Republic of the Philippines

PANGASINAN STATE UNIVERSITY

Lingayen, Pangasinan

COLLEGE OF ARTS, SCIENCES AND LETTERS

First Semester, 2019 - 2020

COURSE CODE: GE 1 COURSE TITLE: Understanding the Self LECTURE: 3 units LABORATORY: 0 CREDIT UNITS: 3
VISION
To become an ASEAN premier state university in 2020.
MISSION
The Pangasinan State University, through instruction, research, extension and production commits to develop highly principled morally upright, innovative and globally competent
individuals capable of meeting the needs of industry, public service and civil society.
INSTITUTIONAL LEARNING OUTCOMES
The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUnians must possess. These outcomes are anchored on the following core
values: Accountability and Transparency, Credibility and Integrity, Competence and Commitment to Achieve, Excellence in Service Delivery, Social and Environmental
Responsiveness, and Spirituality – (ACCESS). Anchored on these core values, the PSU graduates are able to:

1. demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity, participatory decision making, and
accountability;
2. engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions that build personal and professional
credibility and integrity.
3. set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing quality outputs leading to inclusive
growth;
4. exhibit life-long learning and global competency proficiency in communication skills, inter/interpersonal skills, entrepreneurial skills, innovative mind set, research and
production initiatives and capability in meeting the industry requirements of local, ASEAN and international human capital market through relevant and comprehensive
programs;
5. display, socially and environmentally responsive organizational culture, which ensures higher productivity among the university constituents and elevate the welfare of
the multi-sectorial communities and;
6. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible public image.
PROGRAM OUTCOMES
Graduate Attributes Bachelor in Industrial Technology Program Outcomes (PO)
Graduates of the BIT programs are individuals who:
Holistic 1. Demonstrate the value for learning in industry-based technology training in
various major fields of specialization as in automotive, machine shop,
electronics, drafting, civil ceramics, elements and food technology
Fair 2. Complement efforts in the utilization of technology through applied
research, extension services and production.
Competent 3. 3. Provide a highly technical, professional and competent manpower in
industrial technology aspects.
Well rounded 4. Select teaching methods, learning activities and instructional materials
appropriate to learners, and make good use of allotted instructional time;
Technology literate 5. Train students to become craftsmen, technicians, supervisors as well as
future manpower in the industry or they can put up their own shop/business.
Innovative 6. Develop and utilize creative and appropriate instructional plan, use a
variety of appropriate assessment strategies to monitor and evaluate
learning, and communicate results of evaluation to students and parents
promptly;
Dependable 7. Develop self-reliance and self-sufficiency
Honorable, admirable 8. