COURSE MODULE MODULE WEEK NO.

14 & 15
TAGOLOAN COMMUNITY COLLEGE
Baluarte, Tagoloan, Misamis Oriental
Tel.No. (08822)740-835/(088)5671-215

College/Department: College of Arts and Sciences

COURSE CODE: GEC 1 Course Name: Understanding the Self
1stSemester of A.Y. 2020-2021

MODULE 8: THE FUTURE SELF

SECTION 1: THE FUTURE SELF: OUR PAST, PRESENT AND FUTURE

Introduction

This module discusses how an individual is able to foresee the future on the basis of experiences
and present behavior. Using the Possible Selves Theory and Time Perspectives Theory as
backdrops, this module explores future possibilities open and how one can himself or herself to
changes in the present to embrace that future.

Rationale

This section focuses on the Time Perspectives Theory of Philip Zimbardo which explains that
people are likely to sort, categorize, and analyze their human experiences into past, present, and
future timeframes, influenced by personal, social and institutional factors.

Intended Learning Outcomes

At the end of this section, students are expected to:
1. Enumerate and discuss the factors significant in one’s future.
2. Formulate goals and action plans that will help one in preparing for the future.
3. Synthesize and evaluate the different aspects of one’s future self-necessary in preparing for
the future.

Pre-Activity

Diagnostic Test
Instructions: If you think the statement is correct, write agree, otherwise write disagree.

_____________1. The future is not within one’s control.

_____________2. One’s future self is predominantly predetermined by fate.
_____________3. Past and present selves predict the future self.
_____________4. Failures in the past can help one succeed in the future.
_____________5. One’s future lies in his or her own hands.
Pre-Activity: 5-10-20 Selfie
On each designated box, draw your envisioned “Future Self.” Who would you be: (this a
continuation for the activity later)

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1. Five years from now

2. Ten years from now

3. Twenty years from now

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Discussion

Towards and Optimistic Future

Understanding the self is not just about knowing and recognizing oneself as a product of
different life factors. The self, and its potential and limits can be more thoroughly understood by
using a time-oriented lens which focuses on how the self evolves from being the self of the past, of
the present, and the possible self in the future.

There is now a growing interest among scholars in studying the future-oriented aspect of the
concept of the self. Studying this primarily deals with the motivational and socio-cognitive aspects
of an individual’s conceptualization of who he or she is and how he or she can become in the future.
This time-oriented conceptualization of the self-importantly explains how individuals construe their
sense of self by using temporal perspectives in self interpretations, and the processes that individuals
use in conceptualizing what one can possibly or potentially become.

Soren Kierkegaard once said that “Life can only be understood backwards, but it must be
lived forwards.” What he meant in this quote is that an individual has the capability to plan for his or
her future if he or she is able to understand and retrospectively reflect on experiences, past choices
and decisions, and past behaviors. Apart from the past, one also has a more direct control over
present circumstances; one may not be able t change what he or she has gone through in the past but
he or she can certainly do something in the present. Understanding the past and taking control of the
present can lead to an optimistic future.

Time Perspectives Theory

The Time Perspectives Theory of Philip Zimbardo (1999) explains how people envision
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their experiences. In a nutshell, his theory explains that people are likely to sort, categorize, and
analyze their human experiences into past, present, and future timeframes, influenced by personal,
social, and institutional factors. The way people categorize experiences in specific timeframes allow
them to derive meaning and put these in an orderly and coherent manner which leads to making
decisions that can balance the past, present and future. The theory also warns people against making
decisions dominated by only one time frame. Thus, in planning and setting goals, it should be based
on something learned from the past and contextualized by the present which can facilitate future
growth and development.

Based on theory, there are five (5) time perspectives:

1. Present-hedonistic individuals tend to be risk-takers, driven by sensory, concrete factors,
and driven by pleasurable sensations. They often disregard negative consequences of their
actions since they are focused on the process rather than the outcome, and are often
emotional and volatile. They are likely to succumb to immediate pressures found in their
environment, rather than make decisions that have long-term consequences.

2. Present-fatalistic individuals are those who feel their lives are out of their control and that
no matter what they do, things will not turn out as what they plan them to be.

3. Past-positive individuals are likely to remain in their comfort zone, their actions influenced
by what has worked in the past.

4. Past-negative individuals, like past-positive ones are always anchored on the past but being
on the negative side, they tend to focus on the wrong decisions they have made in the past
and constantly regret them.

