Colegio De Sta. Lourdes Of Leyte Foundation Inc.

Barangay 1 Quezon Tabontabon, Leyte

COURSE SYLLABUS
Course Name Understanding the Self
Placement 1st Year, 1st Semester
Course Credit 3 Units
Contact 3 hours per week; 54 hours per semester
Hours/Week
Prerequisite None

Course Description The course deals with the nature of identity, as well as the factors and forces that affects the development and
maintenance of personal identity.

The course is intended to facilitate the exploration of the issues and concerns regarding self and identity to arrive at
a better understanding of one’s self. It strives to meet its goal by stressing the integration of the personal with the
academic – contextualizing matters discussed in the classroom and in the everyday experiences of students –making
for better learning, generating an new appreciation for the learning process, and developing a more critical and
reflective attitude while enabling them to manage and improve their selves to attain a better quality of life.

The course is divided into three major parts: The first part seeks to understand the construct of self from various
disciplinal perspectives: philosophy, sociology, anthropology and psychology – as well as the more traditional
division between the East and the West – each seeking to provide answer to difficult but essential question – “What
is the Self?”. And raising, among others, the question: “Is there even a construct of the Self?”. The second part
explores some of the various aspects that make up the self; such as the biological and material up to and including
the more recent Digital Self. The third and final part identifies three areas of concerns for young students: learning,
goal setting, and managing stress. It also provides for the more practical application of the concepts discussed in
this course and enables them the hands-on experience of developing self-help plans for self-regulated learning, goal
setting and self-care.
 This course includes mandatory topics on Family Planning and Population Education. (CMO No.20, s.2013)

Course Objectives At the end of the course, students should be able to:
1. Determine the different factors that contribute to one’s being;
2. Evaluate the impact of these factors through self-appraisal;
3. Synthesize the influence of the factors of the self through a group assessment.
4. Discuss the different philosophical standpoints about the self;
5. Explain how philosophical models have transformed from classical to contemporary times;
6. Synthesize and evaluate the different perspective of self;
7. Analyze the relevance of various philosophical standpoints to your sense of self.
8. Define and explain the different scientific standpoints about the self;
9. Synthesize and evaluate these perspectives of self;
10. Come up with a comprehensive definition of self-according to scientific point of view.
11. Discuss the concepts of heredity and maturation;
12. Identify biological and environmental factors that impact the physical self;
13. Analyze and evaluate issues associated with physical well-being.
14. Discuss and elaborate concepts associated with the sexual self, including sex and gender;
15. Identify factors that contribute to one’s sexual development;
16. Explain how can manifest responsible sexual behavior.
17. Explain, elaborate, and give examples of social factors that shape the development of oneself;
18. Create a conceptual diagram of how these social factors are intertwined and interactively influence their sense of self.
19. Analyze and evaluate one’s social behaviors and identify ways to manage them effectively.
20. Discuss and elaborate the different concepts of the socio-digital self.
21. Identify factors that influence one’s online behaviors.
22. Analyze and evaluate one’s socio-digital behaviors and identify ways to manage them effectively.
23. Determine the different factors that contribute to one’s material/economic self;
24. Distinguish between needs and wants and how they influence one’s daily social behavior.
25. Analyze and evaluate one’s material and economic behavior that contributes to his or her sense of self.
26. Explain and elaborate concepts and processes on cognition, memory, and intelligence;
27. Analyze and demonstrate how cognition, memory, and intelligence are manifested in various aspects of their life.
28. Identify the principles of cognition, memory, and intelligence present in their own lives.
29. Explain the learning process;
30. Discuss the factors that influence the learning process;
 31. Apply principles of learning to their academic life.
32. Describe and explain the emotional side of the self through the lens of emotional intelligence models;
33. Identify and explain the factors that influence one’s emotionality;
34. Apply emotional intelligence to their daily lives.
35. Describe and explain their emotional developmental as adolescents;
36. Expound on the specific mechanisms of emotional expression and regulation.
37. Identify appropriate situations in which emotional regulation should be practiced.
38. Explain the nature of spirituality and religiosity and how it is manifested in daily life;
39. Compare and contrast spirituality and religiosity;
40. Evaluate their own level of spirituality and religiosity.
41. Describe and explain people’s natural affinity with nature within the context of one’s spiritual attributes.
42. Identify factors that influence people’s affinity with nature and ecopsychology;
43. Determine appropriate behaviors that can be helpful in taking care of the environment.
44. Describe and explain the concepts of well-being and life satisfaction;
45. Identify factors that influence well-being and life satisfaction;
46. Evaluate their life satisfaction
47. Promote and enhance their own and others’ life satisfaction.
48. Elaborate on the nature of active citizenship and how it relates to the political self;
49. Analyze and synthesize how active citizenship relates to the concepts of the self;
50. Assess and evaluate one’s level of active citizenship.
51. Define and explain concepts of digital citizenship;
52. Cite specific instances of technology use;
53. Explain the importance of technology in their lives and how it impacts the self.
54. Enumerate and discuss the factors significant in one’s future;
55. Formulate goals and action plans that will help one in preparing for the future;
56. Synthesize and evaluate the different aspects of one’s future self-necessary in preparing for the future.
57. Identify and explain how past and present experiences shape future possibilities;
58. Observe how the premises of possible selves theory are applied in their daily lives;
59. Come up with proximal and distal long-term goals.

