LESSON 1: FROM THE PERSPECTIVE OF • Asserted that the mind is

PHILOSOPHY separate from the body, leading to the

mind-body problem.
The Philosophy of the Self 5. John Locke (1632-1704)
• Argued that the mind is a
• The self is defined as a unified “tabula rasa” (blank slate), and knowledge is
being connected to consciousness, awareness, gained through experience.
and agency. • Emphasized Empiricism, where
• Early philosophers in Ancient sensory experience is the basis for knowledge.
Greece sought natural explanations for the world 6. David Hume (1711-1776)
and human nature. • Claimed that the self is just a
bundle of perceptions, with no permanent
Key Philosophers: identity.
7. Immanuel Kant (1724-1804)
1. Socrates (470-399 BCE) • Proposed the concept of
• Known for the phrase: “The Transcendental Apperception, where the self
unexamined life is not worth living.” actively participates in shaping knowledge.
• Developed the Socratic Method 8. Sigmund Freud (1856-1939)
to expose misconceptions through questioning. • Developed the psychodynamic
• Believed in the importance of theory with the Id, Ego, and Superego
the soul (psyche) as the true self. representing different aspects of the mind.
2. Plato (428-348 BCE) • Suggested that behavior is
• Introduced the Theory of Forms, driven by life and death instincts.
distinguishing between the imperfect physical 9. Gilbert Ryle (1900-1976)
world and the perfect, unchanging realm of • Critiqued Cartesian Dualism
forms. and introduced “knowing-that” and
• Plato’s Dualism: Divided reality “knowing-how.”
into the realm of shadows (physical world) and 10. Patricia and Paul Churchland
the realm of forms (true knowledge). • Advocated for
• Viewed the soul as having three Neurophilosophy, which links the self to the
parts: Reason, Spirited, and Appetites. brain’s biochemical properties.
• Famous for the Allegory of the 11. Maurice Merleau-Ponty
Cave, which illustrates the difference between (1908-1961)
the perceived reality and true knowledge. • Focused on the body as the
3. St. Augustine (354-436 CE) primary site of knowing the world through
• Believed that God is the source Perception.
of all reality and truth.
• Saw the self as inherently sinful
but capable of achieving moral goodness LESSON 2: SOCIOLOGY
through God’s grace.
4. Rene Descartes (1596-1650) • Sociology is a discipline within
• Famous for “Cogito ergo sum” the social sciences that aims to understand how
(“I think, therefore I am”). social surroundings or environments influence
people’s thoughts, feelings, and behavior.
 3. Game Stage
George Herbert Mead • The child responds to multiple
social relationships simultaneously.
• Born: February 27, 1863, • “Generalized other” explains
Massachusetts, USA behavior influenced by cultural norms, beliefs,
• Education and Career: and values, forming the basis for self-evaluation.
• Graduated and taught grade
school at Oberlin College Theory of the Self
• Enrolled in Harvard University
in 1887, focusing on Philosophy and Psychology • The self is not present at birth; it
• Published articles and book emerges as the child matures.
reviews but did not publish his own book • Family members play a major
• His students compiled and role as “significant others” who influence
edited his works for publication self-development.
• Died in 1931 due to heart failure
The “I” and “Me”
Mead’s Social Self
• The self has two components:
• Social Behaviorism: Mead’s 1. “I” Self: The active,
approach to describe the power of the spontaneous aspect.
environment in shaping human behavior. 2. “Me” Self: The reflective,
• Self Concept: Described as a socialized aspect based on how others perceive
“dimension of personality made up of the the individual.
individual’s self-awareness and self-image”
(Macionis, 2012). Charles Horton Cooley (1864-1929)
• The self cannot be separated
from society and develops through stages. • American sociologist who
applied a sociopsychological approach to
Stages of Self Formation understand societies.
• Authored “Human Nature and
1. Preparatory Stage the Social Order” (1902).
• The self does not exist at birth;
it develops over time. Looking-Glass Self
• Children’s behavior is primarily
based on imitation. • A concept suggesting the self is
• Interaction with symbols (verbal a product of social interaction.
and non-verbal) forms the basis of • The development involves three
communication. phases:
2. Play Stage 1. Imagining how one presents
• The child realizes the existence oneself to others.
of others and develops role-taking skills. 2. Imagining how others evaluate
• Communication and social the individual.
relationships form the foundation for social 3. Developing feelings about
interaction. oneself based on perceived evaluations.
 • Described the development of
Erving Goffman (1922-1982) the self through stages: Preparatory, Play, and
Game.
• A Canadian-American • Introduced the “I” (active self)
sociologist influential in modern American and “Me” (socialized self).
sociology. 2. Charles Horton Cooley
• Wrote “The Presentation of the • Introduced the Looking-Glass
Self in Everyday Life,” exploring how people Self, where the self is shaped by how we think
manage self-presentation to satisfy specific others perceive us.
audiences. 3. Erving Goffman
• Used the Dramaturgical
Dramaturgical Approach Approach, comparing social interaction to a
theatrical performance.
• Goffman compared social • Discussed Impression
interaction to theatrical performance. Management and Face-Work.
• Impression Management: The
process of influencing how others perceive us. LESSON 3: FROM THE PERSPECTIVE OF
• Face-Work: Strategies employed ANTHROPOLOGY
to maintain a proper image of the self in
challenging situations. Anthropology

