INTERWORLD COLLEGES FOUNDATION, INC.

Burgos St., Paniqui, Tarlac

COLLEGE DEPARTMENT
S.Y. 2023 – 2024 / First Semester

Understanding the Self

Course Module

COURSE CODE – GE 1

Credit: 3 units
Time Allotment: 18 weeks / 54 hrs.

Student’s Name: _____________________________________________ Student Number: __________________

Course / Year: _______________________________________
Schedule: ______________________ (days) ________________ (time) ___________ (room) ______________

LADY TREZA S. CARBONELL

INSTRUCTOR
 INSTITUTIONAL VMGO

INSTITUTIONAL VISION
A model of performing formal learning institution where students are provided with
flexible, accessible, and equitable education resulting to a higher level of literacy, development
of critical thinking, creative thinking, and effective decision-making skills as prerequisites for
lifelong learning.

INSTITUTIONAL MISSION
ICF is committed to the wholesome development of every learner who is expected to
demonstrate exemplary competence and productivity by providing an efficient and effective
administration of its programs and instructions. INSTITUTIONAL VISION
A model of performing formal learning institution where students are provided with
flexible, accessible, and equitable education resulting to a higher level of literacy, development
of critical thinking, creative thinking, and effective decision-making skills as prerequisites for
lifelong learning.

GOALS AND OBJECTIVES

In the realization of learning standards prescribed by the national education agencies and
other stakeholders, ICF set its contextualized goals, and objectives grounded on human
development and learner-centered curriculum; therefore, we aim to:

1. Provide knowledge and develop skills, attitudes, and values essential to personal
development necessary for living in a continuously changing environment and diverse
society;
2. Discover and enhance the different aptitudes and interests of students in order to equip
them with skills for productive endeavor and or to prepare them for higher learning
opportunities;
3. Provide general education programs which will promote national identity, cultural
enrichment, moral integrity, spiritual vigor, respect of human rights, and personal
discipline;
4. Promote work experiences which develop orientation to the world of work and prepare
the learners to engage in honest and gainful work;
5. Facilitate learning for diverse type of learners, in diverse types of learning environment
using a wide range of instructional and assessment techniques.

CORE VALUES
 DILIGENCE
 SPIRITUALITY
 PATRIOTISM
 RESILIENCY
 HONESTY
 SELF RELIANCE
 PERSISTENCE
 INTEGRITY
 TRANSPARENCY
 BROTHERHOOD
COURSE DESCRIPTION

The course deals with the nature of identity, as well as the factors and forces that affect the
development and maintenance of personal identity. It intends to facilitate the exploration of the issues and
concerns regarding self and identity to arrive at a better understanding of one’s self.
This course is divided into three major parts. The first part seeks to understand the construct of the
self from various disciplinal perspectives: philosophy, sociology, anthropology, and psychology- as well as
the more traditional division between the East and the West – each seeking to provide answers to the difficult
but essential question of “What is the self?”, and raising among other question, “Is there even such a
construct as the self?’ The second part explores some of the various aspects that makes up the self, such as
the biological and material up to the more Digital Self. The third part identifies the three areas of concern for
young students: learning, goal setting, and managing stress. It provides for the more practical application of
the concept discussed in this course and enables them the hands-on experience of developing self-help plans
for self-regulated learning, goal setting, and self-care.
And lastly, this area of learning gives importance to the mandatory topic on the Family Planning and
Population Education.

COURSE OBJECTIVES
At the end of the course, the students should be able to;
1. Discuss the different presentations and conceptualization of the self from various disciplinal
perspectives;
2. Compare and contrast how the self has been represented across different disciplines and
perspectives;
3. Examine the different influences, factors, and forces that shape the self;
4. Demonstrate critical and reflective thought in analyzing the development of one’s self and
identity by developing a theory of the self.
5. Explore the different aspects of self and identity;
6. Demonstrate critical, reflective thought in integrating the various aspects of self and identity;
7. Identify the different forces and institutions that impact the development of various aspects of self
and identity;
8. Examine one’s self against the different aspects of selves discussed in class;
9. Understand the theoretical underpinnings for how to manage and care for the different aspects of
the self;
10. Acquire and hone new skills and learning for better managing of one’s self and behaviors;
11. Apply these new skills to one’s self and functioning for a better quality of life.

GRADING SYSTEM
To pass the course, a student must attain at least 75% rating based on the criteria given below.
CRITERIA PERCENTAGE
Preliminary Examination 15%
Midterm Examination 15%
Final Examination 15%
Class Standing (quizzes, recitation, assignment, seat work, 25%
involvement and participation)
Required Learning Output (product based or performance task) 30%
 rubrics is required
 Lesson 5
PHYSICAL SELF: THE
BEAUTIFUL ME

OBJECTIVES

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

1. Determine the condition of your physical self

2. Classify the physiological needs of the self in each stage of life
3. Identify the forces and institutions that impact the development of the various aspects of identity and
the self
4. Explain the importance of a good health

INTRODUCTION

Marieb, E.N. (2001) explains that the gonads begin to form until about the eight weeks of embryonic
development. The embryonic structures of males and females during the early stages of human development are
alike and are said to be in indifferent stage. When the reproductive structures are formed development of the
accessory structures and external genitalia begins.

Beginning of life

Life begins at fertilization. It refers to the meeting of the female sex cell and the male sex cell. These
sex cells are developed in the reproductive organs called GONADS. The male sex cell called spermatozoa [sing.
–zoon] are produced in the male gonads called testes. On the other hand, the female sex cells called ova are
produced in the female gonads known ovaries. The fertilized egg cell known as zygote contains all the
hereditary potentials from the parents. This zygote goes to the uterus and continues to grow during the gestation
period of about 280 days or 36 weeks or 9 calendar months.

Both male and female chromosomes contain several thousands of genes called deoxyribonucleic acid
which is the code of heredity. Maturation is the unfolding of the inherent traits.

Human Development

The formation of male or female structures depends on the presence of testosterone (A substance called
hormone that occurs naturally in men and male animals). The embryonic testes release testosterone once formed
and the formation of the duct system and external genitalia follows. The same with female embryos that form
ovaries, it will cause the development of the female ducts and external genitalia since testosterone hormone is
not produced.

Pseudo hermaphrodites are formed who is an individual having accessory reproductive structures that
do not “match” their gonads while true Hermaphrodites are individuals who possess both ovarian and testicular
tissues but this condition is rare in nature. Nowadays, many pseudo hermaphrodites undergo sex change
operation to have their outer selves fit with their inner serves (gonads).
Human anatomy

Puberty is the period of life when the reproductive organs grow to their adult size and become
functional under the influence of rising levels of gonadal hormones (testosterone in male and estrogen in
female) and generally between the age of 10-15years old.

At the age of 13, male puberty is characterized by the increase in the size of the reproductive organs
followed by the appearance of hair in the pubic area, axillary and face. The reproductive organs continue to
grow for two years until sexual maturation marked by the presence of mature semen in the testes.

