Understanding Self Midterms Examination Flashcards
1
Q
conducted scientific investigations in the effort to
understand the self and have developed theories and
concepts to account for the similarities and differences
among them.
A
Western Thoughts
2
Q
the emphasis is individualistic
rather than relational.
A
Western Thoughts
3
Q
Many movements of ______________ raise questions about the
ultimate meaning of human life and have developed theories of self
insofar as they have investigated what it means to be a human being.
A
Eastern Thoughts
4
Q
the emphasis is relational rather than
individual. The self is considered not in isolation but in relation to others,
society, and the universe.
A
Eastern Thoughts
5
Q
aim at transformations in consciousness, feelings,
emotions, and one’s relation to other people and the world.
A
Eastern Thoughts
6
Q
The self is a distinct and autonomous entity; it is an independent part of the universe and the society.
A
Individualism
7
Q
Independence and selfreliance are core values.
A
Individualism
8
Q
The self is an integrated part of the universe and the society.
A
Collectivism
9
Q
Interdependence and connectedness are core values.
A
Collectivism
10
Q
known as Buddha is the founder of Buddhism.
A
Siddharta Gautama
11
Q
The root word of Buddhism is _____meaning awake.
A
Budh
12
Q
According to the teachings of Buddhism, every person has the ___________________, hence, potential to be a Buddha. But the seed should be nurtured.
A
seed of enlightenment
13
Q
In Buddhist philosophy, man is just a title for the summation of the five parts
A
matter, sensation, perception, mental constructs, and consciousness
14
Q
In Buddhism, _____________means that everything in life is always changing, that nothing lasts forever.
A
anicca (impermanence)
15
Q
The ideal is to experience ______,a state of transcendence devoid of self-reference.
A
Nirvana
16
Q
This state of transcendence can be achieved through ______.
A
meditation
17
Q
“The goal of man is to have a knowledge of the true reality”
A
Brahman
18
Q
It is the most important doctrine of Hinduism.
A
Law of karma
19
Q
All actions are subject to ____.
A
Karma.
20
Q
Hindus believe that ______ being an immortal soul continues to be reincarnated from lifetime to lifetime until it is freed from the cycle of rebirth and reach a state of nirvana or non-birth.
A
Atman
21
Q
Karma does not end with a body’s death, so its influence may extend through incarnation of the ____.
A
Soul
22
Q
The core of Confucian thought is _______________________________________.
A
the Golden Rule or the principle of reciprocity
23
Q
Another important feature in Confucian thought is the individual’s greatest mission of attaining ______…
A
Self Realization
24
Q
could be accomplished by knowing one’s role in the society and act accordingly.
A
Self Cultivation
25
is perfected through continuously taking every opportunity to improve oneself in thought and action.
Moral Character
26
To them, the self is an extension of the ______, not of social relationships.
Cosmos
27
The self is described as one of the _____________ of the Tao
limitless forms
28
The ______ is commonly regarded as Nature that is the foundation of all that exists.
Tao
29
There should be unity and harmony among opposing elements:
The Ying and Yang
30
Theological View of Western Thoughts
Monotheistic
31
Theological View of Eastern Thoughts
Polytheistic(Pluralistic)
32
View of Self on Western Thoughts
Ego Centric
33
View of Self on Eastern Thoughts
Socio Centric
34
The ideal of Western thoughts
Self-actualization through personal growth
35
The ideal of Eastern thoughts
To achieve a balanced life and find one’s role in society.
36
Source of Knowledge on Western thoughts
Has made use of reason rather than faith to pursue wisdom.
37
Source of Knowledge on Eastern thoughts
Has trusted intuition and is often associated with religious beliefs.
38
________ no matter how intimately bound it is with the bearer, however, is ot the person.
A name
39
means “love of wisdom”.
Philosophy
40
'philo' means
Love
41
'sophia' means
Wisdom
42
“an unexamined life is not worth living.”
Socrates
43
first philosopher to engage in a systematic questioning about the self and took it upon to himself to serve as a “gadfly” who disturbed Athenian men from their slumber and shook them off in order to reach the truth and wisdom.
