m1 Lesson 1 Social Science Understanding Self

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M1 Lesson 1 Social science: Understanding self
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WESTERN INSTITUTE OF
TECHNOLOGY
La Paz, Iloilo City
College of Arts & Sciences SS3 (Understanding the Self)

2nd Semester A.Y. 2021-2022
Social Sciences Department Module 1, Lesson 1.2
Concept and Nature of Self: Philosophical View of Self

1.1 Socrates 1.5 John Locke
1.2 Plato 1.6David Hume
1.3 St. Augustine 1.7Immanuel Kant
1.4 Rene Descartes 1.8 Gilbert Ryle
INTRODUCTION
Philosophy is a way of thinking about the world, the universe, and society. Is philosophy important
in understanding the self? How so? In this lesson, you shall be introduced to eight (8) great
philosophers; each tried to come up of the explanation of the origins and causes of how Self came
to be. Let us try to understand each perspective and reflect on each as we go along. As you read on
this lesson, here are some Points to remember when you try to understand the self in a
philosophical view;
1. When learning about each of the philosophical view of the self, it is important to take into
account the time period it was theorized.
2. The creation of a new philosophy does not mean the other is no longer important.
3. Philosophies are guide into understanding things; especially the SELF
LEARNING OUTCOMES
Upon completion of this module, students taking this course should have:
1. Explain the different philosophies of Socrates, Plato, St. Augustine,
Descartes, Locke, Hume, Kant, and Ryle concerning The Self;
2. Give value to the importance of having different lenses in philosophy
when it comes to explaining The Self.
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SS3 (Understanding the Self)

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Philosophical View of Self
DISCUSSION
Guide Question for Discussion: According to each Philosopher, what is
SELF?
1.1. SOCRATES: “Knowing Yourself”

Socrates is a Greek philosopher whose “Knowing yourself”
way of life, character, and thought exerted a This line by Socrates urges people to
profound influence on ancient and bring themselves into the light, which means,
modern philosophy. Having no surviving that you need to examine oneself and the
writings actually written by himself, we know things around you. In other words, having a
of him from his students (Plato) and other sense of self-knowledge which means
philosophers after him. knowing one’s degree of understanding about
He was one of the first Greek the world and knowing one’s capabilities and
philosopher to seriously explore questions potentialities; It is only through self-knowledge
of ethics. Rather than teaching others what to that one’s self merges.
think, he teaches others how to question; his
Therefore, Socratic philosophy teaches
methods was later on became known as
you that Self is achieved and not just
Socratic Method: A method of questioning
discovered, something to work on and not a
and finding answers and from the answers
product of a mere realization
derived, a question emerges ones again.
At one point, he was accused of The reward of the constant self-
corrupting the minds of the youth as he tried discovery and self-knowledge is Virtue; the
to engage men in discourse and make them core of the Socratic ethics and the deepest
question their beliefs and their existence. To and most basic propensity of man. Virtue
Socrates, this has become his life-long necessary and can be learned. The lack of
mission; the true task of the philosopher, is to virtue can lead to Ignorance; considered as
know oneself. the virtue of the bad man. Socrates thought
that being ignorant of your existence and the
world is the worst that can happen to anyone:
to live but die inside
1.2. PLATO: “The Ideal Self, The Perfect Self “

Plato is a philosopher best known as the “The Ideal Self, The Perfect Self “
student and predecessor of Socrates and later Plato being Socrates’s student, basically
on taught Aristotle. He is best known for his took off from his teacher and supported his
writings (Republic, Dialogues) and for having views. According to him, we are all-knowing
founded the Academy; an academic program before we are born but stripped with our
which many consider to be the first Western knowledge when we are brought into the
university. He dedicated his life to learning world for we experience various challenges.
and teaching and is hailed as one of the
However, by constant search for
founders of Western philosophy
knowledge, contemplation, and doing good,
one can regain its former perfections. In other
words, one should try emulate the self before
they are born (The Ideal/Perfect Self) by living

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a life of virtue.
1.3. ST. AUGUSTINE: “Love and justice as the foundation of self”

St. Augustine a bishop of Hippo (now Love and justice as the foundation of self
Annaba, Algeria) is a renowned theologian and St. Augustine followed the ancient view
prolific writer. He was also a skilled preacher of Plato and infusing it with the newfound
and rhetorician. There is an enormous doctrine of Christianity; that is, an aspect of
amount of writings by St. Augustine which was man dwells in the world and is imperfect and
preserved but the two most prominent works continuously yearns to be with the divine. The
he had; goal of every human person is to attain this
1. The City of God; is a philosophical communion and bliss with the Divine by living
defense of Christianity that outlines a new one’s life in virtue. To simply illustrate the
way to understand human society and idea;
2. Confessions; a spiritual self-examination.
He is one of the Latin Fathers of the Church
and, in Roman Catholicism, is formally Virtuous life = turning towards
recognized as a doctor of the church. love
Wicked life = turning away from

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1.4. RENE DESCARTES: I think therefore I am (Cogito, Ergo Sum) and Mind-body dualism
René Descartes is a French I think therefore I am (Cogito, Ergo Sum)
mathematician and philosopher during the Also known as Methodic Doubt, it’s
17th century. He is known as the Father of the idea that the existence of anything that
Modern Philosophy and is most commonly you register from your senses can be doubted.
known for his philosophical statement, “Cogito For example, I am strong therefore I am strong
ergo sum” or “I think, therefore I am”. In the or I am busy therefore I am busy. Whichever
mathematics sphere, his primary contribution thought a person chooses is the one being
came from bridging the gap carried to the persons “I am”.
between algebra and geometry, which For Descartes, the self is real and not
resulted in the Cartesian coordinate just an illusion; the only thing that one cannot
system still widely used today. In philosophy doubt is the existence of the self, for even one
on the other hand, He is also attributed with doubts oneself, that only proves that THERE IS
developing mind-body dualism. A DOUBTING SELF, a thing that thinks
therefore cannot be doubted.
Mind-body dualism
According to this philosophy, the self is
different from the body. Thus body and self
exists, but differ in existence and reality. Self
is a feature of the mind rather than the body
thus it is mental rather than physical. Though
(mind) always precedes action (body). It has
always been in that sequence. For example,
thinking it would be a busy week (Mind), you
will prepare for the days ahead (Body).
1.5. JOHN LOCKE: Personal Identity

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John Locke is an English philosopher Personal Identity (The Self) is not in

and political theorist. He is recognized as the the brain but founded in the consciousness
founder of British empiricism and the author (memory).
of the first systematic exposition and defense According to Locke, when we are born
of political liberalism. John Locke’s most our minds are empty or he call it “Tabula
famous works related to Understanding the Rasa” or blank slate. Overtime, as we live
self was the An Essay Concerning Human and experience things, these experiences are
Understanding (1689), in which he stored in our memory and makes up what we
developed his theory of ideas and his account call our Self. Since our memory changes
of the origins of human knowledge in overtime, our Self also evolves over the
experience. course of our lifetime.
1.6. DAVID HUME: “The Self is a Bundle of Theory of the Mind”

David Hume is a Scottish philosopher, The Self is a Bundle of Theory of the
historian, economist, and essayist known Mind
especially for his According to Hume, there is no single
philosophical empiricism and skepticism. impression of self that exist; There is no stable
Hume tried to describe how the mind works in thing called self, for the self is nothing but a
acquiring what is called knowledge. complex set of successive impressions or
perceptions. What you think and what you feel
constitute what you are in that very moment.
That is what you are; that is who you are
1.7. IMMANUEL KANT: Respect for Self

Immanuel Kant is a German philosopher Respect for Self
and one of the foremost thinkers of According to Kant, the self is not just
the Enlightenment; a European intellectual what gives one his personality; it is also the
movement of the 17th and 18th centuries. seat of knowledge acquisitions for all human
His comprehensive and systematic persons. Moreover, Kant emphasizes the
work in epistemology (the theory of importance of a person’s respect for one self-
knowledge) and ethics greatly influenced stating that “Every man in an end in himself
subsequent philosophies. and never should be treated merely as a
means for others “. In other words, Respect
others as you should respect yourself for we
all have the same basic rights and should
treat each other as equals

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1.8 GILBERT RYLE: The Mind and Body are one

Gilbert Ryle was British Ryle opposed Descartes’ notion of self.
philosopher, leading figure in the For him, the mind is not separate from the
“Oxford philosophy,” or “ordinary body. The Mind consists of dispositions of
language,” movement. One his writings, people based on what they know, what they
The Concept of Mind (1949), is feel, what they want, and so on; People learn
considered a modern classic. In it he that they have their own minds because they
challenges the traditional distinction behave in certain ways. Moreover, Knowing
between body and mind as postulated and believing are just dispositions but these
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by René Descartes. influence people’s actions

To simply illustrate the idea;
(Scenario: In the forest you see the trees, the animals, and caves. When you asked
“what is a forest?”, you enumerate these things)
SUMMARY
This lesson presented the philosophical lenses through which one can understand the self:
1. Socrates and Plato’s idea of self revolves around the idea of cultivating ones Virtue which can
be learned.
2. St. Augustine followed the ancient view of Plato and infusing it with the newfound doctrine of
Christianity; that is, an aspect of man dwells in the world and is imperfect and continuously
yearns to be with the divine
3. For Descartes, the self is real and not just an illusion; the only thing that one cannot doubt is
the existence of the self. He also believed in mind-body dualism where the mind and the
body are separate but works hand in hand to create the Self.
4. Locke believed that the Self is our personal Identity which is not in the brain but founded in
the consciousness or memory. Since our memory changes overtime, our Self also evolves
over the course of our lifetime.
5. According to Hume, there is no single impression of self that exist; There is no stable thing
called Self, for the self is nothing but a complex set of successive impressions or perceptions.
6. Kant emphasizes the importance of a person’s respect for one self-stating that “Every man in
an end in himself and never should be treated merely as a means for others
7. Ryle opposed Descartes’ notion of Self. For him, the mind is not separate from the body;
When ask for what is a whole, we define it by enumerating the pieces.

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TECHNOLOGY
La Paz, Iloilo City

Concept and Nature of Self: Psychological View of Self

1.1. Sigmund Freud
1.1.1Parts of Personality
1.1.2Psychosexual Developments
1.2. Erik Erikson: Psychosocial Stages of Self Development
INTRODUCTION
Psychology is the study of individual behavior and mental processes. There is no better field
of study to try understand the self but Psychology for it focuses on individual level of processes
among the living. Psychology is a broad field of study (Social Psychology will be introduced in the
next module), for now, you will be introduced to two psychologists who tried to explain how self and
personal identity originated; Sigmund Freud and Erik Erikson. Let’s Go!
LEARNING OUTCOMES
Upon completion of this module, students taking this course should be able to:
1. Describe what are the Different Parts of Personality by Sigmund Freud;

2. Give an example illustration of how ID, EGO, and SUPEREGO co-exist with each other;
3. Describe what are the Stages of Psychosexual Development of Sigmund Freud;
4. Explain the different stages of Psychosocial Development by Erik Erikson;
5. Express ones understanding of Erikson’s theory by making a story out of the Psychosocial
stages;
6. Conduct an analysis on the difference between Freud’s Psychosexual Development and
Erikson’s’ Psychosocial Stages of Self-Development.

