UNDERSTANDING THE SELF – NOTES

THE PHILOSOPHICAL PERPECTIVES OF THE SELF (Lesson 1) GROUP 1

WHAT IS PHILOSOPHY?
Etymology: Greek

Philos – love

Sophia – wisdom

“love of wisdom”

- Employs the inquisitive mind to discover the ultimate causes, reasons, and principles of everything. The
study of the basic/fundamental principles of life, knowledge, reality, existence, morality, human nature,
etc., through the use of logic and reason.

THE SELF ACCORDING TO ANCIENT PHILOSOPHY

SOCRATES
- More concerned with the PROBLEM OF THE SELF
- First philosopher engaged in a systematic questioning about the self- His life-long
mission, “the true task of the Philosopher is TO KNOW ONESELF” &
“Unexamined Life Is Not Worth Living”
Examined life – a life that is duty bound to develop self-knowledge and a self-
dignified with values and integrity Living a good life means having the wisdom to
distinguish what is right from wrong and the worst thing that can happen to
everyone is to live but die inside.

1.) Dualism - Every man is composed of body and soul (dualistic reality)
Two important aspects of personhood:
1. Physical – changing, transient, imperfect
2. Spiritual – unchanging, eternal, perfect

2.) Immortal Soul - Socrates believed that each person has an IMMORTAL SOUL
or SELF that surpasses the death of the body.
Through their living, they can attain a great happiness and sadness because life has
its ups and downs and with the imperfections and immortality, they begin to
manifest every identity.

PLATO
- Socrates’ student, proposed his own philosophy of self - the self is synonymous
with the soul, one has to go with the process of self-knowledge and purification of
the soul.
- Started with the examination of the self as a unique experience.
-The experience will eventually better understand the core of the self, called
“PYSCHE” and supported the Idea of his master that “MAN is a DUAL NATURE of
BODY and SOUL.”

Three Components of the SOUL:

1. Rational Soul (reason) – superior nous – conscious awareness of the self

2. Spirited Soul (passion) – excited when given challenges, or fights back when
agitated or fights for justice when unjust practices are evident.
3. Appetitive Soul (physical) – one’s desires, pleasures, physical satisfaction,
comfort

ARISTOTLE
Mind (SELF) is a TABULA RASA (blank slate) that consists of form and matter which is in a continuous
process of developing.

- “knowing yourself is the beginning of all wisdom”

- believed that a soul is considered as the nucleus of the self. BUT not immortal thus when a person dies,
self becomes non-existent as well.

THREE KINDS OF SOUL:

(1) vegetative - composed of a developing body;
(2) sentient - is sensual desires, feelings or emotions; and
(3) rational - involves intellectual quality of a person. Being rational makes a person unique.
GROUP 2

ST. AUGUSTINE

- Born in North Africa to Roman and Berber parents

- he searched for understanding of life's meaning.
- St. Augustine was the bishop of Hippo (now Annaba, Algeria) from 396 to 430. He is also the
Doctor of the Church.
[POSSIBILITIES IPA ESSAY NI]

Why did Saint Augustine become a saint?

He went through a profound crisis leading him to convert to the Catholic Faith, abandoned his
career of teaching in Milan, gave up his idea of marriage, and devoted himself entirely to
serving God and to the practices of priesthood, including celibacy.

ST. THOMAS AQUINAS

- Saint Thomas Aquinas (1225-1274) was an Italian Dominican friar, and he is one of the most famous
philosophers and theologians in the Catholic Church tradition.

- Thomas was a proponent of natural theology and the father of a school of thought known as Thomism.

4 THEOLOGICAL SYNTHESIS:

1. commentary on Peter Lombard's Sentences

2. Summa contra gentiles
3. Compendium theologiae
4. Summa theologiae

ST. ANSELM
- Anselm was born in 1033 in Aosta
- Doctor of the Church
- Saint Anselm was one of the most important Christian thinkers of the eleventh century.
- famous in philosophy for having discovered and articulated the so called “ontological
argument;”
 GROUP 3

René Descartes

- French philosopher and mathematician who is often called the father of modern philosophy.
- famous statement, "I think, therefore I am,"

MATHEMATICS CONTRIBUTION

1. Cartesian Coordinates
2. Analytic Geometry

SCIENCE CONTRIBUTION

1. Mechanistic View of Nature

2. Optics

JOHN LOCKE
- John Locke (1632–1704) was an English philosopher and physician widely regarded as one of the
most influential thinkers of the Enlightenment.
- He is best known for his work in epistemology, political theory, and education.

