COGNITIVE THEORY - JEAN PIAGET

(LAD-CEMANES)
 INFORMATION PROCESSING APPROACH
(EMPIG-GALLENERO)

INFORMATION PROCESSING
- It is a cognitive theoretical framework TYPES OF KNOWLEDGE
that focuses on how knowledge enters 1. General vs. Specific:
and is stored and retrieved from our - This involves whether the
memory. knowledge is useful in many
tasks, or only in one.
- It focus on how people attend to 2. Declarative:
environmental events, encode - This refers to factual knowledge.
information to be learned and relate it to They relate to the nature of how
knowledge in memory, store new things are. They may be in the
knowledge in memory and retrieved it as form of a word or an image.
needed 3. Procedural:
- This includes knowledge on how
to do things.
4. Episodic:
- this includes memories of life
events, like your high school
graduation.
5. Conditional:
- This is about "knowing when
and why" to apply declarative or
procedural strategies

STAGES OF INFORMATION PROCESSING

- The stages of IPT involve the
functioning of the senses, sensory
register, short term memory and the
long term memory.
INFORMATION PROCESSING APPROACH - Basically, IPT asserts three primary
- Cognitive psychologists believe that stages in the progression of external
cognitive processes influence the nature information becoming incorporated into
of what is learned. the internal cognitive structure of choice
- They look into how we receive,
perceive, store and retrieve information. THREE PRIMARY STAGES IN IPT
- They believe that how a person thinks 1. Encoding
about and interprets what he/she - information is sensed,
receives shapes what they will learn. perceived, and attended to.
- All these notions comprise what is called When information comes into
the information processing Approach our memory system it needs to
be changed into a form that the
system can cope with so that it
can be stored.

"Three Main Ways in which Information can be

encoded"
- Visual (picture)
- Acoustic (sound)
- Semantic (meaning)
 INFORMATION PROCESSING APPROACH
(EMPIG-GALLENERO)

2. Storage
- The information is stored for Duration: Around 15-30 seconds or less.
either a brief or extended period
of time, depending upon the To reduce the loss of information in 15-30
processes following encoding. seconds, you need to do maintenance
This concerns the nature of rehearsal. It is using the repetition to keep the
memory. information active in STM, like when you repeat
a phone number just given over and over.
3. Retrieval
- The information is brought back 2. Long Term Memory (LTM)
at the appropriate time, and - The LTM is the final or
reactivated for use on a current permanent storing house for
task, the true measure of memory information. It holds the
effective memory stored information until needed
again.

THREE MAIN STAGES IN THE MEMORY Capacity: LTM has unlimited capacity.
PROCESS Duration: Duration in the LTM is indefinite

1.Sensory Register/ Sensory Memory

- The main purpose of sensory EXECUTIVE CONTROL PROCESSES
register is to screen incoming - Involve the executive processor or what
stimuli and process only those is referred to as metacognitive skills.
stimuli that are most relevant at - These processes guide the flow of
the present time. information through the system, help the
Capacity: Our mind receives a great amount of learner make informed decisions about
information but it is more than what our minds how to categorize, organize, or interpret
can hold or perceive. information

Duration: The sensory register only holds the

information for an extremely brief time- in the TWO MAIN WAYS IN WHICH
order of 1 to 3 seconds. FORGETTING LIKELY OCCURS

There is a difference in duration based on Decay

modality: auditory memory is more persistent - Information is not attended to and eventually
"fades" away. Very prevalent in Working
than visual
Memory.

1. Short Term Memory (STM or Working Interference

Memory) - New or old information "blocks" access to the
information in question.
Capacity: The STM can only hold 5 to 9
"chunks" of information. It is called working Proactive (pro-forward) occurs when you
memory because it is where new information is cannot learn a new tasks because of an old
temporarily placed while it is mentally task that had been learn
processed. STM maintain information for a
Retroactive (retro-backward) occurs when
limited time, until the learner has adequate
you forget a previously learnt task due to the
resources to process the information, or until the learning of a new task
information is forgotten.
 INFORMATION PROCESSING APPROACH
(EMPIG-GALLENERO)

METHODS FOR INCREASING OTHER MEMORY METHODS

RETRIEVAL OF INFORMATION
1.Serial Position Effect (recency & primacy)
Rehearsal - you will remember the beginning and
- This is repeating information verbatim, end of a "list" most readily.
either mentally or aloud.

Meaningful Learning
- This is making connections between 2. Part Learning
new information and prior knowledge. - break up the "list" or "chunk"
information to increase
Organization memorization
- It is making connections among various
pieces of information. 3.Distributed Practice

Elaboration - break up learning sessions,

- this is adding additional ideas to new rather than cramming all the info
information based on what one already in at once (Massed Practice)
knows
4. Mnemonic Aids
Visual Imagery - these are memory techniques
- This means forming a picture of the that learners may employ to
information. help them retain and retrieved
information more effectively
Generation
- things we "produce" are easier to
remember than things we "hear".

Context
- Remembering the situation helps
recover information.

Personalization
- it is making the information relevant to
the individual
PSYCHOANALYTIC THEORY BY FREUD
 MEANING OF EMOTIONS/PRIMARY AND SECONDARY EMOTIONS
(BOHOLST-CALBE)

What is EMOTION? 3. Functionality:

- Emotions are private experiences. - Emotions serve important functions,
- We infer observable behavior such as motivating actions, facilitating
associated with emotions. social connections, and helping
- A complex psychological phenomenon individuals navigate their environments.
which occurs as animals or people live For example, feelings of fear can prompt
their lives. protective behaviors, while joy can
- can be defined as a conscious mental enhance social bonds.
reaction that encompasses strong
feelings, such as anger or fear, typically 4. Development:
directed toward a specific object or - Emotional self-regulation, the ability to
situation. manage and respond to emotional
- are often accompanied by physiological experiences, is a skill that develops over
and behavioral changes in the body, time and is essential for overall
reflecting the affective aspect of well-being. It allows individuals to
consciousness, which is fundamentally process emotions constructively rather
tied to our feelings and experiences than react impulsively

KEY ASPECTS OF EMOTION IN THE FOUR COMPONENTS OF EMOTION

EMOTIONAL SELF
1. FEELINGS
1. Self-Awareness: - are the subjective, conscious
- Understanding one's emotions experience of an emotion.
is crucial for emotional
self-awareness. - They are the mental representations of
what is happening in the body and mind
- This involves recognizing how when we experience an emotion.
emotions influence behavior and
decision-making, as well as - the core of the emotional self, as they
assessing personal strengths shape our self-perception, self-talk, and
and limitations. overall sense of identity.