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Psychological view of self
DISCUSSION
1.1. SIGMUND FREUD: Psychoanalytic Theory of Self

Sigmund Freud was an Austrian Psychoanalytic Theory (psychoanalysis)
neurologist and regarded as the founder of 1. The cornerstone of the theory are
psychoanalysis; a clinical method for treating sex and aggression
psychopathology through dialogue between 2. To Freud, people are motivated to
a patient and a psychoanalyst. Aside from seek pleasure and reduce tension
Parts of Personality and the Freudian and anxiety
Psychosexual stages of development,
Sigmund Freud is also credited for his
research on interpretation of dreams and
defense mechanism
1.1.1 PARTS OF PERSONALITY

Guide Question for Discussion: What are the different parts of personality and its respective functions?
Freud asserts that the human personality is structured into three parts; ID, Ego, and
Superego. These three structures are systems and not physical parts of the brain. Each system
has unique features which contributes to the individual’s behavior by interacting with each
other. These systems however have no territorial existence and are merely hypothetical
constructs.
Let us now explain each of the parts;

First stop we have the ID or internal desires, also called as internal drives or instinctive
drives is the accumulation of the body’s primitive biological drives and urges which are
concerned only with achieving pleasure and self-satisfaction; e.g. feeling hungry or the urge to
sleep.
 It is important to note that the ID lives completely in the unconscious; meaning, it has no
direct connection to the reality.
 Pleasure Principle
Next, we have SUPEREGO. Also known as conscience, it is the part of the personality
concerned with morals, precepts, standards, and ideas; e.g. your own set of moral standards of
right and wrong and the values that comes along with the culture you belong to.
 With that, Superego is known as the critical faculty of the personality; it tries to protect us
from getting hurt or embarrassed and to abide with the standards we set for our self and
the standards set by the society.
 Moralistic and Idealistic Principle
Lastly, we have EGO or the “I” part of the individual that gives one the sense of one’s own
identity. The ego is the rational part of the personality.

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 As the rational part of the personality, with the assistance of ID and Superego, Ego has the
duty to discern what is most applicable behavior to exhibit in a certain situation.
 Reality Principle
Figure 1. Freud's Id, Ego, and Superego

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1.1.2 Freudian Stages of Psychosexual Development:

Guide Question for Discussion: What are the different Psychosexual Stages?
Freud also argues that the development of an individual can be divided into distinct
five (5) stages characterized by sexual drives. As a person grows, certain areas become
sources of pleasure, frustration or both. One of these stages of development tend to be carried
until adulthood, depending on which stage greatly influenced the child as one was growing up.
Oral stage (0-1 years) – The part of the body where gratification is derived is the mouth for it
is the mouth which is the first organ to provide an infant with pleasure as the source life-
sustaining nourishment and they also gain pleasure through the act of sucking. It can also
however be a source of frustration because of scheduled feeding for example.
 As children grow older, the mouth continues to be an erogenous zone, and by the time
they become adults, they are now capable of gratifying their oral needs in variety of
ways (E.g.: chewing gum, biting a pencil, smoking cigars)
Anal (2-3 years) – The child during this time derives the feelings of pleasure or pain from
defecating which coincides with the ideal age for the children’s’ toilet training period
 Anal Character: people who continue to receive satisfaction by keeping and possessing
objects and by arranging them in an excessively neat and orderly fashion. This people
are those who were resistant to toilet training as a child.
Phallic (3-6 years) – The child begins to get curious about one’s genitals and thus becomes
the leading erogenous zone. This stage is marked for the first time by a dichotomy between
male and female development, a distinction that Freud believe account for many important
psychological differences. and become attached to the parent of the opposite sex. This stage
also marks the start of one of Freud’s most controversial concept; The attraction of the boy to
his mother (Oedipus Complex) and the girl’s attraction to her father (Electra Complex).
Latency Period (10-12 years) – During this time, sexual gratifications recede in
importance’s and the child becomes preoccupied with developing skills and other activities.
 Dormant psychosexual development

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Genital Period (Puberty) – Adolescence now give up autoeroticism and direct their sexual
energy towards other people. Which means, they derive sexual gratification from heterosexual
relations
 The subordinate erogenous zones (mouth, anus, genitals) also continue as vehicles of
erotic pleasure but may transform into other forms (E.g. thumb sucking -> chewing gum)
Figure 2. Freud’s Psychosexual Stages

of Development

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1.2. ERIK ERIKSON: Psychosocial Development Theory
Guide Question for Discussion: What are the different parts Psychosocial stages of development?
Erik Homburger Erikson was a German-American developmental psychologist and

psychoanalyst known for his theory on psychological development of human beings. He may
be most famous for his psychosocial stages of development.
Erikson’s Psychosocial stages of development works in what we call Epigenetic
Principle; a term borrowed from embryology which implies step-by-step growth of a fetal
organs, which means, one must develop each body part before one can attain proper maturity.
This was adopted his theory on how one must undergo a certain stage of psychosocial
development and experience a crisis in a proper time in order to develop one’s personality,
one’s SELF. And just like how each organ development contribute to the well-being of a person
as a whole, each psychosocial stage and each crisis experienced influence the development of
one another in order to form a whole personality, a whole SELF.
Each crisis in each psychosocial stage are composed of a harmonious element (positive) and
a disruptive element (negative). One must experience both and ideally, one must
successfully overcome the crisis and acquire the positive element. The success from each crisis
produces a basic strength; a good product from the crisis experienced.
1. Trust vs. Infancy (0-18 Feeding Maternal/ Maternal figure

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Mistrust months)
Infancy is the time of incorporation, TRUST is built when the mother or a mother
with infants “taking in” not only through figure provide food, consistent pleasant and
their mouth but through various sense rhythmic voice given by the mother to the infant,
organs as well. Which means, feeding and the overall pleasant and exciting visual
not only concerns about the food; Infants environment. The lack thereof builds MISTRUST.
not only receive but also accept; When one successfully overcome the crisis, this
Receiving implies that infants can person develops the basic strength HOPE.
receive something in the absence of
people (Ex. Air received through lungs).
Accepting on the other hand Implies a
social context; infants not only must get
but they also must get someone else to
give (Ex. A mother to give food, love,
and affection). Being able to not only
receive but also in getting other people
to give children learn to TRUST or
MISTRUST
2. Autonomy vs. Shame Early Childhood Toilet Training Paternal/Parents
and Doubt (18 months-3
years)
During Early Childhood, children receive AUTONOMY is the independence or the
pleasure not only from mastering the state of existing or acting separately from
sphincter muscle during toilet training but others. On the other hand, SHAME is the
also from mastering other body functions such feeling of self-consciousness of being looked
as urinating, walking, throwing, holding and so at and exposed) and DOUBT is the feeling of
on. Children also develop a sense of control not being certain and/or the feeling that
over their interpersonal environment as well something remains hidden and cannot be
as a measure of self-control and AUTONOMY. seen). Shame and Doubt Grow out of the basic
Early Childhood however is also a time of mistrust that was established in infancy.
experiencing DOUBT and SHAME as children The interaction between autonomy and
learn that many of their attempts at shame and doubt produces the basic strength
autonomy are unsuccessful. WILL. Children develop WILL only when their
During this time, children learn to environment allows them self-expression in
control their body especially in relation to their control of sphincters and other muscles.
cleanliness and mobility. Early Childhood is
more than a time of toilet training, it is also a
time of contradiction, a time of stubborn
rebellion and meek compliance; a time of
impulsive self-expression and compulsive
deviance; a time for the psychosocial crisis of
Autonomy vs. Shame and Doubt.

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3. Initiative vs. Pre School (3-5 Exploration Family

Guilt years)
During Play Age or Pre-School age is Children’s cognitive abilities gives them
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the time of developing locomotion, INITIATIVE enabling them to manufacture

language skills, curiosity, imagination, elaborate fantasies (Ex. Oedipal fantasies, what it
and the ability to set goals. This is the like to be a grown up, or to be a ferocious animal).
time of exploration with Family as the These fantasies however at times are considered
primary guiding people in a child’s life. taboo by the society which in turn produces GUILT
Pre-school is characterized by the and thus contribute to the crisis.
psychosocial crisis of INITIATIVE vs. When one successfully overcome the crisis, this
GUILT person develops the Basic Strength PURPOSE.
Children now play with a purpose; competing at
games in order to win or be on top. Set goals and
pursue them with purpose. Development of
conscience and beginning to attach labels such as
right or wrong to their behavior. This stage is
considered the “cornerstone of morality”.
4. Industry vs. Elementary School Age (6-11 School School/ Neighborhood

Inferiority years)
School Age or elementary age is the INDUSTRY is characterized by
time where the child is now start to industriousness, willingness to remain busy with
expand its social world by going beyond something and to finish a job. INFERIORITY on the
family to include peers, teachers, and other hand is brought out if work is insufficient to
other adult role models. The wish to accomplish their goals.
know among children becomes strong This is the time where children allow
and is tied to their basic drives for themselves to divert their energies to learning the
competence. Normally, children strive to technology of their culture and the strategies of
read and write, to hunt or fish, or learn their social interactions. According to Erikson,
other skills useful or required by their Industry vs. inferiority is a time of tremendous
culture. At this age, the corresponding social growth; Failure is not evitable.
crisis is INDUSTRY vs. Inferiority. When one successfully overcome the crisis, this
person develops the basic strength of
COMPETENCE or the confidence to use one’s
physical and cognitive abilities to solve the
problems that accompany elementary school age.
5. Identity vs. Role Adolescence Social Relationships Peer group

Confusion (12-18 years)
Adolescence (12-18 years) is an Identity confusion is important because it
adaptive phase of personality helps young people to experience some doubt and
development; a period of trial and error. confusion about who they are before they can
This is also the time that a child starts to evolve into a stable identity. Too much of this
experience puberty which is an however can prevent one to accept responsibilities
important psychologically because it and drift from one job to another, from one
trigger expectations of adult roles. The relationship to another.
crisis experienced during this period of Therefore, it is important to establish one’s
life is IDENTITY vs. ROLE CONFUSION. identity because it urges the person to;
IDENITIY is deciding what I am 1. Have faith in some sort of ideological principle,
and what I am not, while ROLE 2. The ability to freely decide how we should
CONFUSION is a syndrome of problems behave,
that includes a divided self-image and 3. Trust in our peers and adults who gives advice,
the inability to establish intimacy to and
name a few. Young people strive to find 4. Confidence in our choice of an eventual
out who they are and who they are not. occupation.
How do they do this? Young people draw When one successfully overcome the crisis,

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some variety of earlier self-images and this person develops the basic strength, FIDELITY
identity that had been accepted or or the faith in one’s ideology
rejected.