Works of John Locke

EPISTEMOLOGY:

- famous for his theory of knowledge, which he outlined in his work "An Essay Concerning Human
Understanding."

POLITICAL THEORY:

- "Two Treatises of Government"

EDUCATION:

- "Some Thoughts Concerning Education”

IMMANUEL KANT
- a German philosopher who is widely regarded as one of the most important figures in modern
philosophy.
- His work primarily addresses the nature of human knowledge, ethics, and metaphysics, and his
ideas have had a profound impact on various areas of philosophy.

WORKS OF IMMANUEL KANT:

EPISTEMOLOGY (critical philosophy):
- most famous work, "Critique of Pure Reason"

INFLUENCE (impact on philosophy):

- His approach to the limits of human understanding and the nature of ethical duties has shaped
contemporary discussions in ethics, metaphysics, and epistemology.

ETHICS:
(Categorical Imperative)
- "Groundwork of the Metaphysics of Morals"
- "Critique of Practical Reason"

(Autonomy Respect)
- Kant’s ethical theory emphasizes the importance of autonomy and treating individuals as ends
in themselves, not merely as means to an end.

Metaphysics & Aesthetics:

- “Prolegomena to Any Future Metaphysics"
- “Critique of Judgment”

DAVID HUME
- a Scottish philosopher and historian known for his influential contributions to empiricism,
skepticism, and the philosophy of human understanding.

EMPIRICISM:
- “A Treatise of Human Nature"
 SKEPTICISM ABOUT CAUSATION:
- He claimed that we cannot directly observe causal connections; instead,
we infer them from repeated associations.

ETHICS & RELIGION:

MORAL SENTIMENTS:

- "A Treatise of Human Nature"

- “An Enquiry Concerning the Principles of Morals”

CRITIQUE FOR RELIGION:

- Hume was a prominent critic of organized religion. In "The Natural History of Religion" and
"Dialogues Concerning Natural Religion", he examined the origins and arguments for religious
belief, particularly criticizing the rational basis for arguments for the existence of God and
questioning the credibility of religious experiences.

Meaning of the Self

According to Ariola (2018), the term “self” is defined in many ways:

1. Self is a unified being and is essentially connected to consciousness,

awareness, and agency or with the faculty of rational choice.

- It means all the different aspects of the self are integrated (or

connected) in a harmonious way such that one aspect is not in

conflict with others or driven in another direction 5.

For example:

Jenn M. Choi (2016), in her blog, “The Unified Self”, described that it

is the authentic integration of all the different aspects of herself and

sharing the whole human being for the world to see.

Nature of the Self
Ariola (2018) stated that there are many explanations with respect to the nature of the self.

1. The self is independent of the senses.

2. The self may have changed in many respects but the same self appears present as was present
then.
3. The self is a narrative center of gravity, not physically detestable but a kind of convenient fiction
that does not correspond to anything tangible.
4. The self is both legal and moral person.
5. The self is an intersubjective being, a unique being who is never alone on its existence in the
world.
6. According to Swami Vivekananda, the self is conditioned by three factors: (1) the sense are
unreliable; (2) the mind is conditioned by space-time; and (3) the mind is conditioned by logical
limitations.
7. The self is constantly evolving due to the complexities of culture and societies.
8. Religion views the nature of the self very widely;
9. Human beings have a self; and
10. The Self is the thinking and feeling being within us and within ourselves.

The Anthropological Perspectives of the Self

ANTHROPOLOGY
- Is the field of social sciences that focuses on the study of man.
Four subfields of anthropology:
Archaeological Anthropology: This branch reconstructs, describes, and interprets human behavior and
cultural patterns through material remains, like plant and animal remains, and ancient artifacts.

Biological Anthropology: It focuses on the biological aspects of humans, including human evolution, gen
etics, growth, development, and adaptation to different environments.

Linguistic Anthropology: This field studies language in its social and cultural context. It looks at how lang
uage is used to create and share meanings and promote social change.

Cultural Anthropology: It examines human societies and cultures, analyzing and interpreting social and c
ultural similarities and differences.
TWO IMPORTANT CONCEPTS:
Culture:

 Refers to the systems of human behavior and thought, including customs, traditions, knowledge,
beliefs, arts, religion, morals, law, language, and practices.

 Symbolic and passed down through generations. Tools, symbols, and rituals become integral part
s of culture.

 Learned and deeply integrated into daily life, shaping one’s identity and worldview.

Enculturation:

 The process of passing culture from one generation to the next.

 Happens through observation, language use, adapting to the environment, rituals, and educatio
n.

 Distinguishes each community by their unique ways of life

Concept of the Self in Anthropology:

Physical Side: Humans evolved from apes about 33 million years ago and share characteristics with other
animals. But we stand out because we have larger brains, which make us rational, and we can stand upri
ght, which helps us move better.

Social Side: Humans use language and symbols to communicate and preserve history, knowledge, and
culture. We cooperate with each other systematically and invent new things to survive.

Self and Persons in Contemporary Anthropology:

The Anthropological self looks at the whole person.

Biological Aspects(genetics):

 Genes play a crucial role in how a person adapts to their culture.

Environmental Aspects(social):

 The social environment influences a person right from conception.

The early years of a child are vital for shaping their development from an anthropological perspective.

Example:

Western:

 Emphasizes independence in children.

 Example: Children often have their own room and are encouraged to be independent with less p
hysical contact from parents or caregivers.
Asian:

 Children are usually in close contact with parents, especially mothers.

 This fosters a sense of dependence on family and community.

Self and Behavioral Environment:

Behavioral Orientations:

1. Object Orientation: How people relate to surrounding objects.

 Example: The T’boli respect trees, lakes, falls, and animals, believing in the spirit of the
forest.

2. Spatial Orientation: Personal space in relation to others.

 Example: Individualistic societies value independence and personal space, while

communal societies emphasize interdependence.

3. Temporal Orientation: Sense of time.

 Example: In the Philippines, people often see time as a repeating cycle, like seasons or
festivals coming around again. In Western countries, time is usually seen as a straight
line moving from the past through the present to the future.

4. Normative Orientation: Understanding and following accepted norms.

 Example: Being on time is generally accepted, while behaviors like stealing are not.

Self-Embedded in Culture:

 The self recognizes acceptable behavior and the differences between selves.

 Managing these differences is key.

Contribution of Anthropology:

 Recognizes the influence of culture on social interactions.

 Shaping social reality through understanding cultural power.

Culturally Reflexive Identity:

 The self acknowledges its relation to everything else.

 Recognizes and respects the complexity of cultural identities.

 Example: Some Indigenous Peoples (IP) students avoid identifying as IP, leading to cultural degra
dation.
Cultural Degradation:

 Loss of culture through assimilation or loss of interest.

 Dominant cultures overshadow inferior ones, leading to loss of identity.

 Example: Moros of Mindanao strive for cultural recognition amid violence and loss of cultural lan
dmarks.

Culture:

 Not a force but a context in which people live their lives.

The Self in Western and Eastern Thoughts:

Our concept of the self combines ideas from both Eastern and Western traditions, as well as northern an
d southern perspectives. Eastern civilizations were advanced long before Western texts existed, with sign
ificant contributions like the Babylonian Code of Hammurabi and India's Rigveda.

Eastern Thoughts: Focus on community life and collective well-being. Represents Asia (Oriental).

Western Thoughts: Focus on individualism and self-reliance. Represents Europe and North America

Key Differences between Individualistic and Collective Self:

Individualism:

 Focus on "I" and personal goals.

 Values personal rights and independence.

 Less emphasis on helping others.

 Relying on others is seen as weak.

 Encourages self-reliance and individual success.

Collectivism:

 Focus on "we" and community goals.

 Values family, community, and collective well-being over individual rights.

 Promotes unity and cooperation.

 Helping and supporting each other is the norm.

 Emphasizes community and group success.

Western Thought:
Individualistic Self:
 Focus on personal goals from a young age.

 Success is measured by fulfilling personal life goals.

 Independence and self-sufficiency are highly valued.

Rational Self:
 Emphasis on being rational and logical.

 No room for being weak or overly emotional.

 Success is linked to logical thinking and reason.

Self-Sufficiency:
 Importance of meeting one's own needs without external help.

