Cierva Module in Understanding The Self

TIWI COMMUNITY COLLEGE
Tiwi, Albay
Module in
Understanding the Self
General Education 2
MIGUEL C. CIERVA JR., LPT
College Instructor
COURSE DESCRIPTION
This module covers the very “nature of self-identity, the factors, and forces that
affect the whole self.”1 With this, the course is intended to; a) define self, unpacking the
self, and managing the self. Thus the course will use various interdisciplinary
perspectives in terms of a) physiological; b) theological; c) sociological; d) philosophical;
and e) anthropological aspect of man as you strive to perfectly understand the self. This
module includes the mandatory topics on Family Planning and Population Education
as part of this curriculum.2
COURSE LEARNING OUTCOMES
At the end of the course, you are expected to acquire:

a. Essential knowledge of personality theories
b. A better understanding of your personality, self and identity, along with
knowledge of the influential forces which impact on these, such as gender,
culture, family, and relationships; and
c. Basic skills in managing the self and identity.
COURSE PLACEMENT: BEED 1, BSED 1, BSOA 1
COURSE CREDITS: 3 units
NUMBER OF HOURS: 54 hours in a semester
COURSE LEARNING CONTENT
UNIT PART 1: DEFINING THE SELF: PERSONAL AND DEVELOPMENTAL

PERSPECTIVES ON SELF AND IDENTITY
Lesson 1: Meet and Greet: My Home, My School
Lesson 2: Concept and nature of self: Who am I?
Lesson 3: Self, Society and Culture
Lesson 4: Self as Cognitive Construct
Lesson 5: Self: Western and Eastern Thought
UNIT PART 2: UNPACKING THE SELF
Lesson 1: Physical self: the Beautiful Me
1
Taken from the description of GE Core Courses
2
Taken from the CHEd Understanding the self syllabus
1
Lesson 2: Material Self: To Buy or not to Buy?
Lesson 3: Spiritual Self: Believe it or not!
Lesson 4: Moral Self: Living with Purpose
Lesson 5: Political Self: Being Filipino
Lesson 6: Digital Self: Who I am in the Cyber world?
Lesson 7: Social Self: Relating with Others
UNIT PART 3: MANAGING AND CARING FOR SELF
Lesson 1: Intelligent behaviors: Learning to be a better Learner
Lesson 2: Emotional self: Achieving My Emotional Competencies
Lesson 3: Responsible Self: My Commitment to Lifelong Growth
Lesson 4: Do not Just Dream, Make it Happen!
Lesson 5: Assessing for Self-Improvement: Directing My Destiny
COURSE REQUIREMENTS
In this module, I deeply encourage you to complete your requirements for you to
pass in this course.
1. Answer and submit the activities and/or evaluation given in the different lessons
on the indicated schedules
2. Submission of individual portfolio (compilation of the entire activities and
evaluation to be submitted at the end of the semester or before the final
examination)
3. Major examinations: Prelim, midterm, and final examinations
SYSTEM OF COMPUTING GRADES

For your guidance as on how I computed your grades as an assessment, I divided the
areas for each term, namely:
1. Module ( written activities and or evaluation) 30%

2. Attendance and Character 10%
3. Project (portfolio) 20%
4. Major Examinations (Midterm, Finals) 40%
Total 100%
2
REFERENCES
1. Alata, Eden Joy Pastor et al. Understanding the self. Manila: Rex Bookstore, Inc.,
2018.
2. Arcega, Analiza F. et al. Understanding the Self. Quezon City: C & E publication,
Inc. 2018.
3. Compiled Readings for Clinical Pastoral Education [CPE] by Sr. Marie Therese S.
Yusay, SPC. 2008.
4. Cox, Maria Gina G. Personal Development. Pasay City: JFS Publishing Services, 2016.
5. Evangelista, Lourdes L. Personality Development and Human Relations. 2005.
6. Personality Development Reader, First edition. Quezon City: Sunshine interlinks

publishing House, Inc. 2016.
7. Sanchez, Custodiosa A., et al. General Psychology. Fourth Ed. Manila: Rex Book
Store, Inc., 2005.
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UNIT PART 1: DEFINING THE SELF: PERSONAL AND
DEVELOPMENTAL PERSPECTIVES ON SELF AND IDENTITY
An Introduction
In this unit, you are going to explore the definition about the self in terms of the
developmental perspectives on self and identity in philosophical sense, anthropological,
and sociological. This unit will further help you to distinguish western and eastern
perspectives on self and identity.
Lesson 1: MEET AND GREET: MY HOME, MY

SCHOOL
The most challenging and exciting phase is your college life. It

is a new adventure that everyone looks forward to. It is a world
different from your elementary as well as junior and senior high
schools. Since you are in your freshman year in TCC, everything – including this subject
is new to you.
OBJECTIVES: At the end of this lesson, you will be able to:
1. Memorize the vision and mission, and core values of the school
2. Explain the program and the TCC‟s vision-mission statements and objectives
3. Demonstrate self-understanding and self-acceptance
Lesson proper
You belong to Tiwi Community College so it is important to know and learn how
to interact with your fellow classmates. However, you must learn to live together in
peace and harmony with yourself and the whole school community by analyzing the
Mission, Vision, Core Values, and the Philosophy and Objectives.
In college, you are expected to do something for the whole community and even
at home. You are now a freshman student. Can you identify the things that you expect
to do for the community and for the school?
Here is the TCC Mission, Vision, and Core Values:
VISION MISSION CORE VALUES
Tiwi Community College Tiwi Community College F – Fortitude

(TCC) envisions a dedicated (TCC) is committed to
educational institution with produce graduates who are I – Integrity
competent management, professionally and
committed teaching and non- technically trained and D – Discipline
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teaching staff, capable of value-laden to uphold the
producing globally local, national and global E – Excellence
competitive and innovative goals.
graduates imbued with moral, L – Leadership
social and environmental
consciousness for sustainable
development.
INSTITUTIONAL OUTCOMES
Every TCC graduate showed:
a. Participation in various types of employment, development activities in response
to the need of community
b. Demonstrate competence in teaching various fields of specialization
c. Demonstrate competence, integrity and honesty in various field through research
extension and productive activity geared towards sustainable development
ACTIVITY: Answer briefly.

1. Is it important to have misson, vision and core values in the school? Why?
2. How will it help me as a student and as a person in understanding myself?
3. How are you going to live the Mission, Vision, and Core Values at home?
______________________________________
Lesson 2: WHO AM I? (CONCEPT AND NATURE OF
SELF)
Our names represent who you are. Your name signifies you.
However, the name is not the person itself no matter how intimately
bound it is with the bearer. It is only a signifier. Self is thought to be
more than the name. Self is something that a person perennially molds, shapes, and
develops. The self is not static.

1. Define the nature, concept, and meaning of the self
2. Discuss the nature of the self from your own point of view;
3. Use the conceptualization and representation of the self from various disciplines
and perspectives
Lesson proper:
The Philosophical View of Self: Various Philosophers
Socrates: Know Yourself
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Socrates is interested in the nature of man. He was the first philosopher who
employs systematic questioning about self. “Every man is composed of body and soul.”
– i. e. dualism [i.e. Man is composed of two important aspects of his/her personhood]
Therefore, applying the platonic perspective, all individuals have an imperfect,

impermanent aspect of the body, while maintaining that there is also a soul that is sole
perfect and permanent.
Socrates considered a man from the standpoint of his inner life. The well-known
life of Socrates tells each man to bring his inner self to light. A bad man is not virtuous
through ignorance. Virtue is the deepest and most basic propensity [strong natural
tendency to do something] of man. Knowing one‟s own virtue is necessary and can be
acquired or learned. Since virtue is innate in the mind and self-knowledge is the source
of all wisdom, an individual may gain possession of oneself and be one‟s own master
through self-knowledge.
To sum, “an buhay na dai pinaghurop-huropan mayo nin pakinabang.” – Socrates
I: The Ideal Self – perfect self
Socrates affirmed that the unexamined life is not worth living, with this; I
claimed this notion in his dialogues. I basically took off from his master and supported
the idea that man is by nature as dual. He added that there are components of the soul:
a] rational soul; b] spiritual soul; and c] appetitive soul.
In the book, “The Republic,” I emphasized that justice in the human person can
only be achieved if the three parts of the soul are working harmoniously with each
other. The rational soul forged/ copied by reason and intellect that govern the affairs of
the human person; the spiritual soul which in charge of emotions; and appetitive soul in
charge of base desires.[1]
Therefore, the human person‟s soul becomes just and virtues when this ideal
state is reached. To make it simple, a man was all-knowing before he came to be born
into this world. In concrete terms, man must imitate his former self; he should live a life
of virtue in which true human perfection exists.
“Love in fact is one of the links between the sensible and the eternal world.” – I
Rene Descartes: “Cogito, ergo sum” I think, therefore I am
Descartes conceived man as having a body and a mind. He claimed that there is
so much that we should doubt since much of what we think and believe is not true.
Rene thought that the only thing that one cannot doubt is the reality of the self, for even
if one doubts oneself, that only proves that there is a “doubting” self, a being that thinks
and therefore, that cannot be doubted.
The self then for Descartes is also a mixture of two distinct entities, the COGITO,
the thing that thinks, which is the mind, and the EXTENZA of the mind, which is the
body, ie. like a machine that is attached to the mind.[2]
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The body of the human person does not make a man a man; instead, that is the
mind. Descartes posted a question: “What then am I?” A thinking being – that doubts,
understands, affirms, denies, wills, refuses, imagines, and perceives.
To sum, the mind and the body are independent of each other and serve their
own purpose, man must use his own mind and thinking abilities to investigate, analyze,
experiment, and develop himself/ herself.
David Hume: the self is the bundle theory of mind
Hume is considered as an empiricist philosopher who believes that one can

know only through the use of the senses and experiences. For example, Ana knows that
Lenard is a man not because Ana has seen his soul. Ana knows Lenard just like her
because Ana sees him, hears him, and touches him.
Hume postulates that self is nothing else but “a bundle of impressions.” What
are the impressions? David Hume categorized all into two: 1) impressions and 2) ideas.
The first one is the basic objects of our experience or sensation. So, it forms the core of
our thoughts. For instance, when one touches rock, the hardness sensation is a direct
experience which is an impression.
On the contrary, Ideas are replicas of our impressions. Because of this, they are
not as lively and clear as our impressions. For example, the feeling of being broken-
hearted for the first time that is a clear idea. So, what is the self? According to Hume,
the self is “a bundle or collection of various perceptions, which succeed each other with
an inconceivable rapidity, and are in a perpetual flux and movement.” (Hume and
Streinberg, 1992). Thus, the self is simply a collection or compilation of all our
experiences with a particular being.
Immanuel Kant: Respect for Self
Kantian ethics presents that every man is an end in himself and should never be
treated merely as a means or object. With this notion, it follows the plain dictum on
reason and justice: Respetuhun mo an iba, siring sa pagrespeto sa sadiri mo.
You must not use others as “kasankapan” for the sake of achieving your private
goals or end. Hence, respect other‟s basic rights and equality.
Gilbert Ryle: The mind-Body dichotomy
For Ryle, what truly matters is the behavior that a person exhibits in his
everyday life. With this, Ryle says that self is not an entity one can easily locate and
analyze but rather simply the convenient name that people use to refer to all the
behaviors that people create.
Merleau-Ponty: Phenomenologist
He insisted that the body and mind are connected from one another. One cannot
find any experience that is not an embodied experience. All experience is embodied.[3]
One‟s body is his opening toward his existence to the world. Because of these bodies,
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men are in the world. He dismisses the Cartesian Dualism. For him, the Cartesian
problem is nothing but plain misunderstanding. The living body, his thoughts,
emotions, and experiences are all one.
The Christian or Biblical view on Self
The Holy Bible
“God created man in His image; in the divine image He created him; male and
female He created them. God blessed them, saying, „Be fertile and multiply; fill the
earth and subdue it. Have dominion over the fish of the sea, the birds in the air, and all
the living things that move on the earth.” Gen. 1:24-28
Thus, it is right to say that the self is the “multi-bejeweled crown of creation” –
the many gems thereof representing and radiating the glorious facets of man‟s self that
include the physical, intellectual, moral, religious, social, political, economic, emotional,
sentient, aesthetic, sensual, and sexual aspects.[4]
Augustine: Love and justice: the foundation of the individual self
Augustine‟s view of the human person reflects the entire spirit of the medieval
world. Augustine combined platonic ideas into the perspective of Christianity.
Augustine agreed that man is of a bifurcated (dualism) nature. The body is

bound to die on earth and the soul is to anticipate living eternally in communion with
the Divine.
He believed that a virtuous life is the dynamism of love. Loving God means
loving one‟s fellowmen; and loving one‟s fellowmen denotes never doing any harm to
another and this the reflection of true justice.
“An sakong puso dai matutuninong sagkod na Ika mapasapuso ko.” – Augustine
Thomas Aquinas: Angelic doctor
Unlike Augustine, Aquinas adopted some ideas from Aristotle. Aquinas said that
indeed, man is composed of two main parts: matter and form. Matter (hyle) refers to the
common stuff that makes up everything in the universe; and Forms (morphe) refers to
the essence of the substance of things. It is what makes it what it is.
In the case of the human person, the body of man is something that he shares
even with animals. What makes a human person a human person is his very essence.
Like Aristotle, the soul is what animates the human body; it is what makes us humans.
The Psychological View of Self
Sigmund Freud: Psychoanalytic theory of self
Freud asserts that the human psyche [personality] is structured into three main
parts. These structures – ID [internal desires], EGO [reality], and SUPEREGO
[conscience] – all these develop at various stages in the life of a person.
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An individual can be divided into distinct stages characterized by sexual drives
according to Freud in terms of man‟s development. As the person grows, certain areas
become sources of pleasure, frustration, or both. Freudian stages of psychosexual
development: oral, anal, phallic, latency, and genital.
Erik Erikson: Psychosocial stages of self-development
Erikson is primarily concerned with how both psychological and social factors
affect the development of individuals. He formulated 8 major stages of development of
the human person, each posing a unique developmental task and simultaneously
presenting the individual with a crisis that s/he must overcome.
SUMMARY
This lesson presented the major lenses – philosophical, biblical, and

psychological – through which one can understand the whole self. In terms of
philosophical perspective, the self is abstract. The philosophers believed that the human
person is more than his/her physical aspect. On the other hand, the biblical perspective
concluded that the human person as created by God and destined for greater things
through the grace of God and by living a virtuous life. Lastly, psychologists use stages
or phases to further explain self as a product of life‟s development in its different
aspects. It is significant for you to explore yourself and not limit your understanding to
those that are just given to you.
ACTIVITY: Answer briefly
1. What are the biggest and most important things you have learned in life so far?
2. What aspect of yourself do you believe you have to improve? Why?
3. Write an essay about anything that you wish to submit about yourself. (You may
use these following suggested topics)
a. Me as I see me
b. How other people see me
c. How I would like other people to see me
_________________________________________________________
Lesson 3: SELF, SOCIETY AND CULTURE

