UNDERSTANDING THE SELF

PHILOSOPHY (PHILSOPHICAL SELF)

SOCRATES

▪ “body and soul”, “imperfect and perfect”, & “impermanent and permanent”.
▪ Ancient Greek Philosopher who is concerned with the problem of SELF.
▪ True task of a philosopher – to know one self.

PLATO

▪ “body and soul” in which soul has 3 components

▪ Rational (reason and intellect), Spirited (in charge of emotions), appetitive (base desires)
▪ Student of Socrates, author of Republic, his magnus opus.
▪ Goal for the harmonious relationship of the 3 components of soul “ Justice” (the person
becomes just and virtuous-good)

AUGUSTINE

▪ Body (Imperfect) & Soul (Immortal)

▪ Goal: Communion with the divine

ST. THOMAS AQUINAS

▪ Matter or Hyle – stuff that make up the universe e.g., Body

▪ Form or Morphe – essence of a substance or thing e.g., Soul, which makes us human person and
not a dog
▪ Considered as the most eminent 13th century scholar and stalwart of the medieval philosophy.
Famous for his “Summa Theologica”

RENE DESCATES

▪ Cogito – the thing that thinks (mind/soul); Extenza – extension of the human mind (body); Self –
a thinking thing that doubt, understands, affirms, denies, wills, refuses, imagines, and perceives.
▪ A French Philosopher, considered as the Father of Modern Philosophy. He argues that one
cannot doubt the existence of self “cogito ergo sum”
DAVID HUME

▪ Self if simply a combination of all experiences with a particular person

▪ It is a bundle of collection of different perspective; not a unified, coherent self, a soul or mind
just like previous philosophers thought
▪ Scottish as fuck “empiricist – mahilig sa emp”

IMMANUEL KANT

▪ Self is the seat of knowledge acquisition for all human persons, which the mind organizes, and
not only a mere combination of impression of Hume.
▪ GERMAN – NEIN

GILBER RYLE

▪ British philosopher “denies the mind and body dichomy; denies the concept of an internal and
nonphysical self”.
▪ SELF – is non-existent as in a “university, which cannot find but a mere library, football field,
administrators and staff, students or campus, people, systems and territory
▪ For Ryle, self is simply the convenient name that people use to refer to all the behaviors that
people make.
▪ Biggest Socrates and Plato Hater.

MERLEAU-PONTY

▪ French philosopher – argues that self has mind and body, which are intertwined that they
cannot be separated from one another.
▪ “The living body, his thoughts, emotions and experiences are all one”
SOCIAL (SOCIAL SELF)

STEVENS (1996) - CHARACTERISTICS:

▪ Separate - distinct from others; unique; has its own identity

▪ Self-Contained and independent - allows to have its own thoughts, character and volition
(will); can exist from each other
▪ Consistent -personality is enduring; may persist some time.
▪ Unitary - center of all experiences
▪ Private - sorts out information, feelings and emotions, thought processes within the self not
accessible to anyone but the self

SELF AS PRIVATE:

▪ suggests that it is isolated from the external world

▪ always at the mercy of external circumstances
▪ ever-changing; dynamic
▪ Allowing external influence es to take part in its shaping

SELF AND CULTURE

▪ Marcel Mauss' Dilemma: Remaining the same person and turning chameleon
▪ Self has two faces: Personne and Moi
▪ Personne: what it means to live in a particular institution, family, religion, nationality and
expectations/influences from others

▪ Moi: Person's sense of who he/she is, body, basic identity as a person, biological make-up

SELF AND THE SOCIAL WORLD

▪ This is in line with the social constructionist perspective.

▪ Self is not static; it is in increasing flux or continuous change.
▪ It is influenced by social lives hence truly multifaceted.
▪ Ex. Angel: BU Professor, loving wife, daughter, friend, co-worker, etc.
SELF IN FAMILIES

▪ Connection between self and social world (families apart from different institutions)
▪ The kind of family that. we are born in, resources available to us (human, spiritual, economic),
and the kind of development that we have will certainly affect us as we go through life.
▪ Family initiates us by: imitating or Indirectly taught us through rewards and punishments
▪ Subtle means (like the tone of the voice)
▪ (socialization)

GENDER AND SELF

▪ Subject to alteration, change and development

▪ Gender roles are dictated by culture and society, which should not be the case. This should be
personal.
PSYCHOLOGY (PSYCHOLOGYCAL SELF)

PSYCHOLOGYCAL SELF

▪ The ideal self is the person you want to be.

▪ Self-image refers to how you see yourself at this moment in time.
▪ Self-esteem is how much you like, accept, and value yourself.

