UTS Module
UTS Module
UTS Module
3 Course Description
4 Course Goals
5 Course Topics
8 Philosophical Perspective of the Self
21 Sociological Perspective of the Self
34 Anthropological Perspective of the Sel
41 Psychological Perspective of the Self
57 Western and Eastern Concept of the Se
70 Physical Self
82 Sexual Self
96 Material Self
103 Spiritual Self
123 Political Self
149 Digital Self
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168 Learning to be a Better Student
182 Setting goals for Success
196 Taking Charge of One’s Health
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COURSE DESCRIPTION
The course deals with the nature of identity, as well as the
factors and forces that affect the development and maintenance
of personality identity. This is intended to facilitate the
exploration of the issues and concerns regarding self and
identity to arrive at a better understanding of one’s self. it
strives to meet this goal by stressing the integration of the
personal with the academic- contextualizing matters discussed
in the classroom and in the everyday experiences for students-
making for better learning, generating a new appreciation for
the learning process, and developing a more critical and
reflective attitude while enabling them to manage and improve
their selves to attain a better quality of life.
The course is divided into three major parts: The first part seeks
to understand the construct of the self from various disciplinal
perspective: philosophy, sociology, anthropology, and
psychology as well as the more traditional division between the
East and West- each seeking to provide answers to the difficult
but essential question of “What is the self?” And raising, among
others, the question: “Is there even such a construct such as
the self?”
The second part explores some of the various aspects that make
up the self, such as the biological and material up to and
including the more recent Digital Self. The third and final part
identifies three areas of concern for young students; learning
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goal setting and managing stress. It also provides for the more
practical application of the concepts discussed in this course and
enables them the hands-on experiences of developing self-help
plans for self-regulated learning, goal setting and self-care.
COURSE GOALS
At the end of the semester, the students are expected to:
The Self from Various Perspectives
1. Discuss the different representations and
conceptualizations of the self from various disciplinal
perspectives
2. Compare and contrast how the self has been represented
across different discipline and perspectives
3. Examine the different influences, factors, and forces that
shape the self
4. Demonstrate critical and reflective thought in analyzing
the development of one’s self and identity by developing a
theory of the self.
Unpacking the Self
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1. Understand the theoretical underpinnings for how to
manage and care for different aspects of self
2. Acquire and hone new skills and learning for better
managing of one’s self and behaviours
Apply these new skills to one’s self and functioning for a better
quality of life.
COURSE TOPICS
Ψ The Self from Various Perspective
a. Philosophical Perspectives
1. Socrates & Plato
2. St. Augustine
3. Descartes & Hume
4. Ryle, Merleau-Ponty
b. Sociological Perspective
1. Self as a product of society
2. Self and the Development of the Social World
3. Charles Cooley (Looking Glass Self)
4. Mead (Symbolic Interactionism)
5. Irving Goffman (Presentation of self)
c. Anthropological Perspective
1. The Self and person in contemporary
anthropology
2. Self-embedded in culture
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d. Psychological Perspective
1. The Self as Cognitive Construct
1. Carl Rogers & Karen Horney (Ideal and Real
Self)
2. Gordon Allport & Albert Bandura (Proactive &
Agentic Self)
3. Donald Winnicott (Authentic and False Self)
-Sexual Development
1 The Human Reproductive System
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2. Understanding the human sexual response;
Phases of sexual response
3. Basic Biology of Sexual Behavior
-Human Sexuality
1. Diversity of Sexual Behavior: Solitary
Heterosexual, Homosexual, Bisexual, Transsexual
2. Understanding the Chemistry of Lust, Love and
Attachment
-Diversity of Human Sexuality
1.Sexually Transmitted Diseases/Infections
2.Teenage Pregnancy
3.Family Planning/ Responsible Parenthood and
Different Family Planning Methods/ Methods of
Contraception (Natural and Artificial
Lesson 1: Philosophical
Perspective of the Self
"There are three things extremely hard: steel, a diamond, and to know
one's self."
- Benjamin Franklin
Overview
Knowing oneself entails a deeper exploration and understanding
about oneself. It is a life-long journey of self-awareness,
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self-knowledge, self-realization. Its goal is to answer the
daunting question of “Who am I?”.
Specific Objectives
At the end of this lesson, students are expected to:
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1. Describe and discuss the different notions of the self
from the point of view of the various philosophers
across time and place
2. Compare and contrast how the self has been
presented in different philosophical schools
3. Examine one’s self against the different views of self
that were discussed in class
Activity #1
Reflect and Write: Who Am I Worksheet
In this activity, student will reflect in the questions posed on the
worksheet and write their corresponding answer on the space
provided. They will be given 10-15 minutes to complete the
activity. Please refer to page 12 for the copy of the worksheet.
Analysis
Answer the following guide questions filling out the “Who Am I”
worksheet.
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_____________________________________________
3. How did you feel while writing your worksheet?
_____________________________________________
_____________________________________________
4. What were your realization after completing your
worksheet?
_____________________________________________
_____________________________________________
Abstraction
Ancient Philosophy
This is a classical Greek period in which it was imperative to
know oneself.
Socrates
For Socrates, an unexamined
life is not worth living.
Evaluating and examining
one’s self is an essential srep
in getting to know the self. If
one has self-knowledge, one
will be able to determine the
answer to the question of
“how should I live my life?”.
More importantly, when we
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know oursleves, we will know how to takge good care and give
love to ourselves. He determined a way to know oneself is
through Socratic Method or Elenchus- a systematic and serious
questioning.
Plato
Another ancient Greek Philosopher
who elaborates Socrates’s concept of
the self is Plato.
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hand, platonic world is the world of ideals and this exist beyond
the physical realm. He characterized this as true and perfect.
Plato also added that there are three components of the soul
(psyche):
Medieval Philosophy
Philosophy during this period was theological in nature. It was
closely associated on Christian thought.
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St. Augustine of Hippo
St. Augustine was great
influenced by the
philosophy of Plato. He
integrated Plato’s ideas to
Christian teachings.
Similar to Plato, he
believed that there are
two worlds, and the
physical world that we
live in is just temporary d
prone to mistakes. His
philosophy of the self was
outlined in his vision of
two worlds or societies:
the City of God and the
City of Man. These two
worlds or cities are
symbolic embodiment of
two spiritual realms. For
him, City of God is
characteristically perfect
and heavenly while City of
Man is earthly and prone
for sins and imperfection.
For St. Augustine, the self
is created in the image and
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likeness of God. Thus, we can only know ourselves through
knowing God. Self-knowledge is a consequence of knowledge of
God. The development of the self is achieved through
self-presentation and self-realization. He emphasized the
importance of reflection and prayer to arrive at a justification of
God.
Modern Philosophy
Philosophy during this period was anthropocentric in nature.
Rene Descartes
Considered as the Father
of Modern Philosophy,
Rene Descartes presented
a new perspective to
philosophy and to the
understanding of the self.
He applied the concept of
Rationalism in
understanding human
nature. His famous
phrase “Cogito ergo sum”
or “I think therefore I am” encapsulated his notion of the self.
For him, the act of thinking is an evidence of the existence of
the self. He emphasized that no rational individual can doubt
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his or her existence, for even if one thinks and doubts oneself,
that only proves there is a doubting self- an entity who thinks-
and therefore cannot be doubted. For him, the essence of the
self is its capability to think, doubt, understand, analyze, and
reason.
John Locke
For John Locke, the human mind at
birth is like a tabula rasa-blank
slate. The person’s experience
become notation of the slate and
make individual distinct from other
people. He believed that the self is
primarily constructed from sense
experience. In turn, these sense
experiences shape the self
throughout his or her life.
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and consistent sense of self. He emphasized the use of reasons
to obtain knowledge and consequently use the knowledge to
make sense of his or her experiences. For Locke, careful
observation of experiences is the foundation of knowledge.
Through reasoning and introspection allows an individual to
assess and understand oneself.
David Hume
An empiricist just like Locke,
David Hume suggested that
through careful examination of
the self, an individual will
discover that there is no self.
For him, all we know about
ourselves are just bundles of
temporary impression and
ideas. Impression pertains to
basic sensations of people’s
experience like love and joy.
On the other hand, ideas are
images from impression that
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are strong and lively. Hume theorized that these impressions
and ideas about selves are temporary. According to him, notions
of the self are based and derived from impressions, and
consequently there is no self.
Contemporary Philosophers
This refers to the period of philosophy that generally deals with
philosophers from late 19th century to the present.
Gilbert Ryle
For Ryle, the self could be best understood based from physical
actions and behaviors of an
individual. His philosophy of
the self could be encapsulated
in this principle: “I act
therefore I am”. We will only
be able to understand the self
from the external
manifestations and dispositions
like facial expression,
gestures, and language.
He considers the mind as
never separate from the body. Both are intrinsically linked. The
mind pertains to human disposition that is manifested through
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human behavior. For him, what truly matters are the behavior
that a person manifests in his day-to-day life.
Maurice Merleau-Ponty
Merleau-Ponty argued that
the self is based from the
“phenomena” of experience.
He regarded that the self
should be taken as a whole-
a Gestalt understanding of
perceptual synthesis. The
living body, his thought,
emotions, and experiences
are all one. He adheres to
the notion that the mind and
body are unified, not
separated. However, the self
can be perceived on different angles.
Activity #2
Synthesizing Activity. Students will complete the following
sentences and determine new knowledge learned from the
lesson.
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1. I’m thinking
_________________________________________
_________________________________________
3. I am beginning to think
_________________________________________
_________________________________________
4. My new thinking is
_________________________________________
_________________________________________
Assessment
1. Philosopher Matrix. Choose five philosophers discussed
in class and list their key terms. Identify their concept
about self.
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2. Philosophy of the Self. Create a 30-seconds to
1-minute video clip of your own that will briefly explain
your philosophy of the self. Post your video clip in Moodle.
References
Alata, E. P., Caslib, B., Serafica, J., Pawilen, R. A. (2018).
Understanding the self (1st ed.). Sampaloc, Manila: Rex
Book Store, Inc.
WHO AM I?
REFLECTION RESPONSES
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Where have you
been in your
lifetime?
What obstacles
have you
overcome?
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Lesson 2: Sociological
Perspective of the Self
“Our job in this life is not to shape ourselves into some ideal we
imagine we ought to be, but to find out who we already are and
become it.”
― Steven Pressfield
Overview
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Specific Objectives
At the end of this lesson, students are expected to:
Activity #1
Watch a Documentary
(Genie Wiley Case).
