Understanding The Self

Understanding the Self
Gualolarina C. Fernandez, RGC

Mayra Christina M. Ambrocio, DEM
Ervin D. Espinosa
Arnold D. Alcaraz
Josephine C. Bermudez
Laurice M. Capila
Aldon M. Francia
Arceli W. Romasanta
Christian P. Tan
i|G E N E D G E M / S O C S C I 4 / PRELIM
LAGUNA UNIVERSITY
Vision
Laguna University shall be a socially responsive educational institution of

choice providing holistically developed individuals in the Asia-Pacific Region.
Mission
Laguna University is committed to produce academically prepared and

technically skilled individuals who are socially and morally upright.
ii
Course Code: GE 1
Course Name: Understanding the Self
Course Description: The course deals with the nature of identity, as well as
the factors and forces that affect the development and maintenance of personal
identity. The directive to Know Oneself has inspired countless and varied ways
to comply. Among the questions that everyone has had to grapple with one at a
time or other is “Who am I?” at no other period is this question asked more
urgently that in adolescence- traditionally believed to be a time of vulnerability
and great possibilities. Issues of self and identity are among the most critical
for the young.
Course Intended Learning Outcomes (CILO):

At the end of the course, students should be able to:
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
disciplines and perspectives.
3. Examine the different influences, factors, and forces that shape the self.
4. Demonstrate critical and reflective thought in analyzing the development
of one’s self and identity by developing a theory of the self.
5. Explore the different aspects of self and identity.
6. Demonstrate critical, reflective thought in integrating the various aspects
of self and identity.
7. Identify the different forces and institutions that impact the development
of various aspects of self and identity.
8. Examine one’s self against the different aspects of self-discussed in class.
9. Understand the theoretical underpinnings for how to manage and care
for different aspects of self.
10. Acquire and hone new skills and learning for better managing of one’s
self and behaviors.
11. Apply these new skills to one’s self and functioning for a better quality of
life.
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Course Requirements:
▪ Assessment Tasks - 60%
▪ Major Exams - 40%
____
Periodic Grade 100%
Prelim Grade = 60% (Activity 1-4) + 40% (Prelim exam)

Midterm Grade = 30% (Prelim Grade) + 70 % [60% (Activity 5-7)
+ 40% (Midterm exam)]
Final Grade = Total CS + Final Exam x 70% + 30% of the
Midterm
Final Grade = 30% (Midterm Grade) + 70 % [60% (Activity 8-10)

+ 40% (Final exam)]
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Table of Contents
Module 1: The Self from Various Perspectives: Philosophical View of

Self
Introduction 1
Learning Objectives 1
Lesson 1. Philosophical View of Self 2
Lesson 2. The Philosopher and Their Views 3
Module 2: The Self from Various Perspectives: Anthropological View

Introduction 15
Learning Outcomes 15
Lesson 1: The Self in Differing Cultural Context 16
Lesson 2: Culture and Theoretical Perspectives 21
Lesson 3. Culture and Concepts of Self 23
Lesson 4. The Self in Family 27
Lesson 4. Building Family Traditions 30
Module 3: The Self from Various Perspectives: Sociological,

Psychological and Physical View
Introduction 42
Lesson 1: Sociological View of Self 43
Lesson 2: Psychological View of Self 46
Lesson 3. Physical Self: Physical Growth, Development and Maturation 53
Lesson 4. Physical Self: Environmental factors Affecting Physical Self 57
Module 4. Unpacking the Self

Introduction 80
Lesson 1. The Sexual Self: The Male Reproductive System 81
Lesson 2. The Sexual Self: The Female Reproductive System 84
Lesson 3. The Sexual Self: The Erogenous System 87
Lesson 4. The Diversity of Sexual Orientation 90
Lesson 5. Gender Identity and Expression 92
Lesson 6. Sexually Transmitted Diseases 93
Lesson 7. Natural and Artificial Methods of Contraception 96
1
List of Figures
Figure Description
1.1 Who Am I? 2
1.2 Socrates 3
1.3 Plato 4
1.4 St. Augustine 4
1.5 Thomas Aquinas 5
1.6 Rene Descartes 5
1.7 David Hume 6
1.8 Immanuel Kant 6
1.9 John Locke 7
2.1 Culture, Self, Personality 17
2.2 Dimensions of Personality 18
2.3 Agreeableness 19
2.4 The Big Five of Culture, Self, Personality 20
2.5 Sigmund Freud 21
2.6 Cognitive Consistency Model 22
2.7 Graphical Illustration of Independent and Interdependent 24
Selves
2.8 Agreeableness and Neuroticism 24
2.9 The self and Family 27
2.10 Family 28
2.11 Family Relationship Cycle 29
2.12 Family Traditions 30
3.1 The Society 44
3.2 Freudian Stages of Psychosexual Development 48
3.3 Nature and Nurture 53
3.4 Stages of Human Growth and Development 54
3.5 The Variability of Body Types 56
4.1 The Male Reproductive System 81
4.2 The Female Reproductive System 84
4.3 The Erogenous Zone 87
2
MODULE 1
THE SELF FROM DIFFERENT PERSPECTIVES:
PHILOSOPHICAL VIEW OF SELF
Introduction
This part seeks to understand the construct of the self from various
disciplinary perspectives: philosophy, sociology, anthropology, and psychology as
well as the more traditional division between the East and the West, each seeking to
provide answers to the difficult but essential question of “What is the self?” And
raising, among others, the question: “Is there even such a construct as the self?”
Learning Outcomes
At the end of this module, students should be able to:
1. State the meaning of the self, according to the different philosophers

2. Understand the construct of the self from various perspectives
3. Appreciate its importance to one-self
1
Lesson 1. Philosophical View of Self
The video “Who am I (Short Film)” was awarded “First Place at the Prize of the
Canadian Bureau for International Education Video Contest 2014.* It was filmed at the
University of Calgary, Canada. The short film depicts each student’s description of
themselves (Before the discussion, watch the video, “Who am I (Short Film)” with URL:
https://youtu.be/t2luv-Au2MM. (Alhabib, 2014)
Figure 1.1. Who am I (Short Film) by Alhabib (2014?)
2
Lesson 2. Philosophical View of the Self
The following are the philosophers and their views on self.
Socrates: “Know Thyself”
Socrates (c. 469 BC – 399 BC) was a classical Greek philosopher and is one the
founders of Western philosophy. He is known chiefly through the writings of his students
Plato and Xenophon, and the plays of his contemporary Aristophanes. Socrates spent his
days walking about the marketplace of Athens urging people to question and examine how
they were living (Famous Philosophers, 2013).
Figure 1.2. Socrates

“Without this work on yourself, life is worthless”- Socrates
(Philosophy & Philosophers - Thoughts & Quotes from the smartest philosophers, 2019)
3
Plato: The Ideal Self, the Perfect Self
Plato, through the words of Socrates, asserts that societies have a tripartite class
structure corresponding to the appetite, spirit, reason structure of the individual soul. The
appetite, spirit, reason stand for different parts of the body. The body parts symbolize the
castes of society. (Plato - Philosophy - The State, 2020)
Figure 1.3. Plato

“The Essence of knowledge is self-knowledge”- Plato (Turner, n.d.)
St. Augustine
Augustine of Hipponesis was an early Christian theologian and philosopher who

lived from approximately 354 AD to 430 AD. He was the bishop of Hippo Regius, which is
modern - day Algeria. Having adapted Classical thought to create a powerful theological
system and having helped lay the foundation for much of medieval and modern Christian
teaching, St. Augustine is perhaps the most significant Christian thinker after St. Paul. He
approaches the theme of humanity with particular tools that include experience, reason and
language. (Donnel, 2020)
Figure 1.4. St. Augustine (Donnel, 2020)
4
Thomas Aquinas
Aquinas begins his theory of self – knowledge from the claim that all our self -
knowledge is dependent on our experience of the world around us. For Aquinas, we don’t
encounter ourselves as isolated minds or selves, but rather always as agents interacting
with our environment (Cory, n.d.).
Figure 1.5. Thomas Aquinas

“We don’t encounter ourselves as isolated minds or selves, but rather always as
agents interacting with our environment.” – St. Thomas Aquinas (Cory, n.d.)
Rene Descartes
René Descartes is often credited with being the “Father of Modern

Philosophy.” This title is justified due both to his break with the traditional Scholastic-
Aristotelian philosophy prevalent at his time and to his development and promotion of the
new, mechanistic sciences Educated by Jesuits in traditional Aristotelian philosophy (Skirry,
2020). He believed that the mind is the seat of our consciousness. Because it houses our
drives, intellect, and passions, it gives us our identity and our sense of self.
Figure 1.6. Rene Descartes

“I think, therefore I am”
“It is not enough to have a good talent; the main thing is apply it well.” – Rene Descartes
David Hume: The self is a bundle, Theory of Mind
5
Davis Hume is Scottish philosopher, historian, economist, and essayist known
especially for his philosophical empiricism and skepticism. He created the Bundle Theory by
18th Century Theory in which an object consists only of a collection (bundle) of properties.
According to bundle theory, an object consists of its properties and nothing more (Cranston,
2020). Hence, there can’t be an object without properties nor can one even conceive of such
an object.
Figure 1.7. David Hume

“All knowledge degenerates into probability.” –David Hume (Cranston, 2020)
Immanuel Kant: Respect for Self
Morality is about respect for persons. Kant wished to justify a conviction in physics as
a body of universal truth. The other being to insulate religion, especially a belief in
immortality and free will. In Kant’s thought there are two components of the self: 1. Inner self
2. Outer self.
Figure 1.8. Immanuel Kant

“Thoughts without content are empty, intuitions without concepts are blind” –Immanuel Kant
(Groundwork of the Metaphysics of Morals (Chap. II), n.d.)
John Locke: Personal Identity
6
He considered personal identity or the self) to be founded on consciousness (viz.
memory), and not on the substance of either the soul or the body (World Heritage
Encyclopedia, n.d.). According to him, personal identity (the self) “depends on
consciousness, not on substance” nor on the soul. Identify involves ‘sameness at a time’ or
‘sameness over time’. (John Locke, an Essay Concerning Human Understanding, 2016)
Figure 1.9. John Locke

“Personal identity depends on consciousness not on substance.” –John Locke
(John Locke, An Essay Concerning Human Understanding, 2016)
7
ASSESSMENT TASK 1-1
Instruction: Comparative Analysis: Write the name of the seven philosophers,

state their concept of the self and write an analysis based on their definitions.
Name of Philosopher Meaning of The Self Analysis

