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understanding the self

1. Understanding The self Jeremich G. Serafica Instructor I

2. Lesson Overview Philosophical Perspective Sociological Perspective: The Self as a Product of Society An Anthropological Conceptualization of the Self as Embedded in Culture Psychological Perspective of the Self The Western and Eastern Concepts of Self

3. Learning Outcomes At the end of the chapter, you should be able to: Demonstrate understanding of the range of representations and conceptualizations of the self from various disciplinal perspectives; Compare and contrast how the concept of self has been represented across disciplines and perspectives; Examine the different influences, factors, and forces that contribute to the development of self; and Analyze the development of one’s self and identity by creating a theory of self

4. The book Our primary reference is: Understanding the Self by Ma. Joycelyn A. Go- Monilla and Normaliza C. Ramirez (2018)

5. The book

6. The Self from Various Perspectives Who am I SELF What am I? 4. Psychological Perspective 5. Western & Eastern Perspective 1. Philosophical Perspective 2. Sociological Perspective 3. Anthropological Perspectivve The Concept Map

7. Jamboard (pre-lesson activity) Who am I?

8. Understanding The self PHILOSOPHICAL PERSPECTIVE

9. Philosophical perspective What is Philosophy?

10. Philosophical perspective Conceptual Definition Philosophy means “love of wisdom” Employs the inquisitive mind to discover the ultimate causes, reasons and principles of everything. Philosophy goes beyond scientific investigation by exploring all areas of knowledge such as religion, psychology, politics, physics, and even medicine

11. Philosophical perspective Since Philosophy seeks the truth about something Is there always only one answer for every question? (Please Explain) (For example: Is there a God? What is truth? Do we have free will?)

12. Philosophical perspective Socrates: “Know thyself” For Socrates the self is synonymous with the soul. He was the first to focus on the full power of reason on the human self “who we are, who we should be, and who will become.”

13. Philosophical perspective Two Realms: Physical Realm – changeable, transient, and imperfect Ideal Realm – unchanging, eternal, and immortal

14. Philosophical perspective Physical Realm: Our physical body

15. Philosophical perspective Ideal Realm: Intellectual essences of the universe, concepts of truth, goodness, and beauty. The soul belongs to this realm

16. Philosophical perspective Ideal Realm: The soul is the immortal entity It strives for wisdom and perfection The REASON is the main tool of the soul Now the SOUL is tied to the body – the quest for wisdom is inhibited by the imperfection of the physical realm, where it wanders and is confused.

17. Philosophical perspective Socrates suggests that WE must live an examined life and a life of purpose and value An unexamined life is not worth living – we can have a meaningful and happy life only if we can become virtuous and value ourselves. (BUT HOW?) We must begin at the source of all knowledge and significance – THE SELF The Socratic Method – the so-called introspection, a method of carefully examining one’s thought and emotions – to gain SELF-KNOWLEDGE

18. Philosophical perspective Plato: “The Self is an Immortal Soul” He also believes that the self is synonymous with the soul – elaborates on Socrates’ concept of the soul. His philosophy can be explained as a process of self-knowledge and purification of the soul. He introduces three-part of the soul: reason , physical appetite , and spirit or passion .

19. Philosophical perspective Reason Spirit Physical SOUL DYNAMIC RELATIONSHIP

20. Philosophical perspective Soul Reason – divine essence that enable us to think deeply, make wise choices, and achieve a true understanding of eternal truths. Physical appetite – includes our basic biological needs such as hunger, thirst, and sexual desire. Spirit – include basic emotions such as love, anger, ambition, aggressiveness, and empathy.

21. Philosophical perspective Physical Spirit CONFLICT REASON

22. Philosophical perspective Reason must maintain a harmonious relationship between the physical appetite and the spirit Reason should always be in control – to ensure HAPPINESS Under control of Reason is Plato’s concept of JUSTICE . “As such, if man lives in accordance to his nature, then he is giving justice to his existence”.

23. Philosophical perspective To elaborate his vision of Soul: Theory of Forms – What is it? The World of Forms The World of Sense The World of Forms (non-physical ideas) – real and permanent The World of Sense (reality) – temporary and only a replica of an IDEAL WORLD. Therefore, the REAL WORLD is only dependent on the IDEAL WORLD – where the concept of the soul belongs, and the SOUL is regarded as something PERMANENT. Hence, we should give more importance to it rather than the physical body which resides in the WORLD OF SENSE.

