Understanding the power-point presentation

1. MODULE 1
CONCEPT AND NATURE
OF SELF

2. Lesson 1
THE PHILOSOPHICAL
VIEW OF SELF

3. Socrates: Know Yourself
The famous line of Socrates,
“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.

4. The core of Socratic ethics is the concept of
virtue and knowledge. Virtue is the deepest and
most basic propensity of man. 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.

5. The phrase “Know thyself” has not been
invented by Socrates. It is a motto inscribed on
the frontispiece of the Temple of Delphi. This
assertion, imperative in the form, indicates that
man must stand and live according his nature.
Man has to look at himself.

6. Plato: The Ideal Self, the Perfect Self
According to Plato, man was
omniscient or all-knowing before he came to be
born into this world. With his separation from the
paradise of truth and knowledge and his long
exile on earth, he forgot most of the knowledge
he had.

7. However, by constant remembering through
contemplation and doing good, he can regain
his former perfections.

8. Immanuel Kant: Respect for Self
Man is the only creature who governs
and directs himself and his actions, who sets up
ends for himself and his purpose, and who
freely orders means for the attainment of his
aims.

9. This rule is a plain dictum of reason and justice:
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.
All men are persons gifted with the same basic
rights and should treat each other as equals.

10. This rule is a plain dictum of reason and justice:
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.
All men are persons gifted with the same basic
rights and should treat each other as equals.

11. Rene Descartes: “I Think, therefore I am”
He states that the self is a thinking
entity distinct from the body. Although the mind
and the body ae independent from each other
and serve their own function,

12. man must use his own mind and thinking
abilities to investigate, analyze, experiment, and
develop himself.

13. John Locke; Personal Identity
He 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.

14. David Hume: The Self is the Bundle Theory
of Mind
For him, man has no clear and
intelligible idea of the self. He posits (assume as
a fact) that no single impression of the self
exists; rather, the self is just the thing to which
all perceptions of a man is ascribed.

15. Put simply, a person can never observe oneself
without some other perceptions. Hume asserts
that what we call the “self” is really just a bundle
or collection of different perceptions which
succeed each other with an inconceivable
rapidity.

16. LESSON 2
The Christian or Biblical View of
Self

17. The Holy Bible
“God created man on 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 earth 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. Gen. 1:24-28

18. St. Augustine: Love and Justice as the
Foundation of the Individual Self.
He believes that a virtuous life is a dynamism
of love. It is constant following of and turning
towards love while a wicked life is a constant
turning away from love.

19. Loving God means loving one’s fellowmen; and
loving one’ fellowmen denote never doing any
harm to another or, as the golden principle of
justice states, doing unto others as you would
have them do unto you.

20. LESSON 3
The Psychological View of Self

21. Sigmund Freud: The Psychoanalytic Theory
of Self
Freud’s asserts that the human psyche
(personality) is structured into three parts. These
structures -the id, ego, and superego-all develop
at different stages in a person’s life.

22. Parts of Personality
1. Id (internal desires). Also called internal
drives or instinctive drives, consist of the body’s
primitive biological drives and urges which are
concerned only with achieving pleasure and
self-satisfaction. Id lives completely in the
unconscious.

23. Id Meeting basic needs. The Id seeks instant
gratification for our wants and needs. If these
needs or wants are not met, a person can
become tense, anxious or angry.
Ex. Sally was thirsty. Rather than waiting for the
server to refill her glass of water, she reached
across the table and drank

24. 2. Ego (reality). It is the “I” part of the individual that
gives him/her the sense of his/her own identity. The
ego is the rational part of the personality. It is the
self as contrasted by another self. Once the ego has
developed, it is responsible for mediating between
the unrealistic id and the reality

25. It uses reality to help the id satisfy its demands and
to obtain what the ego seeks. Much like the id, the
ego seeks out pleasure by reducing tension that has
been created and avoids pain.

26. Ex. Marcus wanted to hit Thomas for the
remark he just made about another student. If
he hit Thomas, he knew he would be called to
the principal's office and possibly sent home.
That would upset his parents, so he just walked
away.

