BUCAS GRANDE FOUNDATION COLLEGE

C. Taruc Street, Bgry. Taruc, Socorro, Surigao del Norte

GE6- UNDERSTANDING THE SELF

BGFC Vision
A premiere Academic Institution for quality instruction and training for sustainable socio-economic, environmental and cultural advancement of Bucas
Grande and the Global Philippines.
BGFC Mission
To provide Academic and Operational Excellence vis- a- vis:
1. Holistic Education
2. Competent Faculty and Staff
3. Meaningful Learning Experience
4. Culture and Research
5. Community Services
6. Administrative Efficiency and
7. Financial Sustainability
BGFC Goals
Gradenian Education aims to:
1. Fostering students’ self-direction and individual proficiency by providing students with opportunities to determine their potentials, capabilities, and abilities.
2. Prepare students with the necessary knowledge and skills needed for global competence, economic and industrial advancement.
3. Assimilate the sense of nationalism and patriotism.
4. Prime and train the students to competently take part in our country’s national development.
5. Enthusiastically partakes in firming up one’s relationship with God and others.
6. Involve with a deep sense of loyalty to service as well as to its alma mater.
BGFC Intended Learning Outcomes:
The school aims to develop students who are:
1. Scholastically and professionally knowledgeable in their chosen profession.
2. Influenced with basic skills needed in a vocational technological trade.
3. Self-sufficient and self-propelled and self-employed Filipino citizen worker.
4. Able to contribute to the national development and socio-economic progress.
5. Endowed with strong moral convictions based on Christian principles and its application to their daily lives.
6. Trustworthy to the school by promoting its advocacy.
Program Vision:
A premier College of Teacher Education producing competent professional educators, dedicated to the development of learners.
Program Mission:
To provide quality education to future educators, emphasizing, pedagogical excellence, course mastery, social and ethical responsibility, and a commitment to
foster a positive learning environment.
Program Goal:
The BEED and BSED degree programs aim to develop highly motivated and competent teachers specializing in the content and pedagogy for elementary
education.

Program Intended Learning Outcomes:

The graduates would have the ability to:
1. Demonstrate in-depth understanding of the diversity of learners in various learning areas;
2. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of different subject areas;
3. Utilize appropriate assessment and evaluation tools to measure learning outcomes;
4. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching;
5. Demonstrate positive attributes of a model teacher, both as an individual and as a professional;
6. Manifest is desire to continuously pursue personal and professional development.
 Course Name: Understanding the Self
Course Code: GE6
Course Credit: 3
Course Description: This 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 improve their selves to attain a better quality of life.
This 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- “Why 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 identities three area 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 the self- care.
This course also includes mandatory topics on Family Planning and Population Education.
Contact Hour/Week: 3 hours
Prerequisite: None
Course Learning Outcome This course is conceptualized to aid and guide students develop to become a critical thinker and have a reflective
attitude in searching issues concerning the self and identity for a better and proper understanding one’s self.

Detailed Course Syllabus

Week Topics Intended Learning Outcomes Teaching and Learning Resource Assessment Task Allocation
No. Activities Material Time

Week 1 I: The Self from Various By the end of the course, the Class Activity: Getting to  Laptop  Individual 3 Hrs.
Perspective students should be able to: know me and you  Pictures activity: Activity
A. Philosophical 1. State the importance of related to their
Perspective on the understanding one’s self Class discussion:
 Self 2. Explain the various Raising fundamental selves.
1. Socrates and notions of the self from questions regarding the  Group Activity
Plato different philosophical self about the poem
2. St. Augustine perspectives Introducing course “Invictus” (the
3. Descartes 3. Examine one’s self in requirements discussion is
4. Locke relation to the based upon the
5. Hume philosophical perspectives guideline
6. Kant of the self  Activity: Who Are questions given
7. Ryle You? by the teacher).
 Activity: Poem
entitled “Invictus”  5 Questions
 Self Analysis Essay
(25points)

Week 2 B. The Self, Society and By the end of the course, the  Class  Activity: Simple
Culture students should be able to: Participation:  Pictures character 3 Hrs.
1. What is the Self? Character  Laptop association.
2. The Self and 1. Explain the Association  Projector  Concept map on
Culture relationship of the self,  Group  Bond three social
3. The Self and the society and culture Discussion: How papers institutions that
Development of 2. Compare and contrast is myself shaped have a big
the Social World how social institutions and influenced by effects on the
3.1. Mead and and culture affected culture. concept of self.
Vygotsky the formation of the  Concept Map:
3.2. Self in self Three social
Families 3. Examine one’s self institutions that
3.3. Gender against the different have big effects
and the perspectives in the on the concept of
Self lesson and various self
experiences of their
classmates
Week 3 C. The Self as Cognitive By the end of the course, the  Lecture  Sharing about
Construct students should be able to:  Activity: You  Manila the activity 3 Hrs.
1. On Self Within Through Others’ paper given Think,
2. Internal and 1. Enumerate the various Eyes  Pentil Pair and Share
External psychological perspective  Think, Pair and pen (The student will
 3. On Self-Esteem and concepts about the Share: Let your share their
self partner describe answers in front
2. Analyze the effects of yourself based on of the class)
various psychological what he/she  Quiz (The
factors in the formation of perceived your students will list
the self and personality. the things to
3. Examine one’s self boost their self-
against the different esteem or
perspective in this lesson improve their
and various experiences self-concept).
of their classmates

