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MODULE 1

Chapter 1

DEFINING THE SELF: PERSONAL AND DEVELOPMENTAL PERSPECTIVES ON SELF AND

IDENTITY

Introduction to Understanding the Self

Overview

This module tackles the fundamental concepts and principles of the self. It covers the different factors
that contribute the one’s being, the philosophical and theorical perspectives about the self across the generations,
as well as the explanations of different fields of sciences about the self and identity.

Lesson 1. Social, Environmental, and other Life Factors (S.E.L.F)

This lesson introduces you to the journey of understanding the self. It highlights the social,
environmental, biological and other life factors that contribute to the development of the self.

Desired Learning Outcomes

At the end of this lesson the student must be able to

1. determine the different factors that contribute to one’s being

2. evaluate the impact of these factors through self-appraisal; and
3. synthesize the influence of the factors of the self through a group assessment.
4. Examine the different influences, factors and forces that shape the self.

Perspectives on the Self:

Conversations on Identity & Consciousness

The perdurable question, "Who am I?" points to a deeply rooted need within the human species to
understand the basis for the experience of unitary consciousness known as the Self. Today, the word "Self"
has come to refer to a host of intersecting ideas, questions, concerns, and problems that are central to the
human condition and predicament. At the same time, our fundamental experience of selfhood has
inevitably led to the pursuit of the related but equally enigmatic question of "What is the Self?"
Historically, concepts and theories of what constitutes the Self abound and at times have been so disparate
that the term has assumed radically different meanings across disciplines.
The aim of the Perspectives on the Self lecture series is to thus provide an objective overview of
the evolving notion, construct, and experience of the Self, without losing sight of the subjective value that
makes these matters so vital to each of us. By enabling an interdisciplinary discourse among prominent
experts in various fields of contemporary science and the humanities, ranging from evolutionary
psychology and neuroscience to philosophy and religion, this six-part lecture series seeks to analyze and
foster deeper reflection and insight on the current concept and theories of the Self and their moral, ethical,
and social implications.
ACTIVITY# 1: Do you truly Know Yourself?

NAME: Friences Joyce Dela Cerna ___________________________________ DATE:

Aug.23,2021____________________
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Doroluman, Arakan, Cotabato
Telefax: (064) 288-1343
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Answer the following question about yourself as fully and precisely as you can.
1. Who am I? What is my purpose?

I describe my self as a student with a big dream , a dream that i wanted to come true. I am kind and
trustworthy and i am honest. My purpose is to build , to build my entire career . Building my future is my
purpose in doing these things . Getting my hard work to get a better future also.

2. In 1-10, how much you know yourself?

In 1-10 I numbered my self in 10. I knew my self better than anyone. I know what i liked and what I hate.
What I wanted and dislike. So 10 because I know my self better than anyone

3. What will happen to yourself after you die?

After I die , myself becomes nothing . I mean it becomes nothing because my body shall lay down and
became a soil . I think its usefull for plants ,maybe it becomes fertilizer. And in our myth my soul will go to
judgement

An Overview of Self/Identity
The self is a topic that is often talked about but largely goes unnoticed. Every time the ‘I’ is mentioned
(e.g., I will go to school, I hang out with my friends, I like to eat burger) the self is highlighted as the “actor”.
Further the pronoun “me” is usually used as the object, (e.g., tell me about it, give me something, it makes me
feel awesome). Noticeably, the self composes both the I as an actor and the me as the object. The focus on the
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self is even more evident in the functional word variations of I and me used in everyday language depending on
purpose (e.g., my, mine, myself, etc.).
The consciousness of the existence of the self has been almost automatic and reflexive. Thus, people
are almost unaware that in our everyday lives, we are constantly acknowledging it.
Scholars (i.e., theorists, scientists, philosophers) in different fields have attempted to explain and
thoroughly expound on several issues and controversies about the nature, existence, and dimensionality of self.
The most prevalent among issues on self are on nature vs. nurture, identity vs self, and dimensionalities of the
self.