Socrates
44
Through _____________, a person becomes virtuous or come to know his values.
Introspection
45
Socrates believes that an individual’s reality is divided by two parts:
The physical realm and the ideal realm.
46
Socrates was the first one to focus on the self, who we are, who we should be and who we will become in which he believes that every human has an _______________ aside from the physical body
immortal soul
47
consists of the world that we are living in. It is the world that changes and temporary.
The Physical Realm
48
contains concepts about the universe, truth, goodness and beauty. These are the things that does not undergo changes and are ever-lasting.
The Ideal Realm
49
For Socrates, every man is composed of ____ and ____.
body; soul
50
This means that every humans person is ________, that is, he is composed of two important aspects of his personhood.
dualistic
51
according to Plato was synonymous with the self.
Soul
52
The only difference was that the self is in the _________ and the soul is in the _________.
physical form; ideal form
53
Self is something temporary and the soul is eternal. True or False?
True
54
According to Plato, there are three components to the soul:
the rational soul, the spirited soul and the appetitive soul.
55
He emphasizes that justice in the human person can only be attained if the three parts of the soul are working. True or False?
False, the three parts of the soul should be working harmoniously with one another
56
is forged by reason and intellect.
The rational soul
57
is in charge of emotions.
The spirited soul
58
consists of our desire that we need enable to live.
The appetitive soul
59
only humans have this soul.
The rational soul
60
Animals and Humans have this soul
The spirited soul
61
believes that there is an aspect of man, which dwells in the worlds, that is imperfect and continuously years to be with the divine while the other is capable of reaching immortality.
St. Augustine
62
the “Father of Modern Philosophy.” He claims that there is so much that we should doubt.
Rene Descartes
63
The self is then for Descartes is also a combination of two distinct entities,
cogito and extenza
64
the thing that thinks
cogito
65
the extention of the mind (the body).
extenza
66
he said that the self doesn’t exist.
David Hume
67
The self is just a collection or combination of all the perceptions of a particular person.
David Hume
68
He finds that they can all be categorized into two:
Impressions and ideas
69
are the basic object of our experience or sensation.
Impressions
70
are copies of impressions.
Ideas
71
He thinks that there is an organizing principle that regulates the relationships of all the perceptions and sensation of impressions.
Immanuel Kant
72
organizes the impressions that men get from the external world.
Mind
73
we are the ones who create our reality in which we are familiar and comfortable. True or False?
True
74
consists of ideas that cannot be found in the world but is only built in our minds (e.g. time and space).
"Apparatus of the Mind"
75
is an actively engaged intelligence in man that synthesizes all knowledge and experience.
Self
76
For him, our behaviors or what we do in our day-to-day lives were the ones that makes us a person.
Gilbert Ryle
77
“I act, therefore I am”
Gilbert Ryle
78
According to ______________, the mind and the body are so intertwined that they cannot be separated from one another.
Merleau-Ponty
79
is a human child who has lived isolated from human contact from a young age with little no experience of human care, behavior, or human language. They are typically portrayed at being raised by animals
Feral child or Wild child
80
challenged the long standing notion of humans being special
Feral children
81
A noted Feral Child who was sold to a goatherder to become a serf.
He later became the subject of the film Entrelobos or Among Wolves movie.
Marcos Rodriguez Pantoja
82
– it means that it is distinct from any other selves, the self is always unique and has its own identity.
Separate
83
– allows it to be studied, described, and measured.
Consistency
84
self-sorts out information, feelings, emotions, and thought processes within the self.
The self is private.
85
The different qualities of the self
Separate, Consistency, and The self is private.
86
Because of this, the clash of self and external reality is the reason for the self to have a clear understanding on what it might be, what it can be, what it will be.
Self is isolated from external world
87
because it is the center of all experiences and thoughts that run through a certain person. Basically the command center or an individual where all processes, emotions, and thoughts converge.
Self is unitary
88
The self should not be seen as static. Rather, should be seen or something that is in unceasing flux, in constant struggle with external reality and is malleable in its dealings with society. True or False?
