1) Several philosophers have proposed theories about the nature of the self. Socrates believed the self is defined by reason and knowing oneself, while Plato saw the soul as having rational, appetitive, and spirited parts. Aristotle viewed the soul as the essence of the self.
2) Later philosophers offered additional perspectives. Descartes argued "I think therefore I am" and proposed mind-body dualism. Hume believed there is no fixed self. Sociologists such as Cooley proposed that individuals develop their self-concept through social interactions and how they believe others perceive them.
1) Several philosophers have proposed theories about the nature of the self. Socrates believed the self is defined by reason and knowing oneself, while Plato saw the soul as having rational, appetitive, and spirited parts. Aristotle viewed the soul as the essence of the self.
2) Later philosophers offered additional perspectives. Descartes argued "I think therefore I am" and proposed mind-body dualism. Hume believed there is no fixed self. Sociologists such as Cooley proposed that individuals develop their self-concept through social interactions and how they believe others perceive them.
1) Several philosophers have proposed theories about the nature of the self. Socrates believed the self is defined by reason and knowing oneself, while Plato saw the soul as having rational, appetitive, and spirited parts. Aristotle viewed the soul as the essence of the self.
2) Later philosophers offered additional perspectives. Descartes argued "I think therefore I am" and proposed mind-body dualism. Hume believed there is no fixed self. Sociologists such as Cooley proposed that individuals develop their self-concept through social interactions and how they believe others perceive them.
1) Several philosophers have proposed theories about the nature of the self. Socrates believed the self is defined by reason and knowing oneself, while Plato saw the soul as having rational, appetitive, and spirited parts. Aristotle viewed the soul as the essence of the self.
2) Later philosophers offered additional perspectives. Descartes argued "I think therefore I am" and proposed mind-body dualism. Hume believed there is no fixed self. Sociologists such as Cooley proposed that individuals develop their self-concept through social interactions and how they believe others perceive them.
Module 1 • · The soul strives for wisdom and perfection and in
PHILOSOPHICAL PERSPECTIVE OF THE SELF order to achieve this state of life, we use REASON as What is Philosophy? our tool. • from the Greek words" philos " and "sophia" PLATO
⚬ philos - love • Plato is a student of Socrates
Main Concept ⚬ sophia - wisdom “THE SOUL IS IMMORTAL” • PHILOSOPHY is the mother of all disciplines because Overview it uses inquisitive mind to discover the ultimate • Self can b e exp lain ed as a process of self - causes, reasons, and principles of everything. knowledge and purification of the soul. Philosophical View of the Self • The philosophy of self seeks to describe essential ⚬ SELF - KNOWLEDGE - a practical task in life which qualities that constitute a per son's uniqueness or consists of self - examination about what one is really essential being. doing in life/ acknowledging the limit 3COMPONENTS OF SELF SOCRATES • RATIONAL S OUL • Socrates is considered as Father of Western ⚬ divine essence that allows us to think deeply, make Philosophy wise choices, and achieve a true understanding of • Known for his Socratic Method eternal truths Main Concept ⚬ governs reason A. Know Thy Self • APPETITIVE SOUL • The goal of life is to know thyself and to improve our souls through virtuous living” ⚬ pertains to PHYSICAL appetite which includes our • An unexamined life is not worth living. basic biological needs (hunger, sleep, sexual desires, B. Dualism etc.) • SPIRITED SOUL ⚬ includes basic emotions such as love, empathy, and anger. ARISTOTLE • Aristotle is a student of Plato. • Considered man as a rational animal. Main Concept "THE SOUL IS THE ESSENCE O F THE SELF" • Socrates as the first thinker in Western history Overview under scored the full power of reason on the human • The body and the soul are not two separate elements self: but just one. ⚬ who we are? • The soul is simply the form of the body. Without the ⚬ who we should be? body the soul cannot exist. THREE KINDS OF SOUL ⚬ who we will become? • VEGETATIVE UNDERSTANDING THE SELF ⚬ includes the physical body that can grow IMMANUEL KANT • SENTIENT Main Concept ⚬ includes our sensual desires, feelings, and emotions "WE CONSTRUCT THE SELF" • RATIONAL • Our minds actively sort, organize, relate, and ⚬ includes the intellect that makes man know and synthesize the fragmented, fluctuating collection of understand things. sense data that our sense organs take in. ST. AUGUSTINE •Constructing activity is precisely what our minds are • Regarded as saint in the Catholic church and doing all of the time: taking the raw data of integrated the ideas of Plato to Christianity. experience and actively synthesizing it in to the Main Concept familiar, orderly, meaningful world in which we live. GILBERT RYLE "I AM DOUBTING, THEREFORE I AM" Overview Main Concept • S E LF - created in the image of God "THE SELF IS THE WAY PEOPLE BEHAVE" ⚬ We can only know our self through knowing God – • The self is best understood as a pattern of behavior– this can be done through FAITH an d REASON. the tendency of the person to act in certain • Main goal of self: HAPPINESS circumstances. MAURICE PONTY RENE DESCARTES • Rene Descartes is the father of modern philosophy. Main Concept Main Concept "THE SELF IS EMBODIED SUBJECTIVITY" "I THINK THEREFORE I AM" • All knowledge of ourselves and our world is based Overview on subjective experience. • DUALISM - a theory or system of thought that regards • The self can n ever be truly objectified. a domain of reality in terms of two in dependent principles, especially mind and matter • SKEPTICISM - the theory that certain knowledge is impossible • Self is thinking not sensing - SELF -CONSCIOUS DAVID HUME Main Concept "THERE IS NO SELF" • Self is a bundle of impression or perceptions of others (individual impression) • The bundle of impression is just a collection of variable and interrupted part. • Identity – is just a union created in the imagination UNDERSTANDING THE SELF Module 2: Sociological Perspective of the Self Sociology • originated from ⚬ socius (Latin) - society, association, and togetherness ⚬ logos (Greek) - study • SOCIOLOGY is the study of society and human interaction AUGUSTE COMTE B. Looking Glass Self • pioneered by American sociologist Charles Cooley • father of Sociology • a sociological concept wherein individuals develop The self is socially constructed in the sense that it is their self- concept by looking how others perceive shaped through interaction with other people. them. A. Symbolic Interactionism Process of the Looking Glass Self According to George Mead the self is not there from • We imagine how we appear to others. birth but is developed over time from social • We interpret how others judge that appearance and experiences and activities. then respond to that interpretation through behavior. Symbolic Interaction - the language and gestures a • We experience feelings of pride or shame based on person uses in anticipation of how others respond. this imagined appearance and judgement by others. Symbolic Interactionism - an approach to • We respond based on our interpretation understanding the relationship between humans and C. Dramaturgy society. A sociological perspective is a component of symbolic • study of the patterns of meaningful communication interactionism developed by Canadian sociologist and symbols Irving Goffman. • humans are portrayed as acting • According to this perspective, individuals perform Main Principles of SI actions in everyday life as if we were performers on 1. Human action depends on the meaning we have stage. given to something; 2. These meanings arise out of social interaction; and ⚬ Front Stage - actions that are visible to the audience 3. Meanings humans assign to things can change. and are part of the performance ME & I ⚬ Back Stage - actions that only occur when the ME - considered as the socialized aspect of the audience is not around individual. Represents learned behavior, attitudes and IMPRESSION MANAGEMENT expectations of others and society. • Goffman contends that each performance is a I - considered as present and future phase of the self. presentation of the self and that everyone seeks to Represents individuals identity based on the response create specific impressions in the mind of others – to the "me" this universal drive is called IMPRESSION MANAGEMENT. • Sign Vehicles - mechanisms people use to present themselves UNDERSTANDING THE SELF Module 3: ANTHROPOLOGICAL PERSPECTIVE • Sociocentric - a personality dependent on the social What is Anthropology? atmosphere. • derived form the Greek words Example: The person that acts differently around ⚬ anthropos - human different groups of people. ⚬ logos - study MARCEL MAUSS ANTHROPOLOGY - holds a holistic view of human