Understanding the Self

Course Outline
INSTRUCTOR: MR. DONALD A. DELOS REYES
But you can all call me “Sir D”
Class Rules in GE UTS

1. Submit a 1/8 index card with a 1x1 of your picture not more than 1 year taken thus
containing also of your full name, address, time & day of the class, section/block and
from where high school did you graduated from.
2. Wear appropriate uniform/clothing during classes.
3. Enter or arrived at the classroom five (5) minutes before or on the start of the class.
4. Silent your gadget/s during class period.
5. When reciting, LOOK DIRECTLY TO THE INSTRUCTOR.
6. NO READING OF OR GLANCING AT ANY KIND OF NOTES WHEN RECITING.
Anyone caught reading/glancing shall automatically get a failing mark for that
recitation.
7. LATE SUBMISSION OF OUTPUT/S WILL NO LONGER BE ENTERTAIN,
CONSIDER IT AS NON SUBMISSION OF YOUR OUTPUT/ACTIVITY.
8. THERE SHALL BE NO RECORDING OF FACE TO FACE SESSIONS IN ANY WAY
WITHOUT BEING AUTHORIZED TO DO SO.
9. NO TAKING OF VIDEOS/SCREENSHOT during class without the consent from the
instructor;
10. Always check our GC or Class House Rules for any updates.
15. Always check our GC for class works, announcements, etc.
16. Synchronize the time and date in the gadget used for timed quizzes and classes.
17. Class participation is part of class standing, thus, attendance will be closely
monitored.

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

The directive to Know Oneself has inspired countless and varied ways to comply. Among
the questions that everyone has had to grapple with at one time or other is “Who am I?”
At no other period is this question asked more urgently than in adolescence—
traditionally believed to be a time of vulnerability and great possibilities. Issues of self
and identity are among the most critical for the young,

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 this
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 a 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 the self from various disciplinal perspectives: philosophy, sociology,
anthropology, and psychology—as well as the more traditional division between the East
and West—each seeking to provide answers to the difficult but essential question of
“What is the self?” And raising, among others, the question: “Is there even such a
construct of the self?”

The second parts explored 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 concern 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 experiences of developing self-
help plans for self-regulating learning, goal setting, and self-care.

Syllabus

1. Philosophy Perspective
2. Sociology Perspective
3. Anthropology Perspective
4. Psychology Perspective
5. Western and Eastern Perspective
6. Unpacking the Self [Sexual Self/Physical Self]
7. Midterm Exam
8. Relational Self
9. Material Self/Economic Self
10. Political Self
11. Digital Self
12. Environmental Self
13. Managing and Caring for Self
14. Learning to be a better person & Setting goal for success
15. Taking charge of one self
16. Final Exam

Course Meeting Information

We will meet for lectures, discussions, and demonstrations in our classroom on the given
schedule provided in your Certificate of Registration (COR). Please see or check the your COR
for help finding the classroom and our GC for the other announcement.

Course Materials and Resources

 Suggested Textbook

✓ Philosopher’s Way: Thinking Critically about Profound Ideas. Pearson

✓ Gilovich, Keltner, & Nisbett (2012). Social Psychology
✓ Theories of Personality, Barbara Engler
✓ Road to Character, David Brooks
✓ Why men don’t listen and women don’t read maps, Allan Pease, Barbara Pease
✓ Kintsugi: Embrace the imperfections and find happiness, Tomas Navarro
✓ Atomic habits by James Clear

Note: A student of PSU under the GE UTS Subject is not under any obligation to purchase a
textbook from a university-affiliated bookstore. The same textbook may also be available from
an independent retailer, including an online retailer. You may use editions 7-18 and used
textbooks relateble in this course.

Required Google classroom Use

Check the Facebook chat group page regularly: you are responsible for any information
the Instructor will convey through class, or in the FB GC other domain for class instruction. One
might be asked to complete regular output in the given topic and discussion posts. Pay special
attention to the Course Calendar and the Assignments and Activities descriptions.

Technology

You will need to use yellow/bond paper for writing papers in the class. If you do not have
corporate email for personal concern in which you can reach me. Please visit the ICT Office and
request that for an email corporate account

E-mail

Please check e-mail and FB GC regularly. Before asking a question via e-mail, always check the
syllabus, class outline and class rules first.

Course Catalog Description

Throughout the course, students will engage in thought-provoking discussions, case studies,
self-assessments, reflective assessment, and collaborative projects. By the end of the semester,
participants will have developed a deeper awareness of their own identities, an appreciation for
the diversity of human experiences, and a toolkit of philosophical and psychological insights to
navigate the complexities of selfhood in an ever-evolving world.

Student Learning Outcomes

As a result of this course the successful student will be able to:

Under the Self from Various Perspectives

 1. Discuss the different representation and conceptualizations of the self from various
disciplinal perspectives
2. Compare and contrast how the self has been represented across different disciplines
and perspectives
3. Examine the different influences, factors, and forces that shape the self
4. Demonstrate critical and reflective thought in analyzing the development of one’s self
and identity by developing a theory of the self

For Unpacking the Self

5. Explore the different aspects of self and identity

6. Demonstrate critical, reflective thought in integrating the various aspects of self and
identity
7. Identify the different forces and institutions that impact the development of various
aspects of self and identity
8. Examine one’s self against the different aspects of self-discussed in class

For Managing and Caring for the Self

9. Understand the theoretical underpinnings for how to manage and care for different
aspects of the self
10. Acquire and hone new skills and learnings for better managing of one’s self and
behaviors
11. Apply these new skills to one’s self and functioning for a better quality of life.

Course Policies and Assignments

Contacting Us Personal meetings. To get my attention, drop a message in our FB GC or email for
any concerns or inquiry. I highly encourage you to use our FB group chat this so that other
classmates will be enlighten also upon the inquiry and concerns regarding the Course/Subject
matter. On a given office hours as listed above: you do not need to message or arrange an
appointment for these. If none of the office hours work for you, please email, suggest a time in
your message for proper accommodation. I hold office hours 8am to 5pm from Monday to
Friday. Similar contact procedures apply for your Course/Subject. Check the syllabus or outline
first for general questions and help.

Outputs, Assignments and Activities Discussions

These are individual-based graded assignments in class that ask you to write a reaction about
the corresponding topic content. In order to earn the credit, you must pass your work on the
given deadline, and you must express CLEAR, CONCISE AND CORRECT with actionable,
specific feedback. LATE SUBMISSION WILL NOT BE CHECK/ENTERTAIN
CONSIDER IT AS A NON SUBMISSION.

Essays. Instead of traditional exams, this course requires that you communicate your
understanding of the material in more open-ended and open-resource ways. You may write the
essay in response to a choice of prompts from most recent modules’ content. Your essay must be
HAND WRITTEN & READABLE style: I will grade more gently on written works that are
clearly written and does not constrain the eye of the reader. Increase in the deductions for errors
(sentence, grammar, spelling etc.) in later essays. Each essay must include your full name and
date, a title page, a reference page, and a page of content. You will write your essays regularly as
an output, in some you will have choices. Prompt choices will be announce prior to our next
meeting every week of the semester.

Quizzes

In-class quizzes test your factual knowledge of the material after we have finished covering a
chapter. Mostly they contain identification and fill in the blanks questions, and 2 moving quiz
answer questions. There are 4 Quizzes available. This depend on the discretion of the instructor.

Presentations

Instead of conducting recitation/s, students will either report an assign topic, or write an essays
as well as to demonstrate your understanding of philosophy, cognitive, personality, social
spiritual theories and self-applications or with an oral video presentation. You will be allowed a
maximum of 5 minutes and a minimum of 3 minutes on the video presentation in which one
should also be seen in the video, maximum of ten (10) PowerPoint slides (not required) to give a
spoken presentation from a list of topics with a larger focus on applications and everyday
examples. You need to engage in the class by clearly explaining in layman’s terms both sides of a
theory and why the theory matters with examples and applications. You should watch “Three
Minute Thesis” or “Ted Talk” videos to emulate the style. Just as with the essays, you will create
one group presentations covering one topic on the given choices of due dates on the syllabus.