2. Complexity: 2. BODILY AROUSAL

- Emotions are complex and - refers to the physiological changes that
involve multiple components, occur when we experience an emotion,
including subjective such as increased heart rate, sweating,
experiences, cognitive or muscle tension.
processes, and physiological
responses. - These bodily responses originate in the
autonomic nervous system and are an
- They can trigger various important component of the emotional
behavioral responses and are experience
intertwined with mood and
personality. - Paying attention to bodily sensations
can provide valuable information about
one's emotional state and help with
emotional self-awareness.
 MEANING OF EMOTIONS/PRIMARY AND SECONDARY EMOTIONS
(BOHOLST-CALBE)

3. PURPOSIVE COMPONENT SECONDARY EMOTIONS

- The purposive component of emotion - are complex emotional responses that
refers to the motivational aspect- the arise after experiencing primary
way emotions prepare us to act in emotions.
certain ways
- They often involve higher cognitive
- For example, fear motivates us to avoid processes and are shaped by personal
danger, while anger may drive us to experiences, social conditioning, and
confront a threat. The purposive beliefs
component is closely tied to the
emotional self, as it shapes our goals, - Unlike primary emotions, which are
values and decision-making processes. instinctive and immediate reactions,
secondary emotions are typically
4. SOCIAL EXPRESSIVE COMPONENT learned and can serve as reactions to
- Involves the outward display of feelings how we process our primary emotions.
through facial expressions, body
language, and tone of voice. EXAMPLE:
- After the initial anger subsides, Alex
- These emotional expressions serve starts reflecting on the situation.They
important social functions, such as think about how they should have
communicating our internal states to performed better and feel guilt for not
others and evoking empathy and meeting expectations. This guilt is a
connection. secondary emotion, arising from Alex's
thoughts about their initial anger and
- The social expressive component is a their self-judgment regarding their
key aspect of the emotional self, as it performance.
influences how we present ourselves to
the world and how we are perceived by - In this situation, the primary emotion
others. (anger) is a direct response to the
criticism, while the secondary emotion
(guilt) develops as Alex processes the
PRIMARY EMOTIONS initial reaction and evaluates their own
- The one triggered in response to an actions and standards. This example
event illustrates how primary and secondary
emotions interact and influence each
- They are considered universal, other in emotional experiences
automatic reactions that are often
accompanied by physiological changes
and distinct facial expressions.

EXAMPLE SITUATION:
- Upon hearing the criticism, Alex
immediately feels anger. This is a
primary emotion, a direct and instinctual
reaction to the perceived threat to their
self-esteem and professional identity.
 FACTORS THE INFLUENCE THE DEVELOPMENT OF THE EMOTIONAL SELF
(MABANDOS)

EMOTIONAL SELF EMOTIONAL AWARENESS

- REFERS TO THE ASPECT OF AN - Emotional awareness means knowing what
INDIVIDUAL’S IDENTITY THAT INVOLVES you are feeling and why.
FEELINGS AND EMOTIONS. IT
COMPASSES HOW YOU EXPERIENCE , - It is important because it helps you
EXPRESS, AND MANAGE, AND MANAGE understand yourself better and manage your
YOUR EMOTIONS emotions in a healthy way.

SEVERAL FACTORS CONTRIBUTES TO

THE EMOTIONAL SELF

1. GENETICS
- YOUR GENETIC MAKEUP CAN
INFLUENCE YOUR TEMPERAMENT
AND EMOTIONAL RESPONSES

2. FAMILY ENVIRONMENT
- supportive and responsive parenting
promotes healthy emotional
development, while neglectful or abusive
parenting can hinder it

3. CULTURE
- cultural norms dictate acceptable
emotional expressions and responses.

4. LIFE EXPERIENCE
- significant events, such as trauma,
success or failure can profoundly impact
emotional development.

5. MEDIA AND TECHNOLOGY

- Exposure to media and technology
influences emotional perceptions and
responses

6. EDUCATION AND LEARNING

- EDUCATION ABOUT EMOTIONS AND
SOCIAL SKILLS CAN IMPROVE
EMOTIONAL INTELLIGENCE AND
SELF AWARENESS.

7. SELF REFLECTION
- REGULARLY THINKING ABOUT
FEELINGS AND BEHAVIORS HELPS
IN UNDERSTANDING AND
MANAGING YOUR EMOTIONAL SELF

8. MENTAL HEALTH
- OVERALL MENTAL HEALTH
SIGNIFICANTLY INFLUENCES
EMOTIONAL REGULATION AND
EXPRESSION
 SPIRITUAL SELF
(AVILA-CANETE)

SPIRITUAL SELF SYMBOLS

- Search for meaning/essence - Religious symbolism is the use of acts, artwork,
and events to create a mythos expressing the
- Intuition and interconnectedness to the teachings of the religion
metaphysical

- Basis for the practice of religion, rituals,

ceremonies, etc.

- Refers to the Spirituality labels that the human is

longing for a sense of meaning through morally
responsible relationships between diverse
individuals, families, communities, cultures, and
religion.

1. CHRISTIANITY
What they do:
DIFFERENT ASPECTS OF THE SELF - Christianity is a monotheistic religion centered on
- The Physical Self the life, teachings, death, and resurrection of
- Sexual Self Jesus Christ.
- Material Self/Economic Self
- Spiritual Self Practices:
- Political Self - Christians typically attend church services, pray,
- The digital self read the Bible, and participate in sacraments such as
baptism and communion.

WHAT IS SPIRITUALITY? Common beliefs (Philippines):

- Is a belief that people can connect with something - Filipinos are predominantly Catholic, and their
that is beyond mind and matter practices often blend Catholic traditions with
indigenous beliefs and customs. This can be seen
- An aspect of religious traditions, and also in festivals, rituals, and devotion to saints.
existential value system
Growth:
FUNCTIONS OF RELIGION - Christianity has been a major force in Filipino
- To explain things culture and history, spreading through Spanish
- To establish order colonization. It remains the dominant religion in the
- To justify things Philippines.
- To provide support
- Socializes people 2. BUDDHISM
- satisfies social and psychological needs What they do:
- Buddhism is a non-theistic religion that focuses on
the teachings of Siddhartha Gautama, known as
SPIRITUALITY & RELIGION the Buddha.