 Confidence in personal resources and abilities is key.

 Success involves being able to provide for oneself.

Eastern Thought:
Collectivistic Self:
 Emphasis on community and nature.

 Identity is tied to relationships and community.

Confucianism:
 Focus on ethics, harmonious social life, and relational identity.

 Key principles: self-restraint (Li), sincerity (Cheng), family love (Hsiao), righteousness (Yi), honest
y (Xi), kindness (Jen), and loyalty (Chung).

 Importance of significant relationships: king-subject, father-son, husband-wife, older-younger sib

lings, friends.

Buddhism:
 No permanent self; self is seen as an illusion.

 Self is the source of suffering; the goal is to achieve Nirvana by freeing oneself from attachments

 Five parts of the self: physical form, sensation, conceptualization, consciousness.

Taoism:
  Harmony with the Tao or the Way.

 Rejection of strict definitions; emphasis on simplicity and spontaneity.

 Self is part of the universe, achieving selflessness leads to balance with nature and society.

The Sociological Perspectives of the Self:

WHAT IS SOCIOLOGY?
It is one of the disciplines of sciences which aim to discover the ways by which

the social surrounding or environment influences people’s feelings, thoughts

and behavior.

Self-According to Sociology:
The Self:

 Part of personality made up of self-awareness and self-image.

 Defined by the social context; social situations shape self-concept and self-esteem.

Self in Modern Society:

 Becomes "delocalized," free to create its own identity.

 No longer bound by traditional definitions; faces challenges like alienation and dehumanization.

 Solution: Find true self by removing repressive social constraints.

Self as Necessary Fiction (Nietzsche):

 The self is made up of actions, thoughts, and feelings.

 It's symbolic, a metaphor for something abstract.

 Continuity of self comes from memory and unity of experiences.

Post-Modern View of the Self:

 The self is dynamic, like a story that's constantly rewritten.

 Influenced by modern discourse and digital interactions.

 Seen in social media and influenced by global migration and multicultural identities.

Social Construction of the Self:

 The self is created through socialization, not discovered.

 Individuals actively shape their own self-definition through social roles and interactions.
  Language and symbols play a key role.

Rewriting the Self as Artistic Creation (Nietzsche, Rorty):

 Unity of self is achieved through conscious effort.

 Individuals can recreate themselves by reinterpreting their past and planning their future.

 Memories and cultural traditions play a significant role in forming identity.

Self-Creation and Collective Identity:

 Memories are crucial in creating self-identity.

 Self-creation happens within cultural traditions and social institutions.

 Requires recognition of cultural differences.

Self-Creation and Struggle for Cultural Recognition:

 Grounded in collective solidarity.

 Created through struggles with cultural challenges.

 Involves adjusting and hiding the less favorable aspects of cultural nature.

Beyond Self Creation:

 Search for self identity is influenced by modern society, information technology, and globalization.

 Involves reconfiguring gender, sex, ethnicity, and personal style.

Mead’s Theory of the Self:

1. Social Behaviorism: Mead believed the environment plays a big role in shaping human behavior.

2. Theory of Social Self: The self develops from social interactions, not biological factors. It grows o
ver time through social experiences.

3. Man as a Social Being: Humans have an innate need to form relationships.

Components of the Self:

 “I” Self: The active part of the self, responding to the social world and acting based on personal c
hoices.

o Example: Deciding to go on a date or cook dinner.

 “Me” Self: The reflective part, influenced by societal expectations and norms.

o Example: Following societal rules and not breaking laws.

Three Stages of Self-Development:

1. Preparatory Stage: Children imitate those around them and learn to use language.

2. Play Stage: Children start to understand social relationships and roles through pretend play.

 Example: Playing house (bahay-bahayan).

3. Game Stage: Children grasp their own and others' social positions.

 Example: Understanding roles in a game or scouting.

Looking-Glass Self (Charles Horton Cooley):

1. We imagine how others see us.

2. We imagine how others judge us.

3. We create our self-image based on others' judgments.

 Example: Mary feels confident in her lucky outfit, while John feels embarrassed by his
ripped shirt.

Social Comparison Theory:

1. Upward Comparison: Comparing ourselves to someone better to improve.

2. Downward Comparison: Comparing ourselves to someone worse to feel better about ourselves.

 Example: Students comparing exam scores to evaluate performance.