24. Philosophical perspective Aristotle: “The Soul is the Essence of the Self” For him, the soul is merely a set of defining features and does not consider the body and the soul as separate entities. Anything with life has a soul – soul is the essence of all living things, thus, the SOUL is the essence of the SELF However, humans differ from other living creatures because of our capacity for rational thinking.

25. Philosophical perspective Aristotle’s discussion of the self centers on the kind of soul possessed by a person: Vegetative Soul – includes physical body that can grow

26. Philosophical perspective Sentient Soul – includes sensual desires, feelings, and emotions

27. Philosophical perspective Rational Soul – is what makes man human – includes the intellect that allows man to know and understand things.

28. Philosophical perspective Aristotle suggests: Rational Nature (SELF) Self-Actualization Lead to a good, flourishing and fulfilling life

29. Philosophical perspective Aristotle: “The Soul is the Essence of the Self” How to achieve happiness? The pursuit of happiness is a search for a good life that includes doing virtuous actions Therefore, a part of the rational soul is characterized by moral virtues such as justice and courage

30. Philosophical perspective Short reflection: What is/are the similar concept/s they suggest about self? How to live life? What aspect/s of life should we give more importance?

31. Philosophical perspective St. Augustine – The Self has an Immortal Soul He integrates the ideas of Plato and teachings of Christianity He believes that the physical body is radically different from and inferior to its inhabitant, the IMMORTAL SOUL. As his thinking matured, he developed a more unified perspective on the body and soul.

32. Philosophical perspective St. Augustine viewed the body as the spouse of the soul. He also believes that the body is united with the soul so that people will become complete. Therefore, the soul is an important element of a person.

33. Philosophical perspective St. Augustine – humankind is created in the image and likeness of God, thus, humans are always geared towards the good. He is also convinced that the self is known only through knowing God. Self-knowledge = Knowledge of God The TRUTH of which Augustine speaks refers to the truth of knowing God.

34. Philosophical perspective Rene Descartes: I think therefore I am French philosopher, considered the father of modern philosophy – brought an entirely new perspective to philosophy and the self. Cogito ergo sum, - the act of thinking about the self – of being self-conscious – is in itself proof that there is a SELF. The essence of the human self – is a thinking entity that doubts, understands, analyzes, questions, and reasons.

35. Philosophical perspective For Descartes, there are two dimensions (separate) of the human self The self as a thinking entity; and The self as a physical body

36. Philosophical perspective The Soul – the thinking self, non-material, immortal, conscious being, and independent of the physical laws of the universe.

37. Philosophical perspective The Physical Self – the physical body, material, mortal, non-thinking entity, fully governed by the physical laws of nature.

38. Philosophical perspective Therefore , the soul and the body are different/independent from one another, and each can exist and function without the other

39. Philosophical perspective John Locke - The Self is Consciousness English Philosopher, the human kind at birth is tabula rasa or a blank slate. The self or personal identity, is constructed primarily from sense experiences shape and mold the self throughout a person’s life.

40. Philosophical perspective Visual Representation of Locke’s philosophy

41. Philosophical perspective Understanding the Self Conscious awareness Memories of previous experiences The essence of the self is its conscious awareness of itself as a thinking, reasoning, and reflecting identity. Locke contends that consciousness accompanies thinking and makes possible the concept people have of a self. Self-consciousness = self/identity or knowledge of the self as a person

42. Philosophical perspective John Locke - The Self is Consciousness THEREFORE , USING THE POWER OF REASON AND INTROSPECTION ENABLES ONE TO UNDERSTAND AND ACHIEVE ACCURATE CONCLUSIONS ABOUT THE SELF (PERSONAL IDENTITY)

43. Philosophical perspective David Hume – There is no self He suggests that if people carefully examine their sense of experience through the process of introspection, they will discover that there is no self. What people experience is just a bundle or collection of different perceptions.

44. Philosophical perspective IF people will carefully examine the contents of their experience, they will find that there are only two distinct entities : Ideas Impression

45. Philosophical perspective Impression – are the basic sensations of people’s experience such as hate, love, joy, grief, pain, cold, and heat. It is also considered as vivid perceptions and are strong and lively.

46. Philosophical perspective Ideas – are thoughts and images from impressions so they are less lively and vivid.

47. Philosophical perspective Hume argues that it cannot be from these impressions that the idea of self is derived, hence, there is no self. There is no simple experience or single impression that they can call the self where the self is the totality of a person’s conscious life. Subsequently, the idea of personal identity is a result of imagination.