Religion Practices:
- an organized system of ideas about the spiritual - Buddhists often meditate, practice yoga, and
sphere or the supernatural along with associated follow the Eightfold Path to achieve enlightenment.
ceremonial practices by which people try to
interpret and/or influence aspects of the universe Common beliefs (Philippines):
otherwise beyond their control - While Buddhism is not as prevalent as Christianity
in the Philippines, it has a significant following,
particularly in areas with Chinese and Vietnamese
Spirituality
communities. Theravada Buddhism is the most
- concerned with the sacred, as distinguished from
common form.
material matters. In contrast to religion, spirituality
is often individual rather than collective and does
Growth:
not require a distinctive format or traditional
- Buddhism has grown in popularity in the
organization.
Philippines in recent decades, especially among those
seeking spiritual alternatives
 SPIRITUAL SELF
(AVILA-CANETE)

3. BAHA'I Common beliefs (Philippines):

What they do: - While Judaism is not a major religion in the
- The Baha'i Faith is a monotheistic religion that Philippines, there are small Jewish communities,
emphasizes the unity of all religions and the particularly in major cities like Manila.
oneness of humanity.
Growth:
Practices: - Judaism has a long history, dating back thousands
- Baha'is pray, study the Baha'i scriptures, and of years. While the Jewish population in the
engage in community service. Philippines is relatively small, there are efforts to
preserve Jewish traditions and culture
Common beliefs (Philippines):
- The Baha'i Faith is a relatively small community in 6. SHINTOISM
the Philippines but has a growing presence. They What they do:
promote peace, tolerance, and social justice. - Shintoism is a polytheistic religion that focuses on
the worship of kami, or divine spirits, found in
Growth: nature and objects.
- The Baha'i Faith has expanded globally since its
establishment in the 19th century. In the Practices:
Philippines, it has grown through grassroots efforts - Shinto practices include rituals, festivals, and
and community outreach. offerings to kami.

Common beliefs (Philippines:

4. ISLAM - While Shintoism is not a native religion of the
What they do: Philippines, it has influenced some aspects of
- Islam is a monotheistic religion centered on the Filipino culture, particularly through Japanese
belief in one God, Allah, and the teachings of the immigration.
Prophet Muhammad.
Growth:
Practices: - Shintoism has a small but dedicated following in
- Muslims pray five times a day, observe fasting the Philippines, primarily among Japanese
during Ramadan, and make a pilgrimage to Mecca expatriates and their descendants:
if able.

Common beliefs (Philippines): MEANINGS AND SYMBOLS

- Islam is the second-largest religion in the - Rituals as a Means of Communication (Intangible
Philippines, primarily practiced in the southern effects) We see, in some cultures, that rituals are
regions of Mindanao and Sulu. Filipino Muslims, conducted as a form of communication with the
known as Moro, have a rich cultural heritage that spiritual world.
blends Islamic traditions with local customs.

Growth: FINDING MEANING IN LIFE

- Islam in the Philippines has faced challenges, What will you do if people say .....
including conflicts and discrimination. However, "What should I do with my life?" or
there are efforts to promote peace and "What is my life purpose?”
understanding between Muslims and Christians.
1. What is important to me?
2. What am I truly good at?
3. What is my potential?
5. JUDAISM
What they do: Life is full of choices.
- Judaism is a monotheistic religion that focuses on Do you want to follow the path that you have always known?
the teachings of the Torah, a sacred text that Or will you chart a new course?
includes the Hebrew Bible.
Will you accept your life "as it is?" Or, will you chase your
Practices: potential, knowing that you will never reach it?
- Jews observe various religious practices, including
praying, studying the Torah, celebrating holidays Will the search for your own potential lead you to find
like Passover and Rosh Hashanah, and following perfection in the journey?
dietary laws (kosher).
 FACTORS THE INFLUENCE THE DEVELOPMENT OF THE SPIRITUAL SELF
(MISOLES-LINGGO)

SPIRITUAL SELF 4.RELATIONSHIPS

- Refers to the aspect of a person that seeks - Affects an individual's spiritual self by
connection with something greater than providing connection, support, and
themselves, often encompassing beliefs, opportunities for growth.
values, and experiences related to meaning,
purpose, and transcendence. - Meaningful connections with others can
enhance feelings of belonging and love,
- It involves self-awareness, inner reflection, fostering a sense of shared purpose and
and a sense of belonging to a larger community.
universe.
- Through relationships, individuals often
- It can also be shaped by cultural, religious, encounter diverse beliefs and perspectives
and philosophical influences, contributing to that challenge and expand their own spiritual
a person's overall sense of identity and understanding.
fulfillment.
5.NATURE AND ENVIRONMENT
FACTORS - Impacts an individual's spiritual self by
providing a sense of awe, peace, and
1. CULTURE
connection to something larger than oneself.
- Culture significantly influences an individual's
spiritual self by shaping beliefs, values, and
- Time spent in natural settings can evoke
practices.
feelings of tranquility and mindfulness,
encouraging introspection and a deeper
- It provides a framework for understanding
appreciation for life.
spirituality through shared rituals, symbols,
and narratives that foster a sense of
community and belonging. 6.MINDFULNESS AND MEDITATION
- This practice encourages individuals to turn
- Cultural traditions guide how people express inward, promoting introspection and helping
their spirituality, offering specific practices to clarify thoughts and feelings.
and ceremonies that deepen their
connection to the divine and the universe. - Through mindfulness, one learns to observe
experiences without judgment, which can
lead to a greater understanding of one's
2.PERSONAL EXPERIENCE
beliefs and values.
- Impacts an individual's spiritual self by
shaping beliefs, perspectives, and
connections to the world. CONCLUSION
- Mindfulness and self-reflection help us understand
- Moments of joy, suffering, love, or loss can our thoughts and beliefs.
lead to deep introspection, prompting
- Spending time in nature inspires wonder and
questions about purpose and existence.
connection. Building supportive relationships
allows for open discussions about spirituality, while
3.EDUCATION exploring different teachings broadens our
- Influences an individual's spiritual self by perspectives.
broadening perspectives and deepening
- Adding rituals like meditation or prayer helps us
understanding of various belief systems, feel grounded.
philosophies, and ethical frameworks
- Reflecting on our experiences fosters growth, and
- Exposure to diverse ideas encourages doing kind things for others builds compassion and
critical thinking and introspection, prompting purpose. By embracing these practices, we
individuals to explore their own beliefs and enhance our spiritual selves and find greater
values more profoundly. fulfillment in life.
 MEANING OF THE SELF
(ABAR)

SELF-CONCEPT CULTURAL AND SOCIAL

- This is how we perceive ourselves, INFLUENCES
which is influenced by social - The cultural and social contexts we
interactions and feedback from are part of provide frameworks and
others. narratives that shape our
understanding of who we are.
- It encompasses our self-identity and
self-esteem - Different cultures and societies have
varying norms that impact
self-identity
SOCIAL ROLES
- The various roles we assume in
different contexts (e.g., friend, SELF-PERCEPTION THEORY
worker, student) contribute to our - This theory suggests that people
sense of self. infer their own attitudes and feelings
based on their behaviors and social
- Each role carries expectations and contexts, which contributes to their
norms that shape how we view self-concept
ourselves.