Self has been debated across time and history. With the advent
of social sciences, the nature of the self became possible for new ways
and paradigms to reexamine the true nature of the self.
There are two components of the human person that the thinkers believed. It is
the relationship between the self and the external world. What is the relationship
between the external world and the self?
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1. State the relationship between the self, society, and culture
2. Describe and discuss the different ways by which society and culture shape the
self
3. Interpret how the self can be influenced by the different institutions in the
society; and
4. Examine one‟s self against the different views of self that were discussed
Lesson proper
What is the self?
In contemporary literature, the self is defined in various characteristics:

“separate, self-contained, independent, consistent, unitary and private.”
*SEPARATE* - It refers to the distinction from the other-selves. So, the self is unique
and possesses a personal identity. It follows that one cannot be another person.
*SELF-CONTAINED & INDEPENDENT* - It does not require any other self for it to be.
*CONSISTENT* - It is because the self has a personality that is enduring and persistent
for quite some time.
UNITARY* - The self is the center of all experiences and thoughts that run through a
certain person it is like the chief command post in an individual where all processes,
emotions, and thoughts converge.
*PRIVATE*- This last characteristic of the self suggests that the self is isolated from the
external reality.
From this perspective: the concern of this lesson is to understand the vibrant
relationship between the self and the external reality. This is called the social
constructionist perspective which argues for a merged view of the person and their
social context where the boundaries of one cannot easily be separated from the
boundaries of the other. (Stevens, 1996)
Social constructionists argued that self is dynamic. The self has to be seen as
something that is in unceasing flux and is flexible in its dealings with society.
It means a person can change and adjust his behaviors, ways, and even language
depending on his social context. This is normal, acceptable, and expected. The self is
capable of morphing and fitting itself into various circumstances it finds itself in.
THE SELF AND CULTURE
According to Marcel Mauss, a French anthropologist, every self has two faces:
personne and moi. The moi - refers to a person's sense of who he is, his body, and his
basic identity, or his biological governess. While, personne - has much to do with what
it means to live in a particular institution, a particular family, a particular religion, a
particular nationality, and how to behave given expectations and influences from
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others. To make it short, moi is a person's basic identity; while, personne is composed of
the social concepts of what it means to be who he is.
THE SELF AND THE DEVELOPMENT OF THE SOCIAL WORLD
The never-ending terrain of the metamorphosis of the self is intermediated by

language. Through language one can publicly share and privately utilized symbol
system.
Mead & Vygotsky believed that without a biological family and sociological
aspect, a person may not even survive or became a human person.
GENDER AND THE SELF
In terms of self and gender, GENDER is subjected to alteration, change, and

development. In the past years, we have seen people fighting hard for the right to
express, validate, and assert their gender expression in society.
For the social sciences and the self, it is essential to give one the freedom to find,
express, and live his own identity. To illustrate, our gender partly determines how we
see ourselves in the world. Often, society forces a particular identity unto us depending
on our biological sex and /or gender.
Both Vygotsky and Mead treated the human mind as something that is made
constituted through language as experienced in the external world and as encountered
in dialogs with others. A young child internalized values, norms, practices, and social
beliefs and more through exposure to these dialogs that will eventually become part of
his world. VYGOTSKY, for this part a child internalizes real-life dialogs that he has had
with others, with his family, his primary caregiver or his playmates.
Self in Families
Distant from the anthropological and psychological basis for the relationship
between the self and the social world, the sociological likewise struggled to understand
the real connection between the two concepts. In doing so, sociologists focus on the
different institutions in power at play in society. Among these the most prominent is
the family. GENDER has to be personally discovered and asserted and not dictated by
culture and society.
ACTIVITY: Using a diagram, you are going to present your relationship to society
and culture.
Culture
Society
SELF
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2. What social pressures help shape yourself? Would you have wanted it otherwise?
3. What aspect of your self do you think maybe changed or you would like to change?
Why?
___________________________________________________________
Lesson 4: SELF AS COGNITIVE CONSTRUCT

Form the previous unit, different social sciences have their
own research, definition, and conceptualization of self and identity.
The trend of the lessons also seems to define the concept of the "self"
from a larger context (i. e; culture and society) down to the individual.
This unit provides you an overview of the themes of psychology regarding the
self-concept.

1. Analyze the effects of various factors identified in psychology in the formation of
the "self".
2. Create your own definition of the "self" based on the definitions from
psychology; and
3. Evaluate the different ideas in psychology about the "self".
Lesson proper:
Self as a cognitive construct
The statement "I am who I am" gives us beg queries to our minds. "If you are
who you are, then who are you that makes you who you are?"
As mentioned already in the previews units, there are numerous definitions of

the "self." In psychology simply defined "self" as "the sense of personal identity and of
who we are as individuals (Jhangiani and Tarry 2014)."
William James (1890) conceptualized the self as having two aspects the "I" and
the "me". The "I" is the thinking, acting, and feeling self (Gleitman, Gross, and Reisburg
2011; Hogg, and Vaughan 2010). The "me" on the other hand, is the physical
characteristics as well as psychological capabilities that make who you are (Gleitman,
Gross, and Reisburg 2011; Hogg and Vaughan 2010). Carl Rogers's (1959) theory of
personality also used the same terms, the "I" as the one who acts and decides while the
"me" is what you think or feel about yourself as an object (Gleitman, Gross and
Reisburg 2011).
Another concept alike to self is IDENTITY. It is composed of personal

characteristics, social roles, and responsibilities, as well as affiliations that define who
one is (Oyserman, Elmore, and Smith 2012). Next is the self-concept that is what comes
to your mind when you are asked about who you are (Oyserman, Elmore, and Smith
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2012). Self-identity and self-concept are not fixed in an instant and they are not fixed for
life nor are they ever-changing at every moment.
Carl Rogers provided us a lucid diagram on self-schema or collection of

knowledge about who we are (Gleitman, Gross, and Reisberg 2011; Jhangaini and Tarry
2014).
Hobbies
Family SELF Religion
Nationality
As you grow and adapt to the changes around you, they also change, but they
are not passive receivers but instead, they actively shape and affect how you see, think,
and feel about the world or things.
These theories generally see the self and identity as a mental construct created
and recreated in memory (Oyserman, Elmore, and Smith 2012). Based on current
researches, they pointed out that the frontal lobe of the brain is associated with the
processes concerning the self.
Sigmund Freud, a psychologist, basically saw the self its mental processes and
one's behavior as the product of the interaction between the ID, EGO, and the
SUPEREGO.
As mentioned already, the definitions of the self, social interaction has a part to
play in whom you think you are. This is not nature vs. nurture but rather a nature--and-
-nurture perspective.
Three reasons why self and identity are social products: firstly, you do not create
yourselves out of anything; secondly, you need others to affirm and reinforce whom
you think you are, you also need them as reference points about your identity; lastly,
what you think is important in your social or historical context.
Two types of self that we can be aware of: the private self or your internal
standards and private thoughts and feelings. The public self or your public image
commonly geared toward having a good presentation of yourself to others (Hogg and
Vaughan 2010)
Self-awareness means that you are aware of your concept. Self-awareness

presents you with at least three other self-schema: ACTUAL, IDEAL, and OUGHT SELF
(Higgins 1997 in Hogg & Vaugh 2010).
ACTUAL SELF is who you are at the moment
IDEAL SELF is whom you like to be; and
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OUGHT SELF is whom you think you should be.
SELF- AWARENESS may be positive or negative depending on the

circumstances and our next course of action. It can keep you doing something
dangerous. It can be too much that we are concerned about being observed and
criticized by others. It is also known as self-consciousness (Jhangiani and Tarry 2014).
Our group identity and self-awareness have a great impact on our self-esteem,
one of the common concepts associated with the "self". It defines our own positive or
negative perception or evaluation of ourselves (Jhangiani, And Tarry 2014; Gleitman,
Gross, and Reisberg 2011).
Social comparison is one of how our social relationship affects our self-esteem.
Based on social comparison theory, you learn about yourselves, the appropriateness of
your behaviors, by comparing aspects of yourselves with other people (Jhangiani, and
Tarry 2014; Hogg and Vaughan 2010).
Let us look at the two social comparisons. The DOWNWARD SOCIAL

COMPARISON is a common type of comparing yourselves with others. You create a
positive self-concept by comparing yourselves with those who are worse off than you.
(Jhangiani and Tarry 2014). By having a great advantage, we can raise our self-esteem.
While the UPWARD SOCIAL COMPARISON is comparing you with those who
are better off than you (Jhangiani, and Tarry 2014). Well, it can be a form of motivation
for some, but a lot of those who do this comparison felt lower self-esteem as they
highlight more of their weakness.
SOCIAL COMPARISON entails self-evaluation maintenance theory, which states

that you can feel threatened when someone out-performs us, especially when that
person is close to you (i.e., a best friend or family members, etc.). Take note that this
social comparison occurs not only between individuals but also among groups.
In this case, you usually react in three ways: FIRST, you distance yourselves from
that person or redefine your relationship with that person; SECOND, you may
reconsider the importance of the skill in which you were outperformed in some areas;
and LASTLY, you may strengthen your resolve to improve that certain aspect of
yourselves.
In an attempt to increase self-esteem, several people become a narcissistic person.

NARCISSISM is a "trait characterized by overly high self-esteem, self-admiration, and
self-centeredness like Narcissus. Sometimes, there is a thin line between high self-
esteem and narcissism. There are a lot of test and measurements for self-esteem like the
Rosenberg scale but the issue is that the result can be affected by the desire of the
person to portray herself in a positive or advantageous way.
ACTIVITY
Research and list 3 major things to boost your self-concept or self- esteem. Cite
the sources. Analyze which of those tips are more likely to do backfire and make
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someone conceited or narcissistic and revise them to make the statements both helpful
to the individual as well as society in general.
_____________________________________________________________
Lesson 5: SELF IN WESTERN AND EASTERN

THOUGHT
Eastern and western countries have different perceptions of the
self. In this unit, we are going to show the dichotomy on self.

1. Explain the concept of self as found in Asian thought;
2. Choose a representation from the Filipino self; and
3. Differentiate the concept of self according to Western through against Eastern
perspectives
Lesson proper
The perspectives of each culture and country about the concept of “self” can be
analyzed in many ways. In this lesson, we will look at religious beliefs and political
philosophies that greatly influenced the mindset of each country or culture.
Firstly, Confucianism is seen as a code of ethical conduct in eastern countries of

how one should properly act according to their relationship with other people; hence it
is focused on harmonious social life (Ho 1995). Thus, identity and self-concept are
interwoven with the identity and status of his/her community or culture (Ho 1995).
The ultimate purpose of life is self-cultivation. The cultivated self in

Confucianism is what some scholars call a “subdued self” wherein personal needs are
repressed [subdue] for the good of many, making Confucian society also hierarchal to
maintain order and balance (Ho 1995).
Secondly, Taoism is a philosophy that was founded by Lao Tzu. Taoism is living
in the way of the Tao (Universe). On the contrary to Confucianism, they rejected the
hierarchy and strictness. They prefer to live a simple life. They argued that self is not an
extension of family or community but rather self is part of the tao. For this belief, the
ideal self is selflessness, not forgetting about the self, rather it is living balanced-about
prejudices and egocentric ideas and thinking about equality as well as complementarily
among humans as well as other beings (Ho 1995).
Thirdly, Buddhism believed that self is seen as mere illusion, born out of
ignorance, or human centeredness; therefore, the self is the source of all sufferings. Life
is full of suffering and it is made up of a cycle of birth, decay, illness, death. It is
therefore our quest to forget about the self, forget the craving of the self, break the
attachments you have with the world, and renounce the self w/c is the cause of
suffering and in doing so, attain the state of nirvana. Nirvana (liberation)-blowing out
the flames of desire.
15
Western Self focuses on individualistic self. You compare to be better. Then, you
put primacy on developing yourself.
By concentrating on the self, western may seem to have loose associations or

even loyalty to their groups. Competition, straightforward, and forceful in their
communication, as well as decision making, are part of their attitudes. They value
equality even if they see that individuals can rise above everything else. But they
promote ideals that cater to 'fair' competition and individual protection.
Western and Eastern Differences
Western referred to as the school of thought from Greek Philosophy. It is rooted

in Rome and Christianity. It is individualist in culture. It is all about 'I'. Tries to find self
as it is the given part of the divine.
Eastern roots are from Asia. It is collectivist in culture. It is all about 'We'. Drawn
on people's actions and thought as one. Trying to get rid of the false 'me' concept and
find meaning in discovering the true 'me'. Life is all about unity. The inner self must be
freed from self-centeredness or self-attachment.
Western and Eastern Similarities
Both western and eastern approaches shared a concept that a deeper

understanding of reality is possible. Influenced by the notion that there is a supreme
being who guides mankind and provides for all He created. Both believe in the concept
of "God as the king of the universe."
ACTIVITY
1: Make a mandala artwork that represents yourself. Then, put your explanation at the
back of the mandala.
2: Create a concept map of the SELF according to Filipino culture. Provide a brief
explanation of your output. You can also cite books or researches about Filipino culture,
self and identity to further elaborate on the topic.
PRELIMINARY EXAMINATION
_______________________________________________
UNIT PART 2: UNPACKING THE SELF
An Introduction
This unit will help you understand the seven (7) areas that constitute the self:
namely, physical, material, spiritual, moral, political, digital, and social self.
_______________________________________________________________
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Lesson 1: PHYSICAL SELF: THE BEAUTIFUL ME
We are controlled by our genetic makeup from our childhood,
i. e, sex chromosomes. It influences the way we treat ourselves and
others. On the other hand, some individuals DO NOT ACCEPT their
INNATE SEXUAL characteristics and they tend to change their sexual
organs through medications and surgery. Besides, the external
environment helps shapes us. In this lesson, we are going to explore
the development of our sexual characteristics and behavior.

