UNDERSTANDING THE SELF : MODULE

CHAPTER 1 : THE PHYSICAL SELF

This Lesson highlights the Physical Self, one of the dimensions of Self, by providing a
comprehensive discussion to address the learning outcomes given above.

Aspects of Physical Self - Within a day, how many times do you stand before a mirror and
ask yourself, Am I beautiful? Am I satisfied with how I look? Then you stare again and meticulo us ly
examine the image before you - front, side and back. Did you like what you saw?
The image you are gazing at the mirror is your Physical Self – the body, the concrete and tangib le
part of your 'self' that can be directly seen and examined. As you intently examine the details of
yourself, you notice the color of your hair, the skin tone, your body figure, your height and many
other features. All these make up your personal appearance or personal characteristics; only you
have these particular features; no one else but you, and you are identified as “you” because of
them. They are unique to you ONLY and no other. They make you different from all others.
Our physical self is the first aspect that is noticed in a person. As such, many would like to enhance
their physical appearance, their God-given looks. And that is commendable. They are entitled to
that. However, beyond the looks, we also need to respect and pay particular attention to our whole
body and being;it is God's gift to us, with all its natural features. We give value to our physical self
because it is the seat of all other selves: material/economic self, spiritual self, political self,
sexual self and digital self. As such, we keep it physically healthy, clean and neat and beautiful
inside out. In the story of creation, God Himself marvelled at the goodness and beauty of His
creation. And to man, whom He created last, was given the authority to subdue the earth. For all
that God has given us, we manifest our gratitude and respect to God's work by preserving and
sustaining continually all these gifts through proper care of ourselves and our environme nt,
including the right attitude.
As we mature, our idea of what is good and beautiful changes as we interact with our surrounding,
with what we see in others and what we observe in Western culture. We tend to compare ourselves
with others, most particularly, in style and fashion. Now, we are more inclined to imitate others;
we have the tendency to prefer imported products over the locally- made ones. Our standard for
what is good and beautiful has also changed, partly because of the influence of Western culture.
To many, a beautiful woman has a long nose, lighter, fairer skin, blonde or colored hair and slim
body figure and other features commonly seen among Western women. So our preference for the
mestiza type.
Our standard of beauty and goodness is further relevated by the flooding of beauty products and
the rising of beauty, salons, gyms for physical fitness and sometimes and to a certain extent, of
technology.

Manny Calayan and Vicky Belo

Speaking of technology, Manny Calayan's and Vicky Belo's names have become by-words in the
beauty industry. Belo's billboards, for example, are covered with the pictures of exquisite ly
beautiful and handsome, well-carved and muscled models. What is their message: Come, invest
and we will create a new, beautiful you. Of course, many submit themselves to enhanceme nt
 UNDERSTANDING THE SELF : MODULE

procedures. Today, undergoing the procedures, especially when performed by famous names in
the industry, has become a status symbol. While there is nothing wrong with enhancing ones
appearance, the alterations in the physical self will have life-altering consequences in the
personality of the person. And usually, these consequences are negative.

The following practices are popular among many health enthusiasts in keeping
themselves physically fit, youthful and naturally glowing.
1. Improve sleeping habit – As the saying goes, early to bed, early to rise makes Juan
healthy, wealthy and wise. It is true. Sleeping early makes one healthier, wrinkle- free, more active,
able to maintain a positive disposition and more productive.
2. Observe correct eating habit – Valuable suggestions are, eat the right food; avoid junk
foods and soda. This practice is proven to be good in attaining healthy skin, ideal body weight and
sustained youthfulness.
3. Do regular exercise – Regular toning of the muscles provides the stamina, energy and
strength and keeps one physically fit and well-shaped. It helps in achieving a healthy core and
correct waistline.
4.Maintain a healthy lifestyle – Sustaining a healthy lifestyle requires discipline in terms of food
intake and other habits. For example, doing away with drinking and smoking is a prevention
against illnesses and diseases. Eating good food contributes to having a stronger immune system,
like, preference for fresh vegetables and fruits, rather than canned foods and processed meat
products.
5. Practice right hygiene – Taking bath daily keeps the skin clean and healthy. It adds glow
to the skin. Applying body lotion, preferably one that has a higher SPF, or derma-tested, protects
yourself from the radiation of the sun apply a good quality of body deodorant. Cap this with dub a
favorite scent.
6. Feel confident – Looking good and feeling clean inside out and smelling good daily, will
make you feel naturally beautiful proud of yourself.

PUBERTY
During this period, some changes noticed among the boys are their voice gets deeper, hair starts
to show on their faces. This develops into mustache, as they progress into adulthood. At this
period, they experience rapid growth in a span of two to three years. This is referred to as growth
spurt. Also, during this period, they attain body maturity when they experience ejaculation, the
ejection of semen through the penis.
On the other hand, maturity of the body among the girls is attained when girls experience their
first menstruation. Itis at this stage when they become capable of reproduction. More noticeable
changes occur when the individual reaches adolescence, the transition between childhood and
adulthood. This period is divided into three stages, described as follows.
• Early adolescence stage is between 11-14 years old. It has been observed that during this
period, adolescents would rather tell their stories to their peers rather than to their family.
• The middle adolescence stage is between 15-17 years old - when the children
demonstrate consistency to achieve their goals in life.
 UNDERSTANDING THE SELF : MODULE

• In the late adolescence stage, between 18-24 years old - they become more concerned of
others rather than, mainly, of themselves.
Related to the study of the Self, it is during the late adolescence stage when children notice further
the changes in their physical self. They become more conscious of how they look, rather than the
other aspects of the Self. Sometimes, they are able to adapt to the changes, but there are others who
find these changes difficult to accept. We discussed earlier that the changes in the Self are affected
by the surrounding. Thus, their perception of themselves is not only affected by these changes in
their body, but also by what people say about them, the culture and the environment where they
grew up. Because of those factors, children at this period would need guidance from their
significant others to realize that they should not only be concerned of their physical self, as they
should value a much higher goal that lasts and that is, the formation of their positive self identity,
self-image, self-concept and self-esteem.

Self-identity, Self-image, Self-concept, Self-esteem - There are four important concepts related
to physical self that we need to fully understand. These are self-identity, self image, self-concept
and self-esteem.
When asked to do a self-introduction, what usually would you tell people about you? In all
probability, you would state your name, your status, profession, your place of origin, the place
where you reside, your rank in the family - whether you're the eldest, or the youngest, as the case
may be. If you're a student, you will mention the name of your school, or the program you're
enrolled in. Right? That is how you are known. That is your personal Self-identity.
What about Self-image? Self-image refers to the idea one has of his/her abilities, appearance and
personality. Fór example, as you stand before the mirror, what do you see? How do you look?
What skills are you capable of doing? All these tell of your self-image, the idea that you have about
yourself.
On the other hand, Self-concept is a collection and construction of an individual's thoughts,
feelings and beliefs that he/she holds about himself/herself and the responses of others about
him/her. It is active, dynamic and adaptive. It responds to the question “Who am I?” Like, one
may say, “I'm a sociable and accommodating person.” or, one may perceive·himself/herself as an
in dispensible member of the organization, or a nurturing and caring person. Self-concept differs
from self-awareness which refers to the extent to which self-knowledge is defined, consistent and
currently applicable to one's attitudes and dispositions.
Self-esteem, on the contrary, refers to how much you appreciate, value and like yourself. Your
self-concept affects your self-esteem. As what we already discussed, what you hear from other
people, their influences and beliefs, including those of your family, contribute to the formation of
self-concept. For instance, one may look at himself/herself, and may form either a positive or
negative self-esteem of himself/herself. If one'sattitude towards his/her physical self is positive,
his/her self-esteem is also positive. He/she feels confident to express his/heropinion, decision, or
objection, toward an issue because he/shetrusts himself/herself well enough. It would be otherwise,
if he/she lacks self-confidence.
With Self-confidence, one will be able to express himself/herself freely, Thus, people with high
self-esteem can establish better work relationship than those with low self-esteem, or none at all.
 UNDERSTANDING THE SELF : MODULE

It becomes necessary then that one builds his/her confidence or self-esteem. This calls for
reflection, self-evaluation and self-knowledge.
The philosophy, “know thyself," and “to thyself be true," re-affirms this call. Aware of who
he/she is, he/she can start liking or appreciating himself/herself. What he/shethinks of
himself/herself is much more important than what others think of him/her.

Factors Affecting Growth and Development - Let us consider the factors that impact
the growth and development of a person. We will discuss each of them for a better appreciation of
how we become who and what we are now.
• HEREDITY – is the transmission of physical characteristics from parents to children
through their genes. It influences all aspects of physical appearance such as height, weight,
body structures, the color of the eye, the texture of the hair and even intelligence and
aptitudes, Diseases are also passed through the genes, such as diabetes, heart disease,
obesity and more.These genetic factors can adversely affect the growth of a child. There
are two biological factors that contribute to a child's growth and development. One is
nutrition. Nutrition becomes a vital factor in a child's overall development. Prior to birth,
a mother's diet and overall health plays a role in the child's development. The other is
Gender. It plays a factor in cognitive maturation in that the boys tend to develop and learn
differently from girls. Research suggests that boys have lower level of school readiness
than girls.
• INTELLIGENCE – specifically in emotion, means honestly evaluating and paying
attention to how you feel. When you feel a certain emotion, you do your best to understand
and explain it. You are aware of how your actions and emotion impact not only yourself,
but, other people, as well.
• ENVIRONMENT – is observed that a well-nurtured child does better than a deprived one
and the environment that they are constantly immersed in contributes to this. For instance,
a good school and a loving family, build in them strong social and interpersonal skills,
while excelling in academics and extra-curricular activities. It is different for children who
are raised in stressful environment, such as poverty and broken families.

Geographical influence , Living in an exciting community, that has parks, libraries and
community centres for group activities and sports, all play a role in how much a child is involved.
Unlike those who have nowhere to go to play, nor have the opportunity to be with some other
children to go outside often and spend time playing video games at home, instead of being with
other children and interacting with them. The world one lives has cultural factors that help shape
the child's thought, attitudes and behaviour.
Like, in a happy family where the father and the mother are loving and nurturing and showing
good role modelling, raising a well-adjusted child is not far behind. The parent's socio-economic
status is another factor. It candetermine many things about the child's early developme nt, like, how
he views the world, what, how much and how often he eats in a day, the type of early childhood
education he went to, his overall health, or how others view him.
What happens in a child's life between the ages of two through five, impacts his later success or
failure in life. Accidents and incidents that children experienced may also affect their physical
 UNDERSTANDING THE SELF : MODULE

development. Print and social media show that kids who have been exposed to repeated trauma
could become hypersensitive to physical contact, develoing in them sensorimotor problems.
Shown in movies and television programs, physical and sexual abuse could lead to many physical
health problems. Teachers in schools heard sad stories of kids who have been traumatized, causing
them to suffer from headaches, stomach aches and other somatic symptoms. All these have bearing
on human growth and development. Make sense out of what had been discussed so far. Evaluate
your physical self and decide the shift or shifts you need to adjust in your person, considering the
negative comments referring to you as part of human experience and a challenge to continua lly
improve your total person. Accepting the challenge and making the necessary shift would be doing
yourself a greatfavour!