5. Future-oriented individuals base their present choices and action on long-term

consequences. They are likely to manifest delay of gratification, and endure negative
situations if they are likely to see the benefits of doing such.

According to Zimbardo, a healthy perspective is one that combine past, present, and future
time perspectives. Remembering past lessons and gaining insights from both positive and negative
experiences, maximizing present opportunities and circumstances, and planning for the future can
have positive outcomes for any individuals, and in this context, students. Entering college, students
carry with them both positive and negative experiences from high school that may serve as
reminders on how they should present themselves in the college setting. As college students, they
are expected to comply with the academic demands of their course programs. During the course of
their college life, there may be moments when they would feel stressed, hopeless, and vulnerable to
vices (drinking and smoking). College students are bombarded by academic demands, family
expectations, social pressure and other environmental factors that influence their personal and social
consciousness. While these experiences are part and parcel of most students’ college life, what is
important is to never lose sight of their goals, but short-term and long-term. What they do in the
present will shape the entirety of their college life, assuming that they are conscious of how their
present decisions will affect the future. Thus, taking note of time perspectives can certainly help
college students in determining their futures, within personal and professional contexts.

Exercise

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COURSE MODULE MODULE WEEK NO. 14 & 15
Go back to pre-activity. Answer the following questions.

1. Who are you or what would you become:

a. In five years

b. In ten years

c. In twenty years

2. What are your motivations for your envisioned self:

a. In five years

b. In ten years

c. In twenty years

3. Outline your plans on how you will make your envisioned self into reality:
a. In five years

b. In ten years

c. In twenty years

4. How do you feel after doing this exercise?

5. What is your perception on goal setting?

Assessment

My OTP- My Own Time Perspective

Instructions: Answer the Zimbardo Time Perspective Inventory (ZTPI) on this link:
http://www.thetimeparadox.com/zimbardo-time-perspective-inventory/

After answering, print the summary of your results and answer the following questions:
1. What is your most dominant time perspective? Do you agree with the results? Why or why
not?

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2. What is your least dominant time perspective? Do you agree with the results? Why or why
not?

3. Based on the results, how do you see yourself in the future?

Reflection

1. What did you learn?

2. What did you realize?
3. How are you going to apply the things you learn today in your daily life?

TAGOLOAN COMMUNITY COLLEGE

Baluarte, Tagoloan, Misamis Oriental
Tel.No. (08822)740-835/(088)5671-215

College/Department: College of Arts and Sciences

COURSE CODE: GEC 1 Course Name: Understanding the Self
1stSemester of A.Y. 2020-2021

MODULE 8: THE FUTURE SELF

SECTION 1: THE POSSIBLE SELVES

Introduction

This module discusses how an individual is able to foresee the future on the basis of experiences
and present behavior. Using the Possible Selves Theory and Time Perspectives Theory as
backdrops, this module explores future possibilities open and how one can himself or herself to
changes in the present to embrace that future.

Rationale

This section explores the impact of technology on the society. It focuses on how technology use
enables people to become digital citizens, how it sustains relationships and forge collaborations with
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other people, and what kind of digital identities are being forged while outlining the responsible use
of technology.

Intended Learning Outcomes

At the end of this section, students are expected to:
1. Identify and explain how past and present experiences shape future possibilities.
2. Observe how the premises of possible selves theory are applied in their daily lives.
3. Come up with proximal and distal ling-term goals.

Pre-Activity

Diagnostic Test
Instructions: If you think the statement is correct, write agree, otherwise write disagree

_____________1. Past and present situations do not have influence on the future.
_____________2. One has no control over his or her future.
_____________3. One’s future self can have multiple paths.
_____________4. An individual’s present behavior will have bearing on his or her future.
_____________5. It is an individual’s choice on how or she will plan for his or her future.

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Pre-Activity:
In a short bond paper, draw an outline of a person. Cut this out. Write things about you in different
parts of the body. Check below to understand further.

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 Unforgettable
Aspirations,
experience/s
dreams,
COURSE MODULE MODULE WEEK NO.plans
14 &and
15
focus in life

Emotions you feel

Skills, talents [Grab

Skills,your reader’s
talents and
and abilities attention
abilities with a great

Aspirations,
dreams,
plans and
focus in life

At the back of this human outline, make an essay about what is your goal in life and how do you
want to achieve. Make it brief and concise.

Discussion

The Possible Selves Theory

How does one plan for the future? Is it possible to shape the future. The answer is yes. While one
lives in the present and is bounded by present circumstances, he or she has the capacity to make the
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right choices that will have consequences and repercussions for the future. The Possible Selves
Theory has outlined six (6) philosophical premises that are not only crucial to one’s full self-
understanding but also vital in shaping one’s future.