27. The ego operates based on the reality principle,
which works to satisfy the id's desires in a
manner that is realistic and socially appropriate.
For example, if a person cuts you off in traffic,
the ego prevents you from chasing down the car
and physically attacking the offending driver.

28. 3. Superego (conscience). It is the part of the
personality concerned with morals, percepts,
standards, and ideas. The superego is also the
critical faculty of the personality.

29. The superego consists of two systems: The
conscience and the ideal self. ... For example, if
the ego gives in to the id's demands,
the superego may make the person feel bad
through guilt.

30. Ex. Sarah knew she could steal the supplies
from work and no one would know about it. She
also knew that stealing was wrong, so she
decided not to take anything even though she
probably wouldn’t get caught

31. Freudian Stages of Psychosexual
Development
Freud also argues that the development of
an individual can be divided into distinct stages
characterized by sexual drives. As a person
grows, certain areas become sources of
pleasure, frustration or both.

32. 1.Oral. From birth to the end of the first year, the
mouth becomes the part of through which
gratification is secured.
2. Anal. From the age of 2 to 3 years, the child
derives the feelings of pleasure or pain from
defecating. It covers the toilet-training period.

33. 3. Phallic. From the age 3 to 6 years, the
child gets curious about his/her genitals and
become attached to the parent of the
opposite sex.
The attraction of a boy to his mother is called
Oedipus complex, while that of a girl to her
father is called Electra complex.

34. 4. 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.
5. Genital. After puberty, the deepest feelings
of pleasure presumably come from
heterosexual relations.

35. Erik Erikson: The Psychosocial Stages of
Self-Development
Erikson was primarily concerned with
how both psychological and social factors
affect the development of individuals.
He has formulated 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
Erikson was primarily concerned with
how both psychological and social factors
affect the development of individuals.
He has formulated eight major stages of
development, each posing a unique
development task and simultaneously
presenting the individual with a crisis that
he/she must overcome.
Basic conflicts/Crisis Period of
Life
Important
Life
Events
Relations
hip With
Choices/
Decisions Outcomes
Trust vs. Mistrust Infancy
(birth to 18
months
Feeding Maternal To give in
return
To get
The individual develops a sense
of trust towards the caregiver,
especially with the mother’s
genuine affection and care. A
lack of this leads to mistrust.
Autonomy vs. Shame
and Doubt
Early
childhood
(18 months
to 3 years
Toilet
training
Paternal To hold on
To let go
The individual needs to develop
a sense of independence.
Success leads to feeling of
autonomy; failure results in
feelings of shame and doubt.

37. Erik Erikson: The Psychosocial Stages of
Self-Development
Erikson was primarily concerned with
how both psychological and social factors
affect the development of individuals.
He has formulated eight major stages of
development, each posing a unique
development task and simultaneously
presenting the individual with a crisis that
he/she must overcome.
Basic
conflicts/Crisi
s
Period of
Life
Important
Life Events
Relationshi
p With
Choices/
Decisions Outcomes
Initiative vs.
Guilt
Preschool (3
to 5 years)
exploration family To make
To make like
The individual needs to begin
asserting control and power over the
environment. Parents who give their
freedom in running, sliding, bike
riding, and skating are allowing them
to develop initiative. Success in this
stage leads to a sense of purpose.
Children who try to exert too much
power experience disapproval
resulting in a sense of guilt.
Industry vs.
Inferiority
Elementary
school age (6
to 11 years)
school School
Neighbor
hood
To make
things
To make
together
As an individual moves into the world
of schooling, he/she needs to cope
with new social and academic
demands. Parents and teachers who
support, reward and praise children
are encouraging industry. Success