1.
2.
3.
4.
5.
6.
7.
8
ASSESSMENT TASK 1-2
Instruction: In one whole sheet of short bond paper (hand written), answer the
following questions with all your honesty.
“Myself”
I. Introduction
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
II. Body
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
III. Conclusion
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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ASSESSMENT TASK 1-3
Tell something about you, your characteristic hobbies and goals in life.
“Myself”
POST YOUR PICTURE HERE
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ASSESSMENT TASK 1-4
I. Choose the correct answer.
1. He defined self as “unexamined life is not worth living.”

a. Plato b. Socrates c. St. Augustine d. St. Aquinas
2. For him, the ideal self is the perfect self.
3. He approaches the theme of humanity with particular tools that include
experience, reason and language.
4. For him, we don’t encounter ourselves as isolated minds or selves, but rather
always as agents interacting with our environment.
5. He stated that morality is about respect for persons.
a. Immanuel Kant b. Rene Descartes c. David Hume d. John Locke
6. According to him, “the self is a bundle theory of mind.”
a. John Locke b. David Hume c. Rene Descartes d. Plato
7. He believed that the mind is the seat of our consciousness. Because it houses
our drives, intellect, and passions, it gives us our identity and our senses of self.
a. Plato b. Socrates c. Rene Descartes d. John Locke
8. According to him “personal identity (the self) depends on consciousness, not on
substance or on the soul.”
a. Kant b. Socrates c. Rene Descartes d. John Locke
9. He considered personal identity (or the self) to be founded on consciousness
(vis a vis memory), and not on the substance of either the soul or the body.
10. It involves ‘sameness at a time’ or ‘sameness over time’.
a. Self b. Identity c. Mind d. Soul
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II. Choose the correct answer.
1. He believed that the mind is the seat of our consciousness. Because it houses
our drives, intellect, and passions, it gives us our identity and our senses of self.
2. According to him “personal identity (the self) depends on consciousness, not on
substance or on the soul.”
a. Kant b. Socrates c. Rene Descartes d. John Locke
3. He considered personal identity (or the self) to be founded on consciousness
(viz.a. viz memory), and not on the substance of either the soul or the body.
4. It involves ‘sameness at a time’ or ‘sameness over time’
a. Self b. Identity c. Mind d. Soul
5. He defined self as “unexamined life is not worth living.”
6. For him, the ideal self is the perfect self.
7. He approaches the theme of humanity with particular tools that include
experience, reason and language.
8. For him, we don’t encounter ourselves as isolated minds or selves, but rather
always as agents interacting with our environment.
9. He stated that morality is about respect for persons.
a. Immanuel Kant b. Rene Descartes c. David Hume d. John Locke
10. According to him, “the self is a bundle theory of mind.”
a. John Locke b. David Hume c. Rene Descartes d. Plato
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SUMMARY
The chapter on personal identity set the terms of all subsequent discussion of the
notion up to the present day. Identity involves ‘sameness at a time is non-controversial; it
merely amounts to saying” a thing is what it is and not something else” (‘sameness’ falls out
of or is a consequence of the notion of a ‘thing’). All doubts, confusions, or controversies
about identity concern sameness over time. The doubts, confusions, or controversies arise
because we are not careful to ask or inquire about. What exactly we think is or is not the
same over time.
13
REFERENCES
Alhabib, E. (2014, October 11). Who Am I? (Short Film). Retrieved from YouTube.com:
https://www.youtube.com/watch?v=t2luv-Au2MM
Cory, T. S. (n.d.). Thomas Aquinas – Toward a Deeper Sense of Self. Retrieved from
http://www.cambridgeblog.org/2014/01/thomas-aquinas-toward-a-deeper-sense-
of-self/
Cranston, M. (2020, August 21). David Hume. Retrieved from Britannica:

https://www.britannica.com/biography/David-Hume
Donnel, J. O. (2020, August 24). St. Augustine. (Encyclopedia Britannica, Inc.) Retrieved
from Britannica: https://www.britannica.com/biography/Saint-Augustine
Famous Philosophers. (2013). Retrieved from http://famous-philosophers.com/socrates/
Groundwork of the Metaphysics of Morals (Chap. II). (n.d.). Retrieved from GENIUS:
https://www.goodreads.com/quotes/839604-thoughts-without-content-are-empty-
intuitions-without-concepts-are-blind
It is not enough to have a good mind, the main thing is to use it well. (2013, July 4).
Retrieved from Philosiblog: https://philosiblog.com/2013/07/04/it-is-not-enough-to-
have-a-good-mind-the-main-thing-is-to-use-it-well/
John Locke, an Essay Concerning Human Understanding. (2016, May 23). (Goodreads,
Inc.) Retrieved from goodreads: https://www.goodreads.com/quotes/7483188-
personal-identity-depends-on-consciousness-not-on-substance
Skirry, J. (2020). René Descartes (1596—1650). DOI: ISSN 2161-0002
Turner, G. (n.d.). Retrieved from https://www.quora.com/How-does-Plato-define-the-word-

self
14
World Heritage Encyclopedia. (n.d.). Project Gutenberg Self-Publishing Press. (Project
Gutenberg Self-Publishing Press) Retrieved from
http://www.self.gutenberg.org/articles/eng/personal_identity
15
MODULE 2
THE SELF FROM DIFFERENT PERSPECTIVES:
THE ANTHROPOLOGICAL VIEW
Introduction
Every society is individualized; we feel at ease talking about individuals and we

study individual behavior through psychology and psychoanalysis. Yet anthropology teaches
us that individual approach is only one of many ways of looking at ourselves. The
anthropological view of the self-explores the role that selfhood plays in defining human
society, and each human individual in that society. It considers the genetic and cultural
origins of the self, the role that self plays in socialization and the types of self we generate in
our individual journeys to and through adulthood.
“Culture is the acquired pain of glasses through which we see life.” - Mbarek A.
Morocco”
Learning Outcomes
1. State the meaning of the self, according to the different philosophers

2. Understand the construct of the self from various perspectives
16
Lesson 1. The Self in Differing Cultural Context
Definition of Terms
1. Anthropology – “Anthropology is the science of humanity which studies

human beings in aspects ranging from the biology and evolutionary history of
Homo sapiens to the features of society and culture that decisively distinguish
humans from other animal species.” (Rafferty, 2020))
2. Culture – “Culture is the characteristics and knowledge of a particular group

of people, encompassing language, religion, cuisine, social habits, music and
arts.” (Zimmermann, 2017)
3. Self – “The set of someone's characteristics, such as personality and ability,

that are not physical and make that person different from other people.”
(Cambridge Dictionary, 2020)
4. Personality – “Personality refers to individual differences in characteristic

patterns of thinking, feeling and behaving.” (American Psychological
Association, n.d.)
5. Responsibility – “Responsibility is also the obligation of an individual to

perform the duty or task assigned to him.” (Toppr, 2019)
6. Attitude – “Attitude, in social psychology, a cognition, often with some degree

of aversion or attraction (emotional valence), that reflects the classification
and evaluation of objects and events.” (The Editors of Encyclopaedia
Britannica, 2013).
17
Culture, Self, and Personality
Culture’s Impact on Personality

• The human personality and how it develops has stimulated the interest of
scholars.
Figure 2.1. Culture, Self, and Personality (Cherry, 2020)
According to Cherry (2020), personality is something that people tend

to think a lot about. When we meet new people, whether through work,
school, or social events, it is often their personality on which we immediately
focus.
Role of Culture
• Theoretical controversial becomes more pronounced underscoring the need for

a cross-cultural perspective psychology.
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Five (5) Basic Dimensions of Personality “The Big Five”
There are the 5 basic dimensions of personality, called as the “The Big Five”
(The Big Five Personality Traits, n.d.).
Figure 2.2. Dimensions of Personality

(The Big Five Personality Traits, n.d.)
The following are the 5 basic dimensions of personality, called as the “The
Big Five” (The Big Five Personality Traits, n.d.):
Openness
People who are high in this trait tend to be more adventurous and
creative. People low in this trait are often much more traditional and may
struggle with abstract thinking. (Psychology: Five Big Traits, n.d.)
Conscientiousness
Highly conscientious people tend to be organized and mindful of

details. They plan ahead, think about how their behavior affects others, and are
mindful of deadlines. (Psych final, n.d.)
19
While people who are low in this trait tend to dislike structure and
schedules, procrastinate important tasks, and fail to complete the things they
are supposed to do.
Extroversion
People who are high in extraversion are outgoing and tend to gain
energy in social situations. People who are low in extraversion (or introverted)
tend to be more reserved and have to expend energy in social settings. (The
Big Five Personality Traits, n.d.)
Agreeableness
Figure 2.3. Agreeableness in the Big 5 Theory of Personality

(Fraser-Thill, n.d.)
People who are high in agreeableness tend to be more cooperative

while those low in this trait tend to be more competitive and sometimes even
manipulative (Fraser-Thill, n.d.).
Neuroticism
Individuals who are high in this trait tend to experience mood swings,
anxiety, irritability, and sadness. Those low in this trait tend to be more stable
and emotionally resilient. To easily remember the 5 traits you can remember
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OCEAN (openness, conscientiousness, extroversion, agreeableness, and
neuroticism) or CANOE (conscientiousness, agreeableness, neuroticism,
openness, and extroversion (The Big Five Personality Traits, n.d.)
Agreeableness (cooperative,
trustworthy, good-natured)
Figure 2.3. “The Big Five” of Culture, Self, and Personality

(The Big Five Personality Traits, n.d.)
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Lesson 2. Culture and Theoretical Perspectives
There are three (3) contrasting views of personality development:
1. Conflict Model (Freud)

2. Fulfillment Model (Humanistic)
3. Consistency Model (Cognitive)
Freud’s Intra-Psychic Model / Conflict Model
As stated in Jules Henry’s “Culture against Man,” culture plays an inhibitory or

repressing role. Freud believed that events in our childhood have a great influence on our
adult lives, shaping our personality (Sigmund Freud, 2018).
As an example, anxiety originating from traumatic experiences in a person's past is

hidden from consciousness, and may cause problems during adulthood. (Sigmund Freud,
2018).
Figure 2.4. Sigmund Freud

(Sigmund Freud, 2018)
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The Humanistic / Existential Model Fulfilment Model
According to Bronislaw Malinowski, culture provides various channels for self-

realization (Culture and Self, n.d.).
Malinowski was one of the most colorful and charismatic social scientists of the
twentieth century; a Founding Father Of British Social Anthropology between the two world
wars, his quasi-mythical status has fascinated his disciplinary descendants who continue to
measure themselves against his achievements (Young, 2014 ).
The Consistency or “Cognitive” Model
Personality is mostly learned, represents the history of feedback from interacting with
the world (Culture and Self, n.d.). The role of culture is to reduce anxiety. Culturally based
routines enable predictable patterns or behavior which in turn keep anxiety low. Culture
provides structure and meaning in our lives (Culture and Personality - UTSA, 2020).
Cognitive consistency can be defined as the concept that individuals have a preference for
their thoughts, beliefs, knowledges, opinions, attitudes, and intents to be congruent, which is
to say that they don’t contradict each other. (Cognitive Consistency, 2020)
Figure 2.5. Cognitive Consistency Model (Cognitive Consistency, 2020)
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Lesson 3. Culture and Concepts of Self
Our sense of self is at the core of our being, and consciously and unconsciously,
influences our every thought, action, and feeling.
Independent and Interdependent Selves
Independent Construal of Self
• To maintain the independence of the individual as a separate, self-contained entity.

