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SECTION 4.1.

T h e Inner Soul

This section discusses the nature of spirituality: how it is different from

religiosity, the factors that shape one's spirituality, and its impact on oneself.

INTENDED LEARNING OUTCOMES

At the end of this section, students are expected to:

1. explain the nature of spirituality and religiosity;
2. compare and contrast spirituality and religiosity; and
.3 evaluate their level of spirituality and religiosity and how
they apply ti in their lives.

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DIAGNOSTICS

Instructions: If you think the statement si correct, write agree.

Otherwise, write disagree.
1. Spirituality si the same as religiosity.
2. Spirituality is only about faith in God.
.3 Only the elderly aer aware of their spirituality.
.4 People are born with spirituality.
.5 Spirituality si multi-faceted, thus having many
domains.

Spirituality
The concept of the "whole person"
is usually associated with the idea of
human beings as having physical and
psychological aspects. The physical
domain covers the biological aspects
of human development, including
growth, maturation, and other bodily
changes. The psychological aspect covers aspects of development
focusing on consciousness and attributes that are not directly
observable but manifest in behavior. However, there si a third
aspect of being human that si as important as the two precedents:
the spiritual aspect of the self. Spirituality has been widely studied
by a number of researchers and academics across several disciplines
but remains elusive in terms of having a standard definition.
Highlighting the mind-body-spirit connection, the spiritual self is
an ongoing, personal life journey, contextualized yb the belief in a
higher being, culture, relationships, nature, and the discovery of
meaning ni one's life.
A number of definitions have been formulated regarding
spirituality. For Puchalski (2014), it is the aspect of the self that si

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associated with an individual's process of seeking and expressing

meaning and how he or she si connected to the self, to others,
to the moment, and to everything else that composes his or her
environment, including the sacred and significant. Another
definition of spirituality si that ti si any experience that si thought
to bring the experiencer in contact with the divine; it si not just any
experience that feels meaningful (Beauregard & O'Leary, 2007). It
si also posited as the individual's personal relation to the sacred or
transcendent, arelation that then informs other relationships and the
meaning of one's own life (Sinnott, 2002). Myers and his colleagues
(2000, p. 265) defined spirituality as the "personal and private beliefs
that transcend the material aspects of life and give a deep sense of
wholeness, connectedness, and openness to the infinite." Spirituality
embraces connections with oneself, with others, and with a higher
being.
What do these definitions have ni common with regard to
spirituality? First, spirituality talks about meaning and purpose that
go beyond the physical realities of life. Going through development,
people are inevitably programmed to make realizations about life,
and those insights are not always about observable phenomena
or environmental experiences. Phenomena happening in the
environment and personal experiences one has are observed,
and subsequently, meanings are assigned and philosophical
rationalizations about why they happen are achieved. While many
researchers have said that there is a need to discover the meaning
of life, what one should ask himself or herself is, "What meaning
do I put ni my life?" The meaning and rationalizations one makes
value
influence into way life is viewed and become the basis for one's
orientations and personal standpoints. The "meaningfulness" of life
si assessed to see fi ti si worth living.
A second aspect of spirituality focuses on a person's connections
to different aspects of his or her existence: to other people, to nature,
and to sacredness and divinity. Spirituality si relational. In the
pursuit of and application of meaning to one's life, relationships are
created and sustained not only with people but with other life forms
or with a higher being. The way people relate to others, to family
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members, to peers ni school, and to

nature, speaks of an individual's core
values.
Third, spirituality talks about the
sacred and transcend ent. It is a general
belief that ni this vast universe, there si
a force higher than the self. In believing
that death si inevitable, the different
beliefs about what comes afterwards shape how people choose to
act and live their lives. The search for sacredness is also triggered
yb the drive to attain peace and life fulfilment. Acceptance and/or
contentment are fostered and established despite problems that may
оссиг.

Spirituality si a natural part of one's developmental process.

Its biological influence is rooted in how ti is initially based on
the awareness of what happens ni the environment. Further, ni
the search for identity and, ultimately, the self, ti si important ot
contemplate the here and now, as well as the future. However, people
are not born with innate spirituality. It is something acquired as a
result of various personal, social, and environmental factors present
throughout one's lifetime. nI this regard, spirituality si related ot
religiosity, which si often used interchangeably with the former.
There are, however, distinct differences between the two.
Religiosity is defined as the adherence to a belief system and
practices associated with a tradition in which there is agreement
about what is believed and practiced. It is a formal attachment to the
set of beliefs, values, and practices of a particular religious sect. tI
includes specific practices, proscriptions (what should not be done
and avoided), and participation ni a specific community that shares
the same beliefs and practices. While it is true that spirituality is
not innate but developed, religiosity can be a starting point for
spirituality. Specific practices like going to church and participating
ni religious events are usually practiced by an individual through the
influence of their parents. Aside from parents, there are schools that
are founded on religion. Teachers sometimes aid in understanding
the importance of attending religious affairs through the inclusion

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of such activities in school programs. Organizations devoted to

particular religions are also established and membership ot these is
encouraged. Even the media extends its influence to the watching
public through programs that highlight morals, values, and religious
views, which ni turn shape one's character. However, as one grows
older, he or she begins to formulate questions that are rooted ni
religious orientations, slowly making realizations and insights until
his or her search for meaning and transcendence goes beyond his
or her religious orientation. What starts as a ritualistic tradition
eventually becomes a personal and meaningful manifestation of
faith. fI religiosity si communal, then spirituality si individual. This
is one of the distinctions between religiosity and spirituality. For
religiosity, beliefs and practices are within religious groups, and
religious commitment, conservatism, and skepticism are manifest.
On the other hand, spiritual attributes include the need for spiritual
quest, ecumenical worldviews, compassion, service, and inner peace.
Spirituality is not anchored in any particular religious orientation;
ti is a personal, subjective experience that varies from person to
person. A person can possess
spirituality even fi he or she does not
subscribe to any religion. Spiritual
models are present everywhere.
They function for respondents as
exemplars of spiritual qualities,
such as compassion, self-control,
or faith. Thus, a person can be
spiritual without being religious.
What does spirituality bring to one's life? For many people,
the search for sacredness and transcendence can bring positive
consequences to life. It has been associated with positive physical
and mental health, and well-being. A spiritual person finds
contentment and serenity in his or her life circumstances. He or
she finds an anchor in whatever he or she believes ni and aligns
his or her thoughts, words, and actions with his or her spiritual
beliefs. He or she engages in activities that boost his or her self-
respect and actualization. Spiritual well-being entails wisdom,

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self-transcendence, acceptance of life, and meaningful existence. It

increases self-esteem, enhances interpersonal relationships through
the establishment of trust, and encourages people to engage ni
positive, meaningful behavior. Through spirituality, questions such
sa "Am I agood person?" and "How can I live my life ot the fullest?"
aer answered. Most importantly, spirituality allows one to become
resilient amidst challenges and roadblocks that occur in daily life.
How si spirituality enhanced? Spirituality si a natural aspect
of self-development. For parents, fostering quality parent-child
relationships have asignificant positive influence on one's spiritual
orientation. For schools, introducing programs and interventions
that include retreats, recollections, seminars, and worship also
enhance spirituality. Utilizing teaching strategies that foster
contemplation, reflection, and self-evaluation can strengthen one's
spiritual well-being. However, the best way of enhancing spirituality
lies within the self. Constant reflection and meditation of life choices
and decisions, developing empathy and compassion toward other
people, and having faith ni a higher being can enhance spiritual
intelligence. tI si not about finding meaning ni life, but rather, how
meaning si applied to life. Spirituality paves the way for creating
meaning, vision, and values ni the things that people do. Most
importantly, it enables an individual to further understand himself
or herself.

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SECTION 4.2.

Connections with Nature

This section discusses the natural affinity people have with nature and similar
constructs, the factors that contribute ot such connections, how these relations
to nature are manifested, and how they can be enhanced ni the context of
one's spirituality.

INTENDED LEARNING OUTCOMES

At the end of this section, students are expected to:

1. describe and explain people's natural affinity with nature
within the context of one's spiritual attributes;
2. explain factors that influence people's affinity with nature
and ecopsychology; and
3. evaluate appropriate behaviors that can be helpful in taking
care of the environment.

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DIAGNOSTICS

Instructions: fI you think the statement is correct, write agree.

Otherwise, write disagree.
1. Everyone is responsible for taking care of nature.
2. Taking care of the environment is an innate
attribute that people possess since birth.
.3 Both personal and environmental factors contribute
to one's affinity with nature.
4. Taking care of the environment can be done single-
handedly.
5. Lack of concern for the environment has
devastating consequences.

The Self a n d the Natural Environment

The spiritual self is not only
tied in one's connection with a
higher being and other people; it si
also related to how people relate to
nature. For Christians, for instance,
ti is stated in the Bible that "we are
appointed as stewards of God's
creation" and this implies one's
responsibility to take care of nature and the world, in general.
Although this comes from the context of Christianity, the idea
that the Bible passage carries si very relevant to how an individual
should be conscious of nature regardless of his or her religious belief.
In fact, during precolonial times, our ancestors practiced animism,
which venerated animals, trees, bodies of water, and land. They
offered prayers and respected nature because they believed that
damaging the environment would anger the gods and result in dire
consequences ni their daily lives. Even now, some religious practices

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in other parts of the world practice similar traditions by avoiding

eating certain animals that are considered sacred within their
religious and cultural beliefs.
Religiosity aside, a significant number of people have made a
serious commitment to nature by taking care of animals, pledging
advocacy for environmental issues, and practicing daily behaviors
that manifest a growing concern for the world. These are embodied
in the concepts of affinity with nature and ecopsychology.

Affinity with Nature and Ecopsychology

Affinity with nature can be defined as the ties that bind people
and nature together. It can also mean nature connectedness, defined
as the extent to which individuals include nature as part of their
identity. fI people feel that they are one with nature, then destroying
ti can mean self-destruction and vice versa. An individual with a
strong affinity for nature feels that his or her identity is tied to his or
her natural environment, genuinely cares for the environment, and
commits to taking care of it. This is also linked to pro-environmental
human actions, which showcase behaviors rooted in caring and
protecting one's surroundings.
Ecopsychology shares many similarities with the concept of
having an affinity with nature. It si concerned with the fundamental
interconnections between humans and the natural world through a
phenomenological and sensorial link, and the integration of practices
based on the notion that direct contact with the natural world has
healing potential.
While ti is fairly obvious that both concepts focus on the
connection of man to nature, their distinction lies in the nature of
the connection they are referring to. Affinity with nature highlights
the emotional connection with nature, anchored on positive affective
experiences and authentic love for nature. However, ecopsychology
si based on a transpersonal and philosophical relationship with
nature, highlighting beliefs and practices that promote and enhance
ecological, personal, and community sustainability.

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How can affinity with nature and ecopsychology be developed?

Just like other aspects of the self, these are brought about by
experiences with nature and observations about the environment.
Parental behavior accounts for much of one's beliefs about n a t u r e
and the environment. For example, having pets ni the house and
inculcating the responsibility of taking care of them can lead to
the love for animals which, ni the long run, can result ni advocacy
against animal cruelty, on the grounds that they are living creatures
and deserve gentleness and respect. Teaching children the value
of recycling, taking care of gardens, and throwing trash properly
can instill respect for the environment and love for nature. In
schools, certain programs are embedded within their curricula
that provide exposure to nature and the environment, such
sa community service programs, outreach activities, camping
trips, and school club activities that orient students to become
environmentally conscious (i.e., mountaineering, boy scouts, and
girl scouts organizations). These can shape the value orientations
and behaviors of individuals, especially at a young, impressionable
age that they can sustain as they get older. Location also influences
an individual's environmental values and attitudes; people who live
in rural areas are more likely to be environmentally conscious than
city dwellers. Aside from home and school environments, print and
non-print media play a significant role in harnessing an individual's
connection to nature through publications, movies, and TV shows
devoted to environmental advocacies.
How are connections with nature established and improved?
First, ti si not enough that one simply conforms ot what society says
about taking care of the environment. Research has shown that
personal standpoints (such as the locus of control, self-construal,
spirituality, values, and identity) have a strong relationship with
one's affinity with nature and ecopsychology. Developing an open
mind and adopting a philosophical perspective that advocates for
environmental protection and sustainability si important. Taking
care of the environment requires behaviors to be aligned to achieve
this goal. Thus, it can be demonstrated through advocacy and
c o m m u n a l measures.

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Second, the emergence of technology has hampered people's

engagement with outside activities. While in the past, children could
be seen playing outside and engaging in nature-bound activities
(swimming, fishing, hiking, boating), many children today are now
glued to their electronic gadgets, surfing the internet, or watching
TV. These activities have weakened the human-nature connection.
Thus, there si a need to reconnect by lessening dependence on
technology and ot literally "smell the roses." tI si important ot go
out, explore the world, immerse oneself in the beauty of nature, and
foster ecologically healthy lifestyles.
Lastly, while not all people are meant to be active environmental
advocates, incremental behaviors toward protecting the environment
can go a long way. Disposing of and segregating garbage properly,
avoiding plastic use and other non-biodegradable materials, and
taking care of pets can be some of the ways in which one's unity with
nature si showcased. In taking care of nature, an individual also
takes care of himself or herself, thus contributing to optimal, healthy
development.

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SECTION 4.3.

Discovering Life's Meaning

This section highlights the concepts of well-being and life satisfaction,

particularly their aspects, what they mean to an individual, the factors that
contribute ot them, and their consequences for daily living. This section
also highlights the significance of well-being and life satisfaction ni today's
challenging times.