Self has two faces: nature. It is concerned with how cultural and Moi biological processes interact to shape the self. - refers to a person’s sense of who he is, his CULTURE - set of unwritten norms of conduct that body, and his basic identity, his biological guide the behavior of a group. givenness. CULTURAL IDENTITY - person’s basic identity - refers to the identity or feeling of Personne belongingness to a certain culture group. - composed of the social concepts of what it - individual’s perception about himself or means to be who he is. herself anchored on race, nationality, - has to do with what it means to live in a religion, ethnicity, and language. particular institution, family, religion, a Types of Culture nationality, and how to behave given - MATERIAL CULTURE: refers to the physical expectations and influences from others objects, resources, and spaces that people BRIAN MORRIS use to define their culture. the self is not an entity but a process that orchestrates o Examples: Homes, neighborhoods, cities, schools, an individual’s personal experience – as a result a the churches, temples, mosques, offices, and so forth. person becomes self-aware and self-reflective about - NON-MATERIAL CULTURE: refers to the his or her place in the surrounding world. nonphysical ideas that people have about - “self” - an individual’s mental representation their culture. of his or her person, as kind of self- o Examples: Beliefs, values, rules, norms, morals, representation. language, organizations, and institutions. - “other” - how one perceives the mental • Anthropology considers human experience as an representations of others interplay of CLIFFORD GEERTZ - “nature” referring to genetic inheritance which sets - The struggle for one's individuality is only the individual’s potentials possible in modern society old traditions are - “nurture” which refers to sociocultural environment gradually replaced by rational and scientific • Both biological and cultural factors have significant calculations influence in the development of self. - with modernization, the self becomes a TWO ANTHROPOLOGICAL "delocalized" self - which is free to seek its PERSPECTIVE OF THE SELF own identity, free from customary constraints • Egocentric - are individuals with personalities hence, deviating from the traditional way of formed from within themselves and do not vary, not life matter the social atmosphere (INDEPENDENT) UNDERSTANDING THE SELF - stability of one's self-identity is the longer - seeks pleasure and demands the immediate based on pre-given traditional broad satisfaction of its desires. It is the id that definition of the self serves as the source of our wants and impulses. Module 4: PSYCHOLOGICAL PERSPECTIVES - id directs all of the body's actions and FREUD’S PSYCHOANALYTIC THEORY processes to achieve the greatest amount of Based on three main assumptions: pleasure possible. 1. Personality is governed by unconscious forces that - present at birth we cannot control. - Example: Jack is walking down the street 2. Childhood experiences play a significant role in and he is very hungry. He only has an id so determining adult personality. when he sees an apple pie cooling in a 3. Personality is shaped by the manner in which window, he takes it for himself children cope with sexual urges. 2. EGO (Conscious) LEVELS OF CONSCIOUSNESS - governed by reality principle According to him (Freud), the mind can be: - considers social realities, norms, etiquette, 1. Conscious rules, and customs when it makes a decision - what you are aware of at any particular moment, on how to behave. It seeks to delay your present perceptions, memories, thoughts, and gratification of the id's urges until feelings. appropriate outlets can be found. 2. Preconscious - develop within the next 3 years of life - anything that can easily be made conscious, such as - go’s job to meet the needs of the id, while memories you’re not thinking about at the moment, taking into consideration the reality of the but can readily be brought to mind. situation. - smallest part of the psyche (mind) - Example: Using the example, Jack's ego 3. Unconscious would tell him that he should not take the - includes all the things that are not easily available to pie from the windowsill, but instead he can awareness buy some pie right up the street at the local - things that are put here because we can't bear to grocery store. look at them, such as the memories and emotions 3. SUPEREGO (Preconscious) associated with trauma. - composed of ego-ideal and conscience - largest part of the psyche - is our morals, principals, and ethics. STRUCTURE OF PERSONALITY - considers the social standards for social Freud argued that the psyche is divided into three behavior and guides us on what is right and components: wrong. 