Focused on personal, internal attributes individual ability, intelligence, personality
traits, goals or preference suppressing them in public and confirming them in private.
While personality traits are relatively stable over time, they can and often do
gradually change across the life span (Sussex Publishers, LLC).
• Self-construal refers to the way in which a person thinks about and defines the self.
Importantly, self-construal is not only a way of viewing oneself but also a way of
understanding one’s relationship to the larger social wor (Independent Self-
Construals, n.d.)
Interdependent Construal of Self
• To fit in and maintain the interdependence among individuals. The self is unbounded,
flexible, and contingent on context (Intercultural chapter 13 & 14, n.d.) . The most
salient self is defined in relationships.
• For example, a woman may have very different personal qualities when at work than
when she is at home with her children Social Perception and Social Cognition, n.d.).
All of this does not mean that people with an interdependent construal of
self have no knowledge of their personal attributes that are unique to themselves and
independent of context. Rather, these internal attributes are less salient in
consciousness, just as we don’t automatically define ourselves in terms of our
relationships. (Social Perception and Social Cognition, n.d.)
24
A way to visualize the difference between independent and interdependent
construals of the self is to see the independent self as having no overlap with the
significant others in our lives, while the interdependent self has substantial overlap
(Social Perception and Social Cognition, n.d.).
Figure 2.6. Graphical Illustration, Independent and Interdependent Selves

(Social Perception and Social Cognition, n.d.)
Bold X’s = most salient self
Agreeableness (cooperative,
trustworthy, good-natured)
Neuroticism (tendency toward

unstable emotions)
Figure 2.7. Agreeableness and Neuroticism
Consequences
Self-Perception
Several studies have supported the notion that with an independent self,
internal attributes are most salient and less salient for interdependent selves.
25
People in different cultures have strikingly different construals of the self, of
others, and of the interdependence of the 2. These construals can influence, and in
many cases determine, the very nature of individual experience, including cognition,
emotion, and motivation. (Markus & Kitayama, n.d.)
Social Explanation
• Self-construal serves as a cognitive template for interpreting behaviors of others

as well.
• Those with independent selves assume other people are the same, while
interdependent selves assume the opposite.
The study of Wei, MIao, Cai, & Adler (2012) examined the effect of self-
construal and co-consumption others on consumer complaining behavior
following a service failure. Based on an experimental study with a sample of 202
in a restaurant context, MANCOVA results revealed significant effects of self-
construal on voice response and switching behavior. The results also showed a
significant interaction effect of self-construal and the presence of co-
consumption others on switching behavior.
The findings shed light into the intrapersonal and interpersonal dynamics at
work when consumers react to service failure (Wei, et al., 2012),
Achievement Motivation or Need for Achievement
• Independent Construal – excellence linked to individual’s tendency to push

himself or herself ahead and see individual success. (Giacomin M., 2017)
• Interdependent Construal – excellence sought to achieve broader social goals.

Motivated by collective or group achievement.
26
Giacomin (2017) defines Interdependent and independent self-construals
refer to different cognitive representations of the self that people may hold. Those
with an independent self-construal view internal attributes, such as traits, abilities,
values, and attitudes as central to their sense of self. Those with an
interdependent self-construal, in contrast, view their close relationships, social
roles, and group memberships as central to their sense of self (Giacomin M.,
2017).
Self-Enhancement
A collection of psychological processes by which individuals reinforce or

enhance their self-esteem (Chapter 13 Global, n.d.).
\ocial Connotation of Emotion (Positive and Negative)
Socially disengaged emotions tend to separate or disengage the self from social
relationships and to promote the perceived independence of the self from those
relationships.
Socially engaged emotions further engage and assimilate the self in the relationship
and enhance the perceived interdependence of the self with relevant others.
Social Connotation and Indigenous Emotions (Culture-specific emotions)
Happiness – most generic, unqualified state of feeling good (relaxed, elated, and
calm). People experience this feeling when they have successfully accomplished the
cultural task involving either independence or interdependence.
27
Lesson 4. The Self in Family
What is a Relationship?
It is an interaction between two or more people. It is the way in which two or

more people, talk to, behave and deal with each other (English Language Learners
Definition of relationship, n.d.)
Who are involved in a Family Relationship? (We Have Kids, n.d.)

• Parents
• Siblings
• Grandparents
• Aunts and Uncles
• Cousins
• Others?
Figure 2.8. The self and Family

(Source:https://d2gg9evh47fn9z.cloudfront.net/800px_COLOURBOX22567806.jpg)
28
What is your role/responsibility in your family?
• How would you describe it?

• How do you think it came about?
• What life experiences have helped to shape it?
Figure 2.9. Family (We Have Kids, n.d.)
How can your attitude and behavior affect your family relationships?
They will either help STRENGTHEN or DESTROY them. (Family Relationships, n.d.)
Table 3.1. Strengthen or Destroy
STRENGTHEN DESTROY
Showing appreciation Refrain from giving affection
Giving affection Withholding emotions
Being committed Avoiding certain family members
Spending time together Using destructive communication
Building traditions Withdrawal from family
Utilizing creative problem solving

Practicing constructive
communication
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Responsibility, Trust, and Freedom
“Being responsible builds trust.

Trust gains you more freedom.
What you do with your freedom builds more trust.
If you are trustworthy, you will have more responsibilities.”
(Family Relationships, n.d.)
Below is the Responsibility, Trust, and Freedom Cycle:
Figure 2.10. Family- Relationships Cycle

(Family Relationships, n.d.)
29
Lesson 5. Building Family Traditions
What are Traditions?
These are:
• Behaviors and activities you participate in over and over again.

• Traditions can be big or small and are unique to each family. (Family
Relationships, n.d.)
Figure 2.11. Family Traditions

(Celebrate Christmas with your family this year, 2018)
Why are Traditions important?
Traditions are important because of the following factors:
• Provides a source of identity (Family Relationships, n.d.)

• Strengthens family bonds
• Offers comfort and security
• Opportunity to teach values
• Chance to pass on cultural heritage
• Connects the generations
• Creates lasting memories (Family Relationships, n.d.)
30
ASSESSMENT TASK 2-1
Write a short essay on: how is your personal attitude and behavior affecting your
family?
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31
ASSESSMENT TASK 2-2
Instruction: Arrange the diagram accordingly by putting a trait that corresponds to the given
below.
1. 2.
Openness
3. 4.
Conscientiousness
5. 6.
Extroversion
7. 8.
Agreeableness
9. 10.
Neuroticism
32
ASSESSMENT TASK 2-3
Instruction: In one sentence, discuss the following succinctly.
1. Culture and Theoretical Perspectives
a. Conflict Model
b. Fulfillment Model
c. Consistency Model
2. Independent and Interdependent Selves
d. Independent Construal of Self
e. Interdependent Construal of Self
3. Achievement Motivation or Need for Achievement
a. Independent Construal
b. Interdependent Construal
33
4. Social Connotation of Emotion
f. Socially disengaged emotions
g. Socially engaged emotions
34
ASSESSMENT TASK 2-4
Instruction: The followings are familiar Filipino expressions or "sayings". Write an objective
way of looking at these ideas and ways of living it.
1. Kung maiksi ang kumot, matutong mamaluktot.
2. Ang lalagyang walang laman ay maingay.
35
3. Kung hindi ukol, hindi bubukol.
4. Ang tumakbo ng matulin, pag natinik ay malalim.
5. Ang pagaasawa ay hindi biro, 'di tulad ng kanin; iluluwa kung napaso.
36
ASSESSMENT TASK 2-5
• Reading 1: The Origins of Self

In view of an anthropological perspective of self (Share your thoughts).
• Reading 2: Anthropology of the Self

In view of the individual in cultural perspective (Share your thoughts).
37
SUMMARY
This module has illustrated some of the views on the individual that anthropology has
inspired. Modern analysis of selfhood in anthropology is usually extensively informed by
scientific knowledge from a range of disciplines. Anthropology is no longer a fully
autonomous academic field; it is now a large part, a nexus of psychology. It has become the
study of the human as a phenomenon.
38
REFERENCES
Bradberry, T. (2017, February 20). Personality Traits, Emotional Intelligence and

Collaboration. (Sussex Publishers, LLC) Retrieved from Psychology Today:
https://www.psychologytoday.com/us/blog/empathy-and-
relationships/201702/personality-traits-emotional-intelligence-and-collaboration
Cambridge English Dictionary. (2020, July 9). Self: Definition in the Cambridge English
Dictionary. Retrieved from
https://dictionary.cambridge.org/us/dictionary/english/self
Celebrate Christmas with your family this year. (2018). Retrieved from
https://filipinotimes.net/news/2018/10/31/celebrate-christmas-family-year/
Chapter 13 Global. (n.d.). Retrieved from Quizlet https://quizlet.com/101557499/chapter-13-

global-flash-cards/
Cherry, K. (2020, May 1). The Psychology of Personality Formation. Retrieved from very
well mind: https://www.verywellmind.com/personality-development-2795425
Cognitive Consistency. (2020). (Magazine Pro Theme on Genesis Framework) Retrieved

August 25, 2020, from https://psychology.iresearchnet.com/social-
psychology/attitudes/cognitive-
consistency/#:~:text=Cognitive%20consistency%20is%20one%20of%20the%20e
arliest%20concepts,incorporated%20the%20term%2C%20with%20various%20ap
plications%20and%20improvisations
Culture and Personality - UTSA. (2020, March 28). Retrieved from utsa.edu:
www.utsa.edu/lhri/3053 Cross-Cultural
Culture and Self. (n.d.). Retrieved August 26, 2020, from Quizlet:
https://quizlet.com/79723134/culture-and-self-flash-cards/
English Language Learners Definition of relationship. (n.d.). Retrieved August 22, 2020,
from Merriam-Webster: https://www.merriam-webster.com/dictionary/relationship
Family Relatinships. (n.d.). Retrieved August 25, 2020, from

http://chilcottfacs.weebly.com/uploads/5/2/9/7/52976655/family_relationships.pdf
39
Fraser-Thill, R. (n.d.). Agreeableness in the Big 5 Theory of Personality. Retrieved April 21,
2020, from very well family: https://www.verywellfamily.com/agreeable-
personality-3287986
Giacomin M., J. C. (2017, 28 June). Interdependent and Independent Self-Construal. (V.