SOCIAL INTERACTIONS
- Our self-identity is continuously
shaped by interactions with others.

- For instance, feedback from peers,

family, and colleagues helps us
adjust and refine our self-concept

IDENTITY FORMATION
- The meaning of self evolves through
life experiences and socialization
processes.

- As we grow and encounter different

social environments, our sense of
self adapts
 THE SELF BY GEAORGE MEAD
(RAGASA-VILLAROSA)

George Herbert Mead considers how they are perceived by

- was a philosopher and sociologist society
- best known for his contributions to social
psychology and the development of the 3. The Development of the Self:
concept of the self. - Mead proposed that the self develops
- His ideas, primarily presented in his through a process he referred to as
seminal work, "Mind, Self, and "role-taking," which involves seeing
Society," ourselves from the perspective of
- emphasize the social nature of the self others.
and the process through which
individuals develop their identities in - This process allows individuals to
society. understand how others view them,
contributing to the formation of their
self-identity.
CORE CONCEPTS OF MEAD’S
THEORY OF SELF STAGES OF DEVELOPMENT
- Mead described several stages in the
development of the self:
1. The Social Nature of the Self:
- Mead argued that the self is not
1. The Preparatory Stage:
something innate, but rather a social
- In this initial stage (typically in
entity that emerges from social
infancy), children imitate the
interactions.
actions of others without
understanding the meanings
- This means that our self-concept is
behind those actions.
shaped and developed through our
relationships with other people.
2. The Play Stage:
2. The "I" and the "Me":- "I": - Children start to take on specific
roles, imagining themselves in
- This part of the self represents the
the positions of others (e.g.,
individual's spontaneous and creative
playing "house" or "doctor").
aspect.

- This begins to foster a sense of

- It is the part that responds to the social
self as they learn about the
world and acts without a fixed script.
expectations tied to different
social roles
- The "I" is seen as unpredictable and is
responsible for innovation and personal
choices. 3. The Game Stage:
- At this stage (usually in early
childhood), children engage in
- "Me": In contrast, the "me" signifies the
organized games where they must
socialized aspect of the self, consider the roles of multiple
representing the internalized attitudes, players.
perceptions, and expectations of others
- This requires understanding the
- It is formed through social interactions rules of the game, as well as the
and is reflective in nature, where one perspectives of others, leading to a
more complex sense of self
 THE SELF BY GEAORGE MEAD
(RAGASA-VILLAROSA)

THE GENERALIZED OTHER Social Change:

- Mead introduced the concept of the - Mead's ideas suggest that since the self
"generalized other" to describe how is continuously shaped through
individuals internalize the societal norms interaction, it can be altered over time,
and values of their community. allowing for the possibility of social
change and personal growth.
- The generalized other represents the
attitudes and expectations of the
broader society, helping individuals
SUMMARY
navigate social situations by considering
- George Herbert Mead's theory of the
how their actions will be perceived.
self emphasizes that the self is a social
construct emerging from interaction with
others.
SYMBOLIC INTERACTIONISM
- Mead is a foundational figure in the - It illustrates the interplay between
theory of symbolic interactionism, which individuality and social context in
emphasizes the importance of symbols shaping identity, highlighting the
and language in human interactions. dynamic and evolving nature of human
behavior and self-perception
- According to Mead, our self identity is
constructed through our use of symbols
(like language) and our interactions with
others.

- This underscores the idea that we do

not simply act based on biological or
psychological impulses; rather, we
engage in a continuous interpretation of
social cues

IMPLICATIONS OF MEAD’S THEORY

Identity Formation:
- Mead's theory helps explain how
individual identities are formed and
evolve through social interactions,
highlighting the role of societal
expectations in shaping personal belief
systems and behaviors.

Understanding Behavior:
- His work encourages an understanding
of behavior as a process influenced by
social relationships rather than
something inherent or fixed.
 THE SELF BY WILLIAM JAMES
(LUNASIN-DIZON)

WILLIAM JAMES PURE EGO

- was an American philosopher, - It is what James refers to as the "I" self.
Psychologist, and a leading thinker of
the late nineteenth century, one of the - For James, the pure ego is what
most influential philosophers of the provides the thread of continuity
United States. between our past, present, and future
selves.
- James' theory of the self, divided a
person's mental picture or components - The pure ego's understanding of
of self into two categories: the "Me" and consistent individual identity arises from
the "I" a continual stream of consciousness.

- James believed that the pure ego was

"ME and the "I" similar to what we think of as the soul,
or the mind.
- "Me" can be thought of as a separate
object or individual a person refers to
- The pure ego was not a substance and
when describing their personal
therefore could not be examined by
experiences;
science.
- "I" is the self that knows who they are
and what they have done in their life. James further divided the "Me" part of self
into;
Both concepts can be used in the statements · Material Self
like; "I know it was me who ate the cookie." He · Social Self
called the: · Spiritual Self

"Me" part of self the "empirical me" and the "I"

part "the pure Ego". MATERIAL SELF
- The material self consists of things that
a person have or entities/institutions that
For James, a person belongs to.
- The "I" part of self was the thinking self,
which could not be further divided. - Thus, things like the body, family,
clothes, money, and such make up the
- He linked this part of the self to the soul material self.
of a person, or what is now thought of
as the mind. - For James, the core of the material self
was the body.
- Educational theorists have been
inspired in various ways by James's - Second to the body, James felt a
theory of self, and have developed person's clothes were important to the
various applications to curriculum, material self.
teaching theory and practice.
- He believed a person's clothes were one
way they expressed who they felt they
were; or clothes were a way to show
status, thus they contribute to form and
 THE SELF BY WILLIAM JAMES
(LUNASIN-DIZON)

maintain one's self-image. Money and

family are critical parts of the material SPIRITUAL SELF
self.
- For James, the spiritual self was who we
are at our core.
- James felt that if one lost a family
member, a part of who they are was lost
- It is more concrete or permanent than
also.
the other two selves.