CHAPTER 2 : THE SEXUAL SELF

Our self-concept refers to the knowledge and belief that we have and the evaluation that we make
about ourselves. The elements of our self-concept are self-schemas, or those specific beliefs that
help us organize and guide our processing of self-relevant information (Myers & Twenge,2017).
These schemas provide direction to our action and coherence to our identity.
Our sexual self comprises a complex set of schemas that allow us to understand and express
ourselves as sexual beings. We hold self-schemas that pertain to our sex, gender,
sexualorientation and sexual expression/responses.
Sex refers to the biological and physiological characteristics that define men and women and that
constitutes the sex categories of male and female (World Health Organization, 2014). It is
sometimes referred to as biological or assigned sex as it is based on what a person is endowed by
nature or at birth.
Gender, on the other hand, refers to the attitudes, feelings and behaviors that a given culture
associates with a person's biological sex (American PsychologicalAssociation, 2012). Gender
identity is an internal awareness of where the individual belongs in the feminine and masculine
categories. One may identify with either of these categories, or neither, such as in the case of people
who label themselves as "gender queer," "gender variant,” or "gender fluid."
Sexual orientation refers to the direction of one's sexual and romantic interests (Rathus, 2014).
Categories used to describe sexual orientation are heterosexual, homosexual or bisexual. Finally,
we have schemas that guide how we express ourselves in sexual relationships. Many might find it
easy to describe themselves simply as men or women because there is congruence in the schemas
related to their sexual self. However, as we know there are others who have a different experience
and who find that those self-schemas are not in agreement with each other.
The society at large tends to also see human beings simply as men or women. MAMAWA is an
abbreviation used for “Men-Are-Men-And-Women-Are-Women” assumption. Although it
could have been better abbreviated as MAMAWAWA, but that is how it is referred to by Pinel
(2014). It is a simplistic and heuristic reference to what makes a man a man and a woman based
on age-old traditions and perspectives of these two genders. This assumption has been strongly
questioned now particularly because of the modern roles that males and females play which may
no longer fit the gender stereotypes. This kind of thinking that views sex or genderas based on core
or innate differences, pervades most of society. Among the assumptions is that "female
 UNDERSTANDING THE SELF : MODULE

hormones" and "malehormones" fuel the different sexes leading to differences: in their shape
and behavior. Others tend to quickly summarize their assumptions about sex or gender differe nces
with lines such as men are from Mars and women are from Venus.
While we may be drawn by the simplicity and comfortable social implications of "mamawa,” this
assumption is flawed (Pinel,2014). This assumption over emphasizes the role of nature and
explains differences between males and females mainly from this perspective. It is important,
however, to understand the interplay between nature and nurture in our conception other sexual
self. Therefore, the intended learning outcome of this Chapter is to expand our understanding about
the sexual self looking at its multiple dimensions that consist of both biological and environme nta l
influences.

LESSON 1 THE BIOLOGICAL SELF

The Beginning of our Biological Sex – begins with the sex chromosomes that we inherit from our
parents during the time of fertilization, that is the fusion of the sex cells of our parents. These sex
chromosomes are so called, because they genetically program the organism to develop either along
a female or male line. The mother's egg cells typically carry an X chromosome while the
father's sperm cells are split into two - half have has X chromosomes while the other half have
has Y chromosomes.
Sperm with an X chromosome fertilizes the egg first – then the resulting of XX pair of sex
chromosomes will produces a GIRL.
Sperm with an Y chromosome successfully unites with the egg cell – then the XY pair produces
a BOY.

It should be noted though that the X and Y chromosomes are not named after their. shape but to
indicate the difference in their appearance. X chromosomes are bigger than the Y chromosomes
that on earlier investigation appeared to lack a small arm. While this earliest event that happened
in our lives when we were yet a zygote, or a single-cell organism, assigned us to a particular sex,
it did not lead to an automatic divergence of sexual development in boys and in girls. In fact, sex
is initially undifferentiated in the embryo up until-a certain time. Most importantly, sexual
development basically follows a natural principle that genetically programmed all human beings
to develop female bodies (Freberg, 2010). In the case of males, there was an interference in the
course that led them to develop male bodies; otherwise they could have developed female bodies.
There are important stages that distinctly defined the development of our biological sex - first,
during the prenatal stage when the gonads, internal organs and external genitalia are formed
and then, in the pubertal stage when the secondary sex characteristics developed.

SEXUAL DEVELOPMENT – PRENATAL STAGE

Gonads – At 6 weeks after fertilization, regardless of gender, allembryos have identical primordia l
gonads (primordial meaning “existing at the beginning”) (Pinel, 2014). The identical pair of
gonadal structures consists of an outer covering, or cortex that has the potential to become an ovary
and an inner core, or medulla;that can potentially become' a testis.
 UNDERSTANDING THE SELF : MODULE

At about 6 weeks after conception, the SRY gene (so namedbecause it is found in the
sexdetermining region of the Ychromosome of the male embryos) triggers the synthesis of
SRYprotein (Arnold, 2004). This protein causes the internal part, or the medulla, of each gonad to
grow and develop into testes. In female embryos that lack the SRY gene that encodes the
SRYprotein, the primordial gonads automatically develop into ovaries.
Internal Organs – Until about the third month in the prenatal development, both embryos possess
the same reproductive ducts including a male Wolffian system and a female Müllerian system
(Freberg,2010). Thè Wolffian system has the potential to develop into the male reproductive ducts
comprising the epididymis, vas deferens, ejaculatory duct and seminal vesicles (Witchel & Lee,
2014). The Müllerian system, on the other hand, has the capacity to form into the fallopian tubes,
the uterus and the upper portion of the vagina (Goodman, 2009).
This duplication in the reproductive ducts or me male and female embryos soon changes when at
the third month, the male's newly developed testes begin to secrete two hormones: the testosterone
and anti-Müllerian hormones (Freberg,2010).The testosterone, the most common type of
androgen hormones, stimulates the development of the Wolffian system while the anti-Mülle r ia n
hormone inhibits the development of the Müllerian system. Unlike the male testes that become
activated and began releasing hormones, the female ovaries are almost completely inactive during
the fetal development. The differentiation of the female internal ducts does not require any
hormone at all. Normal female fetuses and even those ovariectomized femalefetuses (those whose
ovaries have been removed) all developin the typical female direction.

External Organs – At 6 weeks after fertilization, the external reproductive organs for both males
and females-begin to differentiate frominitially the same 4 parts: the glans, the urethral folds, the
lateralbodies and the labioscrotal swellings (Pinel, 2014). The glansdevelops into the head of the
 UNDERSTANDING THE SELF : MODULE

penis in the male or clitoris in the female;the urethral folds fuse in the male while become
enlargedas the labia minor a in the female; the lateral bodies form the shaft of the penis in the male
or the hood of clitoris in the female;and the labioscrotal swellings form the scrotum in the male or
thelabia major a in the female.
Puberty Stage – As children transition into adulthood, they pass the puberty stage that is
characterized by adolescent growth spurt, maturity of the external genitalia and the development
of secondary sex characteristics. Secondary sex characteristics are those physical changes that
distinguish sexual maturity in women and in men. The changes that occur during puberty are
mainly caused by increased production of hormones. The anterior pituitary releases high levels of
growth hormone that acts directly on the bones and muscle tissues resulting in growth spurt (Pinel,
2014). The hypothalamus releases the gonadotropin-releasing hormone (GnRH) that stimulates
the anterior pituitary gland to release two gonadotropic hormones: follicle-stimulating hormone
(FSH) and luteinizing hormone (LH) (Freberg, 2010). Both hormonesare present in males and
females but produce different effects. In males, FSH and LH cause the testes to release testosterone
while in females, they stimulate the ovaries to produce estradiol (most common type of estrogen).
The testes also produce estradiol in low amount; similarly, the ovaries release androgens, includ ing
testosterone, in small amount.
he higher the levels of androgen than estrogen, masculinization occurs. Thus, in the case of males,
transformations include development of muscle mass and strength, broadening of shoulders and
chest, growth of facial and body hair including in the underarm, abdomen, chest and pubicarea,
enlargement of the larynx and the deepening of voice. Likewise, the more abundant amount of
estrogen than androgenresults in feminization. In females, typical changes include enlargement of
breasts, changes in fat distribution and quantity, widening of the hips, growth of body hair in the
underarm andpubic area and maturity of the uterus.
Abnormalities in Sexual Development – For the majority, the processes by which the gonads, the
internal and the external organs develop produce an unambiguous male or female. However, there
are a certain conditions in which sex characteristics including chromosomes, sex hormones,
exterual and internal reproductive organs, do not fit with the typical male or female biologic a l
make-up. Among the inter sex conditions described below by Freberg, (2010) & Pinel (2014) ate
Androgen Insensitivity Syndrome (AIS), AdrenogenitalSyndrome, and 5-Alpha-Reductas e
Deficiency.
Androgen Insensitivity Syndrome (AIS) - Individuals withAIS have an XY genotype but develop
a female appearance. Remember that in male embryos, their testes produce androgens and
antiMüllerian hormone. In the case of AIS, there is amutation in the androgen receptors such that
they become unresponsive, or it is as if no androgens are released. This non-reactivity to androgen
prevents the development of the Wolffiansystem, which is the antecedent of the male interna l
organ. Because the anti-Müllerian hormone functions normally, the internal female reproductive
system does not also fully develop resulting to a shallow vagina, with no uterus, fallopian tubes
andovaries. Although individuals with AIS are genetic males many have married and mainta ined
their female gender identity andphysical appearance.
Androgenital Syndrome - The Androgenital syndrome is due to congenital adrenal hyperplas ia
(CAH), a heritable condition in which there is increased level of androgens. This has little
observable effects in males because they are typically exposed to high levels of androgens. Female s
born with CAH, who have higher than typical amounts of androgen circulating in their system,
 UNDERSTANDING THE SELF : MODULE

develop ambiguous external genitalia such as an enlarged clitoris and fused labia and in some
cases, no vaginal opening. Behavior is also affected, in which they display tomboyishness engage
more in male-related activities and are more likely to engage in bisexual and lesbian behavior.
However, it should be noted that majority of women with CAH are heterosexual and that the
majority of bisexual and lesbian women do not have CAH or other similar conditions.
5-Alpha-Reductase Deficiency - Individuals born with this condition have deficient enzyme
known as 5-Alpha-reductasethat converts testosterone into 5-alpha-dihydrotestostero ne.
The5alpha-dihydrotestosterone is responsible for the masculinization of the external organs of
fetus. Those with this condition have ambiguous external genitals and are commonly raised as
girls. At puberty, increased levels of testosterone lead to the development of male secondary sex
characteristies. In a surprising turn of events, these individuals raised as girls develop normal male
external organs and take a male gender identity.

