Understanding

the Self
(GE 1)

Reviewer
For Pre-Lim
 The Self in Various Perspective
(PHILOSOPHICAL)

Learning Objectives

 Discuss the diverse representation and conceptualization of self

using different disciplines and perspectives.
 Demonstrate a critical and reflective thinking in evaluating the
development of self and identity

Socrates
“The only true wisdom is in knowing you know nothing” – Socrates

 Know thyself.
 Question everything.
 Only the pursuit of goodness bring happiness.
 Socratic Method: Question and Answer;
o Leads Students to think for Themselves.
“An unexamined life is not worth living”
Plato
“Human behavior flows form three main sources: desire, emotion, and
knowledge” – Plato
Tripartite Soul

 Ruling Class
o The rational part desires to exert reason and attain
rational decisions
 Military Class
o The Spirited part desires supreme honor
 Commoner
o The Appetite part of the soul desires bodily pleasures such
as food, drink, sex, etc.
“For a man to conquer himself is the first and noblest of all
victories”
Aristotle
“All human actions have one or more of these seven causes: chance,
nature, compulsions, habit, reason, passion, desire” - Aristotle

 Contributed the foundation of both symbolic logic and scientific

thinking.
 The best way to gain knowledge was through “natural philosophy”
which is what we would now call science.
 Happiness, which is dependent in an individual’s virtues, is the
central purpose of human life and a goal in itself.
“Happiness depends on ourselves”
St. Augustine
“The truth is like a lion. You don’t have to defend it. Let it loose.
It will defend itself” – St. Augustine

 An important figure in the development of Western Christianity.

 His philosophy of man brings together wisdom of the Greek
philosophy and the divine truths contained in the scripture.
 The absolute and immutable is the Living God, the Creator of the
entire universe.
 To love God means to love one’s fellowmen, and to love one’s
fellowmen means never to do any harm to another.
“Do unto others. What you want others do unto you”
René Descartes
“Dubito ergo cogito, cogito ergo sum” (I doubt therefore I think, I
think therefore I am) – René Descartes

 The Self is defined as a subject that thinks.

 The Self that has full competence in the powers of human reasons.
 Having distanced the self from all sources of truth from
authority and tradition, the self can only find its truth and
authenticity within its own capacity to think.
“The fact that I am doubting, cannot be anymore open to doubt”
John Locke
“No man’s knowledge here can go beyond his experience” – John Locke

 Personal Identity is a matter of psychological continuity.

 Personal Identity (or the self) is founded on consciousness.
 Identity over time is fixed by awareness of the past.
 Locke posits an “empty” mind, a tabula rasa, which is shaped by
experience, and sensations and reflections being the two sources
of all our ideas.
“Our concept of personal identity must derive from inner experience”
David Hume
“A wise man proportions his belief to the evidence” – David Hume

 He rejects the notion of identity over time.

 There are no “persons’ that continue to exist over time, there
are merely impressions.
 According to Hume, you cannot.
 Or, when you do, the only things you are thinking about are
individual impressions or perceptions of your self.
“The self is a bundle of impression”
Immanuel Kant
“To be is to do” – Immanuel Kant

 Consciousness is the central feature of the self.

 The consciousness is divided into:
o Internal Self
 Composed of psychological states and informed
decisions; remembering our own state, how can we
combine the new and old ideas with our mind.
o External Self
 Made up of ourselves and the physical world where the
representation of objects.
Sigmund Freud
“The child is the father of a man”

 The self continues form childhood to adulthood.

 Personality is determined by childhood experiences.
 Personality is largely unconscious.
  Structure of the Self
o Id: animalistic self; pleasure principle
o Ego: executive self; reality principle
o Superego: conscience; mortality principle
Gilbert Ryle
“I made it, and so I am” – Gilbert Ryle
The dogma of the Ghost in the Machine… maintains that there exist both
bodies and minds; that there occur physical processes and mental
processes; that there are mechanical cause of corporeal movements and
mental causes of corporeal movements

 Rejects the theory that mental state are separable from physical
states.
 He concluded that adequate descriptions of human behavior need
never refer to anything but the operations of human bodies.
 His form of Philosophical Behaviorism ( the belief that all
mental phenomena can be explained by reference to publicly
observable behavior) became a standard view for several decades.
 He argued that philosophers do not need a “hidden” principle to
explain supra-mechanical capacities of humans, because the
workings of the mind are not distinct from the actions of the
body. But are one and the same.
Maurice Merleau-Ponty
“We know not through our intellect but through our experience” -
Maurice Merleau-Ponty