- Money figured in one's material self in a

- The spiritual self is our subjective and
similar way. If a person had significant
most intimate self. Aspects of a spiritual
money and then lost it. who they were
self, include things like personality, core
as a person changed as well.
values, and conscience that do not
typically change throughout an
individual's lifetime.
SOCIAL SELF
- Our social selves are who we are in a - The spiritual self involves introspection,
given social situation. or looking inward to deeper spiritual,
moral, or intellectual questions without
- For James, people change how they act the influence of objective thoughts.
depending on the social situation that
they are in. James believed that people - For James, achieving a high level of
had as many social selves as they had understanding of who, we are at our
social situations they participated in. core, or understanding our spiritual
selves is more rewarding than satisfying
- For example, a person may act in a the needs of the social and material s
different way at work when compared to
how that same person may act when
they are out with a group of friends

- James also believed that in a given

social group, an individual's social self
may be divided even further.

- An example of this would be, in the

social context of an individual's work
environment, the difference in behavior
when that individual is interacting with
their boss versus their behavior when
interacting with a coworker.
 THE LOOKING GLASS SELF
(GINAMPOS-PEDROZO)

The "Looking Glass Self" The Impact of the Looking Glass Self
- is a concept introduced by sociologist
Charles Horton Cooley in 1902. - The "Looking Glass Self" highlights the
social nature of self-identity.
- This theory explains how our self-image
is shaped by our interactions with - It suggests that our self-perception is
others. not based solely on our own thoughts
and experiences but is significantly
- According to Cooley, we develop our influenced by the social feedback we
sense of self by reflecting on how we receive.
believe others perceive us.
- Our self- concept is dynamic and can
change depending on different social
3 MAIN COMPONENT PROCESS contexts and interactions.

1. HOW WE THINK WE LOOK TO OTHERS

- We first think about how we CONCLUSION
appear to others. - The "Looking Glass Self"emphasizes
the powerful role that social interactions
- This can be in terms of physical play in shaping our self-identity.
appearance, behavior, and
personality traits. - By imagining how others view us and
responding emotionally to these
2. INTERPRETS OTHER REACTION perceptions, we continuously develop
TOWARDS US and refine our sense of self.
- After thinking how we appear to
others, we then interpret how - Understanding this process is crucial for
they judge or evaluate us. gaining insight into how we relate to
others and how we build our own
- This can include thinking about identity.
whether others see us as kind,
smart, awkward, or confident.

3. EMOTIONAL REACTION AND

SELF-CONCEPT
- Based on how we think others
perceive and judge us, we
develop feelings such as pride
or shame, which influence our
self-esteem.

- These emotional reactions

shape our self-concept, or how
we see ourselves
 JOHARI WINDOW
(TULANG SISTERS)

Who invented the johari window?

- It was created by psychologists Joseph Luft HIDDEN AREA OR FACADE
(1916–2014) and Harrington Ingham - Information that is known to you but will be
(1916–1995) in 1955, and is used primarily kept unknown from others. This can be any
in self-help groups and corporate settings as personal information which you feel reluctant
a heuristic exercise. Luft and Ingham named to reveal.
their model "Johari" using a combination of
their first names - This includes feelings, past experiences,
fears, secrets etc. we keep some of our
feelings and information as private as it
affects the relationships and thus the hidden
area must be reduced by moving the
information to the open areas

UNKNOWN AREA
- The Information which are unaware to
yourselves as well as others. This includes
the information, feelings, capabilities, talents
etc.

- This can be due to traumatic past

experiences or events which can be
unknown for a lifetime.

- The person will be unaware till he discovers

his hidden qualities and capabilities or
through observation of others.

OPEN/SELF-AREA OR ARENA - Open communication is also an effective way

- Here the information about the person, his to decrease the unknown area and thus to
attitudes, behavior, emotions, feelings, skills communicate effectively
and views will be known by the person as
well as by others.

- This is mainly the area where all the

communications occur and the larger the
arena becomes the more effectual and
dynamic the relationship will be

BLIND SELF OF BLIND SPOT

- Information about yourselves that others
know in a group but you will be unaware of it.
Others may interpret yourselves differently
than you expect.

- The blind spot is reduced for an efficient

communication through seeking feedback
from others
 FACTORS THE INFLUENCE THE DEVELOPMENT OF THE SOCIAL SELF
(CARSANO-BALINGAN)

SOCIAL SELF SOCIAL SELF SEXUAL SEXUAL ORIENTATION

- The social self is how we see ORIENTATION
ourselves in relation to others. - A person's long-term inclination to
be romantically or sexually attracted
- It affects mental health and our to individuals of the same sex,
ability to reach goals since much of gender, or both sexes (or a
life involves social interactions combination of both) is considered
their sexual orientation

CULTURE
- A person's perception of their own
cultural identity is formed from birth
by the values and attitudes prevalent
at home and in society

LIFE EXPERIENCE
- The source of life experience is
determined to be the individual's
cognitive and practical activities

EDUCATION
- Education has become one of the
most visible indicators of
self-perception of knowledge in life
for outcomes and is a strong
predictor of attitudes and well-being

EMOTIONAL MATURITY
- Emotional maturity refers to one's
capacity to comprehend and
manage one's emotions.

GENDER GENDER
- is almost always self- identified and
is determined by inherent and
extrinsic or environmental, whereas
observable factors like behavior and
appearance determine gender
 PSYCHOSOCIAL THEORY IF DEVELOPMENT BY ERIK ERIKSON
(DUHAYLUNGOD-JAVA)

ERIK ERIKSON
- Erikson was primarily concerned with how both 4. School Age 7-12 years old
psychological and social factors affect the - Industry vs.Inferiority
development of individuals
- Children who are encouraged and commended by
- He has formulated eight major stages of each parents and teachers develop a feeling of
posing a unique developmental task and competence and belief in their skills.
simultaneously presenting the individual with a
crisis that he/she must overcome - Those who receive little or no encouragement from
parents, teachers, or peers will doubt their abilities
to be successful.

5. Adolescence 13-18 years old

- Identity vs. Role confusion

- During adolescence, children explore their

independence and develop a sense of self.