38. Erik Erikson: The Psychosocial Stages of
Self-Development
Erikson was primarily concerned with
how both psychological and social factors
affect the development of individuals.
He has formulated eight major stages of
development, each posing a unique
development task and simultaneously
presenting the individual with a crisis that
he/she must overcome.
Basic
conflicts/Crisi
s
Period of
Life
Important
Life Events
Relationshi
p With
Choices/
Decisions Outcomes
Identity vs.
role
confusion
Adolescence
(12 to 18
years)
Social
relationship
Peer group To be oneself
To share
being oneself
As an individual enters adolescence
or teen years, he/she needs to
develop a sense of self and personal
identity. An adolescent tries on many
new roles as he/she feels romantic
involvement, vocational choice, and
adult statuses. When the adolescent
fails to develop a centered identity,
he/she becomes trapped in either
role confusion or negative identity.
Success leads to to an ability to stay
true to oneself while failure leads to a
weak sense of self
Intimacy vs.
isolation
Young
adulthood (19
to 40 years)
Relationshi
ps
Partners in
friendship/s
ex/competiti
To lose
To bind
As an individual grows as a young
adult, he/she needs to form intimate,
loving relationships with other people.

39. Erik Erikson: The Psychosocial Stages of
Self-Development
Erikson was primarily concerned with
how both psychological and social factors
affect the development of individuals.
He has formulated eight major stages of
development, each posing a unique
development task and simultaneously
presenting the individual with a crisis that
he/she must overcome.
Basic
conflicts/Crisi
s
Period of
Life
Important
Life Events
Relationshi
p With
Choices/
Decisions Outcomes
Generativity
vs.
stagnation
Middle
adulthood (40
to 65 years)
Work and
parenthood
partner To make be
To take care
of
Generativity means reaching out
beyond one’s own immediate
concerns to embrace the welfare of
society and of future generations. It
entails selflessness. The adult needs
to create or nurture things that will
outlast him/her, often by having
children or creating a positive change
that benefits other people. Success
leads to feelings of usefulness and
accomplishment while failure results
in shallow involvement in the world.
Integrity vs.
Despair
Old
age/maturity
(65 to death)
Reflection
on life
mankind To be
through
having been
The older adult needs to look back on
life and feel a sense of fulfillment.
Success at this stage leads to
feelings of wisdom while failure

40. Module 2
Physical self (The Beautiful
Me)

41. LESSON 1
The Young Me

42. LESSON 1
The Young Me
My characteristics
or traits most
similar to those of
my father
My characteristics
or traits most
similar to those of
my mother
My characteri
or traits not s
to those of m
father or my
mother
Positive
Negativ
e

43. LESSON 2
Factors in the Development of the
Physical Self

44. Heredity (Nature)-
• it is the transmission of traits or characteristics
from parents to offspring.
• It provides the raw materials of which the
individual is made up.
• Through the genes, hereditary potentials like
physical, mental, social, emotional, and moral
traits are passed down to generations.

45. Environment (Nurture) –
• is the sum total of the forces or experiences
that a person undergoes from conception to
old age.
• It also includes family, friends, school, nutrition,
and other agencies one is in contact with.

46. The Beginning of Life
• Life begins at fertilization.
• Each parent contributes one sex chromosome
to the offspring.
• A male parent may pass either an X or a Y
chromosome while a female always gives the
X chromosome.

47. • When an X chromosome comes from the
father and meets the X chromosome from the
mother, the resulting combination is XX which
indicates a female offspring.
• Both male and female chromosomes contain
several thousands of genes.

48. Stages in the Life Span
• An individual undergoes definite stages of
development.
• In each phase, the child experiences certain
developmental characteristics to prepare
him/her for the next.

49. Stages in the Life Span
• An individual undergoes definite stages of
development.
• In each phase, the child experiences certain
developmental characteristics to prepare
him/her for the next.
Development Stage Age
Pre-natal period Conception to birth
Infancy Birth to end of the second week
Babyhood/Toddlerhood End of the second week to end of the
second year
Early Childhood or Preschool
age
Two to six years
Late Childhood or Elementary
age
Six to ten or twelve years
Puberty or Preadolescence Twelve to thirteen or fourteen years
Adolescence Thirteen or fourteen to eighteen years
Early Adulthood Eighteen to forty years

50. LESSON 3
Taking Care of My Physical Self
Since the self is inseparable from the body, you should
take very good care of your physical self. Whether you
plan to lose, gain, or maintain weight, the most
important thing to do is to keep yourself fit. To achieve
this goal, a rigid plan has to be made.