48. Philosophical perspective Immanuel Kant – We Construct the Self A German philosopher, argues that the self makes experiencing an intelligible world possible It is the self that actively organizing and synthesizing all of our thoughts and perceptions. The self – in the form of consciousness, utilizes conceptual categories which he calls transcendental deduction of categories .

49. Philosophical perspective Immanuel Kant – Transcendental deduction of categories Construct an orderly and objective world that is stable and can be investigated scientifically.

50. Philosophical perspective Sensation/s Environmental Stimuli Filter, order, relate, organize and synthesize sensation SELF (REALITY) (Familiar, predictable, and most significantly, MINE)

51. Philosophical perspective Sigmund Freud - The Self is Multilayered The self consists of three layers: conscious, unconscious, preconscious

52. Philosophical perspective Freud’s Representation of our mind

53. Philosophical perspective Conscious Self – governed by the reality principle It is organized to be rational, practical, and appropriate to the environment It also takes into account the realistic demands of the situation, the consequences of various actions, and the overriding need to preserve the balance within.

54. Philosophical perspective Unconscious Self – contains the basic instinctual drives including sexuality, aggressiveness, and the self-destruction; traumatic memories; unfulfilled wishes and childhood fantasies; and thought and feelings that would be considered socially taboo. Most primitive level of human motivation governed by “pleasure principle” Freud also believes that much of the self is determined by the unconscious.

55. Philosophical perspective Preconscious Self – contains the material that is not threatening and is easily brought to mind. This level of consciousness is located between the conscious and unconscious level.

56. Philosophical perspective Gilbert Ryle – The Self is the way people behave The self is best understood as a pattern of behavior, the tendency or disposition of a person to behave in certain way in certain circumstances. The mind and body are intrinsically linked in complex and intimate ways. The mind expresses the entire system of thoughts, emotions, and actions that make up the human self.

57. Philosophical perspective Paul Churchland – The Self is the Brain He advocates the idea of eliminative materialism – or the idea that the self is inseparable from the brain and the physiology of the body. His simple logic in the Self is – All person has a brain, therefore, no brain means no self. The physical brain and not the IMAGINARY MIND gives people the sense of self. The MIND does not really exist because it cannot be experienced by the senses.

58. Philosophical perspective Maurice Merleau-Ponty – The Self is embodied subjectivity Ponty argues that all knowledge about the self is based on the phenomena of experience. The I is a single integrated core identity, a combination of mental, physical, and emotional structures around a core identity of the self. Furthermore, Ponty emphasized that when people examine the self at the fundamental level of direct human experience, we will discover that the mind and the body are unified, and not separated.

59. Philosophical perspective Maurice Merleau-Ponty – The Self is embodied subjectivity Phenomenology of Perception – everything that people are aware of is contained within the consciousness. Consciousness – a dynamic form responsible for actively structuring conscious ideas and physical behavior Therefore perception is not merely a result of sensory experience; rather, it is a conscious experience. Thus, the self is embodied subjectivity.

60. Philosophical perspective Asynchronous activity title : Look Within! From what you have learned from the discussion about philosophical perspective of the self, create a reflection paper about which philosophy regarding the self do you believe the most? Otherwise, you can create your theory based on your general understanding of the topic. The reflection must not exceed 200 words. You are free to use visual representations Your output must be submitted in PDF, JPEG, or PNG FORMAT ONLY (failure to comply will receive deductions) Submit your paper in LMS within the submission period.

61. Understanding The self

62. Learning Outcomes At the end of the chapter, you should be able to: Recognize what sociology tells about understanding the self and others Discuss how individuals view the self as a product of socialization; Explain George Herbert Mead’s theory of the social self; Discuss the self as a product of modern and postmodern societies; and Appreciate your own social experiences that have been particularly helpful in understanding the self.

63. SOCIOLOGICAL perspective What is Sociology? (Please unmute/write your answers)

64. sociological perspective Conceptual Definition Sociology is the study of social groups within the society and society in general to analyze people's behavior as a significant unit of a social system. Sociological perspective of the self is based on the assumption that human behavior is influenced by group life. A particular view of oneself is formed through interactions with other people, groups, or social institutions.

65. Jamboard (pre-lesson activity) Using the Jamboard link on the chat box answer this question: Do you agree that our personality/identity is created or affected by our environment, why?