- Those who receive proper encouragement and

reinforcement through personal exploration will
emerge from this stage with a strong sense of self
and feelings of independence and control

6. Young Adulthood 19-40 years old

- Intimacy vs. Isolation

- Young adults need to form intimate, loving

relationships with other people.
1. Infancy 0-1 years old
- Trust vs. Mistrust - Success leads to strong relationships, while failure
results in loneliness and isolation.
- If a child successfully develops trust, the child will
feel safe and secure in the world. - This stage covers the period of early adulthood
when people are exploring personal relationships
- Caregivers who are emotionally inconsistent,
unavailable, or rejecting contribute to feelings of 7. Middle Adulthood 40-65 years old
mistrust in the children under their care - Generavity vs. Stagnation

- During adulthood, we continue to build our lives,

2. Early Childhood 2-3 years old focusing on our career and family.
- Autonomy vs. Shame and Doubt
- Those who are successful during this phase will
- Children who struggle and who are shamed for
feel that they are contributing to the world by being
their accidents may be left without a sense of
active in their home and community.
personal control.
- Those who fail to attain this skill will feel
- Success during this stage of psychosocial unproductive and uninvolved in the world
development leads to feelings of autonomy; failure
results in feelings of shame and doubt.
8. Old age 65 to death
- Integrity vs. Despair
3. Play Age 3-6 years old
- Initiative vs. Guilt
- Those who are unsuccessful during this stage will
feel that their life has been wasted and may
- The major theme of the third stage of psychosocial
experience many regrets.
development is that children need to begin
asserting control and power over the environment.
- The person will be left with feelings of bitterness
and despair.
- Success in this stage leads to a sense of purpose
BRONFENBRENNER ECOLOGICAL SYSTEM THEORY
 THE MATERIAL SELF/ECONOMIC SELF
(NEBRIL-RUBIN)

THE MATERIAL / ECONOMIC SELF - According to him sign has two

- Explores the ability to understand elements:
oneself in terms of the materials one
possesses and how it is associated SIGNIFIER refers to its physical
to his/her being form (eg ring

John heskett SIGNIFIED mental concepts it

- British writer and lecturer refers Objects are not just things but
- combines “need” and “desire” in the are reflections of the wider lives of
form of practical object that can also communications (eg engaged to be
reflect the user's identity and married)
aspirations
- there is a significance and function
behind everyday things THEORY OF THE MEANING OF
- there is a subconscious effect of MATERIAL POSSESSIONS
design in everyday life
1. Instrumental functions
Roland Barthes (1950-1980) - refer to the practical or functional
- French critical theorist properties of a product.
- Observe relationships people have
with objects Semiology 2. Social symbolic functions
- study of objects as signs - signify personal qualities, social
- Everyday objects are complex standing, group affiliation and
system of signs gender roles

3. Categorical Functions
SEMIOTIC ANALYSIS - refer to the extent to which material
- In Semiotic analysis, objects function possessions may be used to
as signifiers in the production of communicate group membership
meaning. and status

- They construct a meaning and carry 4. Self-expressive functions

a message which as a member of a - reflect a person's unique qualities,
culture one can understand values or attitudes

SEMIOTIC
- Semiotic examines how words,
photographs, images and objects
work as a language to communicate
a range of ideas, associations and
feelings.
 POLITICAL SELF
(BOHOLST-CALBE)

Political Self - Key to the source of information on politics

- Organizes one's beliefs, attitudes, and BEING A FILIPINO
affiliations and aids the processing of Objectives:
politically relevant formation - Develop a Filipino identity
- Identify different Filipino values and traits;
- It constitutes knowledge about the and
Constitution, government and governance. - Reflect on your selfhood in relation to your
national identity
- Exemplifies the ideals and aspirations of the
people, embodies the rules and principles of - Technically according to the 1987 Philippine
the States, and determines the status and Constitution, Filipino citizens are "those
power of the people. whose father or mothers are citizen of the
Philippines, those born before January 17,
- Often defined by Citizenship 1973, of Filipino mothers, who elect
Philippine citizenship upon law"

ORIGIN OF POLITICAL SELF - Culture and history have greatly influenced

the manner Filipinos learn, live and behave
to date. The
Family
- The family has a hierarchical structure
- The Philippines is famous for its grandiose
Through hierarchy of positions, status and
mountains, views, pristine beaches and rich
power.
and diverse culture. Example: Mayon
Volcano, Underground River
- Example: Father acts as a leader and
establishes family rules to maintain order in
TRAITS
the. This shows that authority is necessary in
- are characteristics of a person that describe
the development of political self and identity
how they tend to feel, think, and behave,
such as patience, adaptability, and being
SCHOOL
detail-oriented.
- The school's responsibility is to teach moral,
spiritual, and political values that will help the
VALUES
students to become patriotic and morally
- are fundamental ideas and beliefs that guide
upright citizen
a person or organizations motivations and
decisions, such as honesty, transparency,
- Example: UTS subject, GMRC, ROTC
and being helpful
- The school is similar to family, where the
teacher acts as the leader in classroom that
sets the rules and regulation to maintain
order in class FILIPINO TRAITS AND VALUES

CHURCH The Filipino Hospitality

- Helps the shape ideals of citizenship and - A Filipino trait that is known everywhere if
democracy through the religious teachings, the Filipino's brand of hospitality
values and tradition.
Respect for Elders
PEERS - Example: "Mano po" Constantly using "po"
- Interaction with the peers encompasses and and "opo" Wide array of references; Kuya,
emphasizes the equal distribution of power, Ate, Tita, Tito, Lolo, Lola, Manong, Aling
rights, and privileges among members of the
group. Close Family Ties
- Example: Fond of reunions; Holidays,
Mass Media Birthdays and Fiestas
 POLITICAL SELF
(BOHOLST-CALBE)

Cheerful Personality Crab Mentality

- Filipinos have a habit of smiling and laughing - Toxic trait of Filipinos where one resents
a lot. Smiling has been a coping strategy for achievement of another, instead of feeling
many Filipinos happy for that person.

- Example: Maintaining positive outlook after Filipino time

calamities - Filipinos attitude of arriving late at
commitments, dinner or parties especially if
Self-Sacrifice they are meeting someone close to them
- Self sacrificing attitude of Filipinos can be
seen as an extension of the Filipino FILIPINO MAKERS
hospitality
Proverbs/Salawikain
- Example: OFW modern day Filipino heroes
- Sayings that convey lessons and reflection
Bayanihan The spirit of communal unity and
on Filipino practices, beliefs, and traditions.
cooperation of Filipinos Example: Cleaning
the Manila Bay
- Damaina Eugenio - Mother of Philippine
Folklore
Colonial Mentality
- Regarded as the lack of patriotism and - Example: "kung may tiyaga, may nilaga"
attitude where Filipinos favor foreign which means that hard work will be rewarded
products more than their own. Attributed to if one is persistent
the centuries of colonization of Filipinos had
experience
Superstitions
- Set of superstitions that may be influenced
- Examples: Patronizing Hollywood films than
by beliefs from other cultures that have been
Local Films, Food products, Korean
retold from generation to generation.
language than Filipino Language

