- Certain information (characteristics/skills/talents) about yourself that is known to you and
to other people.

Blind Area- Certain information (characteristics/skills/talents) about yourself that is known to others
but not known to you.

Hidden Area- Certain information (characteristics/skills/talents) about yourself that is only known to
you but not others.

Unknown Area- Certain information (characteristics/skills/talents) about yourself that neither you nor
other people know. It can be new discovery about yourself.

Open Area Blind Area

Hidden Area Unknown Area

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References:
Corpuz, R. M., et al., (2019) Understanding the Self. Manila, Philippines: C & E
Publishing, Inc.
Alata, Eden Joy P., et al., (2018) Understanding the Self. Manila, Philippines: Rex Book
Store.
Macayan, Jonathan V., (2018) et al., (2019) Understanding the Self. Manila, Philippines:
C & E Publishing, Inc.
https://books.google.com.ph/books?
hl=en&lr=&id=gwDFDwAAQBAJ&oi=fnd&pg=PP1&dq=Individualism+vs.
+Collectivism&ots=xBKmChhk5A&sig=6Xkcthu_BO2L-
jvT6dGdGFqocms&redir_esc=y#v=onepage&q=Individualism%20vs.
%20Collectivism&f=false
https://apps.cfli.wisc.edu/johari/support/JohariExplainChapman2003.pdf
https://www.lifehack.org/570182/johari-window
https://fetzer.org/sites/default/files/images/stories/pdf/selfmeasures/
CollectiveOrientation.pdf
https://eml.berkeley.edu

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