For the female, the budding of their breasts usually occurring at the age of 11 as a sign of their puberty
stage. Menarche is the first menstrual period of females which happens two years after the start of puberty.
Hormones play an important role in the regulation of ovulation and fertility of females
Factors in development of the physical self

The development of the individual is caused by two interacting forces: heredity and environment. Heredity
[nature] is the transmission of traits from parents to offspring it provides the raw materials of which the
individual is made up. While the environment [nurture] is the sum total of the forces or experiences that a
person undergoes from conception to old age. It includes family, friends, school, nutrition and other agencies
one is in contact with.
Diseases associated with the reproductive systems
Infections are the most common problems associated with the reproductive system in adults. Vaginal
infections are more common in young and elderly women and those whose resistance to diseases is low, like,
Escherichia coli which spread through the digestive tract, the sexually transmitted microorganisms such as
syphilis, gonorrhea and herpes virus and yeast fungus.
Pelvic inflammatory disease and sterility are also the effect of vaginal infections. For males, the most
common inflammatory conditions are prostatitis, urethritis, and epididymitis, STD, Orchiditis.
Major treats to reproductive organs are Neoplasms, tumor of the breast and cervix cancers in adult
females and prostates cancer in adult males.
Most women hit the highest point of their reproductive abilities in their late 20’s, Examples is the
irregular ovulation and shorter menstrual periods – menopausal period.
The production of estrogen may continue after menopause but the ovaries finally stop functioning as
endocrine organs. The reproductive organ and breast begin to atrophy or shrink if estrogen is no longer released
from the body. With this case, the vaginal becomes dry that causes intercourse to become painful if frequent and
the vaginal infections become increasingly common.
Signs of estrogen deficiency: irritability and mood changes [depression in some]; intense vasodilation
of the skin’s blood vessels, gradual thinning of skin and loss of bone mass, slowing rising high blood levels etc.
Note: there is no counterpart for menopause in males. Although aging men show a steady decline in
testosterone section, their reproductive capability seems unending. Healthy men are still able to father offspring
well into their 80‟ and beyond.
Erogenous zones
It refers to part of the body that are primarily receptive and increase sexual arousal when touched in a
sexual manner. Examples: mouth, breast, genitals, anus. However, erogenous zones may vary from one person
to another. Some people may desire and enjoy being touched in certain area more than the other area, like, neck,
thighs, abdomen and feet.
Human Sexual Behavior
It defined as any activity solitary, between two persons, or in a group that induces/ brings sexual
arousal (Gebhard, P.H. 2017). This behavior is classified according to gender and number of participants.
Types of behavior: Solitary behavior (involving one individual); and Socio-sexual behavior (more than
one individual)
Solitary behavior
Self – gratification (begins at or before puberty) means self stimulation that leads to sexual arousal and
generally, sexual climax. This takes place in personal and private as an end in itself, but can also be done in a
socio-sexual relationship. This is common for males but becomes less frequent or is abandoned when socio-
sexual activity is available.
Therefore, self-gratification is most frequent among the unmarried. However, this self-gratification
usually decreases as soon as an individual develop socio-sexual relationship.
 Nowadays, humans are frequently being exposed to sexual stimuli esp. from advertising and social
media. Some adolescents become so much aggressive when they respond to such stimuli.
The rate of teenage pregnancy is recently increasing. The challenge is to develop self-control so that to
balance suppression and free expression. Why? To prevent premarital sex and acquire STD.

Socio-sexual behavior
It is the greatest amount of socio-sexual behavior that occurs b/w only one male and one female. This
usually begins in childhood and may be motivated by curiosity, such as showing or examining genitalia.
Physical contact involving necking and petting is considered as an ingredient of the learning process
and eventually of courtship and selection of a marriage partner.
Petting differs from hugging, kissing and generalized caresses of the clothed body to produce
stimulation of the genitals. This is done due to affection as source of pleasure, preliminary to coitus (this is an
insertion of male reproductive organ into female organ). This is regarded as an important aspect in selecting
partner but also a way of learning how to interact with another person sexually.
A behavior may be interpreted by society or individual as erotic depending on the context in which the
behavior occurs. Example, kissing as a gesture of intimacy in couples while other sees this as respect and
reverence.

Physiology of human sexual response

Sexual response follows a pattern of sequential stages or phases when sexual activity is continued.

1. Excitement phase - It is caused by increase in pulse and blood pressure; a sudden rise in blood supply to the
surface of the body resulting in increased skin temperature, flushing, and swelling of all distensible body parts
particularly noticeable in the male and female reproductive system, rapid breathing, secretion of genital fluids,
vaginal expansion, and a general increase in muscle tension.

2. Plateau phase - It is generally of brief duration. If stimulation is continued, orgasm usually occurs.

3. Sexual climax - A feeling of abrupt, intense pleasure, and rapid increase in pulse rate and blood pressure, and
spasms of the pelvic muscles causing contractions of the female reproductive organ and ejaculation by the male
that last only for few seconds
normally not over ten.

4. Resolution phase - It refers to the return to a normal or subnormal physiological state. Whereas males return
to normal even if stimulation continues, but continued stimulations can produce additional orgasms in females.
Females are physically capable of repeated orgasms without the intervening “rest period” required by males.
Nervous system factors
The nervous system plays a significant role during sexual response. The autonomic system is involved in
controlling the involuntary responses.
The efferent cerebrospinal nerves transmit the sensory messages to the brain to create stimulus and later
initiating a sexual response. The brain will interpret the sensory message and dictate what will be the immediate
and appropriate response of the body. The muscles contract in response to the signal coming from the motor
nerve fibers while glad secretes their respective product. So, sexual response is dependent the activity of the
nervous System.
Hypothalamus and limbic system are part of the brain believed to be responsible for regulating the
sexual response, but there is no specialized “sex center” that has been located in the human brain.
Apart from brain-controlled sexual responses is the reflex. This reflex is mediated by the lower spinal
cord that leads to erection and ejaculation for male, vaginal discharges and lubricant for female when the genital
areas are stimulated. But still, the brain can overrule and suppress such reflex activity, when sexual response is
socially inappropriate.
Sexual problems
These may be classified as physiological, psychological and social in origin. Physiological problems are
the least among the three categories. Small number of people suffering from diseases due to abnormal
development of the genitalia or that part of the neurophysiology controlling sexual response. Example: vaginal
infection, retroverted uteri, prostatitis, adrenal tumors, diabetes, senile changes of the vagina and cardiovascular
problems.
Medication: Through surgery
Psychological problems: usually caused by socially induced inhibitions, maladaptive attitudes, ignorance
and sexual myths held by society. Example: mature sex must involve rapid erection, prolonged coitus and
simultaneous orgasm. Methods: magazines, married books and general sexual folklore often strengthen these
demanding ideals which are not always achieved; therefore, can give rise to feeling of inadequacy anxiety and
guilt. Hence, resulting negative emotions can definitely affect the behavior of an individual.
Premature emission of semen is a common problem for young males. Why? Because of the natural
result of excessive tension in a male who has been sexually deprived. Erectile impotence is almost always a
psychological problem in males under 40; in other cases, the impotence may be the result of disinterest in the
sexual partner, fatigue, and distraction because of nonsexual worries, intoxication and other causes such as
occasional impotency is common and requires no therapy.
Ejaculatory impotence (inability to ejaculate in coitus) is uncommon and usually
of psychogenic origin. Why? It is due to the past traumatic experiences. Warning! Occasional ejaculatory
inability can be possibly expected in older men or in any male who has exceeding his sexual capacity.