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6. Intimacy vs. Young Adulthood Relationships Partners in sex/competition

Isolation (19-40 years)
During Young Adulthood (19-40 INTIMACY is the ability to fuse one’s identity
years), people must acquire the ability with that of another person without the fear of
to fuse that identity formed during losing it, and ISOLATION is the incapacity to take
adolescence with the identity of another chances with one’s identity by sharing to intimacy).
person while maintaining their sense of Mature Intimacy is needed for a successful
individuality. The crisis experienced marriage and at times, marriages fail because of
during this time is INTIMACY vs. the lack of it. When one successfully overcome the
ISOLATION. crisis, this person develops the basic strength,
LOVE which was defined by Erikson as the “Mature
Devotion that overcomes basic differences between
two people”
7. Generativity vs. Middle Work and Parenthood Partner

Stagnation Adulthood
(40-65 years)
Adulthood is the time when people GENERATIVITY is the concern with
begin to take their place in society and establishing and guiding the next generation; which
assume responsibility for whatever includes having children, production of work, and
society produces. Adulthood is overall characterized by the need of people to not
characterized by the psychosocial crisis only learn but also instruct others. One on one
of GENERATIVITY vs. STAGNATION. This intimacy during young adulthood is no longer
crisis is defined by Erikson as “the enough as one has children and work to attend to.
generation of new beings as well as new STAGNATION on the other hand is defined as
products and new ideas”. the crippling of the cycle of productivity and
creativity as people become self-absorbed in
themselves.
Interaction between Generativity and
Stagnation produces the basic strength of CARE or
the widening commitment to take care of the
persons, the product, and the ideas one has learned
to take care of
8. Integrity vs. Old Age/Maturity Reflection on Life Mankind

Despair (65 years -death)
Old age (65 – death) is the 8 th and INTEGRITY is the feeling of wholeness and
the last stage of Erikson’s stages of coherence; an ability to preserve one’s identity
psychosocial development. It is despite diminishing physical and intellectual power.
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characterized as the time of joy, DESPAIR on the other hand literally means to be
playfulness, and wonder; but, is also the without hope.
time of senility, depression, and despair. The inevitable struggle between integrity
A person’s final identity crisis is vs. despair produces the basic strength of
INTEGRITY vs. DESPAIR. WISDOM; informed and detached concern with life
itself in the face of death itself.
Figure 3. Erikson’s Psychosocial Development

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Summary
This lesson presented the psychological theories that try to explained how SELF is created.
This lesson focused on the theories of two psychologists; One (Freud) theorizing that that your self
is composed of both the things you have no control over and the kind of pleasure you seek and the
other theorizing (Erikson) that and the things you experienced all throughout your existence also
affect your over-all self.
Additional References
Verywellmind. (2019). Freud's Id, Ego, and Superego [Photograph]. Retrieved from:
https://www.verywellmind.com/the-id-ego-and-superego-2795951
Allyn and Bacon. (N/A). Freud’s Psychosexual Stages of Development [Photograph]. Retrieved from:
https://images.app.goo.gl/zX2f1AyqUQiYZiu19
Helena Grasha (2015) Understanding Erikson’s stages of Psychosocial Development [Photograph]. Retrieved
from: http://helenagrasha.blogspot.com/2015/09/understanding-eriksons-stages-of.html

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TECHNOLOGY
La Paz, Iloilo City

Physical Self: Factors in the Development of the Physical Self

1.1. Nature and Nurture
1.2. The Beginning of Life
1.3. Stages of Human Development
INTRODUCTION

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In this lesson, you shall be introduced to the factors in the developments of Physical self,
the biological take on the beginning of life, stages in the life span of a person,
LEARNING OUTCOMES
1. Identified the forces and institutions that impact the development of the various aspects of
Physical Self;
2. Narrate how life begins;
3. Enumerate the stages in the life span.

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Physical self
1.1. Nature and Nurture
Guide Question for Discussion: What influence you more; Nature or Nurture?
The two (2) interacting force that influence our physical self are;
First is Heredity (nature) or Transmission Second is Environment (Nurture) or the total

of traits/characteristics from parents to forces or experiences that a person undergoes
offspring. Composed of raw materials of from conception to old age. This includes
which the individual is made up. Through the family, friends, school, and nutrition to name a
genes, hereditary potentials like physical, few.
mental and social, emotional and moral traits
are passed down to generations.
Physical Self

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There has been always a debate on how

much of nature and nurture makes up a
person. All we know as of the moment is that
they both influence us and the amount of
that influence vary from person to person.
Fig. 1 The Age Old Debate of Nature vs. Nurture
1.2. The Beginning of Life

Guide Question for Discussion: How do life begin?
Life begins at fertilization (refers to the meeting of the female sex cell and the male
sex cell). The sex cells involved in fertilization are developed in the reproductive organ called
gonads. The male sex is called spermatozoa are 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. The zygote travels to the uterus and continues to grow during the
gestation period of about 280 days (36 weeks or 9 calendar months) before it becomes ready
to meet the outside world.
Each of the parents contributes one sex chromosome to the offspring; Mothers can
only give X while father can either give X or Y for; Female: XX and Male: XY.
Both male and female chromosomes contain several thousands of genes (small
participles in a string-like formation. They are the true carriers of hereditary characteristics of
the parents). Within the gene is a substance called DNA (deoxyribonucleic acid) which is
the code of heredity; it contains information and instructions about the newly created
organism, and the programs and traits that should be inherited. And when all these inherent
traits start to unfold, it is called Maturation.

Page 2 of 3
Physical self
1.3. Stages of Human Development
Guide Question for Discussion: where are you now in the stage of human development?

Physical Self

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Development Age
Stage
Pre-natal period Conception to Birth
Infancy Birth to end of 2nd
week
Babyhood End of 2nd week to
end of 2nd year
Early Childhood or 2 to 6 years
preschool age
Late childhood or 6 to 10/12 years
elementary age
Puberty or 12 to 13/14 years
preadolescence
Adolescence 13/14 to 18 years
Early adulthood 18 to 40 years Fig. 2
Middle age 40 to 60 years
Old Age or 60 years to death
senescence
*This table shows you the Stages of Human
Development. While reading this, think about what
stage of human development are you as of the
moment and reflect on it.
Summary
As a vessel of the self, the physical well-being of a person must be maintained. This lesson
explained the stages of development of physical self-starting from its creation. Regardless of how
much nature or nurture affected you in the process of physical growth, each person must undergo
these stages as time goes by.
[Fig. 1] Joshua Seong (2020). The Age Old Debate of Nature vs. Nurture [Photograph].
www.verywellmind.com. Retrieved from: https://www.verywellmind.com/what-is-nature-
versus-nurture-2795392
[Fig.2] https://images.app.goo.gl/FCgE9yhgekwAbq9z8

Physical Self

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Page 3 of 3
Physical self
TECHNOLOGY
La Paz, Iloilo City
College of Arts & Sciences SS3 (Understanding 2nd Semester A.Y. 2021-2022
the Self)
Social Sciences Department Module 1, Lesson
2.2
Physical Self: Taking Care of My Physical

Self
1.1. Balanced Diet
1.2. The Essential Food Nutrients, Water, and Sleep
INTRODUCTION
Is balanced diet necessary for my well-being? In this module, you shall be introduced
to the concept of Balanced Diet which includes the different essential food nutrients, and
also the importance of water and sleep.
LEARNING OUTCOMES
1.Described what is Balanced Diet;

2.Gave an examples of each essential food nutrients and discuss its functions and
sources;
3.Explained the effects and importance of water and sleep;
4.Conduct an analysis of your own diet and create a balance diet plan.

Physical Self

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1.1 Balanced Diet

Guide Question for Discussion: What is Balanced Diet?
Balanced Diet
Having a balanced diet means Consuming the
right kind of food at the right proportion. The food
that you eat Should contain necessary nutrients
essential for growth and survival which prevents
malnutrition and the acquisition of diseases.
[Fig.1] www.caba.org.uk
1.2 The Essential Food Nutrients, Water, and Sleep

Guide Questions for Discussion:
1. What are the Essential Food Nutrients I Need?
2. Why do I Need Water and Sleep?
Nutrients Functi Sample Sources

ons
Carbohydrates Supplying heat and energy to Starchy food, Bread, rice,
the body tubers, cereals
Protein Building and repairing broken Legumes; meat, fish, poultry;
or worn/out milk and
tissues milk products
Fats Maintaining heat and energy Margarines, nuts, oil, butter,
for the body cheese
Vitamins and Healthy skin and hair, as well Fruits and vegetables; Internal
Minerals as for organs
aiding the normal functioning like liver, gizzard, spleen
of the body
*This table shows you the essential nutrient, its function, sources, and ideal serving per meal. While reading this, think about the other sources you can
think as to where we can get each essential nutrient.

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Water
An individual should drink at least eight (8)
glasses of water every day. It allows the body
to function efficiently. It also washes away
wastes to keep the skin clear and healthy.
[Fig.2] indianexpress.com
Sleep
And some say sleep is for the weak. A totally
wrong notion. Sleep gives the bones, muscles,
and the mine time to recover; think of it as
your very own power bank. An individual need
eight (8) hours of sleep a day.
[Fig.3] singularityhub.com
Summary
As a vessel of the self, the physical well-being of a person must be maintained. This lesson
explained that regardless of age, one can take care of one’s body by consuming the right amount
of nutrients, water, and sleep among others.
[Fig. 1] https://www.caba.org.uk/help-and-guides/information/get-facts-what-makes-healthy-
balanced-diet
[Fig.2] https://indianexpress.com/article/lifestyle/health/health-tips-why-you-should-drink-more-
water-during-summers-5782020/ [Fig. 3] https://singularityhub.com/2019/02/12/new-study-
suggests-you-can-learn-while-you-sleep/
SS3 (Understanding the Page 1 of 4

Self) Intelligent Behaviors

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TECHNOLOGY
La Paz, Iloilo City
College of Arts & Sciences SS3 (Understanding the 2nd Semester A.Y. 2021-2022
Self)
Social Sciences Department Module 1, Lesson 3
Intelligent Behaviors (Seeing my Natural Ability): Fourteen Intelligent

