POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Lopez Branch
Lopez, Quezon
1979

MODULES ON
ELEMENTARY EDUCATION
(GEED10023)
UNDERTANDING THE SELF

Compiled by:

JOSELYN C. ENTIENZA, Ed. D.

College Instructor-PT

Institutional Learning Outcomes

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1. Creative and Critical Thinking
Graduates use their imaginative as well as a rational thinking abilities to life situations in order
to push boundaries, realize possibilities, and deepen their interdisciplinary and general
understanding of the world.

2. Effective Communication
Graduates are proficient in the four macro skills in communication (reading, writing, listening,
and speaking) and are able to use these skills in solving problems. Making decisions, and
articulating thoughts when engaging with people in various circumstances.

3. Strong Service Orientation

Graduates exemplify the potentialities of an efficient, well-rounded and responsible professional
deeply committed to service excellence.

4. Community Engagement
Graduates take an active role in the promotion and fulfillment of various advocacies

(educational, social and environmental) for the advancement of community welfare.

5. Adeptness in the Responsible Use of Technology

Graduates demonstrate optimized use of digital learning abilities, including technical and

numerical skills.

6. Passion to Lifelong Learning

Graduates are enabled to perform and function in the society by taking responsibility in their

quest to know more about the world through lifelong learning.

7. High Level of Leadership and Organizational Skills

Graduates are developed to become the best professionals in their respective disciplines by

manifesting the appropriate skills and leaderships qualities.

8. Sense of Personal and Professional Ethics

Graduates show desirable attitudes and behavior either in their personal and professional

circumstances.

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9. Sense of National and Global Responsiveness

Graduates’ deep sense of national compliments the need to live in a global village where
one’s culture and other people culture are respected.

Program Outcomes

1. Demonstrate theoretical knowledge in psychology; specifically,

1.1 Demonstrate an understanding of theories, principles, concepts, and skills in

psychology,
1.2 Develop and sustain arguments about established principles in psychology,
1.3 Critically evaluate the established principles in psychology.

2. Comprehend and evaluate new information related to psychology (e.g., theory, concepts,
data) that may be presented in various forms and from various sources.

3. Demonstrate knowledge of the methods of psychological inquiry; specifically,

3.1 Understand and explain the main methods of psychology,

3.2 Critically evaluate the appropriateness of different approaches to problem solving in
the field, and
3.3 Apply this knowledge to make judgments and create approaches to solving problems
in an applied or an employment context.

4. Apply psychological theories and methods; specifically,

4.1 Correctly apply the theories, principles, concepts and skills in psychology in an
employment context,
4.2 Undertake research using the knowledge and skills in psychology and communicate
the results of such research to both specialist and non-specialist audiences.

5. Undertake further training for developing existing skills and acquiring higher level
competencies either through formal graduate education or in an employment context.

6. Demonstrate understanding of the ethical dimension of the use of psychological theories

and methods.

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 MODULE 1

CHAPTER I
The Self from Various
Perspectives

Course Objectives The Self from Various Perspectives

1. Discuss the different representations and conceptualizations of the self from various
disciplinal perspectives

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2. Compare and contrast how the self has been represented across different disciplines and
perspectives
3. Examine the different influences, factors, and forces that shape the self
4. Demonstrate critical and reflective thought in analyzing the development of one's self and
identity by developing a theory of the self

5. Explore the different aspects of self and identity

6. Demonstrate critical, reflective thought in integrating the various aspects of self and identity

7. Identify the different forces and institutions that impact the development of various aspects of
self and identity

8. Examine one's self against the different aspects of self-discussed in class

LESSON 1

PHILOSOPHICAL SELF

PHILOSOPHERS
• Socrates
• Plato

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 • Augustine
• Descartes
• Locke
• Hume
• Kant
• Freud
• Ryle
• Churchland
• Merleu-Ponty

Kilala mo ba ang sarili mo?