Week II: The Unpacking Self By the end of the course, the  Activity: Acrostic  Speaker  Quiz 6 Hrs.
4-5 A. The Physical Self students should be able to: of BEAUTY with  Zumba Dance
1. Taking Care of  Lecture music (Since Zumba is
our Physical Body 1. Explain the concept of  Wellness  Pictures the most
2. Physical Self-care physical self program or self-  Projector popular
3. Mental Self-Care 2. Discuss ways on how to care plan with the  Laptop wellness for all
4. Emotional Self- observe physical self-care theme, types of age)
Care 3. Enumerate practical tips “replenish”.  Individual
5. Eight Dimensions on how to practice mental submission on
of Wellness self-care the wellness
4. Describe ways on how to program they
perform emotional self- have created
care
Week 6 PRELIMINARY EXAMINATION 3 Hrs.

Week 7 By the end of the course, the  Activity: Fill in the  Individual 3 Hrs.
B. The Sexual Self students should be able to: table by listing  Handout submission on
1. Sex and Gender the common s reflection
2. Queer Theory 1. Describe the concept of secondary sexual  Group
sexual self male and female Presentation on
2. Recognize your own characteristics. their research
sexual self and behaviour  Reflection paper  Quiz
3. Discuss ways on how to on sex, gender
protect one’s sexual self and sexuality
  Research Work
by Group:
Literary search
on the
sociological
perspective of
gender and
sexuality.
Week C. The By the end of the course, the
8-9 Material/Economic students should be able to:  Activity: Debit  Projector  Collage making 6 Hrs.
Self Card Challenge  Laptop on material
1. Material Self 1. Explain the relationship  Activity: Top 10 things that you
Investment between the “self” and Material want to have in
2. Self and Objects material or economic Belongings that your life
Through Life possessions You Cannot Live  Action plan on
Stages 2. Identify the role of Without and Top how to save
3. Ideas on consumer culture to self 5 Material Gifts money to buy
Managing and identity You Want for material things
resources 3. Appraised one’s self Christmas  Quiz
4. Budget based on personal  Lecture
experience, behaviour,
and attitude toward
material resources
Week D. The Spiritual Self By the end of the course, the  Activity: K-W-L  Projector  The student will
10 1. Spiritual Self and students should be able to: Chart on Spiritual  Laptop create a comic 3 Hrs.
Coping with Self strip showing
Stress 1. Identify various religious  Think-Pair-Share how they have
2. Starting your Own practices and beliefs  Sharing of been shaped by
Spiritual Journey 2. Understand the self in Personal their religious
3. Finding and relation with religious experiences on beliefs and
Creating Meaning beliefs the different practices.
of Life 3. Explain ways of finding sources of  Essay about
meaning of life meaning in life their dream to
become after 5
to 10 years in
their spiritual
 life. Rubrics is
given for their
guide.
 Quiz
Week E. The Political Self By the end of the course, the  Game: You’re a  Handout  Quiz 3 Hrs.
11 1. Who is a Filipino? students should be able to: Filipino if/when… s  Essay or
2. Filipino Values 1. Know who a Filipino  Discussion  Flashcar reflection on
and Traits citizen under the 1987  Game Activity: ds aspects of the
3. Promoting Sense Constitution The students will Filipino identity
of Nationalism 2. Identify different Filipino pick a word from have
Values and Traits the box and encouraged or
3. Reflect by writing a explain to the hindered the
reflection paper on which class about their country’s
aspects of the Filipino understanding in national and
identity have encouraged the chosen word. cultural
or hindered the country’s The words are development
national and cultural related to Filipino
identity. Values and
Traits.

Week MIDTERM EXAMINATION 3 Hrs.