WILLIAM JAMES’ CONCEPT OF I AND ME

▪ I - Thinking, acting, and feeling self

▪ Me - Physical characteristics, psychological capabilities

CARL ROGER’S CONCEPT OF I AND ME

▪ I - Acts and decides

▪ Me - Thinks and feels

IDENTITY

▪ Personal characteristics, social roles, responsibilities, affiliations

SELF CONCEPT

▪ The image we have of ourselves.

SCHEMA

▪ Interests, work, course, age, name, and physical characteristics, among others
▪ Cognitive framework we use to categorize different types of world knowledge.
SELF SCHEMA

▪ Organized system or collection of knowledge about who we are.

THE THREE STRUCTURES OF PERSONALITY

▪ Id: The primitive and instinctive component of the psyche.

▪ Ego: The conscious component of the psyche.
▪ Superego: The voice of conscience of the psyche.

PSYCHOSEXUAL STAGES

▪ Oral: Mouth.
▪ Anal: Anus.
▪ Phallic: Penis or Clitoris.
▪ Latent: Little to no psychosexual development present.
▪ Genital: Penis or Vagina.

SELF-AWARENESS

▪ PRIVATE SELF - Internal standards and innermost thoughts and feelings.

▪ PUBLIC SELF - public image, the qualities that are shown to people.

SELF-SCHEMA VS. SELF-CONCEPT

▪ Self-concept refers to the image we have of ourselves, or who we believe we are.

▪ Self-schemas are subsets of our self-concept related to various cognitive aspects.

CONCIOUS VS AWARENESS

▪ “Self-conscious is aware of themselves as themselves.”

▪ “Social awareness correlates to self-esteem.”
TWO KINDS OF SELF-ESTEEM:

▪ High Self-Esteem: outgoing, adventurous, adaptable.

▪ Low Self-Esteem: People with low self-esteem generally feel less confident and sometimes have
a hard time loving themselves.

NARCISSISM ( BIDA BIDA )

▪ In an attempt to increase or maintain self-esteem, some people become narcissistic.

▪ A trait characterized by overly high self-esteem, self-admiration, and self-centeredness.

EASTERN THOUGHTS

▪ CONFUCIANISM - can be seen as a code of ethical conduct, of how one should properly act
according to their relationship with other people. Focused on having a harmonious social life.
Hierarchal for the purpose of maintaining order and balance.
➢ "Self-cultivation = ultimate goal in life"
➢ "Chun Tzu = a man of virtue or noble character"
➢ "subdued self = cultivated self in Confucianism"
▪ TAOISM
➢ living in the way of the Tao or the universe
➢ rejects having one definition of what the Tao is, and one can only state clues of what it
is.
➢ rejects the hierarchy brought by Confucianism and would prefer a simple lifestyle.
➢ "The self is not just an extension of the family or the community but one of the
forms and manifestations of the Tao."
➢ "selflessness = ideal self, but this is not forgetting about the self."
➢ "selflessness = living a balanced life with society and nature"
 ▪ BUDDHISM (BDSM)
➢ self is seen as an illusion, born out of ignorance, of trying to hold and control things, or
human-centered needs
➢ the self is the source of all these sufferings
➢ the quest is to forget about the self

WESTERN THOUGHTS

▪ looks at the world in dualities wherein you are distinct from the other person. the creator is
separate from the object he created, in which the self is distinguished and acknowledged
▪ “the focus is always on the self”
➢ You compare yourself in order to be better
➢ You create associations and bask in the glory of the group for your self-esteem
➢ You put primacy in developing yourself
▪ Loose associations or even loyalty to their group
▪ Competition
▪ Equality
PHYSICAL AND SEXUAL SELF

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DEVELOPMENTAL ASPECT OF THE REPRODUCTIVE SYSTEM

▪ This involves the biological changes and maturation of the reproductive organs from infancy to
adulthood. It encompasses the processes of puberty, hormonal changes, and the development
of secondary sexual characteristics.

EROGENOUS ZONES

▪ Erogenous zones are areas of heightened sensitivity to sexual stimulation, such as the lips, neck,
and genitalia. Recognizing these zones is crucial for understanding sexual arousal and pleasure.
➢ Mouth
➢ breasts
➢ genitals
➢ anus
➢ neck
➢ thighs
➢ abdomen
➢ feet

HUMAN SEXUAL BEHAVIOR

▪ Human sexual behavior encompasses any activity, whether solitary, between two individuals, or
in a group, that induces sexual arousal. Two major factors influence human sexual behavior. First,
there are inherited sexual response patterns evolved to ensure reproduction, becoming part of
each individual's genetic inheritance. Second, the expression of sexuality is influenced by the
degree of restraint or other societal influences on the individual.

TYPE OF HUMAN SEXUAL BEHAVIOR

▪ Solitary Behavior
➢ Self-gratification refers to self-stimulation leading to sexual arousal and climax, typically
occurring privately. It is more common among the unmarried, with males engaging in it
more frequently than females. The frequency varies widely among individuals and tends
to decrease as they enter sociosexual relationships.
 ▪ Sociosexual Behavior
➢ In human research, sociosexual behavior refers to sexual activities outside of a
committed relationship, encompassing a range from non-genital affection to sexual
intercourse. Petting involves various forms of touching, including genital stimulation,
often as an expression of affection and a prelude to coitus. Coitus, defined as the
insertion of the male reproductive organ into the female reproductive organ, is
perceived differently in society based on marital status. Marital coitus is generally seen
as an obligation in many societies.

PHYSIOLOGY HUMANRESPONSE

▪ Excitement Phase:
➢ The excitement phase is the initial stage of the sexual response cycle characterized by
increased arousal. Physiologically, there is an influx of blood to the genital region,
leading to vasocongestion and the engorgement of sexual organs. Other physical
responses include increased heart rate, muscle tension, and heightened sensitivity.

▪ Plateau Phase:
➢ The plateau phase follows excitement and involves a continuation and intensification of
the physiological changes initiated in the excitement phase. Sexual tension and arousal
reach a peak, and the body further prepares for sexual climax. Physiological responses,
such as increased muscle tension and heart rate, continue to build up.

▪ Sexual Climax:
➢ The sexual climax, or orgasm, is the peak of the sexual response cycle. It involves a series
of rhythmic contractions of the pelvic muscles, leading to intense pleasure.
Physiologically, there is a release of accumulated sexual tension, accompanied by
heightened heart rate, rapid breathing, and muscle contractions. Both men and women
may experience orgasm, but the physiological responses can vary.

▪ Resolution Phase:
➢ The resolution phase marks the conclusion of the sexual response cycle. During this
phase, the body gradually returns to its pre-arousal state. Physiological responses, such
as decreased heart rate and muscle relaxation, occur. In males, there is a refractory
period during which arousal and orgasm are temporarily inhibited. In females, there is
generally a shorter refractory period, allowing for the potential for multiple orgasms.

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SEXUAL PROBLEMS

▪ Physiological
➢ Are problems pertaining to the abnormal development of the genitalia or the
neurophysiology that controls the sexual response. Some of these problems are solved
through medication and surgeries.
▪ Psychological Problems
➢ Are problems usually caused by socially induced inhibitions, maladaptive attitudes,
ignorance and sexual myths held by the society.
o a.) Premature Emission – premature release of the semen due to being sexually
deprived.
o b.) Erectile and ejaculation dysfunction - inability of the male genitalia to erect,
or ejaculate.
o c.) Vaginismus- is a spasm in the pelvic musculature constricting the female
reproductive organ
▪ Social Problems
➢ Are problems caused by the standards a certain society upholds with regards to having
sex. May cause sex deprivation to individuals which may lead to other problems like
harassment and etc.

SEXUALLY TRANSMITTED DISEASES (STDS)

▪ Knowledge about sexually transmitted diseases (STDs) involves understanding their causes,
symptoms, prevention, and treatment. Safe sexual practices and regular screenings are crucial
for preventing and managing STDs
DIFFERENTIATION OF NATURAL AND ARTIFICIAL METHODS OF CONTRACEPTION

• The differentiation between natural and artificial methods of contraception lies in the
approaches used to prevent pregnancy. Natural methods rely on understanding and monitoring
a woman's fertility cycles to identify fertile periods and avoid intercourse during those times.
Examples include fertility awareness methods. Artificial methods involve the use of external
devices, pharmaceuticals, or medical procedures to prevent conception. This category includes
barrier methods like condoms, hormonal methods such as birth control pills, and surgical
interventions like vasectomy or tubal ligation. Each method has distinct characteristics,
effectiveness rates, and considerations, providing individuals and couples with a range of options
for family planning.
RELIGIOUS SELF

DURKHEIM ON RELIGION

▪ Social Origin of Religion:

➢ Durkheim argued that religion is not divinely inspired but is a product of society. It is a
collective representation expressing collective realities and is inherently social in nature.

▪ Function of Religion:
➢ Durkheim identified the social function of religion as a source of solidarity, cohesion, and
identity for individuals within a society. It provides a moral framework, authority figures,
and a sense of purpose, reinforcing collective norms.

▪ Division of the Sacred and the Profane:

➢ Durkheim observed that religions universally involve the division of the world into the
sacred and the profane. Sacred elements are those endowed with religious meaning and
moral superiority, while the profane encompasses everything else.

▪ Role in Social Cohesion:

➢ Religion acts as a source of social control, maintaining collective beliefs and practices. It
reinforces shared morals, provides a meaning for life, and serves as a communication
and gathering medium for individuals.

▪ Collective Beliefs and Practices:

➢ Durkheim emphasized that the essence of religion lies in a body of collective beliefs and
practices endowed with authority. Temples, priests, and rituals are superficial elements;
the core is a set of shared beliefs shaping social life.

▪ Theoretical Framework:
➢ Durkheim used a case study of Australian aborigines in "The Elementary Forms of the
Religious Life" to illustrate his points. He aimed to demonstrate that religion is a social
construct, not a supernatural phenomenon, and to identify common elements in
religious beliefs across cultures.
 ▪ The Sacred and the Profane Interaction:
➢ The sacred and the profane are interdependent; each relies on the other for survival.
The sacred world gives meaning to the profane, and vice versa. This interaction forms a
fundamental aspect of religious systems.

▪ Religious Symbols and Collective Ideals:

➢ Durkheim suggested that sacred things are collective ideals attached to material objects.
The totem, as a religious symbol, represents the collective and anonymous force of the
clan, embodying the god.

▪ Science and Religion:

➢ Durkheim distinguished between the realms of science and religion. While
acknowledging the reality of religious experiences, he critiqued religion's claim to
dogmatize the nature of things. He emphasized that science, too, has limitations in
understanding itself.

RELIGION

▪ A belief in anthropomorphic supernatural beings, such as spirits and gods.

▪ A focus on the sacred supernatural, where sacred refers to feelings of reverence and awe.
▪ The presence of supernatural power or energy that is found in supernatural beings as well as
physical
▪ beings and objects.
▪ The performance of ritual activities that involve the manipulation of a sacred object to
communicate
▪ to supernatural beings and/or to influence control events.
▪ The articulation of world view and moral codes through narratives and other means.
▪ Provide the creation and maintenance of social bonds and mechanism of social control within a
▪ community; provide an explanation for the unknown and a sense of control for individuals.
RITUAL

• Ritual is the performance of ceremonial acts prescribed by a tradition or sacred law. Ritual is a
specific, observable mode of behavior exhibited by all known societies. lt is thus possible to view
ritual as a way of defining or describing humans.
• There are three fundamental characteristics of rituals according to Penner
➢ a feeling or emotion of respect, awe, fascination, or dread in relation to the sacred.
➢ dependence upon a belief system that is usually expressed in the language of myth.
➢ is symbolic in relation to its reference.

DIFFERENT RELIGIONS AND BELIEFS

Christianity

▪ Beliefs
➢ Central belief in the Trinity (Father, Son, Holy Spirit), salvation through Jesus Christ.
▪ Customs and Practices
➢ Worship services, sacraments (e.g., baptism, communion), prayer, reading the Bible.
▪ Important Days
➢ Christmas (birth of Jesus), Easter (resurrection), Good Friday, Sunday worship.

Islam

▪ Beliefs
➢ Monotheism, belief in the Prophet Muhammad as the final messenger.
▪ Customs and Practices
➢ Five daily prayers, fasting during Ramadan, pilgrimage to Mecca (Hajj), charity (Zakat).
▪ Important Days
➢ Eid al-Fitr (end of Ramadan), Eid al-Adha (celebrating sacrifice), Friday prayers.
Judaism

▪ Beliefs
➢ Monotheism, covenant with God, importance of Torah
▪ Customs and Practices
➢ Sabbath observance, circumcision, dietary laws (kashrut), synagogue worship.
▪ Important Days
➢ Shabbat (Sabbath), Rosh Hashanah (New Year), Yom Kippur (Day of Atonement),
Passover.

Hinduism

▪ Beliefs
➢ Diverse beliefs, reincarnation, karma, various deities.
▪ Customs and Practices
➢ Puja (worship ceremonies), yoga, festivals (Diwali, Holi), pilgrimage (e.g., Varanasi).
▪ Important Days
➢ Diwali (Festival of Lights), Holi (Festival of Colors), Navaratri, Raksha Bandhan.

Buddhism

▪ Beliefs
➢ Four Noble Truths, Eightfold Path, concept of Nirvana.
▪ Customs and Practices
➢ Meditation, ethical conduct, mindfulness, temple rituals.
▪ Important Days
➢ Vesak (Buddha's birth, enlightenment, death), Magha Puja, Asalha Puja.
FINDING AND CREATIN MEANING IN LIFE

▪ Dr. Viktor E. Frankl, a prominent figure in the study of self, asserts that the meaning of life is
found in discovering a purpose and taking responsibility for oneself and others. The Viktor Frankl
Institute, established in 1992, emphasizes the importance of a clear "why" in facing life's
challenges. According to Frankl, having a meaningful objective allows individuals to navigate the
complexities of life and contribute to making the world a better place. While the question of the
"meaning of life" is intricate and may have philosophical or transcendental nuances, individuals
are encouraged to define it personally, starting with their own potential and experiences.
Common sayings like "be happy and make others happy," "be content," and "do good" offer
guidance, recognizing that each person's journey towards meaning is unique

LOGOTHERAPHY

▪ Logotherapy, developed by Dr. Viktor E. Frankl, is a psychotherapeutic approach centered on the

belief that the primary human drive is to find meaning in life. Frankl, a Holocaust survivor,
emphasized that individuals can endure challenges and suffering if they discover a purpose.
Logotherapy encourages individuals to identify their unique meaning and values, fostering a
sense of responsibility and choice in facing life's difficulties. It focuses on the present and future,
helping individuals transcend circumstances by finding purpose and fulfilling their unique
potential. The therapy has been influential in the field of existential psychology and offers a
framework for addressing existential questions and promoting psychological well-being.

BASIC CONCEPTS AND GOALS OF FRANKILIAN PSYCHOLOGY

▪ Search for Meaning:

➢ The fundamental driving force in human beings is the search for meaning. Frankl argues
that individuals find purpose and fulfillment by discovering meaning in their lives.
▪ Will to Meaning:
➢ Humans have a "will to meaning" or an innate desire to find purpose. Even in the face of
suffering, individuals can endure and thrive if they find meaning in their experiences.

▪ Freedom of Will:
➢ Logotherapy emphasizes the freedom of will, asserting that individuals have the power
to choose their attitudes and responses to life circumstances, regardless of external
conditions.

▪ Existential Frustration:
➢ Psychological distress often arises when individuals experience an existential vacuum or
a sense of meaninglessness. This frustration can lead to various forms of psychological
and emotional difficulties.

▪ Tragic Optimism:
➢ Frankl introduces the idea of "tragic optimism," suggesting that individuals can maintain
a positive outlook even in the face of tragic or challenging circumstances by finding
meaning in the experience.

▪ Three Central Tenets:

a. Freedom of Will: Individuals have the freedom to choose their responses to life
events.

b. Will to Meaning: Life has meaning under all circumstances, and individuals can find
purpose in their experiences.

c. Meaning of the Moment: Even in difficult situations, individuals can find meaning in
the present moment.
Goals of Logotherapy

▪ Discovering Meaning:
➢ Assist individuals in discovering their unique meaning in life, which can come from
various sources, such as work, relationships, or personal achievements.

▪ Promoting Responsibility:
➢ Goal: Encourage individuals to take responsibility for their attitudes and choices,
fostering a sense of personal agency in creating a meaningful life.

▪ Transcending Suffering:
➢ Help individuals transcend suffering by finding meaning in their experiences, enabling
them to cope with challenges and develop resilience.

▪ Enhancing Well-Being:
➢ Promote psychological well-being by addressing existential concerns and guiding
individuals toward a more purposeful and fulfilling life.

▪ Cultivating Positive Attitudes:

➢ Foster positive attitudes and perspectives, emphasizing that individuals can maintain a
sense of meaning and purpose even in the midst of difficulties.

LOGOTHERAPY ASSUMPTIONS

▪ The human being is an entity consisting of body, mind, and spirit.

➢ According to Frankl, the body and mind are what we have and the spirit is what we free

▪ Life has meaning under all circumstances, even the most miserable.
➢ “Ultimate meaning”. It is something everyone experiences ad it represents an order in a
world with laws that go beyond us.

▪ People have a will to meaning.

➢ Our main motivation for living and acting.
▪ People have freedom under all circumstances to activate the will to find meaning.
➢ We are free to activate our will to find meaning that deals with changes of attitudes
about unavoidable fate.

▪ Life has a demand quality that people must respond to if decisions are to be meaningful.
➢ “The meaning of the moment” which is more practical “ultimate meaning” and can be
done by following the values of society or by following the voice of our conscience.

▪ The individual is unique.

➢ Deals with one’s sense of meaning and is enhanced by the realization that we are
irreplaceable.

GOOD LUCK