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 Socrates

• Believes that man us dualistic composed of body and soul.

• Man is composed of two important aspect of personhood.
• Body = Imperfect, impermanent
• Soul = perfect and permanent

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Greek philosopher who founded the Academy in
Athens.

The Academy is the first institution of learning in the

West.

Be kind, because all the people we met may have

battle to surpass…

Scholars and wise men speak because they have to say;

fools speak because they have to speak

Music is a moral law. It gives soul to the world, wings to the mind, flight to the
imagination, and charm to life and to everything.

According to Plato, the soul is in the human body.

The rational part is the head, the spirit is in the upper part of the body, and the appetite is in the central part of
the body to the heart.

Socrates - Plato

• When the ideal state is attained, then the human persons soul becomes just and virtuous.

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 Doktor ng Simbahan

Mother- a Christian He takes a different philosophy before he became a Christian at the age
Father – remains a of 35.
pagan.

“Temperance” is a love of giving up entirely himself to Him and that’s the only reason;
“Courage” is a love that can go beyond everything with pleasure for the sake of Himself and that’s the only reason;

Justice is love that is uniquely serve only Him and no other reason, and
Prudence is love that can make the right decision on what prevents and what helps. "

Pray where supposedly everything depends on God.

Work which seems all depends on you.

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Republic of the Philippines
POLYTECHNICUNIVERSITY OF THEPHILIPPINES

The consciousness is divided into:

1. Internal Self - composed of psychological states and informed decisions; remembering our
own state, how can we combine the new and old ideas with our mind

2. External Self - made up of ourselves and the physical world where the representation
of objects

Three types of synthesis that required to organize information, namely apprehending in

intuition, reproducing in imagination, and recognizing in concepts.

A famous neurologist
Create psychoanalysis

Threefold yourself:
Id 2. Ego 3. Superego

The child is the Father of a man

1. Id

Early stage self-shaping

The center of all human wants and desires that You must satisfy
Indifferent to the moral laws of society
Collection of preferences that must be met
2. Ego
Act according to reality
Balances the desires of t he people and how to present it
To know what is right or wrong based on context
3. Super Ego
To achieve the super ego , It Can be cruel and punishable

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 LOPEZ, QUEZON BRANCH
Republic of the Philippines
POLYTECHNICUNIVERSITY OF THEPHILIPPINES

Looking
“Father of Modern Philosophy”
the perfection
Philosophy of things
should move away from the beliefs of the medieval scholastics.
We felt embarrassment and guilt when we have the fallen short of the high expectations.
He believed that an individual’s mind is separate from body and the outside self. This is known as mind
-body
dualism.
Sa paghahanap sa sarili, hindi maaaring ang
The mind exists. naghahanap ay sya ring hinahanap.
Not far from the mind of man, so man exists.
When in doubt someone has doubts for him, Self and Behavior
The work itself will doubt the fact that he exists. "I made it, and so I am“
No man’s knowledge here can go beyond his experience -John
Locke Wrong bases and problems arise on how
we give meaning and how we deliver or
Accordinghow
to Locke,even if a manthe
we paraphrase haswords
the ability to think,does
it not
mean thathe is using it.

Others have chosen to live in ignorance, others think very weak, or

others are slaves GHOST
to their IN THE MACHINE
emotions which they use their brains to
understand the laws of nature.
The mysterious component called mind, controls the
Others chose to simply be bad because
mechanistic body.they are accustomed to it.
Paul Churchland- Modern philosopher
Thewho studied
problem of the brain.
personalidentity isThe physical
at the brain
center of allows us
discussions to say we a
about
life after death and immortality. so different.
"The Self as a brain."
Locke posits an “empty” mind, a tabula rasa, which is shaped by
experience, and sensation and reflections being the two sources of
all our ideas.
Empiricism is the theory that says all knowledge
comes from the senses.