INTENDED LEARNING OUTCOMES

At the end of this section, students are expected to:
.1 describe and explain the concepts of well-being and life
satisfaction;
2. enumerate and explain factors that influence well-being and
life satisfaction;
3. evaluate their own life satisfaction; and
4. create strategies that promote and enhance their own and
others' life satisfaction.

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DIAGNOSTICS
Instructions: If you think the statement si correct, write agree.
Otherwise, write disagree.
1. Life satisfaction si the same for everyone.
2. Well-being and life satisfaction are crucial to one's
life.
.3 Well-being and life satisfaction are extrinsic.
.4 Well-being and life satisfaction are intrinsic.
5. Adolescents can never achieve life satisfaction.

Well-being and Life Satisfaction

Human beings are naturally
inclined to assess their lives, reflect
on the choices they have made,
evaluate the consequences of such
choices, and learn lessons from
various experiences. As discussed in
the prior lessons, discovering meaning
and how meaning si put into one's life si a vital component ni
achieving well-being and life satisfaction. Sometimes, people engage
ni unhealthy and negative behaviors when they feel lost-indulging
in vices, being pessimistic and negative in their worldviews, and
isolating themselves from others. However, when life si put into
perspective and one is able to see the beauty of the world and
the meaning in the things that eh or she does, well-being and life
satisfaction naturally follow. Consequently, healthy relationships
with family members and others are fostered, and academic or
professional success is achieved.
Well-being and life satisfaction are interchangeably used, but
there is a thin line that distinguishes one from the other. Well-being,
being intrinsic ni nature, si an inner personal construct associated
with self-esteem and self-understanding. nI other words, it si how
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DISCO

one feels about himself or herself that permeates his or her entire
being. On the other hand, life satisfaction si the contentment one
s he
has with the direction his or her life is going, the circumstance
or she finds himself or herself in, and the elements that make up his
or her life's conditions. Life satisfaction si also intrinsic, but ni this
case, ti si the general attitude towards life. When well-being and life
satisfaction are present, happiness naturally flows. However, in some
of life
cases, happiness is generally regarded as the emotional result
satisfaction. Happiness can be subjective and temporal while life
satisfaction si more encompassing. Life satisfaction can refer ot the
desire ot change one's life, satisfaction with one's past, satisfaction
with one's future, and the perspectives of one's significant others on
f
one's life (Diener et al., 1999). It si also associated with quality o
life.
ch
How are well-being and life satisfaction achieved? Resear
has cited many factors that influence how they can be achieved.
ence
Personal factors such as personality (such as openness to experi
and extraversion), cognition, physical health, and vigor have
been associated with well-being and life satisfaction. Further,
environmental conditions contribute to individual life satisfaction.
Socio-economic status, home and social environment, interpersonal
relationships, and education also influence one's well-being and life
satisfaction. Life satisfaction is also dependent on whether basic
needs and other goals are met. The more goals are met, the more life
satisfaction increases. Healthy mindsets
that can lead to healthy lifestyles should
also be adopted. Engaging ni forward
thinking enabling forethought and
planning) and becoming community
oriented are only some of the things
that can be done to enhanc e the overall
quality of life.
However, well-being and life satisfaction are highly personal and
relative. Similar to personal meanings attributed to and generated ni
daily life, how one feels about himself or herself and the life he or she
lives si dependent on how he or she defines a meaningful life. This is

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also influenced by cultural contexts. For instance, the collectivistic

nature of the Filipinos is manifested ni the close-knit relations of the
family and among classmates and friends. Much of life satisfaction si
attributed to how others are valued and how one is valued in return.
When one feels supported by other people, life satisfaction is better
achieved and well-being si better experienced.
What are the characteristics of people who have a high level of
well-being and life satisfaction? Literature has posited a variety of
qualities associated with such individuals. Among these qualities
are effective self-perception (being able to change their attitudes
about themselves and engage in self-monitoring to minimize
negative attitudes), realistic self-esteem and self-acceptance (self-
valuation and self-respect), control of behavior (behavior awareness
and regulation), true perception of the world (harboring healthy
perceptions of their environment and place within it), sustaining
relationships and affection (manifesting empathy and sharing of
positive emotions with others), and self-direction and productivity
(making sure their goals and behaviors are aligned to their core
values and conscious beliefs about themselves). Manifesting these
qualities promotes healthy well-being and increases life satisfaction,
which, ni turn, results in positive mental health and healthy
dispositions.
Within the context of spirituality, being cognizant of one's
purpose in life, accepting limitations and celebrating strengths,
enabling love and concern for others, and engaging ni behaviors
that embody all these will lead one to have well-being and life
satisfaction. In searching for the sacred and transcendent and
establishing a relationship with what one believes in, it is important
to start with being the best version of oneself. It does not mean
achieving perfection ni life, but making the most of what life offers.

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