● The self evolves and is not

UTS L1
something one is simply
Name: born with or assigned.

● Our names signify us. Socrates and Plato’s Views on

● Death cannot even stop the Self
this bond between the
● Pre-Socratics: Focused on
person and their name.
understanding the primary
● Names are inscribed even
substance (arche) that
into one's gravestone.
explains the world and its
● A name is not the person
changes. Philosophers like
itself no matter how
Thales, Pythagoras,
intimately bound it is with
Heraclitus, and others
the bearer.
sought explanations
Name vs. Self: A name is a beyond mythology.
signifier of a person but not the ● Socrates: Shifted focus
person itself. from the external world to
the self.
The Self: Not fixed or static, ○ He believed: The true
unlike physical traits or task of a philosopher
assigned names. is to know oneself.
● Constantly molded, ○ An unexamined life is
shaped, and developed not worth living.
throughout life. ○ Human beings are
composed of both
Discovery of Self: body and soul.
○ The soul is perfect
● It is a lifelong task for
and permanent, while
individuals to discover and
the body is imperfect
define who they are.
and temporary.
● Plato:
 ○ Built on Socrates’ ■ The body is
ideas and supported imperfect and
the concept of body bound to the
and soul dualism. physical world.
○ Proposed that the ■ The soul is
soul has three parts: capable of
■ Rational soul: immortality and
Governs reason yearns to be
and intellect. with God.
■ Spirited soul: ○ The ultimate goal is
Responsible for to achieve eternal
emotions. communion with God
■ Appetitive soul: by living a virtuous
Deals with base life on Earth.
desires like ● Thomas Aquinas:
hunger and Influenced by Aristotle, he
pleasure. proposed that humans are
○ Justice in the soul is composed of matter
achieved when these (body) and form (soul).
parts work in ○ The body is shared
harmony, with reason with other animals as
in control. part of the physical
world.
Augustine and Thomas
○ The soul is the
Aquinas’ Views on the Self
essence that makes
● Augustine: Followed Plato humans distinct and
and combined it with animates the body.
Christian doctrine. ○ The soul defines our
○ Believed in a humanity,
bifurcated nature of distinguishing us
humans: from other creatures.
Rene Descartes: combination of
perceptions.
● Mind-body dualism: The
self consists of two Immanuel Kant:
distinct entities: the mind
● Agreed with Hume that
(cogito) and the body
knowledge begins with
(extenza).
sensory impressions but
○ The mind is the
argued there is an
essence of the self, a
organizing self that
thinking entity that
synthesizes these
doubts, affirms, and
impressions.
perceives.
● The self is essential for
● Famous for “Cogito ergo
organizing thoughts,
sum” (I think, therefore I
perceptions, and
am), where the act of
experiences into a
thinking proves one’s
coherent whole, using
existence.
mental structures like time
David Hume: and space.

● Empiricism: Knowledge Gilbert Ryle:

comes from senses and
● Rejected the idea of a
experiences.
non-physical self, calling it
● The self is a bundle of
a category mistake.
impressions—a collection
○ The self is not an
of sensations and
internal entity but a
experiences, constantly
set of behaviors we
changing.
observe and describe
● There is no permanent,
in daily life.
unified self—what we call
“self” is simply a Merleau-Ponty:
 ● Argued against mind-body Introduction
dualism, proposing that
● The self is separate,
the mind and body are
self-contained,
intertwined and cannot be
independent, consistent,
separated.
unitary, and private
○ All experiences are
(Stevens 1996).
embodied
● It is distinct from others
experiences, and the
and has its own unique
body is the medium
identity.
through which we
● The self is dynamic and
interact with the
shaped by external
world.
influences; it’s constantly
UTS L2 evolving.
● Social constructivists
● Focus shifted from
argue that the self is not
mind-body debates to the
static but in constant flux,
self’s relationship with the
shaped by society and its
external world.
context.
● External interactions
● The self is multifaceted
shape the self, as seen in
and malleable depending
the Tarzan story (raised by
on social roles and
animals, he became like
settings.
them).
● Human development The Self and Culture
depends on social
● Marcel Mauss describes
interaction and external
the self with two aspects:
influences.
○ Moi: One’s basic,
● The self is shaped by
biological identity.
experiences with the
○ Personne: Social
world, not just innate
identity shaped by
qualities.
 culture, institutions, The Self and the Development
and social roles. of the Social World
● Jon’s Example: His core
● Individuals are not
self (moi) stays constant,
passive.
but his social roles
● Individuals actively shape
(personne) change
their own selves
(professor, father,
● Interaction and
husband).
environment play a crucial
● Cross-Cultural Behavior: A
role
Filipino may jaywalk at
home but follows strict Language: the bridge between
traffic laws abroad, the individual and society
adjusting behavior based
on social rules. ● Shapes and reshapes the
● Language: self.

