choices based on reason and
PRELIMS willpower.
● INTERPERSONAL SELF - the part of your
MEANING AND NATURE OF SELF identity that exists in relation to others. It is
how you present yourself, interact, and build
SELF relationships with people around you.
● SELF KNOWLEDGE - is understanding
your sell your thoughts, emotions, strengths,
● a unified being and is essentially connected
weaknesses, values, and motivations. It's
consciousness, awareness and agency or
knowing who you are, what you believe in,
with the faculty of rational choice.
and how you react to different situations.
● is the condition of identity that makes one
subject of experience distinct from all
others. FILIPINO CONCEPT OF SELF
● is exhibited and inferred in the conduct and
discourse that emanate from the individual
alone. In Filipino culture, the SELF is deeply rooted in the
● is the person regarded as an individual relationships community. and shared identity. Unlike
apart from all others Western ideas of individualism, the Filipino self is
● is one's identity shaped by strong family ties, social harmony, and
● is expressed in the first person collective responsibility.
● is a dynamic, responsive process that
structures neural pathways according to the KEY/ASPECTS OF THE FILIPINO SELF:
past adolescent environment.
● Kapwa (Shared Identity)
● Hiya (Sense of Shame/Respect)
IMPORTANCE ● Utang na Loob (Debt of Gratitude)
● Pakikisama (Harmony and Social
Acceptance)
● Personal Identity ● Bayanihan (Community Spirit)
○ It gives us a sense of who we are,
making us distinct from others.
● Awareness & Growth EASTERN CONCEPT OF SELF
○ Understanding ourselves helps us
improve and make better choices. The Eastern concept self is holistic and relational,
● Decision Making focusing on interconnectedness rather than
○ It guides how we think, feel, and act individualism. It emphasizes harmony, duty, and a
in different situations. balance between personal and social roles.
● Relationships
○ Knowing yourself helps us build ● Collectivism - The self is defined by
better connections with others. relationships, family, and society rather than
● Purpose & Meaning individuality.
○ It helps us set-goals and find ● Interconnectedness - The self is not
meaning in life. separate but part of a larger whole, such as
nature, family, or the universe.
● Harmony and Balance - Maintaining inner
CONSTITUTION OF SELF peace and social harmony is more
important than personal desires.
● Spirituality and Selflessness Many
● AGENT SELF - also known as the Eastern philosophies, like Buddhism and
executive self, is the part of you that takes Hinduism, focus on detachment, from ego
action, makes decisions, and controls and materialism.
behavior. ● Duty and Responsibility Concepts like
○ It is responsible for setting goals, Dharma (Hinduism) and Ren
solving problems, and making (Confucianism) emphasize moral
obligations and respect for others.
● Socrates was the first thinker to focus on
WESTERN CONCEPT OF SELF the full power of reason on human self: Who
we are, who we should be, and who we will
The Western concept of self often focuses on become.
individualism, personal autonomy, and the notion of ● The soul strives for wisdom and perfection,
self expression. It highlights the uniqueness of each and reason is the soul's too to achieve an
person and emphasizes the idea of being an exalted state of life.
independent agent with personaL rights, choices, ● Our preoccupation with bodily needs such
and responsibilities as food, drink, sex, pleasure, material
possessions, and wealth keep us from
KEY/ASPECTS OF THE WESTERN SELF: attaining wisdom.
● A person can have a meaningful and happy
● Individualism - The self is considered life only if he becomes virtuous and knows
separate from others, with personal identity the value of himself that can be achieved
and experiences taking precedence. through constant soul-searching.
● Self-Actualization - The idea of becoming ● For him, this is best achieved when one
the best version of oneself, seeking tries to separate the body from the soul as
fulfillment, and personal growth (eg. much as possible.
Abraham Maslow's hierarchy of needs).
● Autonomy and Freedom - Personal
independence, freedom to make choices, PLATO
and self reliance are central values.
● Ego and Self-Identity Emphasis - on the ● A Student of Socrates
development of a unique, often self ● Philosophy of the self can be explained as a
contained identity based on inner desires, process of self-knowledge and purification
ambitions, and achievements. of the soul.
● Rationality and Agency - The self is often ● He believed in the existence of the mind
seen as a rational being with the power to and soul.
reason and make logical choices ● Mind and soul is given in perfection with
God.
PHILOSOPHICAL PERSPECTIVE OF SELF SOUL HAS 3 PARTS
● Rational Soul
SOCRATES ○ Reason and intellect
○ Divine essence that enables us to
think deeply, make wise choices,
"An Unexamined Life Is Not Worth Living." and achieve a true understanding of
eternal truths.