Behaviors
INTRODUCTION
Behavior is defined as the manner in which a person conducts oneself in various
circumstances. Your performance can be greatly influenced by behavior. With this, how can you
learn to behave intelligently? In this module, you shall be introduced to fourteen
(14) Intelligent Behaviors compiled by Arthur L. Costa (2000)
LEARNING OUTCOMES
Upon completion of this module, you shall be able to:
1. Identify your natural qualities and behavior;
2. Assess and improve your study habits;
3. Conduct yourself effectively in different situations as well as convey ideas and
thoughts to others
SS3 (Understanding the Page 2 of 4

Self) Intelligent Behaviors

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DISCUSSION
Guide Question for Discussion: What are the fourteen intelligent behaviors?
We will be discussing each fourteen (14) intelligent behaviors. An example will be given for each to
help illustrate the said behavior;
1. Persistence
 Not giving up when the answer to a e.g. When solving a math problem, you do not
problem is not immediately known stop until you find the right solution for the
problem
2. Overcoming Impulsiveness
 Involves: Planning, clarifying goals, e.g. Preparations before going to the town
exploring alternative strategies, and proper for grocery shopping
considering consequences before one 1. You write down the things you need to buy
begins a task. 2. you clarify whether you needed to go to
other places other than the grocery store
and/or checking whether the list you have is
already final
3. You evaluate whether you can just
actually buy the things you need from a sari-
sari store nearby or you can shop those
online
4.Considering the current situation where we
should only leave our homes when it is truly
necessary, you consider whether it is a must
to go to the town or choose from the
alternative strategies to buy your groceries.
3. Listening to Others
 Cognitive psychologists think that the e.g. Before agreeing on the theme for the
ability to listen to another person and upcoming event the club is organizing, you as
understand their point of view is one of a leader listen to all suggestions of the team.
the highest forms of intelligent
behavior. This intelligent behavior
highlights one’s ability to be “human”;
to care for others’ point of view not just
one’s own.
4. Flexibility in Thinking
 One considers other points of view e.g. You see that the care you’ve been
rather than jumping or running to the wanting is on sale for a limited time only.
first thought that comes to mind. Before you decided to buy it you first; Check

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your budget, evaluate whether this is a good

investment or not, and check again whether
you really need a car or you just want it.
5. Metacognition
 The awareness of how one is thinking or e.g. During a stressful day, you reflect on your
the knowledge of what is going on in own thoughts and feelings before doing
one’s head something
“Knowing what you know”

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6. Checking for Accuracy and Precision

 Not letting speed surpass the desire for e.g. Painting a portrait or
craftsmanship making a song
7. Questioning and Problem Posing

 Asking questions and finding out e.g. Asking the seller questions before
problems for oneself committing on buying the product
8. Applying Past Knowledge to New Situations:

 The act of calling upon one’s store of e.g. You’ve been hurt before when you tried
knowledge and experience as a source riding a bicycle. Now you use protective gear to
of data, theories, or processes to solve protect you when you fall
each new challenge
9. Precision of Language and Thought

 One uses descriptive terms to e.g. Giving descriptive detail on the process of
distinguish objects and provide criteria the recipe you are sharing to avoid confusion
for value judgements
10.Using all Senses

 the senses of feeling, seeing, hearing, e.g. Checking if the food you are preparing is
or even tasting are utilized to solve a ready
problem more effectively. 1. You feel the temperature of the dish
2. You see whether the color and consistency
are already enough
3. If you are baking, you listen whether your
timer already rang
4. Have a taste whether the seasoning is
already enough
11. Creativity
Applying ingenuity, originality, and e.g. Using recyclable materials in making your
insights. vegetable garden
12.Living with the Sense of Wonderment:

 Being inquisitive, curious, and open to e.g. When traveling, finding inspirations on
beauty, intricacy, complexity, and little things or when
simplicity. you are a writer, you find inspiration from
the people you meet and the things you
experience
13.Cooperation
 taking advantage of the knowledge e.g. Brainstorming for the school back to
and insights that can only come as a school party with your
result of social relationships fellow committee members to create a
perfect theme for the current school year

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14.Sense of Humor:
 Refers to being able to look at e.g. Finding the fun during a
situations, opportunities, problems, and stressful finals week
relationships with nonchalance and fun.

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SUMMARY
Possessing many of these intelligent behavior can help you. Which of the fourteen (14)
qualities discussed characterize your behavior? Which do you need to start working on? Points to
remember when we try to understand the 14 intelligent behaviors;
1. Use the intelligent behaviors to better yourself and help others
2. Use these intelligent behaviors to enhance your study habits

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TECHNOLOGY
La Paz, Iloilo City
College of Arts & Sciences SS3 (Understanding the 2nd Semester A.Y. 2021-2022
Self)
Emotional Self: Achieving my Emotional

Competencies
1.1. Emotions: Working definition
1.2. Fundamental Emotions
1.3. Emotion Management Strategies
INTRODUCTION
Why do we have emotions? Can’t we just be happy all the time? Why do I need to manage
and control my emotions? These are the questions this module would most likely to answer. In
this module, you shall be introduced to Fundamental Emotions by Plutchik (1980) and Universal
Emotions by Ekman & Keltner (1997), and how to manage emotions as compiled by Sue Langley
(2012)
LEARNING OUTCOMES
Upon completion of this Module, you shall be able to:
1. Discuss the different emotions;
2. Identify the physiological reactions to emotions;
3. Enumerate ways of controlling and managing emotions
4. Conduct yourself effectively in different situations which concern emotion
management

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SS3 (Understanding the Self) Page 1 of

4
Emotional Self

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1.1. Emotion
Guide Question for Discussion: what is EMOTION?
Emotion is often defined as a complex state of feeling that results in physical and
psychological changes that influence thought and behavior. (Cherry, 2020). Across countries
and cultures, emotions are felt by individuals and greatly influences their behavior one way or
another. There are numerous kinds of emotions; some are already identified are given names,
others are however specific to certain groups and/or cultures. Which brings us to the Emotions
which are more likely experienced across cultures all around the world;
1.2. Fundamental Emotions

Guide Question for Discussion: Is there a set of fundamental emotions? Are emotions the
same across cultures?
According to Robert Plutchik’s Although conventions regarding

(1980), configuration of emotion, there are the display of emotion differ from culture
eight fundamental emotions; joy, trust, fear, to culture, our ability to recognize and
surprise, sadness, disgust, anger, and produce associated facial expressions
anticipation. This are then can be seen in
appears to be universal. Research
Pluchik’s wheel of emotions. As seen the
comparing facial expressions across
different cultures has supported the
theory that there are seven universal
emotions, each associated with a distinct
facial expression. The seven (7)
“Universal Emotions” (Ekman & Keltner,
1997) are the following;
wheel of emotions, these fundamental

emotions or the core emotions can create
other related emotions depending to its
degree of intensity.
“We need to recognize and experience different emotions for us to learn how to respond to
situations, how to address other people’s emotions, as well as how to manage ones’ emotions.”

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4
Emotional Self
1.3. Emotion Management Strategies
Guide Question for Discussion: what are the best ways to manage emotions?
The following are tips and strategies compiled by Sue Langley for managing emotions and
tapping into your body and brain’s capacity for generating positive mood.
Smile to make yourself Find a mirror, make it fun. If it doesn’t feel right to start with,
feel good you will soon be laughing at yourself and feel better naturally.
The muscles we use to smile will tell our brain we are happy. Do
it for at least 30 seconds.
Smile to make others feel Create that connection, open communication, trigger those
good mirror brain cells that make us experience empathy for others.
Get up and move Exercise activates “happy hormones”: endorphin, dopamine,
serotonin, oxytocin. Movement is important for the lymphatic
system to get the toxins out of your body. Get up and do your
exercises!
Check in with your body Take note of where you are holding tension and your overall
physiology. Relate these tensions and changes to the emotion
you are feeling to begin to understand where and how different
emotions affect you.
Organ Dialect (Adler, 1956) - the body's organs "speak a

language which is usually more expressive and discloses the
individual's opinion more clearly than words are able to do". At
times, our emotions affect our bodily functions too.
Physically remove the If you feel tense in the arms, shake your arms; if you feel tight in
Tension your chest, stretch and expand or breathe deeply.
Breathe Take 6 deep diaphragmatic breaths. Our body cannot sustain
anger through deep breathing.
Let the lower lungs have that oxygen to pass around your body
and brain. This will calm you and flood you with oxygen. You
may feel tingly. Do it for at least 60 seconds.
Talk to someone Express your feelings to begin to resolve the situation. Vent to a
friend or colleague

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rather than suppress emotions. You can also see a therapist for
you to express your emotions to.
Make sure that the person you share your feelings to are also
ready and available to listen.
Disengage and re-engage Park a challenging emotion to deal with later, rather than just
emotions avoiding it. Acknowledge and accept the feelings whenever you
are ready and use your experience and emotional intelligence
with dealing with these emotions.
Label your emotions Labelling is proven to reduce the intensity. Just by saying “I
feel angry” you actually feel less angry.
Label emotions for others We can often disarm an emotionally charged situation by
acknowledging what people are feeling. This encourages others
to consider and label their emotions with greater accuracy
Labeling emotions for yourself and for others can help you find
ways how to deal with it.

4
Emotional Self

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Summary
“Next time you are preparing for a nerve-wracking meeting with the boss—or have just
had one—take a few moments to check in with your feelings, consider the emotions that will be
most effective for you and for others, and choose one or more of these actions to take charge of
your emotions.” (Langley, 2012). We examined how emotions are related with each other. It also
taught you how to manage emotions especially when you interact with other people. We
discussed that bottling your emotions up is not good for yourself, which means that we should
learn how to release our emotions in healthy ways that will not hurt other people.
References:
Cherry, K. (2020) Overview of the 6 Major Theories of Emotion. www.verywellmind.com. Retrieved from:
https://www.verywellmind.com/theories-of-emotion-2795717
Ekman & Keltner, (1997) Influence of Culture on Emotion. courses.lumenlearning.com. Retrieved from:
https://courses.lumenlearning.com/boundless-psychology/chapter/influence-of-culture-on-emotion/
Langley (2012) Emotion Management Strategies. www.ideas.org.au. Retrieved from:
https://www.ideas.org.au/uploads/resources/388/Tips%20for%20managing%20your%20emotions
%20in%20stressful%20situations. Pdf

4
Emotional Self
SS3 (Understanding Page 1 of 3

Social Self: Social Psychology, Person Perception,
and Social Norms
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TECHNOLOGY
La Paz, Iloilo City
College of Arts & Sciences SS3 (Understanding the Self) 2nd Semester A.Y. 2021-2022
Social Sciences Department Module 2, Lesson 5.1-5.3
Social Self: Social Psychology, Person Perception, and Social Norms