Nature vs. Nurture

Some insist that the self is predominantly a product of natural processes to which people are inherently
predisposed. The natural basis of the self is anchored on biology and explains that human traits are passed from
one generation to another.
These transmitted traits serve as a blueprint of the self and predisposes one to certain self-expressions (e.g.,
attitude, behavior, tendencies, etc.). in this stance, the self is studied structurally and functionally, from the
molecular level to the entirety of human physiological systems. Genetics, for example, contribute so much
information about the descriptions of the self. This field of biology primarily deals with heredity (transmission
of traits and characteristics from one generation to another) as a process, as well as with the characterizations
(similarities and differences) of organisms.
The other side, meanwhile, argues that the self should be principally viewed as an outcome of various
nurturing factors in the context of one’s life. Social sciences have provided a number of insights and
explanations about the self, both on the micro and macro levels. Different social sciences stress how group life
(formal and informal) affects an individual’s behavior and attitude, and emphasize on the impact of various
social institutions to the self-construal of a person.
While the issue about the predominance of either nature or nurture are still unresolved, one can safely
assume that the self is a product of nature or nurture.

Identity vs. Self

Self and identity are topics that remain popular not only among psychologists (even authors of
psychology articles) but also among others social scientists like sociologists, cultural anthropologists,
economists. Noticeably, the terms “self” and “identity” have been loosely interchanged in various literatures.
Many people believe that there is a very thin conceptual and functional distinction between the two concepts and
thus perceive them as synonymous.
Based on lexical definitions, the two concepts are distinct and can be delineated. Consider, for
example, the definitions provided in Merriam-Webster Dictionary of the term identity: (noun, identity \-den-
tǝ-tē, ǝ-, -de-nǝ-\) “the qualities, beliefs, etc., that make a particular person or group different from others … or
the distinguishing character or personality of an individual.” On the other hand, the term self (noun) refers to
“the person that someone normally or truly is… or the entire person of an individual.” The definitions provided
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suggest that the demarcation that separates the two fall on the social representation of the term (i.e., known to
others, or only known to oneself). Identity distinguishes or compares one to another while the self refers to the
total characteristics or qualities of a person both known and unknown to others (but know to oneself).
A comprehensive definition that underscores the distinctions and overlap between self and identity was
given by Oyserman, Elmore, and Smith (2012, p. 69) stating that:

Identities are the traits and characteristics, social relations, roles and social group memberships that
define who one is. Identities can be focused on the past—what used to be true of one, the present—
what is true of one now, or the future—the person one expects or wishes to become, the person one
feels obligated to try to become, or the person one fears one may become; together, identities make up
one’s self-concept variously described as what comes to mind when one thinks of oneself.

Dimensionalities of the Self/ Identity

The identity of a person is highlighted by a dominant trait which makes him or her distinguishable from
others. Imagine, for example a situation where you are trying to describe a person (whose name you cannot
recall). You will find yourself thinking of remarkable trait that will make other people identify or even guess
who you are talking about. You may start describing that person using personal attributes (e.g. tall, dark, fat
etc.). However, this attempt maybe unsuccessful because in many instances, the physical description is so
unique and specific to that person (e.g. the tallest guy in the school, around 7 ft). In most cases, the identity of a
person can be best depicted using certain traits that would set him or her apart from others (e.g. the most
arrogant, the most timid, the noisiest, etc.). Unfortunately, you will find it is difficult to describe a person who
belongs to the so called “average” category. As the term implies, average connotes that one is just like
everybody else in the group. In this case, several observable traits should be combined to effectively describe
the person (e.g. the tall and dark guy in a class who has a regional accent….. and dressed up like…).
Developmental and social scientists have identified social factor as an agent of ones’s being. The social
factor refers to the influences of significant people of one’s life. It primarily includes the family in which most
of the basic attitudinal and behavioral attributes of individuals are shaped. It is referred to by many social
scientist as a nursery of human nature. In this social group, an individual does not only require biological
characteristic (through heredity) but also learn, both direct and indirect, certain behaviors and characters. Thus,
similarities in manners and attitudes are found in the member of the family. During the waning stage, or the
stage in which the child slowly gain independence and withdraws from strong parental or family attachment, he
or she starts identifying with other people outside the family, At this time, the child associates with peers or
playmates, referred to as a peer group, who will also eventually shape one’s character. This stage can be critical
for some children, especially if the values that they acquire challenge the foundation of behavioral
characteristics that they initially learned from the family. As the child extends the horizon of his or her social
connection (i.e., school, church, neighbors, friends), more and more characteristic are integrated. The process of
building one’s identity becomes more complex and dynamic, but all this things happen unnoticeably and, in
many instances, unconsciously.