Myths and Legends

"Bahala na" Attitude
- These are stories aimed to explain the origin
- Filipino version of "Hakuna Matata," a phrase
of things and, at the same time teach
originated from the "Bathala na," meaning
valuable lessons. HEROES AND ICONS
leaving everything into God's hand.
- Heroes serve as a reminder of true
Mañana Habit patriotism and nationalism as they have
- Filipino term for procrastination derive from the
sacrificed their lives for the sake of the
phrase called "mamaya na"
country's freedom. Icons are considered
- Example: Delaying of doing school works Filipino markers as they have made the
Filipino name more pronounced worldwide
"Ningas Kugon” through their expertise
- Ningas means flame and kugon means cogon
grass. refers to the attitude of eagerly starting
things but quickly losing eagerness soon after IN CONCLUSION
experiencing difficulty - Our nation's dynamic history emphasized our
commitment to our pledges and desire for
- Example: Nursing students lose interest in
studying more difficult subjects like Anatomy or
independence.
Biochemistry
- We have studied all the ways to reach and
sustain these principles and attributes, but
Pride
we stay devoted to each other and our
- Most Filipino hold their pride as if they are
nation
precious than keeping a good relationship
with family and loved ones.
 DIGITAL SELF / IMPORTANCE OF TECHNOLOGY TO THE DEVELOPMENT OF THE
DIGITAL SELF
(MAAMO- GUARIN)

DIGITAL SELF - Sharing and receiving acknowledgment in

- Digital Self is the persona you use online. online communities fosters a sense of
- Some people maintains one or more online belonging
identities that are distinct from their “Real
World” selves
BOUNDARIES OF THE ONLINE SELF; PRIVATE VS
Russell Belk (1988) PUBLIC
- Propose the Extended Self theory which - When your digital self is also your public
envisions that certain possessions and persona, every post and interaction is
certain other people are seen to be a part of recorded and can be attributed to you
us. indefinitely, impacting your reputation.

- They extend our identity beyond our mind - This permanence can lead to self-criticism
and body alone. and caution in posting, as individuals are
aware that their online profile reduces their
- When they are damaged, die, or are lost, we privacy and agency, making personal
feel their loss as an injury to the self information publicly accessible.

- There is a phenomena of this called “Online

KEY ASPECT Benign Disinhibition”
● Selective Self-presentation and Impression
Management
● Impact of Online Interactions on the Self ONLINE BENIGN DISINHIBITION ONLINE
● Boundaries of the Online Self; Private VS BENIGN DISINHIBITION
Public - Online Benign Disinhibition refers to the
● Personal/Individual VS Social phenomenon where people exhibit more
● Identity Online; Gender and Sexuality Online openness, honesty, and expressiveness in
online interactions than they do in face-to
face settings
SELECTIVE SELF-PRESENTATION AND
BENIGN DISINHIBITION:
IMPRESSION MANAGEMENT
- More likely to More likely to share
- The behaviors individuals use to control how
themselves to others while at the same time
they are perceived by others online.
showing kindness and affection.

- These concepts are particularly relevant in TOXIC DISINHIBITION:

social media, online dating, and other digital - More likely to harass, abuse, and threaten
platforms where individuals have more others. using rude language, harsh criticism
control over their self-presentation compared d cyberbullying
to face-to-face interactions

PERSONAL/INDIVIDUAL VS SOCIAL
IMPACT OF ONLINE INTERACTION ON THE SELF - Social identity refers to how others perceive you,
- Online interactions allow individuals to based on observable characteristics and
selectively present themselves to meet behaviors.
expectations and boost self-esteem.
- This perception is formed from what people see or
- Positive feedback (likes and comments) what you allow them to see, including your
characteristics, career, relatives, and hobbies.
validates one's sense of worth.
- On the other hand, individual identity is your own
- Lack of validation can lead to feelings of perception of who you are, shaped by your internal
worthlessness and isolation. self-concept, values, and personal experiences
 DIGITAL SELF / IMPORTANCE OF TECHNOLOGY TO THE DEVELOPMENT OF THE
DIGITAL SELF
(MAAMO- GUARIN)

IDENTITY ONLINE; GENDER AND SEXUALITY ACCESS TO INFORMATION

ONLINE IDENTITY ONLINE; GENDER AND - Technology has offered us boundless
SEXUALITY ONLINE accessibility to information.

- The internet has significantly increased - A few typing and a single tap is all it takes
awareness and understanding of gender and and you have what you want. this makes you
sexuality issues, especially within the improve your skills, hobbies, and deepen
LGBTQ community. your knowledge on specific areas

- Topics that were once taboo are now

celebrated and normalized. Enhanced Self-Expression
- Digital platforms and tools play a big role in
- This affects their digital self as it develops expressing ourselves.
due to the validation they get from a
community - it enables us to connect to people that have
the same aspects as ourselves, even if it is
just a part of it.
THE IMPORTANCE OF TECHNOLOGY IN THE
DEVELOPMENT OF THE DIGITAL SELF - it enables us to receive proper feedback that
- Technology has witnessed impressive is capable of validating ourselves, or
evolution in the past few decades, which has greatfully shape us and improve
in turn transformed our lives and helped us
evolve with it.

- Due to this, technology has greatly

developed and shape an extension of our
identity, created through various digital
platforms, our DIGITAL SELF

IDENTITY FORMATION
- Technology plays a crucial role in identity
formation.

- Social media platforms, blogs, and personal

websites allow individuals to express their
personalities, beliefs, and experiences.

- Through the use of online platforms such as

Facebook, Twitter (X), and more, this has
helped individuals to shape and refine their
self concept.

GLOBAL CONNECTIVITY AND SOCIAL

INTERACTION
- technology provides many great benefits, one of
which is enabling us to message people
throughout the world that connectivity enables to
develop and enhance relationships, and as well
create new ones. people may find like-minded
people and ay feel validation and acceptance
 ROLE OF SOCIAL MEDIA TO THE DEVELOPMENT OF THE DIGITAL SELF
(MABANDOS)

DIGITAL SELF IMPACT OF ONLINE INTERACTIONS ON

- The digital self is the persona you use when THE SELF
you're online. - The development of the person's social
aspects can be greatly influenced by
- Some people maintain one or more online technology due to an insufficient amount of
identities that are distinct from their real life social encounters. Although online
"real-world" selves; others have a single encounters are easy and more convenient.
online self that's more or less the same as
the one they inhabit in the real world
POSITIVE IMPACT OF SOCIAL MEDIA &
ONLINE INTERACTION ON THE SELF
KEY CONCEPTS: - Social media sites inform and empower
Personal Identity individuals to change themselves and their
- the interpersonal level of self which communities.
differentiates the individual as unique from
others - Increased self esteem when receiving many
likes and shares.
Social Identity
- the level of self whereby the individual is
identified by his or her group memberships NEGATIVE IMPACT OF SOCIAL MEDIA &
ONLINE INTERACTION ON THE SELF
Online Identity - Extensive online engagement is correlated
- Using the internet, it is the sum of your with personality and brain disorders.
characteristics and interactions represented. pornography.

