COURSE TITLE : Understanding the Self COURSE CODE : Self 1________

CONTACT HOURS : 54__________________________________ CREDIT UNITS : 3____________

PRE-REQUISITES : ____________________________________ CO-REQUISITES : _____________

I. Program Outcomes:

The General Education Curriculum aims to develop the following competencies-based outcomes:

A. INTELLECTUAL COMPETENCIES (Knowledge)

1. Analyze “texts” (written, visual, oral, etc.) critically.

2. Demonstrate proficient and effective communication (writing, speaking, and use of new technologies.
3. Use basic concepts across the domains of knowledge.
4. Demonstrate critical, analytical, and creative thinking.
5. Apply different analytical modes in problem solving.

B. PERSONAL AND CIVIC COMPENTENCIES (Values)

1. Appreciate the complexity of the human condition.

2. Interpret the human experience from various perspectives
3. Examines the contemporary world from both Philippines and global perspectives
4. Take responsibility or knowing and being Filipino
5. Reflect critically on shared concerns
6. Generate innovative practices and solutions guided by ethical standards.
7. Make decisions based on moral norms and imperatives.
8. Advocate respects from human rights.

C. PRACTICAL SKILLS

1. Work effectively in a group.

2. Apply computing tools to process information effectively
3. Use current technology to assist and facilitate learning and research
4. Negotiate the world of technology responsibly
5. Create solutions to problems in various fields
6. Manage one’s knowledge, skills, and values for responsible and productive living.
7. Organize one’s self for lifelong learning.
 II. Program Outcomes Addressed by the Course:

1. Analyze “texts” (written, visual, oral, etc.) critically.

2. Demonstrate proficient and effective communication (writing, speaking, and use of new technologies.
3. Use basic concepts across the domains of knowledge.
4. Demonstrate critical, analytical, and creative thinking.
5. Apply different analytical modes in problem solving.
6. Appreciate the complexity of the human condition.
7. Interpret the human experience from various perspectives
8. Examines the contemporary world from both Philippines and global perspectives
9. Take responsibility or knowing and being Filipino

10. Reflect critically on shared concerns

11. Generate innovative practices and solutions guided by ethical standards.
12. Make decisions based on moral norms and imperatives.
13. Advocate respects from human rights
14. Work effectively in a group
15. Organize one’s self for life long learning.

III. Course Outcomes:

Week/ Intended Outcome-Based Content Teaching and Learning Learning References
Time Learning Assessment Activities (TLA) Resources
Allotment Outcomes (ILO) (OBA)
Week 1 a. Recite a. Stating one’s a. Introduction of Oneself Student College/University
(1.5 hours) SMMC Vision and b. SMMC Vision and Handbook Student Handbook
Vision and Mission Mission
Mission, b. Group c. COE Goals and
COE goals Discussion Objectives
and d. Policies and
objectives Expectations
b. Determine e. Personal Vision and
one’s Mission
personal
vision and
mission
Week 1 Class Activity: Getting to
(1.5 hours) know me and you