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access the video through this link:
https://www.youtube.com/watch?v=VjZolHCrC8E.
Analysis
After the activity, students must be able to answer the following
guide questions:
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___________________________________________
___________________________________________
Abstraction
George Herbert Mead
He is an American symbolic
interaction theorist and sociologist
whobelieved that the self was a
social product acquired by
observing and assimilating the
identities of others. His key
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-During this stage, children interact with others through
imitation. They are also observed to be mimicking those
around them without the understanding of the underlying
intention or meaning of the mimicked behaviors.
Activity #2
Click, Click, Click. Take a Selfie Activity.
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1. Take at least five photos of yourself
2. Choose the best selfie then analyze the photo using the
following guide questions:
a. Who is that a picture of? _______________________
b. Who took picture? ____________________________
c. What did you just do? _________________________
Mead asserted that there are two divisions of the self: I and Me
– “I”
This is the subjective and active aspect of the self. It is
spontaneous, unpredictable, impulsive, and acts without
considering social consequences
– “Me”
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This is the objective aspect of the self that knows the
rules of society and attempts to channel the impulses of
the “I” into socially acceptable behavior that still meets
the “I’s” needs.
Erving Goffman
He is an American
sociologist who proposed
an approach called
dramaturgical analysis.
This is the study of social
interaction in terms of
theatrical performance.
He asserted that Each
performance involves the presentation of self in which an
individual demonstrates efforts to create specific impressions in
the minds of others.
According to Goffman, just like actors and actresses, people
perform their “act” in two places: “front stage” and “back
stage”. People engage in “front stage” behaviors when they are
aware that other people are watching. Behaviors portrayed
reflects the internalized societal norms and expectations. On the
other hand, people engage in “back stage” behavior when other
people are not watching. In this manner, people are more
relaxed in back stage because they are free from the societal
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norms and expectations. People can let their guard down and
allowed to express their “true” selves.
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Leon Festinger
He is an American social
psychologist who proposed the
theory of social comparison. This
perspective explains how people
evaluate one’s ability and opinion
by comparing oneself to other
people (Myers, 2013). For him,
people are innately driven to
assess their capabilities to reduce
the uncertainty about
themselves and to answer
questions like “How am I doing” (Gibbons & Buunk, 1999 as
cited from Reer, Tang, & Quandt, 2019). Through comparison, a
person can consider the difference he/she has with others and
gain information about oneself. There are two types of social
comparison proposed by Festinger which are upward comparison
and downward comparison.
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● Downward social comparison
Activity #3
Identifying People Who Influence Me. Using the kite
figure, identify the people that you think influence who and what
you are today. You can identify as many as you can. You can
use coloring materials to make your kite creative. After
completing the activity, answer the following questions.
(Refer to page 33 for the kite figure.)
Guide Questions:
1. Why did you choose these people and how do you think
they influence you (in relation to your development of the
self)?
_________________________________________
_________________________________________
_________________________________________
_________________________________________
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Quiz. After the discussion, students will take a 20-item quiz by
accessing it in Moodle.
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References
Alata, E. P., Caslib, B., Serafica, J., Pawilen, R. A. (2018).
Understanding the self (1st ed.). Sampaloc, Manila: Rex
Book Store, Inc.
36
Villafuerte, S. L., Quillope, A. F., Tunac, R. C., Borja, E. I.
(2018). Understanding the self. Quezon City, Philippines:
Nieme Publishing House Co. Ltd.
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Lesson 3: Anthropological
Perspective of the Self
“We are nothing but bricks from our cultural molds”
-Bangambiki Habyarimana,
Overview
Specific Objectives
At the end of this lesson, students are expected to:
Activity #1
Names
Analysis
After the activity, students must be able to answer the following
guide questions
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____________________________________________
____________________________________________
2. How do you think your personal name established your
identity?
___________________________________________
___________________________________________
3. What were your realization after completing the activity?
___________________________________________
___________________________________________
Abstraction
Anthropology examines the biological factors and the
interconnected of human cultural experiences in all places and
ages. It considers the self as both biological (genetic
inheritance) and cultural (sociocultural environment) entity.
Using the lens of anthropology provides an understanding of the
nature of the self based on the elements and structures of
culture.
According to Tylor (1871), culture is a complex whole which
includes knowledge, belief, art, law, morals, customs, and any
other capabilities, habits acquired by man as a member of
society. It includes traditions that was inherited and passed
down from one generation to another. In a sense, culture
determines how we perceive the world around us. The following
are characteristics of culture as provided by Murdock (1940).
1. Culture is learned
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-Children learn by observing the behaviors of people in
their surroundings, including the recognition of symbols
specific to that culture.
Each child learns through the process of enculturation
(learning that takes place without deliberate teaching.
2. Culture is transmitted
-only man can transfer his acquired habits and knowledge
to his offspring. This can be inculcated through language.
3. Culture is social
-it is commonly shared and believed or practiced by a
group of people.
4. Culture is ideational-
-Culture forms ideal pattern of behaviors that followed by
individuals expectedly. It serves as guidelines that must
be followed by members to gain social acceptance from
the people with the same culture
5. Culture is adaptive and dynamic-
-It is changing constantly as new ideas and new
techniques are added in time modifying or changing the
old ways.
6. Culture is integrative
-various elements of culture form a consistent and unified
whole.
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the key development of neuromotor functions of the child. This
neuromotor circuitry is fundamental in the formation of
self-awareness.
Self-awareness
This what permits one to assume responsibility for one’s own
conduct, to learn how to react to others, and to assume a
variety of roles (Haviland, 2003).
Proxemics
This is the study
of study of place
and space from
the cultural
vantage point.
This entails that
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social standing has a direct relationship between physical
distances between people.
• Intimate distance
• Private and affectionate relationships
• 0 – 18 inches
• Personal distance
• Friends and
acquaintances
• 18 inches – 4 feet
• Social distance
• Impersonal business relations
• 4 – 12 feet
• Public distance
• Used in formal settings
• Especially with high-status speakers
• 12 feet and beyond
Activity #2
Synthesizing Activity. Students will complete the following
sentences and determine new knowledge learned from the
lesson.
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3. I am starting to understand that Anthropological
Perspective of the Self
______________________________.
Assessment
Quiz. After the discussion, students will take a 20-item quiz by
accessing it in Moodle.
References
Alata, E. P., Caslib, B., Serafica, J., Pawilen, R. A. (2018).
Understanding the self (1st ed.). Sampaloc, Manila: Rex
Book Store, Inc.
45
Lesson 4: Psychological
Perspective of the Self
“You cannot feel connected with others when you have disconnected
from yourself.”
― Jacqui Olliver
Overview
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This lesson outlines these psychological theories and you will be
provided with discussions and activities which will assist you in
learning the psychological perspective of the self. Specifically,
this lesson will cover theories of Freud, Erikson, Rogers, and
Bandura as well as psychological concepts like self-awareness,
proactive and agentic self, and real and ideal self.
Specific Objectives
At the end of this lesson, students are expected to:
Activity #1
Understanding Who Am I: An Self-Exploration
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Analysis
After the activity, students must be able to answer the following
guide questions
Abstraction
Considered as the Father of
Psychoanalytic Theory, Sigmund
Freud explains human behavior
and development are the results
of the interactions among the
provinces of the mind, namely id,
ego, and superego. He argued
that the dynamic interactions of
these fundamental components
progressed and developed
through the five psychosexual stages. This theory puts a lot of
emphasis on the role of the unconscious level of the mind in
shaping our behavior and personality.
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Provinces of the Mind
Self, identity,
self-concept is the result
of the interaction of id,
ego and superego. Id is
considered as the most
primitive drive as this is
present at birth. This is
driven by pleasure principle. Ego is developed during anal
stage. Driven by reality principle, this controls and balances the
demand of the id and superego. Superego operates on morality
principle. This is considered as our moral compass because it
helps us in determining what and how should we behave.
Defense Mechanism
Ego employs numerous strategies in order to resolve the
demands and conflict between the id and superego. The
following shows the various defense mechanisms.
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Stages of Psychosexual Development
For Freud, the first 4 or 5 years of life, or the infantile stage, are
the most crucial for personality formation. It is during childhood
that personalities are shaped and developed. He believed that
every one of us undergo and develop these five (5) childhood
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stages. He asserted the role of parents and caregiver in the
child’s developmental stages. If a child lacks proper nurturing
during a stage, he or she will experience fixation, a persistent
focus and becoming stuck at a specific psychosexual
development stage.
These psychosexual stages are oral, anal, phallic, latency, and
genital. Each stage has erogenous zone, a body part that is
sensitive to stimulation that is a source of pleasure. This stems
from the id.
Oral (0-to 1-year-old)
- Pleasure comes from stimulation of the mouth. If a child
is overfed or frustrated, oral traits will develop.
*Oral Dependent Personality: Gullible, passive, and
need lots of attention.
*Oral-aggressive Personality: someone who like to
argue and exploit others.
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Phallic (3 to 6 years old)
- Children become aware of their bodies and can distinguish
the difference between male and female. Genitals is the
erogenous zone of this stage
*Oedipus Conflict: For boys only. Boy feels
rivalry with his father for his mother’s affection.
When a male child wants to kill his father so he
can have sex with his mother.
* Electra Conflict: Girl loves her father and
competes with her mother. Girl identifies with
her mother more slowly because she already
feels castrated.
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Inspired by the work of Freud in his Psychoanalytic Theory, Erik
Erikson extended his work and asserted how ego influenced
human development by mastering skills and attitudes at each
stage. He notably extended Freud’s five psychosexual stages.
According to him, human progresses through eight (8) stages in
a life span. Each stage is confronted by a crisis or conflict in
which a person needs to overcome and resolved so that he or
she will be able to grow into a mature and well-developed
individual.
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Stage 1: Trust vs Mistrust (birth to 1-2 months)
This is when an infant learns to trust who provide their basic
survival needs like food and milk. Infants who receive a loving
and responsive care from parents or guardian will develop the
virtue of hope, if not he or she will develop the core pathology
of withdrawal.
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Stage 5: Identity vs Identity Confusion (12 to 20 years
old)
This is the period of intense self-exploration and discovery. Most
struggling questions during this stage are “Who am I?” and
“What do I want to do with my life?”. Successful completion
entails a healthy sense of fidelity. Those who do not experience
role repudiation.
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feel satisfied develop the virtue of wisdom while those who are
filled with regret develops core pathology of disdain.