Lastly, vaginismus is a strong spasm [contraction] of the pelvic musculature constricting the female
reproductive organ so that penetration is painful or impossible. It can be due to anti-sexual conditioning or
psychological trauma as an unconscious defense against coitus.

Medication: through psychotherapy and by gradually dilating/widening the female

organ with increasing large cylinders.

Sexual Reproductive diseases are the following:

1. Chlamydia
2. Gonorrhea
3. Syphilis
4. Chancroid
5. Human Papillomavirus
6. Herpes simplex virus
7. Trichomonas vaginalis

Natural and artificial methods are the following:

1. Abstinence
2. Calendar method
3. Basal body temperature
4. Cervical mucus method
5. Symptothermal method
6. Ovulation detection
7. Coitus interruptus
Artificial methods are the following:
1. Oral contraceptive
2. Transdermal patch
3. Vaginal ring
4. Subdermal implants
5. Hormonal injections
6. Intrauterine device
7. Chemical barriers
8. Diaphragm
9. Cervical cap
10. Male condoms
11. Female condoms
12. Surgical methods (vasectomy and ligation)
 Lesson 6
MATERIAL SELF: TO BUY OR
NOT TO BUY?

OBJECTIVES

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

1. Explain the association of self and possessions;

2. Identify the role of consumer culture to self and identity; and
3. Appraise one’s self based on the description of material self.

INTRODUCTION

We are living in a world of sale and shopping spree. We are given a wide array of products to purchase
from a simple set of spoon and fork to owning a restaurant. Almost everywhere, including the digital space, we
can find promotions of product purchase. Product advertisements are suggestive of making us feel better or look
good. Part of us wants to have that product. What makes us want to have those products are connected with who
we are. What we have and already possess is related to our self.

Belk stated that “we regard our possessions as part of our selves. What we have and what we possess.”
There is a direct link b/w self-identity with what we have and possess.

LESSON PROPER

Material self

A Harvard psychologist in the late nineteenth century, William James, wrote in the book, the principles
of psychology in 1890 that understanding the self can be examined through its different components namely: 1
its constituents; 2 the feelings and emotions they aroused self-feelings; 3 the actions for which they prompt the
seeking and self-preservation. The constituents of self are composed of material self, the social
self, the spiritual self, and the pure ego.

The material self, according to William James primarily is about: our bodies;
clothes; immediate family; home.

HOME

IMMEDIATE FAMILY

CLOTHES

BODY
MATERIAL SELF:

1. Body is the innermost part of material self. You are directly attached to this commodity that you cannot live
without. You strive hard to make sure that this body functions well and good. Example is Mariah Carey, she
was reported to have placed a huge amount for the insurance of his vocal cords and legs.

2. Clothes is next to the body that was being influenced by the “the philosophy of dress” by Herman Lotze.
William James believed that an essential part of the material self is clothing. Lotze stipulated in his book that
any time you bring an abject into the surface of your body, you invest that object into any consciousness of your
personal existence taking in its contours to be your own and making it part of the self.

3. Immediate Family is the third in the hierarchy. Your parents and siblings hold another great important part of
yourself. What they do or became affects you. When an immediate family member dies, part of you dies, too.
When their lives are in success, you feel their victories as if you are the one holding the bacon. In their failures,
you are put to chance or guilt. When they are disadvantage situation, there is an urgent urge to help like a
voluntary instinct of saving one’s self from danger.

4. Home is the fourth component of material self. Home is where your heart is. It is the earliest nest of your
selfhood. Your experience inside the home were recorded and marked on particular parts and things in your
home. There was an old cliché about rooms: “if only walls can speak”. The home thus is an extension of self,
because in it, you can directly connect yourself.

We are what we have

Russel Belk (1988) posits that “… we regard our possessions as part of our selves. We are what we
have and what we possess.” The identification of the self to things stared in our infancy stage when we make a
distinction among self and environment and others who may desire our possessions.

The possessions that we dearly have tell something about who we are, our self-concept, our past, and
even our future.
 Lesson 7
SPIRITUAL SELF: BELIEVE IT
OR NOT!

OBJECTIVES

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

1. Identify various religious practices and beliefs;
2. Understand the self in relation with religious beliefs; and
3. Explain ways of finding the meaning of life.

INTRODUCTION

Spiritual self is one of the four (4) constituents of the “self” according to William James in his book, The
Principles of Psychology in 1890. The spiritual self is the most intimate, inner subjective part of self – the most
intimate version of the self because of the satisfaction experienced when thinking of one’s ability to argue and
discriminate, of one’s moral sensibility and conscience, and our unconquerable will is purer than all
other sentiments of satisfaction

LESSON PROPER

Religion

Rebecca Stein (Stein 2011) works on the definition of religion "as a set of beliefs and practices that
usually includes some or all of basic characteristics.

These characteristics are:

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

2. A focus on the sacred supernatural, where sacred refers to a feeling of reverence

and awe

3. The presence of supernatural power or energy that is found on supernatural beings as well as physical beings
and objects

4. The performance of ritual activities that involves the manipulation of sacred object to communicate to
supernatural beings and/or to influence or control events

5. The articulation of worldview and moral codes through narratives and other
Means

6. Provide the creation and maintenance of social bonds and mechanism of social
control within a community; provide explanation for unknown and a sense of
control for individuals.

An individual lives in a society where there are many practices of religion. The choice of religious belief
lies within the spiritual self although the choice may be influenced by the society and its culture.

Ritual

It is the performance of ceremonial acts prescribed by a tradition or sacred law (Britannica 2017). Ritual
is a specific, observable mode of behavior exhibited by all known societies. It is thus possible to view ritual as a
way of defining or describing humans.
 There are three fundamental characteristics of rituals according to Penner
(Britannica 2017). Ritual has the characteristics of:

1. A feeling or emotion of respect, awe, fascination, or dread in relation to the Sacred

2. Dependence upon a belief system that is usually expressed in the language of myth

3. Is symbolic in relation to its reference

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

Some World Religious Beliefs and Practices

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

Core beliefs

Buddhism believes that life is not a bed of roses. Instead, there are suffering, pain, and frustrations. When
people suffer, they want to experience the goodness of life and avoid disappointments. It becomes a habit
known as the reactive cycle of wanting and hating, like and dislike, band craving and aversion. This reactive
cycle can be broken through the practice of mediation, acquiring more wisdom and deeper
understanding, and acceptance of things as they are.

Customs and Practices

There are two types of meditation practices: Samatha and Vipassana. The Samatha is practiced as
mindfulness of breathing and development of loving kindness (Metta Bhavana). Vipassana practices aim
developing insight into reality. Acquiring wisdom is by studying Buddha's teaching, the Dharma. Through the
reflection of Dharma, Buddhist can achieve a deeper understanding of life. Buddhists believe in non-violence
principle.

Some of the major Buddhist celebrations are Parinirvana Day in February; Buddha Day (Wesak) in
May; Dharma Day in July; Padmasambhava Day in October; and Sangha Day in November.

