GECC 108: UNDERSTANDING THE SELF

MODULE 1: ● Deals with the rationality employed

THE SELF FROM THE VARIOUS by individuals in learning.
PERSPECTIVES Example:
Aristotle: tried to explore and understand
Introduction: the rationality employed in understanding
and learning things. He introduced
LIFE stargazing, pharmaceutical, and material
● greatest gift one can ever have. science.
● Blessing and an Opportunity.
● manifested in the Sef. SOCRATES (469-399 BC)
● “Know Thyself” and improve the self
A BLESSING: through virtuous living and pursue
● As one journeys through the of goodness
different stages of Human ● Meditation: Key to self-discovery
Development, the Self is slowly ● Psyche (true self or soul): central
being discovered. concern being the core identity, the
unique spirit.
AN OPPORTUNITY: ❖ Soul: source of deepest
● The Self is a window of thoughts and highest
possibilities. aspirations, the unique life
● Growing means gaining awareness force, and defines itself
of what one is capable of doing and through choices.
creating, and making it a reality. ❖ It is immortal and
imperishable
❖ Every soul seeks
Philosophy: the study of life’s existence, happiness (through pursuit
the love of knowledge. of goodness)
❖ Law of Karma is very
Sociology: a social science that deals with strong.
the study of society' its interactions and ● Believes on dualism of reality
relationships. (Body is imperfect and changeable;
Soul is perfect and unchanging)
Anthropology: a scientific study of ● Proponent of Socratic Method:
humanity seeking clarity and truth through
penetrating questioning and astute
Psychology: scientific study of the mind analysis. Reason is the path to the
and behavior. truth.

Western and Eastern View of the Self:

Western- focuses on rationality CORE TEACHING
Eastern- fuses supernatural in 1. “The unexamined life is not worth
comprehending individuation living”
2. “The truth lies within each of us”
Lesson 1: 3. “We should strive in excellence in
PHILOSOPHY all areas of life “
4. “No one knowing does evil”
PHILOSOPHICAL VIEWS OF THE SELF 5. “ It is better to suffer wickedness
Philosophy: than to commit it”
● Greek words PHILOS (love) and
SOPHIA (wisdom) = “love of PLATO (427-347 BC)
knowledge” (instituted by ● Believes in the presence of a soul
Pythagoras) (psyche)
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1. Reason: divine essence JOHN LOCKED (1634-1704)
that enables a person to ● Self is comparable to an empty
think deeply space (tabula rasa) where
2. Physical Appetite: basic everyday experiences contribute to
biological needs knowledge. The self is
3. Spirit or Passion: basic consciousness.
emotions ● Founder of the school of thought “
- A person becomes just and virtuous British Empiricism”
when these 3 are in harmony with ● Argued that many beliefs were
each other. traditionally believed to be
mandatory for Christians.
VIEW OF THE SELF IN PHAEDRUS
Soul is likened to a winged chariot drawn by DAVID HUME (1711-1776)
two powerful horses ● Self is just a bundle or collection of
● White horse: spirit different perceptions
● Black horse: appetite ● There is no self
● Charioteer: reason ● there are only two distinct entities,
"Impressions", and "ideas"
❖ Impression: basic
ST. AUGUSTINE (354-430 C.E.) sensations of our
● Self is a great mystery experience, the elemental
● A person can have a great and data of our minds: pain,
mysterious life through the mercy pleasure, heat, cold,
and forgiveness of God happiness, grief, fear,
● Self must continue to search for the exhilaration, and so on
truth for the soul to be rested. ❖ Ideas: copies of
● Combines the philosophical impressions that are less
concepts of Plato with the tenents lively and vivid.
of Christianity
● Platonism and Christianity were IMMANUEL KANT (1724- 18O4)
naturally partners ● Self is always transcendental
● Adopted Plato’s vision of a ● Transcendental Unity of
bifurcated universe Apperception: The self is not in the
body, instead it is outside the body
RENE DESCARTES (1596-1650) a, and qualities of the body. It is
“If you would be a real seeker after truth, it something that is mystical.
is necessary that at least once in your life ● Self is the weaver
you doubt, as far as possible, all things.” ● Without the self, experience is
● Modern perspective of the self unknowable
(Modern Philosophy)
● Everything must be subjected to SIGMUND FREUD (1856-1939)
doubt ● There are two selves - one
● ‘Cognito ergo sum” (“I think Unconscious and one Conscious
therefore I am” means there should Unconscious: basic instinctual
be doubting first then all other drives like sexuality
existence. Conscious: "Reality principle",
● Meditations of First Philosophy: rational, practical and appropriate
he dealt with issues surrounding ● Self is regarded as the I
skepticism, mind/ body dualism and ● Freud Psychoanalysis Theory
applied geometric method to
philosophy. GILBERT RYLE (1900-1976)
● Self is how you behave
 GECC 108: UNDERSTANDING THE SELF
● Behaviorism: terms of behavior TWO APPROACHES ON HOW SOCIETY
presented to the world IS FORMED
● Linguistic Analysis: solving of 1. Situational Approach
philosophical puzzles through an ● sees society as always in
analysis language the process of being
created through the
definitions and
PAUL (1942) AND PATRICIA interpretations of actors in
CHURCHLAND situations.
● The self is the brain ● self is seen as
● Self can be understood through undifferentiated, unstable
neuroscience that focuses on the and unorganized
functions of the brain and how it 2. Structural Approach
affects one's behavior ● looks at society as stable,
● Eliminative Materialism: enable us organized and durable.
to think and communicate clearly There are patterned
about the mind, consciousness, and regularities that
human experience. characterize most human
action.
MAURICE MERLEAU-PONTY (1908-1961
)
● Self has embodied subjectivity. SOCIOLOGICAL VIEWS OF THE SELF
● The division between the "mind"
and the "body" is a product of 1. The Self as a Product of Modern
confused thinking. Society Among Others
● The self is seen as a unity in which ● the self is DELOCALIZED having a
the mental and physical are freedom to seek its own identity.
seamlessly woven together ● There is a concern on the
● There is no mystery in the body dehumanization of the self.
● Phenomenology of Perception:
derived from the conviction that all 2. The Self in the post-Modern View
knowledge of the self and the world ● The Self becomes "DIGITALIZED"
is based on the "phenomena" of ● The self is found in the prestige
experience. symbols of goods consumed by
● The self is regarded as a people. The postmodern person
phenomenon of the whole, which is has become an insatiable
a Gestalt understanding of consumer (Jean Baudrillard)
perceptual synthesis.
3.The Self as a Necessary Fiction
● self is regarded as a symbolic and
Lesson 2: material weight, meaning an
SOCIOLOGY ideological force that inserts us into
Sociology: particular roles we may or may not
● systematic study of social behavior have chosen in a social script we
and human groups. don't control.
● It focuses primarily on the influence ● self is the totality of individuals'
of social relationships upon thoughts, feelings and actions
people's attitudes and behavior and
how societies are established and 4. The Social Constructed Self
changed. ● Social constructionism: is a theory
of knowledge in sociology and
communication theory that
 GECC 108: UNDERSTANDING THE SELF
examines the development of The Development of the Self
jointly- constructed understandings Interactionist theorists who made particular
of the world that form the basis for contributions to the understanding of
shared assumptions about reality. the self:
● An example of a social
construction is the concept of self/ A. Charles Horton Cooley: Looking
self-identity. Glass Self
● Socialization has an important role ● Advanced the belief that we learn
in discovering and exploring the who we are by interacting with
setf. Socialization agents such as others.
the family, schoot, church and ● Our view of ourselves comes from
society are active forces that shape not only thinking about our own
a person. personal qualities but also from our
impressions of how others
5. Theory of the Self by George Herbert perceive us.
Mead ● The looking glass self was a
● supports the view that a person phrase used by Cooley to
develops a sense of self through emphasize that the self is the
social interaction and not the product of our social interactions
biological preconditions with other people.
● self has Two Divisions:
a. "I" is the Subjective element 3 phases of developing a self-identity
and the active side of the setf 1. we imagine how we appear to others – to
represents the spontaneous and relatives, friends, co-workers, even
unique traits of the individual strangers