1. Determine the condition of your physical self
2. Classify the physiological needs of the self in each stage of life
3. Identify the forces and institutions that impact the development of the various
aspects of identity and the self
4. Explain the importance of good health
Lesson proper
The gonads begin to form until about the eight weeks of embryonic development
explained by Marieb, E.N. (2001). The embryonic structures of males and females
during the early stages of human development are alike and are said to be in an
indifferent stage. When the reproductive structures have formed the development of
the accessory structures and external genitalia begins. [See the miracles of life - video
clip]
Beginning of life
Life begins at fertilization. It is the meeting of the female sex cell and the male sex
cell. These sex cells are developed in the reproductive organs called GONADS. The
male sex cell called spermatozoa [sing. –zoon] is produced in the male gonads called
testes. On the other hand, the female sex cells called ova are produced in the female
gonads known as ovaries. The fertilized egg cell known as zygote contains all the
hereditary potentials from the parents. This zygote goes to the uterus and continues to
grow during the gestation period of about 280 days or 36 weeks or 9 calendar months.
Both male and female chromosomes contain several thousands of genes – called
deoxyribonucleic acid which is the code of heredity. Maturation is the unfolding of the
inherent traits.
Human Development
The formation of male or female structures depends on the presence of

testosterone (A substance called hormone that occurs naturally in men and male
animals). The embryonic testes release testosterone once formed and the formation of
the duct system and external genitalia follows. The same with female embryos that form
ovaries, it will cause the development of the female ducts and external genitalia since
testosterone hormone is not produced.
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Pseudo hermaphrodites are formed who are an individual having accessory
reproductive structures that do not “match” their gonads while true Hermaphrodites
are individuals who possess both ovarian and testicular tissues but this condition is rare
in nature. Nowadays, many pseudo hermaphrodites undergo sex-change operations to
have their outer selves fit with their inner serves (gonads).
Human anatomy
Puberty is the period of life when the reproductive organs grow to their adult
size and become functional under the influence of rising levels of gonadal hormones
[testosterone in male and estrogen in female] and generally between the age of 10-15
years old.
At the age of 13, male puberty is characterized by an increase in the size of the
reproductive organs followed by the appearance of hair in the pubic area, axillary, and
face. The reproductive organs continue to grow for two years until sexual maturation is
marked by the presence of mature semen in the testes.
For the female, the budding of their breasts usually occurring at the age of 11 as a
sign of their puberty stage. Menarche is the first menstrual period of females which
happens two years after the start of puberty. Hormones play an important role in the
regulation of ovulation and fertility of females
Factors in the development of the physical self
Two interacting forces that develop the individual: heredity and environment.
Heredity [nature] is the transmission of traits from parents to offspring it provides the
raw materials of which the individual is made up. While the environment [nurture] is
the sum total of the forces or experiences that a person undergoes from conception to
old age. It includes family, friends, school, nutrition, and other agencies one is in
contact with.
Diseases associated with the reproductive systems
Infections are the most common problems associated with the reproductive
system in adult age.
Vaginal infections are more common in young and elderly women and those
whose resistance to diseases is low, like, Escherichia coli which spread through the
digestive tract, the sexually transmitted microorganisms such as syphilis, gonorrhea
and herpes virus and yeast fungus.
Pelvic inflammatory disease and sterility are also the effects of vaginal infections.
For males, the most common inflammatory conditions are prostatitis, urethritis, and
epididymitis, STD, Orchiditis.
The major threat to reproductive organs is Neoplasms, tumors of the breast and
cervix cancers in adult females and prostates cancer in adult males.
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Most women hit the highest point of their reproductive abilities in their late 20‟s, i.e.
irregular ovulation and shorter menstrual periods – menopausal period.
The production of estrogen may continue after menopause but the ovaries finally
stop functioning as endocrine organs. The reproductive organ and breast begin to
atrophy or shrink if estrogen is no longer released from the body. With this case, the
vaginal becomes dry that causes intercourse to become painful if frequent and vaginal
infections become increasingly common.
Signs of estrogen deficiency: irritability and mood changes [depression in some];

intense vasodilation of the skin‟s blood vessels, gradual thinning of skin and loss of
bone mass, slowing rising high blood levels, etc..
Note: there is no counterpart for menopause in males. Although aging men show
a steady decline in the testosterone section, their reproductive capability seems
unending. Healthy men are still able to father offspring well into their 80‟ and beyond.
Erogenous zones
It refers to the part of the body that is primarily receptive and increase sexual
arousal when touched sexually. Examples: mouth, breast, genitals, anus. However,
erogenous zones may vary from one person to another. Some people may desire and
enjoy being touched in a certain area more than the other area, like, neck, thighs,
abdomen, and feet.
Human Sexual Behavior
It is defined as any activity – solitary, between two persons, or in a group – that

induces/ brings sexual arousal [Gebhard, P.H. 2017]. This behavior is classified
according to gender and number of participants.
Types of behavior: Solitary behavior [involving one individual]; and Socio-sexual

behavior [more than one individual]
Solitary behavior
Self – gratification [begins at or b4 puberty] means self –stimulation that leads to

sexual arousal and generally, sexual climax. This takes place in personal and private as
an end in itself, but can also be done in a socio-sexual relationship.
This is common for males but becomes less frequent or is abandoned when socio-
sexual activity is available.
Therefore, self-gratification is most frequent among the unmarried. However,

this self-gratification usually decreases as soon as an individual develops a socio-sexual
relationship.
Nowadays, humans are frequently being exposed to sexual stimuli esp. from
advertising and social media. Some adolescents become so much aggressive when they
respond to such stimuli.
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The rate of teenage pregnancy is recently increasing. The challenge is to develop
self-control so that to balance suppression and free expression. Why? To prevent
premarital sex and acquire STD.
Socio-sexual behavior
It is the greatest amount of socio-sexual behavior that occurs b/w only one male
and one female. This usually begins in childhood and may be motivated by curiosity,
such as showing or examining genitalia.
Physical contact involving necking and petting is considered as an ingredient of

the learning process and eventually of courtship and selection of a marriage partner.
Petting differs from hugging, kissing, and generalized caresses of the clothed
body to produce stimulation of the genitals. This is done due to affection as a source of
pleasure, preliminary to coitus [this is an insertion of the male reproductive organ into
female organ]. This is regarded as an important aspect of selecting a partner but also a
way of learning how to interact with another person sexually.
A behavior may be interpreted by society or individual as erotic depending on

the context in which the behavior occurs. For example, kissing as a gesture of intimacy
b/w couples while others see this as respect and reverence.
Physiology of human sexual response
The sexual response follows a pattern of sequential stages or phases when sexual
activity is continued.
1. Excitement phase = it is caused by an increase in pulse and blood pressure; a sudden

rise in blood supply to the surface of the body resulting in increased skin temperature,
flushing, and swelling of all distensible body parts particularly noticeable in the male
and female reproductive system, rapid breathing, secretion of genital fluids, vaginal
expansion, and a general increase in muscle tension.
2. Plateau phase = it is generally of brief duration. If the stimulation is continued,

orgasm usually occurs.
3. Sexual climax = a feeling of abrupt, intense pleasure, and rapid increase in pulse rate
and blood pressure, and spasms of the pelvic muscles causing contractions of the
female reproductive organ and ejaculation by the male that last only for few seconds
normally not over ten.
4. The resolution phase = refers to the return to a normal or subnormal physiological

state. Whereas males return to normal even if stimulation continues, but continued
stimulations can produce additional orgasms in females. Females are physically capable
of repeated orgasms without the intervening “rest period” required by males.
Nervous system factors
20
The nervous system plays a significant role during sexual response. The
autonomic system is involved in controlling the involuntary responses.
The efferent cerebrospinal nerves transmit the sensory messages to the brain to
create stimulus and later initiating a sexual response. The brain will interpret the
sensory message and dictate what will be the immediate and appropriate response of
the body. The muscles contract in response to the signal coming from the motor nerve
fibers while glad secretes their respective product. So, sexual response is dependent on
the activity of the nervous system.
Hypothalamus and limbic system are part of the brain believed to be responsible
for regulating the sexual response, but there is no specialized “sex center” that has been
located in the human brain.
Apart from brain-controlled sexual responses is the reflex. This reflex is mediated
by the lower spinal cord that leads to erection and ejaculation for males, vaginal
discharges, and lubricants for females when the genital areas are stimulated. But still,
the brain can overrule and suppress such reflex activity, when the sexual response is
socially inappropriate.
Sexual problems
These may be classified as physiological, psychological, and social in origin.

Physiological problems are the least among the three categories. The small number of
people suffering from diseases due to abnormal development of the genitalia or that
part of the neurophysiology controlling sexual response. Example: vaginal infection,
retroverted uteri, prostatitis, adrenal tumors, diabetes, senile changes of the vagina, and
cardiovascular problems.
Medication: Through surgery
Psychological problems: usually caused by socially induced inhibitions,

maladaptive attitudes, ignorance, and sexual myths held by society. Example: mature
sex must involve rapid erection, prolonged coitus, and simultaneous orgasm. Methods:
magazines, married books, and general sexual folklore often strengthen these
demanding ideals which are not always achieved; therefore, can give rise to the feeling
of inadequacy anxiety and guilt. Hence, resulting negative emotions can definitely
affect the behavior of an individual.
Premature emission of semen is a common problem for young males. Why?

Because of the natural result of excessive tension in a male who has been sexually
deprived. Erectile impotence is almost always a psychological problem in males under
40; in other cases, the impotence may be the result of disinterest in the sexual partner,
fatigue, and distraction because of nonsexual worries, intoxication and other causes
such as occasional impotency is common and requires no therapy.
Ejaculatory impotence [inability to ejaculate in coitus] is uncommon and usually

of psychogenic origin. Why? It is due to past traumatic experiences. Warning! The
21
occasional ejaculatory inability can be possibly expected in older men or in any male
who has exceeded his sexual capacity.
Lastly, vaginismus is a strong spasm [contraction] of the pelvic musculature

constricting the female reproductive organ so that penetration is painful or impossible.
It can be due to anti-sexual conditioning or psychological trauma as an unconscious
defense against coitus.
Medication: through psychotherapy and by gradually dilating/widening the female

organ with increasing large cylinders.
Sexual Reproductive diseases are the following:
1. Chlamydia
2. Gonorrhea
3. Syphilis
4. Chancroid
5. Human Papillomavirus
6. Herpes simplex virus
7. Trichomonas vaginalis
Natural and artificial methods are the following:
1) Abstinence
2) Calendar method
3) Basal body temperature
4) Cervical mucus method
5) Symptothermal method
6) Ovulation detection
7) Coitus interruptus
Artificial methods are the following:
1. Oral contraceptive
2. Transdermal patch
3. Vaginal ring
4. Subdermal implants
5. Hormonal injections
6. Intrauterine device
7. Chemical barriers
8. Diaphragm
9. Cervical cap
10. Male condoms
11. Female condoms
12. Surgical methods (vasectomy and ligation)
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ACTIVITY
1. Make a slogan that will raise the awareness of the college students and help
eliminate sexually transmitted diseases especially among the youth.
2. Agree or Disagree. Are you in favor of legalizing marriage among LGBTQ+?
_________________________________________________________
Lesson 2: MATERIAL SELF: TO BUY OR NOT TO

BUY?
We cannot deny that we live in a world of sale and shopping.
We can find promotions of product purchase everywhere in the
digital space. Many product advertisements are suggestive of making
us feel better or look good in the appearance. Part of our being is to acquire a different
product. Thus, it is true that what makes us want to have those products are connected
with who we are. What we have and possess is related to our self.
Belk stated that what we have and what we possess is part of our selves. There is
a direct link between self-identity with what we have and possess.
OBJECTIVES: At the end of this unit, you will be able to:

1. Explain the association of self and possessions;
2. Appraise one‟s self based on the description of material self and identity.
Lesson proper
William James, a psychologist, wrote in the book, “The Principles of Psychology”

in 1890 that understanding the self can be examined through its diverse components
namely: 1] its constituents; 2] the feelings and emotions they aroused self-feelings; 3] the
actions for which they prompt the seeking and self-preservation. The constituents of self
are composed of material self, the social self, the spiritual self, and the pure ego.
According to William James, the material self is primarily about: our bodies;
clothes; immediate family; home.
HOME
Immediate Family
Clothes
Body
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Hierarchy on the MATERIAL SELF:
1. The innermost part of the material self is the body. You are directly attached to
this that you cannot live without it. You strive hard to make sure that this “body”
operates well and good. For example, is Mariah Carey, she was reported in public to
have placed a huge amount for the insurance of her vocal cords and legs.
2. William James believed that an essential part of the material self is clothing
that was being influenced by “the philosophy of dress” by Herman Lotze. Lotze
postulated in his book that any time you bring and put an abject into the surface of your
body, you invest a lot that objects into any consciousness of your existence taking in its
contours to be your own and making it part of the self. In short, clothes affect yourself.
3. Immediate Family is the third in this hierarchy. What your parents and
siblings do or became affects you. In a concrete sense, when an immediate family
member dies, part of you dies, too. When their lives are in success, you also feel their
victories as if you are the one holding the bacon and so on.
4. Home is the last and fourth component of material self in this hierarchy. There
is an old saying, “home is where your heart is.” It is regarded as the earliest nest of your
selfhood. Your experience inside the home was recorded and marked on particular
parts of yourself. It says, “if only walls can speak”. The home thus is part of an
extension of the self, because, in it, you can directly connect yourself.
We are what we possess
Russel Belk (1988) posits that “… we regard our possessions as part of our selves.
We are what we have and what we possess.” Hence, the possessions that we dearly
have tell something about who we are, our self-concept, our past, and even our future.
ACTIVITY
1. Create a collage of your treasured possessions including your current clothing
style. You may use symbols or pictures of your treasured possessions. Put a short
note on why you treasure each item.
2. Make a reflection paper about the material self.
_________________________________________________________
Lesson 3: SPIRITUAL SELF: BELIEVE IT OR NOT!