Christianity
Core beliefs
Christians believe in Trinitarian God. One God in three personas: God the Father (Creator), God the Son
(Savior) and God the Holy Spirit Sustainer). Eternal after death will be achieved through faith in Jesus Christ.
Jesus Christ is, God the Son, who came into flesh, to spread the good news of salvation. He died on the cross for
the sins of the humanity but resurrected from the death, so that anyone who believes in him will be saved in
have eternal life. The holy bible is a selection of books, which is divided in to two, the Old Testament and New
Testament.

Customs and Practices

Sacrament of Baptism and Sacrament of Communion are practiced by Christian churches. The
sacrament of Baptism symbolizes the birth in Christian world, while the sacrament of communion is an act of
remembrance of Jesus Christ 's sacrificial love. Jesus Christ teaching in unconditional love that is expressed in
loving the poor, oppressed, and outcast of the society.

Christmas and Resurrection (Easter) are the two major celebrations in Christianity. Christmas, usually
on December 25, commemorates the birth of Jesus Christ while Resurrection Sunday (depends on the lunar
calendar, sometime in March or April) celebrates the resurrection of Jesus Christ from death.
Hinduism

Core beliefs

Hinduism covers a wide range of traditional beliefs and religious groups; thus, there is no single founder
or leader. Hindus believe that existence is a cycle of birth, death and rebirth, governed by Karma. Karma is a
concept where the reincarnated life will depend on how the past life was spent. Hindus believe that the soul
passes through a cycle of successive lives and it's next in carnation is always dependent on how the
previous life was lived. Vedas are sacred Scriptures of Hindus. Mahabharata and Ramayana are two other
important texts of the Hindus.

Custom and practices

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

Islam

Core beliefs

Muslims believe in Allah, who is their "One God" They believe in the unity and universality of God.
Muslims also have a strong sense of community or "ummah" and an awareness of their solidarity with all
Muslims worldwide. Islam means "willing submission to God ".

Muslims believe that Mohammed is the last and final prophet sent by God. Mohammed was born in
Mecca in 570 CE and received revelations from God through the Angel Gabriel over a period of 23 years. The
Holy Bible of Islam is called the Quran, which was taught to be recited in Arabic because any translation is seen
as inadequate.

Customs and practices

Muslims believe in the five pillars of Islam, which are the foundation of Muslim life:

1. Shahadah - statement of faith: "There is no God but the one true God and Mohammed is his messenger".

2. Salat - the prayer that is practiced five times a day.

3. Zakat - the monetary offering for the benefit of the poor. It comprises the 2.5% of a Muslim's assets.

4. Haji – the yearly pilgrimage to Mecca. Muslims who can afford are asked to do the pilgrimage at last once in
their lifetime.

5. Sawm – the fasting. Muslims do fasting from food, drink, and sexual act during the celebration of Ramadan
in the ninth month of the Islamic lunar calendar. The fast is from dawn to sunset.

Two of the major festivals in Islam are Eidul-Fitr and Eidul-Adha. The first one refers
to the celebration at the end of Ramadan, while Eidul-Adha is the celebration within the
completion of the Pilgrimage, the Haji

Judaism

Core beliefs

The Jews believe in the God of Abraham, the same God that liberated the Hebrew slaves from Egypt to
Canaan, the promised land through the leadership of Moses and later, Joshua.

The Jews believe in the coming of Messiah, the Savior. The sacred scripture of the Jews is called the
Torah or the Law. The Torah is the guide of the Jewish living. The study and interpretation of Torah is part of
the Jewish culture.
Customs and Practices: There are five major festivals observed by the Jews:

1. Rosh Hashanah - the New Year

2. Yom Kippur - the Day of Atonement

3. Pesach – Passover

4. Shavuot – Pentecost

5. Sukkot - Tabernacles. The Jewish Sabbath begins on Friday evening at sunset and is an important time when
families gather for the Shabbat meal.

Finding and Creating Meaning of Life

Another extensive study of self can be found in the works of Dr. Viktor E. Frankl.

He was born on March 26, 1905 in Vienna, Austria, where famous psychiatrists Sigmund Freud and
Alfred Adler lived. He graduated with medical degree from the University of Vienna in 1930. He was assigned
in Vienna Hospital suicide ward and headed the Rothschild Hospital.

A survivor of the holocaust, he published a book about logotherapy. In 1959, the book was translated to
English and was revised in 1963 as, The doctor and the Soul: An Introduction to Logotherapy. His book, Man’s
search for meaning has been used as a textbook in high school and college courses. He died in 1997.

Logotherapy

It is a psychotherapy introduced by V. Frankl, who is considered the father of logotherapy. The main
belief of logotherapy is that “man’s primary motivational force is search for meaning.” Logotherapy aids
individuals to find personal meaning of life, whatever life situation they may be.

In logotherapy, meaning can be discovered by creating a work or doing deed, experiencing something or
encountering someone and the attitude toward unavoidable suffering. According to V. Frankl institute of
logotherapy, it uses the philosophy of optimism in the face of tragedy, where people are capable of turning
suffering into human achievement and accomplishment deriving from guilt the opportunity to change
oneself for the better; and deriving from life’s transitoriness an incentive to take responsible action.

Basic concept of Franklian Psychology

There are three basic concepts using Franklian’s Psychology:

1) Life has meaning under all circumstances.

2) Main motivation for living is our will to find meaning in life.

3) Freedom to find meaning.

Furthermore, his psychology aims to: 1. become aware of spiritual resources; 2. make conscious
spiritual resources; and 3. use defiant power of the human spirit and stand up against adversity.

Logotherapy assumptions (that cannot be proven w/

certainty) These include the following:

1. The human being is an entity consisting of body (soma), mind (psyche) and spirit (noos). According to him,
the body and mind are what we have and the spirit is what we are.

2. Life has meaning under all circumstances, even the most miserable. It’s hard to grasp but it is something
everyone experiences and it represents an order in a world with laws that go beyond human laws.
3. People have a will to meaning. When we see meaning, we are ready for any type of suffering. This is
considered to be different than our will to achieve power and pleasure.

4. People have freedom under all circumstances to activate the will to find meaning. This deals with change of
attitudes about unavoidable fate.

5. Life has a demand quality to w/c people must respond if decisions are to be meaningful. The meaning of the
moment is more practical in daily living than ultimate meaning. Unlike ultimate meaning this meaning can be
found and fulfilled.

6. The individual is unique. This enhanced by the realization that we are irreplaceable.

In essence, all human are unique w/ an entity of body, mind and spirit. We all go through unique
situations and are constantly looking to find meaning.

Frankl’s Sources of Meaning

There are three possible sources of meaning of life: 1] purposeful work meaning of life is unique to
every individual; 2] courage in the face of difficulty – a meaningful life is a life with suffering. Suffering is part
of life; and 3] love – is the only way to grasp another human being in the innermost core of his personality. The
ultimate factor to find meaning of life is love.

Costello captured V. Frankl’s message: “The ultimate secret on the spiritual foundation of life is that
love is salvation and joy eternity.” The ultimate factor to find meaning of life is love.
 Lesson 8
MORAL SELF: LIVING WITH
PURPOSE

OBJECTIVES

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

1. Explain the basic concepts related to morality and moral self
2. Identify behaviors characteristic of the different stages of moral development
3. Relate the development of personal values to the development of a philosophy of life
4. State the different influences or factors related to moral self
5. Evaluate practices that lead to the development of desirable moral values and
6. Apply concepts on morality in particular situations to develop a philosophy of life.

