INTERDISCIPLINARY LEARNING
 A knowledge view and curriculum approach a dog or a tiger is his/her soul is the essence.
that consciously applies methodology and
language from more than one discipline to
examine a central theme, issue, problem,
topic, or experience.
WESTERN PHILOSOPHY OF SELF
Socrates
Self is the Examined Life
“An unexamined life is not worth living. The more
we have, the more we want and the less satisfied we
are.The best life comes from the realization that self-
control, and not insatiable desires, is the source of
happiness.”
-Every man is composed of body and soul. This
means that every human person is dualistic,
Plato
Self is his/her soul.
This is the Essence of his/her humanity and the
source of all his/her activities.
The soul is a charioteer of two-winged horses. The
body is the ship and the soul is its captain
the rational soul
(Plato) this component of the soul is forged by reason
and intellect has to govern the affairs of the human
person
the spirited soul
(Plato) this component of the soul is in charge of
emotions and should be kept at bay
the appetitive soul
(Plato) this component of the soul is in charge of base
desires like eating, drinking, sleeping, and having
sex, and should be controlled as well
Aristotle
Self –is the whole of body and soul, and both are
equally important.
Body -Matter –(hylein Greek) common stuff that
makes up everything in the universe.
Soul -Form -(morphein Greek) essence of a
substance or thing.
St. Augustine
Augustine believe that man is bifurcated in nature.
Self –is the unity of body and soul. But the soul is
more important than the body.
Body –through Reason –it is worldly, corrupted and
sinful
Soul -through Grace and Faith –heavenly and holy.
The self dwells in the world and is imperfect and
continuously yearns to be with the Divine and
capable of reaching immortality. The body is bound
to die on earth and the soul is to anticipate living
eternally in a realm of spiritual bliss in communion
with God (goal of the human person.
Reason is not compatible with Faith.
St. Thomas Aquinas
Self –is composed of body and soul.
Body -Matter –(hylein Greek) common stuff that
makes up everything in the universe. Man’s body is
part of the matter.
Soul -Form -(morphein Greek) essence of a
substance or thing.
What makes a human person a human person and not
Natural Happiness –Through Reason/Philosophy
Supernatural Happiness –Through
Faith/TheologyReason is a handmaid of Faith
Rene Descartes
Self –is a (res cogitans) thinking being.
The Body is a machine that is extension of the mind.
In fact, he says that since much of what we think and
believe are not infallible, they may turn out to be
false. One should only believe that since which can
pass the test of doubt (Descartes 2008).
-Agrees that the only thing that cannot be doubted is
the existence of the self.
-“Cogito ergo sum-I think therefore I am”
-Self two distinct entities
1.The cogito-the thing that thinks which is the mind
2.Eztenza or extension of the mind-which is the body
David Hume
he believed that the self is nothing else but a bundle
of impressions and ideas
Impressions – basiv objects of our experience
sensation
Idea- not as real as impressions
Immanuel Kant
Self –is an actively engaged intelligence in human
person that synthesizes all knowledge and
experience.There is necessarily a mind that organizes
the impressions that human persons get from the
external world
EXISTENTIALIST PHILOSOPHERS
Self –is a Subjectivity having Freedom that searches
for the meaning of existence.
Self is the single, finite, unique individual who has to
make a decision before the one infinite God in fear
and trembling like the situation of Abraham.
(Kierkegaard)
For Self to Exist is to be in Genuine Dialogue with
the Thou. (Buber)
For Self to exist is to transcend oneself through limit
situations and eventually to find God. (Jaspers)
esseestco-esse; For Self to exist is to co-exist, to
participate in the fullness of Being (God) through
love, fidelity and faith. (Marcel)
For Self to exist is to be condemned to freedom. The
Self is Free to become whatever he/she chooses to
create. (Sartre)
For Self to exist is, like Sisyphus pushing and rolling
the stone, to live the absurdity of life. (Camus)
Self is daseinthere-being, thrown into the world to
realize himself, doomed to potentialities, the extreme
of which is death. (Heidegger)
For life to be human, it must answer the question,
what am I living for
GILBERT RYLE
Self–is not an entity one can locate and analyze but
simply the convenient name that people use to refer
to all the behaviors that people make.