1.1 Social Psychology: Working Definition
1.2 Social Psychology: Origin (The different frames of Social Psychology)
1.3 Interactions and Relationships
1.4 Person Perception
1.5 Social Norms
INTRODUCTION
Psychology is a broad field of study which at times have elements connecting to other fields of study. One
of those interactions led to the field of Social Psychology: the cross over between the individual self and the self in the
society. Social Psychologist are not only interested in social issues like peace or conflict; they also seek to understand
social behaviors in general; to understand how people think, feel, and act in certain social situations. Social Psychology
and the people who study it is present in order to understand social reality.
How is this related in finding yourself? Is this relevant in my growth as a person? In this module, you will be acquainted
to the definition and origins of social psychology, the distinction between two concepts Interaction and relationships, and
the definition and importance of person perception and social norms in understanding human relationships which shapes
the self. In this module and the succeeding modules in Lesson 5: Social Self, we will learn the importance of socializing in
the creation of our Self.
LEARNING OUTCOMES
1.Defined and discuss the meaning and origin of social psychology
2.Differentiate interactions and relationships
3.Explain the meaning and importance of person perception and social norms
DISCUSSION
Guide Question for Discussion:

1.1 What is Social Psychology?
1.2 Where did the study of Social Psychology Originated?
1.3 What is the difference between Interaction and Relationships?
1.4 What is Person Perception?
1.5 What are Social Norms?
SS3 (Understanding Page 2 of 3

Social Self: Social Psychology, Person Perception,
and Social Norms
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1.1 Social Psychology

Social Psychology is defined by countless experts in the field in different ways:
1. Branch of psychology that studies individuals as they interact with others (Lahey,2007)
2. Broad field whose goal is to understand and explain how thoughts, feelings, and behaviors are
influenced by the presence of, or interaction with others (Plotnik and Kouyoumdijan, 2014)
3. Study of the effects of social factors on individual behavior, attitudes, perceptions, and motives (Gerri
and Zimbardo, 2002)
With the given definitions, the common denominator among these is that, Social Psychology is a scientific study
of the feelings, thoughts, and behaviors of individuals in social situations
There are two (2) themes that we should remember whenever we are talking about studying individuals in social
situations:
1. People are influenced by their social environment
2. Individuals actively construe or interpret social situations; People behave differently because people
think differently.
1.2 Social Psychology: Origins

In this section, we will answer how did social psychology evolved as a field in psychology through the
discussion of the different frames, the prominent concepts from each frame, and lastly, how it reached and influenced
Filipino Psychology.
FRAMES OF SOCIAL CONCEPTS

PSYCHOLOGY
North America Cognitive Dissonance (Leon Festinger, 1957)
- A person may experience psychological discomfort, or dissonance, when there
are inconsistencies between one’s cognitions (Beliefs, attitudes) from one’s
behavior
European Social Representations (Moscovici, 1961)
- Socially shared ideas about the world around us
- In order for people to understand and interact with each other, they need
common or socially shared meaning about objects and ideas.
Social Identity Theory (Tajfel and Turner, 1979)
- groups are important source of pride and gives us the sense of belongingness
- Try to explain the existence of group biases and discrimination
Philippines Sikolohiyang Filipino
- Virgilio Enriquez (Father of Filipino Psychology)
- A protest against colonization or the Philippine colonial education
1.3 Interactions and Relationships

In this section, we will be introduced to the concepts of Interaction and Relationships. These two concepts are
essential in the creations of our social self for these are the ways we can create connection with others. These are often
interchanged or assumed to be the same. But these two, although closely related, are actually different concepts. Below
is the distinction between the two:
INTERACTIO RELATIONS
N HIPS
- Refers to the mutual and reciprocal exchange of - Refers to a particular way in which two or more
communication or action between two or more individuals, groups, or even countries, talk to,
persons or groups behave toward, or deal with each other
- Always a component of a relationship Example of Investments made to build and maintain
relationships:

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Intellectual
Psychological
Emotional

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1.4 Social Norm

Norms are patterns or traits characterized as
typical or usual on a group; these are traits that are
considered average or normal in a certain group. Social Norms on the other hand are spoken or
 E.g. In Filipino society, there are certain jobs unspoken rules for behaving in particular
or career specifically dominated my men or situations which serve to guide or regulate the
women. But as time passes, these jobs or manner in which people conduct themselves
careers also evolve and the people
working or taking those paths also
changes.
Therefore, norms change overtime to factors like
financial, moral, social, psychological aspects of
society.
Why do we need social norms?
Behaviors should be controlled and/or regulated because of social consequences; Our behaviors should be
our responsibility. We must make sure our behaviors do not hurt, offend, or disturb other people in order to
maintain harmony and good relationships.
1.5 Person Perception

Person Perception is forming impressions and making judgements about another person’s ability,
intentions, traits, and behaviors. It is how we view people
Physical appearance and/or external But is person perception enough for us to know
appearance like how one dresses, behavior, the character of a person? Definitely not. As the
and how on present themselves in the society saying goes, do not judge the book by its cover;
are important aspect of person perception for it we cannot truly know a person unless we give an
is vital in opinion making regarding a certain effort of actually interacting with them. Person
individual. At times people formulate perception however is important for us to gauge
justifications for the perception they have the situation and formulate a certain behavior in
towards other people. an event where an interaction might occur
between you and an individual.
SUMMARY
This lesson presented the definitions and origins of Social Psychology as well as the difference between interaction
and relationships.
1. The common ground among the definitions of social psychology presented is: Social Psychology is
a scientific study of the feelings, thoughts, and behaviors of individuals in social situations
2. There are two (2) themes that we should remember whenever we are talking about studying
individuals in social situations: People are influenced by their social environment and Individuals
actively construe or interpret social situations; People behave differently because people think
differently.
3. Some of the prominent frames of social psychology came from North American and European social
psychologist which heavily influenced our very own Sikolohiyang Filipino as introduced by Virgilio
Enriquez.
4. Interaction and Relationships are different concepts: where Interaction is always needed for
relationships while interaction does not necessarily equate to relationship for relationships needs
investments which is not present in interactions
5. Social Norms on the other hand are spoken or unspoken rules for behaving in particular
situations which serve to guide or regulate the manner in which people conduct themselves

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6. Person Perception is forming impressions and making judgements about another person’s
ability, intentions, traits, and behaviors. It is how we view people

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TECHNOLOGY
La Paz, Iloilo City

Social Self: Together as a group

1.1Social Loafing
1.2Conformity
1.3Social Roles
INTRODUCTION
Being in a group requires one to commit, give effort, and conform to rules and
regulations in order to achieve a goal. But why is it that their individuals who are not
excreting effort or is not motivated in reaching the group’s goal? Why do we need to
conform? In this module, we will be acquainted with concepts concerning social loafing,
conformity, and social roles which greatly affects our ability to function as an individual in
connection to the groups we are belonging to
LEARNING OUTCOMES
3. Define and discuss the different kinds of social loafing and its factors;
4. Explain the types and factors of conformity;
5. Explain what social roles is and its importance.
DISCUSSION
1.1 What are the different kinds of social loafing?
1.2 What is conformity?
1.3 Why do we have social roles?

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Page 1 of 3
1.1 Social Loafing
Social Loafing is the reduction of individual There are factors why social loafing occur;
effort in a group activity. There are two main 1. Lack of Motivation: It is either the
types of social loafing: members are not motivated enough to
1. Free-Rider Effect- The feeling one will carry out the group goal either because
have when one assumes that one’s they do not have a good relationship
effort is no longer needed for the other with the members or the goal is not
group members are viewed to be more necessarily important to them.
capable of performing the task at hand 2. Size of a group: The bigger the size
2. Sucker Effect- the type of social of the group, it is more likely that
loafing where the good performers in members will social loaf for the
the group will no longer perform well responsibilities now spread thin and
since the free-riders are also not doing accountability is difficult to impose.
anything. 3. Lowered sense of efficacy: The
feeling a member can feel that one’s
effort is not necessary or not important
1.2 Conformity
Conformity is yielding to a group pressure to act as everyone does direct or indirectly. It is
either motivated by; Normative: reward, or avoiding punishment or Informational: wanting
to be right.
The factors why individuals confirm are the Aside from the factors, we also have types of
following; Conformity (Kelman 1958);
1. Size of the group: The more members  Compliance – group acceptance. This is
there is in the group, individuals are more the type of conformity where one comply
likely to confirm to the rules and to a groups demand just because one
regulations of the group need to either for survival or for
2. Unanimous groups: the more cohesive acceptance in the society.
the group is in terms of their values,  Internalization – genuine acceptance of
goals, and purpose, the more likely one group norms. One is not only conforming
will confirm. just for the sake of complying but
3. Culture: individuals having collectivist because one is actually identifying with
culture (Asian Countries) are more likely the group one is belonging to.
to confirm than those having individualist  Identification – group membership. One
culture (Western Countries) is conforming to a group because you
need to identify with the groups norm
either for a career, a job, or a position in
the society.
1.3 Social Roles

Social Roles help specify the part or position of a person in society this also specify behavior
expected to be exhibited by an individual in practicing their roles. Individuals are either aware
or not aware of this social role they have. Social roles are important in order for us to have
clear cut expectations on what to expect from people and from our self. Social roles facilitate

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people’s ability to work together towards the common good.
For example, Juan is a college student and at the same time is working as a food server in his
free time. His social role in school is a college student therefore he needs to perform the duties
of a college student. When it is time for him to work for his shift in the restaurant, he needs to
take on the role of a food server. Social roles help us shift our behavior and type of cues we
use in interactions we have.

Page 2 of 3
SUMMARY
This lesson presented discussed the concepts of social loafing, conformity, and social roles.
Here are the things that we need to remember:
1. Social Loafing is the reduction of individual effort in a group activity. The two types of
which are Free-rider effect and Sucker effect.
2. The factors which leads to social loafing are lack of motivation, size of group, and lowered
sense of efficacy.
3. Conformity is yielding to a group pressure to act as everyone does direct or indirectly.
4. The factors which leads to conformity are size of the group, unanimous groups, and
culture. The types on the other hand according to Kelman,1958 are compliance,
internalization, and identification.
5. Social Roles help specify the part or position of a person in society this also specify
behavior expected to be exhibited by an individual in practicing their roles.

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Page 3 of 3

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TECHNOLOGY
La Paz, Iloilo City

Moral Self: Personal Value and Philosophy of Life

1.4Morality: Defined
1.5Piaget’s Stages of Intellectual Development
1.6Lawrence Kohlberg’s Theory of Moral Development
1.7Parenting Styles and Practices
INTRODUCTION
Every day, we are confronted with problems and dilemmas. Solving this requires one
to decide on what kind of action or response to make. And what action or response we
make is fueled by our own moral reasoning and our idea of what are moral behaviors.
In this module, you will be acquainted with what are the concepts related to morality, how do we
form our moral reasoning based on Piaget and Kohlberg’s theories, and how can parenting styles
and practices affects not only our ability to create morally acceptable behaviors but also how it
affects our self as a whole.
LEARNING OUTCOMES
6. Explain the basic concepts related to morality and moral self;
7. Identify behaviors characteristic of the different stages of moral development by
Kohlberg;
8. Identify behaviors characteristic of the different stages of intellectual development by
Piaget; and
9. Evaluate practices that lead to the development of desirable moral values
DISCUSSION
1.4 What are the concepts associated with morality?
1.5 What are the stages of Intellectual Development based on Piaget’s Theory?
1.6 How do we form our Morals according to Lawrence Kohlberg?
1.7 What are the different types of parenting?