1. ID (Unconscious) - the primitive or instinctive component of - mostly shaped by what we learn as young personality that contains sexual and children from adults. aggressive drives and hidden memories - operates according to the pleasure principle. UNDERSTANDING THE SELF - partially unconscious and partially conscious Libido – sexual drive or instinct; driving force (preconscious) behind behavior Fixation – occurs when needs in each stage is not - begins to develop between 3 and 5 years of met age. 1. ORAL STAGE • Erogenous zone: mouth - Example: Example: Jack is walking down the • Age Range: from birth to 1 year old street and he is very hungry. He only has a • Infant’s primary source of interaction is through the superego so when he sees an apple pie mouth: sucking, eating, cooing, burping, etc. cooling in a window, he does nothing. His • Conflict: weaning process – the child must become superego tells him that it is someone's pie less dependent to their caretakers which is usually the and that it is not acceptable to trespass on mother someone’s property and take their pie. • Fixation in this stage may result in issues with • In a healthy person, according to Freud, the ego is dependency and aggression. This fixation can lead to the strongest so that it can satisfy the needs of the id, issues with eating, drinking, smoking, and even not upset the superego, and still take into obsessive habits like nail-biting consideration the reality of every situation. 2. ANAL STAGE • Such conflicts arouse anxiety and we use defense • Erogenous zone: Anus mechanisms – “largely unconscious reactions that • Age range: 2 – 3 years old protect a person from painful emotions such as • Here individuals have their first encounter with anxiety and guilt”. rules and regulations, as they have to learn to be toilet FREUD’S PSYCHOSEXUAL THEORY trained. • Conflict: toilet – training - the child has to learn to - Freud believed that personality developed control his or her bodily needs through a series of childhood stages in which • Developing this control leads to a sense of the pleasure-seeking energies of the id accomplishment and independence. become focused on certain erogenous areas. • Success at this stage is dependent upon the way in This psychosexual energy, or libido, was which parents approach toilet training. described as the driving force behind - Anal – expulsive personality (too lenient) – behavior. messy, wasteful, destructive personality - According to Freud, personality is mostly - Anal – retentive personality (too strict) – established by the age of five. Early obsessively organized, rigid, subservient to experiences play a large role in personality authority. development and continue to influence 3. Phallic Stage behavior later in life. And in each stages, • Erogenous zone: genitals there is a conflict. • Age Range: 4 – 5 years old Erogenous zone – part of the human body that • At this age, children also begin to discover the when stimulated, it produces pleasure/satisfaction. differences between males and females. UNDERSTANDING THE SELF • Freud also believed that boys begin to view their • Deficiency causes a clear adverse outcome: a fathers as a rival for the mother’s affections dysfunction or death - Oedipus Complex - describes these feelings of wanting to possess the mother and the desire • Two types to replace the father. However, the child also fears that he will be punished by the father 1. Objective/Physical for these feelings, a fear Freud termed E.g. Food, Shelter etc.. castration anxiety. - Electra Complex - used to described a similar 2. Subjective/ Psychological set of feelings experienced by young girls. Freud, however, believed that girls instead E.g. Self-esteem, Affection etc.. experience penis envy. 4. LATENCY STAGE - Sexual Feelings are Inactive - Age Range: 6 years old – puberty - Libido is inactive since stage begins around the time that children enter into school and become more concerned with peer relationships, hobbies, and other interests. - The child spends all her energy to excel and prove herself. Abraham Maslow - Child’s energy is diverted towards developing a sense of competence. • American psychologist 5. GENITAL STAGE - Erogenous zone: Genitals • Professor at Brooklyn College - Age Range: Adolescence -The individual develops a strong sexual interest in • Creator of Maslow's hierarchy of needs the opposite sex; sexual feelings reappear with new • Stressed the importance of focusing on the positive intensity and in more mature form. - Interest in the welfare of others grows during this qualities in people stage. MASLOW'S HIERARCHY OF HUMAN NEEDS