Class Discussion:
Raising fundamental
questions regarding self

Surfacing students’
beliefs and concerns
regarding the self

Discussing of the
mechanics of the course

Introducing the
requirements and
integrative final paper
Week 2-7 The Self from The Self from Various The Self from Various Reference Bandura, A (1999). Social
(18 hours) Various Perspectives Perspectives Book Cognitive Theory of
Personality. IN Pervin and
Perspectives John (eds) Handbook of
• Group write- a. Philosophy -Lecture Powerpoint Personality Theory and
a. Discuss the up of quickie • Socrates, Plato and Presentatio Research. 2nd ed. Guillford
different survey results Augustine to Descartes, -Group discussions n 134-194
representation Locke, Hume, Kant, centering on Chafee, J (2013) Who are
s and • Individual Freud, Ryle, Churchland similarities/differences of Online you? Consciousness,
conceptualizati submission of and Merleau-Ponty- all self-representations and Articles Identify and the Self. IN
ons of the self essay self: try to answer the conceptualizations and the Philosopher’s Way:
from various the various identified Internet Thinking Critically about
How do I question Who are you? Profound Ideas. Pearson
disciplinal understand b. Sociology influences 106-169
perspectives my self? • The self as a product of Cooperativ
b. Examine the What led up modern society among -Class project (quickie e Learning Csoardas, T. (1999). Self
different survey): How is self and Person. IN bode (ed).
to this self other constructions
Psychoogical
influences, • Mead and the social self understood) Class Anthropology. Praeger.
factors and • Points will be c. Anthropology Discussion 331-350
forces that given for • The Self and person in -Class discussions and
shape the self group processing of survey Geertz, C. (1973). The
contemporary Ompact of the Concept of
c. Compare and presentation anthropology results once data have
Cultre and the Concept of
contrast how • The self embedded in been written up Man. 33-54 and Person,
the self has • Short paper culture Time and Conduct in Bali.
been on Real/deal d. Psychology -Group Discussion: How 360-411. In the
represented is my self-shaped and Interpretation of Culture.
Self and a • The Self as a Cognitive Basic Books.
 across the discussion/as Construction: influenced by culture?
different sessment of -William James and (May be discussed at Harter, S. (1996).
Historical Roots of
disciplines and any the Me-Self; I-Self either or both the Contemporary Issues
perspectives differences -Global vs regional/national levels) Involving the Self Concept.
d. Demonstrate differentiated models In Bracken (ed) Handbook
critical and • Three things I -Real and Ideal self -Totoo ba? A of Self Concept:
Developmental, Social and
reflective leaned about concepts Discussion: Is the Clinical Considerations.
thought in myself from -Multiple vs Unified Philippines really a John Wiley & Sons Inc. 1-
analysing the this topic selves collectivist society? Give 37
development of -True vs False examples and if true,
Johnson, T. (1985) The
one’s self and • The Self as Proactive how does this
Western Concept of Self.
identity by and Agentic shape/impact our idea of IN Marsella (ed) Culture
developing a e. The Self in Western and Self? and Self: Asian and
theory of the Oriental/Eastern thought Western Perspectives
Tavistock Publications. 91-
self • Individualistic vs
138.
Collective self
• The Social Lanuza, G. (2004). The
Constructions of the Constitution of the Self. IN
Self in Western thought David R, (ed) Nation, Self
and Citizenship: An
• The Self as embedded invitation to Philippine
in relationships and Sociology. Anvil Publishing
through spiritual Mead, GH (1972) Mind,
development in Self, and Society from the
Standpoint of a Social
Confucian thought Behaviorist. The University
of Chicago Press