● Every man is dualistic ● Spirited Soul
● Composed of body and soul ○ Emotion and passion
● Two important aspects of his personhood: ○ Basic emotions such as love, anger,
○ BODY - imperfect and impermanent ambition, empathy and
○ SOUL - perfect and permanent aggressiveness.
● Appetitive Soul
2 DICHOTOMOUS REALMS ○ Basic needs
○ Includes our basic biological needs
● Physical Realms such as hunger, thirst, and sexual
○ Changeable, transient and desire.
imperfect.
○ The body belongs to the realm.
● Ideal Realm
○ Unchanging, eternal and immortal.
○ The soul belongs to this realm.
● The 3 elements of ourselves are a dynamic
relationship with one another, the
responsibility of our Reason to sort things LOCKE
out and even exert, restoring a harmonious
relationship among the three elements of
ourselves. ● Self is consciousness.
● Plato believes that genuine happiness can ● The human at birth is tabula rasa or blank
only be achieved by people who state.
consistently make sure that their reason is ● He felt that the self is constructed primarily
in control of their spirits and appetites. from a sense of experiences.
● Locke theorized that when they are born, all
babies know absolutely nothing.
ARISTOTLE ● He argued that the inside of a baby's brain
was empty-ready to learn everything
through experience.
● A student of Plato
● The body and soul are not two separate
elements but are one thing. HUME
● The soul is simply the form of the body and
is not capable of existing without the body.
● There is no self
KINDS OF SOUL ● Self is simply a bundle or collection of
different perceptions, which succeed each
● Vegetative other with an inconceivable rapidly and are
○ Includes the physical body that can in a perpetual flux and movement.
grow. ● The idea of personal identity is a result of
● Sentient Imagination. There is no self.
○ Includes desires, feelings and ● The constructs of its own reality create a
emotions. world that is familiar and predictable.
● Rational ● Through our rationality, the self transcends
○ is what makes man human. It a sense of experience.
includes the intellect that makes
man know and understand things.
GILBERT RYLE
ST. AUGUSTINE ● "I act therefore I am" In short, the self is the
same as bodily behavior.
● Integrated the ideas of Plato and ● The self is the way people behave.
Christianity.
● Augustine's viewH of the human person
reflects the entire spirit of the medieval
world.
PAUL CHURCHLAND
● The soul is united with the body so that may
be entire and complete. ● The self is inseparable from the brain and
physiology of the body.
● All we have is the brain so, if the brain is
DESCARTES gone, there is no self.
● The physical brain and not the imaginary
The act of thinking about self or being self mind, gives our sense of self.
conscious - is in itself proof that there is self. ● The mind does not really exist.
● The self is the brain.
2 DISTINCT ENTITIES
1. Cogito - the things that think mind. MAURICE MERLAEU-PONTY
2. Extensa - the extension body.
● The self is embodied subjectivity. ● The child is not yet capable of
● The idea that the self is embodied understanding the roles they are mimicking
subjectivity suggests that our sense of self but is merely learning through observation.
is fundamentally tied to our physical body
and lived experience. THE PLAY STAGE
● The self is embodied subjectivity
● The idea that the self is embodied ● Occurs around ages 2 to 6, children begin
subjectivity suggests that our sense of self to engage in more active role taking.
is fundamentally used to our physical body ● They start to understand and take on
and lived experience. specific roles by pretending to be other
people (eg, playing house, pretending to be
SOCIOLOGICAL PERSPECTIVE OF THE SELF a teacher or doctor).
● This helps them understand the behaviors
and perspectives of others.
● However, at this stage, they still tend to
SOCIOLOGY focus on one role at a time and don't yet see
the complexity of multiple roles interacting.
● The study of how human society is
established, its structure and how it works. THE GAME STAGE
● The "self" is how we see and understand
ourselves, and it's shaped by the people ● Occurs around age 7 and beyond, children
around us. start to understand and take on multiple
roles simultaneously.
● They learn how to interact with others in
GEORGE HERBERT MEAD more complex, structured social contexts
(like team games, where they have to
understand and coordinate their role with
THE SOCIAL SELF others).
● children understand the expectations and
rules that govern behavior in society.
● Created through social interaction.
● This leads to the development of the
● Process started in childhood with children
"generalized other," the broader
beginning to develop a sense of self at
understanding of how society or a group
about the same time that they began to
expects them to behave.
learn language.
● They become aware of the social dynamics
● He believed that our self-identity doesn't just
and begin to Internalize societal roles,
come from inside us, but is shaped by social
developing a more complex self-concept.
interactions and the roles we take on in
different situations.
CHARLES COOLEY
3 STAGES OF ROLE PLAYING
DEVELOPMENT
● Charles Cooley was George Mead's
colleague.
THE IMITATION STAGE (PREPARATORY ● The looking glass self refers to the notion
STAGE) that the self develops through our
perception of others evaluation and
● Occurs from birth to around age 2, children appraisal of us.
imitate the actions of others without fully ● The image people have of themselves is
understanding the meanings behind those based on how they believe others perceive
actions. them.
● They copy behaviors and gestures they see
in adults or significant figures in their 1. We imagine how others see us (like
environment. how they might view our appearance
or actions).
■ Material Self
2. We imagine how they judge us ■ Social Self
(whether they think we're smart, ■ Spiritual Self
kind, etc.).
3. We feel about ourselves based on CARL ROGERS
that (if we think they like us, we feel
good, if not, we might feel bad).
● Carl Rogers had come up with his
● In short, we shape our self-image based on conception of self through the intervention
how we think others perceive and evaluate he used for his client, the person centered
us. therapy.
● Rogers believed that people must be fully
honest with themselves in order to have
personal discovery on oneself.
ERVING GOOFMAN ○ Perceived self - how the person
sees self & other sees them.
● "People routinely behave like actors on a ○ Real self - how the person really is.
stage. ○ Ideal self - how the person would
● Everyday social life becomes theatrical. like to be.
● There are roles, scripts and actions. Daily
life as a series of stagecraft rules."
● He believed that the meaning of SELF is DAVID LESTER
constructed through interaction.
● INTERACTION ORDER - what we do in the MULTIPLE VERSUS UNIFIED SELF
immediate presence of others.
● DRAMATURGY - sees social interactions ● The construction of multiple selves varies
as performances, where people play across different roles and relationships.
different roles depending on the situation, ● Coping with different selves constitutes a
always aware of how they are being formidable task among adolescents.
watched and judged by others. ● These challenges contribute heavily to the
young person’s struggle for a unified
self.
PSYCHOLOGICAL PERSPECTIVE OF THE
SELF
DONAL WINNICOTT
WILLIAM JAMES
TRUE VS. FALSE SELF
SELF HAVING 2 ASPECTS
● The function of false self is to hide and
protect the true self
● I SELF
● people tend to display the false self to
○ refers to the self that knows who he
impress others.
or she is thinking, acting and feeling
self.
○ reflects the soul of a person or what
is now thought of the mind and is
called the pure ego.
● ME SELF
○ the empirical self ANTHROPOLOGICAL PERSPECTIVE OF THE
○ refers to describing the person's SELF
personal experiences and further
divided into subcategories:
● Artifacts
ANTHROPOLOGY ● Mummification
● Tomb Architecture
● the study of humans, their societies,
cultures, and behaviors across time and
space. BIOLOGICAL ANTHROPOLOGY
● It seeks to understand how people live, how
societies are organized, and how cultures
and human behaviors evolve. ● Examines the biological aspects of humans,
● Anthropologists explore both the biological like evolution, geneties, and how humans
and cultural aspects of humanity, looking at have adapted to different environments.
how we have developed and how we This branch also looks at human fossils and
interact with each other and our primates to understand human evolution.
environments.
EXAMPLE:
● In anthropology, the self is seen as
something shaped by culture and society. ● For example, biological anthropologists
○ Instead of being just an individual might study the remains of early human
thing, the self is influenced by the ancestors like Australopithecus or Homo
people, values, and norms of the habilis.
community around us. ○ They would look at their bone teeth,
and skulls to understand how
humans evolved over time.
CULTURAL ANTHROPOLOGY ● By examining these fossils, biological
anthropologists can learn about:
● Focuses on understanding cultures, ○ How early humans walked (did they
customs, beliefs, and practices of different walk upright or not?)
societies, both past and present. It looks at ○ The size of their brains (this helps us
things like language, religion, social understand how intelligence
structures, and daily life. evolved)
○ Physical adaptations (like the
EXAMPLE: development of tools or the ability to
● Cultural anthropologists might study how survive in different environments).
weddings are not just a union between two
individuals but are also deeply embedded in
family structures, social expectations, and LINGUISTIC ANTHROPOLOGY
cultural practices.
● They would explore how rituals like the ● Studies language and how it shapes somal
exchange of vows, prayers, or specific life. Linguistic anthropologists explore how
customs (such as the tying of a knot or the language influences culture, identity, and
fire ritual), symbolize unity, respect for communication within different communities.
traditions, and roles within society.
EXAMPLE:
● How words or phrases are used differently
ARCHEOLOGY in certain communities.
● How language reflects social status, like
● Studies past human societies through how people speak formally at work vs.
material remains like tools, pottery, and informally with friends
buildings. Archaeologists dig up artifacts to ● How language changes over time, like the
understand how people lived in the past rise of new slang or the influence of other
languages.
EXAMPLE:
