NDSIENA-self NI MAAM UNDERSTANDING THE SELF

TITE

1. MARY NANCY PALMES GADIAN, LPT, MAED Doctor of Philosophy (C) NDP Batch’85

2. Understanding the self 3 UNITS 1.5 hours (MONDAY AND THURSDAY) – (3 hours every week) 48 hours in a semester 9:00-10:30 A.M.

3. Module 1 Meet and Greet My Home My School

4. Intended Learning Outcomes At the end of the module, you will be able to: Explain the program and your institution’s vision-mission statements and objectives Focus your attention s well as listen wholeheartedly and openly to each member of the class during sharing sessions Demonstrate self-understanding and self-acceptance

5. What is “Understanding the self?” Is it important in the curriculum? How will it help you as a student and as a person?

6. Activity 1 Sharing Oneself Share yourself with others by proviiding the following informations; Your name Your positive ttribute or characteristics that begins with the first letter of your surname (e.g. Gadian-Gorgeous) The school where you came from Your reason for studying in this institution Your feeling to be in the class

7. Module 2 Concept and Nature of Self WHO AM I?

8. Intended Learning Outcomes At the end of this module, you will be able to: explain the nature, concept, and meaning of teh self describe the nature of teh self from your own point of view discuss the concetualization and representation of teh self from various disciplines and perspectives d evelop a pleasant and wholesome attitude towards oneself.

9. Questions Who are you? How would you describe yourself? Do you love yourself? Why or why not? What are your most grateful for in life? What are the biggest and most important things you have learned in life so far?

10. The Philosophical View of Self

11. SOCRATES: KNOW YOURSELF - is principally concerned with man. He consider a man from the point of view of his inner life. His famous line ”KNOW YOURSELF”- tells each man to bring his inner self to light. - A bad man is not virtuous through ignorance; the man who does not follow the good fails to do so because he does not recognize it.

12. The core of Socratic ethics – is the concept of virtue and knowledge . Virtue - is the deepest and most basic propensity of man. Knowing one’s own virtue is necessary and can be learned. Since virtue is innate in the mind and self- knowledge is the source of all wisdom , an individual may gain possession of oneself and be one’s own master through knowledge .

13. Plato: The Ideal Self, the Perfect Self -According to Plato man was omniscient or all-knowing before the came to be born into this world. -With this separtion from the paradise of TRUTH and KNOWLEDGE and his long exile on earth, he forgot most of the knowledge he had. However, by constrast remembering through contemplation and doing good , he can regain his former perfections .

14. - Man who is an exile on earth has a guiding star, a model or a divine exemplar which he must follow to reach and attain his destony. In practical terms, this means that man in this life should imitate his former self, mores epcifically, he should live a life of virtue .

15. HAPPINESS, WHICH IS THE FRUIT OF VIRTUE, IS ATTAINED BY THE CONSTANT IMITATION OF THE DIVINE EXEMPLAR , OF VIRTUE, EMBODIED IN MAN’S FORMER PERFECT SELF.

16. IMMANUEL KANT – RESPECT FOR SELF Man who governs and directs himself and his actions, who sets up ends for himself and his purpose, and who freely order means for the attainment of his AIMS. Every man is thus an end in himself and should never be treated as a means- AS PER ORDER of the Creator and the natural order of things. This rule is a plain dictum of REASON and JUSTICE

17. IMMANUEL KANT – RESPECT FOR SELF Respect others as you would respect yourself. A person should not be used as a tool, instrument, or device to accomplish another’s private ends. Thus, all menare persons gifted with the same basic rights and should treat each other as equals.

18. Rene’ Descartes: “I think, therefore I am” Descartes startes that the self is a thinking entity distinct from the body. His firdt famous principle was ‘Cogito, ergo sum”, which means “I think, therefore I am”. Although the mind and the body are independednt from each other and serve their own function, man must use his own mind and thinking abilities to investgate, analyze, experriment, and develop himself.

19. Descartes' dualism of mind and matter implied a concept of human beings. A human was, according to Descartes, a composite entity of mind and body. Descartes gave priority to the mind and argued that the mind could exist without the body, but the body could not exist without the mind.

20. John Locke: Personal Identity -holds that personal identity (the self) is a matter of psychological continuity . For him, personal identity is founded on consciousness (memory), and not on the substance of either the soul or the body .

21. John Locke: Personal Identity - Personal identity is the concept about oneself that evolves over the curse of an individual’s life. - It may include aspects of life that man has no control over such as where he grew up or the color of the skin , as well as the choices he makes, like how he spends his time and what he believes.