b. "Me" is the Objective element 2. then, we imagine how others perceive us.
that represents the internalized (whether attractive, intelligent, shy, strange,
attitudes and demands of other etc.)
people and the individual's
awareness of those demands 3. finally, we develop some sort of feeling
about ourselves, such as respect or shame,
Importance of Socialization as a result of these impressions.
A. Necessary for the development of the
individual most especially in their In Cooley’s view, the looking glass
emotional growth. self is not especially influenced by each
Ex. Children reared in isolation and person we meet. There are people whom
deprivation we regard as most important in the
development of the self which he termed
B. Heredity is a significant factor in the significant others.
growth and development of the individual One critical aspect of Cooley’s
and both socialization and hereditary viewpoint however, is that since the self
interacts or there is an interplay between results from an individual’s
the two factors. Heredity provides for the “imagination” of how others view him or
native talents and potentials of theindividual her, there is a possibility that self identities
while environment through socialization can be developed as a result of wrong or
develops these talents and potentialities. incorrect perceptions of how others see us.
Self-identities are also subject to
C. Developing a self-identity – how an change. Ex. Effect of racism on an
individual develops and alters a sense of individual.
self because of social interaction
B. George Herbert Mead: Emerging Self
 GECC 108: UNDERSTANDING THE SELF
Stages by which the self emerges C. Erving Goffman
1. Impression management
1. preparatory stage – children merely ● refers to the individual’s altering
imitate the people around them, of the self in order to create
especially family members with whom they distinctive appearances and to
continually interact. satisfy particular audiences.
Because of this, Goffman’s view
2. As they grow older, they become more has been called the dramaturgical
adept at the use of symbols. Symbols are approach wherein people resemble
the gestures, objects and language which performers or actors in action.
form the basis of human communication. As Ex. A clerk may act very busy in the
they develop communication skills through presence of a supervisor; a waitress may
symbols they become more aware of social pretend not to see a customer who wants to
relationships and this leads to the play order more if they are on a break.
stage wherein they are able to imitate the
actions of others including adults. The 2. face work
child now acts as a doctor, parent, or ● maintaining the proper image.
superhero. Face-saving behavior must be
initiated if the self suffers because
3. the game stage wherein at about 8 or 9 of embarrassment or some
years old, the child begins to consider rejection.
several tasks and relationships Ex. A young lady who went to a dance and
simultaneously. They are also able to ended up as a wallflower may say that she
understand their roles and statuses as left the dance early because “she really
well as of those around them. For instance wasn’t in the mood” or “there wasn’t anyone
in a group of boy scouts, he is aware of his interesting in the crowd.”
being a member and the duties that being a
member entails as well as the authority of Studied non-observance – refers to polite
the troop leader. behavior which is intended to allow
face-saving.
Generalized others – term used by
Mead to refer to the child’s ability to As a summary, Cooley stressed the process
understand the attitudes, viewpoints and by which we view ourselves; Mead focused
expectations as a whole. This concept on how we learn to interact with others;
suggests that when an individual acts he or while Goffman emphasized the ways in
she takes into account an entire group of which we consciously create images of
people. ourselves for others.

Ex. When a child acts in a

courteous manner it is not merely to 2 Types of Socialization that occur at
be pleasant butbecause he many points during the individual’s life
understands that courtesy is a cycle
widespread social value endorsed A. Anticipatory socialization
by parents, teachers, and others. ● process of socialization in which the
individual “rehearses” for future
Mead is best known for this theory social roles and statuses. A
of the self – represents the sum total of culture can function more efficiently
people’s perceptions, beliefs, and and smoothly if members become
feelings about themselves. And as people more acquainted with the norms,
mature, the self reflects greater concern values, and behavior associated
about the reaction of others. with a social position before actually
assuming that status.
 GECC 108: UNDERSTANDING THE SELF
longer plays a central role it retains
B. Resocialization influence over the child by
● refers to the process of determining which socialization
discarding former behavior experiences are acceptable or
patterns and accepting new ones unacceptable.
as part of a transition in one’s Ex. Decisionson which friends to play with,
life. TV and movies to watch, what school to
Ex. Fathers who are actively involved in the attend, etc. The child is now aware of
care of their infants his/her designated sex role or gender
❖ more effective in total institutions ● School plays an important part in
wherein individuals are totally cut the socialization process. Reward
off from outside society and punishment in the form of
❖ events such as marriage, grades and teacher evaluations
parenthood, divorce, and foster competition. The student
unemployment require important subculture is also a significant
adjustments and resocialization. element. Children are introduced by
older peers to attitudes and norms
Stages of Socialization concerning authority and learning
Rites of passage – rituals marking the that influence their everyday
symbolic transition from one social position behavior. Schools transmit the
to another. norms and values of a particular
Ex. Debut, circumcision culture.
● Television is also a critical force
A. Infant socialization in socialization. Becomes the
● family is the center of the baby’s child’s favorite playmate, it permits
socialization process. Involves imitation and role playing but does
habit training which is a relatively not encourage more complex forms
formal period of socialization. Deals of learning since watching TV is a
with the infant’s eating, and passive experience. Children
sleeping habits, bottle feeding merely sit back and wait to be
and its termination, and the entertained with the exception of
acceptance of new food. At this programs like Sesame Street
stage, infants are viewed as wherein children are assisted in
objects of socialization yet in turn developing basic skills essential in
they function as socializers learning. TV programs exposed
themselves because they cause children to lifestyles and cultures of
others to change their behavior which they are unaware. It also
patterns themselves. If there are exposes children to a great deal of
children to fulfill the role associated violence and this leads to more
with childhood; then, there should aggressive and hyperactive
be persons to fulfill the roles children.
associated with parenthood.
C. Adolescent socialization
B. Childhood socialization ● there is no definite point
● the family no longer accounts for separating adolescence from
the individuals entire world. In adulthood. This is characterized by a
addition, he has playmates, constant struggle to be independent on the
classmates, teachers, religious part of the adolescent and for parents to
leaders and many others to interact maintain their authority. Peer groups such
with. They are also influenced by as friendship cliques, special interest clubs,
TV, movies, comics, and children’s and youth gangs, frequently assist
books. Although the family no adolescents in gaining some degree of
 GECC 108: UNDERSTANDING THE SELF
independence from parents and other acceptance of pleasurable duties during
authority figures; and also provide for occupational socialization.
anticipatory socialization into new roles that 4. continuous commitment – occurs when
the young person will later assume. Peer a job proves to be satisfactory and becomes
groups serve a valuable function by an indistinguishable part of a person’s
assisting the transition to adult self-identity
responsibilities. At home, parents dominate;
in school, the teenager must contend with Occupational socialization
teachers and administrators. Within the continues through one’s work history.
peer group, a member can assert himself in Technological advances may alter the
a way that may not be possible requirements of the position and
anywhere. necessitate some degree of resocialization.

D. Socialization for work or For example, the advent of

occupational socialization computers required employees to undergo
● learning to behave appropriately in training regarding its use. Changing
an occupation. Cannot be occupations, employers, or places of work
separated from childhood and may occur among individuals while they are
adolescent socialization since active in the labor market
individuals are fully exposed to
occupational roles through E. Marriage and Parenthood
observing the work of parents, ● socialization for these begins in
other people they meet in the childhood as part of family life.
course of their duties ( ex. Children observe their parents as
doctors, teachers, firefighters, they express affection, deal with
policeman, etc.) and of individuals finances, quarrel, complain about
portrayed in media ( ex. in- laws, and so forth. This is an
presidents, athletes, soldiers, etc.). informal process of
These observations help to shape anticipatorysocialization wherein
and often limit the type of work we the child develops a tentative model
may consider. Ascribed and of what being married and being a
achieved statuses are also parent is like. However, this doesn’t
influential in affecting what mean that the transition to
occupations people consider and establishing one’s own family is
pursue. smooth. Few opportunities which
simulate marital role-playing are
Classification of occupational available and media presentation of
socialization married life can be remarkably
distorted. Each parental family is
1. career choice – selection of academic or unique and subject to different
vocational training appropriate for the pressures.
desired job.
Ex. A newly married couple may
2. anticipatory socialization inheritance decide to have a two-career household and
of certain occupational roles. Maybe short share child care; a direct contrast from their
or be extended for a number of years. parents’ marital roles wherein fathers work
while mothers stay in the house to take care
3. conditioning and commitment – of the children. Divorce also results in
conditioning consists of reluctantly adjusting children not being able to witness or
to the more unpleasant aspects of a job; observe the home life of a married couple.
while, commitment refers to a person’s
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4 Factors related to Socialization that 1. by devoting more time to jobs and career
complicate transition to parenthood goals

1. There is little anticipatory socialization for 2. by modifying aspirations and accepting

the roles of parenthood. Socialization more realistic ambitions
process and the educational system tend to – either option may still lead to a sense of
emphasize learning by doing. Subjects despair and failure and a lowered sense of
relevant to successful family life such as the
child care, home maintenance, and self.
communication skills are given little
attention in the school curriculum. Even a successful person may experience
mid-life crisis. Why? They can no longer
2. Only limited learning occurs during the perceive themselves as “up and coming”
period of pregnancy. For mothers preparing and the physical signs of aging are
for parenthood it is difficult since they must impossible to ignore forever.
first become socialized to the status of
expectant mother which itself carries many
distinct responsibilities. Men even have less
preparation for becoming parents. SOCIAL INTERACTION and SOCIAL
STRUCTURE
3. Transition to parenthood is abrupt;
responsibilities cannot be taken in gradually Social interaction:
unlike socialization for work. Socialization ● refers to the ways in which people
process is not prolonged like in respond to one another.
adolescence. Social structure:
● refers to the way in which a society
4. Society lacks clear and helpful guidelines is organized into predictable
concerning successful parenthood. Parents relationships.
can easily obtain information about
children’s health, nutrition, and clothing SOCIAL INTERACTION and REALITY
needs, which may
provide some degree of anticipatory A. Defining and Reconstructing Reality
socialization yet there is little agreement on
how parents can produce “happy” and Herbert Blumer:
“well-adjusted” offspring (or even on what it ● the distinctive characteristic of
means to be well-adjusted). Socialization for social interaction among people is
parenthood involves difficult challenges. that “human beings interpret or
‘define’ each other’s actions
F. Socialization for Later Years instead of merely reacting to
● characterized by mid-life crisis; each other’s actions"
experiencing tumultuous conflicts ● our response to someone’s
within the self and the external behavior is based on the meaning
conflict. Men often experience a we attach to his or her actions.
stressful period of self-evaluation ● Reality is shaped by our
between the ages of 40 – 50. The perceptions, evaluations, and
individual realizes that he has not definitions.
achieved basic goals and ambitions
and has little time left to do so. The William I. Thomas:
flexibility in selecting objectives and ● saw that the “definition of the
aspirations leaves a great deal of situation” could mold the thinking
room for indecision or even failure. and personality of the individual.
How do we deal with mid-life crisis?
 GECC 108: UNDERSTANDING THE SELF
● Writing from an interactionist master status
perspective, Thomas observed that ● a status that dominates others and
people respond not only to the thereby determines a person’s
objective features of a person or general position within society.
situation but also to the meaning
that the person or situation has B. Social Roles
for them. ● throughout our lives we acquire
social roles
Negotiated Order ● a set of expectations of individuals
Negotiation who occupy a given social position
● refers to the attempt to reach or status
agreement with others concerning
some objective. complementary roles
● Negotiation does not involve ● they require that the behavior of
coercion; it includes bargaining, two or more persons interact in
compromising, trading off, specific ways.
mediating, exchanging, “wheeling
and dealing,” and collusion. Role ambiguity
Negotiated order ● refers to behavior patterns
● refers to a social structure that associated with unclear social
derives its existence from the social positions
interactions through which people
define and redefine its character. Role strain
● underscore the fact that ● difficulties that result from the
negotiations always take place differing demands and expectation
within social settings. associated with the same social
position. Multiple social roles lead
ELEMENTS OF SOCIAL STRUCTURE to role strain.
A. Status
● connotes influence, wealth and Role conflict
fame. ● occurs when incompatible
● refer to any of the full range of expectations arise from two or more
socially defined positions within a social positions held by the same
large group or society – from the individual. Fulfillment of the roles
lowest to the highest position. associated with one status may
directly violate the roles linked to a
Types of statuses second status.
ascribed status
● “assigned” to a person by society C. Groups
without regard for the individual’s ● any number of people with similar
unique talents or characteristics norms, values, and expectations
● Biological in origin who regularly and consciously
interact.
achieved status ● Groups play an important part in a
● attained by an individual largely society’s social structure: Much of
through his or her own efforts. our patterned behavior takes
Ex. Bank teller, lawyer, bank robber, place within groups and is
laboratory technician, pianist, etc. influenced by the norms and
to acquire achieved status: Go to school, sanctions established by groups.
learn a skill, establish a friendship or create ● Groups not only serve to define
an invention other elements of the social
structure, such as roles and
 GECC 108: UNDERSTANDING THE SELF
statuses; they are also created as desired goods and services for its
the result of people’s sharing members.
common identities. ● The group must satisfy the needs of
most members at least to some
Why do we seek groups? extent or it will risk the possibility of
● to establish friendship discontent and ultimately disorder.
● to accomplish certain goals
● to fulfill social roles that we have 4. preserving order
acquired ● society must protect itself not only
from external enemies but also from
D. Social Institutions internal threat
● organized patterns of beliefs and