The mind is not separated from perception

The entire contents of the mind are transmitted daily
to the human condition.
Teorya ng Bundle ni Hume
The man is a collection of different successive
perception is always changing and moving .
The qualitiesthatwe feel the is only part of
something.

The Metaphysics of Self

Branch of philosophy that studies the nature, substance and

identity.

It also explains how we get knowledge.

The path to true knowledge:

Rationalismo- reason
Empiricism - by the senses

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 LOPEZ, QUEZON BRANCH
Republic of the Philippines
POLYTECHNICUNIVERSITY OF THEPHILIPPINES

APPLICATION AND ASSESSMENT

In your own words, state what “self” is for each of the following
philosophers. After doing so, explain how your concept of “self” is compatible
with how they conceived of the “self”. Write your answer on a paper and submit.
1. Socrates

2. Plato

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Republic of the Philippines
POLYTECHNICUNIVERSITY OF THEPHILIPPINES

3. Augustine

4.
Descart
es

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Republic of the Philippines
POLYTECHNICUNIVERSITY OF THEPHILIPPINES

5. Hume

6. Kant

7. Ryle

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 LOPEZ, QUEZON BRANCH
Republic of the Philippines
POLYTECHNICUNIVERSITY OF THEPHILIPPINES

LESSON 2

The Sociological Self

Read & analyse the paradigm.

The King’s Son

Paradigm of Self

Many years ago I heard the story of the son of King Louis XVI of France. King
Louis had been taken from his throne and imprisoned. His young son, the prince,
was taken by those who dethroned the king. They thought that inasmuch as the
king’s son was heir to the throne, if they could destroy him morally, he would never
realize the great and grand destiny that life had bestowed upon him.
They took him to a community far away, and there they exposed the lad to every
filthy and vile thing that life could offer. They exposed him to foods the richness of
which would quickly make him a slave to appetite. They used vile language around
him constantly. They exposed him to lewd and lusting women. They exposed him
to dishonor and distrust. He was surrounded 24 hours a day by everything that
could drag the soul of a man as low as one could slip.
For over six months he had this treatment—but not once did the young lad buckle
under pressure. Finally, after intensive temptation, they questioned him. Why had
he not submitted himself to these things—why had he not partaken? These things
would provide pleasure, satisfy his lusts, and were desirable; they were all his. The
boy said, “I cannot do what you ask for I was born to be a king.”

Paradigm of Others

~STORY OF THREE MONKEYS ....~

Three monkeys were discussing very heartfully around a round table:

First Monkey said: 'How we can express ourselves, if, whenever I try to speak,
they shut my mouth!... saying you are the one who does not speak.... Saying to me
again: DO NOT SPEAK, MONKEY!....'

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 LOPEZ, QUEZON BRANCH
Republic of the Philippines
POLYTECHNICUNIVERSITY OF THEPHILIPPINES

Second monkey jumped in conversation: 'Same here, as soon I point to the

interesting view on life, or some kind of lie or deception I see around this world,
and they immediately stop me and tell me almost yelling: YOU DO NOT SEE
EVERYTHING, YOU SEE IT WRONG, MONKEY!...'
Third monkey continue with some tears in his eyes: 'Truly sad, they treat us like
animals, they do not realize that we have feelings, they think that they feed us with
crumbs, and we should be happy.... They always say to me: YOU DID NOT HEAR
WHAT YOU JUST HEARD... IT IS NOT WHAT YOU THINK.... GO BACK IN
YOUR CUBICLE, IT IS ON YOUR LEFT....'
And they were sitting around round table, and they were just thinking, and they
were contemplating, and they were scratching their gray hairs, how they will come
out of this situation, that some other creatures put them in, that some other beings
created all this limited world around them? ....
And after many, many life’s, after long years of contemplation they concluded
unanimously:
• We decided that we will change the way we express our feelings, even before we have
being shut up, or covered up or turned down.....

• We had it, we had enough.... by others telling us what to see, where to look and how to
speak....