According to William James in his book, The Principles of
Psychology in 1890, the spiritual self is one of the four constituents of
the “self” The spiritual self is the most intimate, inner subjective part of
the self. In this unit, we are going to explore the spiritual self.
24
1. Identify various religious practices and beliefs;
2. Understand the self concerning religious beliefs; and
3. Explain ways of finding the meaning of life.
Lesson proper
Religion
Rebecca Stein (Stein 2011) works defined religion "as a set of beliefs and practices
that usually includes some or all of basic characteristics.
These characteristics are the following:
1) Belief in an anthropomorphic supernatural being

2) Focus on the sacredness
3) The presence of supernatural power or energy
4) The performance of ritual activities
5) The articulation of worldview and moral codes
6) Provide the creation and maintenance of social bonds and mechanism of social
control within a community
Religion is everywhere. The choice of religious belief lies within the spiritual self
although the choice may be influenced by the particular society and culture.
Ritual is a ceremonial performance prescribe by the sacred tradition (refer to

Britannica 2017). By the ritual, it is a specific, observable mode of behavior exhibited by
all known societies. Hence, it is possible to view the ritual as a way of defining or
describing humans.
According to Penner, there are three essential characteristics of rituals (Britannica

2017).
a. A feeling or emotion of respect, awe, fascination, or dread concerning the sacred

b. Dependence upon a belief system that is usually expressed in the language of
myth
c. Is symbolic concerning its reference
The self can be described as a ritual being who exhibits a striking parallel
between their ritual and verbal behavior. With this, language is a system of symbols
that is based upon arbitrary rules; while ritual may be viewed as a system of symbolic
acts that are based upon arbitrary rules. Thus, participation in rituals is the expression
of religious beliefs.
World Religious Beliefs and Practices
25
Here are different religions with diverse beliefs and practices. (Excerpt of some
religious beliefs and practices are found in the University of London's Religion and
Belief Guide 2017.)
Buddhism
Core beliefs
Buddhism believes that life is not a bed of roses. Instead, there are suffering,
pain, and frustrations in life. When people suffer, they want to experience the goodness
of life and avoid disappointments. This becomes a habit known as the reactive cycle of
wanting and hating and like and dislike. Through the practice of mediation, this
reactive cycle can be broken by acquiring more wisdom and deeper understanding, and
acceptance of things as they are.
Customs and Practices
Samantha and Vipassana are the two types of meditation practices by the
Buddhist. The Samatha is practiced as mindfulness of breathing and development of
loving-kindness. Vipassana practices aim to develop insight into reality. Through a
reflection on Dharma, Buddhist can achieve a deeper understanding of life. With this,
Buddhists believe in the non-violence principle.
Some major Buddhist celebrations are Parinirvana Day in February; Buddha Day
(Wesak) in May; Dharma Day in July; Padmasambhava Day in October; and Sangha
Day in November.
CHRISTIANITY
Core beliefs
Christians believe in Trinitarian God. One God in three divine persons: God the
Father (Creator), God the Son (Redeemer), and God the Holy Spirit (Sanctifier). Jesus
Christ, the incarnated word of God, who came into the flesh, to spread the good news of
our salvation. He died for the sins of humanity but on the third day, He resurrected
from the dead, so that anyone who believes in Him will be saved and have eternal life
with Him. The Bible is a selection of books, which is divided into the Old Testament
and the New Testament.
Customs and Practices
There are various customs and practices that have been observed by Christians.
One of the common practices is Baptism. The Sacrament of Baptism symbolizes the
birth in the Christian world, while the sacrament of communion is an act of
remembrance of Jesus‟ sacrificial love. Generally, Jesus Christ teaching in the
unconditional love that is expressed in love with the poor, oppressed, and the outcast of
the society.
26
Christmas and Resurrection (Easter) are the two major celebrations in
Christianity. Christmas, usually on December 25, commemorates the birth of Jesus
Christ while Resurrection Sunday (depends on the Gregorian calendar, sometime in
March or April) that culminate the celebration on the resurrection of Jesus Christ from
death as the firm foundation of our belief.
HINDUISM
Core beliefs
Hindus believed that existence is a cycle of birth, death, and rebirth, governed by
the law of Karma. Karma is a concept where the reincarnated life will depend on how
the past life was spent by the person. Hindus considered that the soul passes through a
cycle of successive lives and its next reincarnation is always dependent on how the
previous life was lived. Vedas are sacred Scriptures of Hindus. Mahabharata and
Ramayana are two other important texts of the Hindus belief.
Custom and practices
The most celebrated festivals of the Hindus is the Diwali and Navrati. Diwali is
the festival of lights; while, Navrati is the festival of nine nights, which celebrates the
triumph of good over evil one.
ISLAM
Core beliefs
Muslims believe in Allah. They believed in the unity and universality of God.
Muslims also have a strong sense of community or "ummah" and an awareness of their
solidarity with all Muslims worldwide. Islam means "willful submission to God ".
The Muslims believed that Mohammed is the last and final prophet sent by God.
Mohammed was born in Mecca in 570 CE and received revelations from God through
an Angel Gabriel over a period of 23 years. The Sacred of Islam is called the Quran,
which was taught to be recited in Arabic because any translation is seen as inadequate.
Customs and practices
Here are the following five pillars of Islam:
1. Shahadah – the profession of firm faith: "There is no God but the one true
God and Mohammed is his messenger".
2. Salat - the prayer that is always practiced five times a day.
3. Zakat - the monetary offering for the benefit of the poor. It says that 2.5% of a
Muslim's assets should be offered.
4. Haji – the yearly pilgrimage to Mecca. Muslims are asked to do the
pilgrimage at last once in their lifetime.
27
5. Sawm – fasting. During the celebration of Ramadan, the ninth month of the
Islamic lunar calendar, the Muslims do fasting from food, drink, and sexual
act.
These two major festivals in Islam are common to us. It is Eidul-Fitr and Eidul-
Adha. The first one refers to the celebration at the end of Ramadan, on the other hand,
Eidul-Adha is the celebration within the completion of the Pilgrimage, the Haji.
JUDAISM
Core beliefs
Through the leadership of Moses and Joshua, the Jews believe in the God of
Abraham, that liberated the Hebrew people from the slavery from Egypt towards the
Promised Land, Canaan.
The Jews believe in the coming of the Messiah. The sacred scripture of the Jews is
called the TANAK. The study and interpretation of Torah, Neviim, and Ketuvim are
part of the Jewish culture.
Customs and Practices: There are five major festivals observed by the Jews:
1. Rosh Hashanah - the New Year

2. Yom Kippur - the Day of Atonement
3. Pesach – Passover
4. Shavuot – Pentecost
5. Sukkot - Tabernacles.
Finding and Creating a Meaningful Life
Another extensive study of self can be found in the works of Dr. Viktor E. Frankl.
(The following are an excerpts from the
http://www.victorfranklinstitute/About_Viktor_Frankl.html)
Frankl was born on March 26, 1905, in Vienna, Austria, where famous
psychiatrists Sigmund Freud and Alfred Adler lived.
As a survivor of the holocaust, he published a book about logotherapy. In 1959,

the book was translated to English and was revised in 1963 as “The doctor and the Soul:
An Introduction to Logotherapy.” He died in 1997.
Logotherapy
V. Frankl is considered the father of logotherapy. The main belief of logotherapy

is that “man‟s primary motivational force is search for meaning.” Logotherapy helps an
individual “to find the personal meaning of life, whatever life situation they may be.”
28
In logotherapy, meaning can be discovered by creating a work or doing the deed,
experiencing something or encountering someone, and the attitude toward unavoidable
suffering. V. Frankl uses the philosophy of optimism in the face of a tragic life, where
people are capable of turning suffering into human achievement and accomplishment
deriving from guilt the opportunity to change oneself for the better; and deriving from
life‟s transitoriness an incentive to take responsible action.
The fundamental concept of Frankcle Psychology
There are three basic concepts using Frankcle Psychology:
1. Life has meaning under all circumstances.

2. The main motivation for living is our will to find meaning in life.
3. Freedom to find meaning.
Furthermore, his psychology aims to: 1] become aware of spiritual resources; 2]

make conscious spiritual resources, and 3] use defiant power of the human spirit and
stand up against adversity in life.
Frankl‟s Sources of Meaning
There are three possible sources in finding meaning in life: 1] purposeful work –
meaning of life is unique to every individual; 2] courage in the face of difficulty – a
meaningful life is a life with suffering. Suffering is part of life; and 3] love – is the only
way to grasp another human being in the innermost core of his personality. The
ultimate factor to find meaning in life is nothing but love.
Costello captured V. Frankl‟s message: “The ultimate secret on the spiritual

foundation of life is that love is salvation and joy eternity.” The ultimate factor to find
the meaning of life is love. Find meaning in life is nothing but love.
ACTIVITY
1. When you attended holy mass or any act of worship, does it affect yourself?
Explain.
2. Make an insightful essay using Victor Frankl‟s sources of the meaning of life.
______________________________________________________
Lesson 4: MORAL SELF: LIVING WITH

PURPOSE
This lesson primarily defined morality as having to do with
right and wrong in the context of social norms. The unit went on to
say that one‟s level of morality is tested especially when one is placed
29
in a dilemma in w/c s/he has to make a decision on what best course of action to take
while taking into account that his/her decision does not disturb, offend or hurt other
people.
It will be pointed out that the process of moral development is in sync w/

intellectual development. It implies that moral development has cognitive or
intellectual foundations. As one goes through each stage of moral development
[Kohlberg], s/he also experiences the corresponding stage of intellectual development
[Piaget].
The importance of teaching children the ability and skill to determine what is
right or wrong was likewise emphasized. Parenting styles are considered a significant
factor in developing moral reasoning. The four styles of parenting were also described
in this lesson.

1. Explain the basic concepts related to morality and moral self
2. Identify behaviors characteristic of the different stages of moral development
3. State the different influences or factors related to moral self
Lesson proper
People every day are confronted with various dilemmas. In some instances, it is
easy for one to respond to a difficult situation, while in some cases, choosing the best
response is difficult.
The dilemma comes from the Gk term “dis” means twice; and “limma”
assumption. These dilemmas are situations where you are confused about decision
making because of competing values that are seemingly equally important. In short, the
dilemma is a complex situation in which a difficult choice must be made.
Decision-making is understandably difficult, the degree of w/c depending on the

situation. An individual who has a good sense of what is right and wrong will be an
honest and upright member of the community possessing a better moral self.
The moral is related to a sense of standard that determines what is right and
what is wrong. It distinguishes correct/ right/ good from incorrect/ wrong/ evil from
inappropriate. Morality refers to a system of beliefs and values that ensures that
individuals will keep their obligations to others in society and behaves in ways that do
not interfere with the right and interests others.
Moral reasoning
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Moral reasoning refers to the judgment people make about what courses of
action are correct or incorrect in specific situations. The reasoning is a cognitive skill but
influences moral development.
Lawrence Kohlberg came up with his “Theory of Moral Development” by

studying the concept of moral reasoning. This theory is shaped by and tied up to
Piaget‟s Stages of Intellectual Development. Piaget asserts that intellectual development
proceeds in stages or levels. The first is the sensorimotor stage in w/c the child learns
and develops knowledge about his/her environment by relating sensory experiences to
motor action. second is the preoperational stage in w/c the child learns to use symbols
like words or mental images to solve simple problems. The third is the concrete
operations stage in w/c the child develops the ability to perform a number of logical
operations on concrete objects that are present. And lastly, the formal operations stage
in w/c the individual acquires the ability to solve abstract problems in a logical manner.
This progression is related to the development of moral reasoning. Thus the

evolution of one‟s sense of right and wrong in making decisions depends on his/her
level of intellectual development. This connection implies that advanced levels of
intellectual development are associated with higher stages of moral development. With
this situation, a child cannot exhibit an advanced level of moral development if s/he is
still at an early stage of intellectual development.
Kohlberg Stages of Moral Reasoning in summarized form
Level Stage Reason for moral behavior