22. David Hume: The Self is the Bundle Theory of Mind - Hume is skeptical about the existence of the self, specifically, on whether there is simple, unified self that exists over time. -For him, man has no “no clear and intelligible” idea of the self. -He posits that no single impression of the self exists; rather, the self is just, the thing to which all perceptions of a man is ascribed.

23. David Hume: The Self is the Bundle Theory of Mind - Put simply, a person can never observe oneself without some other perceptions. -Thus, Hume asserts that what we call the “SELF” is really just “ a bundle or collection of different perceptions which succeed each otehr with an conconceivable rapidity.

24. David Hume: The Self is the Bundle Theory of Mind Moreover, even if there were such an impression of teh self, it would have to remaqin constant over time to cosntitute identity. However, man’s impressions vary and always change. Even attempts to have impressions of tehs elf must fail for all these attempts are really just occasions for one to notice perceptions.

25. The Christian or Biblical View of Self The Hoy Bible: God created man in his image ; in the divine image He created him’ male and female He created them. God blessed them, saying, “ Be fertile and multiply; fill the earrth and subdue it. Have dominion over the fish of the sea, the birds in the air, and all the living things that move on the earth” Genesis 1:24-28

26. According tot he Holy Writ- man following his redemption by the Savior from eternal bondage, now shares in the infinite merits of his Redeemer and has become not only the i heritor of the new earth but also the heir of heavenly kingdom. Thus, it is appropriate to think of the “ SELF” as the multi-jeweled crown of creation –the many gems thereof representing and radiating the glorious facets of man’s self that include the physical, intellectual, moral, religious, social, political, economic, emotional, sentient, aesthetic, sensual, and sexual aspects.

27. emotional religious aesthetic moral sentiment Sensual and sexual physical rationall spiritual political intellectual social economic The Crown Creation of self

28. St. Augustine: Love and Justice as the Foundation of the Individual Self - St. Augustine believes that a virtuous life is a dynamisn of love. It is a cosntant following of and turnoinh towards love while a wicked life is a constant, turning away from love. -Loving God means- loving one’s fellowmen; and loving one’s fellowmen, denotes never doing any harm to another or as the golden principle of justice states, doing unto others a you would have them do unto you.

29. The Psychological View of SELF

30. Sigmund Freud: The Psychoanalytic Theory of Self  (born May 6, 1856, Freiberg,  Moravia , Austrian Empire [now Příbor , Czech Republic]—died September 23, 1939,  London , England) was an Austrian neurologist and the founder of  psychoanalysis

31. Freud’s asserts that the human psyche (personality) is structured into three parts (tripartite) These structures are: Id Ego Super ego These three structures are systems and not physical parts of teh brain. Although each part comprises unique features and contributes to an individuals’s behavior , they interact to form a whole.

32. PARTS OF PERSONALITY Id (internal desires) – also called internal drives or instinctive drives, it consists of teh body’s primitive biological drives and urges which are concerned only with achieving pleasure and self-satisfaction. Id lives completley in the unconscious. Ego (reality) – it is “I”part of teh individual that gives him/her the sense of his/her own identity. The ego is the rational part of teh personality Superego (conscience) - It is teh aprt of the personality concerned with morals, precepts, standards,a nd ideas. The superego is also called critical faculty of teh personality

33. Freudian Stages of Psychosexual Development Freud also argues that the development of an individual can be divided inti distinct stages characterized by sexual drives. As a person grows, certain areas become sources of pleasure, frustration or both. Oral. From birth to the end of the first year, the mouth becomes the part of the body through which gratification is secured. Anal. (explusive phase). From the age 2 to 3 years, the child derives the feelings of pleasure or pain from defecating. It covers the toilet-training period.

34. Phallic. From the ag e of 3 to 6 years. The child get curious about his/her genital and becomes attached tot he parent of the opposite sex. The attraction of a boy to his mother is called OEDIPUS complex, while that of a girl father is called ELECTRA complex . Latency. From the age of 10 to 12 years, sexual motivations presumably recede in importance as the child becomes preoccupied with developing skills and other activities. Genital. After puberty, the deepest feelings of pleasure presumably come from heterosexual relations

35. Erik Erikson: The Psychosocial Stages of Self-development Erick was primarily concerned with how both psychological and socail factors affect the development of iindividuals. He has formuated eight major stages of development, each posing a unique development task and simultaneously presenting the individual with a crisis that he/she must overcome.

36. Erik Erikson: The Psychosocial Stages of Self-development As defined by Erickson, a crisis is not “a threat of catastrophe but a turnong point, a crucial period orf increased vulnerability and heightened potential” (Erickson, 1968, p. 96). Accordingly, individuals develop a healthy personality by mastering “life’s outer and inner dangers.”

37. The eight stages in Erikson’s theory are:

38. End of module 1 and 2