INTRODUCTION

This lesson primarily defined moral and morality as having to do with right and wrong in the context of
societal norms and expectations. The lesson went on to say that one’s level of morality is tested especially when
one is placed in a dilemma in which s/he has to make a decision on what best course of action to take while
taking into account that his/her decision does not disturb, offend or hurt other people.

It will be pointed out that the process of moral development is in sync w/ intellectual development. It
implies that moral development has cognitive or intellectual foundations. As one goes through each stage of
moral development (Kohlberg), s/he also experiences the corresponding stage of intellectual development
(Piaget).

The importance of teaching the children the ability and skill to determine what is right or wrong was
likewise emphasized. Parenting styles are considered a significant factor in developing moral reasoning. The
four styles or parenting were also described in this lesson.

LESSON PROPER

Every day, people are confronted with various dilemmas. Solving them requires one to decide on what
kind of action or response to make. In some instances, it is easy for one to respond to a difficult situation, while
in some cases, choosing the best response is difficult.

A dilemma is a problematic/complex situation in which a difficult choice must be made. The kind of
responses taken or made when one is in a quandary/ predicament serves as a good test of a person’s level of
moral development.

Moral is related to a sense or standard that determines what is right and what is wrong. It distinguishes
correct/ right/ good from incorrect/ wrong/ evil from inappropriate. Morality refers to system of beliefs and
values that ensures that individuals will keep their obligations to others in the society and behaves in ways that
do not interfere with the right and interests of others.

Decision-making is understandably difficult, the degree of w/c depending on the situation. An

individual who has a good sense of what is right and wrong will be an honest and upright member of the
community possessing a better moral self.
Moral reasoning

It refers to the judgment people make about what courses of action are correct or incorrect in particular
situations. Reasoning is a cognitive skill, but influences moral development.

Lawrence Kohlberg came up with the Theory of Moral Development by studying the concept of moral
reasoning. This theory is shaped by and tied up to Piaget’s Stages of Intellectual Development. Piaget asserts
that intellectual development proceeds in stages or levels. The 1st is the sensorimotor stage in w/c the child
learns and develops knowledge about his/her environment by relating sensory experiences to motor action.
2nd is the preoperational stage in w/c the child learns to use symbols like words or mental images to solve
simple problems. 3rd is the concrete operations stage in w/c the child develops the ability to perform a number
of logical operations on concrete objects that are present. And lastly, formal operations stage in w/c the
individual acquires the ability to solve abstract problems in a logical manner.

This progression is related to the development of moral reasoning. Thus, the evolution of one’s sense of
right and wrong in making decisions depends on his/her level of intellectual development. This connection
implies that advanced levels of intellectual developments are associated with higher stages of moral
development. With this situation, a child cannot exhibit advanced level of moral development if s/he is still at
an early stage of intellectual development.

Early in life, at the lowest level of development, self-preservation and self-interest are the main reasons
for one’s actions and decisions. From there, moral development proceeds to the next level guided by a more
social or other oriented motivation, like avoidance of criticism or censure from others, or simply for reasons of
gaining social acceptance. At this level, the child conforms w/ then gradually starts to conform with the laws of
society. The highest level of moral development goes much beyond the self and social reasons. At this point,
decision making considers social justice and the good of the society at large. Moral reasoning tries to strike a
balance by which individual rights and laws of society.

At times, you might be placed in a dilemma which requires you to make a decision. You first have to
harness your intellectual capacity and reasoning ability in choosing what “best” decision to take.

When you are at the crossroads of making a decision, always go back to your goals and your philosophy
of life as your guide.

Parenting styles and practices

The physiological or biological basis of moral and intellectual development has been discussed earlier.
One other factor w/c affect the individual’s development is environmental influence. This is the external forces
outside of the individual person.

Parenting styles

It is known as the parent’s strategies. According to Diana Baumrind, there are three parenting styles,
namely authoritarian (parents attempt to shape, control and evaluate the behaviors and attitudes of their children
in accordance with an absolute or respected authorities, thus, obedience becomes a virtue); authoritative
(parents direct their children’s activities in a rational and intelligent way. They are supportive, loving
and committed; support a give-and-take relationship; discuss their rules and policies with children and
encourage children to present their viewpoints] and permissive [parents are less controlling and behave with an
accepting and non-punishing attitude towards their children’s desires, actions and impulses.)

The fourth style was introduced by Maccoby and Martin in 1983. They coined the term uninvolved or
neglectful (parents who take on a hands-off stand in the affairs of their children.)
However, most parents combine different styles in child –rearing

Effects of Parenting Styles

Parenting styles influence the development of children’s personality.

1. Authoritarian parents are demanding and their children have lesser behavioral problems which are easily
prevented. However, studies show that children reared under autocratic parents tends to become withdrawn,
fearful, and dependent. Children may suffer from low self-esteem.

2. Authoritative parents have children who are independent, reliable, rational and confident. These children
generally feel good about themselves.

3. Permissive parents rarely impose rules and are non-punishing. Thus, they tend to have children who do not
put structure and order in things that they do. For these children, anything goes.

4. Uninvolved parents are detached and indifferent to the needs of their children. As such, children grow up
feeling unloved and cannot follow instructions. Some fall prey or sort to substance abuse as a form of
distraction or a way to get attention.

It must be noted that the kinds of parenting styles represent the dominant practices applied by parents in
dealing with their children. it is important that when children misbehave, they are made to realize the
consequences of their behavior. On the other hand, if they behave well, the corresponding reward or motivation
should be given.
 Lesson 9
POLITICAL SELF: BEING
FILIPINO

OBJECTIVES

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

1. Develop a Filipino identity;
2. Identify different Filipino values and traits; and
3. Reflect on your selfhood in relation to your national identity

INTRODUCTION

What makes a Filipino a genuine Filipino? Do physical characteristics make one a Filipino? Or is it a
person’s language, birthplace, and ethnicity? If you were to introduce yourself as a Filipino to another
nationality and s/he asks, “Who are Filipinos?” what will you reply?

LESSON PROPER

The Philippines has only emerged in the 1890‟s after over three centuries of colonization of the
Spaniards. Liberation from the last colonizers, the Japanese, only occurred in 1946. Foreign culture, beliefs,
language, and religion have made a huge dent on our own by setting a foundation to the contemporary Filipino
identity and
culture.

An individual’s race, ethnicity, and physical characteristics are not the only factors that make a person‟s
national identity. Values and traits also important indicator that set apart one nationality.

Through common goals, principles, and values of its people a nation empowers.

Who is a Filipino?

Filipinos globally renowned personalities; Manny Pacquiao; Lea Salonga; Michael Cinco who have
made the Filipinos recognized around the world through their expertise.

Buwan ng Wika and Independence Day celebrations prompt us to go back to our roots and reflect on the
question: Who is a Filipino? According to the 1973, of Philippine Constitution, Filipino citizens are;

a. Those whose fathers or mothers are citizens of the Philippines.

b. Those born before January 17, 1973, of Filipino mother.
c. Who elected Philippine citizenship upon reaching the age of majority.
d. Those who are naturalized in accordance with law.