The first premise of the theory is that the possible selves is both a motivational resource and
behavioral blueprint of the self. How one envisions himself or herself to be fuels his or her drive to
achieve his or her plans for the future enables him or her to set specific short-term and long-term
goals. If one sees himself or herself to be successful in his or her future careers, then his or her
present behavior is motivated by those plans enabling him or her to set concrete targets in the future.
For example, someone taking an engineering course see yourself to be a successful engineer six to
seven years from now. In his present situation, he is likely to adopt behaviors that will help him
achieve that goal and set concrete plans such as passing the licensure exams five years from now or
landing a good job six years from now. Aside from having these concrete goals and thoughts, people
derive pleasure and satisfaction in making those plans, thus further channeling behavior towards that
end.
The second premise is that not all future selves are positive. Future selves revolve around three
ideas: what one might become (ought-to selves), what one would like to become (ideal or hoped-for
selves), and what one is afraid to become (feared selves). Based on research, ideal and feared selves
should be balanced. Having purely ideal and purely feared selves can lead to a detrimental sense of
the self. People plan for the future because they have ambitions but at the same time, they also have
healthy fear of what they do not what to become. Setting goals must be done realistically and in
doing so, no one needs to consider not only what he or she wants to become but also the possible
negative outcome of his or her ambitions. For example, if one’s goal is to be a board topnotcher, the
“ideal self” has a corresponding “feared self” which is anchored on not achieving the said goal.
People are driven toward the future by setting realistic goals that balance between what is ideal and
what is feared.

The third premise is that one’s future self is intertwined with his or her past and present selves.
Present situations enable one on think clearly of his or her options and the decisions he or she needs
to take, which would bring him or her closer to his or her future goals. For example, if one’s future
goal is to be successful professional in his or her chosen field, then he or she should exert extra
effort in making sure he or she passes his or her courses despite them being difficult. On the other
hand, experiences also shape how one perceives the future because of enduring concerns or
unfinished business that are brought to the present, and thus, may be a driving force to one’s future
plans. An example is the parents’ expectations of their child’s future. There are instances when
students take course programs based on their parents’ expectations of their own personal
preferences.

The fourth premise is that future selves are a product of social interactions. How one’s future is
foreseen is a product of social contexts: family, peers and colleagues, schools and other institutions,
the society, and the digital world. Family experiences shape ideal conceptions of one’s future
family. The manner of interaction with peers influences the ways of dealing with professional
colleagues in the future. Schools, social institutions, and the society expose one to standards that can
be carried in his or her present and future lives. The technological landscape the millennials are
exposed to (via social media, web applications, technology-driven resources) has shaped their future
ambitions in determining the digital legacy they want to leave behind.

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As a son or daughter, what values have you learned from your parents that you want to pass on to
your future children? As future professionals in the fields of engineering, architecture, design,
business, social sciences, and IT, how do you foresee yourself as a relevant member of the society?
As products of schools and other social institutions, how much of the standards, in both skills and
character domains, will you be able to manifest? If someone googles your name, what digital
identity and information do you want to appear for others to see? These questions can be answered
lie at the heart of our future selves.

The fifth premise lies in life transitions that have an enabling influence on one’s future selves. When
there are changes in one’s present life circumstance (e.g. entering a new grade level, transferring to a
new school, shifting to a new course, experiencing changes in family situations, etc.), there will also
be changes to how future life perspectives are viewed. However, people are not passive recipients
of these changes with human agency, an individual is able to effect those changes for his or her
future.

The last premise is based on the concepts of proximal and distal goals. People are more motivated to
work on goals that are more immediate than those which are not. For example, for first year college
students, the proximal goal of graduating. Thus, some students lay down simple steps and concrete
plans in ensuring their goal are achieved. Setting short-term (by term, semester, year) and long-term
goals (by five years, 10 years) is one way of ensuring that their future self is fulfilled.

Based on the premises laid out above, the future self is not a possibility that is out of one’s hands.
Having a clear vision of the future planning and weighing present options and making the right
choices can lead to an optimistic future. Human beings are gifted with reasoning and logic which
facilitate decision-making capabilities. Thus, one has the power and agency to shape his or her
future, while living in the present.

Carol S. Dweck’s Fixed and Growth Mindset Theory

Dr. Dweck’s contribution to social psychology relates to implicit theories of intelligence with her
book, Mindset: The New Psychology of Success published in 2006. Dr. Dweck described people
with two types of mindset:
1. People who believe that success is based on their innate abilities have a “fixed” theory of
intelligence, and goes under fixed mindset.
2. People who believe that success is based on hard work, learning, training, and perseverance have
growth theory of intelligence, which goes under growth mindset.

According to Dr. Dweck, individuals may not necessarily be aware of their own mindset, but their
mindset can still be discerned based on their behaviors. It is especially evident in their reaction to
failure. Fixed-mindset individuals dread failure because it is a negative statement on their basic
abilities, while growth-mindset individuals do not mind or fear failure as much because they realize
their performance can be improved and learning comes from failure. These two mindsets play an
important role in all aspects of a person’s life. Dr. Dweck argues that the growth mindset will allow
a person to live a less stressful and more successful life (Upclosed 2017).

In an interview with Dr. Dweck in 2012, she described the fixed and growth mindset as:
“In a fixed mindset, students believe that their basic abilities, their intelligence, their talents are just
fixed traits. They have a certain amount and that’s that, and their goal becomes to look smart all the
time and never look dumb. In the growth mindset, students understand that their talents and abilities
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can be developed through effort, good teaching and persistence. They don’t necessarily think
everyone’s the same or anyone can be Einstein, but they believe everyone can get smarter if they
work for it.” (Upclosed 2017).

Individuals with growth mindset are more likely to continue working hard despite setback whole
individuals with fixed mindset can be affected by subtle environmental cues. For example, children
given praise such as “good job, you are smart” are more likely to develop a fixed mindset, whereas,
if given compliments like “good job, you worked very hard” are likely to developed a growth
mindset. In other words, it is possible to encourage students to persist despite failure by encouraging
them to think about learning in a certain way (Upclosed 2017).

Exercise

My PBA --- My Present Behaviors and Actions

Instructions: List down your future goals in the table below. Enumerate your present behaviors and
indicate whether these behaviors facilitate (positive) or hamper (negative) the fulfillment of your
future goals.

Future Goals
1.
2.
3.

My Present Behaviors Positive Negative

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COURSE MODULE Assessment
MODULE WEEK NO. 14 & 15

My Future Self
Instructions: Behavioral goals are goals linked to actions that a person must accomplish to achieve
future goals. Come up with behavioral goals that will help you achieve your future plans. Write
them down below.
Behavioral Goals Future Plans

Reflection

1. What did you learn?

2. What did you realize?
3. How are you going to apply the things you learn today in your daily life?

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Module Quiz:

Identification: Identity the following statement asked. 2 points each.

__________________1. Theory which believed that success is based on their innate

abilities have a fixed theory of intelligence.
__________________2. These are viewed as the positive aspects of the self that contribute
to an individual’s motivation in his or her goals and present actions.
__________________3. Time perspective which individuals feel their lives are out of their
control and not turn out as they plan them to be.
__________________4. Defined as how people envision their experiences.
__________________5. Time perspective which individuals are likely to remain in their
comfort zone.
__________________6. He/She said that “life can only be understood backwards, but it
must be lived forwards.”
__________________7. Time perspective which individuals tend to focus on the wrong
decisions they have made in the past and regret after.
8-9, who founded the Possible Selves Theory
__________________8.
__________________9.
__________________10. He/She explained that Time Perspective Theory are people likely
to sort, categorize, and analyze their human experiences into different timeframes which
influences different factors.
__________________11. Theory which individuals do not mind or fear failure as much
because they realize their performance can be improved and learning comes from failure.
__________________12. Time perspective which individuals tend to be risk-takers, driven
by sensory, concrete factors, and driven by pleasurable sensations.
__________________13. Time perspective which individuals base their present choices
and action on long-term consequences.

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__________________14. Author of Mindset: The New Psychology of Success.
Below are six Philosophical Premise under Possible Selves Theory. Write their rank (1 st to
6th) on the spaces provided.
__________________15. Future selves are a product of social interactions.
__________________16. Future selves revolve on ought-to-selves, ideal or hoped-for-
selves and feared selves.
__________________17. Life transitions that have an enabling influence on one’s future
selves
__________________18. One’s future selves is intertwined with his or her past and
present selves.
__________________19. Possible selves both a motivation resource and behavioral
blueprint of the self.
__________________20. People are more motivated to work on goals that are more
immediate than those which are not.

II.
Illustrate the new things you discovered about yourself. Draw or write in words (it’s up to you)
the difference when the semester did not start yet and the present you. Be creative as you can
be.

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