Triandis (1989). The self

and social behaviour in
differing cultural contexts.
Psychol. Rev. 96.3.506-520
Week 8-14 Unpacking the Unpacking the Self Unpacking the Self Reference Belk (2013). Extended
(21 hours) Self Book Self in a Digital World.
Journal of Consumer
• Lecture Research. 40.3.477-500
a. Explore the • Individual a. The PHYSICAL SELF: Powerpoint
different constructions of The self as impacted by • Group discussion and Presentatio Demello, M. (2014)
aspects of self the personal the body n Beautiful Bodies. Pp 173-
presentation: Who is
188. And Fat and Thin
and identity self-illustrating The impact of culture on beautiful? Cultural Bodies. 189-205. IN Body
b. Demonstrate how the body image and self conceptions and Online Studies: An Introduction.
critical, different Esteem: The importance standards of beauty of Articles Routledge
reflective aspects are of beauty face and body (If time
though in b. SEXUAL SELF Internet Demetrio, Fernando
situated relative permits, this may also &Zialcita. (1991). The
integrating the to one another • Development of Secondary be given as a quickie soul, 95-97. One is not
 various and the sex characteristics and the class survey) Cooperativ enough. 99-101. The Soul
Book. GCF Books.
aspects of self importance of human reproductive • Class may bring e Learning
and identity each relative to system pictures of who is Diokno, MS (1997).
c. Identify the the other • Discussing the Erogenous beautiful to begin Class Becoming a Filipino
different forces • Paper on my Zones discussion Discussion Citizen. IN Perspective on
and institutions most prized • Understanding the Human • Psychological Tests Citicenship and
Democracy. UP Third Word
that impact the possession: sexual response o Self-esteem scale Studies Center. 17-38.
development of What would I • The basic biology of sexual o Body esteem
various save first in any behaviour scale Dittmer, H (1992). The
aspects of self emergency and • Understanding the • What do men and Individual Centered
and identity Approach: Material
why? Chemistry of Lust, love and women find attractive: Possessions as Parts of
d. Examine one’s • Paper: Me and attachment A class discussion the Extended Self. Pp 41-
self against the My Favourite • The Psychological aspect: • Tanungin si Dra: 64 and Possessions as
different Things (what • What turns people on: the Totoo ba? Surfacing Symbolic Expressions of
aspects of self- Identify. Pp 95-121. In the
these are and phases of sexual response common beliefs and Social Psychology of
discussed in what they say • The diversity of sexual misconceptions Material Possessions: To
class about me) behaviour; solitary, regarding the body, Have is to Be? St. Martin’s
sex, and sexuality Press.
heterosexual, homosexual
• Interview of and bisexual, transsexual • What does he want? Doronilla, ML (1997). An
Informant/s • Sexually transmitted (according to him/ Overview of Filipino
regarding most diseases (STIs) according to her) Perspectives on
common rituals • Methods of Contraception What does she want? Democracy and
in locale, (according him/ Citizenship. In Perspectives
(natural and artificial) on Citizenship and
description, and according to her) Democracy UP TWSC. 69-
the functions C. The Material/Economic What does she want? 112.
they serve. Self: (according to her/
• Personal Essay: • I shop, therefore I AM: I according to him): Ellison et. Al (2006).
Managing Impressions
Reflections of have, therefore I am? Comparing online: Self presentation
Frankl’s ways of • Shaping the way we see expectations processes in the online
discovering ourselves: The role of Usaptayo: A dating environment.
meaning consumer culture on our discussion on Love, Journal of Computer
Mediated Communication.
sense of self and identity Sex, Relationships, and
11.4150441.
Family Doi:10.111/j.1083-
D. The Spiritual Self: The • Lecture 6101.2006.0020x
practice of religion: belief in • Class/group discussion Feldman, R (2008)
Understanding Psychology.
supernatural being and on the role of mass
8th Ed. McGraw Hill.
power media in shaping Module 34. Human Sexual
• The concepts of “dungan” purchase behaviors: Response. 369-375;
spirit or soul What makes an ad Module 35: Diversity of
effective or ineffective? Sexual behaviour. 379-385;
• Rituals and ceremonies: Module 36: Sexual
-The function of rituals What affects my Difficulties. 389-391
 -Rituals and ceremonies
-Religion, Magic and
Witchcraft
• Finding and creating
meaning
-Three ways of discovering
meaning in life
E. The Political Self
• Developing a Filipino
Identity: Values, Traits,
Community and
Institutional factors
• Establishing a democratic
culture
F. The Digital Self: Self and
other in cyberspace
• I, me, myself and my user
ID online identity
• Selective self presentation
and impression
management
• Impact of online
interactions on the self
• Boundaries of the self
online: private vs public;
personal/individual vs
social identity online;
gender and sexuality
online
purchase behaviour?
Fisher, H (2004). Why We
• My bag/wallet and me Love: The Nature and
(an unobtrusive Chemistry of Romantic
measure) Love. Chapter 3: Chemistry
• Class discussion: of Love. 51-76. Chapter 4:
Listing of beliefs in Web of Love: Lust, Love
and Attachment. 77-98
spirits and the
supernatural prevalent Frankl, V. (1959) Man’s
in the area Search for Meaning: An
• Lecture Introduction to
Logotherapy. Especially
• Group discussion: Part 2: Basic Concepts of
Who is the Filipino? Logotherapy. 149-210.
What makes a Filipino
a Filipino? Gibbs et. Al. (2006). Self-
Presentation in online
• A Game: You know personals: The role of
you’re Filipino if/when anticipated future
…. (inspired by the interactions, self-
book of the same title) disclosures and perceived
success in internet dating.
• Lecture Communications Research
• Group 33.2.152-172
discussion/sharing: My Gonzales & Hancock
FB experiences (2010). Mirror, Mirror on my
FB Wall: Effects of
• Quickie Survey: Who Exposure to FB on self
goes online and why? esteem. Cyberpsychology,
Behavior and Social
Networking.
Doi:10.1089/cyber.2009.04
11
Haviland, et. Al (2007)
Spirituality, Religion and
the Supernatural. IN the
Essence of Anthropology.
Thomson Wadsworth. 289-
306.
Kawada, M. (1996).
BayadsaDiliNaotnKatipon:
A Visayan Ritual of Offering
to the Spirits. IN
ushijima&ZAyas (eds).
BInisayaNgaKnabuhi
(Visayan Life). Visayas
Maritime Anthropological
Studies. CSSP
Publications. 213-240.

Lugue& De Leon (2001).

Textbook on Family
Planning, Rex Printing.

Magos, A. The Ideological

Context of Ma-aram
Practice in Mariit. IN the
Enduring Ma-aram
Tradition: An ethnography
of KInaray-a Village in
Antique. New Day
Publishers. 46-62.

Sosis, R (2010). The

Adaptive Value of Religious
Ritual. IN Angeloni (ed).
Annual Editions:
Anthropology 10/11. 33rd
ed. McGraw Hill. 133-137

Stein & Stein (2011).

Ritual. IN the Anthropology
of Religion. Magic and
Witchcraft. Prentice Hall.
77-102.

Walther (2007). Selective

self presentation in
computer mediated
communication:
Hyperpersonal dimensions
of technology, language
and coginition. Computers
in Human Behavior.
23.2538-2557.

Wolfson (2010). The

Chemistry and Chimera of
Desire.
http://www.healthline.com/h
ealthy/what-is-desire

Sialcita, F. (1997).
Barriers and Bridges to a
Democratic Culture. IN
Perspectives on Citizenship
and Democracy. UP
TWSC. 39-68
Week Managing and Managing and Caring for Managing and Caring
15-18 Caring for the the Self for the Self
(12hours) Self
a. Understand • Feedback report a. Learning to be a better • Guided lecture and Reference J. Dunlosky, K.A.
the theoretical student Book Rawson, E.J. Marsh, M.J.
on initial how-to demonstration: Nathan, & D.T.
underpinnings implementation: • What happens during Examination of own Willingham. (2013).
for how to what happened, learning? Brain and study strategies and Powerpoint Improving Students
manage and problems behaviour changes development of more Presentatio Leanring with Effective
care for encountered, • Metacognition and study effective study plans n Learning Techniques:
Promising Directions from
different etc. strategies and strategies (self Cognitive and Educaitonal
aspects of the • Working of my • Managing your own regulated learning Online Psychology. Psychological
self Bad Habits learning: Self-regulated program) Articles Science in the Public
b. Acquire and (paper) learning • Answering the Interest, 14(1), 4-58. Doi:
hone new skills • Feedback report Internet 10.1177/152910061245326
b. Setting goals for Success Metacognition 6
and learnings on initial • The importance of goals Awareness Inventory
for better implementation • Bandura’s Self efficacy, • The Power of Habit at Cooperativ Locke, E. (2002). Setting
managing of of goals Dweck’sMindset (growth http://www.youtube.co e Learning Goals for Life and
one’s self and • Feedback on vs fixed) m/watch?v=4HofTwPL Class Happiness. In Snyder of
Positive Psychology.
behaviors implementations • Locke’s goal setting o Discussion Oxford University Press.
c. Apply these theory • Guided lecture and 299-312
new skills to c. Taking charge of one’s how to demonstrate:
d. one’s self and health Examination of goals Neff, K. (2012). The
functioning for Science of Self
• Stressors and responses (short and long term)as Compassion. In Germer&
a better quality
• Sources of coping and well as plans for Siegel (eds). Compassion
life accomplishing these and Wellness in
strength
• Stress and Filipinos: The • Clarifying goals and Psychotherapy. NY.
Guillford Press. 79-92. Or
social and cultural setting up a plan for the http://self-
dimensions of stress short term (for the compassion.org/the-
• Taking care of the self: semester) reserach
The need for self-care and • Answering the Test
Article of Michael Tan at
compassion your Mindset http://pcij,org/stories/stress-
Instrument at and-the-filipino/
http://mindsetonline.co Urdan(1991) Achievement
m/testyourmindset/step Goal Theory: Past Results,
Future Directions.
1.php Advances in Motivation and
• Answering the Internal/ Avhievement. Vol. 10. 99-
External MOtivaiton 141
Scale and the Locus of Zimmerman, B. (2002).
Becoming Learner: Self-
Control Scale at Regulated Overview.
http://www.psych.uncc. Theory into Practice, 41
edu/pagoolka/LocusofC (2), 64-70.
 ontrol-intro.ht Doi:10.1207/s15430421tip4
102_2
• Guided lecture and
how to demonstrate:
Identifying personal
stressors and usual
coping
• Identifying effective and
ineffective coping
responses
• Developing a self care
plan

At the end of the course, the student is expected to have acquired:

1. a basic knowledge of personality theories;
2. a better understanding of their personality, self and identity, along with knowledge of the influential forces which impact on these such
as gender, culture, family and relationships; and
3. basic skills in managing the self and identity. (CMO 20, s. 2013)

IV. Course Description:

“Adolescence is a developmental stage commonly thought to be a time of physical, emotional, and psychological vulnerability.
Foremost among the concerns of this life stage are issues of self and identity. The course is intended to enable the process of
exploration and thereby help students arrive at an understanding of the concepts of personality, self and identity. Two major objectives
are thus envisioned: the introduction of major theories of personality – its nature, development and dynamics as well as those forces
and factors that lead to the formation of a self and identity; and the provision of experiential learning so as to ground these theories and
perspectives in students’ concerns and issues relating to their personal self and identity.

“Thus self-discovery exercises and activities, reflection papers and personal journals will be used as the focal point of lectures
and class discussions, thereby providing the foundation and structure for all course learnings. Other learning tools such as personality
tests and measures will also be used. (CMO 20, s. 2013)

V. Course Outline:

VI. Course Policies

1. Attendance must be properly observed
2. Three consecutive absences without valid reason would mean UNOFFICIALLY DROPPED.
3. Only 15 minutes (if first subject) or 5 minutes grace period will be given to the late comers after he/she will not be
accommodated.
4. Three consecutive late will be equivalent to one absent.
5. Late submission of projects will not be accepted.
 6. Project /s and other requirements must be submitted, only in the school on or before the deadline. Failure to submit them on
time, except for most valid reason, means 5.0
7. Cheating is highly prohibited in any class activity. Cheating means 5.0
8. Special exams will be given only if reasons are valid.
9. Turn off/into silent mode the cell phone during class hours.
10. Always remember to maintain the orderliness and cleanliness of the classroom by the assigned cleaners of the day.
11. Observe ethics inside or outside the classroom.
12. No combing of hair, applying face powder or lipstick when the instructor/professor is still inside the room.
13. Only subject-related task must be done during the hour/s.

VII. Grading System:

60% - Class Standing (Formative Test, Reports, Recitations, Attendance, Attitude, etc)
40% - Major Examinations (Traditional and/or Authentic)

Total 100 %