THE CASE OF JOHN/JOAN

The case of John/ Joan, or Bruce Peter Reimer in real life, created one of the greatest controversies
about the effects of nature and nurture in one's sexual identity. His life has been the subject of
many books, documentaries and tv shows. Gaetano (2017) described Bruce's life as follows. Bruce
was born a biological male, whose penis was irreparably damaged during circumcision. Upon the
advice of an expert known 'as John Money, Bruce's parents decided to raise him as a girl. Bruce
underwent a surgery in which an artificial vagina was created. He was also given female hormones
during puberty. After reassignment, Bruce was given the name Brenda. Since infanc y,
Bruce/Brenda together with his twin brother Brian regularly came to visit Money and were
unknowingly the subjects of Money's experiments. Money's academic works endorse the theory
that gender is a social construct and that it is fluid particularly early in life. His works had provided
justification for the sex reassignment surgeries of thousands of children who wereborn with
abnormal genitals.
Money had provided the public a very interesting report about John/ Joan, the pseudonym he used
for. Bruce/Brenda, partly because of the availability of data of Bruce's twin brother Brian. Money
reported a successful transition for Brenda describing her as girlish, in stark contrast to her twin
brother's boyishness. However, Bruce debunked these claims as an adult and recounted the trauma
and anguish he suffered while growing up. He reported that even as a child, he experienced great
distress over his assigned sex, now known today as gender dysphoria. Although he grew up,
programmed as a girl including engaging in girl's activities and interest and was subjected to
estrogenregimen by age 12 he had never identified himself as a girl. In fact, he resented the
changes that happened in his body like the development of his breasts. At 13, he threatened to
commit suicide if his parents would force him to go to Money for their annual visit. At 15, his
father revealed to him his medical history Immediately afterward, he assumed a male
identity, renaming himself as David. He then began male hormone therapy and went to surgery
for removal of his breasts and reconstruction of:penis. He subsequently married Later, Bruce had
participated in the study oI Money'sacademe rival Milton Diamond and began spcaking publicly
about his early experience with sex reassignment. He even collaborated the writing of his
biography with the aim of saving others through his life story. However, David, who had
 UNDERSTANDING THE SELF : MODULE

experienced depression for most of his life took his life on May 4, 2004 days after his wife asked
for divorce.

LESSON 2 : GENDER AND SEXUAL ORIENTATION

GENDER
Gender is a term that is used to describe the characteristics whether biologically or
sociallyinfluenced, that people use to define males and females (Myers & Twenge, 2017). It is
shape by cultural expectations and social roles that affect people's self concept, behaviors and
aspirations (Rathus, 2014). We basically learn about our gender and to act accordingly, that is
based on our gender roles, through a lifelong socialization process. Even before we were born, a
name was chosen for us usually based on our gender. Then we grew up exposed to gender-specific
activities and are encouraged, and rewarded for what are considered a gender-appropriate roles and
behaviors. For instance, women have always been expected to perform housework and childcare,
while men are responsible for the household repair. Women dominate teaching and nursing while
men, in the world of engineering and mining. Certainly, there have been changes in the gender
roles over time but there are cultural expectations and gender stereotypes that remain deeply
ingrained in society.
The awareness of one's gender identity usually starts with self-categorization that influe nces
individuals to engage ingender-typed behaviors (Keener, 2015),In Bem's (1981) gender schema
theory, our identification as man or woman affects our development, because it directs what we
pay attention to and process. Gender is traditionally understood based on binary categorie s:
male/masculine and female/feminine. Typically, girls and boys grow up to be more inclined to
notice and to engage in behaviors that are expected of their gender. However, thereare people who
cannot identify with either of these binary categorization and who find their interests and
inclinations to be also non-typical. Below are different terminologies compiled by Keener (2015)
to help us understand this broad range of gender identity.

TABLE 1: GENDER IDENTITY TERMINOLOGIES

Cisgenderis a male or female that identifies with the sex that was assigned at birth. Cisgender
people also identify, to some degree with the gender norms (excluding sexualorientation) that are
associated with their sex.
Genderqueeris used to describe a gender identity when the binary conceptualization of gender,
male or female, does not accurately describe an individual's gendered outlook or self-concept.
Intersex describes a variety of medical conditions wherein an individual's reproductive anatomy
or genitals do not fit the binary definition of male or female.
Transgenderman/Female to Man (Ftm) is a man whose sex is female but he lives and identifies
as male.
Transgender Woman/Male to Female(Mtf) is a woman whose sex is male but she lives and
identifies as female.
Gender expression – or the manner by which people express themselves and behave may be true
to their gender identity such as when they convey their sense of femininity or masculinity
 UNDERSTANDING THE SELF : MODULE

outwardly. This may occur naturally for the majority, that their actions are effortless. However,
there are some people whose gender expression does not match their gender identity and who are
more comfortable dressing up and presenting themselves as an opposite sex. We are familiar with
cases where a woman is comfortable presenting herself in masculine ways such as wearing a man's
clothing, or a man is acting in feminine ways such as being fussy with house decors. However,
there are those who undergo transexual surgery but who still keep their original gender identity
and even their sexual orientation. Celebrities like Caitlyn Jenner and Angie King are biologica lly
male, but became transwomen and they remained to be heterosexual in sexualorientation. This
brings us to the next topic.
Sexual Orientation – refers to the stable pattern of attraction or sexual interest that one has to a
member of a particular sex. It can also mean the complete absence of any sexual interest. Sexual
orientation should not be mistaken as sexual behavior because they are not necessarily the same.
For instance, there are some people who engage in same-sex behavior and fantasy but maintain a
strong heterosexual orientation (Freberg, 2010). Majority of the people have heterosexua l
orientation, that is, their sexual interest is towards people of the opposite sex. Others have
homosexual orientation in which their sexual and romantic interests are with same sex individ ua ls
and they are either gay or lesbian. There are others whose orientations do not fall from the
aforementioned categories.

TABLE 2 LISTS THE DIFFERENT SEXUALORIENTATION OF PEOPLE

(KEENER,
2015).
Asexual – refers to the absence of physical or sexual attraction to another human being. An asexual
man or woman can have romantic, intellectual, or emotional attractions to other people but they
do not engage in physical sexual acts.
Bisexual – the sexual orientation that describes either a male or a female who is attracted to both
males and females.
Gay – depending on the context, gay can refer to either gay males and/or lesbians.G ay males are
self identificd men who are emotionally, physically, romantically and/or sexually attracted to
people who identify as male.
Lesbiana - self-identified female who is emotionally, physically, romantically and/or sexually
attracted to other people who identify as female.
Heterosexual – an individual who identifies as either a male or female(can be cisgender, FtM, or
MtF) and is attracted to individuals of the opposite sex.
Queeris – an umbrella term that is used to describe an individual's self-concept of their sexual
orientation identity.
Factors Contributing to Sexual Orientation Sexual – orientation has been examined from the
nature and nurture perspectives, or based on the biological make-up of the individual and
environmental influences.
Biological factor – there is an evidence of genetic link in sexual orientation. It was found that 52%
monozygotic twins, whose genetic codes are nearly identical, share a gay male sexual orientatio n,
as compared with 22% fraternal twins (Rathus, 2014; Pinel, 2014). A line of investigation that is
 UNDERSTANDING THE SELF : MODULE

increasingly anchored to explain about homosexuality is on the fraternal birth order effect. It is
seen that the probability of becoming a homosexual man increases with the number of older
brothers, as compared to men who have no siblings, have younger siblings only, or older sisters
(Blanchard & Lippa, 2007; Blanchard, 2004). The effect was quite large, in which the probability
of being gay increases by 33.3% for every older biological brother that he has (Puts,Jordan&
Breedlove, 2006). The explanation for this is the maternal immune hypothesis in which there are
some mothers who become progressively immune to masculinizing hormones as they bear male
fetuses and such hormones may be deactivated in the later pregnancies of their sons (Blanchard,
2004).
There is also the assumption that sexual orientation is associated with sex hormones. There is little
evidence on this, Heterosexual and homosexual people do not differ in amount of hormones
circulating in their bodies. Also, although there is the condition of CAH, which involves prenatal
exposure to androgenand that are associated with some women engaging in bisexual and lesbian
behaviors. However, the majority of women with CAH have heterosexual orientation. Further,
because experiments involving hormone exposure in pregnancy is not possible, most of the studies
are done with non-humans. Therefore, those studies do not necessarily explain what can possibly
occur with human beings.
Environmental factor - Social-cognitive theorists provide explanation for how sexual orientatio n
could possibly develop. They particularly look into the antecedents and consequences of the
behavior. They look into the process of observational and experiential learning. Some of the
theories for homosexual orientation include early exposure to an enjoyable male-male or
femalefemale sexual encounters, the inavailability of a sexual partner of the opposite sex in one's
cultural group, or as reported by some, an experience of childhood sexual abuse by someone of the
same gender that influences their own sexual orientation (Rathus, 2014). Many critics point out
though that sexual orientation is not simply a matter of sexual preference, such as choosing what
particular sex one would partner with. Instead, it is argued to be stemming from discovery, of
finding the particular sex that one is attracted to. Further, for the majority, they already know their
sexual orientation even before they are exposed to sexual encounters or relationships, such as in
the case of children who at an early age already identified themselves as gay or lesbian.
Multidimensional View of the Sexual Self – from the earlier discussions, a distinction has been
made about biological sex, sexual orientation, gender identity and gender expression. These
variables are related with each other as they exist in one person, however, as noted earlier, they are
not necessarily congruent with each other. The general expectation is that individuals will identify
with their biological sex (based on their inherited XY and XX chromosomes and the sexual organs
they possess), establish their gender identity (based on gendered-roles), be attracted towards the
opposite sex (be heterosexual in romantic relationships) and express themselves based on cultura l
norms. For instance, a genetic female is expected to embrace herself as a woman, be attracted to a
male and to behave infeminine ways e.g. to dress up in typical women's clothing. However, in our
present society, there are more and more cases of individuals that do not confirm to the traditiona l
expectations of a man or woman. The idea of the sexual self as based on a binary categorization is
not universal and could not accurately describe those individuals whose gender identity,
expression, or sexual preference may be somewhere between those two categories. The
multidimensional aspect of the sexual self is well depictedin the Gender bread Person.
 UNDERSTANDING THE SELF : MODULE