MAURICE MERLEAU-PONTY
-Self is condemned to meaning.
-Phenomenologist who asserts that mind –body
bifurcation.
-Mind and body are so intertwined that they cannot
be separated from one another. One cannot find any
experience that is not an embodied experience
SOCIOLOGY OF SELF
Is the study of human social relationships and
institutions.
CHARACTERISTICS OF THE SELF
"separate, self-contained, independent, consistent,
unitary, and private"
separate
(Characteristic) the self is distinct from other selves
self-contained and independent
(Characteristic) the self can exist in it self
Consistent
(Characteristic) the self has a personality that is
enduring and therefore can be expected to persist for
quite some time
unitary
(Characteristic) the self is the center of all
experiences and thoughts that run through a certain
person
private
(Characteristic) each person sorts out information,
feelings, and emotions, and thought processes within
the self that are never accessible to anyone but the
self
social constructionist perspective
the perspective that concerns with the understanding
of the vibrant relationship between the self and
external reality
GEORGE HERBERT MEAD
WHAT IS SELF
Mead‘s theory of the social self is based on the
perspective that the self emerges from social
interaction, such as:a. observing and interacting with
others; b. responding to others’ opinions about
oneself; c. and internalizing external opinions and
internal feelings about oneself.
SYMBOLIC INTERACTIONIST PERSPECTIVE-
Symbolic interactions occurs when people
communicate through symbols-
SYMBOL
-anything that meaningfully represents something
elsefor example-signs, gestures, written language,
and shared values(eg, saluting to our nation’s flag is
a sign of patriotism or loyalty, whereas burning the
same flag may show contempt)
MEADS STAGES OF DEVELOPMENT
Preparatory Stage (about age two or less): Children
copy, or imitate, the behaviors of others around them
without sophisticated understanding of what they are
imitating.
Play Stage (about age two through six): Children
start role-playing and taking on the role of significant
people in their lives. Children only take on one role
at a time.
Game Stage
THE SELF AND THE DEVELOPMENT OF THE
SOCIAL WORLD
Socialization
Is the lifelong process by which people learn the
ways of the society in which they live.
It is the process by which humans acquire a sense of
self or a social identity, develop their human
capacities, learn the culture(s) of the society in which
they live and learn expectations for behaviour.
Social Structure
A largely invisible system that coordinates human
activities in broadly predictable ways. The purpose
of social structure are;
1)It shapes relationships and opportunities to connect
to others;
2)gives people an identity;
3)and puts up barriers to accessing resources and
people.
THEORIES OF SOCIALIZATION
John Locke—The Tabula Rasa, Each person is a
blank slate at birth, with no personality.
Charles Horton Cooley—The Looking-Glass Self,
Children develop an image of themselves based on
how others see them.
3 steps
 We imagine how we appear to others.
 Based on the other’s reactions, we attempt to
determine whether they view us as we see
ourselves.
 We use our perceptions of how others judge
us to develop feelings about ourselves
George Herbert Mead—Role-Taking, See ourselves
through the eyes of others and take on the role we
believe others expect of us.
SELMAN’S THREE STAGES OF ROLE-TAKING
Before age 6 Children are virtually unaware of any
perspective other than their own
Stage 1:Ages 6–8 The child realizes that another
person may have a different perspective, but believes
the difference is due to that person not having the
same information that they have
Stage 2:Ages 8–10 The child realizes that another
person may have a different perspective and is able
to think about the other person’s perspective
Stage 3:Ages 10–12 The child systematically
compares the perspective of self, other, and a 3 rd
party
Stage 4:Age 12 and older The adolescent attempts to
understand another’s perspective by comparing it to
a “generalized other” or to their social group
AGENTS OF SOCIALIZATION
groups, individuals and institutions that allow
socialization to happen
Family
Most important agent, teach you how to take care of
yourself.