• “Mahal kita” The self is constantly evolving

combines love and value, and influenced by social
reflecting Filipino culture. interactions and cultural factors.

• Gender-neutral Mead and Vygotsky

language (“siya”) influences ● Human development
identity perception. happens through language
● Cultural Influence: North acquisition and social
Americans focus on interaction
individual uniqueness, ● The way people process
while Japanese culture information involves
emphasizes modesty, internal dialogue
showing culture’s role in ● Mead: children develop a
shaping the self. sense of self by assuming
roles and engaging in
 role-play, internalizing the Gender and the Self
“other” through language.
● Gender and Identity:
● Vygotsky: children
Gender is fluid and shapes
internalize real-life
selfhood. Society often
conversations and apply
imposes roles based on
them to their own
gender, but individuals
cognitive and practical
should have the freedom
problems. Influenced by
to express and define their
social and cultural
identity.
interactions.
● Sonia Tolstoy: Her diary
Self in Families reflects how societal
expectations shaped her
● Family Role: Family is key
self-view, highlighting how
in shaping the self, beyond
gender roles affect
innate traits.
self-perception.
● Dependency: Human
● Philippine Context:
babies rely on family
Husbands are traditionally
longer, crucial for learning
expected to provide, and
and growth.
boys are taught to be
● Learning: Children imitate
tough, often through
family behavior, learning
practices like circumcision
language, manners, and
as a sign of manhood.
values.
● Feminist View: Nancy
● Environment: Positive
Chodorow argues that girls
environments foster
imitate caregiving roles
positive traits; negative
from their mothers,
environments do the
reinforcing traditional
opposite.
gender roles.
● Failure: Poor upbringing
● Toys and Socialization:
leads to gaps in behavior
Girls are given dolls, and
and values.
 boys are taught to ● William James (1890)
suppress emotions, introduced two aspects of
influencing how they see the self: the “I” (thinking,
themselves and their roles acting, feeling) and the
in society. “me” (physical and
● Gender has to be psychological traits).
personally discovered not ● Carl Rogers (1959) echoed
dictated by culture and this with the “I”
society (decision-maker) and the
“me” (self-perception).
UTS L3
● Identity includes personal
THE SELF AS COGNITIVE characteristics, social
CONSTRUCT roles, and affiliations
● Self-concept is what you
Introduction think of when asked, “Who
● Different fields define are you?”
“self” in various ways, but ● The self is not static; it
modern research changes over time, yet
acknowledges retains core elements.
contributions from all ● Carl Rogers referred to this
disciplines. as self-schema—our
● Psychology focuses on the organized knowledge of
individual but also who we are.
considers external factors ● The self-schema includes
like culture and society. not just identity but also
interests, age, work, and
other personal traits.
● As we grow, these traits
The “self” is defined as one’s
evolve, and they actively
personal identity and sense of
influence how we see and
individuality.
interact with the world.
 ○ Example: Hearing 2. Affirmation from others:
your name or dialect We rely on others to
grabs your attention, validate our identity.
and interests like 3. Social influences on
books can shape values: What we value
behavior. (e.g., education, money) is
● Theories view the self and shaped by our social and
identity as mental historical background.
constructs, shaped by ● Social identity: Defined by
memory and mental group membership, such
processes, linked to the as being a student or
brain’s frontal lobe. belonging to a friend
● Influential theory (Sigmund group.
Freud) describes the self ● We have multiple social
as an interaction between identities that can overlap
the Id, Ego, and Superego. and shift based on group
● Society and culture also interactions.
strongly shape the self; it’s
Self-Awareness: Awareness of
a blend of nature and
self-concepts (Carver & Scheier,
nurture.
1981) can be:
G.H. Mead’s Theory: The self
1. Private Self: Internal
develops through social
thoughts and feelings.
interaction.
2. Public Self: Public image
Three reasons why self and aimed at presenting
identity are social products: oneself well to others.