LESSON 3 : SEXUAL BEHAVIOR

Sex Hormones and Sexual Motivation – Sex hormones are important in our sexual developme nt
for their developmental and activating effects (Pinel, 2014). From our previous discussion, we
learned that sex hormones influence our sexual development from conception to sexual maturity.
They promote the development of the sex organs and secondary sex characteristics of males and
females. Further, sex hormones are responsible for activating the reproduction-related behaviors
of sexually mature adults that includes the sexual drives and responses.
In women, both estradiol and testosterone are implicated as the hormones critical in modulating
women's sexual desires. Estradiol is produced by the ovaries while the testosterone is produced
by both the ovaries and adrenal glands. However, literature is mixed when it comes to which one
has the strongest influence in increasing women's sexual desire. There were studies indicating that
testosterone has the greatest impact on sexual activity (Freberg, 2010). Consequently,
pharmaceutical companies have invested heavily in the development of androgen therapies for
women with low libido, however, there has been no FDA-approved androgen therapies to date.
There were studies however, that showed that estradiol increases sexual desire in post-menopausal
women (e.g.Cappelletti & Wallen, 2016).
Women's sexual behavior has been shown to differ from non-primate mammals. Women are
sexually receptive under anyhormonal condition and irrespective of their levels of sexual desire
(Wallen, 2001). Although, there are reports, however, of more sexual interest around the time of
ovulation, Sexual behavior is also associated with cultural and social norms. For instance, sexual
intercourse is often avoided during menstruation, or increases during celebrations or holidays in
some cultural context. Similarly, men's sexual behaviors are influenced by external factors such as
culture and social relationships. There are some cultures and religions that give more freedom for
men to have multiple sexual partners. Also, relationship problems including poor communicatio n,
trust issues, unresolved conflicts and loss of attraction affect one's sexual desire. Further, physical
and mental health are known to affect sexual well-being. Therefore, malesexual motivation and
behavior are not entirely driven by sex hormones. Unarguably though, testosterone plays an
importantrole in controlling and synchronizing male sexual desire and arousal. In meta-analys is
 UNDERSTANDING THE SELF : MODULE

study, testosterone therapy is used to improve low desire and erectile dysfunction (Corona,
Isidori,Aversa, Burnett,& Maggi,2016).
Erogenous Zones – stimulation of the erogenous zones or those areas in the human body that have
heightened sensitivity, can produce sexual responses including arousal, sexual thoughts and/or
fantasies and orgasm. They are found all over the body and are quite complex and intrica te ly
connected. Males and females appear to have effectively the same distribution of erogenous zones.
This was the finding derived from a systematic study on the magnitude of arousal for various body
parts between men and women (Turnbull, Lovett, & Chaldecott,2014). (See Table 1 below
listing10 from the 41 body parts reported). Although, it was reported that women reported greater
sensitivity in several body parts. Thus, it is not entirely right to claim that women have a greater
diversity of erogenous zones. It is however clear that women experience higher erotic intensity for
some of body parts.
TABLE 1. BODY PARTS AROUSAL SCORE (HIGHEST FIRST)

Sexual Response – Sexual desire is typically higher in men than in women (vanAnders, 2012).
Men reported to be more open to casual sex and multiple sex partners while women are more likely
to combine sex with romantic relations (Rathus, 2014).William Masters and Virginia John(1966)
found that males and females tend to produce the same biological responses to sexual stimula tio n
including Vasocongestion and Myotonia. Vasocongestion refers to the swelling of the bodily
tissues due to increased blood flow that causes erection of the penis and the swelling of the nipples
and the surrounding area of the vagina. Myotonia is muscle contraction and tension that causes
spasms of orgasm and spasms of the hands and feet. With adequate sexual stimulation, natural
responses including erection, vaginal lubrication and orgasm are achieved. Masters and Johnson
(1966) describe the sexual response cycle as consisting of four phases: excitement, plateau,
orgasmic and resolution.
Excitement phase – For males, the penis becomes erect, the scrotal skin thickens and becomes
less baggy and the testes increase in size and become elevated. In females, excitement is seen in
thee ngorgement of the clitoris and the labia and expansion of the inner parts of the vagina. Vaginal
lubrication also starts. There is increased heart rate and blood pressure.
Plateau phase – This phase is an advanced state of arousal before the orgasm. This is characterized
by a somewhat stable state in the cycle. In males,there is a slight increase in the size of the
circumference of the head of the penis. The testes are elevated in preparation for ejaculation. In
females, further vasocongestion is seen in the swelling of the outer part of the vagina and the full
expansion of the inner vagina. The clitoris shortens as it withdraws beneath the clitoral hood.
Breathing becomes more rapid, heart rate increases and blood pressure continues to rise.
 UNDERSTANDING THE SELF : MODULE

Orgasmic phase – Male orgasm involves muscle contractions that propel semen from the body.
Sensations of pleasure tend to be related to the strength of the contractions and the volume of the
seminal fluid. The most intense are usually the first three to four contractions and take place at 0.8
second-intervals (five contractionshappening every four seconds). The succeeding contractions
appear more slowly. Orgasm in female involves rhythmic contractions of the vaginal walls, anal
sphincter and uterus. Aswith males, contractions occur at 0.8 second intervals. Pleasurable
sensations are subjectively located in the different areas of thegenital region. Weaker and slower
contractions follow. Blood pressure and heart rate reach a peak and respiration also increases.
Resolution Phase – In the post-orgasm phase, the body returns to its pre-arousedstate. Men lose
their erection and enter a refractory period during which they cannot experience another orgasm
or ejaculate. The testes and scrotum also return to their normal size. Females do not experience a
refractory period and therefore can become quickly rearoused to the point of multiple orgasm if
they want to and if there is continued sexual stimulation.
Love, Lust and Attachment – Sexual relationships can be described based on the kind or level of
relationship that is shared between partners. At the basic level is sex which is a physical or
biological need aimed at releasing sexual tension and experiencing pleasure and satisfactio n.
Without any deep connection, partners engaging insexual intercourse merely satisfy their lust. Lust
is enjoyment in the "here and now" with little to no consideration of long-term commitme nt
(Förster, Özelsel, & Epstude, 2010). In moderntimes, this takes the form of hook-ups, one-night
In moderntimes, this takes the form of hook-ups, one-night stands, or "fiends with benefits”.
When partners not only physically desire, but most importantly seek for an enduring union with
each other, sexual relationship already elevates to a higher plane. Romantic love is usually
associated with attachment goals and sharing of alife together (Förster, Özelsel, & Epstude, 2010).
There are many perspectives about romantic love and one is presented here that is Robert
Sternberg's (1988) triangle model of love. The triangle comprises three essential components -
intimacy, passion and commitment.
Intimacy refers to the couple's sense of closeness and the presence of mutual concern and sharing
of feelings and resources. Passion means romance and sexual feelings. Commitment means
deciding to enhance and maintain the relationships. Passion is most crucial in short-term
relationships while intimacy and commitment are more important in enduring relationships stands,
or "fiends with benefits”.
The ideal form of love – consummate love-combines all three.
How is attachment formed? There are two perspectives that would provide explanations - one is
biological and the other, is psychological. From the biological point of view, certain hormones
such asoxytocin influence bonding in romantic relationships. Although oxytocin is released in both
men and women during orgasm, but it is released in higher levels in women during child birth and
breastfeeding. It also appears to be highly associated to women's feelings of romantic love than in
men whose higher levels of testosterone raise their sexual desires (Freberg, 2010)
A psychological explanation of romantic attachment is anchored on Mary Ainsworth's theory on
types of attachment style. Attachment theorists believe that the earliest mother-child bond
influences adult relationships including romantic partnerships. Ainsworth and her colleagues
experimented with mothers and infants and examined how infants reacted when their mothers left
the room for a few minutes and then returned. Threea ttachment styles were observed - secure,
 UNDERSTANDING THE SELF : MODULE

anxious-resistant andanxious-avoidant (Feist, & Roberts, 2018). Securely attached infants are
happy and enthusiastic upon the return of their mothers. They demonstrated. confidence in the
accessibility and responsiveness of their caregiver. Anxious-resistant was displayed by infants
through ambivalence. They were unusually upset when their mothers left the room. When their
mothers returned, they seek contact but at the same time reject their mothers' soothing attempt.
These infants give contradictory message to their mothers. Anxious-avoidant style was seen in
infants who were calm when their mothers leave them but also were indiferent on their mothers
return. Both the insecurely attached infants were unable to fully explore and engage in effective
play in these experimental situations. These carly styles are said to influence the kind of attachment
an adult forms with a partner, Securely attached adults are rèlaxed, open to interdependence and
has adequate trust on their partner. Anxious-resistant are worried about abandonment, feel unsure
about their lovability and afraid to fully trust the partner. Anxious-avoidant are dismissive and
uncomfortable of intimacy, valuing more their independence.

LESSON 4 : SEXUAL HEALTH

Sexual health is described as a state of physical, emotional and social well-being in relation to
sexuality not merely the absence of disease, dysfunction or infirmity. Further, it requires a positive
and respectful approach to sexuality and sexual relationships for the possibility of pleasurable and
safe sexual experiences, free of coercion, discrimination and violence (WorldHealth
Organization,2002). The succeeding sections provide us with information about protecting sexual
health including sexually transmitted diseases and methods of contraception.
Sexually-transmitted Diseases (STDs)

Sexually transmitted diseases (STDs) or sexually transmitted infections (STIs) are spread generally
through sexual contact, including anal, vaginal, or oral sex. STDs can be caused by bacteria such
as in the cases of gonorrhea, syphilis, andchlamydia, by parasites such as in trichomoniasis, or by
viruses such as in human papillomavirus (HPV), herpes simplex virus(HSV) and human
immunodeficiency virs (HIV).
In the Philippines, the most common STDs are syphilis, HPV, HSV and HIV. There was a total of
665 syphilis patients,2.053 HPV-infected patients,977 patients with herpes reportedbetween 2011
and 2018 by the Philippine Dermatological Society(PDS) (Vista, 2018). A total of 69, 512 HIV
cases harve been reported to the HIV/AIDS & ART Registry of the Philippines (HARP) since the
first recorded case of HIV infection in the country in 1984. Based on the July 2019 report of HARP,
the average number of people newly diagnosed with HIV per day in2019 is 35, which is a stark
contrast in 2008, when new diagnos is only averaged 1 per day (Department of Health
EpidemiologyBureau, 2019). Further, majority of the cases were among themales aged 25-34 years
old, although a significant increase was also noted in the last five years among the female youth.
Individuals at risk for STDs are those who engage in unprotected sex, have multiple sexual
partners, have history of STDs and those who misuse alcohol and drugs and share needles with
other people. To eliminate the risk of acquiring STD, it is advised to avoid risky behavios. Sexual
abstinenceis the best kind of protection for those who are not in acommitted relationship as
hookups with random people only increase the chance of STDs. For those sexually active, some
safe sex practices include staying in a long-term monogamous relationship in which sexual
 UNDERSTANDING THE SELF : MODULE

intercourse is exclusive only between two uninfected partners, using condoms consistently and
correctly not abusing alcohol or drugs as this can led to risky sexual behaviors.
Symptoms of STD may vary depending on the type and may manifest differently between men and
women that have the same STD. Symptoms may include painful or frequent urination, unusual
discharge from the penis or vagina and fever although STDs may occur without any symptom (US
Department of Health and Human Services, 2019) A major barrier in STD prevention and control
is the social stigma associated with STD. Stigmatizing beliefs and fear of discrimination have been
shown to influence help-seeking behaviors among those infected (Vista, 2018). Thus, it is
necessary to promote awareness and encourage infected individuals to seek for testing and
treatment in order to reduce the symptoms, eliminate, or help keep the STD under control.