Peer group
Helps develop social behavior, influences right or
wrong
Mass media
Television the biggest influence
School
Teaching about knowledge like science, math,
reading and writing
Church
Teaching religion, and how to interact
GENDER AND THE SELF
It can be subjected to alterations, changes, and
development.
It's how we see ourselves in the world.
It must be personally discovered and asserted and not
dictated by culture and the society.
ANTHROPOLOGY
the scientific study of humans, human behavior and
societies in the past and present.
Archaeology
Archaeologists study human culture by analyzing the
objects people have made.
Biological Anthropology
Biological anthropologists seek to understand how
humans adapt to different environments
Cultural Anthropology
Sociocultural anthropologists explore how people in
different places live and understand the world around
them.
Linguistic Anthropology
Linguistic anthropologists study the many ways
people communicate across the globe.
CULTURE is a group which shapes a person's value
and identity
Central concept in anthropology
CONCEPTS OF CULTURE
Popular Culture
The cultural bahaviors and ideas that are popular
with most people in a society.
High culture
Cultural patterns that distinguish in a society’s elite.
Mainstream Culture/Dominant culture
The cultural patterns that are broadly in line with a
society’s cultural ideals and values.
Subculture
A cultural pattern that set a part a segment of
asociety’s population and differentiates itself from
the parent culture to where it belongs.
Material Culture
The physical object respurces and spaces to define a
culture.
Non material Culture
Refers to the non physical ideas that people have
about their culture.
Cultural Lag
The notion that culture takes time to catch up with
technological innovations
Cultural conflicts
Cause of differences in values and norms of behavior
of people fom different culture.
Cross cultural communication
Different cultures may have different rules and
norms understanding other culture facilitates cross
cultural communication
SELF AND CULTURE
Marcel Mauss
a French anthropologist who said that every self has
two faces: personne and moi
Moi
defined as a person's basic identity; refers to a
person's sense of who he is; person's identity and
biological giveness
Personne
composed of the social concepts of what it means to
be who he is; what it means to live in a particular
institution(family, religion natiionatlity etc.)
TWO WAYS IN WHICH THE CONCEPT OF
SELF IS VIEWED IN DIFFERENT SOCIETIES:
EGOCENTRIC
1.suggests that each person is defined as a replica of
all humanity but capable of acting independently
from others.
2.The self is viewed as autonomous and distinct
individual with inherent characteristics.
3.One’s identity is inborn.It is something people
continuously develop intrinsically.
SOCIOCENTRIC
1.The self is viewed as dependent on the situation or
social setting.
2.The membership of a person in a particular social
group defines the boundaries of the self.
3.Family membership could be the most significant
feature to determine the person’s social identity.
4.Another important identity determinant that is
often viewed as essential for the maintenance of a
group identity is language.
5.In other societies, religious affiliation is an
important marker of group identity.6.One’s identity
is not inborn. It is something people continuously
develop in life
HOW DO I MANAGE CULTURAL DIVERSITY?
Admit that you dont know - knowing that our
assumptions may be wrong
Suspend judgement - collect info then evaluate it
Empathy – understand another person by standing in
his or her shoes
THE SELF IN WESTERN AND EASTERN
THOUGHT INDIVIDUALISTIC VS.
COLLECTIVE SELF
WESTERN PHILOSOPHY
Individualistic Self
The individual identifies primarily with self, with the
needs of the individual being satisfied before those
of the group. Looking after and taking care of
oneself, being self-sufficient, guarantees the well-
being 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 stressed
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 inspirations.
People are encouraged to do things on their own;
to rely on themselves people strive for their own
successes
A human being has an individualistic nature and is
an independent part of the universe and the society.
INDIVIDUALISM IS STRONGER.
TRAITS OF INDIVIDUALISM
"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.
WESTERN GIVE IMPORTANTS TO:
FREEDOM
NATURAL LAWS
LIFE
LIBERTY
HAPPINESS
EASTERN PHILOSOPHY
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.
TRAITS OF COLLECTIVISM
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, and the
collective supersede those of the individual. Rules
promote unity, brotherhood, and selflessness.
Working with others and cooperating is the norm;
everyone supports each other. as a community,
family or nation more than as an individual
COLLECTIVE SELF
Esteem is a concept originating in the field of
psychology that describes the aspect of an
individuals self image that stems from how the
individual interacts with others and the groups that
the individual is part of.
PSYCHOLOGY OF THE SELF
The psychology of self is the study of either the
cognitive, conative or affective representation of
one's identity or the subject of experience.
SIGMUND FREUD
He was an Austrian neurologist and the founder of
psychoanalysis, a clinical method for threating
psychopathologythrough dialogue between a patient
and psychoanalyst.
The Psychodynamic approach was the first theory on
personality (early 1900s)
We are driven by unconsciousforces (sexual and
aggressive forces).
Levels of Consciousness: Iceberg theory
1. Conscious mind–like the top of the iceberg, only
a small portion of our mind is accessible to us.
2. Preconscious mind–material that is
unconscious, but can be easily brought into
awareness. Moves back & forth easily between
conscious & unconscious.
3. Unconscious mind–is completely outside of our
awareness (could produce anxiety if made
conscious).
3 COMPONENTS OF PERSONALITY BY FREUD
1.ID
2.EGO
3.SUPEREGO
What is the Id?
The id is driven by the pleasure principle, which
strives for immediate gratification of all desires,
wants, and needs. If these needs are not satisfied
immediately, the result is a state anxiety or tension.
What is the Ego?
The egooperates based on thereality principle, which
strives to satisfy the id's desires in realistic and
socially appropriate ways.
What is the Superego?
The superego is the aspect of personality that holds
all of our internalized moral standards and ideals that
we acquire from both parents and society or the
moral principle—our sense of right and wrong.
The superego provides guidelines for making
judgments.
According to Freud, personality develops during
childhood and is critically shaped through a series of
five psychosexual stages,
which he called his
“PSYCHOSEXUAL THEORY OF
DEVELOPMENT”.
that lead to the development of the adult personality.
His theory described how personality developed over
the course of childhood experiences.
Oral Stage (Birth to 18 months). Erogenous Zone:
Mouth
During the oral stage, the child if focused on oral
pleasures (sucking). Too much or too little
gratification can result in an Oral Fixation or Oral
Personality which is evidenced by a preoccupation
with oral activities. This type of personality may
have a stronger tendency to smoke, drink alcohol,
over eat, or bite his or her nails. Personality wise,
these individuals may become overly dependent
upon others, gullible, and perpetual followers. On the
other hand, they may also fight these urges and
develop pessimism and aggression toward others.
Anal Stage (18 months to three years). Erogenous
Zone: Bowel and Bladder
The child’s focus of pleasure in this stage is on
eliminating and retaining feces. Through society’s
pressure, mainly via parents, the child has to learn to
control anal stimulation. In terms of personality, after
effects of an anal fixation during this stage can result
in an obsession with cleanliness, perfection, and
control (anal retentive). On the opposite end of the
spectrum, they may become messy and disorganized
(anal expulsive).
Phallic Stage (ages three to six). Control Erogenous
Zone: Genitals
The pleasure zone switches to the genitals. Freud
believed that during this stage boy develop
unconscious sexual desires for their mother. Because
of this, he becomes rivals with his father and sees
him as competition for the mother’s affection.
During this time, boys also develop a fear that their
father will punish them for these feelings, such as by
castrating them. This group of feelings is known as
Oedipus Complex ( after the Greek Mythology figure
who accidentally killed his father and married his
mother).