Citizenship is not only a marker of being a Filipino. Culture and history greatly influenced the manner
that Filipinos learn, live and behave to date.
Filipino Values and Traits

Philippines is a lush island paradise famous for its grandiose mountain views, pristine beaches, and rich
and diverse culture changing from province to province. Philippines well known for its awe-inspiring beauty,
perhaps the Filipinos unique traits, reputable values, and laudable talents make the country a place to be.

“Mabuhay!” and “Salamat" the common Filipino phrases. “Po” and “Opo” habits saying to the elders. “Kumain
ka na ba?” meaning “Have you eaten yet?” and importunate asking of a Filipino.

The Filipino Hospitality

Filipino’s brand of hospitality is known everywhere. Filipinos welcome their guests and tourists as if
they are their own brothers and sisters. They always make their guests feel at home, offering them something to
eat, and or even a place to stay. They are also fond of giving pasalubong or tokens and pabaon or farewell gifts
to their visitors.

Respect for Elders

Filipinos greet their elders by kissing their hand while saying “Mano Po!” constantly using “Po" and
“opo” in conversation. There is also a wide array of references to elder people such as ate for elder sister; kuya
for older brother; Tito and Tita for uncle and aunt ;Lolo and Lola for grandparents; and Manong and Aling for
older people outside the family.

Close Family Ties

Filipino maintains a tight relationship with their families regardless if the children are old enough and
already have a family of their own.

Cheerful Personality
Filipinos have a habit of smiling and laughing a lot. Smiling is a coping strategy for many Filipinos
especially during trying Times and calamities. Filipino always tries to maintain a positive outlook in life which
makes them resilient and able to manage almost everything with a simple smile.

Self-sacrifice
The self-sacrificing attitude of Filipinos can be seen as an extension of the Filipino hospitality. Filipinos
go out of their way to extend help to their friends, families, and loved ones.

Bayanihan
Is the spirit of communal unity and cooperation of Filipinos. Giving without expecting something in
return. Filipinos are always ready to share and help their friends and loved ones who are in need.

“Bahala na” Attitude

“Bahala na” is a Filipino version of the famous line “Hakuna Matata,” meaning no worries. The phrase
said originated from the “Bathala na,” where Bathala means God, and the phrase meaning leaving everything
into God's hands. It can also view as cheerful and positive attitude of Filipinos and allowing situations take care
of themselves instead of worrying about them.

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

“Mañana” Habit
Filipino term for procrastination. It was derived from a longer Filipino phrase called “Mamaya na”
means dawdling things, which could have been done at an earlier time. It was a poor habit of laziness that
results in heavier workloads.
“Ningas Kugon"
“Ningas" is a Filipino term for flame and “Kugon" is a Filipino term for Cogon grass that easily burns
out after it is put into flames. It refers to the attitude of eagerly starting things but quickly losing eagerness soon
after experiencing difficulty. Filipinos are regarded as “Juan Tamad” or Lazy Juan because of laziness.

Pride
When two parties are not in good terms, they find it so hard to apologize and wait until the other party
asks for an apology first.

Crab Mentality
Where one resents the achievement of another, instead of feeling happy for that person. They pull each
other down and ruin each other reputation rather than bringing them up, resulting to no progress.

Filipino Time
Filipinos have this common attitude of arriving late at commitments, dinner, or parties especially if they
are meeting someone close to them. They tend to not observe punctuality altogether.

Filipino Markers

1. Proverbs or Salawikain - Damiana Eugenio, regarded as the mother of Philippine Folklore, classified
proverbs into six categories (Eugenio,2000);

a. Proverbs expressing a general attitude toward life and the laws that govern life;

b. Ethical proverbs recommending certain virtues and condemning certain vices;

c. Proverbs expressing a system of values;

d. Proverbs expressing general truths and observations about life and human nature;

e. Humorous proverbs; and

f. Miscellaneous proverbs.

2. Superstitions – Filipinos subscribe to their own set of superstitious passed down from generation to
generation. Some of the superstitious influenced by beliefs from other cultures, but Filipinos have retold
according to their own experiences and they sometimes end up even more interesting.

3. Myths and legends

4. Heroes and Icons – Heroes serve as a reminder of true patriotism and nationalism as they have sacrificed their
lives for the sake of their country’s freedom and progress. The last Monday of August we lend to celebrate
heroes to remember their greatness, bravery, and resilience that has led to the freedom we know today. Lea
Salonga, Manny Pacquiao, and our national hero Jose Rizal, serve as important Filipino markers as they have
made the Filipino name pronounced worldwide through their own expertise.

How to be a Good Filipino

The following are a few ways on how to be a good Filipino;

1. Be an active Filipino citizen.

2. Study the Philippine history.
3. Support local products.
4. Speak the Filipino language.
5. Do not spread fake news and be democratic in engaging with dissent.
 Lesson 10
DIGITAL SELF: WHO I AM IN
THE CYBER WORLD

OBJECTIVES

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

1. Define online identity
2. Compare real identity versus online identity
3. Describe the influence of internet on sexuality and gender
4. Discuss the proper way of demonstrating values and attitudes online

INTRODUCTION

LESSON PROPER
It has only been 25 years since Tim Berners - Lee made the World Wide Web available to the public,
but in that time, the internet has already become an integral part of everyday life for the most of the world's
population.

Almost two-thirds of the world's population now has a mobile phone. More than half of the world's web
traffic now comes from mobile phones. More than half of all mobile connections around the world are now
"broad band." More than one in five of the world's population online in the past 30 days.

Media users in the Philippines grew by 12 million or 25% while the number of mobile social users
increased by 13 million or 32%. Those growth figures are still higher compared to the previous year. More than
half the world now uses a smartphone.
 Based on Figure, the number of digital users worldwide increases. More people are becoming interested
and devoted in using the Internet for various activities. In Philippines, adolescents are among the most avid
users of the internet.

ONLINE IDENTITY is actually the sum of our characteristics and our interaction. PARTIAL
IDENTITY is a subset of characteristics that make up our identity. Meanwhile persona is the partial identity we
create that represents ourselves in a specific situation. Selective Self-Presentation and Impression Management

According to Goffman (1959) and Leary (1995), self-presentation is the "Process of Controlling how
one is Perceived by other people" and is the key to relationship inception and development. To construct
positive images, individuals selectively provide information about them and carefully cater this information in
response to other's feedback.

Anything posted online should be considered "Public" no matter what our "Privacy" setting are.
PERSONAL IDENTIT is the interpersonal level of self which differentiates the individual as unique from
others. SOCIAL IDENTITY is the level of self whereby the individual is identified by his or her group
membership.

BELK (2013) explained that sharing ourselves is no longer new and has been practiced as soon as
human being formed. Digital devices help us share information broadly, now than ever before. In older Family
albums, the photographer was not often represented in the album (Mendelson and Papacharissi 2011), whereas
with arm's-length photos, they are necessarily included.

As Schwarz (2012) mentioned, we have entered an extraordinary era of self-portraiture. Blogs and web
pages have been continually used for greater self-reflection and self-presentation facebook and other social
media application are now a key part of self-presentation for one sixth of humanity. As a result, researchers and
participants become concerned with activity managing identity and reputation and to warn against
the phenomenon of "over sharing".