Pleasure/pain orientation To avoid pain, punishment or getting
Pre-conventional caught
morality Cost-benefit orientation; To get rewards
reciprocity
Good-child orientation To gain acceptable and avoid
Conventional disapproval
morality Law & order orientation To follow rules and avoid censure by
authorities
Social contract To promote the welfare of society
Principled or orientation
post- Ethical principle To achieve justice and avoid self –
conventional orientation condemnation
morality To be true to universal principles and
Cosmic orientation feel oneself part of a cosmic direction
that transcends social norms
Early in life, at the lowest level of development, self-preservation and self-
interest are the main reasons for one‟s actions and decisions. From there, moral
development proceeds to the next level guided by a more social or other-oriented
motivation, like avoidance of criticism or censure from others, or simply for reasons of
31
gaining social acceptance. At this level, the child conforms w/ then gradually starts to
conform to the laws of society. The highest level of moral development goes much
beyond the self and social reasons. At this point, decision making considers social
justice and the good of the society at large. Moral reasoning tries to strike a balance b/w
individual rights and laws of society.
At times, you might be placed in a dilemma w/c requires you to make a

decision. You first have to harness your intellectual capacity and reasoning ability in
choosing what “best” decision to take.
When you are at the crossroads of making a decision, always go back to your
goals and your philosophy of life as your guide.
Parenting styles and practices
One other factor w/c affects the individual‟s development is environmental

influence (nature and nurture). This is the external forces outside of the individual
person.
Parenting styles
It is known as the parent‟s strategies. According to Diana Baumrind, there are

three parenting styles, namely authoritarian [parents attempt to shape, control and
evaluate the behaviors and attitudes of their children in accordance w/absolute or
respected authorities, thus, obedience becomes a virtue]; authoritative [parents direct
their children‟s activities in a rational and intelligent way. They are supportive, loving
and committed; support a give-and-take relationship; discuss their rules and policies
w/ children and encourage children to present their viewpoints] and permissive
[parents are less controlling and behave with an accepting and non-punishing attitude
towards their children‟s desires, actions and impulses.]
The fourth style was introduced by Maccoby and Martin in 1983. They coined the
term uninvolved or neglectful [parents who take on a hands-off stand in the affairs of
their children.]
However, most parents combine different styles in child-rearing. It must be

noted that the kinds of parenting styles represent the dominant practices applied by
parents in dealing with their children. it is important that when children misbehave,
they are made to realized the consequences of their behavior. On the other hand, if they
behave well, the corresponding reward or motivation should be given in order to mold
the right moral self.
ACTIVITY: Write your philosophy of life by considering these following points:

a. Goal in life
b. What you expect to happen in your life in about 10 years
32
c. What ways, mechanisms, or strategies you should do to achieve your goal
________________________________________________________
Lesson 5: POLITICAL SELF: BEING FILIPINO

What makes a Filipino a Filipino? Do physical characteristics
make one a genuine Filipino? Or is it a person‟s language, birthplace,
and ethnicity? If you were to introduce yourself as a Filipino to
another nationality and s/he asks, “Who are Filipinos?” what will
you reply?

1. Explain a Filipino identity;
2. Identify different Filipino values and traits; and
3. Reflect on your selfhood in relation to your national identity
Lesson proper
Foreign culture, beliefs, language, and religion have made a huge dent on our
own by setting a foundation for the contemporary Filipino identity and culture that
shapes ourselves.
Remember, an individual‟s race, ethnicity, and physical characteristics are not

the only factors that make a person‟s national identity. Values and traits important
indicators that set apart one nationality.
There are many Filipinos globally renowned personalities; Manny Pacquiao; Lea
Salonga; who have made the Filipinos recognized around the world through their
expertise.
Buwan ng Wika and Independence Day celebrations prompt us to go back to our

roots and reflect on the question: Who is a Filipino? According to 1973 of Philippine
Constitution, Filipino citizens are;
A. Those whose fathers or mothers are citizens of the Philippines.

B. Those born before January 17, 1973, of Filipino mother.
C. Who elect Philippine citizenship upon reaching the age of majority.
D. Those who are naturalized under the law.
Citizenship is not only a marker of being a Filipino. Culture and history greatly
influenced the manner that Filipinos learn, live, and behave to date.
Filipino Values and Traits
1. Hospitality
33
Filipino‟s brand of hospitality is known everywhere. Filipinos welcome their
guests and tourists as if they are their brothers and sisters by blood.
They always make their guests feel at home, offering them something to eat, and
or even a place to stay. They are also fond of giving pasalubong or tokens and pabaon
or farewell gifts to their visitors.
2. Respect for Elders
Filipinos greet their elders by kissing their hands while saying “Mano Po!”
constantly using “Po" and “opo” in conversation.
3. Close Family Ties
Filipino maintains a tight relationship with their families regardless if the

children are old enough and already have a family of their own.
4. Cheerful Personality
Filipinos have a habit of smiling and laughing a lot. Smiling is a coping strategy
for many Filipinos especially during trying Times and calamities.
5. Self-sacrifice
The self-sacrificing attitude of Filipinos can be seen as an extension of Filipino

hospitality. Filipinos go out of their way to extend help to their friends, families, and
loved ones.
6. Bayanihan
It is the spirit of communal unity and cooperation of Filipinos. Giving without

expecting something in return.
7. “Bahala na”
“Bahala na” is a Filipino version of the famous line “Hakuna Matata,” meaning
no worries. The phrase said originated from the “Bathala na,” where Bathala means
God, and the phrase meaning leaving everything into God's hands. It can also view as a
cheerful and positive attitude of Filipinos.
8. Colonial Mentality
It is regarded as the lack of patriotism and the attitude where Filipinos favor
foreign products more than their own. It does not only concern goods, but also the
desire to look more foreign than local and keep up with foreign beauty trends.
9. “Mañana” Habit
34
It is a Filipino term for procrastination. It was derived from a longer Filipino
phrase called “Mamaya na” means dawdling things, which could have been done at an
earlier time.
10. “Ningas Kugon"
“Ningas" is a Filipino term for flame and “Kugon" is a Filipino term for Cogon
grass that easily burns out after it is put into flames. It refers to the attitude of eagerly
starting things but quickly losing eagerness soon after experiencing difficulty.
11. Pride
When two parties are not in good terms, they find it so hard to apologize and
wait until the other party asks for an apology first.
12. Crab Mentality
Where one resents the achievement of another, instead of feeling happy for that
person. They pull each other down and ruin each other reputation rather than bringing
them up, resulting in no progress.
13. Filipino Time
Filipinos have this common attitude of arriving late. They tend to not observe
punctuality altogether.
How to be a Good Filipino
The following are a few ways on how to be a good Filipino;
1. Be an active Filipino citizen.

2. Study the Philippine history.
3. Support local products.
4. Speak to the Filipino language.
5. Do not spread fake news and be democratic in engaging with dissent.
ACTIVITY
1. Make an acrostic below which will describe you, in relation to your being a
Filipino:
F
I
L
I
P
I
35
N
O
2. Write an essay by discussing how being a Filipino affects your “self”.
___________________________________________________________
Lesson 6: DIGITAL SELF: WHO I AM IN THE

CYBER WORLD?
Today‟s generation, more people are becoming more active in
using the internet for academic research, pleasure, business,
communication, and other purposes. On the other hand, people also
assume numerous identities while in cyberspace. With this, people act differently when
they are online and offline. In this unit, we are going to explore the real identity and
online identity of the self.

1. Define online identity
2. Compare real identity versus online identity
3. Describe the influence of internet on sexuality and gender
4. Discuss the proper way of demonstrating values and attitudes online
Lesson proper
It has only been 25 years since Tim Berners - Lee made the World Wide Web
available to the public. Now, the internet has already become an integral part of
everyday life for most of the world's population.
Almost two-thirds of the world's population now has a mobile phone. More than
half of the world's web traffic now comes from mobile phones. More than half of all
mobile connections around the world are now "broadband" more than one in five of the
world's population online in the past 30 days.
Media users in the
Philippines grew by 12
million or 25% while the
number of mobile social
users increased by 13
million or 32%. Those
growth figures are still
higher compared to the
previous year. More than
half the world now uses a
smartphone.
36
Based on Figure,
the number of digital
users worldwide
increases. More people
are becoming interested
and devoted in using the
Internet for various
activities. In Philippines,
adolescents are among
the most avid users of
the internet.
Online identity is the sum of our characteristics and our interaction. Partial
identity is a subset of characteristics that make up our identity.
Meanwhile, the persona is the partial identity we create that represents ourselves
in a specific situation.
Self-Presentation and Impression Management
Goffman (1959) and Leary (1995) stated that self-presentation is the "process of
controlling how one is perceived by other people" and is the key to relationship
inception and development. Individuals selectively provide information to construct
positive images about themselves and carefully cater to this information in response to
other's feedback that will create pleasing to their own selves...
Remember that anything posted online should be considered "Public" no matter
what our "Privacy" setting is. Personal identity is the “interpersonal level of self which
differentiates the individual as unique from others. Social identity is the level of self
whereby the individual is identified by his or her group membership in social media.”
BELK (2013) explained that sharing information is no longer new. Digital devices
help us share information generally.
As Schwarz (2012) mentioned, we have entered an extraordinary era of self-
portraiture. Blogs and web pages have been continually used for greater self-reflection
and self-presentation Facebook and other social media application are now a key part of
self-presentation for one-sixth of humanity.
Nowadays, many teenagers, as well as adults, share even more intimate details
with their partners like their passwords (Gershon 2010). This could be an ultimate act of
intimacy and trust or the ultimate expression of paranoia and distrust with partners.
This real condition has been called "Fear of Missing Out".
People would like to remain updated and they keep on sharing themselves
online because it adds a sense of self-confidence at their end especially if others like and
share their posts.
Disinhibition Effect is one of the reasons for so much sharing and self-disclosure
online (Ridley 2012: Suler 2004), the lack of face-to-face gaze-meeting, together with
feelings of anonymity and invisibility, gives people the freedom for self-disclosure but
can also “flame” others and may cause conflict in some occasions. The resulting
disinhibition causes people to believe that they are able to express their “true self”
better online than they ever could in face-to-face contact (Taylor 2002). Hence, it does
not mean that there is a fixed “true self.” The self is dynamic. It works in progress and
37
we keep on improving and developing ourselves every single day. Seemingly self-
revelation can be therapeutic to others especially if it goes together with self-reflection
(Morris et al. 2010.)
The internet constantly asks us “Who are you” and “What do you have to
share?”, it is up to you if you are going to provide answers to such queries every time
you use the internet and do what extent are going to share details to others.
Some shared bad, embarrassing, and lustful things they experienced. We also
react and comment on the negative experiences of others. Sometimes we empathize
with people. We also argue with others online. Relationships may be made stronger or
broken through posts online.
According to Michelle Foucault`s (1998) Confession along with contemplation,
self-examination, learning, reading, and writing self- critical letters to friends, are a part
of the “ technologies of the self” through which we seek to purge and cleanse
ourselves. However, confessional blogs may also be therapeutic for the audience to
read; allowing both parties (Kitzmann 2003).
Thus, we should have a filtering system to whatever information we share
online, as well as to what information we believe in, w/c are being shared or posted by
others online. In the same way, we should also think before we post or share in order to
prevent any conflicting arguments, and cyberbullying and to preserve our relationships
with others.
Gender and Sexuality Online
The term “sex”, “gender” and “sexuality” are often thought of as synonymous,
they are actually quite distinct according to Marwick (2013). The differences between
the common understandings of these terms and how researchers think about them yield
insights about the social functioning of gender.
SEX is the biological state that corresponds to what you might call a “man” or a
“woman”. Whereas “sex” is often explained as biological, fixed, and immutable, it is
actually socially constructed (West and Zimmerman 1987). Gender- is the social
understanding of how sex should be experienced and how sex manifests in behavior,
personality, preferences, capabilities, and so forth. A person with male sex organs is
expected to embody a muscular gender. While sex and gender are presumed to be
biologically connected, we can understand a socio-culturally specific set of norms that
are mapped onto a category of “sex” (Kessler and Mc Kenna 1978, Lorber 1994). For
example, male and female is the sex while gender refers to man and woman. Gender is
historical. It is produced by media and popular culture. It is taught by families, schools,
peer groups, and nation-states (Goffman 1977).
Sexuality is an individual expression and understanding of desire. While like
gender, this is often viewed as binary (homosexual or heterosexual), in reality, sexuality
is often experienced as fluid.
Executing Gender Online

Theorist Judith Butler (1990) conceptualized gender as a performance in a way
of alternate identities (Wynn and Katz 1997).
38
Social Media sites like Twitter and YouTube have led to the emergence of a “free
culture” where individuals are empowered to engage to engage in cultural production
using raw materials, ranging from homemade videos to mainstream television
characters to create a new culture of memes, mash-ups, and creative political activism
allows for civic engagement and fun creative acts; these are true in Facebook, Flickr,
Live Journal, Tumblr, Twitter, and Youtube (Chappell 2011; Lenhart 2009; Lenhart et
al. 2010).
Setting Limits to your Online Self

Here are the following guidelines that will help you share information online in a
smart way that will protect yourself and not harm others.
1. Is this post/story necessary
2. Is there a real benefit to this post? Is it funny, warm-hearted, teachable-or am I
just making noise online without purpose?
3. Have we (as a family or parent/ child) resolved this issue? An issue that is
still being worked out at home, or one that is either vulnerable or highly emotional,
should not be made public.
4. Is it appropriate? Does it stay within the boundaries of our family values?
5. Will this seem as funny in 5, 10, 15 yrs.? Or is this post better suited for
sharing with a small group of family members? Or maybe not at all?
Rules to be observe
Here are additional guidelines for proper sharing of information and ethical use
of the Internet according to New (2014)
a. Stick to safer sites
b. Guard your passwords
c. Limit what you share
d. Remember that anything you put an online post on a site is there forever,
even if you try to delete it.
e. Do not be mean or embarrass other people online.
f. Always tell if you see strange or bad behavior online.
g. Be choosy about your online friends.
h. Be patient
ACTIVITY
1. Make a slogan or poster about becoming a responsible internet user. Use coloring
materials to improve your output.
2. Make an essay regarding the false identity or false identity that affects yourself.
___________________________________________________________
39
Lesson 7: SOCIAL SELF: RELATING WITH
OTHERS
This lesson tacked the field of social psychology. It particularly
discussed the center of social relationships. This instructional module
defines love and differentiated kinds of love. Finally, it emphasized
the importance of maintaining good social relationships, as well as the guidelines and
rules on how to go about it so that people can live harmoniously w/ one another self.