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is a big gap between ideal self and real self, an individual
becomes unhappy and unsatisfied.
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added that human agency has four core features that play a role
in self-development and
environmental adaptation.
Activity #2
My Ideal vs Real Self. Make a collage depicting student’s
real self and ideal self. Compare each collage and write
description and reflection about it.
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Reflection:
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Assessment
Quiz. After the discussion, students will take a 20-item quiz by
accessing it in Moodle.
Guide question:
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1. What are your insights on the results of the Personal
Values Assessment?
2. How do you feel while taking the PVA? After the test?
3. What were your thoughts while taking the PVA? After the
test?
4. What have you discovered about yourself?
References
Alata, E. P., Caslib, B., Serafica, J., Pawilen, R. A. (2018).
Understanding the self (1st ed.). Sampaloc, Manila: Rex Book
Store, Inc.
Feist, J., Feist, G., & Roberts, T. (2013). Theories of Personality. New
York: McGraw-Hill.
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Go-Montilla, M., Ramirez, N. (2018). Understanding the self. Quezon
City: C & E Publishing, Inc.
It is hard to know who you are, what you need, and what
you expect from life when you do not understand your
values. Exploring and understanding yourself is an important
part of your own personal growth. It helps you build
self-esteem and self-worth. It also helps guide you through
the trials and challenges in your life.
What was the most important lesson life has taught you?
______________________________________________
______________________________________________
1. ______________________________________
2. ______________________________________
3. ______________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
Overview
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In this lesson, you will be provided with discussions and
activities which will assist you in learning the Western and
Eastern concepts of the self. Specifically, this lesson will cover
concepts like individualized and collective self as well as various
Eastern philosophies that greatly influenced the perspectives of
Eastern culture like Confucianism Taoism, and Buddhism.
Specific Objectives
At the end of this lesson, students are expected to:
Activity #1
Who Am I Activity: In the space below, please make 20
different statements in response to simple question (addressed
to yourself), “Who am I?”. Answer as if you are giving your
answer to yourself, not to somebody else. Write your answer in
an order that occurs to you. Don’t worry about the logic or
importance. Go along fairly fast.
Who Am I
1. I am____________________________________
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2. I am____________________________________
3. I am____________________________________
4. I am____________________________________
5. I am____________________________________
6. I am____________________________________
7. I am____________________________________
8. I am____________________________________
9. I am____________________________________
10. I
am____________________________________
11. I
am____________________________________
12. I
am____________________________________
13. I
am____________________________________
14. I
am____________________________________
15. I
am____________________________________
16. I
am____________________________________
17. I
am____________________________________
18. I
am____________________________________
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19. I
am____________________________________
20. I
am____________________________________
Analysis
After the activity, students must be able to answer the following
guide questions
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Abstraction
Western Thought of the Self
The Western perspective conceptualize the self as autonomous,
unitary, unique, and stable.
This thought is grounded on
the idea of individualism,
the concept of giving
priority to one’s own goals
over group goals and
defining one’s identity in
terms of personal attributes
rather than group
identification. A construal of
self as autonomous is termed
as independent self. This belief of inherent separateness
entails discovering and expressing one’s distinctive attributes.
This also believes in one’s own power of self-control.
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Individualism flourishes when people experience affluence,
mobility, urbanism, and mass
media.
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determined and influenced by others in the relationship.
Characteristically, interdependent self is composed of many
selves such as self with parents, self with friends, self at school,
etc. The broken lines in the interdependent construal indicates
how the self is fragile and can easily be influenced by others.
Independent Interdependent
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Illustrative motto “To thine own self “No one is an island
be true”
Confucianism
This is the way of life founded by Confucius. This emphasized
the relational self and the social understanding of the self. The
basic virtue is knowing how to act in relation with other people.
Confucius emphasized the doctrine of Five Cardinal
Relationships: between ruler and subject, between parent and
child, between husband and wife, between friends, precedence
of old over the young. For him, one’s greatest mission is the
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fulfillment of self-realization in which self-cultivation is
imperative. Self cultivation can be attained by knowing one’s
role in the society and acting accordingly. The cultivated self is a
subdued self wherein personal needs are repressed (subdued)
for the good of many.
Taoism
This philosophy rejects the Confucian concept of the relational
self. Instead, it described the self as a limitless form of the Dao
or Tao. This also believes that one’s life should be governed with
simplicity and harmony with nature. A person shall seek to
understand and act according to the order of nature. Unity and
harmony should be in place among opposing elements of the Yin
and Tang (Abella, 2016 as cited from Go-Montilla & Ramirez,
2018).
Buddhism
This Eastern philosophy
is based from the
teachings of
Siddhartha Gautama,
also known as Buddha,
which means the
Enlightened One. There
are several doctrine of
Buddhism. These include
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the doctrine of rebirth, that human beings have a stream of
renewed existence; doctrine of karma, which entails the
consequences of one’s behavior; and the doctrine of nirvana,
which is the enlightened state of consciousness in which greed,
hatred, ignorance that makes a person suffers may be
eliminated. The basic principle of Buddhism is the Four Noble
Truths: (1) Life is a suffering; (2) Suffering is caused by
ignorance; (3) Suffering can be ended; (4) Fulfilment of the
Noble Eightfold Path. Buddha divided the Eightfold Path into
three groups as follows:
Hinduism
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Moreover, they also believe in the Law of Karma. They consider
that all actions are subject to karma. One’s action will either
have a good or bad consequences. For instance, if a person does
good, then he will be rewarded. On the other hand, if a person
does evil, then he will be punished.
Activity #2
Who am I Activity. Using the responses of the first activity,
students will categorize their answers into individual self and
collective self.
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Assessment
Quiz. After the discussion, students will take a 20-item quiz by
accessing it in Moodle.
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My Western My Filipino My Eastern
Characteristics Characteristics Characteristics
Guide Questions:
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3. How you appreciate your characteristics of being a
Filipino?
4. How do you feel of being a Filipino?
Reflective Essay:
References
75
Alata, E. P., Caslib, B., Serafica, J., Pawilen, R. A. (2018).
Understanding the self (1st ed.). Sampaloc, Manila: Rex
Book Store, Inc.
76
Lesson 6: Physical Self
“To accept ourselves as we are means to value our imperfections as
much as our perfections.”
– Sandra Bierig
Overview
Specific Objectives
At the end of this lesson, students are expected to:
Activity #1
Picture Prompt. Students will refer on the following images
about the different images of beauty. Then, they will answer the
following questions
A.
B.
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C.
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1. What stands out in the assigned image? What can you
say about it?
A. ________________________________________
________________________________________
B. ________________________________________
________________________________________
C. ________________________________________
________________________________________
A. ________________________________________
________________________________________
B. ________________________________________
________________________________________
C. ________________________________________
________________________________________
Analysis
After the activity, students must be able to answer the following
guide questions
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___________________________________________
___________________________________________
2. What is the message the activity wants to convey?
___________________________________________
___________________________________________
Abstraction
Physical Self
This refers to biological traits and characteristics. This also
includes the mode of dressing, manner of walking, posture,
body build, health, complexion and facial expression.
One theory that can
be employed in
understanding the
physical self is the
Body-Type Theory
by William Sheldon.
This theory is based
on physical
characteristics. It
included three
body types
namely endomorphic, mesomorphic, and ectomorphic. An
endomorphic body type is characteristically soft and plump.
Individuals with this body type are viewed associable and
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easy-going. A mesomorphic body type is characteristically have
a strong muscular body. Individuals with this body type are
viewed as adventurous, competitive, and assertive. An
ectomorphic body type is characteristically tall and thin.
Individuals with this body type are perceived to be quiet,
introverted and artistic.
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concerned about their physical appearance and are worried if
their bodies conform to the societal standard of physical
attractiveness.
Along with the concept of body image is the concept of beauty.
There are two types of beauty: inner beauty- which refers to
inner qualities of the person like personality; and external
beauty- which refers to physical characteristics of the persona
and what physically attracts others towards you.
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to modify and adorn their bodies in order to create or recreate
their physical and social identities. A way to enhance the body
by styling and decorating one’s body such as wearing makeup
and jewelry is termed as body adornment. On the other hand,
the physical alteration of the body through surgery, piercing,
tattooing, genital mutilation, and implant are termed as body
modification.
Standards of beauty have changed over time, especially with the
influence of mass media. Generally, individuals who have clear
and unblemished skin, fair skin, thick and long hair, symmetrical
faces, well-proportioned body are tradionally regarded as
physically attractive. Beauty are regarded as significant because
it signifies youth, health, and good fertility (Demello, 2014 as
cited from Go-Montilla & Ramirez, 2018).
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The pressure to conform with the societal; standard of beauty
may result to body dissatisfaction, especially for young people.
Body dissatisfaction is the experience of negative thoughts
and esteem about one’s body, is important to study because it
results in a number of significant consequences, including
negative self-perception, depressed mood, and disordered
eating (Grogan, 1999; Thompson et al., 1999). Researchers
have found body image dissatisfaction tend to be a strong
predictor of depression, exercise dependence, eating disorder
and steroid use among young people in US (Stice & Withenton,
2002).
An example of eating
disorder is anorexia
nervosa, characterized
by an abnormally low
body weight, an
intense fear of gaining
weight and a
distorted perception
of weight. Both anorexia nervosa and bulimia are characterized
by an overvalued drive for thinness and a disturbance in eating
behavior.
People with body dissatisfaction tend to have low self-esteem.
However, it should be noted that physical appearance alone is
not enough to measure and evaluate a person’s worth. Physical
appearance is just one aspect of the totality of an individual. It
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is also important to consider one’s inner characters and beauty.
The following are ways to develop positive body image:
a. Understand that healthy, attractive bodies come in
many shapes and sizes
b. Physical appearance says very little about our
character or value as a person
c. How we get to this point of acceptance often depends
on our individual development and self-acceptance
Activity #2
What Makes Me Beautiful. Students will complete the
things that make ME beautiful worksheet. Please refer to page
81.
Assessment
Quiz. After the discussion, students will take a 20-item quiz by
accessing it in Moodle.
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What Makes Me Beautiful Students will write a reflection
paper on activity #2. They can use the guide questions below
Guide Questions:
Reflection:
References
Alata, E. P., Caslib, B., Serafica, J., Pawilen, R. A. (2018).
Understanding the self (1st ed.). Sampaloc, Manila: Rex
Book Store, Inc.