Later it was added that girls go through a similar
situation, developing unconscious sexual attraction
to their father. Although Freud Strongly disagreed
with this, it has been termed the Electra Complex by
more recent psychoanalysts.
According to Freud, out of fear of castration and due
to the strong competition of his father, boys
eventually decide to identify with him rather than
fight him. By identifying with his father, the boy
develops masculine characteristics and identifies
himself as a male, and represses his sexual feelings
toward his mother. A fixation at this stage could
result in sexual deviancies (both overindulging and
avoidance) and weak or confused sexual identity
according to psychoanalysts.
Latency Stage (age six to puberty). Erogenous Zone:
Sexual Feelings Are Inactive
It’s during this stage that sexual urges remain
repressed and children interact and play mostly with
same sex peers.
Genital Stage (puberty on). Erogenous Zone:
Maturing Sexual Interests
The final stage of psychosexual development begins
at the start of puberty when sexual urges are once
again awakened. Through the lessons learned during
the previous stages, adolescents direct their sexual
urges onto opposite sex peers, with the primary focus
of pleasure is the genitals.
DEFENSE MECHANISM
Tactics that reduce or redirect anxiety in various
ways, but always by distorting reality
Repression
A defense mechanism that pushes threatening
thoughts into the unconscious
Reaction formation
A defense mechanism that pushes away
threatening impulses by overemphasizing the
opposite in one’s thoughts and words
Denial
A defense mechanism in which one refuses to
acknowledge anxiety provoking stimuli
Projection
Defense mechanism in which anxiety arousing
impulse are externalized by placing onto others
Displacement
Defense mechanism in which the target of one’s
unconscious fear or desire is shifted away from true
cause
Sublimation
Defense mechanism where dangerous urges are
transformed into positive, socially acceptable forms
Regression
Defense mechanism where one returns to a
earlier, safer stage of one’s life to escape present
threats
Rationalization
Defense mechanism where after the fact (post
hoc) logical explanations for behaviors that were
actually driven by internal unconscious motives
Carl Rogers
Carl Rogers (1902-1987) was a humanistic
psychologist who agreed with the main assumptions
of Abraham Maslow, but added that for a person to
"grow", they need an environment that provides
them with genuineness (openness and self-
disclosure), acceptance (being seen with
unconditional positive regard), and empathy (being CONDITIONAL POSITIVE REGARD
listened to and understood).
A situation in which the acceptance and love one
HUMANISTIC PERSONALITY THEORY receives from significant others is contingent upon
ones behavior.
Rejects Determinism (your actions are dictated by
your past)
Humans have free will (ability to choose their own
destiny)
Humans are innately good as long as ther self
esteem and self concept are positive they will be
happy
Rogers identified five characteristics of the fully
functioning person:
1. Open to experience: both positive and negative
emotions accepted. Negative feelings are not
denied, but worked through (rather than resorting to
ego defense mechanisms).
2. Existential living: in touch with different
experiences as they occur in life, avoiding
prejudging and preconceptions. Being able to live
and fully appreciate the present, not always looking
back to the past or forward to the future (i.e., living
for the moment).
3. Trust feelings: feeling, instincts, and gut-
reactions are paid attention to and trusted. People’s
own decisions are the right ones, and we should
trust ourselves to make the right choices.
4. Creativity: creative thinking and risk-taking are
features of a person’s life. A person does not play
safe all the time. This involves the ability to adjust
and change and seek new experiences.
5. Fulfilled life: a person is happy and satisfied with
life, and always looking for new challenges and
experiences.
SELF CONCEPT
All unique beliefs and personality characteristics
and individual has
3 components of Self Concept
Self image – the view you have of yourself
Self esteem or self worth – how much you value
plae on yourself
Ideal self – what you wish you were really like
CONDITIONS OF WORTH
The conditions a person must meet in order to
regard himself or herself positively
UNCONDITIONAL POSITIVE REGARD
A situation which the acceptance and love one
receive from significant others is unqualified