Methods of Contraception (Natural And Artificial)

Contraception is the deliberate use of certain methods to prevent pregnancy. It has a range of health
benefits including delaying pregnancies in young girls, reducing unwanted pregnancies, spacing
pregnancies, limiting number of children and securing maternal and child health (World Health
Organization,2019). Contraception may use either natural or artificial methods. The most
appropriate method for contraception depends on the woman's overall health, age, frequency of
sexual activity, number of sexual partners, future plans of having a child or children and history of
particular diseases in the family (Eunice Kennedy Shriver National Institute of Child Health and
HumanDevelopment, 2017).
Natural Family Planning

It is also known as periodic abstinence and fertility awareness methods. Fertility awareness
means that the woman must be able to tell her fertility time or when she can become pregnant. This
is done through calendar-based or symptoms-based methods that can be used alone but most
effective when use in combination.
Calendar-based methods require monitoring the menstrual cycle for fertile days, when the couple
must abstain from sexual activity or use other contraceptive methods and for safe days when the
couple can have unprotected sex.
Day 1 is always scounted as the first day of a woman's monthly bleeding. In Standard Days
Method, in, which a woman has 26 to 32 days menstrual cycle,. Days 8 through 19 are fertile
days. Days 1through 7 and Days 20 through start of next menstruation are safe days. In the
Calendar Rhythm Method, the woman starts by monitoring her menstrual cycle for 6 cycles.
Then she estimate sher first day and last day of fertile time. The first day of her fertile time is
computed by subtracting 18 from the length of her shortest recorded cycle. Her last day of fertile
time is computed by subtracting 11 from the length of her longest recorded cycle. For example, if
in the last 6 cycles, her shortest menstrual cycle was 27 days, 27-18=9.Day 9 is her estimated first
day of fertile time. If in the last 6 cycles, her longest cycle was 31 days,31-11=20, so Day 20 is her
last day of fertile time. Thus, she is fertile from Day 9 through Day 20 and can have unprotected
sex on Day 21 (World Health Organization, 2018)
Symptoms-based methods require monitoring the woman's fertility signs. Among the signs are the
cervical secretions, the basal body temperature and other fertility signs. A woman has to observe
her bodily reactions for 3-6 menstrual (monthly) cycles to get a good picture of her fertility signals.
 UNDERSTANDING THE SELF : MODULE

Withdrawal is also a natural contraception method. Itis known as coitus interrupt us and "pulling
out." The man withdraws his penis from the partner's vagina before jaculation to keep the semen
away from the partner's genitalia.
Artificial Methods - the main types of artificial contraception include long-acting reversible
contraception (LARC), hormonal methods, barriermethods, emergency contraception and
sterilization. They are discussed below (Eunice Kennedy Shriver National Institute of Child Health
and Human Development, 2017).
The common LARC are intrauterine device (IUD) that is a small, T-shape device inserted into
the uterus and implantable to that is match-sized, flexible and plastic rod inserted under the skin
of the woman's upper arm. Health care providers or physicians are needed to use these devices.
Both the IUD and implantable rods remain in place for years until their recommended length of
usage and they can be removed or replaced when they are no longer needed.
The hormonal methods use hormones and/or synthetic hormonesto prevent pregnancy. They are
introduced to the body as injectable birth control, i.e. Depo-Povera, progestin-only pills (POPs),
combined oral contraccptives (COCs,“the pill”), contraceptive patch and vaginal ring.
Barrier methods prevent sperm from entering the uterus. Malecondoms, female condoms,
contraceptive sponges and spermicidesare barrier methods that do not require health care provider
visit, while diaphragms and cervical caps require so.
Emergency contraception can be used in situations when a condom breaks or after an unprotected
sex. It can be in the form of copper IUD or as an emergency contraceptive pill (ECPs).
Sterilization procedures are often permanent and irreversible. Itis usually done through surgery.
Tubal ligation involves cutting, tyingor sealing the fallopian tubes. The male counterpart is
vasectomy, in which the vas deferens are cut, closed or blocked. However, anonsurgical procedure
is sterilization implant which permanently blocks the fallopian tube but without performing inci

CHAPTER 3 : THE MATERIAL SELF The Aspects of

Material/Economic Self
Material self is a dimension of the self that relates to physical materials. We are made aware of
them by what we see in commercials on television, what we hear over the radio and what we read
in the print and social media, like newspapers and magazines, social platforms like Twitter,
Facebook page, YouTube and Private Messages.
Material self refers to our body, as well as the tangible objects, places, things that we describe as
“My” or “Mine.” It has two sub-classes: the body self, referring to our body and all its parts and
the extra-corporeal self, beyond the body,which, according to Rosenberg (1979), is our extended
self. It includes all the people, places, things that we regard as OURS. It can also refer to our
possessions. All components of objects we possess are our own instinctive preferences coupled
with the most important interests in life.
William James said that the Material self basic all refers to our body, clothes, immediate family
and home. Of these four components, let us consider first our body, the most essential part of
Material self. Self and body are intimately attached. As we discussed in Lesson 1, our body is of
 UNDERSTANDING THE SELF : MODULE

prim e importance to us. We value it the most. We keep it healthy and in good condition because
if our body is not well, our other selves will suffer. For example, if our body is sick, our total well-
being will be affected:we cannot go to work and fail to attend to our responsibilities, our attitude
toward others may be affected and we cannot appreciate the world around us. But if our body is
healthy, relationships can be much better. Some of us have some special attachment, some
closeness, to some of our body parts. Like, we pay more attention to our eyes, nose, body shape
and contours. In our study of the physical self, we saw how much money and effort some people
invest just to take care of certain body parts.
Now let us look at clothing, which, according to James, is the second most essential part of the
Material self. James idea was complemented by Herman Lotze, in his bóok, Microcosmus. Lotze
commented that anytime we bring an object into the surface of our body, we invest that object into
the consciousness of our personal existence taking in its contours to. be our own and making it a
part of the self. This is true. When you wear a new dress that fits you to a tee, you feel that you and
your dress become one! Clothes are very important to us. They protect our body from extreme
temperature. They enhance our physical appearance. This is the reason why we·are careful in
choosing the style, color and the quality of the material used. We want to look at our best with
whatever we use.Our choice of clothing is one of the best ways to distinguish our social class, as
well as our culture, our profession oroccupation and our sex preference. In fact, the first impressio n
of people about us is based on the clothes we wear, the brand, the color and our accessories, like,
our bags and shoes and other things we consider our own. It is a reflection of our personality, our
character and even our attitude. Equally important as our clothing is our choice of style and material
of the clothes we wear. A style that suits our person and the material of the fabric that suggests
good taste, may cause us certain sensations that can affect our attitudes and behaviors. We exude
a pleasing personality, confident and beautiful, because we are wearing the latest style in fashion,
made out of quality material, done by our favorite couturier, the fit of which perfectly fows with
the contour of our body. All these contribute to the feeling of assurance and self-confidence.
The third essential part of Material self is our family, the source of our life, the single, most
important influence on a child's life. At the first moment of life, the child depends on the parents
to protect and provide for his/her needs. The parents are present to serve as role model on how to
act and experience the world around him/her. A child grows up according to what he/she sees and
lives in the family. The kind of world he/she lives with his/her family could set his/her sail towards
life. His/her moral sense of value and personality are shaped in the family. Based from our own
experience, the world in which we live shows us how truly our family influences us. Thus, as
popularized by one TV jingle, family is forever. The family signifies love and hope; it gives the
members a sense of purpose and goal. As communicated within the family, every member strives
to live a life in accord with what the family aspires to achieve. With the family, we share and
celebrate our successes; it is, likewise, with the family that we seek support and comfort if we fall
short of what the members expect of us. Our family is the replica of our self. We value our dignity
and integrity and respect our name because it symbolizes us. We respect family principles, roles
and values. It is in our family that we first learn and experience respect for authority, as we look
up to the father as head, the mother as support, the children as followers or members. In our family
we learn the values of working together, respecting the rights of members, cooperating with one
another and liying ins olidarity with the others.
These we bring with us to the wider community. In the family, we live out family tradition, the
ways of the family in the past, lived out to the present. For instance, we hear of family of doctors,
of politicians, engineers, or teachers. As the parents were, so are the children. This is true in many
families. This might even be true in your own family. Setting aside family time is necessary to
 UNDERSTANDING THE SELF : MODULE

keep the bond and love for each other alive. Members may spend time together through differe nt
activities, like worshipping God together on Sundays and other occasions, spending weekends
together by the beach, traveling and vacationing together, or by simply cleaning the house or the
car, together.
These allow members of the family to play, laugh and eat together and other similarities activitics.
Being present for and with one another enhances unity and closer relationship besides living out
the family values. Maintaining fàmily ties is as important as family time. The essence of being
family has to be sustained by connecting members and relatives. Special occasions like Christmas
Day,New Year, Easter Sunday may be good reasons for family reunions, when members, young
and old, come together to renew relationships and meet new members of the family.
The fourth essential part of Material self is the home. Our home is our source of life; it is where
our heart is. It is our sanctuary where we can relax, rest and enjoy life with friends and family. It
is in our home where we could be our real selves. It is our safest refuge. It is a symbol of our
security. Some families put premium in the structure, style, size and the over-all make-up of their
house because they reflect the economic and social status of the family. While this is important, it
is not always a guarantee that it is a home based on the value of a happy home where everyone
wants to experience acceptance and whose rights are respected. Neil Young, in his song,
“Home Home, on the Range, expresses it eloquently: Oh, give me a home,where the buffalos roam,
where the deer and the antelopeplay; where seldom is heard a discouraging word and the sky is
not cloudy all day.” Our home can say a lot about us. It is a witness to our becoming who and what
we are. It is where we learned our first footsteps, uttered our first words, learned how to make
choices and decisions, whether to love or hate; it is also where we first experienced success or
failure. Our home is an extension of our self. It is where we develop our sense of what is right and
wrong and form our personality and self-identity. It is in our home where we can easily connect to
our self.
On Material Possessions
We live in a fast-paced society where shopping malls a bound. and sales are held the whole year
round, offering all sorts of items at much discounted prices. Add to this is online shopping where
one could get anything he or she wants under the sun, without leaving the comfort of home.
Different goods and services are made known to consumers through advertisements TV and radio
commercials, the social and print media, like, magazines and newspapers, facebook and others .
Sad to note, but people are just willing to submit themselves to these allurements. And they become
materialistic. Commercialism and consumerism have successfully created in us to desire to acquire
more, to update and upgrade our gadgets and by more, to keep up with the trends.
We are what we buy and what we have. So, what should we consider if we want to buy something
or upgrade anything we already have? Our decision will depend on some factors. For example, we
need to confront ourselves with this reality:
Can we afford? If we can afford, is it necessary to buy it, upgrade it, or we just simply want it? To
decide objectively, we should clearly differentiate what we NEED from what we WANT. Needs
are those that are basic to our survival, like, food, clothing and shelter. We buy them regularly
because they are necessary for our daily subsistence. Wants, on the other hand, are those that do
not warrant necessity. Meaning, we can do without them. In the process of acquiring material
possessions, smart consumers consider their capacity to buy and their economic self-sufficie nc y.
Some people would satisfy first their need in daily life; they curtail their wants knowing their ability
 UNDERSTANDING THE SELF : MODULE

to consistently meet their needs. But there are others who choose more luxurio us materials, buy
high-end brands because they are aware of their economic identity and economic status.

They are rich and sustainable. So their choices project class, elegance and affluence, reflecting their
social status. But whether a person is meeting his needs, or satisfying his wants, his material
possessions and choices reflect his personality, aspiration and self-identity. Roland Barthes (1915-
1980), a French Critical theorist ,was the first to observe the relationship that people have with
objects. According to him, a sign has two elements, the signifier, referring to its physical form and
the signified, referring to one's mental concept about the object and its effèct on him. So we can
say that a person buys the object because he believes it is a reflection of who and what his is.
Likewise, he introduced semiology, a study of objects assigns. According to him, objects, as signs
or things, could be decoded to convey a message beyond the object it self and about the person
using it. Objects are not just things; they are also a reflection of the lives of communities and
individuals. One buys the product because other people in his community or organization are
buying it to show he belongs. This points to the realization that the buying or purchasing behavior
of'a person can also be influenced by what the community or the organization values. It enhances
and sustains community or organizational relationship and behavior.