66. SOCIOLOGICAL perspective Charles Horton Cooley – The looking-glass self The looking-glass self highlights that the people whom a person interacts with become a mirror in which he or she views himself or herself. Self identity or self image is achieved through a threefold event which begins by conceiving an idea of 1 how a person presents himself or herself to others , 2 how he or she analyzes how others perceive him or her, and 3 how he or she creates an image of himself or herself.

67. SOCIOLOGICAL perspective Charles Horton Cooley – The looking-glass self

68. SOCIOLOGICAL perspective Charles Horton Cooley – The looking-glass self How do I appear to others? What must others think of me? From your own evaluation/interpretation you will come up with a behavior

69. SOCIOLOGICAL perspective Within 5 secs, open your camera (regardless where you are or what you are doing) Look at the camera, and then look at your classmates’ faces Imitate the following pictures:

70. SOCIOLOGICAL perspective Charles Horton Cooley – The looking-glass self Now, how do you feel about it? were you conscious about how you appear to others? Curious on what they are thinking? How does it affect your participation? Regardless, it affects your participation positively or negatively

71. SOCIOLOGICAL perspective George Herbert Mead – Theory of the Social Self He supports the view that a person develops sense of self through social interaction and not the biological preconditions. Self has two divisions: the I and the ME, I – subjective element and the active side of the self, and the ME – the objective element of the self Full development of the self is when the I and the ME are reunited. The self is affected not by all people but only a very few chosen people

72. SOCIOLOGICAL perspective George Herbert Mead – Theory of the Social Self I – our response to our social self (our individual identity about what society perceives about us) Me – our social self (what society sees us) Self – is the balance between the I and the ME

73. SOCIOLOGICAL perspective To further understand this concept, here is an example:

74. SOCIOLOGICAL perspective George Herbert Mead – Three stages of development Preparatory Stage – (0 – 3 yrs old) imitation – egocentrism Play Stage – (3 to 5 yrs old) role-playing or role-taking – the self is developing by pretending to take the roles of their significant others Game stage – (begins in the early school years; about 8 to 9 yrs old) Children become concerned about the generalized others (attitudes, viewpoints, demands, and expectations of the society – norms and moral standards)

75. SOCIOLOGICAL perspective Gerry Lanuza – The Constitution of the Self In modern societies the attainment and stability of self-identity are freely chosen. Self identity is no longer restricted by customs and traditions. This newfound freedom offers infinite possibilities for self-cultivation, problems such as alienation and dehumanization of the self also appear Nevertheless, the postmodern societies offers limitless self-improvement

76. SOCIOLOGICAL perspective Learning Insight: Do you agree with G. Lanuza that the postmodern society offers great opportunity/ties for self-development since we are no longer bound with our culture and traditions? Any negative effects?

77. SOCIOLOGICAL perspective Jean Baudrillard – Consequences of postmodernity to individuals in the society The postmodern society (arguably started on mid 20 th century to present) is formed by consumption structure Individuals seek for a position in the society through the quality of prestige symbols that they consume. The cultural practices of advertisement and mass media influence individuals.

78. SOCIOLOGICAL perspective Advertisement & Mass Media INDIVIDUALS New iPhone Baudrillard: Individuals are influenced not because of primary value and utility but for the feeling of goodness and power when compared to others

79. SOCIOLOGICAL perspective Jean Baudrillard – Consequences of postmodernity to individuals in the society Prestige symbols – for power, status, fame etc. Postmodern person becomes an insatiable consumer and may never be satisfied in his/her life. Therefore, the self may be in a never-ending search for prestige in the postmodern society.

80. Sociological perspective Asynchronous activity title : My Social Self Using Mead’s concept of the I and me self. Using the graphic organizer below, make a list of your characteristics for each of these two categories. Select which one best describes your SOCIAL SELF I Self Me Self My Social Self

81. Sociological perspective Asynchronous activity title : My Social Self Additional Instructions: For your ME self, it would be better if your would ask your best-friends/close friends, classmates, relatives, immediate family member, and significant others. Please be as creative as possible and let your imagination get the best of you (include pictures, short captions, essays, etc.) Submit the activity within the submission period Make sure that the file you will submit is in PDF, JPEG, or PNG FORMAT ONLY (failure to do so will receive deductions) Good luck and have fun!