Many teenagers, as well as adults, share even more intimate details with their partners like their
passwords (Gershon 2010). This could be an ultimate act of intimacy and trust or the ultimate expression of
paranoia and distrust with partners. This condition has been called "Fear of Missing Out". People would like to
remain updated and they keep on sharing themselves online because it adds a sense of confidence at
their end especially if others like and shares their post.

One of the reasons for so much sharing and self-disclosure online is the so called "Disinhibition Effect”
(Ridley 2012: Suler 2004.) the lack of face-to-face gaze-meeting, together with feelings of anonymity and
invisibility, gives people the freedom for self-disclosure but can also “flame” others and may cause conflict
sometimes. The resulting disinhibition causes people to believe that they are able to express their “true self”
better online than they ever could in face-to-face context [Taylor 2002]. However, it does not mean that there is
a fixed “true self.” The self is still a work in progress and we keep on improving and developing ourselves
every single day. Seemingly self-revelation can be therapeutic to others especially if it goes together with self-
reflection (Morris et al. 2010.) But it does appear that we now do a large amount of our identity work online.

When the Internet constantly asks us “Who are you” and “What do you have to share?”, it is up to us if
we are going to provide answers to such questions/ queries every time we use the internet and do what extent
are going to share details ourselves to others.

Many of us share the bad, embarrassing and lustful things we experience. We also react and comment on
the negative experiences of others. Sometimes we empathize with people. We also argue w/ others online.
Relationships may be made stronger or broken through posts online. Blogs and social media are the primary
digital for a on which such confessions, occur, but they can also be found in photo- and video sharing sites
where blunders and bad moments are also preserved and shared (Strangelove 2011). According to M. Foucault,
confessing our secret truths feels freeing, even as it binds us in a guilt-motivated self-governance born of a long
history.
 According to Foucault`s (1998) Confession along with contemplation, self-examination, learning,
reading, and writing self- critical letters to friends, are a part of the “technologies of the self” through which we
seek to purge and cleanse ourselves.

Despite the veil of invisibility, writers on the internet write for an unseen audience (Serfaty 2004). Both
the number and feedback of readers provide self validation for the writer and a certain celebrity (O` Regan
2009). Confessional blogs may also be therapeutic for the audience to read; allowing both. Sincere empathy and
the voyeuristic appeal of witnessing a public confession (Kitzmann 2003).

Thus, we should have a filtering system to whatever information we share online, as well as to what
information we believe in, w/c are being shared or posted by others online. In the same way, we should also
think before we post or share in order to prevent conflict, arguments, and cyber bullying and to preserve our
relationships with
others.

Gender and Sexuality Online

According to Marwick (2013), the term “sex”, “gender” and “sexuality” are often thought of as
synonymous, they are actually quite distinct. The differences by which the common understandings of these
terms and how researchers think about them yield insights about the social functioning of gender.

SEX is the biological state that corresponds to what we might call a “man” or a “woman”. While “sex”
is often explained as biological, fixed, and immutable, it is actually socially constructed (West and Zimmerman
1987). Gender- is the social understanding of how sex should be experienced and how sex manifests in
behavior, personality, preferences, capabilities and so forth. A person with male sex organs is expected to
embody muscular gender. While sex and gender are presumed to be biologically connected, we can understand
a socio culturally specific set of norms that are mapped onto a category of “sex” (Kessler and Mc Kenna 1978,
Lorber 1994). Gender is historical. It is produced by media and popular culture. It is taught by families, schools,
peer groups, and nations states (Goffman 1977). It is reinforced through songs, sayings, admonition, slang,
language, fashion, and discourse (Cameron 1998; Cameron and Kulick 2003), and it is deeply ingrained.

Sexuality is an individual expression and understanding of desire. While like gender, this is often
viewed as binary (homosexual or heterosexual), in reality, sexuality is often experienced as fluid.

Performing Gender Online

Theorist Judith Butler (1990) conceptualized gender as a performance. She argued that gender was
performative in that it is produced through millions of individual actions rather than something that comes
naturally to men and women. According to the disembodiment hypothesis, Internet users are free to actively
choose which gender or sexuality they are going to portray with the possibility of creating alternate identities
(Wynn and Katz 1997).

Social Media sites like Twitter and YouTube have led to the emergence of a “free culture” where
individuals are empowered to engage to engage in cultural production using raw materials, ranging from
homemade videos to mainstream television characters to create new culture of memes, mash-ups, and creative
political activism allows for civic engagement and fun creative acts. While Digg, 4chan, and Reddit are used
mostly by men, most social network site users are women; this is true in Facebook, Flickr, Live Journal,
Tumblr, Twitter, and Youtube (Chappell 2011; Lenhart 2009; Lenhart et al.2010)
Setting Boundaries to your Online Self: Smart Sharing

The following guidelines will help you share information online in a smart way that will protect yourself
and not harm others. Before posting or sharing anything online, consider the following:

1. Is this post / story necessary

2. Is there a real benefit to this post? Is it funny, warm- hearted, teachable-or
am I just making noise online without purpose?
3. Have we (as a family or parent/ child) resolved this issue? An issue that is still being worked out at
home, or one that is either vulnerable or highly emotional, should not be made public.
4. Is it appropriate? Does it stay within the boundaries of our family values?
5. Will this seem as funny in 5, 10, 15 yrs.? Or is this post better suited for
sharing with a small group of family members? Or maybe not at all?

Rules to Follow

Here are additional guidelines for proper sharing of information and ethical use of the Internet according
to New (2014)

 Stick to safer sites

 Guard your passwords
 Limit what you share
 Remember that anything you put online post on a site is there forever, even if you try to delete it.
 Do not be mean or embarrass other people online.
 Always tell if you see strange or bad behavior online.
 Be choosy about your online friends.
 Be patient
 Lesson 11
SOCIAL SELF: RELATING
WITH OTHERS

OBJECTIVES

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

1. Explain the basic concepts of social relationship
2. 2. Discuss how relationships w/ others could be enhanced and improved by
3. applying the ideas on social relationships
4. 3. Identify and evaluate critical factors for meaningful social relationships from those
5. behaviors that are not acceptable
6. 4. Analyze your behaviors to achieve harmonious relationships w/ others

INTRODUCTION

This lesson tacked the field of social psychology. It particularly discussed the central of social
relationships. The different conditions and factors related to social relationships, namely perceptions, social
norms, attitudes, stereotypes, group effort and cooperation, were also prevented. It was showed that these
factors affect a person’s relationship w/ others. This instructional module defines love and differentiate the
kinds of love. Finally, it emphasized the importance of maintaining good social relationships, as well as the
guidelines and rules on how to go about it so that people can live harmoniously w/ one another.

LESSON PROPER

Social psychology

Many things may come to mind when you hear the word social. Generally, the term has something to do
with relating well or interacting with others. The study of relationships or interactions is called social
psychology. Lahey (2007) defines social psychology as the branch of psychology that studies individuals as
they interact with others. Plotnik and Kouyoumdjian (2014) state that it is a broad field whose goal is to
understand and explain how thoughts, feelings, perceptions and behaviors are influenced by the presence or, o
interactions with, others. Additionally, for Gerrig and Zimbardo (2002) it is the study of the effect of social
factors on individual behavior, attitudes, perceptions, and motives. Thus, social psychology is the study of
group and intergroup phenomena.