88
89
Things that make me beautiful:
1. _______________________
2. _______________________
3. _______________________
4. _______________________
5. _______________________
90
Lesson 7: Sexual Self
Sexuality is one of the ways that we become enlightened, actually,
because it leads us to self-knowledge.
-Alice Walker
Overview
91
Specific Objectives
At the end of this lesson, students are expected to:
Activity #1
Understanding Sex vs Gender. Students will list down
words or concepts they can think of that is related to being male
and female. Answer as if you are giving your answer to yourself,
not to somebody else. Write your answer in an order that occurs
to you. Don’t worry about the logic or importance. Go along
fairly fast.
Male Female
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Analysis
After the activity, students must be able to answer the following
guide questions
Abstraction
93
undergoing physical changes (developing of the secondary sex
characteristics), and producing feelings that are sexual in
nature.
In our society, topics like sex and sexual development are
usually discussed in private as it is deemed as a taboo subject.
Because of this, developing teenagers/adolescents are confused,
misinformed and misdirected in dealing with sexual feelings and
considering normal and inappropriate sexual behaviors and
responses.
FEMALE MALE
GONADS Ovaries Testis
REPRODUCTIVE Egg cells Sperm cells
CELLS
HORMONES Estrogen and Androgen and
Progesterone Testosterone
ACTIVATION OF Menarche (marks Nocturnal
THE the onset of the Emission
REPRODUCTIVE menstrual cycle)
GLAND
END OF THE Menopause -none-
REPRODUCTIVE
GLAND
FUNCTION
94
uterus, vagina, and ovaries as well as male physical
characteristics like penis and testes.
95
Any activity- solitary, between two persons, or in a group--- that
induces sexual arousal refers to human sexual behavior. This
also entails a spectrum of behaviors in which humans display
their sexuality. This are behavioral expressions which contain
both biological elements and cultural influences. There are two
major factors that determine human sexual behavior:
1. As a means of enduring reproduction.
2. The degree of restraint or other types of influence exerted
on the individual by society in the expression of his/her
sexuality.
Sexual behavior ranges from the solitary (such as masturbation
and autoerotic stimulation) to partnered sex (kissing, cuddling,
intercourse, oral sex, non-penetrative sex, etc.) that is engaged
in periodically. Sexual behavior can also involve behavior that is
aimed at arousing desire in potential partners (courtship
displays or rituals) or behavior aimed at enhancing sexual
experiences (foreplay, BDSM).
Activity #2
98
Understanding Sex vs Gender. In this activity, students
will refer to their answers from the first activity of the lesson.
They will encircle the terms that indicate the concepts of sex
and put a check for terms that indicate the concepts of gender.
Based from the activity and discussion,
Gender Talk
Gender identity and expression is not the same as sexual
99
Some Sexual Orientation Labels
● Aromantic - experiencing little or no romantic attraction
to others and/or has a lack of interest in romantic
relationships/behavior.
● Asexual- experiencing little or no sexual attraction to
others and/or a lack of interest in sexual
relationships/behavior.
● Autosexual- someone who prefers to have sex with
themselves over having sex with others.
● Bisexual - a person who experiences sexual attraction to
both men and women.
● Biromantic- people who feel romantic attraction to both
men and women
● Cisgender- when someone identify with the gender they
were assigned at birth.
● Demisexual- people who are not able to feel sexual
connection with someone until they feel a romantic
connection with them
● Homosexual- a person who experiences sexual
attraction to same sex.
● Lesbian- females attracted to females
● Gays- Males attracted to males
● Heterosexual- a person who is only attracted to the
opposite sex, known as being straight
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● Pansexual- a person who is attracted to any sexual
orientation or gender identity
● Transgender- when someone identify with a gender
different than that they were assigned at birth
● Transexual- when someone have had Gender
Reassignment Surgery (GRS) to change the sexual organs
you were born with to that of a different gender
Activity #3
Genderbread Worksheet. The genderbread person is a
diagram that helps us understand gender and sexuality, and the
parts that make up both. Students will fill out the blanks to
answer the worksheet. Refer to page 90 to answer.
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Moreover, sexually transmitted infections are contracted
primarily through sexual contacts (vaginal, oral, or anal sex)
(Go-Montilla & Ramirez, 2018). The following are STIs are
examples of STIs:
1. HIV and AIDS
2. Chlamydia
3. Gonorrhea
4. Syphilis
5. Human Papillomavirus (HPV)
6. Herpes Simplex Virus (HSV)
Activity #4
Information is Power. Students will choose two STIs and
research about them. They will make an outline of the general
areas of information that people need to know to protect
themselves from the chosen STIs. These areas are:
Sample format
A. HIV/AIDs
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Transmission:
______________________________________
Symptoms:
________________________________________
Treatment:
________________________________________
Prevention:
________________________________________
Responsibility:
______________________________________
103
Assessment
Quiz. After the discussion, students will take a 20-item quiz by
accessing it in Moodle.
References
Alata, E. P., Caslib, B., Serafica, J., Pawilen, R. A. (2018).
Understanding the self (1st ed.). Sampaloc, Manila: Rex
Book Store, Inc.
104
Motofei, I. & Rowland, D. (2005). The physiological basis of
human sexual arousal: neuroendocrine sexual asymmetry.
International Journal of Andrology. 28 (2). 78-87.
https://doi.org/10.1111/j.1365-2605.2004.00514.x
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LESSON 8: THE MATERIAL /
ECONOMIC SELF
“How good something is should never be determined by its cost,
designer, origin, or its perceived value by others.”
― Ashly Lorenzana
106
Overview
Upon reaching an item in the display shelf of chocolates
at a convenience store, a woman intends of buying a bar with
statement, “It’s cheat day, I’m just myself now.” If she is not
just herself now, maybe she’ll have another self later, or
tomorrow perhaps. Many scholars conclude that people have a
core set of behaviors, attitudes, beliefs, and values that
constitute their selves. It is the sum total of who they are.
However, their concepts of self can and does change, depending
on circumstances and influences.
Specific Objectives
At the end of this lesson, students are expected to:
1. Define and explore the different aspects of material self;
2. Explain how material self affects a person and;
3. Demonstrate critical, reflective thought in integrating the
various aspect of Economic self.
Activity 1
“What You Think”
You are given 2 minutes to look into the given picture.
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Analysis
After analyzing the image given you’re going to share
your answers to your classmates. Wheel of names will be used
to choose a student.
Abstraction
According to William James,
the material self is about our
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bodies, clothes, immediate family, and home. Think of your
material self as that of what you are clothed of, what interests
you or are passionate about, what you spend for. It means the
use and display of wealth remains powerful and controversial
and nowhere more so for the super-rich. For the material self,
objects/ possessions help make the person and also shows what
that person is made of.
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a part of one’s life. What is lost in both cases may be a part of
self.
112
Activity 2
“Why Do Rich People Wear Torn Clothes?”
In this activity, you will express your thoughts about the picture
shown below. (recitation,wheel of names)
ASSESSMENT
113
1. List down the things you bought for the week and the
things you need for the week.
2. Look at your list, do you shop according to your means
or do you shop beyond your means? Write a 100
words essay for your answer. Submit it in Moodle.
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115
Overview
The spiritual self is the aspect of self which develops a
certain level of spirituality which is deemed as man’s way of
seeking as well as expressing the meaning and purpose of his
life. It is a path of direst and personal connection with the
Divine. It aids persons in spiritual, emotional or physical
distress crisis or discomfort as well as those seeking to make a
significant change in their lives through self-awareness.
Specific Objectives
At the end of this lesson, students are expected to:
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ACIVITY 1
“POV”
In a piece of paper draw a symbol that best describes
your spiritual belief. The students are given 5 minutes to draw.
Analysis
Based on their drawing they will share and explain their
answers to their classmates.
Abstraction
RELIGION
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Magic and Religion
Sir Edward Tylor wrote that magic, religion, and science
are alike in that they are different ways, people have tried to
explain the physical world and the events in it.
Tylor defined magic as people’s attempt to compel
supernatural forces and beings to act in certain ways. While
religion is the attempt to please supernatural forces and beings.
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Another functional theory comes from the symbolic
analysis, as informed by Sigmund Freud emphasis on the role of
the unconscious. According to Freud:
Religion is a “protective system” that expressed people’s
unconscious thoughts, wishes, and worries.
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1. MYTH- a narrative with a plot that involves the
supernaturals.
- Narratives stories about supernatural forces or
beings
- Myths conveys messages about the
supernaturals indirectly, through the story itself,
rather than using logic or formal argument.
- World famous myths are the Greek and Roman
myths of Zeus, Athena, Orpheus, and
Persephone.
- Malinowski says that myth is a character for
society in that it expresses core beliefs and
teaches morality.
- Claude Levi-Strauss saw myths as functional but
in a philosophical and psychological way. Myths
help people deal with deep conceptual
contradictions between life and death, and good
and evil, by providing stories in which these
dualities find a solution in a mediating third
factor.
- A cultural materialist perspective also
functionalist says: Myths store and transmit
information related to making a living and
managing economic crisis reveals that
subsistence risk is a consistent theme.
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- Thus, myths are repositories of knowledge
related to economic survival, crisis management
and conservation.
2. DOCTRINE- direct and formalized statements about
religious beliefs.
- Beliefs are expressed, explicitly defines the
supernaturals, the world and how it came to be,
and people’s roles in relation to the
supernaturals and to other humans.
- Doctrine is written and formal. It is close to law
because it links incorrect beliefs and behaviors
to punishment.
- Doctrine is associated with institutionalized,
large scale religions rather with small-scale
“folk” religions.
- Doctrine can and does change. Over centuries,
various popes have pronounced new doctrines
for the catholic church. Muslim doctrine is
expressed in the Qur’an, the basic holy text of
the Islamic faith.
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creators or small-scale, annoying spirits that take up residence
in people through possession.
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prayed to for help, and in turn they may require
respect and honor from the living.
Ritual practices
A ritual is a patterned form of behavior that has to do
with the supernatural realm. Many rituals are the enactment of
beliefs expressed in myth and doctrine such as the Christian
ritual of communion, sorority and fraternity initiation (secular
ritual), and the holiday of Thanksgiving which originated as a
sacred meal, with its primary purpose to give thanks to God for
the first fruits of harvest.
Category of Rituals:
1. Periodic Rituals- regularly performed rituals. They are
performed annually to mark a seasonal event.
2. Non-periodic rituals- irregular, at unpredictable time,
in response to unscheduled events. (events in a
person’s life such as illness, infertility, birth, marriage
or death)
Life-Cycle Rituals
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Or RITE OF PASSAGE, marks a change in status from one
life stage to another of an individual or group.