True
89
a French sociologist, believes that the self has two faces; the personne and moi
Marcel Mauss
90
is person’s sense of who he is, his body, basic identity, biological givenness.
Moi
91
is a social concept of what it means to be who he is. What it means to live in a particular institution, family, religion, nationality, or how to behave in given expectations/influences
The Personne
92
a philosopher, psychologist and sociologist, supports the view that a person develops a sense of self through social interaction
George Herbert Mead
93
The or the social self, is what is learned in interaction with others and with the environment: other people's attitudes, once internalized in the self, all form the Me.
"Me" self
94
Is the response to the “me” and to the attitude of others. This means that the “I” is when the individual identity and one’s unique trait is stepping in on our personal responses to what society thinks
"I" self
95
Also called as the imitation stage. In this stage, we see children mimic/imitate those around them and this is why parents of young children do not want you to use foul language around kids. They do not have any idea or understanding of what they are saying or doing
Preparatory Stage ( 0 - 3 Years old )
96
At this stage, children become concerned about and take into account in their behavior the generalized others or how they are viewed.
Game Stage ( 6 - 9 Years old )
97
Children are believed to learn self-development and interaction through pretend play in this stage. Children also start to play more formalized games because they begin to understand the perspective of others or the perspective of their significant others.
Play stage ( 3 - 6 Years old )
98
a Russian psychologist, argues that social interaction comes before development; consciousness and cognition are the end product of socialization and social behavior.
Lev Vygotsky
99
this is where social learning takes place because in this stage, they interact, connect and reach out to other people
Social level l(Interpsychological)
100
after acquiring social learnings, the functions will appear a second time and, this time, more developed and thus, leading to cognitive development(self-reflection).
Individual level(Intrapsychological),
101
Vygotsky claimed that infants are born with the basic materials/abilities for intellectual development that are called the elementary mental functions.
Elementary mental functions
102
Elementary mental functions
Sensation, Hunger, and Memory.
103
hot, cold, sweet, or bitter are delivered automatically to the brain by the senses.
Sensation
104
bodily processes. An infant doesn’t need to be told that he is hungry since hunger will manifest the fact.
Hunger
105
Young children commit things to memory in a natural manner.
Memory
106
Higher mental functions
Language, Memory, Attention, and Perception.
107
As we grow older and undergo a multitude of other social processes, language learning will also advance, as well as our thought processes.
Language
108
can be cultivated and controlled by this time and they know how to make relevant associations and memorized stuff they think is necessary.
Memory
109
They are now able to decide which objects, actions or thoughts to focus on.
Attention
110
Social interactions help the child’s level of perception, increasing his awareness and capacity to understand why things are as they are.
Perception
111
Anyone who has a better understanding considerably higher or superior level of ability, skill or knowledge about a particular subject, task or process, than the person who is attempting to learn. Normally thought of as being a teacher, coach, or older adult, but could also be peers, a younger person, and even a computer.
The More Knowledgeable Other (MKO)
112
This is where the child will be given a lot of encouragement but just the right amount of guidance to allow the child to develop his skills.
Zone of Proximal Development (ZPD)
113
scientific study of humanity, concerned with human behavior, human biology, and societies, in both the present and past, including past human species.
Anthropology
114
Our genetics determine our behavior. Our personality traits ad abilities are in our nature.
Nature
115
Our environment, upbringing, and life experiences determine our behavior. We are natured to behave in certain ways.
Nurture
116
In the Anthropological perspective, there are two ways in which the concept of self is viewed in different societies:
egocentric concept of the self. and the sociocentric concept of the self.
117
suggests that each person is defined as a replica of all humanity but capable of acting independently from others.
Egocentric
118
the self is viewed as dependent on the situation or social setting.
Sociocentric
119
the self is viewed as dependent on the situation or social setting. Also refers to as “features of a person’s identity that he or she chooses to emphasize in constructing a social self.”
Identity Toolbox
120
may be attained by kinship, family membership, gender, age, language, religion, ethnicity, personal appearance, and socioeconomic status. Some characteristics such as kinship, gender, and age are almost universally used to differentiate people.