 His work is commonly associated with the philosophical movement

called existentialism and its intention to begin with an analysis
of the concrete experiences, perceptions, and difficulties, of
human existence.
 Consciousness, the world, and the human body as a perceiving
thing are intricately intertwined and mutually “engaged”.
 Our perception of the self is a collection of our perceptions of
our outside world.
 Sociological Views of the Self
Objectives:

 To know the different Sociological perspectives of the self;

 To differentiate theses various views of the self;
 To be able to apply these views;
Sociological Perspectives of the Self:
 Self as Product of Modern Society
 Self as Necessary Fiction
 Post-Modern View of the Self
 Self as Artistic Creation
 Self Creation and Collective Identity
 Self Creation and the Struggle for Cultural Identity
Self as Product of Modern Society
Modernization – “delocalized” self – Free to seek own identity; free
from customary constraints
Self as a Necessary Fiction
Self(Nietzsche): sum of the individual’s action, thoughts and
feelings:
Self as a representation;
Post-Modern View of the Self

 Self is a narrative, a text written and rewritten

Manifestations:
o Information technology dislocates the self, thus, self is
“digitalized” in cyberspace
o Global migration produces multicultural identities
 Post-modern selves are “pluralized” selves
Self as Artistic Creation

 Self is not discovered, it is made through the socialization

process. But, individuals are not just hapless victims of
socialization
 Individual is an active, strategizing agent that negotiates for
the definition of himself
 Self Creation and Collective Identity

 Memories (photographs, vides) play significant role in creating

the self and identity
 Self creation is formed within “imagined communities”
 Self creation along cultural lines must be done in maximum
cultural recognition of differences among and between individuals
and cultural groups
Self Creation and the Struggle for Cultural Identity

 A challenge of self-identity amidst recognition of racial and

ethnic identities
Beyond self creation
 Search for self-identity is a product of modern society but this
is complicated by the socio-cultural sensibilities of
postmodernity, new information technologies and globalization.
Yet the project of self creation is embedded within imagined
communities
 The self constantly lives in this paradox: to pursue self
creation within pre-given, not willfully chosen social
circumstances
Mead and the Social Self
George Herbert Mead
He is well-known for his theory of the social self, which is based on
the central argument that the self is a social emergent.

 The social conception of the self entails that individual selves

are the products of social interaction and not the logical or
biological preconditions of that interactions
 It is not initially there at birth, but arises in the process of
social experience and activity
“Mind arises out of the social act of communication”
According to Mead, there are three activities through which the self
is developed:
1. Language
2. Play
3. Game
Language

 Language allows individuals to take on the “role of the other”

and allows people to respond to his or her own gestures in terms
of the symbolized attitude of others.
Play

 During Play, individuals take on the roles of other people and

pretend to be those other people in order to express the
expectations of significant others.
 This process of role-playing is key to the generation of self-
consciousness and to the other general development of the self.
 “All the world’s a stage, and all the men and women merely
players”
Game

 In the game, the individuals is required to internalize the roles

of all others who are involved with him or her in the game and
must comprehend the rules of the game
George Herbert Mead is also well-known for his concept of the “I” and
the “me”
According to Mead, the self has two sides.
It represents the learned behavior, attitueds, and expectations others
and the society.
The self is the joining point between the individual and the society.
Communication is the link that allows interaction to occur
The Self: I and Me

 I-the spontaneous, driving force that fosters all that is novel,

unpredictable, and unorganized in the self.
 Me-the objective self; the image of self seen when one takes the
role of the other.
How Mead Matters Today
What others think of us, the perspective of others we gain from being
a part of the conversation of gestures, are absolutely necessary for
us to even have a self of self.
We think of ourselves as individuals, to be sure, but we are only able
to do so by virtue of being a part of a larger social community
 The Self Embedded in Culture
What is culture?
It is the customary belifs, social forms, and material traits of a
racial, religious, or social groups – Merriam Webster
Tabula Rasa by John Locke
The implication is that at birth all individuals are basically the
same in their potential for character development and that their adult
personalities are exclusively the products of their postnatal
experiences, which differ from culture to culture.
Human children are biological ill-equiped to survive without culture.
Fussing, breastfeeding, presence of parents… bi-directional influence.

Urie Bronfenbrenner
He divided the environment into five different levels. The microsystem
is the most influential, has the closest relationship to the person,
and is the one where direct contact occurs. The mesosystem consist of
interactions between a person’s microsystems.
This theory helps
This theory helps teacher look into a very child’s environmental
systems in order to understand more about the characteristics and
needs of each child, each learner. The school and the teachers can
contribute stability and long term relationships in the home.

Csorda (1999, 143):

“If embodiment is and existential condition in which the body is the
subjective source or inter-subjective ground of experience, then
studies under the rubric of embodiment are no about the body per se.
Instead they are about culture and experience insofar as these can be
understood from the standpoint of bodily being-in-the-world.”
Embodiment is often defined as “how culture gets under the skin”
(Anderson-Fye 2012, 16)
Television influences the language, traditions, beliefs, knowledge and
even personalitites.
The print media is also shaping us in many different ways
Icons that serve as an example and thus became an object of emulation
Our religion tradition and superstition impose a degree of influence
on our being
Our history, story, mythology, and literature give us our identity
Art and its significance meaning
Art… or just too much? Rhian Ramos wears nothing but a scarf on
magazine cover.

Clifford Geerts (1926-2006) American Anthropologist

Aim of most his work is to provide an understanding and
acknowledgement of “thick description” that exists within cultures;
understanding other peoples understandings of things.
Culture is “a historically transmitted pattern of meanings embodied in
symbols. A system of inherited conceptions expressed in symbolic forms
by means of which men communicate, perpetuate, and develop their
knowledge about and their attitudes towards life” –Geertz 1973
He belives that culture is not something that occurs in the heads of
humans;
“Culture is public, because meaning is” – Geerts 1973
Dress or costume is a reality that has meaning to the one who wears
them.
Teenagers wear their clothes because it has symbolic meaning to them,
the meaning is the reality that defines them.
“Culture is also not a force or causal agent in the world, but a
context in which people live out their lives.”
 The Self in Eastern and Western
Thoughts
Objectives
1. Examine the different influences, factors and forces that shape
the self.
2. Compare and contrast how the self has been represented across
different disciplines and perspective.
3. Extrapolate varying notions and ideas about the self and its many
applications
THE EASTERN THOUGHTS
Confucianism’s Origins and Beliefs

 Confucius was a Chinese philosopher who lived from 551-479 B.C.

who wished to be an adviser to a noble
 Confucius taught and emphasized the importance of “correct
behaviors” an art of know as li
 He traveled from region to region with a small group of students,
his discipline
Confucian Beliefs

 Confucianism is an ethnical religion because it focuses primarily

on works
 Confucius believed that any perception about the after life was
beyond human comprehension
 Confucius also rejected the idea of “sin” but viewed mistakes as
an opportunity to do better the next time
 Their ultimate goal is to be perfect and moral
Daoism’s (Taoism) Origin and Beliefs

 Founder is believed to be Lao-Tse who is rumored to have lived

form 604-531 BCE.
 Many historians argue that he could be mythical, or mixture of
many different political leaders
 Searching for a way to avoid constant warfare and feuding during
his lifetime
 Started as a combination of psychology and philosophy
Daoism’s (Taoism) Beliefs
Be like water

 Flow smoothly around obstacles rather than bumping up against

them
 Adapt yourself to the shape of the channel and you won’t get
stuck
The natural rather than the humanmade world is offered as a model.
Mohism
Mohism was an influential philosophical, social, and religious
movement that flourished during the Warring States era (479-221 BCE)
in ancient China. Mohism originates in the teachings of Mo DI, or
“Mozi” (“Mater Mo,” fl. Ca 430 BCE) from whom it takes its name.

Fǎ-Jiā or Legalism

 Fǎ-Jiā or Legalism is one of the six classical schools of thought

in Chinese philosophy that developed during the Warring States
period
 Largely ignoring mortality or questions on how a society ideally
should function, they examined contemporary government,
emphasizing a realistic consolidation of the wealth and power of
autocrat and state, with the goal of achieving increased order,
security and stability
Buddhism
Buddhism is an Indian religion and dharma that encompasses a variety
of traditions, beliefs and spiritual practices largely based on
teachings attributed to the Buddha.
Two major extant branches of Buddhism are generally recognized by
scholars:
1. Theravada (Pali: “The School of the Elders”)
2. Mahayana (Sanskrit: “The Great Vehicle”)
Noble Eightfold Path
1. The right view
2. The right intention
3. The right speech
4. The right action
 5. The right livelihood
6. The right effort
7. The right mindfulness
8. The right concentration

Individualistic Self (The Western Thought)

The individual identifies primary with self, with the needs of the
individual being satisfied before those of the group. Looking after
and taking are of oneself, being self-sufficient, guarantees the
wellbeing of the group.