Pilgrimage
-is a round-trip travel to a sacred place or places for
purposes of religious devotion or ritual.
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PROMINENT PILGRIMAGE PLACES:
1. Varanasi in India (formerly called Banaras) for HINDUS.
2. Mecca in Saudi Arabia for MUSLIMS
3. Bodh Gaya in India for BUDDHISTS
4. Jerusalem in Israel for JEWS, CHRISTIANS & MUSLIMS
5. Lourdes in France for CHRISTIANS
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2. Courage in the Face of Difficulty. A meaningful life is a life
with suffering. Suffering is inevitable part of life. To find
meaning of life is to recognize suffering, pain, and death
as part of life and to have the courage to face these life
difficulties.
3. Love
A. Eros
Eros is sexual or passionate love, and is the type
most akin to our modern construct of romantic love. In
Greek myth, it is a form of madness brought about by
one of Cupid’s arrows. The arrow breaches us and we ‘fall’
in love, as did Paris with Helen, leading to the Trojan War
and the downfall of Troy and much of the assembled
Greek army. In modern times, eros has been
amalgamated with the broader life force, something akin
to Schopenhauer’s will, a fundamentally blind process of
striving for survival and reproduction. Eros has also been
contrasted with Logos, or Reason, and Cupid painted as a
blindfolded child.
B. Philia
The hallmark of philia, or friendship, is shared
goodwill. Aristotle believed that a person can bear
goodwill to another for one of three reasons: that he is
useful; that he is pleasant; and, above all, that he is
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good, that is, rational and virtuous. Friendships founded
on goodness are associated not only with mutual benefit
but also with companionship, dependability, and trust.
For Plato, the best kind of friendship is that which
lovers have for each other. It is a philia born out of eros,
and that in turn feeds back into eros to strengthen and
develop it, transforming it from a lust for possession into
a shared desire for a higher level of understanding of the
self, the other, and the world. In short, philia transforms
eros from a lust for possession into an impulse for
philosophy. Real friends seek together to live truer, fuller
lives by relating to each other authentically and teaching
each other about the limitations of their beliefs and the
defects in their character, which are a far greater source
of error than mere rational confusion: they are, in effect,
each other’s therapist—and in that much it helps to find a
friend with some degree of openness, articulacy, and
insight, both to change and to be changed.
C. Storge
Storge (‘store-gae’), or familial love, is a kind of
philia pertaining to the love between parents and their
children. It differs from most philia in that it tends,
especially with younger children, to be unilateral or
asymmetrical. More broadly, storge is the fondness born
out of familiarity or dependency and, unlike eros or philia,
128
does not hang on our personal qualities. People in the
early stages of a romantic relationship often expect
unconditional storge, but find only the need and
dependency of eros, and, if they are lucky, the maturity
and fertility of philia. Given enough time, eros tends to
mutate into storge.
D. Agape
Agape is universal love, such as the love for
strangers, nature, or God. Unlike storge, it does not
depend on filiation or familiarity. Also called charity by
Christian thinkers, agape can be said to encompass the
modern concept of altruism, defined as unselfish concern
for the welfare of others. Recent studies link altruism with
a number of benefits. In the short term, altruism leaves
us with a euphoric feeling—the so-called ‘helper’s high’. In
the longer term, it is associated with better mental and
physical health, as well as longevity. At a social level,
altruism serves as a signal of cooperative intentions, and
also of resource availability and so of mating or
partnering potential. It also opens up a debt account,
encouraging beneficiaries to reciprocate with gifts and
favours that may be of much greater value to us than
those with which we feel able to part. More generally,
altruism, or agape, helps to build and maintain the
psychological, social, and, indeed, environmental fabric
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that shields, sustains, and enriches us. Given the
increasing anger and division in our society, and the s4
tate of our planet, we could all do with quite a bit more
agape.
E. Ludus
Ludus is playful or uncommitted love. It can involve
activities such as teasing and dancing, or more overt
flirting, seducing, and conjugating. The focus is on fun,
and sometimes also on conquest, with no strings
attached. Ludus relationships are casual, undemanding,
and uncomplicated but, for all that, can be very
long-lasting. Ludus works best when both parties are
mature and self-sufficient. Problems arise when one party
mistakes ludus for eros, whereas ludus is in fact much
more compatible with philia.
F. Pragma
Pragma is a kind of practical love founded on
reason or duty and one’s longer-term interests. Sexual
attraction takes a back seat in favour of personal qualities
and compatibilities, shared goals, and making it work. In
the days of arranged marriages, pragma must have been
very common. Although unfashionable, it remains
widespread, most visibly in certain high-profile celebrity
and political pairings. Many relationships that start off as
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eros or ludus end up as various combinations of storge
and pragma. Pragma may seem opposed to ludus, but the
two can co-exist, with the one providing a counterpoint to
the other. In the best of cases, the partners in the pragma
relationship agree to turn a blind eye—or even a
sympathetic eye, as in the case of Simone de Beauvoir
and Jean-Paul Sartre, or Vita Sackville-West and Harold
Nicholson.
G. Philautia
Philautia is self-love, which can be healthy or
unhealthy. Unhealthy self-love is akin to hubris. In
Ancient Greece, a person could be accused of hubris if he
placed himself above the gods, or, like certain modern
politicians, above the greater good. Many believed that
hubris led to destruction, or nemesis. Today, hubris has
come to mean an inflated sense of one’s status, abilities,
or accomplishments, especially when accompanied by
haughtiness or arrogance. As it disregards truth, hubris
promotes injustice, conflict, and enmity.
Healthy self-love is akin to self-esteem, which is
our cognitive and, above all, emotional appraisal of our
own worth relative to that of others. More than that, it is
the matrix through which we think, feel, and act, and
reflects and determines our relation to ourselves, to
others, and to the world.
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Self-esteem and self-confidence do not always go
hand in hand. In particular, it is possible to be highly
self-confident and yet to have profoundly low self-esteem,
as is the case with many performers and celebrities.
People with high self-esteem do not need to prop
themselves up with externals such as income, status, or
notoriety, or lean on crutches such as alcohol, drugs, or
sex. They are able to invest themselves completely in
projects and people because they do not fear failure or
rejection. Of course they suffer hurt and disappointment,
but their setbacks neither damage nor diminish them.
Owing to their resilience, they are open to growth
experiences and relationships, tolerant of risk, quick to
joy and delight, and accepting and forgiving of
themselves and others.
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He called it the triangular theory of love, as the theory is
best explained in a form of a triangle, but it is more commonly
known as the Sternberg’s Theory of Love. In the context of
interpersonal relationships, there are three components of love:
an intimacy component, a passion component, and a
commitment component.
136
ACTIVITY 2
“Recitation”
The students will answer the question below. Wheel of names is
used to call students.
“What is the difference between spirituality and
religiosity?
ASSESSMENT
What is your concept of a meaningful life? Answer the
given question with not less than 300 words, it will be graded
using a rubric. Submit your output in moodle.
Overview
137
Filipino? Or Can you speak ill about the Philippines and its
citizens?
Specific Objectives
At the end of this lesson, students are expected to:
138
Activity 1
“Treat or Trait”
In a piece of paper list down some traits that best
describes a Filipino. Students are only given 3 minutes for the
activity.
Analysis
Students will answer the given question. A wheel of
names will be used to choose students who will answer the
question.
“What makes us a Filipino citizen?”
Abstraction
139
ARTICLE IV – CITIZENSHIP, PHILIPPINE
CONSTITUTION
Meaning of Citizenship
Citizenship refers to the membership of a person to a
democratic state which bestows upon him/her full civil and
political rights
(unless
especially
disqualified by
law), and the
corresponding
duty to
support and
maintain
allegiance to
the state.
Such membership underscores the symbiotic relationship of the
state, which on the one hand gives protection to the citizen, and
the citizen, who on the other hand is duty bound to support the
state.
140
Those who are citizens of the Philippines at the time of the
adoption of the 1987 Constitution, referring to those who
were already Filipinos under the 1973 Constitution and were
still citizens at the time of the passage of the 1987
Constitution.
2. Those whose fathers or mothers are citizens of the
Philippines.
3. Those born before January 17, 1973 of Filipino mothers,
who elect Philippine citizenship upon reaching the age of
majority.
Those whose fathers are foreigners, and then later elected
their Philippine citizenship upon reaching 18 years old in
accordance with 1935 Constitution which was in effect at the
time of their birth.
4. Those who are naturalized in accordance with law.
Natural Born and Naturalized Citizens. Basically, there are
only two categories of Philippine citizens: the natural born
and the naturalized. On the one hand, a natural born citizen
is someone who is already a Filipino at the time of his birth
and does not have to do anything to acquire or perfect his
citizenship (Sec. 2, Art. II). In other words, he is a Filipino by
birth. On the other hand, a naturalized citizen is someone
who was once a foreigner then later on became a Filipino by
legal fiction. Paragraph 2 (Either father or mother is a
Filipino) and paragraph 3 (Elect Philippine Citizenship) of the
above provision are natural born citizens, while paragraph 4
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(naturalized under the law) refers to the naturalized citizen.
Paragraph 1 (citizen at the time of the adoption of the
Constitution) may refer to either a natural born or
naturalized citizen depending on the kind of citizenship he
has at the time of the adoption of the 1987 Constitution.
Naturalized Citizens
1. Who are Naturalized Citizens? Naturalized citizens those
are clothed by law with the rights and privileges accorded
to a citizen of the Philippines, as well as bound by their
duties to the State. In other words, they are also
Filipinos. Thus they can vote during elections, acquire real
property, and engage in business, among others. They
must likewise observe loyalty to the Philippines, pay their
taxes, and obey the laws and duly constituted authorities
of the land. However, they cannot be elected President or
Vice-President, or member of the Congress, or appointed
justice of the Supreme Court or lower collegiate courts, or
member of any of the Constitutional Commissions, or
Ombudsman or his Deputy, or member of the Central
Monetary Agency. These are among the restrictions to a
naturalized citizen which are reserved only to a natural
born citizen, who is by birth and heart a Filipino.
2. Naturalization entails renunciation of former allegiance
and the subsequent act of formal entrance into a new
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body politic. The grant of citizenship by naturalization is
an act of grace on the part of the State. Just as the State
can confer or grant citizenship, it can also withhold or
take away the same. Thus, aliens or foreigners do not
have a natural or inherent right to demand membership
to the State.