82. Understanding The self Anthropological Perspective

83. Learning Outcomes At the end of the chapter, you should be able to: Recognize what the field of anthropology can contribute to the understanding of the self Understand how culture and self are complementary concepts Discuss the cultural construction of the self and social identity Explain the concept of identity struggles; and Develop insights on how to achieve a sense of self, situated in multicultural and dynamic situation

84. Anthropological perspective What is Anthropology? (Please unmute/write your answers)

85. Anthropological perspective “We are each a product of biological endowments, culture, and personal history. Culture, ideology, and cultural events along transmitted cultural practices influence each of us….” -Kilroy J. Oldster

86. anthropological perspective Conceptual Definition Scientific study of human beings through time and space in relation to physical character, environment, social relations, and culture. Anthropology considered as one of the most complex areas of discipline – it explores various meaning of culture, self and identity to understand the self Anthropology is concerned with how cultural and biological processes interact to shape human experience. (Culture and self) Holistic and integrated approach in examining human nature

87. anthropological perspective To simplify the sense of anthropology in understanding the self:

88. anthropological perspective To simplify the sense of anthropology in understanding the self: Nature Self Nurture

89. Anthropological perspective The Cultural Construction of Self and Identity Culture – complex whole which includes knowledge, belief, art, morals, laws , customs and etc. Anthropologists emphasized that culture is not behavior itself but the shared understandings that guide behavior and are expressed in behavior (Peacock, 1986). Culture has significant implications toward everyone’s conception of self (van Meijl , 2008) Culture, being diverse, self and identity may have different meanings in different cultures Only a small number of anthropologists tackle the concept of self (van Meijl , 2008) Furthermore, self is one of the most taken-for-granted products of culture (Robbins, 2012).

90. Anthropological perspective The Cultural Construction of Self and Identity In social anthropology, the concept of identity was used mostly in the context of “ethnic identity” – the sameness of the self with others, that is, to a consciousness of sharing certain characteristics (e.g., language, culture, etc.) within the group. Identity is understood as a disposition of basic personality features acquired mostly during childhood and, once integrated, more or less fixed ( Sokefeld , 1999). Therefore, identity makes a human being a person and an acting individual. Peacock (1986), believes that individual is neither a robot nor an entirely independent self-willed little god but a cultural mold in which he is cast in his particular society and historical epoch.

91. Anthropological perspective Concept of Self Two ways in which the concept of self is viewed in different societies Egocentric – the self is seen as an autonomous and distinct individual Sociocentric – the self is contingent on a situation or social setting

92. Anthropological perspective Concept of Self Two ways in which the concept of self is viewed in different societies Social Self: Family membership – the most significant feature to determine a person’s social identity Language Religion

93. Anthropological perspective An important device to individualize a person and legitimize him/her as a member of a social group such as family. Universal practice with numerous cross-cultural variations establishes a child’s birthright and social identity.

94. Anthropological perspective The Self Embedded in Culture Clifford Geertz (1973) – defines culture as a system of inherited conceptions expressed in symbolic forms by means of which people communicate, perpetuate, and develop their knowledge about and attitudes toward life. Therefore, man is defined by his genetic potentials shaped into actual accomplishments which is made possible by culture. Human nature is interdependent with culture. “Without men, no culture, certainly; but equally, and more significantly, without culture, no men”

95. Anthropological perspective Asynchronous Activity for Anthropological Perspective: Rest not Test 

96. Understanding The self Ps Ψ chological Perspective

97. Learning Outcomes At the end of the chapter, you should be able to: Define the different psychological concepts of the self ; Differentiate the various concepts of the self and identify their interrelationships; Explain how the concepts of self influence behavior; and Apply concepts of self in one’s life to develop self-awareness and self-understanding.

98. Psychological perspective Conceptual Definition The study of mind and behavior, it encompasses the biological influences, social pressures, and environmental factors that affect how people think, act, and feel (Cherry, 2020).

99. Psychological perspective “Who looks outside, dreams; who looks inside, awakes.” – Carl Jung “Act as if what you do makes a difference. It does.” – William James “Turn your eyes inward, look into your own depths, learn to first know yourself.” – Sigmund Freud “The curious paradox is that when I accept myself just as I am, then I can change.” – Carl Rogers

100. PSychological perspective William James – The Concept of Self: The Me-self and the I-self. I-self – refers to the self that knows who he or she is which is also called “the thinking self”. It reflects the soul of a person or the mind which is also called the pure ego . Me-self – is the empirical self which refers to the person’s personal experiences and is further divided into sub-categories: the material self , social self , and spiritual self .