Self-Identification
121
the most significant feature to determine the person’s social identity.
Family Membership
122
Another important identity determinant that is often viewed as essential for the maintenance of a group identity is language. In other societies, religious affiliation is an important marker of group identity. In Mindanao, being a Christian or a Muslim is possibly the most important defining feature of social identity.
Language and Religious Affiliation
123
an important device to individualize a person and to have an identity. One’s identity is not inborn. It is something people continuously develop in life. Changes in one’s identity usually involve rites of passage that prepares individuals for new roles from one stage of life to another.
Personal Naming
124
people detach from their former identity to another. For example, in a wedding, the bride walking down the aisle to be “given away” by the parents to the groom implies the separation from one’s family to become part of a new one.
Separation Phase
125
a person transitions from one identity to another. For example, the wedding ceremony itself is the process of transition of the bride and groom from singlehood to married life.
Liminality Phase
126
the change in one’s status is officially incorporated. For example, the wedding reception and parties that celebrate the wedding serve as the markers that officially recognize the bride and groom’s change towards being husband and wife
Incorporation Phase
127
an American anthropologist, offers a reformation of the concept of culture which favors a symbolic interpretative model of culture. He defines culture as a system of inherited conceptions expressed in symbolic forms by means of which people communicate, perpetuate and develop their knowledge about and attitude toward life
Clifford Geertz
128
The Self as embedded in culture
Clifford Geertz
129
William James’s Concept of Self:
The Me-Self and the I-Self
130
a Philosopher and Psychologist, developed a theory of self-consciousness in his work, Principles of Psychology, which was published in 1890.
William James
131
is the empirical self. It refers to describing the person’s personal experiences (for example, the gifts were sent to ME. The person is smiling at ME).
The "Me" self
132
The "Me" Self is further divided into sub-categories:
material self, social self, and spiritual self.
133
The material aspect encompasses every material thing that a person values and desires. The attainment of these materials can help someone build up their self-image. An example is the person’s body, his house, clothes, and his money.
Material Self
134
The social self refers to whom and how a person acts on social situations. Changes in behavior usually result from the different social situations the person finds himself in.
Social Self.
135
The spiritual self refers to the most intimate and important part of the self that includes the person’s purpose, motives, emotions, values, conscience, and moral behaviour.
Spiritual Self
136
material self, social self, and spiritual self. Which of these three is the hardest to fully understand?
Spiritual Self
137
refers to the self that knows who he or she is. James believed that the "I-Self" is the thinking self. The “I-Self” reflects the soul of a person or what is now thought of as the mind and is called the pure ego.
The "I" Self
138
Carl Roger’s Self Theory:
Real and Ideal Self
139
an American Psychologist, defined the self as a flexible and changing perception of personal identity. The self develops from interactions with significant people and self-awareness.
Carl Roger
140
The two types of self-concept are:
The real self-concept and ideal self-concept
141
consist s of all the ideas, including the awareness of ‘what I am’ and ‘what I can do’.
The real self--concept
142
is the person’s conception of what one should be or wanted to be that includes one’s goals and ambitions in life.
The Ideal self-concept
143
The closer (congruent) the ideal self is to the real self, the more fulfilled and happy the individual becomes. The farther (incongruent) the ideal self is to the real self leads to unhappy and dissatisfied person. True or False?
True
144
David Lester's Concept of the Self
MULTIPLE VERSUS UNIFIED SELF
145
a British-American psychologist, defined that the mind is composed of multiple such subselves that are autonomous sets of psychological processes such as dreams, desires, emotions and memories.
David Lester
146
is the integration of the subselves into one; however, integration is a task for the later part of life.
Unified self
147
Donald Woods Winnicott's Concept of the Self
TRUE VERSUS FALSE SELF
148
was an English paediatrician and psychoanalyst suggests that the self is composed of the true self and the false self.
Donald Woods Winnicott
149
is represented by our real feelings and desires
True Self
150
is a side of us that has changed its behaviour, repressed feelings and pushed needs aside in order to survive.
False Self
151
We introduced the idea of the onion – the true self at the centre protected by outer layers of false self. True or False?