 Individualism, states that each individual is acting on his or

her own, making their own choices, and to the extent they
interact with the rest of the group
 Individualism, states that each individual is acting on his or
her own, making their own choices, and to the extent they
interact with the rest of the group
Independence and self-reliance are greatly stresses and valued. In
general, people tend to distance themselves psychologically and
emotionally from each other. One may choose to join groups, but group
membership is not essential to one’s identity or success.
Individualistic doers are self-assured and very independent people.
They are quiet and realistic, very rational, extremely matter of fact
people. They strongly cultivate their individualism and enjoy applying
their abilities to new tasks. But they are also very spontaneous and
impulsive persons who like to follow their sudden inspiration.

The Collectivist Self (The Easter Thought)

 Collectivism views the group as the primary entity, with the

individuals lost along the way
 The survival and success of the group ensures the well-being of
the individual, so that by considering the needs and feelings of
others, one protects oneself.
 Harmony and the interdependence of group members are stressed and
valued.
 It sees the group as the important element, and individuals are
just members of the group. The group has its own values somehow
different from those of the individual members.
Weaknesses

 Both collectivist and individualistic cultures have their

failings. People in individualist cultures are susceptible to
loneliness, and people in collectivist cultures can have a strong
fear of rejection.
Traits of Individualism (Western Thought)

 The “I” identity

 Promotes individual goals, initiative and achievement.
 Individual rights are seen as being the most important. Rules
attempt to ensure self-importance and individualism.
 Independence is valued; there is much less of a drive to help
other citizens or communities than in collectivism.
 Relying or being dependent on others is frequently seen as
shameful
 People are encouraged to do things on their own; to rely on
themselves
 People strive for their own successes.
Traits of Collectivism (Eastern Thought)

 Each person is encouraged to be an active player in society to do

what is best for society as a whole rather than themselves.
 The rights of families, communities, an the collective supersede
those of the individual
 Rules promote unity, brotherhood, and selflessness
 Working with others and cooperation is the normal everyone
supports each other
 As a community, family or nation more than as an individual
Example of Countries with Generally Individualistic Cultures

 United States
 Australia
 United Kingdom
 Canada
 Netherlands
 Hungary (post-communist generation)
 New Zealand
 Italy
 Belgium
 Sweden
  Ireland
 Norway
 Switzerland
 Germany
Example of Countries with Generally Collectivist Cultures

 China
 Taiwan
 India
 Pakistan
 Bangladesh
 Indonesia
 Afghanistan
 Malaysia
 Egypt
 Cyprus
 Ghana
 Nepal
 Argentina
 Armenia
 Self Concept
Self Concept

 A general term used to refer to how someone thinks about,

evaluates or perceives themselves. To be aware of oneself is to
have a concept of oneself.
Lewis’ definition of self-concept

 The Existential Self

o This is the most basic part of the self-scheme or self-
concept; the sense of being separate and distinct form
others and the awareness of the constancy of the self (Bee,
1992)
 The Categorical Self
o Having realized that he or she exist as a separate
experiencing being, the child next becomes aware that he or
she is also an object in the world
 Self Esteem and Self Worth
 High Self Esteem – positive view of ourselves
o Confidence in our own abilities
o Self-acceptance
o Not worrying about what others think
o Optimism
 Low Self Esteem – negative view of our selves
o Lack of confidence
o Want to be/ look someone else
o Always worrying what others might think
o Pessimism
Ideal Self (what you’d like to be)

 Incongruent
o The self-image is different to the ideal self
o There is only a little overlap
o
 Congruent
o The self-image is similar to the ideal self
o There is a more overlap
o
Influence of society

 Body image is both internal(personal) and external(society)

 This includes:
o How we perceive our body visually
o How we feel about our physical appearance
o How we think and talk to ourselves about our bodies
o Our sense of how other people view our bodies