1. Society shapes us: Our Self-Schema:

identity is influenced by
1. Actual Self: Who you are
the social and historical
now.
context we grew up in.
 2. Ideal Self: Who you want acknowledged more than
to be. others.
3. Ought Self: Who you think
Self-Evaluation Maintenance
you should be (Higgins,
Theory (Tesser, 1988):
1997).
● We feel threatened when
Self-Consciousness:
someone close to us
Over-awareness of being
outperforms us.
observed and judged by others.
○ Reactions:
● Deindividuation: Loss of 1. Distance:
self-awareness and Create
accountability in groups emotional or
(e.g., riots). social distance
● Self-Esteem: Your own from the person
positive or negative or redefine the
evaluation of yourself. relationship.
2. Devalue the
Social Comparison:
Skill:
1. Downward Comparison: Reconsider the
Comparing yourself to importance of
those worse off, boosting the skill you
self-esteem. were
2. Upward Comparison: outperformed
Comparing to those better in.
off, which can lower 3. Self-Improveme
self-esteem. nt: Work harder
to improve the
Group Comparison: A person’s skill and
self-esteem can rise when their achieve
group outperforms or is success
through effort.
Narcissism ● Typically outgoing and
adaptable, but may reject
● A trait marked by overly
activities that don’t align
high self-esteem,
with their self-concept or
self-admiration, and
lead to risky behavior
self-centeredness
(Baumeister et al., 1996).
(Jhangiani & Tarry, 2014).
● Narcissists are often Parenting and Self-Esteem:
charismatic but are poor
● Programs to boost
partners or friends due to
self-esteem should reward
their self-serving behavior.
good behavior, not just
Self-Esteem vs. Narcissism: make children feel good
without basis (Jhangiani &
● There’s a thin line between
Tarry, 2014).
high self-esteem and
narcissism. UTS L4
● The Rosenberg Scale
Lesson 4: The Self in Western
measures self-esteem, but
and Eastern Thoughts
results can be skewed by
individuals’ desire to Introduction
appear positively.
● Cultural Perceptions:
Correlation vs. Causality: Different cultures shape
diverse understandings of
● High self-esteem is
the "self."
correlated with positive
● Eastern vs. Western
outcomes but doesn’t
Dichotomy:
guarantee them (Jhangiani
○ Eastern: Generally
& Tarry, 2014).
refers to Asia.
Behavior of High Self-Esteem
Individuals:
 ○ Western: Typically Confucianism
includes Europe and
● Confucianism emphasizes
North America.
proper behavior in
● Contextual Note: This
relationships, promoting a
distinction is influenced by
harmonious social life (Ho,
historical and political
1995).
contexts. Proximity doesn’t
● An individual’s identity and
always equal similarity;
self-concept are closely
regional variations exist
tied to their community,
(e.g., in the Philippines).
sharing in both pride and
Abstraction failures (Ho, 1995).
● Considered the ultimate
● Sources of Insight:
life purpose; individuals
○ Literature
strive to develop their
○ Social Organization
moral character.
○ Art and Dance:
● Chun-Tzu: Represents a
Reflect cultural
person of virtue, whose
identities and values.
identity is shaped by social
○ Clothing: Can
relationships (Ho, 1995).
indicate cultural
● The "cultivated self"
norms and
prioritizes community
self-perception.
needs over personal
Focus of the Lesson desires, leading to a
hierarchical society aimed
● Religious Beliefs: Influence at maintaining order and
how different cultures view balance (Ho, 1995).
the self.
● Political Philosophies: Taoism
Shape national and
● Taoism emphasizes
cultural mindsets.
aligning with the Tao, the
 universal way, without a ignorance and a desire for
single definition (Ho, control (Ho, 1995).
1995). ● Attachment to the self and
● Adopts a flexible, cravings lead to suffering.
open-ended perspective on ● The aim is to renounce the
life. self, break attachments,
● Unlike Confucianism, and let go of cravings to
Taoism promotes a simple attain Nirvana (Ho, 1995).
lifestyle, avoiding strict ● Like Confucianism and
rules (Ho, 1995). Taoism, Buddhism places
● The self is viewed not just less emphasis on the
as part of the community, individual self; it’s about
but as a manifestation of contributing to the greater
the Tao (Ho, 1995). whole.
● Represents selflessness; ● The self is not elevated
not about neglecting above others or nature;
oneself, but achieving rather, it should harmonize
balance with society and with and benefit the
nature. community.
● Encourages acceptance of ● Buddhism seeks to
change and equality, remove selfishness from
moving beyond egocentric the central focus of life,
views (Ho, 1995). integrating the self into a
● When in harmony with the broader existence.
universe, actions arise
Western vs. Eastern
naturally, free from rigid
Perspectives on the Self
standards.
Western Perspective
Buddhism