- Results from different interactions with each - Low self esteem due to risk of being
website visited, showing a different picture of exposed to cyber bullying
who you are and what you do

BOUNDARIES OF THE SELF

"Your online identity is not the same as your - Personal boundaries are the set of
real-world identity because the characteristics you guidelines, rules or limits that a person to
represent online differ from the characteristics you creates identify reasonable, safe and
represent in the physical world." permissible ways for people to behave
towards them and how they respond in case
someone breaks these rules or overstep the
Real identity vs. Online identity limits
- In an effort to construct a positive image and
create a good impression in the digital world,
we gradually lose our real selves along the SETTING BOUNDARIES TO ONLINE SELF
way. - Stick to safer sites.
- Guard your passwords.
- This leads us to ponder on the following - Be choosy about online friends. Remember
questions? that anything you put online or post on a site
Who are you online? is there forever, even if you try to delete it.
Are you the "real you" online? - Don't be mean or embarrass other people
If not, who are you? online.
- Limit what you share
 EFFECTS OF SOCIAL MEDIA TO THE SELF
(INABANGAN-ARIZALA)

WHAT IS SOCIAL MEDIA? - Algorithms reinforce views, limiting

- is a website and apps where people can share growth
things, like photos and messages, and talk to each
other. 3. VALIDATION DEPENDENCY
- Likes and comments can become main
- It helps people connect and communicate online sources of self-worth

- Examples include Facebook, Instagram, Tiktok, SETTING SOCIAL MEDIA BOUNDARIES

and Twitter
1. GIVE YOURSELF PERMISSION TO
UNPLUG.
POSITIVE EFFECTS - Checking social media can start to feel
1. CONNECTION AND COMMUNITY like a requirement.
- Brings people together, creating a sense
of belonging - However, the reality is you have the right
and the ability to choose when and how
2. SELF-EXPRESSION often you use it.
- Provides a platform to share talents,
hobbies, and personal identity 2. SET TIME LIMITS.
- Choose a time limit and commit to
3. LEARNING OPPORTUNITIES sticking to it.
- Quick access to knowledge and
educational resource - Not only does that help you today, it also
gives you a good baseline if you choose
to cut back on social media at some
NEGATIVE EFFECTS
point in the future
1. SELF-ESTEEM ISSUES
- Seeing idealized posts can lead to
comparison and insecurity
3. CUT TIES WITH NEGATIVE PEOPLE.
- If interacting with or reading posts from
a person or group doesn't make you
2. FEAR OF MISSING OUT happy, but instead makes your blood
- Constant updates cause feelings of boil, cut ties with them.
exclusion and anxiety

4. ONLY CONTRIBUTE IN A POSITIVE WAY.

3. DISTRACTION AND ADDICTION - The saying, "If you can't say something
- Excessive use lower productivity and nice, don't say anything at all," is
may lead to dependency important, especially on social media.

IMPACT ON MENTAL HEALTH - When you disagree, try to be

1. ANXIETY AND DEPRESSION constructive by suggesting alternatives
- Linked to increased anxiety and instead of just criticizing.
depression
- This helps create a more positive
2. SLEEP DISRUPTION conversation.
- Late-night usage affects sleep quality
and routine CONCLUSION
- Social media affects our self in both good and bad
3. CYBERBULLYING ways.
- Negative interactions harm self esteem
and mental health - On the positive side, it helps us connect with
others, find support, and express ourselves.

IMPACT ON IDENTITY AND SELF-IMAGE - On the negative side, it can create pressure to
1. UNREALISTIC STANDARDS look perfect that leads to unhealthy comparisons,
- Influences and filters can distort beauty which can hurt our self-esteem.
standards
- By being aware of these effects, we can enjoy the
benefits of social media while reducing its
2. ECHO CHAMBERS downsides for a healthier online experience
 THE FUTURE SELF
(VELARDE)

The Future Self 2. PRESENT FATALISTIC

- It is how an individual is able to foresee the - individuals are those who feel their
future on the basis of experiences and lives are out of control and that no
present behavior. matter what they do, things will not
turn out as what they plan them to
- Using the Possible Selves theory and Time be
Perspectives theory as backdrops, this
explores future possibilities open and how 3. PAST POSITIVE
one can himself or herself to changes in the - individuals are likely to remain in
present to embrace that future their comfort zone, their actions
influenced by what has worked in
- In the psychology of self, the future self the past
concerns the processes and consequences
associated with thinking about oneself in the
future. 4. PAST NEGATIVE
- Individuals, like past-positive ones,
- People think about their future selves are always anchored in the past but
similarly to how they think about other being on the negative side, they
people. tend to focus on the wrong
decisions they have made in the
past and constantly regret them.
Philip Zimbardo (1999)
- The Time Perspective Theory of Philip
Zimbardo (1999) explains how people
5. FUTURE ORIENTED
envision their experiences. In a nutshell, his - Individuals base their present
theory explains that people are likely to sort, choices and actions on long-term
categorize, and analyze their human consequences.
experiences into past, present, and future
timeframes, influenced by personal, social, - They are likely to manifest delay of
and institutional factors. gratification, and endure negative
situations if they are likely to see
the benefits of doing such.
The theory also warns people against making
decisions dominated by only one time frame. Thus, in
planning and setting goals, it should be based on “LIFE CAN ONLY BE UNDERSTOOD
something learned from the past and contextualized BACKWARDS; BUT IT MUST BE LIVED
by the present which can facilitate future growth and FORWARDS”
development - SOREN KIERKEGAARD

THE 5 TIME PERSPECTIVE ACCORDING

THE THEORY

1. PRESENT HEDONISTIC
- individuals tend to be risk-takers,
driven by sensory, concrete factors,
and driven by pleasurable
sensations.

- They often disregard negative

consequences of their actions since
they are focused on the process
rather than the outcome, and are
often emotional and volatile