The document discusses different perspectives on the self, including philosophical, sociological, anthropological, and psychological views. Philosophically, thinkers like Plato, Augustine, Descartes, Locke, and Kant viewed the self as consisting of both a body and a soul or spirit. Sociologically, Mead viewed the self as developing through social interaction, involving an "I-self" and "me-self." Anthropologically, culture provides patterns of identity and views of the self. Psychologically, theorists discussed the self-concept, self-actualization, agency, self-efficacy, emotions, Freud's structures of personality, and Erikson's stages of development.
The document discusses different perspectives on the self, including philosophical, sociological, anthropological, and psychological views. Philosophically, thinkers like Plato, Augustine, Descartes, Locke, and Kant viewed the self as consisting of both a body and a soul or spirit. Sociologically, Mead viewed the self as developing through social interaction, involving an "I-self" and "me-self." Anthropologically, culture provides patterns of identity and views of the self. Psychologically, theorists discussed the self-concept, self-actualization, agency, self-efficacy, emotions, Freud's structures of personality, and Erikson's stages of development.
The document discusses different perspectives on the self, including philosophical, sociological, anthropological, and psychological views. Philosophically, thinkers like Plato, Augustine, Descartes, Locke, and Kant viewed the self as consisting of both a body and a soul or spirit. Sociologically, Mead viewed the self as developing through social interaction, involving an "I-self" and "me-self." Anthropologically, culture provides patterns of identity and views of the self. Psychologically, theorists discussed the self-concept, self-actualization, agency, self-efficacy, emotions, Freud's structures of personality, and Erikson's stages of development.
The document discusses different perspectives on the self, including philosophical, sociological, anthropological, and psychological views. Philosophically, thinkers like Plato, Augustine, Descartes, Locke, and Kant viewed the self as consisting of both a body and a soul or spirit. Sociologically, Mead viewed the self as developing through social interaction, involving an "I-self" and "me-self." Anthropologically, culture provides patterns of identity and views of the self. Psychologically, theorists discussed the self-concept, self-actualization, agency, self-efficacy, emotions, Freud's structures of personality, and Erikson's stages of development.
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UNDERSTANDING THE
SELF
BY: OFELIA V. VILLANUEVA
DIFFERENT PERSPECTIVES OF THE SELF PHILOSOPHICAL PERSPECTIVE
SOCRATES AND PLATO
• BODY • SOUL (INTELLECTUAL ESSENCES) ⚬ REASON - THROUGH THE USE OF INTROSPECTION IN ORDER TO GAIN WISDOM
ST. AUGUSTINE • BODY • SOUL (SPIRIT) ⚬ REUNITE WITH THE TRANSCENDENT GOD ⚬ WE HAVE SPIRITUAL SELF PHILOSOPHICAL PERSPECTIVE
RENE DESCARTES • SELF = THINKING THING • DOUBT THINGS • IT IS IMPORTANT TO USE OUR REASON (RATIONALIST)
JOHN LOCKE • TABULA RASA - BLANK SLATE • EXPERIENCES (EMPIRICIST) • CONSCIOUSNESS • WE ARE THE SAME PERSON IN DIFFERENT TIMES AND AT DIFFERENT PLACES PHILOSOPHICAL PERSPECTIVE
IMMANUEL KANT
• EXPERIENCES • CONSCIOUSNESS • BUILT-IN SELF - ORGANIZES, FILTER, AND SYNTHESIZE OUR SENSORY EXPERIENCES • WE CONSTRUCT THE SELF SOCIOLOGICAL GEORGE HERBERT MEAD I-SELF PERSPECTIVE "ACTING SUBJECT"
SELF IS DEVELOPED THROUGH - consists of one's awareness of the
actual behavioral responses he or she is SOCIAL INTERACTION making to the current situation as it is taking place.
ME-SELF "THE OBJECT" -the individual evaluates the completed action from the standpoint of others. HOW DOES THE I-SELF AND ME-SELF DEVELOPED? ACQUISITION OF ROLES - THE KEY TO DEVELOPING THE SELF THE SELF IS, THUS, BOTH INDIVIDUAL AND SOCIAL CHARACTER
The development of the self follows these stages of role taking:
• Imitation - with limited social experiences, infants can do this only through imitation, that is, they mimic
behavior without understanding undelying intentions and, so, have no self.
• Play - as children learn to use language and other symbols, the self emerges through play, which involves taking the roles of significant others, especially parents. • Games - children learn to take the roles of several others at once. By about age seven, most children have the social experience needed to engage in team sports. CHARLES HORTON COOLEY'S LOOKING GLASS SELF One's identity is formed from the reflections one sees of oneself in the reactions of others.
IT HAS THREE ELEMENTS:
• Our imagination on how we appear to others • Our imagination on their judgments of that appearance • Self-feeling
WHEN WE PERCEIVE THE REACTIONS OF OTHERS
AS INDICATING EITHER APPROVAL OR DISAPPROVAL, WE FEEL PRIDE OR SHAME AS A RESULT ANTHROPOLOGICAL PERSPECTIVE
ANTHROPOLOGISTS HAVE EMPHASIZED THAT CULTURE IS NOT BEHAVIOR
ITSELF BUT THE SHARED UNDERSTANDING THAT GUIDE BEHAVIOR AND ARE EXPRESSED IN BEHAVIOR.
CULTURE PROVIDES PATTERNS VIEWS OF THE SELF
OF "WAYS OF LIFE" EGOCENTRIC SELF - the self is viewed as autonomous and CULTURE PROVIDES US WITH distinct individual OUR ETHNIC IDENTITY ETHNIC IDENTITY - sameness of the self SOCIOCENTRIC SELF - the self is viewed as contingent on a with others, that is, to a consciousness of situation or social setting; socially oriented. sharing certain characteristics (language, mannerism, etc.) PSYCHOLOGICAL PERSPECTIVE SELF
• refers to a person's experience as a single, unitary, autonomous being
that is separate from others, experienced with continuity through time
and place
• the experience of the self includes consciousness of one's physicality as
well as one's inner character and emotional life.
CARL ROGERS SELF
- flexible and changing perception of personal identity
- it is developed from interactions with others and awareness of one's own characteristics and level of functioning.
SELF-CONCEPT
-how a person sees, values, thinks, and feels about himself.
-it is knowing one's own tendencies, thoughts, preferences and habits, hobbies, skills, and areas of weakness. 2 Components of Self-Concept
REAL SELF IDEAL SELF
the person's Consists of all the conception of what ideas, including the one should be or self-awareness wanted to be that of"what I am" and includes one's goals "what I can do" and ambitions in life 2 Components of Self-Concept
Human beings are always striving for self-
fulfillment or self-actualization
SELF-ACTUALIZATION - this is the condition that emerges when we reach our full potential and our real self (self-concept) and ideal self overlap. ALBERT BANDURA SELF - is proactive and agentic
PROACTIVE - creating or controlling a situation by causing something to happen rather than responding to it after it has happened
AGENTIC - capacity to influence intentionally one's functioing and life circumstances
• humans have the ability to act and make things happen
• agentic features of human being enable us to play a part in their self-development, adaptation, and self-renewal with changing times. MAIN AGENTIC FEATURES OF HUMAN AGENCY
INTENTIONALITY FORETHOUGHT
enables the person to anticipate the likely
refers to acts done intentionally. Intentions consequences of prospective actions center on plans of action
SELF-REACTIVENESS SELF-REFLECTIVENESS involves making choices and chooing gives the person the ability to reflect upon appropriate courses of action as wel as oneself and the adequacy of one's thoughts motivating and regulating their execution and actions. Self-efficacy
- individual's belief that he or she is capable to perform a task
- it influences whether people think pessimistically or optimistically and in ways that are self-enhancing or self-hindering.
Self-regulation
- the ability to control one's behavior without having to rely on others for help.
Emotions
- how the individual feels, thinks, and physiological reactions he experiences.
3 Jobs of Emotions
COMMUNICATION MOTIVATION INFORMATION
through our facial emotions can be expression and body signals or alarms in prompts a person to certain situation. It language, other provides the individuals can act. It tells the individual with recognize our individual to "act" and information even emotions. Thus, other to "stay focused" in before the brain has people can respond processed the situation certain situations. It has helped us appropriately to our emotions survived in threatening situations. SIGMUND FREUD
THREE STRUCTURES OF PERSONALITY
1.Id "core of our being" / "pleasure-seeking side" includes instincts and drives that motivate individuals as well as the genetic inheritance and reflexes and capacities to respond
2. Ego refers to the "I" works on the reality principle, controls the id, and can delay pleasure.
3. Superego refers to the "conscience" and "moral judge" of conduct it strives for perfection rather than pleasure. ERIK ERIKSON'S PSYCHOSOCIAL STAGES OF DEVELOPMENT TRUST VERSUS MISTRUST (0 - 1 YEAR OLD)
if the infants' pattern of accepting things corresponds with their culture's way of giving things, the infants learn BASIC TRUST. In contrast, they learn BASIC MISTRUST if they have no correspondence between their needs and their environment.
Basic Strength: Hope
Inadequate Resolution: Insecurity and anxiety ERIK ERIKSON'S PSYCHOSOCIAL STAGES OF DEVELOPMENT AUTONOMY VERSUS SHAME AND DOUBT (1 - 3 YEARS OLD)
If parents allow their children to eplore, the children will become more confident and secure in their own abilities. If not, children may become overly dependent and feel a sense of shame and doubt.
Strength: Will Inadequate Resolution: Feelings of inadequacy ERIK ERIKSON'S PSYCHOSOCIAL STAGES OF DEVELOPMENT INITIATIVE VERSUS GUILT (3 - 5 YEARS OLD)
A child who made to feel irresponsible might develop guilt feelings.
Strength: Purpose Inadequate Resolution: Feelings of lack of self-worth Leaders - the process by which certain group members motivate and guide the group. It is the capacity to INFLUENCE AND LEAD a group of people.
Types of Leaders: • Instrumental Leaders - who plan and organizer for their subordinates • Supportive Leaders - who show concern to their subordinates • Participative Leaders - who allow subordinates to participate in decision making • Achievement-oriented - sets challenges and rewards achievement ERIK ERIKSON'S PSYCHOSOCIAL STAGES OF DEVELOPMENT INDUSTRY VERSUS INFERIORITY (5 - 12 YEARS OLD)
As children learn to do things well, they develop a sense of industry. Especially when children are encouraged in their efforts. But if children receive a little or no encouragement from parents or teachers, they acquire a sense of inferiority.
Strength: Competence Inadequate Resolution: Lack of self-confidence; feelings of failure ERIK ERIKSON'S PSYCHOSOCIAL STAGES OF DEVELOPMENT IDENTITY VERSUS INDENTITY CONFUSION (12-18 YEARS OLD)
Adolescence is an adaptive phase of personality development, a period of trial and error. They are confronted with many roles and responsibilities
Strength: Fidelity and comfortable sense of self as a person
Inadequate Resolution: Unclear sens of self ERIK ERIKSON'S PSYCHOSOCIAL STAGES OF DEVELOPMENT INTIMACY VERSUS ISOLATION (18 - 40 YEARS OLD)
Erikson believed that it is vital for people to develop intimate relationship with others. Those who are successful at this stage will form relationships that are stable and successful, if not, mistrust and isolation may develop.
Strength: Love and capacity for closeness and commitment to another
Inadequate Resolution: Sense of aloneness and separation ERIK ERIKSON'S PSYCHOSOCIAL STAGES OF DEVELOPMENT GENERATIVITY VERSUS STAGNATION (40 - 65 YEARS OLD)
the time when people begin to take thier place in society and assume responsibility for whatever society produces. Those who fail to attain generativity will feel worthless.
Strength: Care Inadequate Resolution: Selfe-indulgent concerns ERIK ERIKSON'S PSYCHOSOCIAL STAGES OF DEVELOPMENT INTEGRITY VERSUS DESPAIR (65 YEARS OLD AND ABOVE)
HOW HAVE I DONE?
at this stage, individuals reflect on the important events of their lives. If they are satisfied and feel proud of their accomplishments, they will feel a sense of integrity. Those who are unsuccessful during this stage will feel that their life has been wasted and will experience regrets and despair.