101. PSychological perspective William James – The Concept of Self: The Me-self and the I-self. The material self – is attributed to an individual’s physical attributes and material possessions that contribute to one’s self-image. The social self – refers to who the person is and how he or she acts in social situations. The spiritual self – refers to the most intimate and important part of the self that includes the person’s purpose, core values, conscience, and moral behavior. Understanding the spiritual self requires introspection.

102. PSychological perspective Carl Rogers – Self Theory: Real and Ideal Self Another aspect of self-understanding that is important in adolescent years focuses on self-concept (The image of oneself) . The self develops through human interactions with significant people and awareness of one’s own characteristics and level of functioning.

103. PSychological perspective Humans strive for self-fulfillment and self-actualization. When the needs of the self are denied, severe anxiety may arise. Central to achieving self-actualization is the development of self-concept.

104. PSychological perspective Now what is Self-actualization according to rogers? How can we achieve it?

105. PSychological perspective Self Actualization Idealized Self Real Self

106. PSychological perspective Self Actualization Idealized Self Real Self Incongruent In this diagram, is self-actualization achievable?

107. PSychological perspective Self Actualization Idealized Self Real Self Congruent In this diagram, is self-actualization achievable?

108. PSychological perspective Therefore, our ideal self and real self must be congruent to achieve self-actualization

109. PSychological perspective Albert Bandura – The Self as Proactive and Agentic Humans are proactive agents of experiences. Agency embodies the endowments, belief systems, self-regulatory capabilities, and distributed structures and functions. The main features of human agency are intentionality, forethought, self-reactiveness, and self-reflectiveness.

110. PSychological perspective Albert Bandura – The Self as Proactive and Agentic Intentionality – refers to acts done intentionally. Intentions center on plans of action with the anticipation of possible outcomes.

111. PSychological perspective Albert Bandura – The Self as Proactive and Agentic Forethought – enables the person to anticipate the likely consequences of prospective actions. Through the exercise of forethought, people are guided in their actions in the anticipation of future self events.

112. PSychological perspective Albert Bandura – The Self as Proactive and Agentic Self-reactiveness – involves making choices and choosing appropriate courses of action as well as motivating and regulating them.

113. PSychological perspective Albert Bandura – The Self as Proactive and Agentic Self-reflectiveness – the person’s ability to reflect upon and the adequacy of his or her thoughts and actions.

114. PSychological perspective Albert Bandura – People are not only agents of action but also self-examiners of their own functioning. Efficacy beliefs are the foundation of human agency. Self-efficacy refers to the individual’s belief that he or she is capable to perform a task. (influences us negatively or positively)

115. PSychological perspective

116. PSychological perspective Carl Jung – The Central Archetype Archetypes are the universal models after which roles are patterned. These represents the hidden potentialities of the psyche, total personality. Archetypes reside in the personal unconscious (forgotten experiences) which is common to all human beings , known as the collective unconscious.

117. PSychological perspective Carl Jung – The Central Archetype Collective Unconscious

118. PSychological perspective Carl Jung – The Central Archetype Archetypes – Persona, Shadow, Animus/Anima, and the Self

119. PSychological perspective Carl Jung – Persona Social Roles that individuals present to others A mask that we wear

120. PSychological perspective Carl Jung – Shadow Repressed thoughts, also known as the dark side of our psyche

121. PSychological perspective Carl Jung – Anima/Animus The anima is the female side of the male psyche and the animus is the masculine side of the female psyche.

122. PSychological perspective Carl Jung – Self Central archetype that unites all parts of the psyche. The “ego” is the individual’s conscious perception of the self

123. PSychological perspective Sigmund Freud The dynamic forces within the self are many and in evitable conflict The mind is composed of three structures through which personality is formed: id, ego, superego Id – pleasure principle (child-like) Ego – reality principle (controls the id) The superego – conscience, moral judge of one’s conduct (strives for perfection rather than pleasure).

124. PSychological perspective Superego Ego Id

125. PSychological perspective Quick Question: Which one is an ideal balance? Set A Id Superego Ego

126. PSychological perspective Id Superego Ego Quick Question: Which one is an ideal balance? Set B

127. PSychological perspective Id Superego Ego Quick Question: Which one is an ideal balance? Set C

128. PSychological perspective ID SUPEREGO EGO Quick Question: Which one is an ideal balance? Set D

129. PSychological perspective Sigmund Freud – Psychosexual Stages of Development Freud believes also believes that each stage has conflicts to be resolved.