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Page 1 of 5
1.1 Morality
The following are the terms we need to remember and are associated with our morals;
Morality
- The system of the beliefs and values that ensures that individuals will keep their
obligations
Dilemma
- A problematic situation in which a difficult choice must be made
Moral
- Related to the sense or a standard that determines what is right and what is wrong
- Considering what is correct or incorrect in a given situation
- Discerning what is appropriate or inappropriate behavior to elicit in a given event in a
given environment
Moral Reasoning
- The judgements people make about what sources of action are correct or incorrect in
particular situations
- Cognitive skill which influences moral development
1.4 Piaget ’s Stages of Intellectual Development

 Jean Piaget was a Swiss Psychologist known for his work on child development. One of his
important works is the Stages of Intellectual Development .
 Piaget’s Intellectual Development theory have 4 stages; Sensorimotor Stage, Preoperational
Stage, Concrete Operational Stage, and Formal Operational Stage. Each stage is
characterized by development which aids a child in forming ones a ability to create a moral
reality.
Piaget ’s Stages of Intellectual Development

Sensorimotor Stage (0-2 years)
- Characterized as a stage with major character and developmental changes. The
infant knows the world through their movements and sensations. The child
learns from basic actions (hand gestures, feeding, playing). Sensory experiences
and manipulating objects (basic reflexes, motor responses)
- This stage is also the time of what we call Object Permanence which means that
children still do not have the idea that things or people exist and do not
disappear just because they cannot see it or them
Preoperational Stage (2-7 years)
- The child is now able to think symbolically and learn to use words and pictures to
represent objects
- The individual however is now egocentric and struggle to see things from the perspective
of others. Children at this age will most likely see things from one’s own perspective only
not taking into account that others experience things in a different way (Me>others)

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- On the bright side however, the individual is getting better with language and thinking.
However, children during this age tend to think about things in very concrete terms;
Ex. One 5-peso coin < Five 1 peso coins: children at this stage do not see that both of
the coin/s have the same value, they think that the more the content is always the
greater value
Concrete Operations Stage (7-11 years)
- Logical thinking is now present which means more and organized set of ideas is
already guiding the individual’s decisions.
- Although one still struggles with abstract and hypothetical concepts the
individual is now less egocentric (Not all think the way I think, different
perspectives)
- The child now learns the Concept of Conversion or the idea that two things with
different characteristics can have the same value.
Ex. One 5-peso coin = Five 1 peso coins
Formal Operations Stage (11-up)
- The individual is now a person which is capable of abstract thinking.
- As one learns about different concepts through formal education and
experience, the individual is now acquainted with topics on morality, philosophy,
ethics, and society which helps foster one’s ability to reason.

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1.5 Lawrence Kohlberg’s Theory of Moral Development

 Lawrence Kohlberg was an American psychologist best known for his theory of stages of
moral development.
 Kohlberg’s Theory of Moral Development is divided into levels; Pre-conventional Morality,
Conventional Morality, and Principled or Post-Conventional Morality. Each level is
characterized by stages in which one’s moral development is focused which is then
accompanied by the reason for moral behavior to occur.
Lawrence Kohlberg 1958 Theory of Moral Development

Level Stage Reason for Moral
Behavior
- We do not have a
Pleasure/Pain To avoid pain, personal code of
Pre- Orientation punishment, or morality
conventional getting caught - Shaped by the standards
Morality Cost-Benefit To get rewards of adults and the
Orientation: consequences of
Reciprocity following or breaking
their rules
- We being to internalize
To gain acceptance the moral standards of
Good-Child and avoid disapproval valued adult role models
Orientation - Authority is internalized
Conventional To follow rules and but not questioned
Morality Law and Order avoid censure by - Reasoning is based on
Orientation authorities the norms of the group to
which the person belongs

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Social Contract To promote the

Orientation welfare of society
- Judgments is based on
Ethical Principle To achieve justice and self-chosen principles
Principled or Orientation avoid self- - Moral reasoning is based
Post- condemnation on individual rights and
Conventional justice
Morality To be true to universal
Cosmic Orientation principles and feel
oneself part of a
cosmic direction that
transcends social
norms

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1.6 Parenting Styles and Practices

 Parenting styles and practices are considered as Environmental Influences - characterized
by forces outside of the individual. It is how one has been raised or reared by their parents
 Foundations of Moral reasoning and development are laid at home. What happens at
home, especially during the growing-up years is critical to personality development.
 Most parents combine different styles in child-rearing
 Parenting Styles according to DIANA BAUMRIND (1967) and MACOBY AND MARTIN (1983)
are discussed in the table below:
(DIANA BAUMRIND,1967)
Styles Description Effects
- Parents attempt to shape, control, - Parents are demanding
and evaluate the behavior and - Children have less behavioral
attitudes of their children in problems which are easily
accordance with an absolute set prevented

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of conduct standards that usually - Children reared in this kind of

comes from religious or respected parenting style become
Authoritarian authorities withdrawn, fearful, and
- Use harsh discipline and dependent.
punishment - The child may suffer from low
- Obedience becomes a virtue self-esteem
- Parents do not communicate well - Traits can be carried until they
with their children grow up
- Do not explain the reasons for the
rules and consequences of actions
- Doesn’t listen to their child’s side
- May use force to ensure
compliance
- Direct their children’s activities in - Children learn to be
a rational and intelligent way independent, reliable. Rational,
- Loving, supportive, and and confident.
committed - Children generally feel good
Authoritative - Give and take relationship about themselves
- Discuss the rules and policies with
their children/offering
explanations
- Encourage a home having an
open communication (children
can present their side)
- Less controlling and behave with - Parents rarely impose rules and
an accepting and non-punishing are non-punishing
Permissive attitude towards their children’s - Children do not put structure
desires, actions, and impulses. and order in thins that they do
- Reason> Direct Power (anything goes)
- Warm and supportive but not to
enforce rules
(MACOBY AND MARTIN, 1983)
- Detached and indifferent
- “Hands-off” parents to the needs of their
Uninvolved/Ne children
glectful - Children are feeling unloved
and cannot follow instructions
- Fall for substance
abuse/negative behavior to
distract themselves or seek
attention

Page 4 of 5

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SUMMARY
This lesson presented and discussed the concepts concerning moral development.
6. We discussed the concepts of Morality along with Dilemma, Moral, and Moral Reasoning.
7. Piaget’s Intellectual Development theory have 4 stages; Sensorimotor Stage,
Preoperational Stage, Concrete Operational Stage, and Formal Operational Stage. Each
stage is characterized by development which aids a child in forming one’s ability to create
a moral reality.
8. Kohlberg’s Theory of Moral Development is divided into levels; Pre-conventional Morality,
Conventional Morality, and Principled or Post-Conventional Morality. Each level is
characterized by stages in which one’s moral development is focused which is then
accompanied by the reason for moral behavior to occur.
9. There are four (4) parenting styles we discussed Authoritarian, Authoritative, Permissive,
and Neglectful
To conclude, a child cannot exhibit advanced levels of moral developments if they are still at
an early stage of intellectual development. And when you are in a crossroad, look back to your
own beliefs, philosophy, and goals as guide to what decision to make and what behavior to
perform.

Page 5 of 5

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TECHNOLOGY
La Paz, Iloilo City

Concept of Self: Understanding and Enhancing One’s Self-image

1. Carl Roger’s Self-Theory and related concepts
1.1Introduction
1.2Self: A working definition
1.3Self-Concept
1.4Positive Regard
1.5Self-Esteem
2. Abraham Maslow’s Hierarchy of Needs
2.1Introduction
2.2Levels of the Hierarchy of Needs
INTRODUCTION
Self-Image is something we not only develop but also maintain. It is how we view
ourselves as an individual as a result of various factors around us; opportunities,
important people, and experiences. How we view our self, based on our skills,
abilities, and aspirations greatly influence how we also value our self. In this module,
you will be acquainted with two of the frequently talked about theorists in humanistic
psychology; Carl Rogers and Abraham Maslow along with their respective theories, guiding us
onto how we develop our self responsibly.
LEARNING OUTCOMES
10. Discuss what Carl Rogers’ Self-Theory is along with its related concepts;
11. Explain Abraham Maslow’s Hierarchy of Needs and its components;
12. Discuss the different ways to enhance self-image.
DISCUSSION
 What are the concepts associated with self-theory?
 What are the different kinds of positive regard?
 What are the stages of Maslow’s Hierarchy of Needs and their respective
components?
1.8 What are the stages of Intellectual Development based on Piaget’s Theory?

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Page 1 of 3
1. Carl Roger’s Self-Theory and Related Concepts

1.1 INTRODUCTION
Carl Rogers
Rogers is an American psychologist and Self-Theory (Client-Centered Theory)
regarded as one of the founders of Regarded as humanistic and is a move towards
humanistic approach to psychology. recognizing human potential for psychological
growth.
His Self-Theory is heavily influenced by his
work as a therapist; helping people to Rogers’ approach was more of asking “how can
develop and grow rather than finding I help this person grow and develop” rather
answers onto why they behave in a certain than what caused this person to develop in this
way. way?”
1.2 SELF
The self is made up of many self-perceptions, abilities, and personality characteristics that are
organized and consistent with one another. There are two major kinds of self-according to self-
theory:
 Real Self – the image or picture of the self-based on a person’s actual experiences and
represents how he/she really or actually sees himself/herself
 Ideal Self – self based on one’s hopes and wishes. It reflects how one likes to see
himself/herself to be
1.3 SELF-CONCEPT
 This concept is how people see or describe themselves. It can also be viewed as the
subjective perception of who people are and what they are like. In other words, “the person
I think I am or the person I wish to be”.
 People can either have positive or negative self-concept depending on the circumstances
and experience one might have.
It is normally expected for people to have discrepancies between their real selves and what
they dream or wish to become. This variation results in dissonance and may lead to increased
anxiety levels and discomfort (setting unrealistic goals). It is important to note that the
development of self-concept starts at home. It is very important that parents provide children
with the environment and opportunities that will enable them to develop good self-concepts
1.4 POSITIVE REGARD

One of the important concepts from Rogers’ Self-theory. It is believed to be important for the
healthy development of one’s self-concept and for successful interpersonal relationships. It
includes love, sympathy, warmth, acceptance, and respect from; family, friends, and other
significant people. There are two types of positive regard;
 Conditional Positive Regard – positive regard received as a result of acceptable

behavior or living up to the expectations and standards of others.