• We make firm choice that we will forgive them all the non-kindness, and continue our
way, by our choice... We choose to love them even if they do not know that we are from
One God....

• We still love them, even if they think they are bigger and above us....

• We forgive them all....

• We will simply change our view of us being just monkeys, and we will see us as beings
of same importance as them....

• We will start loving ourselves, for whatever we are....

And We will not doubt that we are here to experience what we just learned:
THERE IS NO ONE TO TELL US HOW NOT TO SPEAK, OR SEE OR HEAR....
THERE IS NO ONE TO PREVENT US TO SEE OURSELVES AS SOVEREIGN BEINGS,
EVEN IF WE HAVE A BIT MORE HAIR THAN OTHERS.....

WE WILL USE OTHER SENSES THAN OUR EARS, EYES AND MOUTH TO EXPRESS....

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 LOPEZ, QUEZON BRANCH
Republic of the Philippines
POLYTECHNICUNIVERSITY OF THEPHILIPPINES

THERE IS NO ONE WHO CAN FORBID US TO USE OUR HEARTS AS THE ONLY SENSE
OF OUR EXISTENCE.....
This is how Three Monkeys discovered Paradigm Shift, by simply discovering their HEARTS....
They discovered their HEARTS....
As they knew: SHIFT HAPPENS, and you cannot do much about it.... SHIFT HAPPENS....

The Development of the Self

 The self is our experience of a distinct, real, personal identity that is separate and
different from all other people.

 Sociologists look at both the individual and society to gain a sense of where the self
comes from.

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Republic of the Philippines
POLYTECHNICUNIVERSITY OF THEPHILIPPINES

 They believe the self is created and modified through interaction over the course of a
lifetime.

 Charles Cooley believed that one’s sense of self depends on seeing one’s self reflected
in interactions with others.

 The looking-glass self refers to the notion that the self develops through our perception
of others’ evaluations and appraisals of us.

 George Herbert Mead expanded Cooley’s ideas about the development of the self.

 Mead also believed that the self was created through social interaction and that this
process started in childhood (that children began to develop a sense of self at about the
same time that they began to learn language).

 The acquisition of language skills coincides with the growth of mental capacities,
including the ability to think of ourselves as separate and distinct, and to see ourselves in
relationship to others.

Stages in the Development of the Self

 Mead (1934) identified three sequential stages leading to the emergence of the self in
children.

1. The Play Stage

2. The Game Stage

3. Generalized Other

Development of the Self: Play and Game Stage

 Play

 1 significant other at a time

 Game

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Republic of the Philippines
POLYTECHNICUNIVERSITY OF THEPHILIPPINES

 several significant others

 Generalized other

 a whole community of attitudes

The Generalized Other

 The Generalized Other:
- Mead’s term referring to a conception of the attitudes and expectations held in
common by the members of the organized groups with whom they interact.
 When we imagine what the group expects of us, we are taking the role of the
generalized other. - A product of interaction and
conscious reflection
Phases of the Self: “I” - We know the “I” only through the
and “me” “me”

 “I” (the self in action)

- Self in process, in
the moment

- The impulsive,
spontaneous, and indeterminate
part of the self - Non-reflective
- Part of the self that
produces
individuality

 “Me” (the self as an object

in the world)
- The structured and determinate part of
the self

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 Republic of the Philippines
LOPEZ,PQUEZON BRANCH
OLYTECHNICUNIVERSITY OF THEPHILIPPINES

APPLICATION AND ASSESSMENT

My Self Through the Years

Paste a picture of you when you were in elementary, in high school, and now that you are in
college. Below the picture, list down your salient characteristics that your remember.