Final portfolio (optional)

Your portfolio will be a collection of your selection of the given choices (one book reaction or one
video presentation). Once the instructor have chosen your assignments, briefly explain in the
video why you chose those particular assignments to showcase. You must give, receive, and
incorporate peer feedback (minimum of 3 classmates anyone in the class) on the chosen
assignments, as well as revise them based on the feedback from when I graded them. Thus, your
portfolio will include your original submission of each selection, evidence of the feedback you
received, and a revised version of each selection that incorporates feedback. Although the
assignment is due at the end of the semester, I strongly encourage you to revise the assignments
based on my feedback as soon as you can after I graded them. You may also seek and respond to
peer feedback either before or after your first submission. You will also be asked to write some
reflective text on each of the selections. For example, what did you learn while completing the
assignment the first time? What did you learn from my feedback and that of your peers? What
was the experience like when you created the revised assignment? You may complete these
reflections at any point before the semester end, but they are most useful to you if you write
them immediately after completing the assignment. You may compile and present these
components in either of the following formats: you could 1) include all feedback and reflective
text in one large Microsoft Word document or pdf, or 2) you may create an ePortfolio.

Grading system

There are 100 points available in every output in the given course. The following table displays
the number of points devoted to each type of assignment:

Type Points Total

 Work Output this entails the 100 60% of the total grade
quizzes, essay, recitation,
reporting and activities inline.
Performance Task includes all the 100 40% of the total grade
Major Exam and book reaction

* work output contains the following: recitation, class participation, quiz, written work and
reporting.

* Performance and Major exam contain the following: Book Reaction, Midterm and Final Exam

I do not round grades. You will have plenty of opportunities to earn points in this course and
your final grade is one you earn. The best opportunity to earn points is the work output but don
be little the participatory output for it requires great detail that comprise and benefit you in
doing your work output later. If you have a concern about a grade at any time, please feel free to
ask me about your issue if appropriate. Again LATE SUBMISSION WILL NO LONGER BE
ENTERTAIN.

Sir “D” Additional Course Policies and Tips

• Have a question? Check the syllabus/outline, or FB GC!

• Read the textbook before the information is covered in class.
• Use proper email etiquette and addressing an Instructor. Check out these tips for more useful
email etiquette with
instructors:https://www.scribendi.com/advice/how_to_email_a_professor.en.html
• Give your other Instructors and classmates the same respect you give me, please, including
preferred name and e-mail etiquette.
• Read the textbook first and come to class expecting recitation, presentations, discussions, and
activities to be supplemental. Your first contact with and responsibility to the material is the
textbook. I guide you in practicing skills: I do not teach by transferring facts from my head to
yours.
• If you think there is a mistake in any of your grading (I am only human), please let me know
ASAP. It will be very helpful if you bring evidence from the classroom with you about why you
think your grade was wrong or your answer was correct.
• AGAIN LATE SUBMISSION WILL NO LONGER BE ENTERTAIN You will be given
sufficient time to comply with your output.

• There are no make-ups for anything other than submit on time in this class. We are preparing
you for future commitment and work so it all starts here from now on.
• Notify me ahead of time if you will miss an submission due to force majure or other matters
relevant that having trouble making a deadline for any output sumission.

Sir “D” Final Comments

Organizational Skills: Use calendar, reminder, and to-do list features on your mobile device
to keep up with responsibilities. All assignments will be announce prior already so there is no
excuse. You should also schedule regular uninterrupted time to do your reading and studying for
this class. For example, for a Tuesday-Friday class you may want to study at the same time every
Monday, Wednesday, and Friday. You will remember the information better if you study in an
environment and state of mind that are similar to where and how you will be asked to remember
it (such as a quiz, essay, or presentation). Remove distractions during class time and study time.
As difficult as it may be, DO NOT use your electronics for any playtime during studying or class.
Turn off notifications to recreational apps while on class or studying.

Read the Textbook (Well): Read Prep Guide (PG) questions before you begin reading: answer
the pre-reading ones first. Then, read the rest. Now you will be oriented to the parts of the chapter
I expect you to focus on. Pay attention to the parts of the textbook students normally skip over.
Orient yourself by first looking at the outlines, headings, and learning objectives. Pause to look at
all figures and tables when they are referred to in the main text. Test yourself by trying to predict
what the summaries will say before you read them. Pay special attention to bolded vocabulary
words and italicized words. DO NOT SKIP any extra boxes. They are especially relevant to the
objectives of this course and you may be tested on them. Finally, answer the Prep Guide reading
questions as you read. Take notes as you read: connect it to something you already know. Bring
any reading notes to class to update them with information from an activity, discussion, or lecture
point. The bottom line is that reading before class is essential to doing well in this course. You will
not be spoon-fed the information you need for exams: you should come to class prepared and
during class you will encounter new examples, applications, and thought-provoking questions
about the material you read. Exposure to information and basic memorization are to be done
before class: my role is primarily to guide you in thinking deeply and critically about the material
rather than relating facts to you.