● The self is considered an

illusion, arising from
 ● Self-Focus: Emphasizes ● Asians often describe
individual growth and themselves in relation to
self-improvement. social roles or contexts
● Dualities: Views the self as (Gleitman, Gross, and
distinct from others; Reisberg, 2011).
creator separate from ● Low-profile approach;
creation (Wolter, 2012). self-promotion can be
● Americans often highlight viewed as boastful and
personal attributes when harmful to social
describing themselves relationships.
(Gleitman, Gross, and ● Collectivism: Eastern
Reisberg, 2011). culture is collectivistic,
● Personal prioritizing group welfare
accomplishments are over individual desires.
prioritized; self-promotion ● Communication Style:
is common. More indirect and
● Individualism: Western nuanced; aims for
culture is individualistic, compromise and seeks to
valuing personal needs create understanding
and competition. rather than confrontation
● Communication Style: (Qingxue, 2003).
Direct and straightforward
Western vs. Eastern Cultural
in expressing thoughts and
Values
making decisions.
Western Values
Eastern Perspective
● Westerners value equality
● Sees others as part of
and fair competition;
oneself; emphasizes roles
individuals can rise above
within a larger social
challenges.
context (Wolter, 2012).
 ● Comfortable using first contribute to diverse
names with authority cultural practices within
figures; conflicts can be the Philippines.
addressed openly.
Modern Influences
● Protecting individual rights
is central to their ideals. ● Impact of Social Media
and Migration: Cultural
Eastern Values
perceptions can shift, with
● Collectivistic cultures intermarriages and
prioritize harmony and globalization blurring or
order, valuing respect for highlighting differences.
authority (Qingxue, 2003). ● Conflict and
● Use of formal titles for Understanding: Diversity
seniors; challenging can lead to conflict, but
authority is often avoided. greater understanding of
cultural backgrounds can
Cultural Context
foster peace.
● These observations reflect
broad trends and may not
apply universally within
Western or Eastern
cultures.
● Philippine Context: The
Philippines has a unique
blend of influences due to
colonization, resulting in
both similarities and
differences with other
Asian cultures.
● Regional Variations:
Geographic factors