Our Attachment to our Possessions

Why are some people attached to their possessions? Have you noticed how a child is in rage when
deprived of the things they own? Piaget found out that it is part of human nature to develop a sense
of ownership and attachment to things one values. This is called endowment fact. For example,
we value the award or any reward, in recognition of something we have done. So we would want
to keep it. As a child, we keep the things that we received from a significant other, as something
special and memorable. We are also attached to family heirloom because of its sense of history and
connectedness with someone dear to us in the past. Added to these, we keep memorabilia that we
received from significant people whom we value, admire and idolize in our life.
Conclusion
The foregoing discussion is in accord with what Russel Belk (1988) posited: that we regard our
possessions as part of ourselves. Truly, we are what we possess. They reveal who we are. They
reflect our culture and beliefs, economic identity and economic status. Through them, we are
viewed either as belonging to the rich or to the poor stratum of society. We can also claim that our
possessions are our personal choices and preferences and that they convey to people our taste, our
style. They define who we truly are. We can safely state, to a certain extent, that our material and
economic self is an expression of our personality and a revelation of our social identity

CHAPTER 4 : SPIRITUAL SELF

Chapter 4 focuses on the nature of spiritual self, the aspects of spirituality, the difference between
spirituality and religiosity and an assessment of one's spirituality and religiosity.
In Chapter 1, you learned that the Physical Self has dual characteristics: it has a physical mind, the
subject part; and the physical body, the object part. It is the physical mind that directs the body to
maintain itself for survival, protection and reproduction. It was emphasized that we need to keep
 UNDERSTANDING THE SELF : MODULE

our body in good condition so that the other selves, especially the spiritual self, would functio n
very well.
In our daily life, we need vitamins to keep our body and mind active. If we provide our physical
self with either good, or evil, so would our spiritual self also be. That is because the physical self
and the spiritual self are partners. The good or bad conduct of the physical self is the main
determinant when the spiritual self can be good, or evil. If the physical self is tainted with negative
energy, like selfish motives and evil actions, the spiritual self would be anxious and unhappy; but
a wholesome, physical energy coming, for example, from good motivation and righteous actions,
would create a good and happy spiritual self.
This is similar to the idea that a good tree would bear good fruit while the evil one, evil fruit.
Our catechism taught us that the physical body, apart from the spirit, is dead. So it is with the
spiritual self since it grows only in the flesh. The physical self can only thrive as long as the spiritua l
self is in it. Such is the relationship of the spiritual self and the physical self.
The Nature of Spiritual Self
Spiritual self is another dimension of the Self. It is personal to each of us. It is referred to as the
real, true, or authentic YOU, without influence, stereotypes, or assumptions. It is not related to our
race, our religion, gender, nor our concerns, NOT even our physical appearance. It is the YOU
without patterns. It is the beautiful YOU in appearance form.
How much do you know of your spiritual self? It is good to ask ourselves about this because while
we pay more attention to the other selves, like physical and material, the spiritual self is the least
explored. That is because we focus more on our physical realities, rather than on the spiritual. But,
we have to remember that our spiritual self is always there in the background of our existence,
continually providing us the needed inspiration and motivation. She is the invisible force that holds
the whole self together. It recognizes all the needs of the other selves that may lead to self-
integration, increased awareness, intuition, insight and communication between and among the
other selves.
David James Lee, Spirituality expert of Wei Wu Wisdom, described our spiritual self as our
intangible and invisible self, the gut feeling and inspiration inside us. It is true to us ONLY. Lee
compared it to a beautiful candle that never extinguishes. No one else could extinguish it, but
ourselves. It is the spiritual energy that makes intuition flow without effort from within, the source
of inspiration that motivates us to move on.
The word “inspiration" connotes the presence of a spirit within us. Inspiration keeps us going,
living a more positive life. One who is inspired never stops moving forward. He is motivated to go
a mile more and achieve more and live a more productive life. Such is the role of inspiration in our
life.
Lee considers spiritual self as the higher self. He emphasizes the importance of getting connected
with the spiritual self since this helps us find a balance between the physical and spiritual selves to
enable us to live to our full potential. It is through our spiritual self that we can communicate with
the Divine. If we are disconnected from it, we hang on to our old self, continue living in the carousel
of negativity, being critical, judgmental and continue comparing ourselves with others, protecting
our selves from them. But according to him, we have nothing to fear of others as regards our
spiritual self because it is only us who can create a spiritual disturbance on it.
Bob Mangroo, in his blog, Your Spiritual Self, beautifully referred to spiritual self as the eternal
self, the intangible, non-physical, invisible part of our existence. He called it, SOUL. He claims
 UNDERSTANDING THE SELF : MODULE

that with our physical reality, we can identify our date and place of our birth, meaning the
beginning of our existence. However, it is not true with our soul. We cannot tell when our soul
was born, when it began to exist and where it is located within us. That is so because our soul has
been in existence even before our physical existence and will continue to exist even after we are
gone.
The idea of the existence of the soul leads us to understand that the nature of spiritual self is not
connected with religion. Our Christian faith taught us, that our body is the temple, thein-dwelling,
of the Holy Spirit. We believe that we have a soul and that, when we die, our physical body is
buried, or cremated, as the case may be, but our soul goes to either heaven, or hell, to remain there
eternally, depending on the kind of life we lived when we were still alive. This is exactly the idea
purported by Mangroo. He insists that the nature of our eternal self is to live in the spiritual realm
for eternity after it leaves our physical body. Our spiritual self should manifest how we live our
Christian faith, regardless of religion. We live our spiritual life highly motivated, aspiring for
eternal life because our soul is destined for eternity.
Spirituality and Religiosity
The terms' spirituality and religiosity are often times used interchangeably but one is distinct from
the other. Let us clarify this distinction.
Spirituality
Typically, spirituality is usually associated with our own existence and a search for the purpose
and meaning of life. Itis a universal human experience that has touched us all. Some people deem
spirituality as a spiritual experience that is sacred and transcendent, or something that is beyond
any other ordinary experience; to others, it is simply an awareness of being alive and of how one
lives his life.
Others may view their spiritual life to be intensely linked to their association with a church, a
temple, a mosque, an organization, or a person and it is within these entities where they see their
worth and real value in life. Still others see that value of their life according to their persona l
relationship with their God, realizing that apart from this God, they are nothing Some others realize
their spiritual life becomes alive in any form of art or in the practice of their profession. We know
of many retired teachers who still devote their life teaching, despite their age. Asked why? The
simple, candid reply was, "I find joy and fulfilment in teaching.” It is their way of expressing
their spiritual life. It is in what they do that they experience contentment. Like our sense of purpose,
we view spirituality according to the way we adjust to our experiences and relationships.
Spirituality may be connected to some larger questions about life and identity. Questions like: Am
I a good person? Why do I have to go through this difficulty? Why are these things happening
to me? Are they worth my sacrifices?
What is spirituality? To Christina Puchalski (2014), MD, Director, Division of the South Wales
Institute for Spirituality &Health, spirituality is the aspect of humanity that refers to the way
individuals seek and express meaning and purpose of the way they experience their connectedness
to the moment, the self, to others, to nature and to the significant or sacred. To Beauregardand
O'Leary, (2007), spirituality is any experience that is thought to bring the experiences into contact
with the Divine. But, it is not just ANY experience that feels meaningful; it is one that is beyond
the ordinary; one that puts some meaning into one's life. Another definition of spirituality refers to
the dimension that is in harmony with the universe and strives for answers about the infinite that
comes into focus when a person faces emotional stress(Murray & Zenter, 2015).
 UNDERSTANDING THE SELF : MODULE

What do these definitions tell. us about spirituality? The definitions reveal the aspects of
spirituality. The first aspect is spirituality emphasizes the idea of meaning and purposes that go
beyond physical realities of life. The idea helps us understand why we go through diffic ult
situations and why such happen to us. It makes us realize that things happen for a reason and they
have a purpose. Having this in mind, we become more enlightened and inspired and more
appreciative of the experience.
The second is spirituality allows us to build connections to other people, nature and to the sacred
and divine. Our spirituality leads us to adopt a more positive attitude and practice the appropriate
behavior towards others. Spirituality makes us kind, considerate of others; it encourages us to
live out the gift of the Spirit in us, namely: prudence, kindness, counsel, fortitude, wisdom, piety
and fear of the Lord. All these are a reflection of our core values.
The third aspect of spirituality that we can deduce is that spirituality suggests sacredness and
transcendence. It is the quality of being concerned with the human spirit or soul. It is abroad
concept that includes a sense of connection to something bigger than us. It typically involves a
search for purpose and meaning of life, answering such questions as: Who am I? Why am I here?
Why should I go through this experience? Admit it or not, many, if not all, have gone through this
because, as already mentioned, spirituality is a universal human experience that touches us all.
Spirituality is not innate in us, meaning, we were not born with it. It is developed and acquired
through our personal, environmental and/or social exposures and experiences. Our spirituality is
often times expressed through our religious practices which explains why it is sometimes confused
with religiosity. While spirituality may incorporate elements of religion, spirituality is not the same
as religiosity. In what ways do they vary? Let's find out how.

Religiosity
Religiosity is defined by Sherkat (2015) as a characteristic of individuals and collectivities that
displays various features of beliefs about the supernatural. It refers to how individuals and social
groups engage in a behavior related to the Higher Being. Itis a term used to describe the extent to
which religion influences societies and intersects with the other areas of public life. Generally, it
is related to how much a particular religious doctrine is internalized. Macayan, et. al, (2018) said
religiosity refers to adherence to a belief system and practices associated with a tradition in which
there is agreement about what is believed and practiced. This includes proscriptions of a particular
church, like manner of dressing when attending church activities, obligatory contributions for the
support of their church, proper observance of feasts and rituals, even in the choice of hair style, the
kind of food to be eaten or not eaten, etc.
We are aware that different churches have different ways a expressing their beliefs and values and
participating in religious communities. Some of these include attending regularly church services
and activities and other periodic church events, paying their tithes, reciting prayers and doxologies
and other similar activities. Instrumental to these is the influence of the parent teachers and the
type of religious communities or congregations they are affiliated with and/or the leaders of such
organizations.
Schools play a very important role in the religiosity of students. Their curriculum allows the
formation of clubs and organizations. The involvement of the students in these organizatio ns
provides them with the opportunities to work and get connected to and interact with, other students,
faculty and staff. Eventually, they help and guide the school publics to understand and appreciate
 UNDERSTANDING THE SELF : MODULE

the value of the things they do, like what the teachers require, in the case of the students, and even
find themselves appreciating their school life.
Professionals also organize themselves to express their faith and religiosity in the religio us
communities they formed. Take the case of the charismatic movements of different churches.
Through their prayer meetings, some people claim having experienced the supernatural, feeling
closer to God, especially during the worship part of the meeting. To others, this is an opportunity
to come to terms with themselves and the other members of the movement.
We have heard of prisoners organizing themselves as a charismatic group, joining Bible sharing
sessions and participating in praise-and-worship gatherings while in prison. There are many who
claim they have experienced intervention from a supernatural power, leading them to personal
conversion. As a result, they live a reformed life.
We are aware of the involvement of the media, taking part in national spiritual formation through
their special programs on TV, the radio, magazines and other means of social communications. We
recognize their effort in promoting family and universal values, like compassion, respect for life,
love of country, respect for authority, concern for the least, the lost and the last of society. We see
how people respond to calls for assistance especially during natural calamities.
From all these, we see that religiosity is communal, happening in communities and in groups.
People express their beliefs and values, their commitment and conservatism and even, their
skepticism. In contrast, spirituality is individual; conversion is something personal, because
individuals behave and react differently to the same situations and events. For instance, the manner
of exercising attributes like compassion, inner peace and spiritual conviction may vary from person
to person. One may demonstrate compassion in ways he/she knows best, like giving donations,
visiting the affected area, etc. Some contribute cash, others, in other forms.
While we see distinctions between spirituality and religiosity, they are closely related to each other.
With spirituality, we find answers to such questions, as-Where do I find meaning? How do I feel
connected? How should I live? Religiosity, on the other hand, leads us to respond to such questions,
as: What practices, rules, or rituals should I follow? What is right or wrong? What is true or false?
Where these questions overlap is our individual experience which affects the way we think, feel
and believe. These spiritual questions sometimes overlap and we reflect and ask: Where do we
personally find meaning, connection and value?
From the above discussion, we see that spirituality is not dependent on one's religious orientatio n
or affiliation. One may be spiritual even if he/she is not attached to any church or religion in the
same manner that one may be religious but is not necessarily a spiritual person.