130. PSychological perspective Sigmund Freud – Psychosexual Stages of Development Oral Stage Anal Stage Phallic Stage Latency Stage Genital Stage

131. PSychological perspective Oral Stage – First stage, lasts from birth up to the first year of life. During this stage, babies derive pleasure from oral activities like sucking and biting. Oral Fixation

132. PSychological perspective Anal Stage – occurs the second year of life. The child derives pleasure from the elimination of body wastes. Through toilet training, the child learns the basic rules of society. Anal fixations can lead to obsession with cleanliness or even clumsiness.

133. PSychological perspective Phallic Stage – occurs ages 3 and 6. Children during this stage derive pleasure from examining, touching, fondling, or displaying their genitals. These behaviors are likely motivated by curiosity about the differences between the anatomy of man and woman. Fixations in this stage can lead to abnormal sex behaviors in later life.

134. PSychological perspective Latency Stage – lasts from 7 to 12 years of age. At this stage, and sexual energy is repressed. Lastly, genital stage – starts from adolescence to adulthood. During this stage, pleasure is again derived from sexual drives from sexual relationships. Sexual problems may result as a consequence of inappropriate sex behaviors.

135. PSychological perspective Erik Erikson Another important aspect of self-understanding involves views on the identity development of the self. In his theory, adolescence is a period of identity development. To achieve an individual identity, one must create a vision of the self that is authentic which is anchored on the meaning of his or her goals for the future. He proposes that individuals go through eight psychosocial stages of development .

136. PSychological perspective Trust vs. Mistrust – first year of life, the child develops trust if he/she is properly cared for, and if not then mistrust develops Autonomy vs. Shame and doubt – first three years of life, autonomy means independence (confidence) of thought and actions. If the child was overly protected then he/she will become overly dependent. Initiative vs. Guilt – happens around 3 to 5 years of age, a sense of responsibility among children lead to the development of initiative. If a child who is made to feel irresponsible might develop feelings of guilt.

137. PSychological perspective Industry vs. Inferiority – occurs around elementary school years. Children develop knowledge and skills usually taught in schools. When children are encouraged in their efforts, they will develop a sense of industry, if not then inferiority develops. Identity formation vs. identity confusion – takes place during adolescence. They are confronted with many roles and responsibilities. Support/guidance lead to identity formation, if not they will feel insecure and identity confusion develops

138. PSychological perspective Intimacy vs. Isolation – occurs during early adulthood when people explore personal relationships. This is a crucial stage, people who successfully develop during this stage will likely to have stable relationship. Inability to develop intimate relationship during this stage leads to isolation. Generativity vs. Stagnation – occurs during middle adulthood. Generativity involves a desire to teach, lead, and guide the next generation/ do things that will benefit the community. Failure to attain generativity will feel worthless.

139. PSychological perspective Integrity vs. Despair – final psychosocial stage. Individuals reflect on the important events of their lives. If they are satisfied and proud of their accomplishments, they will feel a sense of integrity. Those who are unsuccessful in this stage will feel that their life has been wasted and will experience regrets and despair.

140. EASTERn and western concepts of self

141. Learning Outcomes At the end of the chapter, you should be able to: Explain the western concept of self Enumerate and discuss the different eastern conceptions of self; Compare eastern and western views of the self; and Examine your own conceptualization of self.

142. EASTERn and western concepts of self Let’s reflect: “One of the most effective ways to learn about oneself is by taking seriously the cultures of others. It forces you to pay attention to those details of life which differentiate them from you.” Edward T. Hall

143. EASTERn and western concepts of self Activity: Provide differences between western and eastern society, culture, and individuals.

144. EASTERn and western concepts of self The construction of an autonomous, unitary, and stable self in the West is grounded in a contrasting assumption that non-western (such as eastern) people do not possess an individuated self that is differentiated from the other. Western approach - scientific Hence, the belief of the separate self is likely to be stronger in individuals raised In individualistic western societies.