Course Outline Module 1: Introduction to Understanding the Self

Section 1: Social, Environmental, and other Life Factors (S.E.L.F.)
Section 2: What Philosophy Says about the Self
Section 3: What Science Says about the Self
Module 2: Unfolding the Biological Self
Section 1: The Physical Self
 Section 2: The Sexual Self
Module 3: Unfolding the Social Self
Section 1: The Social Self
Section 2: The Socio-Digital Self
Section 3: The Material / Economic Self
Module 4: Unfolding the Mental Self
Section 1: Cognition, Memory, and Intelligence
Section 2: Human Learning
Module 5: Unfolding the Emotional Self
Section 1: Human Emotions and Emotional Intelligence
Section 2: Emotional Regulation
Module 6: Unfolding the Spiritual Self
Section 1: The Inner Soul
Section 2: Connections with Nature
Section 3: Discovering Life’s Meaning
Module 7: Unfolding the Emerging Facets of the Self
Section 1: The Political Self: Developing Active Citizenship
Section 2: The Digital Self: Uncovering Digital Citizenship
Module 8: The Future Self
Section 1: The Future Self: Our Past, Present, and Future
Section 2: The Possible Selves

Learning Resources  Main Reference/Core Textbook :

(e.g. textbooks and
references) Alata, Eden Joy. et al (2018). Understanding the Self. Manila. Rex Bookstore Inc.
Jonathan Veran Macayan, PhD, RPsy Understanding the Self Outcome-Based Module

 Other References:

Chaffee, John. 2015. The Philosopher’s Way: Thinking Critically About Profound Ideas. 5th Ed. Boston: Pearson.

Gebhard, Paul Henry. 2017. Human Sexual Behavior. Accessed October 11, 2017. https://www.britannica.com/topic/human-
sexual-behaviour.

Gleitman, Henry, James Gross, and Daniel Reisberg. 2011. Psychology. 8th Ed. Canada: W.W. Norton and Company.
 Jhangiani, Rajiv, and Hammond Tarry. 2014. Principles of Social Psychology. 1st Ed. Creative Commons Attribution-
NonCommercial-ShareAlike 4.0 International License.

Marwick, Alice. 2013. “Gender, Sexuality and Social Media.” In Senft, T. & Hunsinger, J. (Eds), The Social Media Handbook
(59–75). New York: Routledge.

Neff, Kristin. 2012. “The Science of Self-Compassion.” In Compassion and Wisdom in Psychotherapy edited by C. Germer
and R. Siegel. New York: Gilford Press. Accessed October 31, 2017. http://self-compassion.org/wp-content/
uploads/publications/SC-Germer-Chapter.pdf

Papaleontiou-Louca, Eleonora. 2003. “The Concept and Instruction of Metacognition.” Teacher Development Vol. 7, No. 1.
DOI: 10.1080/13664530300200184.

Popova, Maria. 2013. “Viktor Frankl On the Human Search for Meaning.” In Brainpickings. Accessed October 20, 2017.
https://www.brainpickings.
org/2013/03/26/viktor-frankl-mans-search-for-meaning/.

Grading System The periodical grades shall have the following components and their corresponding weights:

MIDTERM GRADE (40%) FINAL GRADE (60%)

Prelim written exam 30% Prelim written exam 30
%
Midterm written exam 30% Midterm written exam 30
%
Other requirements (quizzes, recitation, 40% Other requirements (quizzes, recitation, 40
reports, projects, etc.) reports, projects, etc.) %

TOTAL 100% TOTAL 10

0%

Total final grade:

 MIDTERM GRADE: FINAL GRADE: TOTAL FINAL
GRADE:
40% 60% 100%

Consultation Hours Day: Monday

Time: 9:00am to 12:00pm

Prepared by: MA. JHYSAVIL E. ARCENA, LPT