Midterms Flashcards by Christian Cunanan

“The unexamined life is not worth living”

Socrates

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the first philosopher who ever engaged in a systematic questioning about the self; the true task of the philosopher is to know oneself

Socrates

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every man is composed of body and soul; all individuals have an imperfect, impermanent aspect to him: the body, while maintaining that there is also a soul that is perfect and permanent

Socrates

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supported the idea of the “Dualism of Body and Soul”
Soul is the seat of reason and source of true and immortal self

Plato

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Plato added that there are three components of the soul

the rational soul, the spirited soul, and the appetitive soul

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Soul has rational part
What makes human beings unique is the possession of soul and intellect

Aristotle

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agreed that man is of a bifurcated nature; the body is bound to die on earth and the soul is to anticipate living eternally in a realm of spiritual bliss in communion with God. The body can only thrive in the imperfect, physical reality that is the world, whereas the soul can also stay after death in an eternal realm with the all-transcendent God

St. Augustine

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Aquinas said that indeed, man is composed of two parts

matter and form

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To whom believes the soul is what animates the body; it is what makes us humans

St. Thomas Aquinas

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“But what then am I? A thing that thinks. What is that? A thing that doubts, understand, affirms, denies, wills, refuses, and that also imagines and senses.”

Rene Descartes

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The body is nothing else but a machine that is attached to the mind. The human person has it, but it is not what makes man a man. If at all, that is the mind

Rene Descartes

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He distinguishes between a substance (the soul) and consciousness

John Locke

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Who said “Tabula Rasa”

John Locke

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Memory provides an infallible link between what we might call different stages of a person

What are the two objections

We forget much of what we experience
Our memories are not always accurate

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is simply an illusion - a bundle or collection of different perceptions, which succeed each other with an inconceivable rapidity, and are in a perpetual flux and movement.”

David Hume

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Things that men perceive around them are not just randomly infused into the human person without an organizing principle that regulates the relationship of all these impressions

Immanuel Kant

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Two fold nature of humans

Homo noumenon
Homo phaenoumenon

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endowed with freedom, or agency, and can be subjected to moral obligation, true and real self that needs to be actualized

Noumenal self

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Phaenoumenon self

enables knowing noumenal self

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Blatantly denying the concept of an internal, non-physical self; what truly matters is the behavior that a person manifests in his day-to-day life.
“Self” is not an entity one can locate and analyze but simply the convenient name that people use to refer to all the behaviors that people make

Gilbert Ryle

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The mind and body are so intertwined that they cannot be separated from one another.
One cannot find any experience that is not an embodied experience. All experience is embodied; one’s body is his opening toward his existence to the world

Merleau-Ponty

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We experience the world though our body =

Embodied Subjectivity

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Experience changes the mind =

Being in the World

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self, in contemporary literature and even common sense, is commonly defined by the following characteristics

Separate
Self-contained
Consistency
Unitary
Private

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According to Marcel Mauss, every self has two faces

Moi Personne

refers to a person’s sense of who he is, his body, and his basic identity, his biological givenness

Moi

is composed of the social concepts of what it means to be who he is

Personne

the way that human persons develop is with the use of language acquisition and interaction with others, they treat the human mind as something that is made, constituted through language as experienced in the external world and as encountered in dialogs with others

Mead and Vygotsky

Mead’s Stages of Self Development

The Preparatory Stage The Play Stage The Game Stage

children are only capable of imitation they have no ability to imagine how others see things what stage

The Preparatory Stage

children begin to take on the role that one other person might have children might try on a parent’s point of view by acting out “grownup” behavior what stage

The Play Stage

children learn to consider several roles at the same time and how those roles interact with each other They learn to understand interactions involving different people with a variety of purposes what stage

The Game Stage

Pleasure principle Unconscious Seeks pleasure Avoids pain

Reality Principle Rational Conscious

Ego

Moral Consideration Conscience

Super Egp

Mouth is the center of pleasure Activities does not only mean feeding but extending to exploring the world Infants derive pleasure and comfort from sucking, chewing and biting what stage

Oral Stage (12-18 months)

Fixations in the oral stage

Gossiping Talking too much Overeating Smoking Alcoholism An excessive childish dependence on others

Sexual energies are focused on the ANUS Expulsion and retention of bowels relieve tension and are pleasurable Toilet training is related to social constraints and expectations The demand to control bowel movements conflicts with the instinctual pleasure what stage

Anal Stage (12-18 months and 3 years)

Fixations in the anal stage

Controlling Stingy Stubborn Excessively concerned with cleanliness Messy Disorganized Extravagant Impulsive