Zeigler-Hill, & T. K. Shackelford, Eds.) Encyclopedia of Personality and Individual
Differences. doi:https://doi.org/10.1007/978-3-319-28099-8
Independent Self-Construals. (n.d.). Retrieved from

https://psychology.iresearchnet.com/social-psychology/self/independent-self-
construals/
Intercultural chapter 13 & 14. (n.d.). Retrieved from

https://quizlet.com/44546336/intercultural-chapter-13-14-flash-cards/
Markus, H., & Kitayama, S. (n.d.). Culture and the Self." Implications for Cognition, Emotion,
and Motivation. Retrieved from Stanford.edu:
http://web.stanford.edu/~hazelm/publications/1991%20Markus%20Kitayama%20
Culture%20and%20the%20self.pdf
Maven Coalition, Inc., (N. D.). Retrieved August 25, 2020, from We Have Kids:
https://wehavekids.com/family-relationships/
Psych final. (n.d.). (Quizlet) Retrieved August 26, 2020, from Quizlet:
https://quizlet.com/345807664/psych-final-flash-cards/
Psychology: Five Big Traits. (n.d.). (Quizlet) Retrieved August 25, 2020, from Quizlet:
https://quizlet.com/205480512/psychology-five-big-traits-flash-cards/
Rafferty, J. P. (2020, July 20). Homo sapiens sapiens. Retrieved from

https://www.britannica.com/topic/Homo-sapiens-sapiens
Sigmund Freud. (2018). Retrieved from Simply Psychology:

https://www.simplypsychology.org/simplypsychology.org-Sigmund-Freud.pdf
Social Perception and Social Cognition. (n.d.). Retrieved August 25, 2020, from
http://webhost.bridgew.edu/drichards/Cross-cultural/CC-web-course-
2016/Social_Perception.htm
40
The Big Five Personality Traits. (n.d.). (Jupiter Knowledge) Retrieved August 26, 2020, from
Jupiter Knowledge: https://jupiterknowledge.com/2020/03/27/the-big-five-
personality-traits/
The Editors of Encyclopaedia Britannica. (2013, July 15). Attitude. Retrieved from
https://www.britannica.com/science/attitude-psychology
Toppr. (2019, November 27). What is Responsibility? Definition, Concept and Meaning.
Retrieved from https://www.toppr.com/guides/fundamentals-of-economics-and-
management/organising/concept-of-responsibility/
Wei, W., MIao, L., Cai, L. A., & Adler, H. (2012). The influence of self-construal and co-
consumption others on consumer complaining behavior. Science Direct. Retrieved
from https://www.sciencedirect.com/science/article/abs/pii/S0278431911001575
Young, M. A. (2014, January 23). Writing his Life through the Other: The Anthropology of
Malinowski. Retrieved from The Public Domain Review:
https://publicdomainreview.org/essay/writing-his-life-through-the-other-the-
anthropology-of-malinowski
41
MODULE 3
THE SELF FROM VARIOUS PERSPECTIVES:
SOCIOLOGICAL, PSYCHOLOGICAL AND
PHYSICAL VIEWS
Introduction
Man is a social animal. He has a natural urge to live an associated life with
others. Man needs society for his existence or survival. The human child depends on his
parents and others for its survival and growth. The inherent capacities of the child can
develop only in society. The ultimate goal of society is to promote good and happy life for its
individuals. It creates conditions and opportunities for the all- around development of
individual personality. Society ensures harmony and cooperation among individuals in spite
of their occasional conflicts and tensions. If society helps the individuals in numerous ways,
great men also contribute to society by their wisdom and experience. Society and individuals
are bound by an intimate and harmonious bond and the conflicts between the two are
apparent and momentary. In a well-ordered society, there would be lasting harmony
between the two.
Learning Outcomes
1. Define sociological, psychological and physical views of self

2. Determine the factors that influence the change of view of one’s self
42
Lesson 1. The Sociological View of Self
Definition of Terms
1. Self: is our impressions, thoughts and feelings (Understanding Thoughts and

Feelings, 2020)
2. Schema: A set of beliefs and feelings about something (AP Psychology Social
Psychology, 2020). Examples include stereotypes, prejudices and generalizations.
3. Parts of the self: Physical, Social, and Personal
The following are the parts of the self:
1. Physical Self:
One’s psychological sense of one’s physical being (height, weight, hair color, race,
and physical skill).
2. Social Self:
The social roles one plays- student, worker, husband, mother, citizen, leader, and
etc.
3. Personal Self:
One’s private, continuous sense of being oneself in the world. Personal Self
includes values, ethics your name, self- concepts, self-esteem and the ideal-self
(Psych of Everyday Living Ch. 6, 2020).
Society
The term “society” means relationships social beings, men, express their nature by
creating and re- creating an organization which guides and controls their behavior in myriad
ways (Hossain & Ali, 2014). It exists only where social beings “behave” toward one another
in way determined by their recognition of one another. Society not confined to man (Shah,
2020).
43
Figure 3.1. The Society
Nature of Society
Society is an abstract term that connotes the complex of inter- relations that exist
between and among the members of the group. Social relationships are not evident, they do
not have any concrete from, and hence society is abstract (Hossain & Ali, 2014).
The Social Life
As a human being man cannot live without association. Man’s life is to enormous
extent a group life (Hossain & Ali, 2014). A man society may be aided by the understanding
of say, neurons and synapses, but his quest remains the analysis of social relationships.
Social life is the combination of various components such as activities, people and places
(Hossain & Ali, 2014).
Man is a Social Animal
Aristotle expressed that “Man is essentially a social animal by nature” (Quotable

Quote, 2020). He cannot live without society, if he does so; he is either beast or God. Man
has to live in society for his existence and welfare. In almost all aspect of his life he feels the
44
need of society (Hossain & Ali, 2014). Biologically and psychologically he compelled to live
in society.
• Man Is a Social Animal by Nature (Mondal, 2020)

• Necessity Makes Man a Social Animal
• Man Lives in Society for His Mental and Intellectual Development (Mondal,
2020)
G.H. Mead and the Social Self
George Herbert Mead, a sociologist from the late 1800’s is well known for his theory
of the social self, which includes the concepts of the ‘self, ‘me,’ and ‘I’ (Quizlet, 2020).
According to Mead, three activities develop the self: language, play and games. Mead’s
theory of social set is based on the perspective that the self emerges from social
interactions, such as (Catherine, 2020):
• Observing and interacting with others

• Responding to others’ opinions about oneself
• And internalizing external opinions and internal feelings about oneself
45
Lesson 2. The Psychological View of Self
Sigmund Freud: The Psychoanalytic Theory of Self
Freud asserts that the human psyche (personality) is the id, the ego, and the super
ego. These elements work together to create complex human behaviors all developed at
different stages in a person’s life. Each component adds its own unique contribution to
personality though they are physical part of the brain. These three structures are systems
that interact in ways that have a powerful influence on an individual.
“The Psychoanalytic Theory is the personality theory, which is based on the notion
that an individual gets motivated more by unseen forces that are controlled by the conscious
and the rational thought.” (Business Jargons, 2016)
Psychosexual Development
Psychosexual development is a complex process involving genetic, hormonal,

and environmental factors and can be further defined by one’s gender identity, gender
role, and sexual orientation. (Mah, Cha, & Yang, 2017)
Psychosocial Stages
Erikson maintained that personality develops in a predetermined order through

eight stages of psychosocial development, from infancy to adulthood. During each
stage, the person experiences a psychosocial crisis which could have a positive or
negative outcome for personality development.” (McLeod, 2018)
46
Parts of Personality
Id (Internal Desires)
Also called “internal drives” or “instinctive drives.” The only component of

personality that is present from birth. This aspect of personality is entirely unconscious
and includes instinctive and primitive behaviors which are concerned only with achieving
pleasure and self-satisfaction that strives for immediate gratification of all desires, wants,
and needs.
According to Sigmund Freud's psychoanalytic theory of personality, the id is the

personality component made up of unconscious psychic energy that works to satisfy
basic urges, needs, and desires. (Cherry, 2019)
Ego (Reality)
The ego operates based on reality, which strives to satisfy the id’s desires in
realistic and socially appropriate ways that gives an individual his/her sense of own
identity.
According to Roundy (2015), ego is the psychological component of the

personality that is represented by our conscious decision-making process.
Super ego (Conscience)
The super ego holds the internalized moral standards and ideals that we acquire
from our parents and society (our sense of right and wrong). The super ego also
provides guidelines for making judgments thus making super ego the critical faculty of
the personality.
The superego is the ethical component of the personality and provides the moral
standards by which the ego operates. The superego's criticisms, prohibitions, and
47
inhibitions form a person's conscience, and its positive aspirations and ideals represent
one's idealized self-image, or “ego ideal. (Brittanica, n.d.)
Freudian Stages of Psychosexual Development
Figure 2.2. Freudian Stages of Psychosexual Development