behavior created around basic 5. providing and maintaining a
social needs sense of purpose
● institutions are organized in ● people must feel motivated to
response to particular needs such continue as members of a society in
as replacing personnel, and order to fulfill the previous four
preserving order. requirements.
● if an individual does not have a
Functionalist view on social institutions: sense of purpose, he or she has
● one way to understand social little reason to contribute to a
institutions is to see how they fulfill society’s survival
essential functions.
No matter what the strategy, any society or
relatively permanent group must attempt to
Five major tasks or functional satisfy all these functional prerequisites for
prerequisites survival. If it fails on even one condition,
the society runs the risk of extinction.
1. replacing personnel
● any society or group must replace
personnel if they die, leave, or Conflict view on Social Institutions:
become incapacitated ● in health care, goods and services
● accomplished through immigration, are unequally distributed. The poor
annexation of neighboring groups of receive treatment very differently
people, acquisition of slaves or the from that received by more affluent
normal sexual reproduction of citizens
members.
From a conflict perspective
2. teaching new recruits ● Children from affluent areas have
● no group can survive if many of its better chances of being educated
members reject the established properly and are better prepared to
behavior patterns and compete academically than their
responsibilities of the group. counterparts in the depressed
● Finding or producing new members areas.
is not sufficient. Recruits must ● Conflict theorists argue that social
learn and accept the group’s values institutions such as education have
and customs. an inherently conservative nature.
Without question it has been
3. producing and distributing difficult to implement educational
goods and services reforms that promote equal
● any relatively permanent group or opportunities
society must provide and distribute
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From the functionalist perspective
● resistance to change is functional Lesson 3
since social change can lead to ANTHROPOLOGY
instability.
Whang-od Oggay (Maria Oggay)
From a conflict view: ● She was born on February 17, 1917
● why should we preserve the ● a Filipino tattoo artist from
existing social structure if it is unfair Buscalan, Tinglayan, Kalinga,
and discriminatory? Philippines.
● she is often described as the last
Sociologist D. Stanley Eitzen: and oldest mambabatok
● Institutions are absolutely (traditional Kalinga tattooist) and is
necessary, yet they are a source of part of the Butbut people of the
social problems. We shouldn’t larger Kalinga ethnic group.
forget that people depend on ● Nominated for the National Living
institutions for “stability and Treasures Award (Gawad
guarantees against chaos.” We Manlilikha ng Bayan) in 2017
must recognize that social
institutions are essential yet must ANTHROPOLIGAL VIEWS OF THE SELF
not regard permanence as a Anthropology:
justification for inequality and ● The science of humanity that
justice. studies human beings in aspects
ranging from biological to the
evolutionary history of Homo
Interactionist view: sapiens to the features of society
total institutions (Irving Goffman) and culture that decisively
● refers to institutions such as distinguish humans from other
prisons, the military, mental animal species.
hospitals and convents which
regulate all aspects of a person’s Branches of Anthropology
life under a single authority. 1. Physical Anthropology
Individuality is often lost with total ● Concentrates on the biology and
institutions. Daily routines are evolution of humanity
tightly scheduled with little or no 2. Cultural Anthropology
room for personal initiative. The (ethnology)
institution is experienced as an 3. Social Anthropology
all-encompassing social 4. Linguistic Anthropology
environment; the individual 5. Psychological Anthropology
becomes secondary and invisible.
● Goffman’s concept of a total WALTZ
institution alerts us to the negative ● Anthropology is the science of the
aspects of depriving people of nature of man
contact with the larger society. ● Nature: a matter animated by the
● even within prisons and total Divine Breath
institutions, people find ways of
expressing themselves. THOMAS CSORDAS
● emphasizes the importance of ● “What it means to be human”
argot.
CLIFFORD GERTZ
● Study of cultures, practices, values,
ideas, technologies, economies,
 GECC 108: UNDERSTANDING THE SELF
and other domains of social and ● Process of modifying culture to
cognitive organization. accommodate desirable traits from
● “Without culture, there is no man.” other culture.
Example: the inclination of Filipinos to Kpop
culture
CULTURE
● Derived from a French term, which C. Decculturation
in turn derives from the Latin ● Happens when the culture of the
“colere” which means to tend to older generation comes in conflict
the earth and grow with the needs and realities of the
● The characteristics and knowledge younger generation
of a particular group of people,
encompassing language, religion, CULTURE IS ALSO SHARED
cuisine, social habits, music and INTERGENERATIONALLY.
arts.
● Shared pattern of behaviors and In summary,
interactions The self is embedded in culture
● Center for Advance Research on once it identifies its relationship with
Language Acquisition: culture. The self has to respect these
encompassing religion, food, what cultural practices and remain reflexive. It
we wear, our language, marriage, is only when the self and the power of
music,... culture are constituted by every system that
we can have an effective shaping of social
reality.
RELEVANCE OF STUDYING
ANTHROPOLOGY CULTURAL DEGRADATION
● Provides basic assumptions about ● Happens when there is a loss of a
human life particular culture due to
● Gives information about different assimilation or loss of interest.
cultures and norms ● Social media: venue of cultural
degradation

THE SELF EMBEDDED IN CULTURE SELF is understood in the context of

Culture anthropology in a sense that the self is
● System inherited conceptions biologically attuned to respond in the
expressed in symbolic forms by environment where he/ she lives.
means of which people
communicate, perpetuate and
develop their knowledge about and
attitudes toward life
● A powerful agent that shapes the Lesson 4
decisions and actions of humans. PSYCHOLOGY
Psychology:
Socialization Agents ● a discipline in Behavioral Science
A. Enculturation that seeks to measure, explain
● The process of learning your own and sometimes change the
cultures as a result of interaction behavior of man and animals.
with significant others ● Greek Words, "psyche" (mind or
soul), logos (science or study).
B. Acculturation
 GECC 108: UNDERSTANDING THE SELF
TWO DETERMINANTS OF HUMAN “ I know it was me who ate the cookie”
BEHAVIOR Me: part of self was the “empirical me”
I: “the pure Ego”
HEREDITY (NATURE)
● which comprises the totality of JAMES FURTHER DIVIDED THE “ME”
influences, biologically transmitted SELF INTO:
from the parents to the offspring
that determines the ways in which Material Self:
an individual will make use of his ● Consists of things that belong to a
environment person or entities that a person
● covers all the factors that were belongs to
present in the individual at the time ● Things like the body, family, clothes,
of conception money, and such make up the
material self
ENVIRONMENT (NURTURE) ● Body : core
● The sum total of all external ● Person’s clothes: second to the
conditions and factors potentially body (way to show status)
capable of influencing an organism ● Money and family: critical parts
● Covers all the external factors that
have acted on him after conception Social Self:
● Social selves are who we are in a
The self is understood in the given social institution
psychological context as a Cognitive ● People’s act changes depending on
Construction and as Proactive and the social institution they are in
Agentic
Spiritual Self
● It is who we are at our core
PSYCHOLOGICAL PERSPECTIVE OF ● More concrete or permanent than
SELF the other two selves
● Cognitive Construction ● Our subjective and most intimate
● Proactive and Agentic self
● Aspects: personality, core values,
The Self as a Cognitive Construction and conscience that do not typically
change throughout an individual’s
WILLIAM JAMES (Me- Self, I- Self) lifetime.
● Renowned American Psychologist ● Involves introspection or looking
● Theory of Self- Consciousness: inward to deeper spiritual, moral,
divides a person’s mental picture of or intellectual questions.
his or her self into two categories:
Pure ego
a. “Me” ● Refers to as the “I” self
● a separate object or individual a ● Provides the thread of continuity
person refers to when describing between our past, present, and
their personal experiences future selves.
● Pure ego’s perception of consistent
b. “I” individual identity arises from a
● The self that knows who they are continual stream of
and what they have done in their consciousness
life ● Similar to soul or the mind
● The thinking self, which could not ● Not a substance anf therefore could
be further divided not be examined by science
 GECC 108: UNDERSTANDING THE SELF
KAREN HORNEY “Real Self and Ideal Horney concluded that these ingrained traits
Self” of the psyche forever prevent an individual’s
● A German psychoanalyst who potential from being actualized unless the
practiced in the United States cycle of neurosis is somehow broken
during her later career through treatment or, in less severe cases,
● Believed that if we have an life lessons.
accurate conception of our own
self, then we are free to realize
our potential and achieve what CARLOS ROGERS “ Self-Actualization”
we wish, within reasonable “ The organism has one basic tendency and
boundaries striving- to actualize, maintain, and enhance
● Self- actualization is the healthy the experiencing organism.”
person’s aim through life- as ● A humanistic psychologist who
opposed to the neurotic’s clinging to believed that for a person to
a set of key needs. achieve self-actualization, they
must be in a state of congruence.
Two Views of Self ● Self- actualization occurs when a
Real Self person’s ideal self is congruent
● It is who and what we actually are with their actual behavior
● Has the potential for growth, (self-image)
happiness, will power, realization of ● Humans' basic motive: the
gifts, etc. tendency to self-actualize (fulfill
one’s potential and achieve the
Ideal Self highest level of
● The type of person we feel that we “human-beingness”
should be ● We develop according to our
● Used as a model to assist the real personality
self in developing its potential and ● Childhood experience: main
achieving self- actualization. determinant of whether we will
become self-actualized or not.
NEUROTIC PERSON’S SELF
● Split between an idealized self and TRUE SELF
real self ● “Only the true self can be creative
● Feel that they somehow do not and only the true self can feel real.”
live up to the ideal self ● A sense of being alive and real in
● They feel that there is a flaw one’s mind and body, having
somewhere in comparison to what feelings that are spontaneous and
they should be unforced.
● Goals set: not realistic or indeed ● begin s to develop in infancy (
possible relationship between the baby and
● Real self then generates into a caregiver)
despised self: neurotic person
assumes that this is the true self FALSE SELF
● A defense, a kind of mask of
The neurotic is like a clock’s pendulum, behavior that complies with other’s
oscillating between a fallacious “perfection” expectations.
and a manifestation of self-hate. ● Is what allowed one person to
● Horney: “tyranny of the shoulds” present a “polite and mannered
and the neurotic’s hopeless attitude” in public
“search for glory” ● Began to develop in infancy( a
defense against an environment
that felt unsafe or overwhelming)
 GECC 108: UNDERSTANDING THE SELF
● Parents: “ordinarily devoted” or Factors affecting self- efficacy:
“good enough” to protect the baby.
● Compliance: behavior motivated 1. Experience or inactive
by a desire to please others attainment”
rather that spontaneously express ● Experience of mastery is the most
one’s own feelings and ideas. important factor determining
● False self: defense of constantly self-efficacy
seeking to anticipate other’s ● Erik Erikson: “ Children cannot be
demands and complying with fooled by empty praise and
them, as way of protecting the true condescending encouragement.”
self. ● Ego identity gains real strength
only from wholehearted and
consistent recognition of real
THE SELF AS A PROACTIVE AND accomplishment (has meaning in
AGENTIC their culture”

ALBERT BANDURA 2. Modeling, or “vicarious

“Self- efficiency is the belief in one’s experience”
ability to influence events that effect one’s ● “If they can do it, I can do it as well”
life and control over the way these events ● Someone succeeding: own
are experienced.” self-efficacy increases; someone
● One of the most renowned living is failing: self-efficacy
psychologist (aged 93) decreases.

Social Cognitive Theory 3. Social Persuasion

● Takes an agentic view of self: ● Manifest as direct encouragement
individuals have the capacity to or discouragement from another
control their lives: person
● People are proactive, self-reflective, ● Discouragement: decreases self-
self-regulating and self-organizing. efficacy
● People have the power to ● Encouragement: increases it
influence their own actions to
produce desired results. 4. Physiological factors
● Agent Self: the executive function ● Signs of distress: shakes, aches
that allows for action. and pains, fatigue, fear
● It is one’s belief in the implications
Self- efficacy of physiological response that
● A personal judgement of “how alters self-efficacy, rather than
well one can execute courses of physiological response itself.
action required to deal with
prospective situations.”

Educator Kathy Kolbe: SUMMARY:

“Belief in innate abilities means valuing Self is regarded as having components
ones particular set of cognitive strengths. It such as material, social, spiritual and pure
also involves determination and ego. It consist of the real and ideal self, true
perseverance to overcome obstacles that and the fake self. Further, the self is also
would interfere with utilizing those innate viewed as self-actualizing and
abilities to achieve goals.” self-regulating with a goal towards self-
efficacy.
● Affects every area of human
endeavor
 GECC 108: UNDERSTANDING THE SELF
Lesson 5
THE SELF IN WESTERN AND EASTERN/
ORIENTAL THOUGHT

The comparison between the Eastern and

Western thoughts about self led us to the
richness of ideas, knowledge, skills,
practices, beliefs of both worlds.

Western thought:
● People tend to think of the self as
an entity separate from others
Eastern thought:
● Self is often viewed as an illusion
like in the case of Buddhism where
they people in interconnectedness

DIFFERENCE BETWEEN THE TWO

THOUGHTS