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 Unconditional Positive Regard – the love and acceptance received by a person

regardless of who he/she is or what he/she does
1.5 SELF-ESTEEM
The term characterized as how much people value themselves and their worth as persons. It is
the level of importance attributed to oneself and one’s abilities. This is usually associated with
a person’s attractiveness and social competence.
 High Self-esteem – healthy social relationships, being emotionally and socially

adjusted, cheerfulness, and overall happiness
 Low Self-esteem – depression, anxiety, antisocial behavior, and poor personal
adjustment

Page 2 of 3
2. Abraham Maslow’s Hierarchy of Needs and Related Concepts
2.1 INTRODUCTION
Abraham Maslow
Maslow was an American psychologist best Hierarchy of needs (From Holistic-Dynamic
known for creating Maslow’s Hierarchy of Theory)
Needs.  Explains that individuals’ actions are
directed towards goal attainment
Hierarchy of needs is a component of his  People have to satisfy first their basic
Holistic-Dynamic Theory; A theory assuming needs before moving towards satisfying
that the whole person is constantly being their social and personal needs.
motivated by one need or another and the  The rate of achieving higher level needs
people have the potential to grow toward self- may vary among individuals.
actualization  It is possible to proceed to the next level
need even if one is still in process of fully
satisfying a lower level need
2.2 HIERARCHY OF NEEDS
Hierarchy of needs (Maslow, 1943)
1. Physiological Breathing, food, water, shelter, clothing, and - Survival
sleep
2. Safety/ Health, employment, property, family, and social - Protection from
security stability harm
3. Love/Belongin Friendship, family, intimacy, and sense of - Looking for serious
gness connection relationships
4. Esteem Confidence, achievement, respect from others, - Establishment of
need to be a unique individual careers
5. Self- Morality, creativity, spontaneity, acceptance, - Full development of
actualization experience, purpose, meaning, and one’s unique
inner potential potentials
- Difficult and
challenging

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SUMMARY
This lesson presented and discussed the concepts concerning forming a responsible self as
one shape one’s self-image.
1. This module defined and differentiated related concepts to the self: Self-Concept, Real Self,
Ideal Self, and Self-Esteem
2. Maslow’s Hierarchy of needs emphasized the importance of the stages in the attainment
of self-actualization which is the end goal of an individual based on the theory.
3. It is important to note that one should develop a good self-concept of oneself in order for
one to have a healthy view of self which can definitely affect one’s performance in
attaining one’s goals in life.

Page 3 of 3

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TECHNOLOGY
La Paz, Iloilo City

2ND Semester A.Y. 2021-2022
Responsible Self: Commitment to Lifelong Growth

1.8Intelligence Quotient and Emotional Quotient
1.9Howard Gardner and The Theory of Multiple Intelligence
1.10 Contributors to Intelligence
1.11 Motivation and Theories
1.12 Reasoning
INTRODUCTION
“Every Child is Special” is a quote from Tar Zameen Par; an Indian drama-film about a
child named Ishaan who experienced difficulty in his academics which was found out
later on that it was caused by his Dyslexia, a condition which made it difficult for a
person to read. He was considered as a slow learner, a kid with no future. He was
considered hopeless until an art teacher took time to teach him and later on
discovered that Ishaan is a precious Star, capable of greater things. Just like Ishaan,
every child is special; Each one of you have something in you that can contribute to the
betterment of the society. With appropriate motivation, good use of reasoning skills, and the
understanding that Intelligence is a concept with multiple dimensions, you will be able to
enhance you own strengths.
LEARNING OUTCOMES
13. Explain the concepts of IQ and EQ;
14. Identify the different Intelligences according to Howard Gardner;
15. Identify the contributors to one’s intelligence;
16. Explain the different theories of motivation; and
17. Explain the concept of Reasoning.
DISCUSSION
1.11What is IQ and EQ
1.12 What are the different kinds of intelligence according to Howard
Gardner?
1.13 What contributes to the formation of our intelligence?
1.14 What are the theories of Motivation?
1.15 What is EQ?

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Page 1 of 4 Responsible Self: Commitment to Lifelong Growth
1.1 Charles Spearman and Intelligence Quotient

Charles Spearman (1904)
- Spearman is an American Psychologist IQ (Intelligence quotient)
best known for his work in statistics,  The term was coined by William Stern, a
leading to the breakthrough in the field German Psychologist in 1912
of Psychological Assessment and the  A standardized measure that represents a
creation of standard measurement to person’s reasoning skills
various concepts in psychology.  Intelligence quotient (IQ) can be obtained by
- He believed that intelligence consists of the equation MA/CA=IQ, where MA is
a general mental ability or IQ mental age and CA is chronological age
(Intelligence quotient) and Domain-
specific abilities
It has been accepted in the psychological community that intelligence is not necessarily a
single and generalized characteristic, but is comprised of different specific traits
Emotional quotient (EQ)
 Also known as Emotional Intelligence (EI) or Emotional Intelligence Quotient (EIQ) was
created by two researchers, Peter Salavoy and John Mayer in their article “Emotional
Intelligence” in the journal Imagination, Cognition, and Personality in 1990.
 The term was later popularized by Dan Goleman in his 1996 book Emotional Intelligence.
 EQ is the emotional counterpart of IQ
 The abilities to perceive, appraise, understand, and express emotions accurately and
appropriately
 the ability to monitor one's own and others' feelings and emotions
 The use of emotions and emotional knowledge to facilitate thinking and the
regulation of one’s emotions to promote both emotional and intellectual growth
1.7 Howard Gardner and The Theory of Multiple Intelligence

Howard Gardner
 Gardner is a developmental psychologist best-known for this theory of multiple
intelligences.
 He believed that the conventional concept of intelligence was too narrow and restrictive
and that measures of IQ often miss out on other “intelligences” that an individual may
possess
Gardner’s Theory of Multiple Intelligence (1983)

Verbal Linguistic Intelligence 2. Spatial-visual Intelligence
- It is characterized by the ability to think - Ability to think in images, pictures, or three-
in words and use language to express dimensional figures
meaning. - As well as the capacity to perceive the
visual-spatial world accurately and perform

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- Authors, journalists, speakers, poets transformations on one’s initial perceptions

1. Logical-mathematical Intelligence - Architects, artists, sailor/navigators,
- Refers to the ability to carry out sculptor
mathematical operations Naturalistic Intelligence
- The ability to handle long chains of - The ability to observe patterns in nature
reasoning and understand natural and human-made
- The sensitivity and capacity to discern systems
logical or numerical patterns - Sensitivity to differences among diverse
- Scientist, engineers, accountants, species
mathematicians - The ability to interact subtly with living
creatures
- Farmers, botanist, ecologist, landscapers,
environmentalist

Bodily-kinesthetic Intelligence Interpersonal Intelligence

- Ability to be physically adept at - The ability to understand and interact
manipulating objects, controlling one’s effectively with others
bodily movements, and handling objects - The capacity to discern and respond
skillfully appropriately to the moods, temperaments,
- Surgeons, crafts people, artisans, motivations, and desires of others
dancers, athletes - Teachers, mental health professionals
Musical-rhythmic Intelligence
- The sensitivity to pitch, melody, rhythm, Intrapersonal Intelligence
and tone - The ability to understand oneself
- The ability to produce and appreciate - The knowledge of one’s own strength,
weaknesses, desires, and intelligences
rhythm, pitch, and timbre
- Understanding of one’s own feelings and
- The appreciation of the forms of musical
the ability to discriminate among them and
expressiveness
draw upon them to guide behavior
- Composers, musicians, or sensitive
- Theologians, psychologist, a person with
listeners
detailed and accurate self-concept
1.8 Contributors to Intelligence

Intelligence is an accumulation of all the influences one have. Those influences are
influenced by the following;
Heredity
18. The genes one inherits from their parents, which provide the upper and lower limits of
their intelligence quotient
19. This is the raw biological material of intelligence
Environment
20. Involves the experiences and the psychological and physical exposure of the individual to
the various influences around him/her

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21. Home, school, and the community as well as the things happening therein are examples
of one’s environment
22. Heredity and environment both interact to contribute to intelligence and personality
1.9 Motivation and theories

Motivation is the force that moves people to behave, think, and feel the way they do.
23. Motivated behavior are energized, directed, and sustained. Motivation is an Important in
personality development for without which, it would be difficult to sustains oneself vigor to
reach ones’ goals in life.
Below are theories that try to explain people’s motivation through different lenses;
1. Evolutionary Theory (Buss, 2000)
24. The motivation for sex, achievement, aggression, and other behaviors is rooted in
the organisms’ evolutionary past
25. If a species is highly competitive, it is because such competitiveness has improved
its chances of survival, and these are passed down through genes from generation to
generation
2. Drive Reduction Theory
26. Organisms are driven by physiological needs
27. A need energizes one’s drive to eliminate or reduce the deprivation
28. As drive becomes stronger, the individual becomes more motivated to reduce it
3. Optimum Arousal Theory
29. Yerkes-Donson Law states that performance is at its highest under conditions of
moderate arousal rather than high (cannot concentrate) or low (too lazy to move)
arousal
30. Level of arousal depends on the kind of task

4. Personal Characteristics
31. Also influences levels of behavior
32. Sensation-seeking is the motivation to experience varied, complex, and intense
feelings of and experiences.
33. High-sensation seekers are;
 Motivated to engage in adventure sports (mountain climbing, hang gliding, scuba
diving)
 Attracted to vocations such as, Emergency room work, traffic control, fire fighting
 Drink heavily, smoke, use illicit drugs
 Short term hedonistic attitude towards intimate relationships
5. Cognitive Approach
34. Cognitive factors determine motivation level
 Intrinsic Motivation
- Internal factors like self-determination, curiosity, challenge, and effort
 Extrinsic Motivation
- External factors like rewards and punishment
1.5 Reasoning

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Reasoning is a cognitive or intellectual skill, is one 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,
make plans or decisions, and achieve one’s goals.
Types of Reasoning
 Deductive Reasoning – A reasoning that helps one make a particular conclusion from a
general assumption
 Inductive Reasoning – Process in which a conclusion is determined based on a number of
true facts or premises
Other Related Concepts to Reasoning

 Hypothesis – a statement that must be tested by gathering data
 Biased Reasoning – the act of jumping to conclusions before even knowing all the facts
(Levy, 1997)
 Confirmation Bias – Tendency to look for information that supports one’s decisions and
beliefs while ignoring disconfirming information
SUMMARY
This lesson presented critical Factors in developing oneself to function effectively as a
responsible contributing member of the community. These variables include intelligence,
emotional quotient, and motivation to name a few.
 The module discussed Howard Gardner’s multiple intelligences
 It was also discussed that there are two broad contributors to intelligence namely
environment and heredity.
 It is also important to note the importance of Emotional Quotients is important in developing
responsibility for it affects social relationships
 The importance of Motivation and Reasoning to the enchantments of one’s strengths was also
highlighted.
Additional References:
The Institute for Health and Human Potential (2019) What is Emotional Intelligence. www.ihhp.com.
Retrieved from: https://www.ihhp.com/meaning-of-emotional-intelligence/

TECHNOLOGY
La Paz, Iloilo City


lOMoARcPSD|28085765
Directing my Destiny: Assessing for Self-improvement

1.13 Assessment: A Working Definition
1.14 Kinds of Assessment
1.15 Methods of Assessment
1.16 Application of Assessment
INTRODUCTION
“Continuous improvement is better than delayed perfection.” ~ Mark Twain.
Assessments are important in order for us to gauge our capabilities and improve our
over-all self. In this module, you will be acquainted with the meaning, kinds, and uses of
Assessment in the understanding the self
LEARNING OUTCOMES
35. Identify the tools or measures used for the assessment process;
36. Differentiate formal from informal assessment; and
37. Explain how the results of assessments help improve one’s SELF.
DISCUSSION
1.16 What is Assessment?
1.17What are the kinds of assessment?
1.18 What are the methods of assessment?
1.19 Where can we apply assessment?