Social factors are strong foundations of one’s being. The characteristics that were acquired from
influences of the social groups during the formative years are integrated to form one’s identity, or uniqueness
and similarities with others. Psychologists refer to this process of character and traits integration (or forming of
identity) as the formation of personality. Personality, therefore is the individual patterns of thinking, feeling and
behaving. It is said that no two people would have and identical personality, and that is individual is unique.
One may share commonalities with other people (e.g., manners appearance, bearing, etc.) but will still possess
an identity that sets him or her apart. Consider, for example, a case of identical twins that were raised separately
by different parents, educated from different schools, and grew up in different schools, and grew up in different
neighborhoods or communities. The twins may share several common characteristics because they were born
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out of a single zygote (combined sex cells both parents) which carries their parents DNA blueprints. The
similarities may also go beyond physical characteristics and manifest in some manner and dispositions (e.g.,
eating, patterns, impulsivity, etc.

The extent to which social factors influence one’s identity or being inarguably encompassing. That is
the characteristics of significant others in a person’s life can vitally impact his or her distinctiveness. These
influential social groups shaped one’s identity through modelling, imitation, and traits integration. Meanwhile a
less behavior factor simultaneously affects one’s being or character. It is natural force called the environment
factor this factor covers not only the physical properties of the surrounding (e.g., climate and temperature, form
land, etc.) but also the larger society or community, as well as the expectations and norms operating that
particular locality or place. For example, a person who grew up in a city where competitiveness (e.g.,
communicative, intellective etc.) In the process, the harnessed characteristic become an integral part of his or
her identity.

Other factors that significantly contribute to one’s identity or being, some of which already operate at
the time of conception, like the hereditary factor. Hereditary is a biological process by which certain traits
and characteristic are passed from one generation to another. Hereditary can be referred to as non-negotiable
factor. It really dictates one’s physical attributes (e.g., height, complexion, hair, etc.)

Person- volition factor It refers to the inclination of a person to form and construct a specific identity
that will set him apart from others. Such factor emanates from within the mentality of an individual, brought
about by the aggregated social-life experiences. Social scientists like sociologists may refer to a person
exhibiting person-volition factor as deviant or non-conformist.

Assessment Task No.1: The Factor of My Self

Name: Friences Joyce Dela Cerna___________________________________ Date: ___August 23_______

4Instructions: List down at least five (5) of your traits under each of the categories provided below. Then
identify the possible source/s of these traits by ranking the influence of the different factors (4 being the highest,
1 being the lowest.

Traits Factors of self or identity

Social Environmental Hereditary Person-Volition

Physical
appearance (e.g.,
tall, pointed nose,
stout)

1.tall 2 1 3 4

2.dark 1 2 4 3

3.flat nose 1 2 4 3

4.short 1 2 4 3
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5.thin 2 1 3 4

Emotional
Expressions (e.g.,
warm, cheerful,
irritable)
1.happy
4 3 1 2

2.sad
4 3 1 2

3.angry
4 3 1 2

4.fear
4 3 1 2

5.disgust
4 3 1 2

Intrapersonal
relationship (e.g.,
caring friendly,
aloof)
1.caring
4 1 2 3

2.loving
4 1 2 3

3.friendly
4 1 2 3

4.aloof
3 2 1 4

5.self-talk
3 2 1 4
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Lesson II. WHAT PHILOSOPHY SAYS ABOUT THE SELF

This lesson highlights how classical and modern philosophical models defined the self, the evolution of
these philosophical frameworks from ancient to contemporary times, and relevance of the philosophy of the self
on how the youth define their own sence of self.

DESIRED LEARNING OUTCOMES

At the end of this lesson, you are expected to:

1. Discuss the different philosophical standpoints about the self;

2. Explain how philosophical models have transformed from classical to contemporary times.
3. Synthesize and evaluate the different perspectives of self; and analyze the relevance of various
philosophical standpoints to your sense of self.

Philosophy of the self

Philosophy is often called the mother of all disciplines simply because of fields of study began a
philosophical discourse. Ancient philosophers attempted to explain natural and social phenomena. Thus, it was
inevitable to come up with various conceptions of what it means to be a human, and in so doing, the different
definitions of the self.