1. Explain the basic concepts of social relationship
2. Identify and evaluate critical factors for meaningful social relationships from
those behaviors that are not acceptable
3. Analyze your behaviors to achieve harmonious relationships w/ others
Lesson proper
Social relationship
There are numerous ideas when you hear the word social. In a general sense, the
term has something to do with relating or interacting with others. The study of
relationships or interactions with others is called social psychology (Lahey [2007).
Hence, social psychology is the study of group and intergroup phenomena.
Interactions and relationships are the keywords. Interaction is to the mutual and
reciprocal exchange of communication or action between two or more persons or
groups. Whereas, relationships refer to a particular way in which two or more
individuals behave toward or deal with each other. These two terms imply a two-
way social exchange.
If we look at it closer, there is fine line b/w interaction and relationship. Why? It
is because the interaction is always a part of a relationship. However, the
relationship includes not only the kind of interaction between each person but also
the intellectual, psychological, or even emotional investment made by the parties to
develop and maintain the relationship.
With this, relationship w/ other people or groups is being established, it is

important to maintain and nurture that association.
a. Person perception
Person perception in psychology refers to forming impressions and making

judgments about another person‟s likability after seeing or meeting him/her. First
impressions are formed when a very short time with little conscious thought and
40
biased by past experiences, are part of person perception [Macrae and Quadflieg
2010].
Physical appearance is another factor that influences one‟s judgment or

perception. If people use external appearance as an immediate basis for assessing or
evaluating others. It is strongly wrong to judge the character of a person based on
just first impressions. Why? It is because biases and errors may occur. It is advisable
to validate perception through observations, gathering of feedback and reports, and
interaction among others, afore making a judgment.
b. Social norms
Social norms refer to spoken and unspoken rules in behaving in a particular

situation. Norms in social behavior served as a guide to regulate how people
conduct themselves. Behaviors have to be controlled or regulated because of social
consequences in a particular situation.
c. Conformity
It refers to yielding to group pressure to act as everyone does, even when no

direct request has been made. This is brought about by two motivations: to gain
reward [approval] or avoid punishment [disapproval], and to gain information.
Some factors make conformity more likely to exist in a specific group: 1] size of
the group; 2] unanimous group; 3] culture; and 4] gender.
However, individual members are not expected to always yield to the pressure
to conform especially if it is morally wrong. An individual member can decide for
himself whether or not to conform and to what extent.
As a member of a social group, one has to subscribe to basic and established

rules, policies, or guidelines for him to truly belong, then, order, discipline, system,
peace, and harmony will be sustained.
d. Familiarity
It refers to being comfortable w/ another person and is a necessary condition for

a close relationship to develop. Research has shown that people like to associate w/
others who are similar to them in terms of the following: attitudes, behavior
patterns, personal characteristics, taste in fashion, intelligence, personality and the
like.
e. Attraction
The attraction may lead to a deeper relationship known as love. It is a special

attachment one has for himself/herself or somebody else. It is an intense feeling of
deep affection and the welfare of the other.
41
f. Attitudes
Attitudes inclined people to act and feel in certain ways towards people, objects,
or ideas. It can either be positive or negative. A positive attitude reflects an
optimistic disposition. On the contrary, a negative attitude associate with a
pessimistic feeling of dislike.
Generally, the attitudes of a person develop over time and have emotional
components. However, they are normally acquired from two sources – first-hand
experience and accounts by others. Attitudes are learned from others through
modeling and reinforcement. Hence, Attitudes are not permanent. It can be changed
or modified even after they have been formed.
g. Stereotypes
It is referred to as a generalization in which the same traits or characteristics are

assumed to be possessed by all members of a group.
Negative stereotypes are accompanied by prejudice and discrimination. Prejudice

is an unfair, biased, intolerant attitude or opinion towards members of a group.
Discrimination is an unfair behavior or treatment towards the members of a group.
Discrimination against people based on their skin, color, or race or ethnic heritage is
called racism, while discrimination against people because of their gender is referred
to as sexism.
ACTIVITY
1. Watching “inspiring video on positive attitude towards others by AKP Studio on
YouTube. Make a realization paper
2. Create your poem with the theme concerning love. It may be in Bicol, Filipino, or
English.
MIDTERM EXAMINATION
_______________________________________________________________
UNIT PART 3: MANAGING AND CARING

FOR SELF
An Introduction
After we defined the self and understand the seven areas of it, this unit will help you
manage and care yourself to be emotionally equipped, responsible person, and
intelligent behavior in achieving your dreams through the use of personal assessment.
42
Lesson 1: INTELLIGENT BEHAVIORS
Knowing the "self "is not enough. Since "you are" is partly made
up of your choices you must also have the ability to choose especially
to be better "you".
There are several techniques that you can adapt depending on your situation and
preferences to make you a better learner. Learning should not just mean studying
for your quizzes and exams in school. Learning could also acquire outside the
classroom or even outside school. A certain hobby or skill, your favorite sports are
some examples that you want to enhance and acquire techniques. However, some
techniques or new ways on how to study better will be discovered and rediscovered.
What important are you learn how to learn these things at this moment.

1. Explain how learning occurs
2. Enumerate various metacognition and studying techniques
3. Identify the metacognitive techniques that you find most appropriate for
yourself
Lesson proper
We are rational beings. We think more complex. But being called rational is not
about how you think, how you process information, and how you utilize techniques
while you are studying. This idea falls under metacognition. Metacognition is
defined as "thinking about thinking" (Livingston 1997, Papaleontioulouca 2003). It is
the awareness and limitations of your current knowledge and skills (Meichenbaum
1985 in American Institute Research 2010). By this metacognition, it enables the
person to adapt their existing knowledge and skills to a learning task, seeking the
optimum result of the learning experience.
Metacognition includes keeping one's emotions and motivations while learning.
Some people learn better because: a) They like the topic; b) They challenge the
topic, and c) They have a reward system after the finished task.
Remember that the emotional and motivational state is ideal for the person to
further facilitate his/her learning.
Two aspects of metacognition:
1. SELF-APPRAISAL is your reflection on your knowledge and capabilities
2. SELF-MANAGEMENT is the mental process you employ using what have in

planning or adapting in a successfully learn to or accomplished a certain task.
43
Here are the METACOGNITION elements:
1. METACOGNITIVE KNOWLEDGE what you know about how you think.
Variables that affect how you know as a thinker:
A) First, the personal variables which are your evaluation of your strength and
weaknesses in learning
B) Secondly the task variables this is what you know and what you think about
the nature of the task and the task requires.
C) Lastly refers to what strategies or skills you already have in dealing with a
certain task
2. METACOGNITIVE REGULATION means on how you adjust your thinking

process to help you learn better.
According to Waterloo Student Success Office here are Metacognitive skills:
1. KNOWING YOUR LIMITS - it is very important here, to be honest, and accurate

evaluation of what you know and what you do not know.
2. MODIFYING YOUR APPROACH - It begins with the recognition that your

strategy is not appropriate with the task or that you do not comprehend the learning
experience successfully.
3. SKIMMING - This is browsing over the material and keeping an eye on keywords,
phrases, or sentences. It is also about knowing where to search for such key terms.
4. REHEARSING - This is not just all about repeatedly talking, writing, or doing
what you have learned but trying also to make a personal interpretation or
summary of your learning experience.
5. SELF-TEST - This is to test the comprehension of your learning experience or skill

you have acquired during learning.
Other strategies:
• asking questions about your methods
• Self-reflection
• finding a mentor or support if necessary
• thinking out loud
• "welcoming errors" for clarification
• Having more positive towards mistakes
You can identify four types of metacognitive learners such as:
1. "Tacit" learners who are unaware of their metacognitive process although they
know the extent of their knowledge
44
2. "Aware" those whom learners know some of their metacognitive strategies but do
not plan on how to use these techniques
3. " Strategic" those who strategize and plan their course of action toward the
learning experience
4. "Reflective" learners reflect on their thinking while they are using the strategies
and adapt metacognitive skills depending on their situation
The goal of metacognition is for the student to be self-regulated learning i.e, the
education should not be limited by the capabilities of the teachers, in short, you
should have the capability to study things on your own as well as accurately
evaluate our progress.
14 Intelligent Behaviors
Performance can be greatly influenced by one‟s behavior. Behavior is defined as

how a person conducts himself in different circumstances.
Here are the following 14 intelligent behaviors indicative of an efficient and

effective problem-solver, many of which were originally compiled by Costa [2000]:
1. Persistence – not giving up
2. Overcoming impulsiveness –involves planning, clarifying, exploring, and

considering
3. Listening to others – listen to another person
4. Flexibility in thinking
5. Metacognition – awareness of how one is thinking
6. Checking for accuracy and precision
7. Questioning and problem-posing
8. Applying past knowledge to a new situation
9. The precision of language and thought – provide criteria for value judgments
10. Using all the senses
11. Creativity – applying ingenuity, originality, and insight
12. Living w/ a sense of wonderment –behave in an inquisitiveness, curiosity,

openness to beauty, intricacy, complexity, and simplicity
13. Cooperation
45
14. Sense of Humor
Other tips that you can use in studying are the following:
1. Outline things you want to learn
2. Break down the task in smaller and more manageable details
3. Integrate variation in your schedule and learning experience.
4. Try to inculcate your ideas.
5. Revise, summarize and take down notes the reread them to help you minimize
cramming in the last minute
6. Engage what you have learned.
Important reminder: "Utilize and adapt the appropriate techniques in whatever

learning experiences you are about to accomplish and find enjoyment and success in
learning ..."Constant practice makes things perfect.”
ACTIVITY
1. Create a diagram or schedule using at least 5 of the metacognitive strategies,
skills, and studying techniques mentioned in this lesson on how you would
prepare for the next days before the final examinations.
2. Be ready for the quiz
_________________________________________________
Lesson 2: EMOTIONAL SELF: ACHIEVING MY

EMOTIONAL COMPETENCIES
The American Psychological Association (2017) has these
statements about stress:
“Stress is often described as a feeling of being overwhelmed, worried, or

run-down. Stress can affect people of all ages, genders, and circumstances and
can lead to both physical and psychological health issues. By definition, stress is
any uncomfortable „emotional experience accompanied by predictable
biochemical, physiological, and behavioral changes.‟ Some stress can be
beneficial at times, producing a boost that provides the drive and energy to help
people get through situations like exams or work deadlines. However, an
extreme amount of stress can have health consequences and adversely affect the
immune, cardiovascular, neuroendocrine, and central nervous systems.”
46
Since stress is inevitable to live, we have to learn how to handle and cope up with it.
More so, we have to be familiar with other approaches to a healthy lifestyle, which is
self-care.

