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UTS > Midterms > Flashcards

Midterms Flashcards

1
Q

“The unexamined life is not worth living”

A

Socrates

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2
Q

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

A

Socrates

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3
Q

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

A

Socrates

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4
Q

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

A

Plato

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5
Q

Plato added that there are three components of the soul

A

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

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6
Q

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

A

Aristotle

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7
Q

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

A

St. Augustine

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8
Q

Aquinas said that indeed, man is composed of two parts

A

matter and form

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9
Q

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

A

St. Thomas Aquinas

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10
Q

“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.”

A

Rene Descartes

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11
Q

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

A

Rene Descartes

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12
Q

He distinguishes between a substance (the soul) and consciousness

A

John Locke

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13
Q

Who said “Tabula Rasa”

A

John Locke

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14
Q

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

What are the two objections

A
  1. We forget much of what we experience
  2. Our memories are not always accurate
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15
Q

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.”

A

David Hume

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16
Q

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

A

Immanuel Kant

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17
Q

Two fold nature of humans

A

Homo noumenon
Homo phaenoumenon

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18
Q

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

A

Noumenal self

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19
Q

Phaenoumenon self

A

enables knowing noumenal self

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20
Q

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

A

Gilbert Ryle

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21
Q

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

A

Merleau-Ponty

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22
Q

We experience the world though our body =

A

Embodied Subjectivity

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23
Q

Experience changes the mind =

A

Being in the World

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24
Q

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

A

Separate
Self-contained
Consistency
Unitary
Private

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25
Q

According to Marcel Mauss, every self has two faces

A

Moi
Personne

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26
Q

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

A

Moi

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27
Q

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

A

Personne

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28
Q

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

A

Mead and Vygotsky

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29
Q

Mead’s Stages of Self Development

A

The Preparatory Stage
The Play Stage
The Game Stage

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30
Q

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

what stage

A

The Preparatory Stage

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31
Q

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

A

The Play Stage

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32
Q

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

A

The Game Stage

33
Q

Pleasure principle
Unconscious
Seeks pleasure
Avoids pain

A

Id

34
Q

Reality Principle
Rational
Conscious

A

Ego

35
Q

Moral Consideration
Conscience

A

Super Egp

36
Q

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

A

Oral Stage (12-18 months)

37
Q

Fixations in the oral stage

A

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

38
Q

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

A

Anal Stage (12-18 months and 3 years)

39
Q

Fixations in the anal stage

A

Controlling
Stingy
Stubborn
Excessively concerned with cleanliness
Messy
Disorganized
Extravagant
Impulsive

40
Q

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

A

Phallic Stage (3-6 years)

41
Q

Fixations on the Phallic Stage

A

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

42
Q

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

what stage

A

Latency Stage (6-11 years)

43
Q

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

A

Genital Stage (11 years to adulthood)

44
Q

Needs being met
Basic trust develops when needs are met

A

TRUST vs. MISTRUST

45
Q

Learning to do things for oneself
Development of physical activities

A

AUTONOMY vs. SHAME AND DOUBT

46
Q

Preschoolers learn to initiate tasks
One becomes more independent

A

INITIATIVE vs. GUILT

47
Q

Child completes tasks themselves
Learning on your own

A

COMPETENCE/ INDUSTRY vs. INFERIORITY

48
Q

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

A

IDENTITY vs. ROLE CONFUSION

49
Q

Young adults develop intimate relationships
Gaining the capacity for intimate love

A

INTIMACY vs. ISOLATION

50
Q

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

A

GENERATIVITY vs. STAGNATION

51
Q

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

A

INTEGRITY vs. DESPAIR

52
Q

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

A

Identity

53
Q

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

A

Self-concept

54
Q

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

A

private and public self

55
Q

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

A

actual self
ideal self
ought self

56
Q

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

A

Assimilation

57
Q

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

A

Accommodation

58
Q

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

A

Equilibrium

59
Q

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

what stage

A

Sensorimotor Stage

60
Q

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

what stage

A

Preoperational Stage

61
Q

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

A

Concrete Operational Stage

62
Q

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

what stage

A

Formal Operational Stage

63
Q

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

what stage

A

Stage 1: Punishment and obedience orientation

64
Q

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

what stage

A

Stage 2: Reward orientation

65
Q

Exemplifies approval seeking orientation
Focuses on meeting interpersonal expectations

what stage

A

Stage 3: Good boy / Good girl orientation

66
Q

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

A

Stage 4: Social System Orientation

67
Q

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

A

Stage 5: Morality of social contract and democracy

68
Q

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

what stage

A

Stage 6: Morality of individual principles of conscience

69
Q

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

A

Western Thoughts

70
Q

Four categories on the “self” in the west

A

Analytical
Monotheistic
Individualistic
Materialistic/rationalistic

71
Q

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

A

Eastern thoughts

72
Q

Every person is born with 4 beginnings

A

Jen
Yi
Li
Chih

73
Q

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

A

Vertical Collectivism

74
Q

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

A

Vertical Individualism

75
Q

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

A

Horizontal Collectivism

76
Q

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

A

Horizontal Individualism

77
Q

an error in reasoning

A

Cognitive bias

78
Q

the physical attractiveness stereotype

A

Halo effect

UTS (2 decks)

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