The self has been defined as “a unified being, essentially connected to consciousness, awareness, and
agency.

Classical Antiquity

Through Greek times:Greek philosophy was started by Socrates, with his aphorism/principle of “know thyself,”
which is also inscribed in the temple of Apollo at Delphi.
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 Socrates believed that the real self is not the physical body, but rather
the psyche, or the soul.
 Socrates was a scholar, teacher and philosopher born in ancient Greece. His Socratic method laid
the groundwork for Western systems of logic and philosophy.
 Socrates pointed out that human choice was motivated by the desire for
happiness. Ultimate wisdom comes from knowing oneself. The more a
person knows, the greater his or her ability to reason and make choices
that will bring true happiness. 
 Socrates believed that the human soul exists in two forms; the transformation realm and the
constant position. The evil in the human mind is a product of the benefits he or she imagined. An
individual will act based on his or her perceived thoughts which is based on what good he or she
will derive from the action (Noe 3).
 Socrates Thought that this is the worst that can be happen to anyone: to
live but die inside.

 Plato, a student of Socrates, also studied and explained thoroughly what is

the true essence of self, which is then founded by his mentor. Plato
suggested that the “self is fundamentally an intellectual entity whose
nature exists independent from physical world.”
 Plato, added that there are components of the soul: The rational soul, The
spirited soul, and the Appetitive soul.
1. The rational soul forged by reason and intellect has to govern the affairs of
the human person.
2. The spirited soul which is in charge of emotions should be kept at bay.
3. The appetitive soul is in charge of base desires like eating, drinking,
sleeping, and having sex are controlled as well.
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 Furthermore, Aristotle, student of Plato, explained thoroughly how we

could see the essence of self. Aristotle suggested that the ideal is
subsumed in the phenomena. Aristotle called the ideal as essence, and the
phenomena as the matter. He emphasized that these 2 co-exist, and is
dependent with one another.
 Two lens of Philosophy of Self in Greek Times:
 Rationalism – explains self from the standpoint of what is ideal and true,
and what not is rooted with senses.
 Empiricism – according to it, there is no such thing as innate knowledge;
all knowledge are derived from experience – through five senses or what is
perceived by our brain.

 Towards Modern Philosophy

 St. Augustine incorporated the views of Plato to his religious philosophy.

 St. Augustine agreed that man is a bifurcated nature. The body is bound to die on
earth and the soul is anticipate living eternally in a realm of spiritual bliss in
communion with God.

 John Locke, David Hume, and Immanuel Kant were empiricists philosophers.

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
 Rène Descartes was a dominant rational philosopher during the Middle Ages
 Contemporary philosophers have incorporated science to their theories in the light of
the technological advancements that they have been exposed to.
 Majority of contemporary philosopher were empiricists:
 Gilbert Ryle, Patricia Churchland, and Maurice Merleau-Ponty have
incorporated biological and neuroscience in their philosophies.

Philosopher Orientation Philosophy Description

Classical Antiquity

Socrates Idealism Socratic  Knowledge is the personification of good while

Philosophy ignorance is of evil.
 Self-knowledge is the ultimate virtue. As the ultimate
virtue, it will lead to ultimate happiness.
Plato Idealism Dualism and  Moral virtue is rooted in the intellect and leads to
idealism happiness.
 Wisdom and knowledge lead to virtue which will lead
to happiness.
Aristotle Empiricist Aristotelian  Ideal is found inside the phenomena and the universals
Philosophy inside the particulars.
 Ideal are ESSENCE and the phenomena is MATTER.
 Matter has no form. Essence has no mass.
 Matter and essence need each other.

Philosopher Orientation Philosophy Description

Middle Ages
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St. Augustine Platonism Neoplatonism  All knowledge leads to God.

 Only the pure in heart can see God.
 Love of God, faith in Him, and understanding of his Gospel
will ultimately lead to happiness.
Rene Descartes Rationalist Mind-Body  “I think, therefore, I am.”
Dualism  The mind and soul can exist without the body.
 Establishing the extinction of soul from the body can make
people believe in the afterlife and the soul’s immortality.
John Locke Empiricist Theory of personal  It is in consciousness alone that identity exists, not in the
Identity body and soul.
 There is a distinction between man and person.
 The soul may change but consciousness remains intact.
David Hume Empiricist Skeptical  All knowledge passes through the senses.
Philosophy  Separate ideas can be joined in mind.
 There is no self, only a bundle of perception.
Immanuel Kant Rationalist/ Metaphysics of the  Reason is the final authority of morality.
self  There is inner self and outer self.
Empiricist  The inner self includes rational reasoning and psychological
state.
 The outer self includes the body and physical mind, where
representation occurs.