12
Week F. The Digital Self By the end of the course, the  Activity: Three  Projector  Group Activity:
13-14 1. What is an Online students should be able to: facts, one fiction  Laptop Each group 6 Hrs.
identity  Quick Survey:  Pictures selects one
2. Unmasking the 1. Define the concept of Who goes online topic or issue
Digital Self: Online online identity and why? provided by the
Self-presentation 2. Understand the influence  Activity: I Post, teacher and
3. The Evolving of social media in creating Therefore I Am. presents it as
Concept of the and presenting the digital Or Am I? creative as
Extended Digital self  Think, Pair and possible using
Self 3. Demonstrate responsible Share. (The any or a
4. Self- Revelation and appropriate ways of students will list combination of
5. Loss of Control presenting oneself or down using Venn the modes of
6. Gender and behaving online diagram some presentation
 Sexuality Online behaviors, traits, also provided by
7. Managing the qualities or teacher.
Digital Self: preferences that  Collage making
Responsible they show online on how to be a
Online Self (digital self) that good netizens
Presentation may be similar or
different from
their actual self
 Discussion

Week III. Managing and Caring for By the end of the course, the  Answering the  Handout  Students will be
15 the Self students should be able to: Metacognition s given a scenario 3 Hrs.
A. Learning to be a Awareness and they will
Better Learner 1. Enumerate various Inventory create a
 Metacognition metacognition and  Watch a video diagram or
 Metacognitive studying techniques clip: The Power schedule using
Skills 2. Explain how learning of Habit at least five of
 Types of occurs (http://www.youtu the
Metacognitive 3. Incorporate in their future be.com/watch? metacognitive
Learners and learning style the V=4HofTwtPLfo strategies, skills
Other techniques that they find and studying
Startegies most appropriate for techniques
themselves mentioned in
the lesson.
 Essay entitled
“Working of my
Bad Habits”.

Week B. Dream Big and Make By the end of the course, the  Doodle sketch of  The students
16 it Happen students should be able to: your VISION for will make a 3 Hrs.
1. Ways in Achieving yourself in the  Handout doodle sketch
Dreams 1. Share their dream for their future. How do s regarding their
2. Barriers to future you see yourself vision of their
Success 2. Identify possible obstacles 10 or 15 years selves in the
3. Measuring that can hinder them from from now? future, and
 Success achieving their dreams  Quotation or explain how do
3. Learn ways on how to fulfil slogan that they see their
their dreams inspire people in selves10 to 15
4. Create their personal plan pursuing dreams.  Students will
in making your dreams  Personal life plan compose a
happen in fulfilling personal
dreams. quotation or
slogan that will
inspire other
people in
pursuing their
dreams.
 Students will
create a
personal life
plan that will be
their guide in
fulfilling their
dreams. Life
plan may
involve their
career, family,
business,
spiritual life,
outreach
programs and
other areas of
their life. This
plan will be
submitted at the
end of the
semester.
Week C. Less Stress, More By the end of the course, the  Checklist on  Students will 3 Hrs.
17 Care students should be able to: College Student’s follow the
1. Stressors and Stressful Event instructions and
Signs 1. Explain causes and  Table on answer the
 2. Stress effects of stress to one’s common stress checklist to get
Management health management an accurate
3. Toxic Positivity 2. Examine various stress- mechanisms result.
management techniques  Self-  Students will
3. Design a self-care plan compassionate write the factors
letter for yourself. that stresses
them out.
 Students will
write a self-
compassionate
letter for their
selves. They
need to talk
about their
stressor and
identify its
cause and
effects, then
provide
encouragement
for their self.
 Final
examination

Week FINAL EXAMINATION 3 Hrs.

18

COURSE REQUIREMENTS AND POLICIES:

Major Examinations Grading Requirements Textbooks/References
Preliminary Examination Berger, Peter, and Thomas Luckmann. The
Periodical Exam 40% Social Construction of reality: A Treatise in the
Class Standing 20% the Sociology of Knowledge. London: Penguin
Books
Midterm Examination (recitation, attendance, behaviour,
participation and hands on) Brzosko, Marta.(2018).”How to pactice physical,
Average Quizzes 30% Mental and emotional self-care.” Accessed
Final Examination Project 10% August 20, 2020.
Total 100% https://advice.shinetext.com/articles/how-to-
practice-physical-mental-and-emotional-self-care/.

Chaffee, John. (2018). The Philosopher’s Way:

Thinking Critically About Profound Ideas, 5th
Edition. Boston: Pearson

Elmore, Kristen, George Smith, and Daphna

Oyseman. “Self, Self Concept and Identity.” In
Handbook of Self and Identity, 2nd ed. Edited by
Mark R. Leary and June Price Tangney.
New York: The Guilford Press

Miller, Kelly. (2020). “The Science of Spirituality: 16

Tips to Build Your Spiritual Practice”. From
https://positivepsychology.com/science-of-
spirituality
August 30, 2020

Western Australian AIDS Council. (2020). “Sex, 25,

Gender and Sexuality Explained.” Accessed
August 2020
https://waaids.com/item/736.html.
Date Revised:
Effectivity:

Prepared by: LERRAMIE J. BATO

Instructor

Reviewed by: LETICIA PLAZO, MAED

Program Head

Noted by: GLORIA A. ESPERANZA, Ph.D.

DEAN, CTE

Recommending Approval: MAYLONA B. PALEN

VP for ACADS

Approved by: WARLITO L. NOGUERRA

BGFC School President