Oral
The mouth of the body through which gratification is secured. It is the
infant’s primary source of interaction.
• Age Range: Birth to 1 Year
• Erogenous Zone: Mouth
Anal
The child derives the feeling of pleasure or pain from defalcating
(expulsive phase). This stage covers the toilet-training period that leads to a
sense of accomplishment and independency.
• Age Range: 2 to 3 Years
• Erogenous Zone: Bowel and Bladder Control
Phallic
Children begin to discover the differences between males and females
and become attached to parent of the opposite sex. The attraction of a boy to
his mother is called “Oedipus Complex,” while that of a girl to her father is
called “Electra Complex.”
48
• Age Range: 3 to 6 Years
• Erogenous Zone: Genitals
Latency
Children develop social skills, values, and relationship with peers and
adults outside of the family. Sexual motivation presumably recede in
importance.
• Age Range: 10 to 12 Years or 6 to Puberty
• Erogenous Zone: Sexual feelings are inactive
Genital
During the final stage of psychosexual development, the individual
develops a strong interest in the opposite (or same) sex. This stage begins
during puberty but last throughout the rest of a personn’s life.
• Age Range: Puberty to Death
• Erogenous Zone: Maturing sexual interests
Erik Erikson: The Psychosocial Stages of Self-Development
Erikson maintained that personality develops in a predetermined order through eight

stages of psychosocial development. During each stage, the person experiences a
psychosocial crisis which could have a positive or negative outcome for personality
development.
Table 2.1. Psychosocial Stages of Self-Development
Basic
Conflicts Period Important Relationship Choices/
Outcome
/ of Life Life Events With Decisions
Crisis
Trust vs. Infancy Feeding Maternal To give in During this stage the infant is
Mistrust (birth to return uncertain about the world in which
they live and looks towards their
18
primary caregiver for stability and
months)
To get consistency of care. If these
49
needs are not consistently met,
mistrust, suspicion, and anxiety
may develop.
Autono Early Toilet Paternal To hold on Children at this stage are focused
my vs. childhood training on developing a sense of personal

control over physical skills and a
Shame (18
To let go sense of independence. Success
and months
in this stage leads to the virtue of
Doubt to 3
will (autonomy); failure results in
years)
feeling of shame and doubt
(inadequacy).
Initiative Preschoo Exploration Family To make Central to this stage is play, as it
vs. Guilt l (3 to 5 provides children with the
years) opportunity to explore their
To make interpersonal skills through
like initiating activities. If given this

opportunity, children develop a
sense of initiative and feel secure
in their ability to lead others and
make decisions. Success in this
stage will lead to the virtue of
purpose, while failure results in
sense of guilt.
Industry Elementar School School To make The child now feels the need to
vs. y school things win approval by demonstrating
age (6 to specific competencies that are
Inferiorit
11 years) Neighborh valued by society and begin to
y
ood To make develop a sense of pride I their
accomplishments. Success in this
together
stage will lead to virtue of
competence while failure results to
50
feelings of inferiority, though some
failure may be necessary to
develop some modesty.
Identity Adolesce Social Peer group To be This is a major stage of
vs. Role nce (12 relationships oneself development where the child has
to learn the roles he will occupy as
confusio to 18
an adult. It is during this stage that
n years)
To share the adolescent will re-examine
his/her identity find out exactly
being
who he/she is. Success in this
oneself
stage will lead to virtue of fidelity
or staying true to oneself while
failure leads to a weak sense of
self.
Intimacy Young Relationships Partners in To lose During this stage, an individual
vs. adulthoo friendship/ begins to share him/herself more
Isolation d (19 to sex/ intimately with others/ Exploring
40 years) competition To bind relationships leading toward
oneself to longer-term commitments with

someone/other people. Avoiding
others
intimacy, fearing commitment and
relationships can lead to isolation,
loneliness, and sometimes
depression. Success leads to the
virtue of love.
Generati Middle Work and Partner To make Refers to “making your mark” on
vity vs. adulthoo parenthood be the world through creating or
nurturing things that will outlast an
Stagnati d (40 to
individual. Through generativity,
on 65 years)
To take an individual develops a sense of
being a part of a bigger picture. By
care of
failing to find a way to contribute,
an individual may become
51
stagnant and unproductive that
results in shallow involvement in
the world. Success in this stage
will lead to virtue of care resulting
from feelings of usefulness and
accomplishment.
Integrity Old age/ Reflection Mankind To be During this stage an individual

vs. maturity on life through contemplates on accomplishments
and develop integrity by feeling a
Despair (65 to having
sense of fulfillment. Success in
death) been
this stage will lead to virtue of
wisdom, while failure results in
feelings of regret, bitterness, and
To face not
despair.
being
52
Lesson 3. Physical Self: Physical Growth, Development and
Maturation
Physical Growth, Development And Maturation
Growth
• It is the process of physical maturation resulting an increase in size of the
body and various organs.
• It occurs by multiplication of cells and an increase in intracellular substance.
• It is quantitative changes of the body.
Development
• It is the process of functional and physiological maturation of the individual.
• It is progressive increase in skill and capacity to function.
• It is related to maturation and myelination of the nervous system.
• It includes psychological, emotional and social changes. It is qualitative
aspects.
Maturation
• It is the completion of growth and development within the organism, the
unfolding of an individual’s inherent traits or potential.
Figure 3.3. Nature and Nurture
53
Stages of Growth and Development
Figure 3.4. Stages of Human Growth and Development

(Dreamstime.com, 2020)
Infancy
• Birth to One Year (1)
• Period of rapid growth
• Males are usually heavier and taller than females at birth
Childhood
• One year to eleven years
• Consists of:
➢ Early childhood
➢ Mid –childhood
➢ Late childhood
Early childhood
• One year to six years of age
• Gradual loss of baby fat
• Girls lose less fat than boys
• Rapid growth but not as rapid as infancy
54
• Quite flexible
• Muscle development while at play
Mid- childhood
• Six to ten years of age
• Slower, more constant growth
• Improved coordination and motor functioning
Late childhood
• Ten to sixteen years of age
• Increased rate of growth
• Fat deposition just prior to adolescent growth spurt
➢ 9- 10 years of age in girls
➢ 11- 12 years of age in boys
• Individual difference in maturation
• Development of the reproductive system
• Appearance of secondary sex characteristics
➢ Breasts
➢ Pubic hair
• Redistribution of body weight
➢ Boys- ↑muscle tissue, ↓body fat
➢ Girls- slight ↑ body fat
• Earlier onset of maturation in females may account for their ability to
achieve world- class status across many sports. For example, Tara
Lipinski, is the youngest US ladies’ figure skating champion.
Adolescence
• Fourteen to twenty years of age
• Following puberty
• Ends with onset of adulthood
• Obvious differences in physical growth cease with the end of
adolescence
55
The Variability Of Body Types (Somatotypes) Becomes More Evident.
Ectomorph
• Linear shape
• Delicate bone structure
• Little fat
• Long limbs relative to the body
Mesomorph
• Well- muscled
• Little body fat
• Broad shoulders
• Narrow waist
Endomorph
• Broad shoulders Rounded appearance
• Heavy bone structure
• Little bone and muscle definition
❖ Usually individuals are a combination of these body types.
Figure 3.5. The variability of body types (somatotypes) becomes more evident.
56
Lesson 4. Physical Self: Environmental Factors Affecting
Physical Self
Environmental factors Affecting Physical Self
Factors Affecting Growth and development

• Large variation among individuals
• A number of factors affect growth and development, including;
Heredity
▪ Genetic information that is passed on from generation to generation.
▪ These genes are also affected by environmental factors
▪ For example, malnutrition may prevent an individual from growing to their
maximum potential height
Nutrition
▪ Adequate nutrients are essential for growth and development
▪ Carbohydrates and fats are primarily used for energy
▪ Proteins contribute to the growth and repair of body tissues, including
muscle (http://sites.psu.edu)
▪ Vitamins, minerals and water are also essential for various functions and
reactions that occur in the body
▪ Undernourishment or malnutrition can delay growth
▪ Undernourishment exists even in countries with abundant food supplies
▪ Overeating is also a problem in these countries and can lead to obesity
when combined with a sedentary lifestyle
57
Socioeconomic Status
Body size is positively related to socioeconomic status and may be related to

nutrition. That is, socioeconomic status affects:
• Income (money to spend on food)

• Education ( knowledge about healthy food)
• Time ( food selection and preparation time)
• Availability( access to stress with healthy food choices)
(https;//scienceofpd.files.wordpress.com)
Other factors may contribute to the differences observed in growth and

developing among individuals, such as:
• Lower levels of stress;
• Better sleeping patterns; and
• Regular exercise
Exercise and Bone Development

▪ Regular exercise tends to increase the diameter and density of bone
▪ Increased strength and durability
▪ Increased length of non- weight bearing bones such as the arms
▪ Overuse injuries can be incurred by young children who over- train
▪ Too much strain on a bone during a period of growth can lead to “
osteochondritis ”, or the de- arrangement of the normal process of
bone growth
Exercise and composition
Active children and teenagers show:

▪ An increase in lean body mass
▪ A decrease in percent body fat
▪ Muscle hypertrophy with exercise
58
Exercise and Social Development
• Team sports that stress positive interaction and cooperation facilitate

social development in children and teens
• Pressure by parents and coaches can hinder the development of an
active lifestyle and cause stress
59
ASSESSMENT TASK 3-1
Instruction: Below are the 4 sections of this page. Write your name in one section. Then on
the remaining 3 sections write the part of yourself as physical, social, and personal. Fill-up
the table/sections below:
60
ASSESSMENT TASK 3-2
Make an illustration of the Society you live in: Draw a picture that represents idea about
your society. Be creative and use color.
(Your instructor may require you to use MS Paint, do as instructed, and Save/Submit your work).
61
ASSESSMENT TASK 3-3

1. He has a natural urge to live an associated life with others.
a. Man as a Social Animal c. Social Life
b. Physical Self d. Personal Life
2. The social roles one plays- student, worker, husband, mother, citizen, leader, and etc.
3. Ones’ psychological sense of one’s physical being.

4. One’s private, continuous sense of being oneself in the world.

5. It means relationships social beings, men, express their nature by creating and re-
creating an organization which guides and controls their behavior in myriad ways.
a. Society c. Social Life
6. The combination of various components such as activities, people and places.

7. Our impressions + thoughts + feelings.

b. Self d. Schema
62
8. A set of beliefs and feelings about something.

b. Self d. Schema
9. A sociologist from the late 1800’s is well known for his theory of the social self, which
includes the concepts of ‘self,’ ‘me,’ and ‘I.’
a. Aristotle c. Descartes
b. Mead d. Kant
10. According to Mead the two phases that have a didactic relationship.
a. Me c. Me and I
b. I d. We
63
ASSESSMENT TASK 3-4

1. It means relationships social beings, men, express their nature by creating and re-
creating an organization which guides and controls their behavior in myriad ways.
2. The combination of various components such as activities, people and places.

3. Our impressions + thoughts + feelings.

b. Self d. Schema
4. A set of beliefs and feelings about something.

b. Self d. Schema
5. He has a natural urge to live an associated life with others.

6. The social roles one plays- student, worker, husband, mother, citizen, leader, and etc.
7. Ones’ psychological sense of one’s physical being.

64
8. One’s private, continuous sense of being oneself in the world.
9. A sociologist from the late 1800’s is well known for his theory of the social self, which
includes the concepts of ‘self,’ ‘me,’ and ‘I.’
a. Aristotle c. Descartes
b. Mead d. Kant
10. According to Mead the two phases that have a didactic relationship.
a. Me c. Me and I
b. I d. We
64
ASSESSMENT TASK 3-5
Instruction: Write an essay about everything that you wish to share about yourself. You may
use these suggested topics:
Me as I see me Now other people see me How I would like other people to see me
65
ASSESSMENT TASK 3-6
Reading 1: Psychodynamic Perspective on Personality

In view of Sigmund Freud’s Psychoanalytic Theory of Self and Psychosexual
Development. Discuss your thoughts.
66
Reading 2: Erikson’s 8 Stages of Psychosocial Development (Education, Society & the K-
12 Learner. In view of Erik Erikson: The Psychosocial Stages of Self-Development. Discuss
your thoughts.
67
ASSESSMENT TASK 3-7
Instruction: Choose and encircle the best answer below.
1. Freud is well known for his development of what theory?

A. Stages of Psychosexual Development
B. Archetypes
C. Classical Conditioning
2. According to Freud, what is the function of “Ego?”

A. To boost a person’s self-confidence.
B. To push for the fulfillment of one’s self-interests.
C. To mediate between impulsive drives and the moral conscience.
3. During the phallic stage, what may develop?

A. Oral fixation
B. Oedipus/Electra complex
C. Anal retentiveness
4. What is the role of the “super ego?”

A. To inflate a person’s ego and provide a self confidence boost.
B. To provide a conscience and awareness of others through feelings such as guilt.
C. To reveal a person’s repressed desires.
5. True or False? During the latency stage, conflicts tend to be reduced compared to the
oral, anal, and phallic stages?
A. True B. False
6. When does the genital stage begin?

A. Birth
B. Puberty
C. Adulthood
68
7. In what order do the following areas of the psyche develop?
A. Ego, Super Ego, Id
B. Super Ego, Ego, Id
C. Id, Ego, Super Ego
8. Who would a boy experiencing an Oedipus complex pursue the affection of?
A. Father
B. Mother
C. Sibling
D. None of the above
9. The “oral stage” lasts from birth until approximately what age?
A. 5 years
B. 3 years
C. 1 year
10. What did Freud consider to be the role of the “id?”

A. To represent innate, instinctive desires and impulses.
B. To be aware of the needs and feelings of those around us.
C. To moderate our impulses, acting as the moral conscience of the mind.
69
ASSESSMENT TASK 3-8
Instruction: Discuss the following succinctly.

Erik Erikson’s Stages of Psychosocial Development:
1. Trust vs. Mistrust
2. Autonomy vs. Shame
3. Initiative vs. Guilt
70
4. Industry vs. Inferiority
5. Identity vs. Role Confusion
6. Intimacy vs. Isolation
7. Generability vs. Stagnation
71
8. Ego vs. Despair
72
ASSESSMENT TASK 3-9
I. Instruction: Based on the video, share how heredity and environmental affect one’s
self.
II. Write the environmental factors that affect physical self and explain its affect.
ENVIRONMENTAL FACTORS EFFECTS

THAT AFFECT PHYSICAL SELF
73
III. Write descriptions about, “Characterizing Myself”
“CHARACTERIZING MYSELF”
74
ASSESSMENT TASK 3-10

1. It is the process of physical maturation resulting an increase I size of the body and
various organs.
a. Growth b. Development c. Maturation d. Heredity
2. It is the process of functional and physiological maturation of the individual.

3. It is the completion of growth and development within the organism, the unfolding of
an individual’s inherent traits or potentials.
4. Genetic information that is passed on from generation to generation.

5. Period of rapid growth, males are usually heavier and taller than females during this
stage:
a. Late Childhood b. Early Childhood c. mid- Childhood d. Infancy
6. One year to eleven years old.

a. Late Childhood b. Early Childhood c. mid- Childhood d. Childhood
7. Girls lose less fat than boys during this stage.

8. Improved coordination and motor functioning

9. The variability of body types.

a. Endomorph b. Somatotypes c. Somatypes d. Ectomorph
75
10. The body type which is rounded appearance, heavy bone structure little bone and
muscle definition.

1. Period of rapid growth, males are usually heavier and taller than females during this
stage,
a. Late Childhood b. Early Childhood c. mid- Childhood d. Infancy
2. One year to eleven years old.

3. Girls lose less fat than boys during this stage.

4. Improved coordination and motor functioning

5. The variability of body types.

6. The body type which is rounded appearance, heavy bone structure little bone and
muscle definition.
7. It is the process of physical maturation resulting an increase I size of the body and
various organs.
8. It is the process of functional and physiological maturation of the individual.

76
9. It is the completion of growth and development within the organism, the unfolding of
an individual’s inherent traits or potentials.
10. Genetic information that is passed on from generation to generation.

77
SUPPLEMENTAL READING MATERIALS
http://collearcorner.weekly.com pp.77
http://sites.psu.edu p.78
https://www.kinatex.com
SUMMARY
This module presented how individuals view themselves in the context of society.
Society is an abstract term that connotes the complex of inter- relations that exist between
and among the members of the group. The parts of the self: 1. Physical Self, Social Self and
Personal Self. Sigmund Freud proposed “The Psychoanalytic Theory of Self” while Erik
Erikson proposes the Psychosocial Stages of Development.
78
REFERENCES
Business Jargons. (2016, June 13). What is Psychoanalytic Theory? Retrieved from
https://businessjargons.com/psychoanalytic-theory.html
Cherry, K. (2019, October 28). How Studying the Id Helps Us Understand Our Dark Side.
Retrieved from https://www.verywellmind.com/what-is-the-id-2795275
Mah, L., Chan, Y., and Yang, J. (2017). Gender Identity in Disorders of Sex Development.
Retrieved from
https://www.sciencedirect.com/science/article/pii/B9780128035061000127
Mcleod, S. (2018). Erik Erikson's Stages of Psychosocial Development. Retrieved from

https://www.simplypsychology.org/Erik-Erikson.html
Roundy, L. (2015). The Ego: Definition & Examples. Retrieved from

https://study.com/academy/lesson/the-ego-definition-examples-quiz.html
The Editors of Encyclopaedia Britannica. (2020, February 06). Superego. Retrieved from
https://www.britannica.com/science/superego
79
MODULE 4
UNPACKING THE SELF
Introduction
This part is all about unpacking the self in terms of physical self, the material and
economical, spiritual, political and being a Filipino, emotional and social and digital. This
module will focus on the sexual aspects. It will explore some of the various aspects that
make up the self, specifically on the physical and the social.
Learning Outcomes
1. Define the factors that influence the change of view of the self and its sexual aspects
2. Determine the factors that influence the change of view of one’s self
80
Lesson 1. The Sexual Self: The Male Reproductive System
(Cleaveland Clinic, 2016)
The Human Reproductive System: The Male Reproductive System
The male reproductive system has external and internal parts.
Figure 4.1. The Male Reproductive System
External Part
Most of the male reproductive system is located outside unlike the female
reproductive organ.
Penis
The male organ that is used during sexual intercourse. It is composed
of the root (attached to the lower abdominal structures and pelvic bones),
the visible portion of the shaft, and the glans (the cone-shaped end). For
uncircumcised males, the foreskin (prepuce) stretches over the glans
penis from the corona.
The penis contains three cylindrical areas of the erectile tissue (blood-
filled sinuses). The two larger ones, the cavernosa corpora, lie opposite
each other. Some urethra is surrounded by the third sinus, the corpus
spongiosum. As blood fills those gaps, the penis becomes rigid and erect.
81
The semen which contains the male reproductive cells or sperm is
ejaculated through the end of penis during orgasm. When the penis is
erect, the urethra blocks the flow of urine allowing the semen to be
ejaculated.
Scrotum
The scrotum is the thick-skinned sac covering the testes and shielding
them. The scrotum also serves as a climate control device for normal
sperm production because they need to be slightly cooler than the body
temperature. The cremaster muscles in the scrotum wall relax so that the
testes may hang farther from the body to cool down or contract to bring
the testes closer to the body for protection or warmth.
Testicles (Testes)
The testes are oval organs which measures about 1.5 to 3 inches in
length and 20 to 25 millimeters in volume. The left testis normally hangs
down slightly lower than the right one. The tests do have two main
functions:
1. Sperm development (which holds the man's genes)
2. Testosterone development (the main male sex hormone)
Internal Part
Epididymis
The epididymis is a single coiled microscopic tube measuring
approximately 20 feet (6 meters) in length. The epididymis extracts sperm
from the testis and provides the sperm habitat for maturing and the ability
to transfer and fertilize an ovum into the female reproductive system.
Every testis has one epididymis.
Vas deferens
The vas deferens is a solid tube (the size of a spaghetti strand), which
carries sperm from the epididymis to the urethra.
82
Ejaculatory Ducts
In male anatomy, the ejaculatory ducts are paired structures. Each
ejaculatory duct is created by a union between the vas deferens and the
seminal vesicle duct. It brings sperm into the urethra, incorporating
prostate secretions and additives required for sperm function.
Urethra
The urethra has dual male purpose. This channel is the part of the
urinary tract that holds urine from the bladder and that portion of the
reproductive system that ejaculates semen through.
Seminal Vesicles
Situated above the prostate, the seminal vesicles combine with the
vas deferens to form the ejaculatory ducts that pass through the prostate.
The prostate and seminal vesicles contain sperm-nourishing fluid. Such
fluid contains the bulk of semen content, the fluid in which the sperm is
released during the ejaculation process. The substance that comprises a
very small volume of the semen comes from the vans deferens.
Prostate Glands
The prostate sits just under the bladder and surrounds the urethra.
For young men, walnut-sized prostate grows with age. The prostate gland
adds extra fluid to the ejaculation. Fluids from prostate also help to
nourish sperm.
Bulbourethral Glands
The bulbourethral glands (also known as the Cowper's glands) are a
pair of exocrine pea-shaped glands located on the sides of the urethra
below the prostate gland. It contributes to the final amount of semen by
generating a secretion of lubricating mucus.
83
Lesson 2. The Sexual Self: The Female Reproductive System
(Cleaveland Clinic, 2016)
The Female Reproductive System
Figure 4.2. The Female Reproductive System

