UTS Flashcards

1
Q

was an ancient Greek philosopher who emphasized the importance of self-knowledge. He
mentioned the philosophical maxim, “Know thyself.” He believed that true wisdom comes from
introspection and self-examination. Acknowledging ignorance improves receptivity to new perspectives,
situational adaptation, and personal development. Socratic dialogues, such as “The Apology” and “The
Phaedrus,” illustrate his teachings on the self.

A

socrates

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2
Q

was an ancient Greek philosopher who argued that the self is immortal and independent of the
body, with the highest knowledge derived from contemplating the Form of the Good. Plato believed that
the self comprises three parts: reason, spirit, and appetite. Plato’s tripartite theory of the soul suggests
that harmony among these parts leads to a virtuous life and a just society.

A

plato

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3
Q

was an ancient Greek philosopher and polymath. He was also a student of Plato for twenty years
but is widely recognized for rejecting Plato’s Theory of Forms. Aristotle argued that the self or the human
person is a composite of body and soul and that the two are inseparable. (Blank) concept of self was
constructed in terms of hylomorphism. We cannot discuss the self with a soul only or a self with a body
only. Indeed, for Aristotle, the self is a unified creature.

A

aristotle

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4
Q

was a theologian and philosopher who viewed the self as deeply intertwined with
God. He believed that the human soul longs for union with God, its ultimate source of fulfillment and
happiness. (Blank) concept of the self is rooted in the idea of original sin inherited from Adam and
Eve, which leads to a sense of spiritual longing and discontent. Through God’s grace, we find selffulfillment.

A

saint augustine

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5
Q

was a French philosopher, scientist, and mathematician who proposed dualism, which
separates the self into distinct entities: mind and body. He famously declared, “Cogito, ergo sum” (I think,
therefore I am), asserting that self-awareness proves one’s existence. Descartes associated the mind with
consciousness and the body with mechanical processes, locating the self in the mind.

A

rene descartes

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6
Q

was an English philosopher and physician who proposed a theory of the self based on consciousness
and personal identity. He believed that people begin life as a Tabula rasa or a blank slate. He viewed the
self as knowing and experiencing our own existence. He thought that as long as you remember being
yourself at different times, you’re still the same person, even if your body changes. For Locke, the self is
shaped by our life experiences.

A

john locke

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7
Q

was a Scottish Enlightenment philosopher, historian, economist, librarian, and essayist who
rejected the notion of a fixed and enduring self. In his Bundle Theory, he argued that the self is nothing
but a bundle of perceptions, thoughts, and sensations. Hume proposed that the sense of self is an illusion
created by the mind from the flow of experiences.

A

david hume

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8
Q

was a German philosopher and one of the central Enlightenment thinkers. Kant’s concept of self
revolves around the idea of the inner self (transcendental self) and the outer self (empirical self.)The
inner self includes our emotions and rational intellect.

A

emmanuel kant

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9
Q

was an Austrian neurologist and the founder of psychoanalysis. Freud’s concept of self focused on
the ego, which is one of the three parts of the psyche according to his psychoanalytic theory.

A

sigmund freud

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10
Q

was a British philosopher known for his critique of Cartesian dualism, for which he coined the phrase
“ghost in the machine” and argued that the self isn’t a hidden entity inside us.
Instead, he said our self is shown through our actions and behaviors. He believed that talking about an
inner self is a mistake – it confuses things. He believed the self is just how we act and behave in the world,
not some hidden ghost inside us.

A

gilbert ryle

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11
Q

is a Canadian philosopher known for his studies in neurophilosophy, or the philosophy of
mind. He viewed the self as a product of brain activity rather than a separate entity. He believed that
science could explain how we understand ourselves by studying the brain.

A

paul churchland

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12
Q

was a French philosopher who believed the self is shaped by our physical body and how
we experience the world through our senses. He emphasized that our sense of self is connected to our
interactions with the environment rather than a separate entity. For him, the self develops over time,
influenced by past experiences and future aspirations. He rejected the idea of dualism.

A

maurice merleau-ponty

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13
Q

was an American sociologist known for his theory, “Looking-Glass
Self,” which describes how our self-image is shaped by how we think others see us. It’s like seeing
ourselves reflected in a mirror, but the mirror is the opinions and reactions of others.

A

charles horton cooley

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14
Q

was an American philosopher, sociologist, and psychologist who
developed the Social Self Theory, which asserts that personal identity is formed through social
interaction and cultural expectations. It outlines elements or aspects like role-taking, the separation
between “I” and “Me,” and the influence of significant others and generalized others on identity
formation in social contexts. Mead viewed the self as formed by social interaction and communication.
Refer to the table below.

A

george herbert mead

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15
Q

is the spontaneous aspect of the
self. It is the part that acts without
considering social consequences

A

i

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16
Q

is a socialized aspect shaped by social
expectations and norms. It is the self that
acts based on how others expect one to
behave.

A

me

17
Q

We develop a sense of self by imagining
how others perceive us and adjusting our
behavior accordingly.

A

role taking

18
Q

The preparatory stage starts from birth to age two (2). Within this
stage, children copy others but don’t understand their actions, words, or tone of voice.

A

preparatory stage

19
Q

The play stage occurs from about ages three (3) to six (6). During this
period, children engage in imaginative play. They pretend and still do not follow the rules within
organized games. Children would ‘pretend’ to be “mother” or “father,” depending on their
observation.

A

play stage

20
Q

The game stage typically begins at age seven (7). Children
start to comprehend and follow the rules of games, take on roles independently, and consider others’
perspectives, forming the concept of “generalized others.”

A

understanding multiple roles

21
Q

We imagine how we appear to others – We envision how others might view our actions
and behaviors.

A

imagination

22
Q

We imagine how others judge us – We consider the reactions and judgments of
others towards our behaviors.

A

interpretation

23
Q

We develop our self-concept – Based on these perceptions, we form an understanding
of ourselves. Our self-concept is shaped by the feedback and responses we receive from others.

A

self feeling