True
152
the child’s real feelings, needs, desires and thoughts – is pushed further and further inside the onion. Of course, we still have all of these feelings, needs, desires and thoughts; it’s just that the adapted false self dominates: it has to.
The True Self
153
thought and behaviour patterns develop during childhood stay with us as adults. While they used to be helpful, they often become a hindrance as we get older and gain more independence.
The False-Self
154
Albert Bandura's Concept of the Self
THE SELF AS PROACTIVE AND AGENTIC
155
suggests that humans have the ability to act and make things happen. In his theory of the self, people are viewed as proactive agents of experiences.
Albert Bandura
156
The main agentic features of human agency are:
intentionality, forethought, self-reactiveness, and self-reflectiveness.
157
refers to actions performed by the person with full awareness of his behavior or acts done intentionally.
Intentionality
158
enables the person to anticipate the likely consequences of prospective actions.
Forethought
159
enables the person to make choices and choose appropriate courses of action, as well as motivate and regulate their execution.
Self-reactiveness
160
gives the person the ability to reflect upon oneself and the adequacy of one's thoughts and actions.
Self-reflectiveness
161
are the foundation of human agency.
Efficacy Beliefs
162
play a central role in self-regulation.
Efficacy Beliefs
163
Carl Gustav's Concept of the Self.
THE SELF AS THE CENTRAL ARCHETYPE
164
conceived the structure of personality (psyche) as a complex network of interacting systems that strive toward harmony.
Carl Gustav jung
165
is one's conscious mind, the part of the psyche that includes perceptions, thoughts, feelings, and memories that may enter consciousness.
The ego
166
For Jung, there are four major archetypes:
persona, shadow, animus/anima, and self.
167
refers to social roles that individuals present to others.
persona
168
the repressed thoughts that are unacceptable. This archetype is often considered as the dark side of the psyche.
The shadow
169
is the feminine side of the male psyche while the ______ is the masculine side of the female psyche.
anima/animus
170
is the central archetype that unites all parts of the psyche.
The Self
171
is the individual’s conscious perception of the self.
The ego
172
SIGMUND FREUD’S Concept of the Self.
Construction of Self and Personality
173
According to Sigmund Freud, there are three structures of personality:
id, ego, superego
174
is immature, impulsive, child-like and cannot delay gratification.
id
175
refers to the “I” and works on the reality principle, controls the id, and can delay pleasure.
ego
176
refers to the “conscience” and “moral judge” of conduct.
superego
177
is the devil within the self
id
178
is the angel
superego
179
In Freud’s view, the id, ego, and superego develop in a series of stages. Freud called these the
psychosexual stages of development
180
psychosexual stages of development
oral, anal, phallic, latency, and genital.
181
which lasts from birth up to the first year of life. During this stage, babies derive pleasure from oral activities like sucking and biting.
Oral Stage
182
which occurs around the second year of life. During this stage, the child derives pleasure from the elimination of body wastes. Through toilet training, the child learns the basic rules of society.
Anal Stage
183
as the third stage, usually occurs around the ages of 3 and 6. Children during this stage derive pleasure from examining, touching, fondling, or displaying their genitals, or others.
Phallic Stage
184
which lasts between 7 to 12 years old. At this stage, sexual energy is repressed because children become busy with school.
Latency Stage
185
stagewhich starts from adolescence to adulthood. During this stage, pleasure is derived from the genital area and individuals seek to satisfy their sexual drives from sexual relationships.
Genital Stage
186
Parallel with Freud’s Phallic Stage.
Play Age (3-5 years)
187
Parallel with Freud’s Latency Stage.
School Age (6-11 years)
188
is the fifth developmental stage and the most crucial.
Adolescence (12-20 years),
189
Face the developmental task of forming intimate relationship with others.
Young Adulthood (20’s – 30’s)
190
A chief concern is to assist the younger generation in developing and leading useful lives – this is what Erikson means by generativity.
Adulthood (40’s – 50’s)
191
During this stage, a person reflects on the past and either piece together a positive review or concludes that life has not been spent well.
Old Age (60 and onwards)