The Importance of Spirituality

 UNDERSTANDING THE SELF : MODULE

Our spirituality helps us live a balanced and focused life, a balanced mental health and well-being.
With this kind of life, we become aware of our choices, behavior and actions. We live simply and
in moderation. Our spiritual life will direct us to focus only on the basics and essential with
preference to what is sacred and transcendental. In such a state, we can enjoy a more peaceful life
and develop our fullest potentials.

What are the consequences of having a well-balanced life? The person who is healthy physica lly
and spiritually develops into a spiritual person. Being one he/she believes and accepts that suffering
and death are parts of life. He/she is positive in his/her disposition; he/she lives in serenity and
enjoys peace of mind; he/she counts his/her blessings. He/she focuses on what is good in others;
he/she is appreciative of the world around him/her and is connected to himself/herself.
A person with a healthy spiritual life takes things in stride He/she accepts any circumstances in
his/her life positively and embraces them as part of his/her existence. He/she believes that any
experience in life, difficult though it is part of a greater scheme of things and therefore, has a
purpose and meaning. He she puts his/her trust and faith in the Divine that provides him/her
anchorage in life. He/she is aware of his/her behavior and actions and owns up the consequences
of such. As a loving and forgiving person, he/she forgives his/her offenders and apologizes
whenever he/she himself/herself offends others.
A spiritual person engages in activities that boost his/her self. identity and self-actualization and
that lead him/her to exercise such virtues as compassion and social concern. He/she enhances his
her interpersonal relationship through proper communication, trust in and respect for others and
his/her ability to resolve conflict. He/she avoids all forms of negativity in his/her life because
he/she has self-confidence and high self-esteem.
In contrast, a person who does not have a healthy physical and spiritual well-being is not balanced,
focused and connected to self and others. Being in this state, he/she continues his/her habit of being
critical, judgmental and negative. His/her usual reaction to any situation is negative. Getting angry
and being defensive is normal to this type of person. He/she has no time to appreciate those around
him/her, nor does he/she have the time to love himself/herself, others and anything that has life,
including nature.

Strengthening Spirituality
Spirituality is part of our natural process of self-development. It grows as we live in and within,
our respective communities and as we maintain our relationship with our family and the society,
in general. In the home, children can imbibe spirituality from their parents by the positive and
nurturing relationship experienced from them and through the spiritual orientation parents provide
them with to serve as a solid foundation of their healthy spiritual life. In schools, mental health and
well-being may be imbibed by the students from their teachers and from the vision, mission, goals
and the core values of the school. The curricular programs including seminars and activities on the
development of humanitarian values of compassion, empathy and sensitivity for the welfare of
others and other activities, like retreats and recollections, can faster reflection, self-evaluation and
contemplation.
Through contemplation, we can answer such questions as: Who am I? Am I a good person? What
is the meaning of all that are happening in my life? To where are they leading me? How can I put
meaning into all these? As a result, we become more aware of our connection with the Divine
 UNDERSTANDING THE SELF : MODULE

Being who leads us to see the purpose and meaning in every circumstance we go through, and
helps us appreciate our blessings in life.
According to Lee, it is beneficial to remain connected with one's eternal self. To do this, he
suggests three ways. First, have a specific intention and stay focused on it; keep it in your heart
and mind and decide when and how you would accomplish it. Second, live life cheerfully, honestly,
truthfully and authentically. Enjoy what you are doing. Never lie to others or to yourself, as you
work in achieving your intention. And third, be self-responsible. It is your desire to be a spiritua l
person. It is therefore, your responsibility to live out consistently your goal, your target, that is - to
become a spiritual person.
How spiritual are you? How is this related with the way you live your physical life?

CHAPTER 5 : THE POLITICAL SELF

After learning about your spiritual self, let's take a look at your political self. This Chapter will
focus on the development of Filipino identity in the context of national identity, the values and
traits that are integral to the Filipino identity and the role of the community in the establishment of
a democratic culture.
Political Self and the Filipino Identity
Political self is that aspect· of the self that helps the individuals understand and function effective ly
in society. Filipinos as social and political beings need to be aware of their identity to functio n
effectively in a democratic society.
National identity is a co-existing and overlapping social identity comprising territoria l,
tribal/ethnic, religious, linguistic, class and gender identities (Greenfeld & Chirot, 1994). As
geographically diverse country, the Filipino identity consists of "many" ethnic identities and
cultures while striving for “one” national identity. In terms of ethnicity, the 2010 census(Philipp ine
Statistics Authority) provided the following breakdown:
Tagalog 24.44%
Visayan, Bisaya (exclud ing 11.4%
Cebuano, Hiligaynon and
Waray)
Cebuano 9.9%
Ilocano 8.8%

Hiligaynon 8.4%
Bikol 6.8%
Warays 4%
“others” 26.2%
Others represent groups including the Moro, Kapampangan, Panganinse, Ibanag, an Ivatan, and
indigenous groups including Igorot, Mangyan, Bajao and tribes of Palawan.
 UNDERSTANDING THE SELF : MODULE

The nation's population speaks of Filipino and English as official languages but have a recorded
186 individual languages, with 182 as living languages and 4 as extinct languages. In the2010
census, speakers of the various languages comprise the following:
Tagalog 24.44%
Cebuano 21.35%
Ilokano 8.77%
Hiligaynon 8.44%
Waray 3.97%
Other Local languages/ dialects 26.09%
Other foreign languages/ dialects 0.09%
And not reported/ not stated 0.01%

Is the same census year, religion in the Philippines estimated.

Catholics 80.58%
Protestants 10.8%
Muslims 5.57%
“None” or no stated religion 0.08%

The National Commission of Muslim Filipinos (NCMF however, identified 11% of the Filip inos
as Muslims in 2012With all social identities that an individual holds, the task therefore is to
integrate these different identities into the collective self, while for the government, the tasks is to
balance the need for national unity amidst the many competing group identities (Citrin, Wong, &
Duff,2001).
Consequently, there have been conflicting views as to which has the strongest influence-ethnic or
national identity. There is a view of ethnic identity as a source of individual pride among cultura l
minorities that foster identification with their group goals. Another perspective sees ethnic
distinctiveness (in-group favoritism) as creating a cultural and political divide in a nation as it
weakens common bonds and intensifies group conflict (out group hostility) (Citrin, et al., 2001).
In modern society, loyalty to the "nation" forms an essential part of the individual's political self-
definition. It is the strongest motive behind social solidarity and political involvements (Gréenfeld
& Chirot, 1994). Thus, national identity boosts ones sense of duty as a citizen of a particular
country.
National identity consists of three dimensions including 1.) self-categorization, 2.) affect and 3.)
normative contents that are described as follows (Citrin, at al., 2001). Self-categorization is
described as identification with a group and a sense of psychological belongingness for sharing
certain characteristic(s). The self-categorization may be based on several social identities that relate
to birthplace, age, social status, religion, etc. and that has potential political consequences.
Typically, Filipinos identify themselves based on the aforementioned factors e.g. Ilokano,
Maranao, underage, of legal age, middle class, upper class, Catholic, Muslim, etc. It should be
 UNDERSTANDING THE SELF : MODULE

noted that it is the subjective meaning that we place into these social identities, not necessarily their
existence, that determine the political consequences(Huddy,2001).Thus, the Filipino identity or
self-image varies to different people because of their diverse background and the unique meanings
that they attach to their identity (Enriquez,1977). One's consciousness as a Filipino is not merely
based on how one sees and defines the Filipino and his social realities but involves an intimate
knowledge and experience as a Filipino that psychologically defines him as one.
The second dimension of national identity is affect. If self-categorization is "identification as"
that connotes one's perceived location in a group, affect is "identification with" a-particular group
(Citrin ct al., 2001). Awareness of being a Filipino implies identification with the Filipino people
and being one of them, not merely having a sense of empathy and concern. Some Filipinos may
not behave based on the stereotypes, they may not even look Filipino but the more important
psychological element is present and that is they identify with and think as a Filipino
(Enriquez,1977).
In social identity theory, our sense of "we-ness" or association with our in-group evokes positive
feelings, pride, conformity to group norms and even a sense of protectiveness especially when our
group is threatened or attacked (Myers &Twenge, 2017). "Identification with" indicates
psychological attachment rather than merely group membership. Thus, one might be an ardent
supporter of a particular minority group's causes such as the striving for equal opportunities and
greater accessibility of services, without being a member of the group.
This sense of we-ness can sometimes be demonstrated extremely such as when a group displays
superiority, arrogance, and contempt toward other groups. Labels such as “blind patriotism” and
“chauvinism” refer to an extreme and bounded loyalty, the belief in one's country's superiority,
whether right or wrong (Citrin et al., 2001). History is rich with examples of how a group's
ethnocentrism (belief of their group's superiority and contempt of another group) resulted in
horrific crimes, one of which was the Holocaust, that was a genocide of six million Jewish men,
women and children during World War II by Nazi Germany.
The third dimension in the conception of national identity focuses on the normative content. This
refers to the particular set of ideas about what makes a nation distinctive - ideas about its members,
its core values and goals, the territory it ought to occupy, and its relations to other nations (Citrin
et al., 2001).Symbols that are sanctioned by our state particularly promote national consciousness'
by providing a sense of uniqueness that separates the Filipinos from their neighbors (Bank off &
Weekley,2018). Thus, we use symbolisms including flag, costume, fruit, animal, etc.