3. Kinds of Naturalization. The government, through its
three branches, can confer citizenship by naturalization.
Hence, a foreigner can be naturalized in either of three
ways:
(a) Judicial naturalization refers to naturalization by
means of court judgment pursuant to the “Revised
Naturalization Act.” Applications are filed with the proper
Regional Trial Court which will render the decree of
naturalization;
(b) Legislative naturalization refers to naturalization by
means of a direct act of Congress, that is, by the
enactment of a law by the Congress declaring therein that
a foreigner is conferred citizenship and admitted into the
political community; and
(c) Administrative naturalization is naturalization by
means of administrative proceedings before the Special
Committee on Naturalization pursuant to the
“Administrative Naturalization Law of 2000.” Applicants
must be aliens born and residing in the Philippines with all
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of the qualifications and none of the disqualifications
provided by law.
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January 17, 1973, you can elect Filipino citizenship upon
reaching the age of majority.
Effects of naturalization:
1. The legitimate minor children of the naturalized father
become Filipinos as well.
2. The wife also becomes a Filipino citizen, provided that she
does not have any disqualification which would bar her
from being naturalized.
Natural-born citizens:
1. Citizens of the Philippines from birth who do not need to
perform any act to acquire or perfect their Philippine
citizenship.
2. Those who elect Philippine citizenship under Art. IV, Sec.
1(3) of 1987 Constitution.
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1. Voluntarily obtaining foreign passport
2. Pledging allegiance to another country (ex. by becoming a
naturalized citizen of another country)
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reacquired by naturalization, by a direct act of Congress,
or by repatriation.
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the principle of jus soli. Thus, he has dual citizenship
because of the respective laws of the two countries.
Another example is when a Filipino marries a foreigner
and thereby acquires the citizenship of the spouse, there
is also dual citizenship. The Philippines cannot prohibit
dual citizenship because its laws cannot control the laws
of other states. It is dual allegiance that is prohibited
because it is intentional while dual citizenship is generally
unintentional, in that it is only accidentally cause by birth
in a foreign state or marriage with a foreigner.
Suffrage
Suffrage is the right and obligation to vote of qualified
citizens in the election of certain national and local officers of
the government and in the decision of public questions
submitted to the people. It is a political right conferred by the
Constitution empowering a citizen to participate in the process
of government which makes the State truly democratic and
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republican. Section 1, Article V, however, provides that “suffrage
may be exercised…” thus, making it non-mandatory. Failure to
exercise such right is not punishable by law, but nonetheless
makes a citizen irresponsible. In other words, suffrage is an
obligation but a non-mandatory one.
Nature of Suffrage.
1. A mere privilege. Suffrage is not a natural right of the
citizens but merely a privilege to be given or withheld by
the law making power subject to constitutional
limitations.
2. A political right. Suffrage enables every citizen to
participate in the process of government to assure that it
can truly be said to derive its powers from the consent of
the governed. The principle is that of one man, one vote.
Scope of Suffrage.
Suffrage include:
1. Election– It is the means by which the people choose
their officials for definite and fixed periods and to whom
they entrust, for the time being as their representatives,
the exercise of powers of government;
2. Plebiscite. – It is the name given to a vote of the people
expressing their choice for or against a proposed law or
enactment submitted to them. In the Phil., the term is
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applied to an election at which any proposed amendment
to, or revision of, the Constitution is submitted to the
people for their ratification. Plebiscite is likewise required
by the Constitution to secure the approval of the people
directly affected before certain proposed changes
affecting local government units may be implemented.
3. Referendum. – It is the submission of a law or part
thereof passed by the national or local legislative body to
the voting citizens of a country for their ratification or
rejection.
4. Initiative. – It is the process whereby the people directly
propose and enact laws.
5. Recall. – It is a method by which a public officer may be
removed from office during his tenure or before the
expiration of his term by a vote of the people after
registration of a petition signed by a required percentage
of the qualified voters.
Qualification of voters.
1. Qualified Citizens Only. Suffrage can be exercised only
by a citizen of the Philippines, who has none of the
disqualifications, at least eighteen years of age on the
day of the election, and a resident of the Philippines for
at least one year and of the place where he intends to
vote for at least six months immediately preceding the
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election (Section 1, Article V). Suffrage is an attribute of
citizenship, and therefore aliens cannot exercise the
same.
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either “permanent or temporary residence.” On the on
hand, permanent residence or domicile requires bodily
presence in the locality, the intention to remain there
(animus manendi), and an intention to return to it if one
goes somewhere else (animus revertendi). If a new
residence is established, permanent residence requires
an intention not to return to the old domicile (animus
non revertandi). For example, if a Filipino citizen works
abroad to look for greener pastures, but still has the
“intention to return” to the Philippines, he can still
exercise his right to vote since his domicile is still in the
Philippines. On the other hand, temporary residence only
requires the intention to reside in a fixed place. To be
familiar with the needs of the locality, a voter must
reside therein for at least six months immediately
preceding the elections. This is requirement for both
national and local elections. In here, since residence can
also mean temporary residence, one can vote in either
his locality of permanent residence or locality of
temporary residence during local or national elections.
For example, Pedro is domiciled in Tuguegarao City and is
a registered voter therein. But he is working in Manila for
more than six months already, has established a
temporary residence, and is likewise a registered voter
there. Under the law, he can vote in Tuguegarao city
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since he is a permanent resident of the place or in Manila
since he has a temporary residence there.
Absentee Voting
Because of the phenomenon of “Filipino labor explosion
overseas,” the so-called “absentee voting system” is mandated
by the Constitution to be provided for, or legislated, by the
Congress. Section 2, Article V states, “The Congress shall
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provide… a system for absentee voting by qualified Filipinos
abroad.” For as long as they are qualified, overseas Filipino
workers can still participate in elections despite their temporary
absence in the Philippines. While residency is a voting
requirement, it must not be a reason for disenfranchising
thousands of Filipinos abroad whose hearts are still with the
Philippines.
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⮚ the nationalist is proud of ⮚ the patriot is proud of
his country no matter his country for what it
what it does. does.
⮚ Nationalism is a subtle ⮚ Patriotism is all about
based on the premise that the feeling to find true
an individual’s loyalty and love to the motherland,
devotion to one’s country and there is no
should come above the parameter to measure
bulkiness of the positive it.
driven thoughts of other
citizens or the interests of
a certain group of citizens.
GENERATIONS DEFINED
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be patriotic, oriented toward work before pleasure, respect
for authority, have a sense of moral obligation.
World War II
Born: 1922 to 1927
Coming of Age: 1940-1945
Age in 2004: 77-82
Current Population: 11 million (in quickening decline)
People in this cohort shared in a common goal of
defeating the Axis powers. There was an accepted sense of
“deferment” among this group, contrasted with the emphasis on
“me” in more recent (i.e. Gen X) cohorts.
Post-War Cohort
Born: 1928-1945
Coming of Age: 1946-1963
Age in 2004: 59 to 76
Current Population: 41 million (declining)
This generation had significant opportunities in jobs and
education as the War ended and a post-war economic boom
struck America. However, the growth in Cold War tensions, the
potential for nuclear war and other never before seen threats
led to levels of discomfort and uncertainty throughout the
generation. Members of this group value security, comfort, and
familiar, known activities and environments.
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Boomers I or The Baby Boomers
Born: 1946-1954
Coming of Age: 1963-1972
Age in 2004: 50-58
Current Population: 33 million
For a long time the Baby Boomers were defined as those
born between 1945 and 1964. That would make the generation
huge (71 million) and encompass people who were 20 years
apart in age. It didn’t compute to have those born in 1964
compared with those born in 1946. Life experiences were
completely different. Attitudes, behaviors and society were
vastly different. In effect, all the
elements that help to define a cohort were violated by the broad
span of years originally included in the concept of the Baby
Boomers. The first Boomer segment is bounded by the Kennedy
and Martin Luther King assassinations, the Civil Rights
movements and the Vietnam War. Boomers I were in or
protested the War. Boomers 2 or the Jones Generation missed
the whole thing.
Boomers I had good economic opportunities and were
largely optimistic about the potential for America and their own
lives, the Vietnam War notwithstanding.
Generation X
Born: 1966-1976
Coming of Age: 1988-1994
Age in 2004: 28 to 38
Current Population: 41 million
Sometimes referred to as the “lost” generation, this was
the first generation of “latchkey” kids, exposed to lots of
daycare and divorce. Known as the generation with the lowest
voting participation rate of any generation, Gen Xers were
quoted by Newsweek as “the generation that dropped out
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without
ever turning on the news or tuning in to the social issues around
them.”
Gen X is often characterized by high levels of skepticism,
“what’s in it for me” attitudes and a reputation for some of the
worst music to ever gain popularity. Now, moving into adulthood
William Morrow (Generations) cited the childhood divorce of
many Gen Xers as “one of the most decisive experiences
influencing how Gen Xers will shape their own families”.
Gen Xers are arguably the best educated generation with
29% obtaining a bachelor’s degree or higher (6% higher than
the previous cohort). And, with that education and a growing
maturity they are starting to form families with a higher level of
caution and pragmatism than their parents demonstrated.
Concerns run high over avoiding broken homes, kids growing up
without a parent around and
financial planning.
Generation Z
Born: 1995-2012
Coming of Age: 2013-2020
Age in 2004: 0-9
Current Population: 23 million and growing rapidly
While we don’t know much about Gen Z yet…we know a
lot about the environment they are growing up in. This highly
diverse environment will make the grade schools of the next
generation the most diverse ever. Higher levels of technology
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will make significant inroads in academics allowing for
customized instruction, data mining of student histories to
enable pinpoint diagnostics and
remediation or accelerated achievement opportunities.
Activity 3
Be Creative
Create a slogan about citizenship. 10 minutes is given for
the activity.
(rubric for rating)
82
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Raise your unruffled brow
On this day, Filipino youth!
Resplendent shines
Your courage rich,
Handsome hope of my motherland!
Fly, grand genius
And infuse them with noble sentiment
That vigorously rushes,
More rapid than the wind,
Its virgin mind to the glorious goal.
Descend to the arena
With the pleasant light of arts and sciences,
And unbind, Youth,
The heavy chain
That fetters your poetic genius.
See that in the bright zone
With pious and learned hand,
Offers the son of this native land
Resplendent crown.