External Part
The external part of the female reproductive organ has to functions: to

protect the internal organs and to allow the sperm to enter the body.
Labia Majora
The labia majora ("large lips") encloses the other external
reproductive organs and covers them. The hair development occurs
during puberty on the skin of the labia majora, which also includes sweat
and oil-secreting glands.
Labia Minora
The labia minora ("small lips") may be of various shapes and sizes.
They lies inside of the majora labia, covering the openings to the vagina
(the duct that links the lower part of the uterus to the outside of the body)
and urethra (the conduit that brings urine from the bladder to the outside).
This skin is very fragile, and can quickly become irritated and swollen.
84
Bartholin’s Glands
These glands are situated on either side next to the vaginal opening
and contain a secretion of fluid (mucus).
Clitoris
The two labia minora meet in the clitoris, which is a thin, responsive
protrusion similar to the male penis. The clitoris is protected by a skin
fold, called the prepuce that is like the foreskin at the end of the penis.
The clitoris, like the penis, is very sensitive to stimulation, and may get
erect.
Internal Part
Vagina
The vagina is a canal that links the cervix (lower uterus) to the outside
of the body. It's also known as the birth canal.
Uterus (Womb)
The uterus is a pear-shaped hollow organ which is the location of a
growing fetus. The uterus is divided into two parts: the cervix, which is the
lower portion opening up into the vagina, and the uterus' main body,
called the corpus. To carry a growing baby the corpus can easily expand.
A canal across the cervix allows for the entry of sperm and release of
menstrual blood.
Ovaries
The ovaries are small, oval-shaped glands, on either side of the
uterus. The ovaries contain the hormones and the eggs.
Fallopian Tubes
They are thin tubes that are connected to the upper part of the uterus
which act as routes from the ovaries to the uterus for the ova (egg cells)
to move. A sperm fertilization of an egg usually occurs in the fallopian
85
tubes. The fertilized egg then passes into the uterus, where the uterine
lining is inserted.
86
Lesson 3. The Sexual Self: The Erogenous System
An erogenous zone is a region of the human body that has enhanced sensitivity,
which stimulates a sexual response such as relaxation, sexual desires, sexual pleasure and
orgasm (Evans, n. d.).
Figure 4.3. The Erogenous Zones
Understanding the Chemistry of Lust and Love Attachment
Chemistry is a basic "emotion" in relation to relationships which two people get when
they share a special connection. It is the urge that makes one think "I need to see this
person again."
Once you are in love, there are a lot of hormones running through your brain and
body. Researchers are slowly learning more and more about the role it plays when we fall in
love as well as when we are in long-term relationships. Estrogen and testosterone naturally
play a part in the field of sex drive. We could never move into the realm of "true love,"
without them (Wu, n. d.).
87
The Chemistry of Love (Martinez, n. d.)
Lust
Lust is motivated by the initial flirting and physical attraction. This stage can
rely on features like symmetrical faces and proportionate body dimensions. Flirting in
body language may involve looking into the eyes, touching and mirroring. At this
point, the two chemicals which surface are the sex hormones (testosterone and
estrogen) and pheromones. Pheromones in the animal world are individual scent
"prints" found in urine or sweat which determine sexual behavior and attract the
opposite gender. Scientists at the Chemical Senses Center in Philadelphia, and their
equivalent in France, discovered the presence of human pheromones in 1986. Such
chemicals were present in human sweat.
Falling in love – Attraction
The romantic or passionate love, when things are going well, is characterized
by euphoria and horrible mood swings when they are not. You can have several
physical signs when you fall in love: lack of appetite, being unable to sleep, being
unable to focus, palm sweat, etc. This is because of the development of brain
chemicals called monoamines.
Dopamine
Produced by the hypothalamus, it is a highly well-publicized participant in the
reward system of the brain – it's released when we are doing things that make us feel
good. Such things in this situation include spending time with loved ones and
enjoying sex.
Phenyl ethylamine
It is a natural amphetamine just like known drug, which can cause the same
effects of stimulation. It adds to the on-top-of-the-world feeling the desire can offer,
and provides you with the ability to stay up with a new love day and night.
88
Serotonin
This regulates desires, unruly emotions, obsessive actions and supports the
sense of "being in control."
Norepinephrine
It's another neurotransmitter that induces euphoria in your brain, which excites
the body by giving it a natural adrenaline booster dose. This causes the heart to beat
more quickly, and blood pressure to increase. That is why when you see someone
you're attracted to you, you can experience a pounding heart or sweaty palms.
Attachment – Staying Together
With a long-term partner, there is a sense of peace and security that we feel --
a kind of connection that holds couples together. Those hormones push this kind of
love:
Oxytocin
It is often referred to as the "cuddle chemical". It's the best known hormone for its
role in inducing contractions to trigger labor. But it has been found recently that it can
influence our ability to bond with others, as both genders release this hormone while
touching and cuddling, with the amount of oxytocin peaking during orgasm.
Vasopressin
This is sometimes called "chemical monogamy." Researchers have found that
vasopressin suppression can cause males to leave their nest of love and seek out new
mates.
Endorphins
These are biochemical substances that strengthen our immune system, block
blood vessel lesions, have anti-aging, anti-stress and pain relieving effects and also help
boost memory.
89
Lesson 4. The Diversity of Sexual Orientation
Sexual Orientation
It describes a gender-based pattern for a person's sexual attractions. Physical desire

and sexual interest are frequently mixed together as if they were the same. That's not
always the case. (Glossary of LGBTQ+ and Gender Terms, n. d.)
Affectional Orientation
• Describes a person's sexual attraction pattern, whether a person's
gender falls in love with or wishes to partner with.
Sexual Orientation
• There are three types of sexual orientation namely: monosexual,
polysexual and asexual.
Same-sex Orientation
• Many individuals are drawn solely to members of only one gender.
Labels for sexual identity used by people of the same sex include:
Gay
• It relates to a man drawn to men. Sometimes it applies to all people
who are attracted to people of the same sex; often termed
"homosexual" as well, although many still see this word as a medical
term that should be removed from general use.
Lesbian
• A woman attracted to another woman. It is also termed as “woman
loving woman”.
Straight
• A man who is attracted exclusively to women, or a woman who is
attracted exclusively to men; often refers to people whose sexuality is
normal in society. It is also called heterosexual.
90
Polysexual Orientation
These are people who are attracted to multiple genders.
Bisexual
• Attracted to both genders and often referred as “bi”.
Pansexual
• Attracted to people regardless of gender and referred as
“omnisexual”.
Queer
• Similar to pansexual, queer can be an identity label which means that
a person is drawn to people of many genders; however, queer is a
multi-faceted term with more than one meaning and use, some people
consider it offensive.
Asexual Orientation
These are people who do not experience sexual attraction.
Asexual
• Not sexually drawn to someone and/or behaving attractively towards
others. Needless to mention, does not mean sexless. Sometimes
asexual people experience an affective (romantic) attraction.
91
Lesson 5. Gender Identity and Expression
We recognize the ability of each person to judge who they are for themselves, and
express themselves in a way that is most authentic to their soul. We respect the diversity of
truths within our culture. (Glossary of LGBT+ and Gender Terms, n. d.)
Gender
It is multifaceted and dynamic. Several distinct facets of ourselves get lumped

together in North American culture when we talk about "ger der"
Biological Sex
Characteristics such as anatomy and chromosomes and are usually assigned at birth
and provide details as to whether an individual is male or female.
Gender Identity
The inner sense of an individual being a man, a woman, neither of these two, and so
on — it is one's inner sense of being, and one's own understanding of how one relates to the
binary gender. Except for a gender person, who often lacks an inner sense of gender, most
people have a gender identity.
Gender Expression
How a person manifests masculinity, femininity, by appearance, behavior, dress,

speech patterns, preferences, and more.
92
Lesson 6. Sexually Transmitted Diseases
Sexually transmitted diseases (STDs) are infections transmitted from an infected

person to an uninfected person through social contact. It can be caused by bacteria, virus or
parasites. Awareness is needed in order for us not to be infected by these diseases. Proper
information dissemination is the key (NIAID, 2015). According to Medlineplus,
(2018), the following are the diseases treated as STDs:
Chlamydia
Chlamydia is a viral disease that is transmitted by sex. It is caused by bacteria called

chlamydia trachomatis, it can affect men and women alike. Women may experience
chlamydia in the cervix, rectum or throat while men in the urethra (inside the penis), rectum,
or throat. Chlamydia can occur with someone who has the infection during vaginal, oral or
anal sex. During childbirth a woman can transfer chlamydia to her baby as well.
If a person is not treated for chlamydia, it can lead to pelvic pain, painful sexual
intercourse and inter-period bleeding.
Chancroid
Chranchoid is also known as molle ulcus and soft chance. It is a bacterial infection
caused by the called Haemophilus Ducreyi streptobacillus. The infection causes painful
genital sores, and is only spread by sexual contact.
Crab, or pubic lice

This is transmitted through sexual activity. Pets do not play any part in the
transmission of human lice. The lice sticks to the pubic hair, and can sometimes be found in
the armpits, moustache, beard, eyelashes, and eyebrows. They’re feeding on human blood.
The common term "crabs" derives from the lice's crab-like appearance.
93
Genital Herpes
Genital herpes is a herpes simplex virus (HSV). It can cause sores, buttocks, and
thighs, on your genital or rectal region. You can get it from having sex with someone who
has it through vaginal, anal or oral. Even when sores are absent, the virus can spread.
Moms may also be able to infect their babies during conception.
Hepatitis B
It is caused by Hepatitis B Virus (HBV) and is transmitted through the semen, blood
and other body fluids of an infected person. It can be acquired on the following:
• Unprotected sex
• Use of unsterilized syringe
• Infected breast milk
• Bitten by infected Hepatitis B
Trichomoniasis
It is a sexually transmitted disease that is caused by a parasite called Trichonomas

vaginalis. This disease may affect both sexes. Yet women are most likely to have
symptoms. Vagina and urethra are the most prevalent source of infection. Transmission
happens through sexual intercourse, or vulva-to-vulva contact.
HIV and Aids
HIV stands for human immunodeficiency virus. This virus destroys the white blood cells
that fight infection that puts you at risk for extreme infections and certain cancers. AIDS
stands for acquired immunodeficiency syndrome. It is the final stage of HIV infection. Not all
HIV patients develop AIDS.
HIV most frequently spreads to an HIV-positive person by unprotected sex. This can
also spread by exchanging injection needles or from a person with HIV having contact with
the blood. During pregnancy or childbirth, women can give it to their baby.
94
Human Papillomavirus (HPV)
Human papillomavirus (HPV) is a group of viruses. They can cause warts on various
areas of the body. There are over 200 kinds and approximately 40 of these are spread
through direct sexual contact with someone with the virus. They can also spread via other
intimate physical touch.
Scabies
Scabies is a skin infestation that is caused by a mite called the Sarcoptes scabies.
These microscopic mites if untreated can live for months on your skin. They reproduce on
the skin layer and then burrow in it, laying eggs. This results in an itchy, red rash developing
on the skin. Close body contact and sexual intercourse are the ways to transmit it.
Syphilis
Syphilis is a bacteria-caused, sexually transmitted disease. This infects both male

and female genital region, skin, mouth, and anus. Typically you develop syphilis by having
sexual intercourse with someone who has it. During pregnancy it can also pass from mother
to infant.
95
Lesson 7. Natural and Artificial Methods of Contraception
Natural Method
Abstinence
• Abstinence from penetrative sex offers 100 percent pregnancy
protection and offers prevention of sexually transmitted infections (Hirsch,
n.d.).
Withdrawal or Coitus Interruptus