145. EASTERn and western concepts of self The Eastern Concept of Self Hinduism, Buddhism, Confucianism, and Taoism The self is an integrated part of the universe and society Characterized by communal relationship Duty towards all others is important

146. EASTERn and western concepts of self Hinduism The concept of self is expounded in Vedanta (a major school of thought based on Upanishads, the classical Indian Philosophical Treatises) Third-largest religion in the world – approximately 1 billion followers ( https://www.hinduamerican.org/wp-content/uploads/2019/12/GlobalHinduism2.0_0.pdf )

147. EASTERn and western concepts of self “The goal of the person is to have a knowledge of the true reality” - Brahman The law of karma – all actions are subject to karma Actions will lead to either good or bad outcomes in one’s life Hindus – believe that atman (soul of the spirit) continuously reincarnated until it is freed from the cycle of rebirth and reaches a state of nirvana (non-rebirth)

148. EASTERn and western concepts of self Now the question is: Does karma end with the death of one’s body? (The short answer is NO)

149. EASTERn and western concepts of self Buddhism – Siddharta Gautama The root word of Buddhism is budh meaning “awake” – may imply that opening the eyes would lead to understanding more about the self and the world. Furthermore, every person has the seed of enlightenment, hence, there is a potential to be a buddha. – to be nurtured

150. EASTERn and western concepts of self The Four Noble Truths – principles of Buddhism 1. Life is suffering 2. Suffering is caused by attachment to desires 3. Suffering can be eliminated 4. Elimination of Suffering is through the practice of the Eightfold Path

151. EASTERn and western concepts of self What is the Eightfold Path? View Aspiration Speech Action Livelihood Effort Mindfulness Concentration

152. EASTERn and western concepts of self In Buddhist Philosophy, man is just the summation of five parts – matter, sensation, perception, mental constructs and consciousness. Man has no self, there is only nothing and all else is an illusion. There is nothing permanent but change . The ideal is to experience Nirvana – state of transcendence that can be achieved through meditation (Ho, 1995).

153. EASTERn and western concepts of self Nirvana – Supplemental Videos for Self-Study Nirvana Enlightenment and Buddhist Salvation – Jessica Whittemore Link: https://www.youtube.com/watch?v=IJbLlkaYXwY What is Nirvana? Discourse by Venerable Thich Nhat Hanh Link: https://www.youtube.com/watch?v=odWIPhj-ivo

154. EASTERn and western concepts of self To simplify Nirvana: Nirvana is a state of total liberation and the freedom from the cycle of rebirth and redeath Three concepts: Nirvana – the ultimate religious goal of Buddhism Arhat – a person who attains Nirvana Bodhisattva – has the ability to attain Nirvana, but delays it in order to help others

155. EASTERn and western concepts of self “Explaining   what Nirvana feels like is just like trying to explain the taste of chocolate   to people who have never tasted it before.” Some of the beliefs of Buddhist: Nirvana – The enlighten mind remains but the physical body is gone. Some believed that it is the complete extinction of the body and the mind.

156. EASTERn and western concepts of self “In Nirvana, nothing exists. If there is some feeling, there is no Nirvana. Still, it is not true to say that Nirvana is nothing - there is something. That is, there is peacefulness.”

157. EASTERn and western concepts of self Confucianism The Confucian doctrines are found in the Analects (Conversations of Confucius). The core of Confuc ian thought is the Golden Rule or the Principle of Reciprocity: “Do not do to others what you would not want others do to you”. Thus, the basic virtue or proper conduct is knowing how to act in relation to others.

158. EASTERn and western concepts of self Confucianism The most important relationships are the Five Cardinal Relationships: Between ruler and minister, between father and son, between husband and wife, between brothers, and between friends. Therefore, the self is known as the relational self. Individual’s greatest mission of attaining self-realization wherein self-cultivation is instrumental.

159. EASTERn and western concepts of self Confucianism Self-cultivation – Self-realization

160. EASTERn and western concepts of self Confucianism Moral Character is perfected by continuously taking every opportunity to improve oneself in thought and action. Harmonious relationship = individuals follow the rules of proper social behavior The individual is set to respond to what is socially required rather than to one’s personal needs and goals.

161. EASTERn and western concepts of self Taoism It is a Chinese counterculture. Taoists reject the Confucian idea of relational self. Taoists – the self is an extension of the cosmos, not of social relationships, The self is described as one of the limitless forms of Tao. Tao – is commonly regarded as nature that is the foundation of all that exists (Garcia, 2008).

162. EASTERn and western concepts of self Taoism The perfect man has no self. The selfless person leads to a balance life, in harmony with both nature and society. Taoists believe that simplicity, spontaneity, and harmony with nature should govern one’s life. The should be a balance between the yin and the yang.

163. EASTERn and western concepts of self