Summary • Studies the totality of human

life, including biological, social, and cultural
The discussions by Mead, Cooley, and Goffman aspects.
illustrate a progression of how the self develops
through socialization and manages Four Subfields:
self-presentation for social acceptance.
1. Archaeology
This reviewer follows the original content • Studies artifacts to understand
without altering the wording and organizes it for past human life.
easier reference. 2. Biological Anthropology
• Focuses on how human bodies
LESSON 3: FROM THE PERSPECTIVE OF adapt to different environments and the
SOCIOLOGY biological basis of behavior.
3. Linguistic Anthropology
Sociology • Examines language and its role
in social interaction and cultural transmission.
• Examines how social 4. Cultural Anthropology
environments influence behavior, thoughts, and • Explores cultural norms, values,
feelings. and practices that shape societies.

Key Theorists: Theory of Cultural Determinism

1. George Herbert Mead

 • Suggests that culture shapes • True Self: Spontaneous,
individual behavior and understanding of human self-aware, embraces life.
nature. • False Self: Conforms to social
• Has both positive (flexibility in demands, hides real identity.
shaping life) and negative (lack of control over 6. Self as Proactive and Agentic
cultural influences) implications. (Albert Bandura)
• Triadic Reciprocal Causation:
Lesson 4: The Self from the Perspective of Behavior influenced by individual, environment,
Psychology and actions.
Psychology is the scientific study of human • Human Agency: People are
behavior and mental processes. It explores the proactive, self-regulating, and intentional in their
concept of the self, seeking better understanding actions.
of individuals.
Lesson 5: The Self in Eastern and Western
1. William James: The ‘Me’ and Thought
‘I’ Explores the differences between individualistic
• I-self: Knows and recognizes and collectivist selves in various cultural
personal actions (e.g., “I won the game”). contexts.
• Me-self: The object referred to
(e.g., “The person smiled at ME”), divided into 1. Individualistic Self
material, social, and spiritual components. • Focuses on personal freedom,
2. Material, Social, and Spiritual self-reliance, and introspection.
Self • Common in Western cultures,
• Material Self: Refers to the where individuals seek personal achievement
possessions and affiliations of a person. and autonomy.
• Social Self: Changes depending 2. Collective Self
on social situations. • Emphasizes interdependence
• Spiritual Self: The introspective, and community.
enduring part of the self. • Found in Eastern cultures,
3. Global and Differentiated Self where societal norms, family, and traditions
• Global Self: Overall value a shape behavior and identity.
person places on themselves, shaped by society. 3. Western Thought
• Differentiated Self: The ability • Descartes: “I think, therefore I
to balance individuality with connectedness. am” – the self exists independently of the
4. Real and Ideal Self Concepts environment.
(Carl Rogers) • Kant: The self has rights and
• Real Self: Information one has autonomy, influencing concepts of human rights.
about themselves. 4. Confucian Thought
• Ideal Self: Who they aim to be. • Ren: Central to human
• Discrepancies between real and relationships, it represents human goodness.
ideal self can lead to discomfort • Li, Xiao, Yi: Virtues guiding
(self-discrepancy theory). behavior, focusing on propriety, filial piety, and
5. True and False Self (D.W. moral rightness.
Winnicott)
 • Emphasizes self-mastery, proper
relationships, and social harmony.