Study Strategies: Study with a partner. If this results in too much loafing or wasted time,
imagine you are transferring the material and organize it for someone else. Make your own
“lecture notes” or study guide. When you use a Prep Guide or homemade study guide, fully write
out or speak the answer to each question without looking in the book or your notes for the answer.
This way you will practice what you will do on quizzes: retrieving the answer without looking at
source material. Use Flash cards if fits your style. You need to be able to use the information you
learn about, not simply recite it. This course features only a very small proportion of your grade
sourced from vocabulary definitions. If you must use flash cards, write on them something like
“generate an example of late selection attentional filtering in your daily life.” Re-reading chapters
is also a waste of your time. Do not excessively re-read the chapters or lecture notes. Instead, quiz
yourself. Use the Prep Guides and textbook features to check your understanding: if you find you
have some areas needing improvement, go back and re-read that material for understanding
and/or contact me for clarification. Quizzing yourself can improve your performance by an entire
letter grade.

Participate: Ask questions. There are no stupid questions in my class. Questions, wrong
answers, and failure are the path to learning. Fully participating in this course should take and
perhaps more when writing essays and preparing for presentations, so come prepared for that
time and effort commitment. You get out of my courses what you put in.

Check your Mindset: According to Carol Dweck, students have either a fixed or growth mindset
about learning. Fixed mindset students believe their academic abilities are fixed traits. They are
focused on performance (grades) and take pride in doing better than other students. To them,
good grades mean they are good at something and bad grades mean they are bad at it. They think
failure is a result of poor abilities and it discourages them. On the other hand, growth mindset
students believe their performance is the result of their effort. They focus on how much they learn
and grow from an experience. They take pride in doing better than they did before. To them, bad
grades or areas of improvement are valuable information. They believe failure is encouragement
to try harder or do something different. Growth mindset students perform better in many aspects
of life than do fixed mindset students: they are more flexible and are better problem-solvers. I
take a growth mindset to learning: I want to help you get over your fear of failure. Thus, I give
feedback and give you opportunities to revise assignments. I will also give you practice in giving
and taking actionable, specific, and kind feedback. Perfectionism is unhealthy, so give yourself
some grace and come ready to “fail” at something!

Ask for help early and often. That is why I am here for plus your classmates are there for you
too.

University Policies
Student Absence for University-Sponsored Events and Activities

If you intend to be absent for a university-sponsored event or activity, you (or the event sponsor)
must notify the instructor at least 2 weeks prior to the date of the planned absence. At that time
the instructor will set a date and time when make-up assignments will be completed provided
that your letter of excuse has been sign by your Dean/Department Chair.

Student Standards of Academic Conduct

Disciplinary proceedings may be imitated against any students who engages in scholastic
dishonesty, including, but not limited to, cheating, plagiarism, collusion, the submission for credit
of any work or materials that are attributable in whole or in part to another person, taking an
examination for another person, any act designed to give unfair advantage to a student or the
attempt to commit such acts.

1. (i) “Cheating” includes, but is not limited to: • Copying from another students’ paper;
2. (ii) “Plagiarism” includes, but is not limited to, the appropriation, buying, receiving as a
gift, or obtaining by any means another’s work and the submission of it as one’s own
academic work offered for credit.
3. (iii) Collusion” includes, but is not limited to, the unauthorized collaboration with
another person in preparing academic assignment offered for credit or collaboration
with another person to commit a violation of any section of the rules on scholastic
dishonesty.

PSU Vision

An internationally recognized university that provides relevant and innovative education and
research for lifelong learning and sustainable development.

PSU Mission

The Palawan State University is committed to upgrade peoples’ quality of life by providing
education opportunities through excellent instruction, research and innovation, extension,
production services, and transnational collaborations.

College Goals and Program Objectives

CAH aims to produce: (BS Psychology) Psychology graduates with skills and understanding of
human behavior through the applications of theories and methods of psychological inquiry.