Philosopher Orientation Philosophy Description

Modern Times

Gilbert Ryle Empiricist The concept of mind  “I act therefore, I am.”

 The mind is not the seat of self. It is a separate, parallel
thing to our physical body.
 The mind is a category mistake, brought about by habitual
use. The only way it can affect the other is through the
external world.
Patricia Empiricist Neurophilosophy  A fully matured neuroscience will eliminate the need for
Churchland beliefs since “they are not real.”
 The physical brain gives us a sense of self.
Maurice Existentialist Phenomenology of  Both empiricism and intellectualism are flawed in nature.
Merleau-Ponty Perception  “We are our bodies.”
Empiricist  Our bodily experiences do not detach the subject/object,
mind/body, rational/irrational.

The table shows how philosophers view the self from different standpoints. It must be remembered that
in studying the theories about the self, one should take into account the philosophers’ orientation and historical
background. Many other scholas study and explain the self. Through their ideas, you may examine yourself and
determine whether you fit into the given descriptions.

LESSON 3: What Science says about the Self

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Natural and social sciences encompass a number of disciplines that have deliberated on and explained the
concept and nature of the self.

DESIRED LEARNING OUTCOMES

At the end of this lesson, you are expected to:

1. Define and explain the different scientific standpoints about the self
2. Evaluate these perspectives of self and come up with a comprehensive definition of
self-according to scientific points of view.

Scientific Perspective of the Self

Science has invested much of its efforts in understanding world phenomena, especially in explaining
how basic life forms have evolved to more complex organism, such as organisms. Science defined as an
intellectual and practical activity encompassing the systematic study of the self are classified in to two: Physical
Science and Social Science.

Biological/Physiological Sciences

 Neurophilosophy (attributed to Paul and Patricia Churchland) is concerned with the

association of the brain and the mind.
 Psychoneuroimmunology describes the shaping of the self as similar to how the
human immune system functions.

 Social Sciences
 Psychology defined as the study of human behavior, sees the self as a theoretical
construct.
 Psychoanalysis (proposed by Sigmund Freud) focuses on the “unconscious” as a core
element of the self.
 Behaviorism maintains that the study of behavior should be made from an
observable and measurable perspective.
 Social Cognitive Theory considers behavior as a function of the
environment and internal attributes.
 Humanistic Perspective draws its assumptions from the observed
criticisms of psychoanalysis and behaviorism. It believes that every
individual has the ability to reach self-actualization and transcendence, and
that each person is inherently good or possesses something that is good.
 Sociology is the study of the collective behavior of people within the society and
focuses on social problems encountered by individuals.
 Anthropology is the study of human beings and their ancestors through time and
space and in relation to physical character, environmental and social relations, and
culture.
 Political Science (PolSci) is concerned with the participation of individuals in
establishing a government and making politicl choices.
 Economics describes and analyzes the production, distribution, and consumption of
goods and services.
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Assessment No. 2

Name : _Friences Joyce Dela Cerna _____________________________________ Date:

Aug.23,2021_________________

Circle the words that describe you. Add additional words.

Adaptive Self-Aware Tolerant Dependable

Intelligent Fearless Compassionate Hard Working

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Respectful Calm Humble Energetic

Clever Creative Confident Thoughtful

Complex Realistic Cautious Balanced

Cooperative Shy Quite Attentive

Other words that describe you: ____________________________________________________

Among these words, choose one you want to elaborate.

Among those words I chose hardworking. I am a hardworking person , if

there's something that i really need to do i'll make it in my very best and
in my fullest to avoid regret at last. And I can say " I made it " .

References:

Understanding the Self; Outcome-based Module Published in 2019 by C and E Publishing, Inc.839 EDSA,
South Triangle, Quezon City.

RBS Understanding the Self First Edition; Philippine Copyright 2018

https://utsged101portfolio.wordpress.com/section-3-what-science-says-about-the-self/