The key words are interactions and relationships. Interaction refers to the mutual and reciprocal
exchange of communication or action by which two or more persons or groups. Relationships refers to a
particular way in which two or more individuals, groups or even countries talk to behave toward or deal with
each other. These two terms imply two-way exchanges.

There is fine line b/w interaction and relationship. Interaction is always a component of a relationship.
On the other hand, relationship includes not only the kind of interaction by which the members but also the
intellectual, psychological or even emotional investment made by the parties to develop and maintain the
relationship. One a relationship with other people or groups is establish, it is important to maintain and nurture
that association.
Person perception

In psychology, person perception refers to forming impressions and making judgment about another
person’s likability after seeing or meeting him/her. The assessment involves as well what kind of person one is,
including his/her intentions, traits, and behaviors. First impressions, which are formed within a very short time
with little conscious thought and biased by past experiences, are part of person perception (Macrae and
Quadflieg, 2010).

Another factor that influences one’s judgment or perception is physical appearance. People usually use
external appearance as immediate basis for assessing, judging or evaluating others. But it is wrong to judge the
character of a person on the basis of first impressions because biases and errors may occur. It is advisable to
validate perception through observations, gathering of feedback and reports and interaction among others,
before making judgment.

Social norms

Norms are patterns or traits characterized as typical or usual for a group. Other terms associated w/ norms are
“average” and normal. Norms change over time. Social norms refer to spoken and unspoken rules for behaving
in particular situations. Norms in social behavior serve to guide or regulate the manner in w/c people conduct
themselves. Behaviors have to be controlled or regulated because of social consequences.

Together as a group

On many occasions, people work in groups. In social situations, where people work and do things
together for a purpose, two things may happen. 1st, the performance of each individual member of the group is
improved. This is also referred to as social facilitation. For example, two groups w/ 3 members each in a javelin
throw competition. The rule is to add the individual distances traveled by the javelin for each group. In this
case, each member will exert tier best to throw the javelin to the farthest point possible.

Second, working with group may also reduce individual effort, a phenomenon known as social loafing.
Example, if a group may no longer try their best to contribute to the solution because they feel that there are
others who can do it better. One must bear in mind that in a group work, it is important that each member
exerts his/ her best effort to facilitate the attainment of the objectives of the group as a whole.

Conformity

It refers to yielding to group pressure to act as everyone does, even when no direct request has been
made. It is the tendency to behave like others in the group do. This is brought about by two motivations: to gain
reward (approval) or avoid punishment (disapproval); and to gain information. Some factors make conformity
more likely to exist in a group: 1. size of the group; 2. unanimous group; 3. culture; and 4. gender.

In social groups, likelihood of conformity among members is very high. However, individual members
are not expected to always yield to the pressure to conform. An individual member can decide for himself
whether or not to conform and to what extent.

As a member of a social group, one has to subscribe to basic and established rules, policies, or
guidelines for him to truly belong. If all members of the group live by these institutionalized requirements, then,
order, discipline, system, peace and harmony will be sustained.

Social roles and Social Norms

Man is a social animal. Being in a group can be advantageous or vice versa. As member of the society,
each person has a role to play; which may support or complement the roles of other people s/he interacts with.
Social roles specify the part or position of a person in society. It specifies behavior expected to be exhibited by
an individual in practicing his role. So, when a mother is at home, she plays the role of a parent; if she is in
office as the manager, then she plays the role of a boss.
 It is important to note that social role play a positive role in society. Which of these delineated roles, a
student, for example, will not know to expect from his teacher. A sociogram indicates the social structure of a
group and the relationship of people w/n the group. It shows who are popular, isolates, islands, and mutual
friends.

Nature and Depth or relationships

Relationships are among the most important aspects of our lives. They can be positive or conflicted, but
the lack of relationship could be the worst of all, as it creates loneliness.

Familiarity

It refers to being comfortable w/ another person and is necessary condition for a close relationship to
develop. Research has shown that people like to associate with others who are similar to them in terms of the
following: attitudes, behavior patterns personal characteristics, taste in fashion, intelligence, personality and the
like.

Attraction
Attraction may lead to deeper relationship.

Love

It is a special attachment one has for himself/herself or for somebody else. It is an intense felling of deep
affection and welfare of the other. 3 of the most common kinds of love are as follows:

1. Romantic love – called as passionate love, it includes an intermingling of different emotions: fear, anger,
sexual desire, joy and jealousy among others.

2. Affectionate love – referred to as compassionate love, it is a type of love that occurs when someone has
deep and caring affection for a person and desires to have her near constantly.

3. Consummate love – the strongest and fullest type of love. This ideal form of love involves passion,
intimacy and commitment.

Triangular theory of Love

In 1985, Robert Sternberg postulated that love is made of 3 components passion, intimacy, and
commitment. Passion has something to do w/ physical and sexual attraction to another. Intimacy is
characterized by emotional feelings of warmth, closeness, and sharing of the relationship. Lastly, commitment
is the cognitive appraisal of the relationship and the intent to maintain it even in the face of problems.

Interpretations on the illustration are as follows:

1. If passion is the only ingredient present, the feeling is infatuation, as in a fling or an affair.

2. Intimacy and commitment w/o passion show affectionate love.

3. The combination of passion and commitment w/o intimacy results in fatuous love.

4. Consummate love is achieved if all three components are present.

Every person is capable of loving. W/o love, people become lonely and social relationships suffer.
People who freely share and give love and are loved in return, are happy people.
Attitudes

Attitudes are beliefs that predispose people to act and feel in certain ways towards people, objects or
ideas. It can either be positive or negative. A positive attitude reflects a happy, pleasant and optimistic
disposition. On the contrary, a negative attitude associates with pessimism or general feeling of dislike. 3
distinct features of an attitude include belief, feelings, and disposition.

For instance, the negative attitude of a person towards sidewalk vendors can be described by:
a. A belief that sidewalk vendors are dishonest
b. A strong dislike for sidewalk vendors and
c. A refusal to buy from sidewalk vendors.

How attitudes originate?

Generally, attitudes of a person develop over time and have emotional components. However, they are
normally acquired from 2 sources – 1st hand experience and accounts by others. People develop positive or
negative attitude towards certain an object because of a direct experience with it. Attitudes are learned from
others through modeling and reinforcement.

Persuasion and attitude change

Attitudes are not permanent. It can be changed or modified even after they have been formed. Persuasive
communication plays a big part in this process. The extent of change in the attitude depends on the speaker, the
message, and the listener. If a speaker is a credible source of information, s/he is more likely persuaded to
change. The more credible the speaker is, the more persuasive the message becomes. An attractive speaker is
more effective in changing opinions.

Stereotypes

It is a generalization in which the same traits or characteristics are assumed to be possessed by all
members of a group. Some stereotypes are based on an outsider’s experience with a number of people in a
group, which were concluded as encompassing of all members of the group and oftentimes proven inaccurate.

Negative stereotypes are accompanied by prejudice and discrimination. Prejudice is an unfair, biased,
intolerant attitude or opinion towards members of a group. Discrimination is an unfair behavior or treatment
towards the members of a group. Discrimination against people based on their skin, color or race or ethnic
heritage is called racism, while discrimination against people because of the gender is referred to as sexism.