Filipino Values and Traits

Through generations, the Filipino values depieted in many textbooks had been greatly shaped by
colonial interpretations An important legacy of Virgilio Enriques , father of Philippine
Psychology was starting a wave in which social scientists to examine Filipino values based on both
indigenous insider and exogenous/outsider perspectives. In Enriquez' (2007; as cited in Clemente
et al., 2008)

Kapwa model's value structure, he identified 12 Filipino values from 4 categories: surface values,
pivot value, core value, and foundation of human values, Surface values are further divided into
colonial/accommodative and confrontative surface values.
Colonial/Accommodative surface values consists of;
 UNDERSTANDING THE SELF : MODULE

 hiya (propriety/dignity),
 utang na loob(gratitude/solidarity)
 pakikisama (companionship/esteem).
Confrontative surface values includes;
 bahala na (determination)
 sama/lakas ng loob (resentment/guts)
 pakikibaka (resistance)
 The pivotal interpersonal value is pakiramdam/pakikipagkapwa-tao (shared inner
perception).
The core value is Kapwa or Pagkatao (shared identity) which means that the other values emanate
from this. The foundation of human values consists of a linking socio-personal value identified as:
 kagandahang- loob/ pagkamakatao (shared humanity) and
 thre eassociated societal values karangalan (dignity), katarungan(justice) and kalayaan
(freedom).
The Kapwa model is a theory that explains the modes by which Filipinos engage in
socialinteraction.
 It distinguishes the levels of interactions that occur with people that are considered hindi
ibang tao (one of us)
 ibang tao (not of us; outsider).
 If one is regarded as ibang tao. the interaction can proceed from pakikitungo
(transaction/civilitywith)
 pakikisalamuha (interaction with)
 pakikilahok(joining/participating)
 pakikibagay·(in-conformity with/in-accord with),
 pakikisama (being along with)

(Pe-Pua &Protacio-Marcelino, 2000). In contrast;

 with hindi- ibang tao there will be the ascending level of interaction starting from
 pakikipagpalagayang- loob (being in rapport/understandingacceptance with)
 pakikisangkot (getting involved)
 or to the highest level of pakikiisa (being one with).
There had been criticisms leveled against the Kapwa model due to its lack of empirical support.
Addressing this concern, Clemente et al. (2008) conducted two related studies to determine
whether the Filipino values that were earlier hypothesized by Enriquez are still endorsed by
Filipino adolescents and to examine the relationships among these values. This has led to the
Reformulated Value System of the Filipino Adolescent framework in which I1 of the 12 origina l
values were found to be regarded as still important among the youth including kagandahang-loob,
kalayaan, katarungan, lakas ng loob, pakikipagkapwa, karangalan, pakikisama, pakikiramdam,
utang na loob, pakikibaka and hiya, while bahala na was dropped in the list. Two values have
been added in the list that includes maka-Diyos and pag galang as they are endorsed as important.
The alternative model also derived distinct dimensions based on the proximity of values' (using
multidimensional scaling analysis), which is in contrast to the original categories of Enriquez. The
 UNDERSTANDING THE SELF : MODULE

use of the dimensions is aligned with the notion that values are not static and are subject to change.
Dimensions 1 (x-axis) comprise the sarili - lipunan dimension, while dimension 2 (y-axis) is
called ibang-tao-hindi ibang tao dimension.
Another important finding of the study is that the core value (kapwa) was not empirically founded.
While this model could not be taken as an absolute representation of the Filipino value system
considering that this is derived from Filipino adolescent cohort, nonetheless, this provides an
empirical basis of understanding about our values.

Establishing a Democratic Culture

Social institutions and agencies including schools, church, family, children's clubs and
organizations, communities and the media that observe democratic principles and have real
democratic structures function as the best models to help children learn the true meaning of
democracy. Teaching children about democratic culture means immersing them in the way of life
that upholds democratic values including justice, equality, freedom, respect for life, cooperation,
self-reliance, truth, tolerance, sensitivity, respect for differences, security and responsibility. The
focus and emphasis must be on democratic education rather than democracy education, in which
the former means that children should not only be taught the democratic values but that these must
be exercised and observed in the day to day. Just as in schools, these values must be present in the
formal curricula, conveyed through explicit teaching and throughout the hidden curricula, in which
students are guided by democratic principles in their classroom interactions (Subba, 2014).

CHAPTER 6 : THE DIGITAL SELF

Prior to the turn of the 21st century before the major social networking sites including Facebook
and Linked In were born, the average person does not have to be concerned about building or
 UNDERSTANDING THE SELF : MODULE

maintaining an online or digital identity. As social and business engagements increasingly occur
in the online world, creating and maintaining an online identity become a must. These online
interactions make people increasingly aware of their digital self, or that aspect of the self that they
present in the digital environment. In this Chapter, we examine: (1) our digital self,(2) how we
present 'and manage our digital self, (3) the impact of online interactions and (3) the boundaries
of our digital self to guide us in thriving best in the digital world.
The Digital Self
Our self-concept consists of schemas that relate to how we view ourselves. These schemas are
formed based on our personal experiences and from our interactions with others.
An aspect of the self that we present online is our digital self. Unlike our real self that develops
organically in the natural environment, our digital self is deliberately constructed by the individ ua l.
Our real self greatly benefits from direct interactions with others, while our digital self interacts
with others from a distance in a disembodied environment (Zhao, 2005). In the real world, there is
a rich array of information available that helps us understand situations including people's actual
messages and contextual cues such as facial expressions, gestures, bodily movements, vocal tones
and use of space. In the online world, people generally have limited or fragmented information and
sometimes lack the opportunity to conduct a 'reality check. For instance, people can readily make
comments based on a slice of behavior that they see online but may not have full knowledge of the
context behind the behavior. However, the online audience can be more truthful and less inhib ited
in giving their feedback as compared to the offline audience. This can be seen in the comments
section of many websites, for example, in YouTube, where viewers spontaneously express their
approval or disapproval of video contents.
Undeniably, we are affected by the appraisals of others, whether these are obtained online or
offline. We are usually more affected by the appraisals of people whom we highly respect and
value, than by those of whom we regard as least important. In the digital world, the deluge of
negative comments that can appear in a person's space can be so overwhelming, that they cause
distress to the person, regardless of who made them.
Trolling, Cyberbullying, Bashing and Shaming
are modern terminologies referring to how seemingly unimportant people including strangers have
the capacity to create damage to their victims. In face-to-face interactions, rarely would one
experience taking in a massive volume of bad evaluations from others, in the same way, that rarely
would people throw hateful comments to others particularly on random people. These bold
behaviors, however, are quite present in the digital world and may stem from a disembodied
environment that fosters the detachment of the self (Zhao,2005). Thus, some people feel freer to
do as they please with little thought of the consequences of their actions, including the damaging
effects they may cause on other people.
Our online identity has certainly evolved through time. In the90s, our online identity mainly stayed
around chatrooms. Now, it has access to a multitude of websites just by logging on our username
and password. It dynamically goes in and out of social networking sites including Facebook,
Instagram and Linked In, and other internet spaces. Also, our digital self develops a wider
connection in the process, where we gained a great number of friends, likers, followers, or
subscribers. However, these connections do not necessarily turn into 'significant others'
orimportant figures in one's life. Interestingly, our digital self keeps "estranged friends” and
'intimate strangers' (Zhao, 2005)
 UNDERSTANDING THE SELF : MODULE

Self-Presentation and Impression Management

Both offline and online, people engage in self-presentation which refers to the act of creating a
favorable impression or the desired image to an external (others) and internal (self) audience(M yers
& Twenge, 2017). However, selective self-presentation is more intense on the internet in which
online users carefully decide what aspects of information about themselves they will share and
when (Gonzales & Hancock, 2011). Thus, most social media accounts feature only the exciting
and pleasant details in a person's life like places they travel, their outfit of the day(OOTD), fancy
restaurants they dined in, etc. Then there are those who choose to share their private 'lives more
openly to their followers or subscribers by presenting or showing their day-to-day or typical
activities in their vlogs. At this point in time, there is leveling of the field as social networking site s
provide a platform by which both ordinary, people and celebrities, can engage in the same kind of
self-presentation by starring in their own channels.
Online interactions intensify social comparison that consequently affects our self-concept. The
visibility of other people's profiles contributes to the standard by which we evaluate ourselves such
as how rich or poor, successful, or least successful, attractive or plain-looking, we are (Myers &
Twenge, 2017). As found in a study involving Facebook users, those who spend a longer time in
this site perceived others to be happier and had better lives compared to them (Chou & Edge, 2012).
Certainly, this is a faulty assumption because people tend to present mostly the positive aspects of
their lives and exclude the unpleasant or mundane experiences.
The digital environment makes self-presentation more dynamic. People can choose to keep one
online identity or “cycle through" multiple selves or identities according to how they want to
present themselves(Zhao,2005). Thus, they can go by different “handles” or “user names.” The
online identity/identities may be the same as one's real identity or can be constructed. For example,
internet trolls, who provoke quarrels or upset people in online communities, are generally known
to hide their real identities.

Impact of Online Interactions on the Self

Our digital self is not completely separate from our real self such that our online interactions can
impact our actual well-being. Our engagements online have been shown to produce both positive
and negative effects to individuals. Our awareness, self-control and regulation and our individ ua l
personalities can work together in order that the benefits outweigh the risks as we engage with the
online world.
The positive effects of online interactions are seen in their psychosocial and educational benefits.
Some evidence point to the enhancements of social relationships, improvements in communica tio n
and greater sense of well-being (Wood,Bukowski, & Lis, 2016). The social networking sites, in
particular, enhanced social connectedness by allowing for like-minded individuals to come
together not only online but even in communities. For example, these sites provide opportunities
for community engagement such as volunteering for certain causes, for development and sharing
of artistic endeavors and for fostering diversity and inclusivity (O'Keefe and Clarke-Pearson,
Council on Communication Media,. 2011). Better communication and more closeness have also
been noted, particularly to those individuals that maintained communication with existing friend s
online (Valkenburg & Peter, 2007). Additionally, these online interactions improve people's
emotional well-being by decreasing loneliness and providing emotional relief (Lou et al, 2012).
 UNDERSTANDING THE SELF : MODULE

Certain studies also indicated that active social media users who updated and viewed only their
profiles have greater self-esteem(Gonzales & Hancock,2011). Further, our online activities have
educational benefits by fostering learning about the world and multiculturalism.
Aside from the psychosocial benefits, online activities enhanced educational opportunities, where
students connect with others for homework or group project and are able to obtain learning tools
(O'Keefe and Clarke-Pearson, Council on Communication Media, 2011).While there are.
documented benefits of. being active in the online world, there are also negative effects. Among
these are cyberbullying, misunderstandings, unwanted contact and unintentional disclosure while
using the internet sites (Christofides et al., 2012). Parents are also wary of potential exposure of
their children to inappropriate contents and sexting(O'Keefe and Clarke-Pearson, Council on
Communication Media,

Boundaries of the Online Self

Our online self has farther and longer reach than our real self. This means that we can be known
and reached by anyone in the world, at the same time, the activities that we do online also become
collective ongoing records of us. Most of our online activities are bound to be part of our digita l
foot prints.
Digital footprints include traces of our various self-presentations through our online profiles,
comments, likes; traces of our activity including cookies, web analytics and data sharing; and other
things that we share online (Osborne, 2015). Our online engagements bear a threat particularly to
our digital footprints and reputation. Individuals who lack awareness of privacy issues may post
inappropriate contents online that may jeopardize career or business prospects (O'Keefe and
Clarke-Pearson, Council on Communication Media, 2011).Further, any personal information may
be used for fraud and other illegal activities. Therefore, it is important that we know the boundaries
in our online engagements and manage our digital identity - our personal brand-with care.