Focus is now on the GENITAL AREA Boys develop a sexual desire for their mothers Including a desire to eliminate their father for their mother’s affection (OEDIPUS COMPLEX) Girls experience “penis envy” She transfers attention to her father to compensate for the lack of the organ (ELECTRA COMPLEX) what stage

Phallic Stage (3-6 years)

Fixations on the Phallic Stage

Extreme fear Aggression Others include: Uncertainty about one’s gender identity Problems maintaining a stable love relationship Appearance of deviant sexual behavior

A temporary repression of the libido Sexual impulses are dormant Children channel their energies toward developing social, intellectual and moral skills instead what stage

Latency Stage (6-11 years)

Individual’s sexual drive returns with a vengeance and is once again focused on the genital areas The object for sexual desire is the person of the opposite sex Needs are gratified through mature and genital love relationships what stage

Genital Stage (11 years to adulthood)

Needs being met Basic trust develops when needs are met

TRUST vs. MISTRUST

Learning to do things for oneself Development of physical activities

AUTONOMY vs. SHAME AND DOUBT

Preschoolers learn to initiate tasks One becomes more independent

INITIATIVE vs. GUILT

Child completes tasks themselves Learning on your own

COMPETENCE/ INDUSTRY vs. INFERIORITY

Teens refine sense of self Test new roles and incorporate them into an identity

IDENTITY vs. ROLE CONFUSION

Young adults develop intimate relationships Gaining the capacity for intimate love

INTIMACY vs. ISOLATION

Middle-aged discover a sense of contribution to this world Family and work oftentimes satisfy this desire

GENERATIVITY vs. STAGNATION

Reflection on entire life Did I contribute to this world? Sense of fulfillment

INTEGRITY vs. DESPAIR

composed of personal characteristics, social roles, and responsibilities, as well as affiliations that define who one is

Identity

what basically comes to your mind when you are asked about who you are

Self-concept

Carver and Scheier identified two types of self that we can be aware of:

private and public self

Self-awareness also presents us with at least three other self-schema

actual self ideal self ought self

The process of interpreting new information and experiences according to one’s existing schemes

Assimilation

The process of modifying or differentiating existing schemes to better fit the new stimulus or information

Accommodation

Attained when schemes that emerge are in accordance with the demands and information from the external world

Equilibrium

Children explore and gain knowledge of the world primarily through their senses and motor activities what stage

Sensorimotor Stage

Understanding that one thing can arbitrarily stand for something else The child can now use mental images rather than mental actions what stage

Preoperational Stage

Child had overcome most of the limitations of the previous stage Thought is now more logical and flexible

Concrete Operational Stage

Entertains and test hypothesis Solves problems by systematically considering the multiple sides and possibilties of a given situation what stage

Formal Operational Stage

Define “good and bad” in terms of obedience and disobedience to rules and authority figures what stage

Stage 1: Punishment and obedience orientation

“I scratch your back, you scratch mine” Morally right behavior depends on what satisfies one’s needs and desires what stage

Stage 2: Reward orientation

Exemplifies approval seeking orientation Focuses on meeting interpersonal expectations what stage

Stage 3: Good boy / Good girl orientation

Strong emphasis on law and order, duty and legitimate authority Concept of morally “right and wrong” is based on the mandate of the law what stage

Stage 4: Social System Orientation

Relies on principles such as individual rights, equality, human dignity, contractual agreement, and mutual obligation Believes that the law must uphold these values what stage

Stage 5: Morality of social contract and democracy

Individuals of this stage would be willing to break social rules and the law, and accept the consequences what stage

Stage 6: Morality of individual principles of conscience

Looks at the world in dualities wherein you are distinct from the other person, the creator is separate from the object he created, in which the self is distinguished and acknowledged

Western Thoughts

Four categories on the “self” in the west

Analytical Monotheistic Individualistic Materialistic/rationalistic

Sees the other person as part of yourself as well as the things you may create, a drama in which everyone is interconnected with their specific roles

Eastern thoughts

Every person is born with 4 beginnings

Jen Yi Li Chih

seeing the self as a part of a collective and being willing to accept hierarchy and inequality within that collective

Vertical Collectivism

seeing the self as fully autonomous, but recognizing that inequality will exist among individuals and that accepting this inequality

Vertical Individualism

seeing the self as part of a collective but perceiving all the members of that collective as equal

Horizontal Collectivism

seeing the self as fully autonomous, and believing that equality between individuals is the ideal

Horizontal Individualism

an error in reasoning

Cognitive bias

the physical attractiveness stereotype

Halo effect