51. Balance Diet
• To keep fit and healthy, one needs to have a balanced
diet.
• Eating a balanced diet means consuming the right
kind of food at the right time and in the right proportion.
• One’s food intake should contain the necessary
nutrients essential for growth and survival.

52. • This practice prevents malnutrition and
diseases.
• It is also important to keep mealtimes pleasant
and enjoyable.
• Thus, an individual should be encouraged and
motivated to eat more nutritious food.
• It should also be remembered that junk food
must be avoided.

53. Water
• An individual should drink at least eight glasses
of water every day.
• It allows the body to function efficiently.
• It also washes away wastes to keep the skin
clear and healthy.

54. • With a high-protein diet, the body utilizes the
water properly and avoids water retention.
• Liquids such coffee, tea, or milk should not be
counted as water.
• Although they contain lots of water, there is also
a build-up of caffeine, acid or fat.

55. Sleep
• Sleep gives the bones, muscles, and the mind
time to recover.
• An individual needs eight or more hours of sleep
a day.
• One very important requirement for a refreshing
sleep is a firm mattress.

56. • If one sleeps in a slumped, uncomfortable
position in a mattress that is too soft, body
aches may develop.
• A soft and lumpy mattress should be replaced
with a firmer one.
• Another way to improve the bed is to raise the
lower part of the mattress so as to elevate the
feet.

57. • It is an ideal position because the blood flows
back towards the heart and away from the feet.
• Moreover, sleeping on one’s stomach can help
prevent varicose veins from developing as well
as other circulatory problems.

58. Module 3
Intelligent Behaviors (Seeing
My Natural Ability)

59. LESSON 1
Fourteen Intelligent Behaviors
Performance can be greatly influenced by one’s
behavior. Behavior is defined as the manner in which a
person conducts himself/herself in various circumstances.
When a person is behaving intelligently, he/she is said to
manifest 14 behaviors or dispositions (Costa 2000)

60. 1.Persistence. It means not giving up when the
answer to a problem is not immediately known.
2. Overcoming impulsiveness. It involves
planning, clarifying goals, exploring alternative
strategies, and considering consequences before
one begins a task.
3. Listening to others. Some cognitive
psychologists think that the ability to listen to
another person and understand their point of view
is one of the highest forms of intelligent behavior.

61. 4. Flexibility in thinking. It is when one considers
other points of view rather than running with the
first thought that comes to mind.
5. Metacognition. It refers to the awareness of
how one is thinking or the knowledge of what is
going on in one’s head.
6. Checking for accuracy and precision. It is the
behavior of not letting speed surpass the desire for
craftmanship.

62. 7. Questioning and problem-posing. It means
asking questions and finding out problems for oneself.
8. Applying past knowledge to new situations. It
refers to the act of calling upon one’s store of
knowledge and experience as a source of data,
theories, or processes to solve each new challenge.
9. Precision of language and thought. A person
with this behavior uses descriptive terms to
distinguish objects, and provide criteria for value

63. 10. Using all the senses. The senses of feeling,
seeing, hearing, or even tasting are utilized to solve
problems more effectively.
11. Creativity. It means applying ingenuity,
originality, and insight. Creativity develops one’s
capacity to generate original, unique, clever, or
useful products, solution, and techniques.

64. 12. Living with a sense of wonderment. Involved
in this behavior are inquisitiveness, curiosity, and
openness to beauty, intricacy, complexity, and
simplicity.
13. Cooperation. It refers to taking advantage of
the knowledge and insights that can only come as
a result of social relationships.
14. Sense of humor. It refers to being able to look
at situations, opportunities, problems, and

65. END