You who ascend
On wings of your rich fantasy,
Seeking from Olympus in the clouds
Tenderest poetry,
Sweeter than nectar and ambrosia;
You of the celestial accent,
Melodious rival of the nightingale,
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Who with varied melodies
Dissipate the mortal’s bitter pain
In the night serene;
You who animate the hand rock
With the impulse of your mind,
And with prepotent hand makes eternal
The pure memory
Of the refulgent genius;
And you, who with magic brushes
Are wont to transfer to simple canvas
The varied enchantment of Phoebus, beloved of
Apollo divine,
And the mantle of nature.
Run! For the sacred flame
Of the genius awaits to be crowned with laurels,
Spreading fame
With trumpet proclaiming
O’er the wide sphere the mortal’s name.
Day, oh happy day,
Philippines genteel, for your soil!
Bless the Almighty,
Who with loving desire
Sends you fortune and consolation.
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Lesson 11: The Digital Self
We are in the throes of a transition where every publication has to
think of their digital strategy.
-Bill Gates
Overview
The term "online identity" implies that there is a
distinction between how people present themselves online and
how they do offline. But any split between "online" and "offline"
identity is narrowing, for two reasons. In contrast to the internet
of the 1990s, people today use social media primarily to
communicate with people they know in "real life" contexts like
home, work, and school. Second, wireless networking and
portable devices like smartphones and tablets make it easy to
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access social media as part of day-today life, rather than having
to formally "log on" to the internet (Marwick, A. 2013).
ACTIVITY 1
Every time you see this symbol, what comes into your mind?
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ACTIVITY 2
In this activity, the students will enumerate the social
media accounts that they have. Their answers will be used for
the analysis.
Analysis
Based on the answer in activity 2, five (5) students with
the most number of social media accounts will explain why they
have a such number of accounts.
Abstraction
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The most basic function of self-presentation is to
define the nature of a social situation (Goffman,
1959). Most social interactions are very role
governed. Each person has a role to play, and the
interaction proceeds smoothly when these roles are
enacted effectively.
3. Self-Construction
Another reason we try to create impressions of
ourselves in the minds of others is to construct a
particular identity for ourselves. Sometimes,
self-construction is initiated in order to create an
identity. Rosenberg (1979) notes that this is
particularly prevalent during adolescence. Adolescents
routinely try out different identities. They adopt the
dress and mannerisms of various social types (e.g.,
the sophisticate; the rebel), and studiously note
people’s reactions to these displays in an attempt to
fashion an identity that fits. Other times,
self-construction is undertaken to confirm an already
established self-view. Swann (1990) calls this form of
self-construction “self-verification,” and Wicklund and
Gollwitzer (1982) refer to such behavior as
“self-symbolizing.” Self-enhancement needs also
underlie self-construction. Most people like to think of
themselves as being competent, likable, talented, and
so forth. By convincing others that they possess these
positive attributes, people are better able to convince
themselves. This, in turn, makes people feel better
about themselves. In this sense, we can say that
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people seek to create impressions in the minds of
others because it makes them feel good about
themselves to do so.
B. When and How Do People Manage
Impressions?
People form impressions of us whenever we are in public,
but we are not always actively monitoring or regulating
those impressions. In many situations, our self-
presentations are automatic or habitual, and we are
devoting little conscious attention to how we are being
perceived by others. In other situations, we become
acutely aware of the impressions we are creating, and we
actively strive to take control of these impressions
3. Behavioral Skills
Behavioral skills are the third component of successful
self-presentation. People need to be capable of
performing the behaviors they believe will create a
desired impression. Numerous tactics are used to
create a desired impression. What we post in our
online accounts is one of the tactics. Our hair,
physique, figure, and clothing all serve to create
particular impressions of us in the minds of others.
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C. Individual Differences in Self-Presentation
Although everyone engages in self-presentation, people
vary with respect to how concerned they are with their
public image and with the kinds of impressions they try to
convey.
Self-Monitoring
Mark Snyder (1974) developed the scale to measure
the degree to which people monitor and control their
behavior in public situations. High self-monitors
regard themselves as highly pragmatic and flexible
people who strive to be the right person for every
occasion. When entering a social situation, they try to
discern what the model or prototypic person would do
in that situation. They then use this knowledge to
guide their own behavior. Low self-monitors adopt a
different orientation. They regard themselves as
highly principled people who value consistency
between who they are and what they do. When
entering a social situation, they look inward and use
their attitudes, beliefs, and feelings to guide their
behavior. Instead of striving to be the right person for
the situation, they strive to be themselves in social
settings.
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Friendship patterns are also influenced by differences
in self-monitoring. High self- monitors tend to have
many different friends, each suitable for a different
activity. For example, they play sports with one
friend, go to the theater with another, and talk politics
with yet another. This pattern allows them to express
their characteristic orientation to be a different person
in different situations. In contrast, low self-monitors
have relatively few friends, and they engage in
multiple activities with each one. They are more
inclined to play sports, go to the theater, and talk
politics with the same friend. This pattern is
conducive to being the same person in all situations.
1. Ingratiation
Ingratiation is probably the most familiar impression
management strategy. The goal of ingratiation is to get
the other person to like you. Since we tend to like
people who agree with us, say nice things about us, do
favors for us, and possess positive interpersonal qualities
(e.g., warmth and kindness), it should come as no
surprise that ingratiation can be accomplished through
imitation, flattery, doing favors for someone, and
displaying positive personal characteristics (Jones, 1990).
People want to believe they are likable and are liked by
others. Consequently, they are disinclined to believe that
a show of admiration or affection from another person is
inauthentic or derives from an ulterior motive, even when
such a motive is obvious to an impartial observer (Jones
& Wortman, 1973). For this reason, ingratiation (if it is
at least somewhat subtle) is often a highly successful
self-presentational ploy.
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2. Self-Promotion
Self-promotion is another common self-presentational
strategy. Here we seek to convince people of our
competence. This is not the same as ingratiation. With
ingratiation, we are trying to get people to like us. With
self-promotion, we are trying to get people to think we
are capable, intelligent, or talented.
3. Intimidation
Ingratiation and self-promotion are the most common
self-presentational strategies.
But there are others. Sometimes people want to be
feared. This is intimidation.
4. Exemplification
Another form of self-presentation is exemplification.
With exemplification,
people attempt to create the impression that they are
morally superior, virtuous, or righteous. Exemplification
is often portrayed by exaggerating the degree to which
one has suffered poor treatment at the hands of others
or has endured excessive hardships.
5. Supplication
A final form of self-presentation is supplication.
Supplication occurs when people publicly exaggerate
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their weaknesses and deficiencies. For example, in
earlier times, women were expected to play helpless
(rather than appear competent) in order to attract a
mate. Men do this as well, of course, as when a husband
claims to not know how to use the dishwasher or washing
machine. The more general point is that people will
sometimes exaggerate their incompetence and frailties if
doing so gets them what they want.
A. Role Internalization
Everyone is always and everywhere, more or less
consciously, playing a role. . . . It is in these roles that
we know each other; it is in these roles that we know
ourselves. (Park, 1926, p.137)
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people think about themselves. When asked to describe
themselves, people often respond with reference to the
social roles they play (e.g., I am a professor, a father, a
husband). This tendency to define ourselves in terms of
our social roles is not the only link between social roles
and self-conceptions, however. Each role we play carries
with it a set of behavioral expectations (e.g., judges are
expected to uphold the law) and assumptions about
personal characteristics (firefighters are expected to be
brave). These personal characteristics are of concern
here. In the course of playing social roles, people often
come to internalize role-relevant personal characteristics.
They come to see themselves as possessing the qualities
suggested by the roles they play. People thrust into new
social roles often come to view themselves as having the
very qualities that the role demands. In effect, by playing
the role, they become the part. This does not mean,
however, that individuals passively adopt the labels
implied by their social roles. Although the expectations of
some roles are rigid and unyielding, most are pliant and
allow room for interpretation. This allows people to bring
their own distinctive stamp to the roles they play.
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Accountability is one relevant factor. Individuals who
present an insincere or inauthentic impression to others
run the risk of being exposed as a fake or liar if their
attempts to create a false impression are discovered.
Being regarded as a fake is not a valued identity.
Consequently, this concern keeps people’s self-
presentations in line with their private self-views.
Obsessive Selfie-Taking
Activity 3
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Choose One
With all the social media that you can access using the
internet what do you most likely use and explain why?
Assessment
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Lesson 12: Learning to be a
better Person
“Learning is synthesizing seemingly divergent ideas and data.”
–Terry Heick
Overview
Students are still in the process of becoming a better
person in different aspects at this stage of development, their
brain’s functioning is a work in progress. Learning to be a better
person entails learning how to handle brain and the
corresponding behavioral changes that it undergoes
Specific Objectives
At the end of this lesson, students are expected to:
ACTIVITY 1
Draw a web diagram, inside the blank circles write the words
that corresponds with learning.
ACTIVITY 2
“Fast Talk”
1. Night or Day
2. Quiet or Noisy
3. With music or None
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4. Dim or bright light
5. With food or none
6. Home or coffee shop
7. With classmates or solo
ANALYSIS
Call students to explain about their choice.
ABSTRACTION
1. How Learning Happens in the Human Brain
Expounded by
Ford (2011),
learning happens
through a
network of
neurons where
sensory
information is
transmitted by synapses along the neural pathway and
stored temporarily in short-term memory, a volatile
region of the brain that acts like receiving center for the
flood of sensory information we encounter in our daily
lives. Once processed in short-term memory, our brain’s
neural pathways carry these memories to the structural
core, where they are compared with existing memories
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and stored in our long-term memory the vast repository
of everything we have ever experienced in our lives. This
process occurs in an instant, but is not always perfect. In
fact, as information races across billions of neuron’s
axons, which transmit signals to the next neurons via
synapse, some degradation is common. It is the main
reason why many memories are incomplete or many
include false portions that make up to fill the holes in the
real memory. When two neurons frequently interact, they
form a bond that allows them to transmit more easily and
accurately that leads to more complete memories and
easier recall. On the other hand, when two neurons rarely
interact, transmission is often incomplete that leads to a
faulty memory or no memory at all.
As an example, when students commute or when
employees get to work places they don’t really need to
think consciously about how to arrive at their
destinations. It becomes effort less because the trip had
taken many times already that the brain gets used to the
usual scenario every time it happens. Memory of how to
navigate gets rooted, such that, neurons which control
memory have communicated so often that they have
formed a tight bond like friends who became so overly
close like “bffs”.
