P1 | SA1-5

Philosophy

A dicipline that questions existence, identity and meaning, offers profound insight into the nature if self.

SOCRATES

• Often considered the father of Western philosophy, famously declared that "the unexamined life is not worth living."

• He emphasized the importance of self-reflection and critical thinking in the pursuit of truth and wisdom.

• He encouraged individuals to question their beliefs, values, and assumptions. challenging them to seek knowledge and self-understanding through dialogue and inquiry.

“ the unexamined life is not worth living”

A phrase that Socrates famously declared.

“Know thyself”

What is the goal of Philosophy?

wisdom, enlighenment

Knowing others is ________. Knowing the self is ___________.

PLATO

• He believed that the self is composed of two parts: the rational soul and the irrational appetites.

• He likened the soul to a charioteer driving a chariot pulled by two horses, representing reason and desire.

• According to Him , true knowledge comes from the rational soul's pursuit of truth and virtue, while irrational appetites can lead to ignorance and moral corruption.

Dualistic Perspective

What is Plato's philosophical view that includes both an immaterial soul and a material body?

Soul

Plato believed that this is the locus of true knowledge, as it transcends the limitations of the senses, existing both before birth and after death.

Reason, Appetite (physical urges), will(emotion, passion, Spirit)

Plato divides the soul(mind) into three distinct parts, which are?

Will

serves as the source of various emotions such as love, anger, and ambition.

Mental Conflict

A state of disharmony arising when the aspects of reason, appetite, and will are not aligned, leading to the will oscillating between rational thought and physical urges, as illustrated by Plato's metaphor of a charioteer controlling two horses.

ARISTOTLE

• He believed that the self is a harmonious integration of various faculties, reason. emotion, and perception.

• He advocated for eudaimonia, or flourishing, achieved through the balanced development of these faculties.

• Self-awareness is vital for moral and intellectual growth, enabling individuals to understand their strengths and weaknesses.

Eudaimonia

A state of flourishing or well-being achieved through the harmonious integration and balanced development of faculties such as reason, emotion, and perception, with self-awareness being essential for moral and intellectual growth.

the essence of a living being but argued against its having a separate existence

Aristotles definition of soul and his arguement.

ST. AUGUSTINE

• He integrated Christian theology with philosophical inquiry to explore the nature of the self.

• He viewed the self as flawed due to original sin, a consequence of Adam and Eve's disobedience, but capable of redemption through divine grace.

• He emphasized the importance of faith, humility, and moral transformation in understanding the self.

RENE DESCARTES

• He proposed a dualistic view of the self, distinguishing between mind and body.

• He famously asserted, "I think, therefore I am", highlighting the primacy of consciousness in defining the self.

• His philosophy laid the groundwork for modern discussions on the nature of consciousness and personal identity.

I think, therefore I am

Cogito, ergo sum

“looking glass self”

Charles Cooley's concept that explores how our self-concept is influenced by our perceptions of how others see us.

1. Imagination of Perception: We imagine how others perceive our appearance, behavior, and actions.

2. Interpretation of Feedback: We interpret the reactions and judgments we think we receive from others as positive or negative.

3. Self-Evaluation: We develop a sense of identity based on these imagined perceptions, shaping our self-esteem, values, and beliefs about ourselves.

3 Key Components of the ”Looking Glass Self”

1. Family

2. Education

3. Religion

4. Government

5. Economy

The Five Social Institutions

Family

The primary social institution that serves as the first agent of socialization, teaching values, beliefs, and cultural practices while providing emotional support and shaping self-esteem through role modeling and family dynamics.

Education

A vital social institution that imparts academic knowledge, skills, and cultural norms; it shapes identity by fostering critical thinking, exposing individuals to diverse perspectives, and influencing future opportunities and societal roles.

Religion

A social institution that offers explanations for life’s mysteries, provides moral guidance, and shapes identity through beliefs, values, rituals, and community belonging — influencing behaviors, attitudes, and decision-making.

Government

An institution responsible for creating and enforcing societal rules, managing external relations, and shaping identity by establishing laws, policies, and norms that affect citizens’ rights, freedoms, civic engagement, and national or cultural belonging.

Economy

The institution overseeing production and distribution of goods/services; it shapes identity by determining access to resources, opportunities, and social status — influencing lifestyle, security, self-worth, and responses to economic hardship.

Enculturation

The lifelong process by which individuals internalize the norms, values, beliefs, and behaviors of their own society or community — starting in early life through family, peers, and institutions, forming the foundation of identity and socialization.

Acculturation

The dynamic process of cultural exchange and integration between different groups, leading to blended identities and practices through migration, globalization, or trade — often resulting in hybrid cultures (e.g., Korean samgyeopsal in Filipino cuisine).

Assimilation

A process where individuals or groups adopt the dominant culture’s norms and practices, often losing or suppressing their original cultural identity — commonly driven by social pressure (e.g., Filipinos adopting Western fashion due to media influence).

George Herbert Mead’s Theory of Social Behaviorism

The theory that the self is not innate but emerges through social interaction and symbolic communication. Individuals develop identity by interpreting symbols (like language and gestures) and taking on the perspectives of others within society.

Social Interaction

The foundation of Mead’s theory — the self develops only through engagement with others. Without social experience, there is no sense of “I” or “Me.”

Symbolic Interactionism

The core mechanism of Mead’s theory: people assign meaning to symbols (words, gestures, objects) through social interaction, and these meanings shape how they see themselves and act.

The “I” and “Me”

Mead’s dual-component model of the self

“I”

the spontaneous, impulsive, creative part of the self (acts without thinking).

“Me”

the socialized part that reflects societal rules, expectations, and norms.

Role-Taking

The ability to mentally step into another person’s shoes and anticipate their reactions — essential for empathy, cooperation, and developing a social identity.

1. Play Stage

2. Game Stage

3. Generalized Other

Developmental Stages of the Self (Implied in Mead’s Work)

Play Stage

Children mimic roles (e.g., playing “mom” or “teacher”) to understand perspectives.

Game Stage

They learn to take multiple roles at once (e.g., in a soccer game, understanding teammates’, opponents’, and referee’s roles).

Generalize Other

They internalize societal norms as a whole (“What would society think?”).

Albert Bandura’s Social Cognitive Theory (SCT)

A theory explaining how people learn and behave through the dynamic interplay of personal thoughts, actions, and environmental influences — emphasizing observation, self-regulation, and belief in one’s capabilities.

Reciprocal Determinism

The idea that behavior, personal factors (thoughts, feelings), and environment constantly influence each other — no single factor acts alone.

Observational Learning (Modeling)

Learning by watching others — occurs in 4 steps: Attention → Retention → Reproduction → Motivation.

Self Efficacy

The belief in your ability to succeed in specific situations — higher self-efficacy = greater effort, persistence, and resilience.

Outcome Expectations

Your belief about what will happen if you take an action — shapes whether you choose to act

Self-System

Core of Bandura’s Concept of Self | The internal process by which individuals view, evaluate, and control their own behavior — consisting of:

• Self-Observation: Monitoring your own actions.

• Judgmental Processes: Comparing actions to standards or goals.

• Self-Response: Rewarding or punishing yourself based on performance.

Self-Regulation

The ability to set goals, monitor progress, evaluate performance, and adjust behavior to achieve desired outcomes.

Self-Reflective Capability

The capacity to think about your own thoughts and actions — includes self-evaluation and self-efficacy judgments for future tasks.

Proxy Agency

Seeking assistance from others to achieve personal goals — recognizing that social support can help you succeed.

Collective Efficacy

The shared belief in a group’s ability to work together to achieve common goals — crucial for teamwork, community action, and organizational success.

• Reciprocal Determinism

• Observational Learning

• Self Efficacy

Key Ideas of SCT

Social Cognitive Theory and Concept of the Self

Albert Bandura's understanding of the self in Human Psychology