1. Explain the effects of stress to one‟s health;
2. Examine cultural dimension of stress and coping; and
3. Design a self-care plan
Lesson proper
The American Institute of Stress (AIS) has distinguished diverse types of stress and
the human response to it.
Hans Selye defined stress as the body‟s nonspecific response to any demand,
whether it is caused by or results in pleasant or unpleasant stimuli. It is essential to
differentiate between the unpleasant or harmful variety of stress termed distress,
which often connotes disease, and eustress, which often connotes euphoria. Eustress
is stress in daily life that has positive connotations, such as marriage, promotion,
baby, winning, money, new friends, and graduation. Distress is stress in daily life
that has negative connotations such as divorce, punishment, injury, negative
feelings, financial problems, and work difficulties.
However, eustress causes much less damage than distress. Selye hypothesized a
general adaption or stress syndrome. This general stress syndrome affects the whole
body. The general stress syndrome has three components:
1. The alarm stage - represents a mobilization of the body‟s defensive forces. The
body is preparing for the entire “fight or flight” syndrome.
2. The stage of resistance – the body becomes adaptive to the challenge and even
begins to attack it. The length of this stage of resistance is dependent upon the
body‟s innate and stored adaptation energy reserves and the intensity of the
stressor.
3. The exhaustion stage – the body dies because it has used up its resources of
adaptation energy.
Stress diseases are maladies caused principally by errors in the body‟s general
adaptation process. The biggest problems with derailing the general stress and
causing disease is an absolute excess, deficiency, or disequilibrium in the number of
adaptive hormones. For example, Corticoids, Adrenocorticotropic Hormone
(ACTH), Growth Hormones are produced during stress. Unfortunately, if stress is
induced chronically, our defense response lowers its resistance since fewer
antibodies are produced and an inflammatory response dwindles (AIS 2017).
47
In the article “Understanding Stress Response” of the Health Harvard Journal
(2017), it further discussed chronic stress and human body response:
“Chronic stress is unpleasant, even when it is temporary. A stressful situation ---

whether something environmental, such as a looming work deadline, or
psychological, such as persistent worry about losing a job ---- can trigger a flow of
stress hormones that produce well-orchestrated physiological changes. A stressful
incident can make the heart pound and breathing quicken. Muscles tense and beads
of sweat appear.”
Research suggests that chronic stress contributes to high blood pressure,

promotes the formation of artery-clogging deposits, and causes brain changes that
may contribute to anxiety, depression, and addiction. More preliminary research
suggests that chronic stress may also contribute to obesity, both through direct
mechanisms (causing people to eat more) or indirectly (decrease sleep and exercise)
(Health Harvard 2017).
The stress response begins in the brain. When someone confronts an oncoming
car or other danger, the eyes or ears (or both) send the information to the amygdala,
an area of the brain that contributes to emotional processing. The amygdala
interprets the images and sounds. When it perceives danger, it instantly sends a
distress signal to the hypothalamus (Health Harvard 2017).
When someone experiences a stressful event, the amygdala, an area of the brain
that contributes to emotional processing, sends a distress signal to the
hypothalamus. This area of the brain functions like a command center,
communicating with the rest of the body through the nervous system so that the
person has the energy to fight or flee (Health Harvard 2017).
The hypothalamus is a bit like a command center. This area of the brain
communicates with the rest of the body through the autonomic nervous system,
which controls involuntary body functions like breathing, blood pressure, heartbeat,
and the dilation or constriction of key blood vessels and small airways in the lungs
called bronchioles. The autonomic nervous system has two components the
sympathetic nervous system and the parasympathetic nervous system. The
sympathetic nervous system functions like a gas pedal in a car. It triggers the fight-
or-flee response, providing the body with a burst of energy so that it can respond to
perceived dangers.
The parasympathetic nervous system acts like a brake. It promotes the “rest and
digest” response that calms the body down after the danger has passed (Health
Harvard 2017).
After the amygdala sends a distress signal, the hypothalamus activates the
sympathetic nervous system by sending signals through the autonomic nerves to the
48
adrenal glands. These glands respond by pumping the hormone epinephrine (also
known as adrenaline) into the bloodstream. As epinephrine circulates through the
body, it brings on several physiological changes. The heart beats faster than normal,
pushing blood to the muscles, heart, and other vital organs. Pulse rate and blood
pressure go up. The person undergoing these changes also starts to breathe more
rapidly. Small airways in the lungs open wide. This way, the lungs can take in as
much oxygen as possible with each breath. Extra oxygen is sent to the brain,
increasing alertness. Sight, hearing, and other senses become sharper. Meanwhile,
epinephrine triggers the release of blood sugar (glucose) and fats from temporary
storage sites in the body. These nutrients flood into the bloodstream, supplying
energy to all parts of the body (Health Harvard 2017).
All of these changes happen so quickly that people aware of them. The wiring is
so efficient that the amygdala and hypothalamus start this cascade even before the
brain‟s visual centers have had a chance to fully process what is happening. That is
why people can jump out of the path of an oncoming car even before they think
about what they are doing. As the initial surge of epinephrine subsides, the
hypothalamus activates the second component of the stress response system known
as the hypothalamic-pituitary-adrenal (HPA) axis glands. The HPA axis relies on a
series of hormonal signals to keep the sympathetic nervous system– the “gas pedal”
–pressed down. If the brain continues to perceive something as dangerous, the
hypothalamus releases a corticotrophin-releasing hormone (CRH), which travels to
the adrenal glands, prompting them to release cortisol. The body thus stays revved
up and on high alert. When the threat passes, cortisol levels fall. The
parasympathetic nervous system– the “brake”– then dampens the stress response
(Health Harvard 2017).
Persistent epinephrine surges can damage blood vessels and arteries, increasing
blood pressure and raising the risk of heart attacks or strokes. Elevates cortisol levels
create physiological changes that help to replenish the body‟s energy stores that are
depleted during the stress response. But they inadvertently contribute to the
buildup of the fat tissue and weight gain. For example, cortisol increases appetite, so
that people will want to eat more to obtain extra energy. It also increases the storage
of unused nutrients as fat. Chronic low – level stress keeps the HPA axis activated,
much like a motor that is idling too high for too long. After a while, this affects the
body that contributes to the health problems associated with chronic stress (Health
Harvard 2017).
Techniques to Counter Chronic Stress
Several techniques to counter chronic stress were presented in the same article
(Health Harvard 2017):
1. Relaxation response. Dr. Herbert Benson, director emeritus of the Benson-

Henry Institute for Mind-Body Medicine at Massachusetts General Hospital, has
49
devoted much of his career to learning how people can counter the stress response
by using a combination of approaches that elicit the relaxation response. These
include deep abdominal breathing, focus on a soothing word (such as peace or
calm), and visualization of tranquil scenes, repetitive prayer, yoga, and tai chi.
2. Physical activity. People can use exercise to stifle the buildup of stress in
several ways. Exercise, such as taking a brisk walk shortly after feeling stressed, not
only deepens breathing but also helps relieve muscle tension. Movement therapies
such as yoga, tai chi, and qi gong combined with fluid movements, with deep
breathing, and mental focus, all of which can induce calm.
3. Social support. Confidants, friends, acquaintances, co-workers, relatives,

spouses, and companions all provide a life-enhancing social net and may increase
longevity. It is not clear why, but the buffering theory holds that people who enjoy
close relationships with family and friends receive emotional support that indirectly
helps to sustain them at times of chronic stress and crisis.
Self-care therapy
Nancy Apperson [2008] of Northern Illinois University has provided steps for
self-care:
1. Stop, breathe, and tell yourself: “This is hard and I will get through this one
step at a time.”
2. Acknowledge to yourself what you are feeling. All feelings are normal so
accept whatever you are feeling.
3. Find someone who listens and is accepting. You do not need advice. You need
to be heard.
4. Maintain your normal routine as much as possible.
5. Allow plenty of time for a task.
6. Take good care of yourself. Remember to:
a. Get enough rest and sleep.
b. Eat regularly and make healthy choices
c. Know your limits and when you need to let go. Identify or create a nurturing
place in your home.
e. Practice relaxation or mediation
f. Escape for a while through reading books, watching movies, or short trips.
50
Self-compassion theory
It is another counter stress by Kristin Neff [2012] in her article “science of self-
compassion]
“Self-compassion entails being warm and understanding toward ourselves when

we suffer, fail, or feel inadequate, rather than flagellating ourselves w/ self-criticism.
It recognizes that being imperfect and experiencing life difficulties is inevitable. So
we soothe ourselves when confronting pain rather than getting angry when life falls
short of our ideals… self-compassion recognizes that life challenges and personal
failures are part of being human, an experience we all share. In this way, it helps us
to feel less desolate and isolated when we are in pain.
Self-compassion phrases according to Neff
Three components: 1] helps to mindfully open to the wound of emotional pain.

[ex. It hurts!]; 2] reminds us that suffering unites all living beings and reduces the
tendency to feel ashamed and isolated when things go wrong in our lives, and 3]
begins the process of responding with self-kindness rather than self-criticism. The
final phrase reinforces the idea that you both need and deserve compassion in
difficult moments.
Self- compassion and emotional well-being
One of the most consistent findings in the research literature is that self-
compassion is linked to less anxiety and depression. Self-compassion is not merely a
matter of looking on the bright side of the coin or avoiding negative feelings. A self-
compassionate person recognizes suffering, but they are kind toward themselves.
Self-compassion is associated with greater wisdom of dealing with difficult
emotions.
Self-compassionate letter
An example of self-compassion exercise is the self-compassionate letter. This

exercise has been used in therapeutic programs. Below are the following steps in
doing the self-compassionate letter exercise as provided by Neff (2012).
Candidly describe a problem that tends to make you feel bad about yourself,
such as a physical flaw, a relationship problem, or failure at work or school. Note
what emotions come up – shame, anger, sadness, fear – as you write.
Think of an imaginary friend who is unconditionally accepting and

compassionate; someone who knows all your strengths and weakness, understands
your life history, your current circumstances, and understands the limits of human
nature.
51
Finally, write a letter to yourself from that perspective. What would your friend
say about your perceived problem? What words would s/he use to convey deep
compassion? How would your friend remind you that you are only human? If your
friend were to make any suggestions, how would they reflect unconditional
understanding?
When you are done writing, put the letter down for a while and come back to it
later. Then read the letter again, letting the words sink in, allowing yourself to be
soothed and comforted.
Less stress, more self-care
You should be in control of the stress that confronts us every day. Self-care and
self-compassion are two ways to positively confront stress. We should love and care
for our self more and more each day.
ACTIVITY
1. Compassionate letter. Make a simple compassionate letter to your best friend.
2. Make a reflection paper about how you handle your daily stress.
___________________________________________
Lesson 3: RESPONSIBLE SELF: MY

COMMITMENT TO LIFELONG GROWTH
This module presented the critical factors in developing
oneself to function effectively as a responsible contributing member
to his/her family, community, and society. These variables include intelligence,
emotional quotient, motivation, and decision-making ability. This unit will explain
Gardner‟s theory that intelligence is not a general ability, but rather, it is comprised of
several areas of intelligence. The role of two broad contributory factors, namely nature,
and nurture, on intelligence will be illustrated. Emotional quotient will be cited as
critical to developing responsibility because it affects social relationships. The
motivational level serves as an underlying drive to produce output or perform a task.
Decision making is a key factor in developing one‟s responsibility, in which inductive
reasoning and deductive reasoning are differentiated in this unit to arrive at a good and
better decision.

1. Identify the specific intelligences that one can develop to be successful
2. Determine the critical factors that contribute to growth and personality
development
3. Explain the principles in making critical decisions in one‟s life
52
4. Explain the role of motivation in facilitating academic success
Lesson proper
Gardner‟s Theory of Multiple Intelligences
In early units, it was said that general mental or cognitive abilities contribute to
the kind of person one is and one can be. Charles Spearman [1904] believed that
intelligence consists of general mental abilities or intelligence quotient [IQ/ g factor]
and domain-specific abilities. IQ is a standardized measure that represents a
person‟s reasoning skills.
In psychology, intelligence is not a single characteristic but rather it comprises

different particular traits. Consequently, researchers have attempted to identify and
measure further the different components of intelligence. One of the famous works
for this is Howard Gardner‟s theory of eight intelligences. Following are the specific
intelligences espoused by Gardner [1983]:
1. Verbal-linguistic intelligence – characterized by the ability to think and use

language to express meaning [word smart]
2. Logical-mathematical intelligence – ability to carry out mathematical operations

and handle long chains of reasoning [number/reasoning smart]
3. Spatial visual intelligence – ability to think in images, pictures, or three-

dimensional figures [picture smart]
4. Bodily-kinesthetic intelligence – ability to be physically adept at manipulating

objects skillfully and controlling one‟s bodily movement [body smart]
5. Musical rhythmic intelligence – sensibility to pitch, melody, rhythm, and tone

[music smart]
6. Interpersonal intelligence – ability to understand and interact effectively w/

others as well as the capacity to discern, motivate, etc. [people smart]
7. Intrapersonal intelligence – ability to understand oneself, knowledge to one‟s

strength and weaknesses, desires, and feelings [self smart]
8. Naturalist intelligence – ability to observe patterns in nature and understand

natural and human-made systems, sensitivity to the differences among diverse
species and ability to interact w/ living creatures [nature smart]
9. Existentialist intelligence – it concerned w/ ultimate issues and is next to be

possibility considered by Gardner as he argues that scores reasonably well on the
criteria. Although a 9th intelligence might be attractive, Gardner is not disposed to
add it to the list. He said that he finds the phenomenon perplexing enough and the
53
distance from the other intelligence vast enough to dictate prudence-at least for now
[philosopher theories].
Contributors to intelligence
Two factors: heredity [nature] – refers to genes one inherits from his/ her
parents, w/c provide the upper and lower limits of his/her intelligence quotient,
and environment [nurture] – involves the experiences and psychological and
physical exposure of the individual to the various influences around him/her. It has
been resolved that heredity and environment both interact to contribute to
intelligence and personality.
While you may be low on a certain skill, there might be other capabilities that
you are. Just discover more and develop them further.
Motivation
It is a stimulation of action toward a particular objective where previously there was

little or no attraction toward that goal. Thus, it is a process of arousing, maintaining,
energizing, directing, sustaining, and controlling interest. Motivation is also a
significant influence in personality development aside from heredity and the
environment. Here are some levels of motivations:
a. Evolutionary theory – according to this theory, the motivation for sex,

achievement, aggression, and other behaviors are rooted in the organism‟s
evolutionary past [Buss, 2000]. So, if a species is highly competitive, it is because
such competitiveness has been improved its chances of survival, and it is then
passed down through genes from generation to generation.
b. Drive reduction theory – this theory explains that organisms are driven by
physiological needs. A need energizes one‟s drive to eliminate or reduce the
deprivation, for example, if one feels hunger, hunger is the motivator to satisfy the
need.
c. Optimum arousal theory – Yerkes-Dodson Law states that performance is at its

highest under conditions of moderate arousal rather than high or low arousal. For
example, with low arousal, one might be too lazy or willing to perform the task. At
times, the level of arousal depends on the kind of task on hand.
Personal characteristics of an individual may also influence the level of

motivation. Sensation–seeking is the motivation to experience varied novel,
complex, and intense feelings of the experience. This seeking has various forms,
namely: 1] motivated to engage in sports; 2] attracted to vocations/ occupations; 3]
drink heavily, smoke, use illicit drugs; and 4] short term hedonistic attitude towards
intimate partners.
54
d. Cognitive approach – there are two aspects of this approach, namely: intrinsic
motivation [refers to the inherent or internal stimulus of an individual to satisfy
his/ her drive w/o the need for reward and punishment]; and extrinsic
motivation [based on incentives w/c are artificial devices w/c are employed to
evoke conducive satisfaction]. Therefore, the former refers to internal factors like
self-determination, curiosity, challenge, and effort. The latter involves outside
factors such as rewards and punishment.
Emotional intelligence (EI)
Emotional quotient (EQ) is a type of intelligence that refers to the ability to perceive,
appraise, understand, and express emotions accurately and appropriately. EQ has an
intellectual component, especially in using emotions to facilitate thinking or logical
reasoning. For example, in a class, the teacher asks the question, “In which geographical
region is the Philippines located?” Paul sees Jane raising her hand but he blurts out,
“Southeast Asia!” one will readily think that Jane might be angry because Paul gets the
credit. It may thus be said that Paul has a high IQ but low EQ.
Reasoning
As a rational being, people make decisions every day. Making a decision involves
picking or selecting the best option that will give the best consequences. The reason is
cognitive or intellectual skills. It is a way to determine if a choice is the best from among
several options. It is a mental process that involves using and applying knowledge to
solve problems.
The reason has two types: deductive [begins w/ making general assumption and
then drawing specific conclusions based on this assumption] and inductive [a process in
which a conclusion is determined based on several facts or premises]. Researchers used
inductive reasoning when they use past experiences to form a general hypothesis. A
hypothesis is a statement that must be tested by gathering data. It is an expectation of
what is going to happen.
Biased reasoning refers to the act of jumping to conclusions before even knowing all
the facts. Confirmation bias is the tendency to look for information that supports one‟s
decisions and beliefs while ignoring disconfirming information.
Both intellectual and emotional abilities are necessarily tapped in decision making.
ACTIVITY
Write narrative writing describing a situation in which you have encountered
difficulty in making a decision. What were the choices or alternatives available to
you? What enabled you to come up with a decision in favor of one option? What
course of action or processes did you undertake? (* Long test or quiz)
____________________________________________________________
55
UNIT 4: DO NOT JUST DREAM, MAKE IT
HAPPEN
One of Jack Canfield‟s featured quotes about success is “by
taking the time to stop and what you have achieved – and perhaps
learned through a few mistakes, stumbles, and losses you actually
can enhance everything about you. “Self-acknowledgment and
appreciation are what give you the insight and awareness to move forward higher goals
and accomplishments” (Brown 2016)

1. Explain goal setting theory
2. Design personal goals adapting Locke‟s goal setting theory
Lesson proper
Edwin A. Locke‟s Goal Setting Theory
Edwin A. Locke is internationally known for his research on goal setting. He was
born on January 5, 1938. He is a Dean‟s Professor (Emeritus) of leadership and
motivation at the Robert H. Smith School of Business at the University of Maryland,
College Park.
GOAL SETTING THEORY
This theory was first studied by Dr. Locke in the middle of the 1960s. In 1996, he
published another article entitled “Motivation through Conscious Goal Setting.” Locke
(1996) first described that the approach of goal setting theory is based on what Aristotle
called final causality; that is, the action caused by a purpose.
Goal Attributes
Goals have both an internal and an external aspect. Internally, they are ideas
(desired ends), externally, they refer to the object or condition ought (e.g., a job, a sale, a
certain performance level). The ideas guide action to attain the object. Two broad
attributes of goal are content (the actual object sought) and the intensity (the scope,
focus, and complexity, among others of the choice process). Qualitatively, the content of
a goal is whatever the person is seeking. Quantitatively, two attributes of content,
difficulty, and specificity, have been studied (Locke 2017).
14 research findings:
A research was made by Locke (2017) under the article “Motivation through Conscious
Goal Setting”. The research has the following findings:
1. The more difficult the goal, the greater the achievement.

56
2. The more specific or explicit the goal, the more precisely performance is
regulated.
3. Goals that are both specific and difficult lead to the highest performance.
4. Commitment to goals is most critical when goals are specific and difficult.
5. High commitment to goals is attained when:
a. the individual is convinced that the goal is important;
b. the individual is convinced that the goal is attainable (or that, at least, progress
can be made toward it)
Commitment can be enhanced by effective leadership. Relevant leadership techniques

include:
Providing and communicating an inspiring vision;

Acting as a role model for the employees;
Expecting outstanding performance;
Promoting employees who embrace the vision and dismissing those who reject
it;
Delegating responsibility (“ownership”) for key tasks;
Goal setting itself can be delegated for capable, responsible employees;
Expressing (genuine) confidence in employee capabilities;
Enhancing capabilities through training; and
Asking for commitment in public.
6. In addition to having a direct effect on performance, self-efficacy influences:
a) the difficulty level of the goal chosen or accepted;
b) commitment to goals;
c) the response to negative feedback or failure; and
d) the choice of task strategies
7. Goal setting is most effective when there is feedback that shows progress about
the goal.
8. Goal setting (along with self- efficacy) mediates the effect of knowledge of past
performance on subsequent performance.
9. Goals affect performance by affecting the direction of the action, the degree of
effort exerted, and the persistence of action over time.
10. Goals stimulate planning in general. Often, the planning quality is higher than
that which occurs without goals.
11. When people strive for goals on complex tasks, they are least effective in
discovering suitable task strategies if:
a) They have no prior experience or training on the task;
b) There is high-pressure t perform well; and
c) There is high time pressure (to perform well immediately).
12. Goals (including goal commitment) in combination with self-efficacy mediate or

partially mediate the effects of several personality traits and incentives on performance.
57
13. Goal setting and goal-related mechanisms can be trained and/or adopted in the
absence of self-regulation training.
14. Goals serve as standards of self- satisfaction, with harder goals demanding
higher accomplishment to attain self-satisfaction than easy goals.
People with a growth mindset, where there is room for improvement of

performance, with a positively perceived self-efficacy, where s/he has high confidence
in his/her capabilities, and set specific achievable goals, have high possibility to attain
success in life.
ACTIVITY
1. Make a collage art to present your dream/s.
__________________________________________________________
Lesson 5: ASSESSING FOR SELF-

IMPROVEMENT: DIRECTING MY DESTINY
This lesson emphasized the role of assessment in
understanding oneself. An individual goes through an assessment
for various reasons and purposes. The end goal of assessment thus is
self-improvement.
The lesson further explained the various tools available. However, you are
encouraged to research other tests or measures relevant to your needs. In the use of
tools, two general approaches to measurement namely formal and informal were
presented..

1. Identify the tools or measures used for the assessment process
2. Discuss the ways of assessing the various aspects of personality
3. Differentiate a formal assessment from an informal one
4. Explain how the results of assessments help improve one‟s personality
Lesson proper
Assessment
One of the closest experiences you have with assessments is taking a writing test
and going through interviews with academic officials before enrolling in a school of
your choice like here in TCC. We called this part as admission test.
58
Assessment is a process that determines the presence or absence, as well as the
extent or level, of a characteristic or behavior in a person.
Measurement deals only with the administration of the tool and determines the
numerical values of the data gathered from a tool. Psychological assessment refers to
the use of specified testing procedures to evaluate the abilities, behaviors, and personal
qualities of people. It describes the extent to which a person is similar to or different
from others.
Assessment tools are important in gathering information about the behaviors of

people. Feedback, reports, or narratives from others are not enough to determine
someone‟s behavior. Assessment contributes to building profiles, determining,
interventions, developing programs, and making personal and professional decisions.
Kinds of assessment
The following are the kinds of the test according to purpose, i.e. in terms of
characters they intend to measure:
a. Achievement test – this test measures what has been learned within a specific
period.
b. Mental ability test – measures one‟s level of mental ability, such tests are known
as IQ tests.
c. Aptitude test – measures the inclination of individual towards certain specific

areas. It determines what particular work an individual would most possibly be
successful at.
d. Personality test –measures facets of personality, some of w/c are attitudes,

perceptions, interests, psychological aberrations, personality disorders, and the like.
The kind of test to use or apply is determined by its purpose. Using inappropriate
assessment tools invalidates the results.
General methods of assessment
There are two methods: formal assessment (standardized and generally carried
out in professional settings by experts in the behavior being measured; the bases for the
assessment of a person are his/her responses or scores on a test); and informal
assessment (do not observe formal process; the bases for assessing a person are
unstructured or simple observations of his/her behaviors in informal settings and
occasions). The informal assessment gives a clue to what might be happening with the
behavior being studied for described.
Application of assessment
59
The assessment provides many advantages; foremost of which is to gain a better
understanding of oneself. Thus, one will know exactly what areas are to be improved or
enhanced, and more importantly, what to do to overcome his/her weakness and turn
into a strength.
ACTIVITY
Make a portfolio by compiling all the reaction papers, activities, reflection
papers, and essays from the whole semester. Lastly include one reflection paper
regarding your discoveries in the subject about yourself.
FINAL EXAMINATION
________________________________________________________________
GLOSSARY
Key Concepts/ terms in this module that you need to be remember.
Behavior Defined as how a person conducts himself/ herself in various

circumstances.
Core Values It is a fulcrum of Filipino personhood in the concept of others (shared

identity), which are associated with the societal values.
Ego It is the “I” part of the individual that gives him/her sense of his/her
own identity. It is also the rational part of the personality.
Environment The sum total of the forces or experiences that a person undergoes from
conception to old age. It is known as nurture.
Fertilization Refers to the meeting of the female and male sex cell.
Gender One of those loci of the self that is subject to alteration, change, and
development.
Logotherapy Aids individuals to find personal meaning of life, whatever life

situation they may be.
Moral According to Lawrence Kohlberg, it is by studying the concept of moral

development reasoning
Moral Refers to the judgments people make about courses of action are correct
reasoning or incorrect in particular situations. Reasons influence moral
development.
Nature The transmission of traits or characteristics from parents to offspring. It
60
is known as heredity.
Nurture The sum total of the forces that a person undergoes from conception to
old age.
Person Refers to forming impression and making judgment about another
perception person‟s likability after seeing or meeting him/her.
Personality Refers to the set of emotional qualities, ways of behaving that makes a
person different from other people.
Self Carl Rogers regards this as humanistic and more on recognizing human
potential for psychology growth. It is made up of many self-
perceptions, abilities, and personality characteristics that are organized
and consistent with one another.
Self- Concept Refers to how people see or describe themselves.
Self-Efficacy Based on the assumption that psychological procedures as a means of

creating and strengthening expectations of personal efficacy. According
to Banduras, it is the belief in one‟s capabilities to organize and execute
the sources of action required to manage prospective situation.
Values Defined according to various perceptions, that is, subjective, objective,

bipolar, relative and hierarchical attitudes of the person.
61

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TIWI COMMUNITY COLLEGE

MIGUEL C. CIERVA JR., LPT

COURSE LEARNING OUTCOMES

At the end of the course, you are expected to acquire:

COURSE PLACEMENT: BEED 1, BSED 1, BSOA 1

COURSE CREDITS: 3 units

NUMBER OF HOURS: 54 hours in a semester

COURSE LEARNING CONTENT

UNIT PART 1: DEFINING THE SELF: PERSONAL AND DEVELOPMENTAL

Lesson 1: Meet and Greet: My Home, My School

Lesson 2: Concept and nature of self: Who am I?

Lesson 3: Self, Society and Culture

Lesson 4: Self as Cognitive Construct

Lesson 5: Self: Western and Eastern Thought

UNIT PART 2: UNPACKING THE SELF

Lesson 1: Physical self: the Beautiful Me

Lesson 3: Spiritual Self: Believe it or not!

Lesson 4: Moral Self: Living with Purpose

Lesson 5: Political Self: Being Filipino

Lesson 6: Digital Self: Who I am in the Cyber world?

Lesson 7: Social Self: Relating with Others

UNIT PART 3: MANAGING AND CARING FOR SELF

Lesson 1: Intelligent behaviors: Learning to be a better Learner

Lesson 2: Emotional self: Achieving My Emotional Competencies

Lesson 3: Responsible Self: My Commitment to Lifelong Growth

Lesson 4: Do not Just Dream, Make it Happen!

Lesson 5: Assessing for Self-Improvement: Directing My Destiny

SYSTEM OF COMPUTING GRADES

1. Module ( written activities and or evaluation) 30%

5. Evangelista, Lourdes L. Personality Development and Human Relations. 2005.

6. Personality Development Reader, First edition. Quezon City: Sunshine interlinks

Lesson 1: MEET AND GREET: MY HOME, MY

The most challenging and exciting phase is your college life. It

OBJECTIVES: At the end of this lesson, you will be able to:

Here is the TCC Mission, Vision, and Core Values:

VISION MISSION CORE VALUES

Tiwi Community College Tiwi Community College F – Fortitude

ACTIVITY: Answer briefly.

OBJECTIVES: At the end of this lesson, you will be able to:

The Philosophical View of Self: Various Philosophers

Socrates: Know Yourself

Therefore, applying the platonic perspective, all individuals have an imperfect,

To sum, “an buhay na dai pinaghurop-huropan mayo nin pakinabang.” – Socrates

I: The Ideal Self – perfect self

Rene Descartes: “Cogito, ergo sum” I think, therefore I am

David Hume: the self is the bundle theory of mind

Hume is considered as an empiricist philosopher who believes that one can

Immanuel Kant: Respect for Self

Gilbert Ryle: The mind-Body dichotomy

The Christian or Biblical view on Self

The Holy Bible

Augustine: Love and justice: the foundation of the individual self

Augustine agreed that man is of a bifurcated (dualism) nature. The body is

Thomas Aquinas: Angelic doctor

The Psychological View of Self

Sigmund Freud: Psychoanalytic theory of self

Erik Erikson: Psychosocial stages of self-development

This lesson presented the major lenses – philosophical, biblical, and