During emotional reaction to fear, anger, laughter,
love, to name a few the emotion becomes part of the
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memory an strengthens it dramatically. This explains why
students who had the best emotions during an event in
their college years like the much awaited promenade, first
college sweetheart, first heartbreak, topping the final
examination, failing a subject, humiliated by a teacher,
etc., are most likely to remember the events with higher
accuracy than those who simply witnessed the event
without any emotional attachment to it. Hence, birth,
marriage, divorce and death of a loved one becomes
unforgettable.
Learning fundamentally requires the acquisition of
new information even from the moment a person is born.
What makes the brain search for unusual in the
environment is its natural curiosity. Stevens (2014)
emphasized that changes in the brain allow for faster,
stronger signaling between neurons as the brain learn
new skill, but the best way to speed up those signals is to
slowly introduce new information to the head.
2. Metacognition
One amazing wonder of brain is capable of doing
besides learning, which is something that everyone is
expected to do, is learning to learn. College students’
state of mind may have learned component skills that
allow them to perform a task, or had completed steps
toward producing a product but they are not actually
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learning and mastering knowledge. Introducing
metacognition in this chapter gives students the ability to
control and direct their learning experience to develop
powerful skills that can directly relate to their academic
and career success.
Perras (2014) has mention these descriptions of
the word, metacognition: According to Pierre Paul Gagne
et al. (2009): “Metacognition enables students to be more
active in their learning, i.e., to mobilize all of their
resources in order to have a successful learning
experience. In order to this, they must know how they
learn and be aware of the steps that are followed and the
means that are used to acquire knowledge, solve
problems, and perform tasks.” [Unofficial translation]
According to LD online Glossary (2014),
metacognition is the process of “thinking about thinking.”
For example, good readers use metacognition before
reading when they clarify their purpose for reading and
preview the text. So in other words, metacognition is
understanding and awareness of one’s own mental or
cognitive processes. Here are some examples of
metacognition:
● A student learns about what things help him or her
to remember facts, names and events
● A student learns about his or her own style of
learning.
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● A student learns about which strategies are most
effective for solving problems.
Cognitive Strategies
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STRATEGIES DEFINITION BENEFIT
Rehearsal Reciting items to be Believe to influence the
learned from a list attention and coding
process. It does not
seem to help students
connect current in
formation.
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Analyzing Problem-solving Assists students with
critical thinking applying previous
knowledge to new
situations in order to
solve problems and/or
reach decisions.
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can sense that he/she will understand the text better if
he/she creates an outline (cognitive).
ACTIVITY 3
“Venn Diagram”
ASSESSMENT
Direction: Choose the correct answer.
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1. Below are true on how a person learn, EXCEPT ONE.
A. learning happens through a network of neurons
B. information is transmitted by synapses along the
neural pathway and stored temporarily in long-term
memory
C. a volatile region of the brain that acts like receiving
center for the flood of sensory information
D. our brain’s neural pathways carry these memories to
the structural core
2. According to LD online Glossary (2014), metacognition is
the process of:
A. Thinking by Doing
B. Learning by Doing
C. Thinking about thinking
D. Learning about learning
3. Below are the types of learning strategies and supports:
Cognitive, EXCEPT
A. Learning
B. Elaboration
C. Analyzing
D. Organization
4. What study strategy refers to any form of testing for
learning which a student is able to do on his or her own.?
A. Elaborative interrogation
B. Self-explanation
C. Distributed practice
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D. Practice testing
5. What study strategy is likely to involve the reading and
comprehension of text, as well as the ability to identify
the most important information within it and to
encapsulate it briefly in one’s own words.
A. Practice over time.
B. Questioning and explanation
C. Producing summaries of texts
D. Highlighting and underlining portions of text
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Lesson 13: Setting Goals for
Success
“The pessimist sees difficulty in every opportunity. the optimist
sees opportunity in every difficulty.”
– Winston Churchill
Overview
Students are bound to face multifarious tasks,
overlapping with other roles they portray at different social
institutions. Enlightening them with which goals they are to
track would ease their minds in possible dilemma.
Specific Objectives
At the end of this lesson, students are expected to:
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3. Realize the importance of setting goals in life
Activity 1
“Picture Me"
ACTIVITY 2
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“My Goal Ladder”
Direction: Draw a ladder, in every step write the things you will
do to achieve your goal.
Analysis
Look at your ladder and answer the questions below
ABSTRACTION
Ryan (1970)
as cited by Locke &
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Latham (2002), premised that conscious goals affect action,
thus, a goal is the object or aim of an action. A college student's
academic goal is to fulfill the course requirements and pass all
examinations to graduate on time for the length of the program
he/she is taking. Goals affect performance through four
mechanisms (Locke, 2002):
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Students' goals can be achieved only if they are worthy of
believing these goals can be achieved. As Gandhi perfectly
understood the essential role of self-belief in the students' lives:
"Your beliefs become your thoughts. Your thoughts become your
words. Your words become your actions. Your actions become
your habits• Your habits become your values. Your values
become your destiny.”
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Albert Bandura (1994) as cited by Weibell (2011) defined
self-efficacy as "people's beliefs about their capabilities to
produce designated levels of performance that exercise
influence over events that affect lives." Increasing a person's
self-efficacy increases his/her ability to deal with a potentially
averse situation.
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4. Loosen their efforts and give up quickly in the face of
difficulties
5. Are slow to recover their sense of efficacy following
failure or setbacks
6. Fall easy victim to stress and depression
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he/she will feel more capable and have higher beliefs
of self-efficacy.
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People with growth mindset see their qualities as things
that can be developed through their dedication and effort. They
are brainy and talented, but that is just the starting point. They
understand that no one has ever accomplished great things
without years of passionate practice and learning. This is based
on the belief that their basic qualities are things they can
cultivate through their efforts. Although people may differ in
every which way, in their initial talents and aptitudes, interests,
or temperaments, everyone can change and grow through
application and experience (Dweck, 2006).
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Four (4) Simple Steps to Begin Changing Mindset
1. Learn to hear your fixed mindset "voice."
2. Recognize that you have a choice.
3. Talk back to it with a growth mindset voice.
4. Take the growth mindset action.
4. Goal-Setting Theory
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specific, with a definite time set for
completion, there is less
misunderstanding about what behaviors
will be rewarded.
2. Challenge One of the most important
characteristics of goals is the level of
challenge. People are often motivated by
achievement, and they'll judge a goal
based on the significance of the
anticipated accomplishment. When one
knows that what he or she does will be
well received, there is a natural
motivation to do a good job. When setting
goals, make each goal a challenge. If an
assignment is easy and not viewed as
very important, then the effort may not
be impressive.
3. Commitment. Goals must be understood
and agreed upon if they are to be
effective. It means that goals should be
consistent and in line with previous
expectations. The harder the goal, the
more commitment is required. If a goal is
easy, there's no need for a lot of
commitment to get it done. Working on a
difficult assignment means more likely to
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encounter challenges that require a
deeper source of inspiration and incentive.
4. Feedback. This provides opportunities to
clarify expectations, adjust goal, difficulty,
and gain recognition. It is important to
provide benchmark opportunities or
targets, so individuals can determine for
themselves how they are doing.
5. Task Complexity. For goals or
assignments that are highly complex, take
special care to ensure that the work
doesn't become too overwhelming. People
who work in complicated and demanding
roles probably have a high level of
motivation already. However, they can
push themselves too hard if measures are
not built into the goal expectations to
account for the complexity of task. It is
therefore important to do the following:
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is expected and required for
success.
ACTIVITY 3
“FUTURE YOU”
Direction: Think about the future, ten years from now same
day same hour what do you think you’re doing? (recitation)
ASSESSMENT
Write an essay by answering the given question below. (Rubric
is used for rating the essay). Submit your output using your
moodle accounts.
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Lesson 14: TAKING CARE OF
ONE'S HEALTH
“Feelings come and go like clouds in a windy sky. Conscious
breathing is my anchor.” —Thích Nhất Hạnh
Overview
What is it about new technology that is making many of
us anxious and stressed specially the new generation? Students
posting and uploading online their sentiments about life,
studies, heartbreaks and etc. that causes their stress.
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In this lesson where going to talk about stress and how to
cope up with it.
Specific Objectives
At the end of this lesson, students are expected to:
Activity 1
Draw a symbol that best illustrates your stress level
today. Explain.
Activity 2
Using a diagram list down the things or events that cause
your stress.
Analysis
Based on your answers on activity 2 explain the reason
why those things cause your stress.
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Abstraction
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in the body to bring about specific physiological, psychological,
and emotional changes that enhance the body's ability to deal
with the threat, to either fight with or flee from it (Folk,2017)
2. Sources of Coping
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Optimism refers to the outcome expectancies that good things
rather than bad things will happen to the self (Scheier et.al
1994).
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Stress is mediated through culture: from the very nature of
the stressors, to the ways we respond to the stress.
Understanding this local context might help us develop more
culturally appropriate, and therefore more effective, ways to
deal with stress.
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But the scenes of smiling and laughing Filipinos, singing and
dancing (and drinking) away can be deceptive. Quite often, we
deal with stress by trying to be "happy" masaya, which is really
more of an externalized merriment. "Pagsasaya" is social
camaraderie, it's making cheer and quite often we do it precisely
because there have been unhappy events, stressful events. The
best example can be that of death — our wakes are notorious
for its merry-making, but that, precisely, is part of our
stress-coping mechanism.
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expressed through the body. Culturally, too, people may attach
labels that don't quite reflect the actual part of the body that's
affected, as when they say that they're suffering from nerbyos
or "nerves." Nerbyos doesn't necessarily mean being nervous;
it's often hypertension or high blood pressure, for example, and
a health professional or caregiver may miss the problem.
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● It improves both physical and mental health by reducing
the effects of prolonged stress on mind and body.
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include the desire to help. Altruism, in turn, is the kind, selfless
behavior often prompted by feelings of compassion, though one
can feel compassion without acting on it, and altruism isn't
always motivated by compassion (Greater Good Science Center,
2017).
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being. When people got sentient, they also got global;
sentient is the highest moral virtue.
● Heroic Compassion is like altruism with a risk. It has
two forms: Immediate Heroic Compassion is when,
without thought, one jumps onto the MRT tracks to rescue
someone. It is impulsive. Considered Heroic Compassion
isn't done impulsively; it is done with thought, and it can
be maintained for many years.
ACTIVITY 3
“Compare”
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Direction: Draw a Venn diagram. Compare physiological
stressors and psychological stressors.
Assessment
Describe how you experience stress. How did you
overcome your stress? Write down your thoughts in no less than
250 words. Submit your output using your moodle account.
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