• The family planning withdrawal process is unlike other approaches,
since it is controlled by male. After the discovery that orgasm in the
vagina leads to conception, withdrawal was used for generations; this
approach avoids conception by preventing contact between the sperm
and the egg (RelayHealth, 2014).
Calendar Methods – based on calculations of cycle length

• In the calendar rhythm system, a woman calculates the days she is
fertile based on past the duration of her menstrual cycle. She does this
with the understanding that the duration of her current cycle, and thus the
time of her fertile period, does not differ significantly from previous
menstrual cycles (HealthEngine, 2009).
Artificial Methods
Barrier Method
• It is an artificial method that uses barriers to prevent the sperm from
reaching the egg cell. Examples of this are the male and female
condoms, contraceptives sponges, diaphragms, etc. (ACOG, 2020).
96
Hormonal Method
This is a method wherein a hormonal contraceptive is present. These
contraceptives help in the birth control. Examples of this are the vaginal ring,
birth control patch, intrauterine device (IUD), etc. (Casey, 2020).
Surgical Sterilization
This is a type of artificial method wherein the female undergo a

surgery called tubal ligation and the male undergo vasectomy. These
surgery procedures helped to prevent the egg cells and sperm cells to unite
(ACOG, 2020).
97
ASSESSMENT TASK 4-1
Instruction: Watch the video and write the moral lessons you have learned.
Reference: - G12, Encounter Lesson “GMA State of the Nation News on Aids”.
https://www.youtube.com/watch?v=bOxsG8xS4b4 p.87
98
ASSESSMENT TASK 4-2
Instruction: Watch the video and write the moral lessons you have learned .
Short Video Clip: Worth the Wait at
https://www.youtube.com/watch?v=PrNZvzRgHdE
99
ASSESSMENT TASK 4-3
What program/s can you suggest to increase the awareness on sexually transmitted
diseases among the youth. Why?
100
ASSESSMENT TASK 4-4
I. Essay. Instruction: Write an essay on “What are the things I must do to protect
myself?”
101
II. My body map. Instruction: Illustrate and write descriptions about your body map.
102
SUMMARY
This module provided a thorough discussion on the topics of the sexual self, STDs
and contraception methods, sexual self: the male reproductive system, female reproductive
system, the erogenous system, the diversity of sexual orientation, gender identity and
expression, sexually transmitted diseases, natural and artificial methods of contraception.
103
REFERENCES
ACOG, (2020). Barrier methods of birth control. Retrieved from
https://www.acog.org/patient-resources/faqs/contraception/barrier-methods-of-birth-
control-spermicide-condom-sponge-diaphragm-and-cervical-cap
ACOG, (2020). Sterilization for women and men. Retrieved from

https://www.acog.org/patient-resources/faqs/contraception/sterilization-for-women-
and-
men#:~:text=There%20are%20two%20ways%20that,tubes%20can%20be%20remov
ed%20completely.
Cancer Research UK (2019), the Male Reproductive System,
https://www.youtube.com/watch?v=5sYj_CcIsvw
Casey, F. E. (2020). Hormonal Methods of Contraception. Retrieved from
https://www.msdmanuals.com/home/women-s-health-issues/family-
planning/hormonal-methods-of-contraception
Cleveland Clinic, Female Reproductive System,

https://my.clevelandclinic.org/health/articles/9118-female-reproductive-system
Cruickshank, Heather (2019). Everything you need to know about Sexually Transmitted
Diseases (STDs), https://www.healthline.com/health/sexually-transmitted-
diseases#types
Evans, S. (n. d.). The lesser known erogenous zone. Retrieved from
https://www.independent.co.uk/life-style/love-sex/the-lesser-known-erogenous-
zones-and-how-to-find-them-10419267.html
Glossary of LGBTQ+ and Gender Terms, (n. d.). Retrieved from

https://www.portlandoregon.gov/article/730061
Gueren, Casey (2013), The Most Sensitive Spots on Men (and on you),
https://www.womenshealthmag.com/sex-and-love/a19919230/erogenous-zones/
HealthEngine, (2009). Calendar based method of contraception. Retrieved from

https://healthengine.com.au/info/calendar-based-methods-of-contraception
104
Hirsch, Irvin H. (2019), Structure of the Male Reproductive System,
https://www.merckmanuals.com/home/men-s-health-issues/biology-of-the-male-
reproductive-system/structure-of-the-male-reproductive-system
Hirsch, L. (n. d.). Abstinence. Retrieved from

https://kidshealth.org/en/teens/abstinence.html
Nathan, Lee MD (2014), Straight Talk about Sexually Transmitted Diseases,

https://www.youtube.com/watch?v=vNs_u_S8pmw
Martinez, S. (n. d.). The chemistry of love. Retrieved from

http://www.silviamar.com/Documents/love.htm
Medline Plus (2018). Sexually Transmitted Diseases. Retrieved from

https://medlineplus.gov/sexuallytransmitteddiseases.html
MED simplified (2016), The Female Reproductive System Made Easy – Organs and
Functions, https://www.youtube.com/watch?v=ZZEsPUQ1gG4
NIAID, (2015). Sexually transmitted disease. Retrieved from

https://www.niaid.nih.gov/diseases-conditions/sexually-transmitted-
diseases#:~:text=Sexually%20transmitted%20diseases%20(STDs)%20are,AIDS%2
C%20chlamydia%2C%20and%20syphilis.
NP Home Studio (2015), Worth the Wait (Short Film),

https://www.youtube.com/watch?v=PrNZvzRgHdE
RelayHealth, (2014). Withdrawal Method of birth control. Retrieved from

https://www.summitmedicalgroup.com/library/pediatric_health/aha_obg_withdrawal_
method_of_birth_control/
Science of Biology (2019), Natural and Artificial Methods of Contraception,

https://www.youtube.com/watch?v=1CobMUnok7E
Shannon, J. (2019). What is Scabies? https://www.healthline.com/health/scabies
Tamban, Victoria E. et al, Understanding the Self 2019
105
Wu, K. (n. d.). Love, actually: The science behind lust, attraction and companionship.
Retrieved from http://sitn.hms.harvard.edu/flash/2017/love-actually-science-behind-
lust-attraction-companionship/
106

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Understanding The Self

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What are the different perspectives discussed in understanding the self?

What are the different perspectives discussed in understanding the self?

What are the course requirements outlined in the document?

What are the course requirements outlined in the document?

Understanding the Self

Gualolarina C. Fernandez, RGC

Laguna University shall be a socially responsive educational institution of

Laguna University is committed to produce academically prepared and

Course Intended Learning Outcomes (CILO):

1. Discuss the different representations and conceptualizations of the self

Prelim Grade = 60% (Activity 1-4) + 40% (Prelim exam)

Final Grade = 30% (Midterm Grade) + 70 % [60% (Activity 8-10)

Module 1: The Self from Various Perspectives: Philosophical View of

Module 2: The Self from Various Perspectives: Anthropological View

Module 3: The Self from Various Perspectives: Sociological,

Module 4. Unpacking the Self

At the end of this module, students should be able to:

1. State the meaning of the self, according to the different philosophers

Figure 1.1. Who am I (Short Film) by Alhabib (2014?)

The following are the philosophers and their views on self.

Socrates: “Know Thyself”

Figure 1.2. Socrates

Figure 1.3. Plato

Augustine of Hipponesis was an early Christian theologian and philosopher who

Figure 1.4. St. Augustine (Donnel, 2020)

Figure 1.5. Thomas Aquinas

René Descartes is often credited with being the “Father of Modern

Figure 1.6. Rene Descartes

Figure 1.7. David Hume

Immanuel Kant: Respect for Self

Figure 1.8. Immanuel Kant

Figure 1.9. John Locke

Instruction: Comparative Analysis: Write the name of the seven philosophers,

Name of Philosopher Meaning of The Self Analysis

POST YOUR PICTURE HERE

I. Choose the correct answer.

1. He defined self as “unexamined life is not worth living.”

Cranston, M. (2020, August 21). David Hume. Retrieved from Britannica:

Famous Philosophers. (2013). Retrieved from http://famous-philosophers.com/socrates/

Skirry, J. (2020). René Descartes (1596—1650). DOI: ISSN 2161-0002

Turner, G. (n.d.). Retrieved from https://www.quora.com/How-does-Plato-define-the-word-

Gutenberg Self-Publishing Press) Retrieved from

Every society is individualized; we feel at ease talking about individuals and we

At the end of this module, students should be able to:

1. State the meaning of the self, according to the different philosophers

1. Anthropology – “Anthropology is the science of humanity which studies

2. Culture – “Culture is the characteristics and knowledge of a particular group

3. Self – “The set of someone's characteristics, such as personality and ability,

4. Personality – “Personality refers to individual differences in characteristic

5. Responsibility – “Responsibility is also the obligation of an individual to

6. Attitude – “Attitude, in social psychology, a cognition, often with some degree

Culture’s Impact on Personality

Figure 2.1. Culture, Self, and Personality (Cherry, 2020)

According to Cherry (2020), personality is something that people tend

• Theoretical controversial becomes more pronounced underscoring the need for

Figure 2.2. Dimensions of Personality

Highly conscientious people tend to be organized and mindful of

Figure 2.3. Agreeableness in the Big 5 Theory of Personality

People who are high in agreeableness tend to be more cooperative