Needs
• Needs are something that are necessary for an
organism to live a healthy life
• Distinguished from wants
UNDERSTANDING THE SELF • Lower - respect of others, the need for status, recognition, fame, prestige, and attention PHYSIOLOGICAL NEEDS • Mostly, literal requirements for human survival • Higher - self-respect, the need for strength, competence, mastery, self- confidence, independence • If not met, the human body cannot function and freedom • Could be classified as basic animal needs Self Actualization Needs Safety Needs • What a man can be, he must be • Once physical needs are met, safety needs take over • Intrinsic growth of what is already in a person • Safety of property against natural disasters, • Growth-motivated rather than deficiency- motivated calamities, wars, etc. • Cannot normally be reached until other lower order • Health and well-being needs are met • Financial and job security • Rarely happens - < 1% • Law and order • Acceptance of facts, spontaneous, focused on SOCIAL/EMOTIONAL NEEDS problems outside self, without prejudice • Next level to the safety needs PSYCHOSOCIAL DEVELOPMENT (ERIK ERIKSON)
• Need to love and be loved by someone Erik Erikson’s Life History
• Facilitate outside social activities • Born: 15 June 1902
• Encourage social interaction create team spirit • Developmental Psychologist
• Need to feel a sense of belonging and acceptance • Known for his theory on psychosocial development
• Allow participation • Served as professor at Harvard and Yale
ESTEEM NEEDS 1. Born in Germany, an illegitimate child of Danish
• Need to be respected by others and in turn respect parents them 2. This fact bothered him all his life • Sense of contribution, to feel self-valued, in 3. Dropped out of high school and spent time traveling profession or hobby in Europe and studying art UNDERSTANDING THE SELF 4. Met Sigmund Freud and studied Psychoanalysis • Overprotective or ridiculing parents may cause with Freud’s daughter, Anna Freud children to doubt abilities and feel shameful about their actions 5. Studied young people in different cultures STAGE THREE: INITIATIVE VERSUS GUILT (3– 6. Became interested in how young people acquire a 5) personal identity and how society helps shape it • Initiative: Parents reinforce via giving children freedom to play, use imagination, and ask questions
• Guilt: May occur if parents criticize, prevent play, or
discourage a child’s questions
STAGE FOUR: INDUSTRY VERSUS INFERIORITY
(6–12) • Industry: Occurs when child is praised for productive activities, such as painting and building
• Inferiority: Occurs if child’s efforts are regarded as
messy or inadequate • Erikson believed that personality emerges from an STAGE FIVE (ADOLESCENCE): IDENTITY VERSUS inner and outer conflicts ROLE CONFUSION • Identity: For adolescents; problems answering, • The crises arise at each of the eight stages of life. “Who am I?” STAGE 1: TRUST VERSUS MISTRUST • Role Confusion: Occurs when adolescents are unsure • Children are completely dependent on others (Birth- of where they are going and who they are 1 yr) STAGE SIX (YOUNG ADULTHOOD): INTIMACY – Trust: Established when babies given adequate VERSUS ISOLATION warmth, touching, love, and physical care • Intimacy: Ability to care about others and to share – Mistrust: Caused by inadequate or unpredictable experiences with them care and by cold, indifferent, and rejecting parents • Isolation: Feeling alone and uncared for in life STAGE TWO: AUTONOMY VERSUS SHAME AND DOUBT INFANCY (1-3 YRS OLD) • Autonomy: Doing things for themselves UNDERSTANDING THE SELF STAGE SEVEN (MIDDLE ADULTHOOD): GENERATIVITY VERSUS STAGNATION • Generativity: Interest in guiding the next generation
• Stagnation: When one is only concerned with one’s
own needs and comforts
STAGE EIGHT (LATE ADULTHOOD): INTEGRITY
VERSUS DESPAIR • Integrity: Self-respect; developed when people have lived richly and responsibly
• Despair: Occurs when previous life events are viewed
with regret; experiences heartache and remorse
1. This phase occurs during old age and is focused on
reflecting back on life.
2. Those who are unsuccessful during this phase will
feel that their life has been wasted and will experience many regrets. The individual will be left with feelings of bitterness and despair.