My Elementary Self My High School Self My College Self

My

ANALYSIS

After having examined your “self” in its different stages, fill out the table below:

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LOPEZ,PQUEZON BRANCH
OLYTECHNICUNIVERSITY OF THEPHILIPPINES

Similarities in all Differences in my Possible reasons for

“self” across the three the differences in me
stages of my “self”
stages in my life

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LOPEZ,PQUEZON BRANCH
OLYTECHNICUNIVERSITY OF THEPHILIPPINES

LESSON 3

The Self As A Cognitive Construction

Who Am I?
The I Self reflects what people see or perceive themselves doing in the physical world
(e.g., recognizing that one is walking, eating, writing), the Me Self is a more subjective and psychological

phenomenon, referring to individuals ‘reflections about themselves (e.g. characterizing oneself as athletic, smart,

cooperative).

Other terms such as:

self-view, self-image, self-schema, self-concept
Self-concept includes two different experiences of the self:
(1) The Existential Self

The sense of being separate and distinct from others and the awareness of the constancy of the self.

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LOPEZ,PQUEZON BRANCH
OLYTECHNICUNIVERSITY OF THEPHILIPPINES

(2) The Categorical Self

The self-concept (and the concept of others) tends to focus on his or her own visible characteristics

Beyond these basic ways of experiencing the self, self-concept encompasses 4 things:
Self-Image
Your self-image is what you see in yourself. It does not necessarily have to reflect reality. Indeed a
person with an eating disorder may be thin but have a self-image of being fat. A person's self- image is
affected by many factors, such as parental influences, friends, the media etc.
Our self-image includes:

1) Physical Description

2) Social Roles

3) Social Roles

4) Existential Statements

Self-Esteem and Self-Worth

Self-esteem refers to the extent to which we like, accept, or approve of ourselves; or how much we
value ourselves. Self-esteem always involves a degree of evaluation, and we may have either a positive or a
negative view of ourselves.
William James used a simple formula to define self-esteem, stating that self-esteem equals success divided
by our pretentions. Pretensions, in this case, refer to our goals, values, and what we believe about our
potential.

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LOPEZ,PQUEZON BRANCH
OLYTECHNICUNIVERSITY OF THEPHILIPPINES

Theories of Self-Esteem: Early & Modern - Video & Lesson ...

study.com › academy › theories-of-self-esteem-early-m...

High Self-Esteem: we have a positive view of ourselves.

Confidence in our own abilities

Self-acceptance

Not worrying excessively about what others think

Optimism

Low Self- Esteem: we have a negative view of ourselves.

Lack of confidence
Wanting to be/look like someone else
Always worrying what others might think
Pessimism

Real vs. Ideal Self

In psychology, the real self and the ideal self are terms used to describe personality domains. The real
self is who we actually are. It is how we think, how we feel, look, and act. The real self can be seen by others,
but because we have no way of truly knowing how others view us, the real self is our self-image.
The ideal self, on the other hand, is how we want to be. It is an idealized image that we have developed
over time, based on what we have learned and experienced. The ideal self could include components of what
our parents have taught us, what we admire in others, what our society promotes, and what we think is in our
best interest.

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LOPEZ,PQUEZON BRANCH
OLYTECHNICUNIVERSITY OF THEPHILIPPINES

TRUE SELF VS FALSE SELF

The concept of true self and false self can be found in many psychological and spiritual circles, and it
can mean different things in each.
According to developmental psychologists like John Bowlby and D. W. Winnicott, children are very attuned
to their parents’ feelings and needs. They unconsciously recognise that they need their parents’ approval in order to
survive, so strive to meet their needs as much as possible.

The true self is the core of you who are, the original you, unshaped by upbringing or society. This is the
state you were born in and it is a state that still exists inside you.
Your false self can also be called your adapted self. This is the parts of you that have altered
behaviour, repressed feelings and pushed your needs aside to fit in with others.

APPLICATION AND ASSESSMENT

Do a research and list ten (10) to boost your self-esteem or improve your self- concept. Cite your
sources. Analyze which of those tips are more likely to backfire and make someone conceited or narcissistic
and revise the m to make the statements both helpful to the individual as well as society in general. Submit
your research on the given schedule.

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