Page 1 of 2 Directing my Destiny: Assessing for Self-improvement
1.2 Assessment: A Working Definition

Assessment Measurement vs. Assessment vs.
- A process that determines the Psychological Assessment
presence or absence, as well as the - Measurement deals only with the
extent or level, of a characteristic or administration of the tool and determining

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behavior in a person. the numerical values of the data gathered

- We can have better understanding pf from a tool
people’s behavior when we utilize - Assessment in the other hand, includes
assessments the process of measurement, analyzing
and interpreting the scores and creating
Tools (measures / data-gathering meaning from data and numbers.
tools) - Psychological assessment refers to the
- Tests are type of tools use of specified testing procedures to
- Data or information derived from a evaluate the abilities, behaviors, and
tool provides the basis for knowing or personal qualities of people
determining the presence or absence - Assessment tools are important in getting
of a behavior or characteristics; thus, information about the behaviors of people
it is important that care is exercised
in the data interpretation.
1.10 Kinds of Assessment
a. Achievement b. Mental Ability Test c. Aptitude Test d. Personality Test
Test - Measures level of - Test measures the - Measures facets of
- Measures what mental ability (IQ inclination of personality
has been tests) individuals towards (attitudes,
learned within a certain specific perceptions,
specific period areas interests,
of time - Determines the psychological
particular field of disorders)
work an individual
would most
possibly be
successful at
1.11 Methods of Assessment

Formal Assessments Informal Assessment
- Standardized and generally carried out - Everyday assessment people make about
in professional settings by experts in themselves or about others
the behavior or characteristic being - These may serve a purpose for feedbacks,
measured looking at the situations, and deciding on
- Utilize statistics daily tasks in life.
- Assessments have undergone
elaborate processes to ensure
objectivity and effectiveness.
1.12 Application of Assessment
- To have a better understanding of the self
- Know the areas to be improved
- Know what to do to overcome one’s weaknesses and improve one’s strengths
SUMMARY
Assessment has an important part in understanding oneself. An individual goes through

assessment from various reasons and purposes. The end goal of assessment is self-improvement

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Page 2 of 2 Directing my Destiny: Assessing for Self-improvement
TECHNOLOGY
La Paz, Iloilo City

The Best of ME: SS3 Culmination

1.17 Goal-Setting and Success
1.18 Failure
1.19 Need for Spirituality
1.20 Reflection for the Course
INTRODUCTION
All throughout this culminating reading material, we will be quoting Viktor Frankl; an Austrian
psychiatrist and a Holocaust Survivor who founded Logo therapy which believed that human
nature is motivated by the search for a life purpose. In finding one’s purpose in life, one
should be able to set goals that brings success, able to face fear with courage, and find strength
and serenity with spirituality.
LEARNING OUTCOMES
38. Identify the factors that contribute to becoming the best you can become;
39. Draw up plans and steps in your quest to be the best that you can become; and
40. Demonstrate understanding from the course through a culminating activity.
DISCUSSION
1.20 What is success and what are the processes of goal-setting?
1.21 What is Failure and its use for growth?
1.22 How Important is Spirituality?

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Page 1 of 3
1.3 Goal-Setting and Success

“What is to give light must endure burning.” ― Victor Frankl
Success
- The state of accomplishment or achievement resulting from an endeavor
- Success’ meaning can be relative and how it is defined may vary from person to person
- Many associate successes with the acquisition or possession of material things; but the
root of success is the positive feelings that come with accomplishment and achievement
Equations to ask oneself to help in Goal-setting and Success; (King, 2004 as cited in
Arcega & Brawner, 2018)
1. What is my life for?
2. What do I want to happen to my life?
3. How can I achieve it?
Personal Mission Statement

- Presents one’s own personal philosophy or belief that states one’s objectives in life and
how one wants to accomplish them
- Having clear-cut goals is the key to achieving anything in life successfully.
- Goals must be realistic but, at the same time, attractive so as to excite one into
achieving them.
- If goals are not clear in your mind, divide or chop them into smaller pieces to make
them more attainable.
Guidelines in setting specific Goals; Advice in Pursuing one’s goals;
(King, 2004 as cited in Arcega & Brawner, 2018) (Gracian, 2005 as cited in Arcega & Brawner,
1.Know the timeline of your goals 2018)
Have a clear purpose 1.
2.Set expressive goals
Be totally committed 2.
3.Prioritize your goals
Reiterate your goals 3.
4.Base your goals on performance, not
Write down your goals 4.
just outcomes
Record your Achievement 5.
5. Set specific goals
6.
Create a well-defined plan
6. Make goals realistic
7.
Work on your goal, step by step, day by
7. Think Beyond your goals
day
8. Review and evaluate
A positive attitude towards learning is very important in the realization of our GOALS and the
fulfillment of our SUCCESS. In order for us to keep on learning;
1. Always be Teachable
2. Self-development, not self-fulfillment

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3. Be a consistent learner
4. Develop a plan for growth
1.13 Failure
“If there is meaning in life at all, then there must be meaning in suffering.” ― Viktor Frankl
- Is an inability to achieve one’s goals. Failures are necessary for growth; one should not
avoid failure, rather, embrace it and look at it as a learning experience.
Dealing with Failure Gracefully;
(King, 2004 as cited in Arcega & Brawner, 2018)
1. Separate the concepts of failing at a task and failing as a person
2. Find out where you exactly went wrong
3. Changing attitude or mindset towards failure
4. Come up with a failure strategy
5. Look for good alternatives
6. Make effective decisions to avoid repeating mistakes
7. Visualize the effects of your decision
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1.14 Need for Spirituality
“Life is never made unbearable by circumstances, but only by lack of meaning and purpose.” ― Victor Frankl
Spirituality Spiritual Success Guidelines;
- Mostly refers to an individual practice (King, 2004 & Gracian, 2005 as cited in Arcega &
related to a sense of peace and Brawner, 2018)
purpose 1. Minimize materialistic thoughts
- Process of developing beliefs around 2. Generate peaceful, serene thoughts
the meaning of life 3. Create a spiritual image
- The belief in a higher force which can 4. Face reality with faith
be the source of one’s inspiration to 5. Live for a higher purpose
excel and/or succeed. 6. Find a spiritual role model
- The fuel that drives spirituality is FAITH 7. Think of your world as a battle between good
Faith and evil
- Is the for, belief or conviction not 8. Realize that your presence or influence will
based on external evidence or proof. outlast your life
It is the confidence on what you do 9. Emphasize rejoicing in life rather than
not see, but rather feel surviving in life
- Faith energizes the mind and body 10.Read inspiring literature
as well as enables people to
perceive possibilities, improve their
powers of discernment, and excel.
1.15 Reflection
Let us answer these questions together;
1. What are your goals? (List down at least 5)
2. Choose one goal from the list. Come up with the steps on how you can attain that goal
3. What personality traits of yours would most likely lead to the attainment of a goal?
SUMMARY
“When we are no longer able to change a situation, we are challenged to change ourselves.” ― Viktor Frankl
One’s talents, skills, competencies, and opportunities should be put to good use by serving more
of others and less of the self. More importantly, the ultimate indicator of success and self-
actualization of an individual in ones expressed and shared goal of transforming other people

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and the society as a whole. This reading material ends the semester of learning about the SELF;
Our self, the influence of others to ourselves, and the effect of ourselves to others.
We, SS3 instructors hope that this has been a worthwhile experience. We hope that you continue
to explore and find your purpose in life; After all, Understanding the Self in not made in one
semester; It is a lifetime process.

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M1 Lesson 1 Social science: Understanding self

Civil Engineering (Western Institute of Technology)

Studocu is not sponsored or endorsed by any college or university

College of Arts & Sciences SS3 (Understanding the Self)

Concept and Nature of Self: Philosophical View of Self

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SS3 (Understanding the Self)

1.1. SOCRATES: “Knowing Yourself”

1.2. PLATO: “The Ideal Self, The Perfect Self “

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1.3. ST. AUGUSTINE: “Love and justice as the foundation of self”

SS3 (Understanding the Self)

1.5. JOHN LOCKE: Personal Identity

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John Locke is an English philosopher Personal Identity (The Self) is not in

1.6. DAVID HUME: “The Self is a Bundle of Theory of the Mind”

1.7. IMMANUEL KANT: Respect for Self

SS3 (Understanding the Self)

1.8 GILBERT RYLE: The Mind and Body are one

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by René Descartes. influence people’s actions

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Philosophical View of Self

College of Arts & Sciences SS3 (Understanding the Self)

Concept and Nature of Self: Psychological View of Self

1. Describe what are the Different Parts of Personality by Sigmund Freud;

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1.1. SIGMUND FREUD: Psychoanalytic Theory of Self

1.1.1 PARTS OF PERSONALITY

Let us now explain each of the parts;

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Figure 1. Freud's Id, Ego, and Superego

SS3 (Understanding the Self)

1.1.2 Freudian Stages of Psychosexual Development:

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Figure 2. Freud’s Psychosexual Stages

SS3 (Understanding the Self)

Erik Homburger Erikson was a German-American developmental psychologist and

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SS3 (Understanding the Self)

3. Initiative vs. Pre School (3-5 Exploration Family

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the time of developing locomotion, INITIATIVE enabling them to manufacture

4. Industry vs. Elementary School Age (6-11 School School/ Neighborhood

5. Identity vs. Role Adolescence Social Relationships Peer group

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SS3 (Understanding the Self)

6. Intimacy vs. Young Adulthood Relationships Partners in sex/competition

7. Generativity vs. Middle Work and Parenthood Partner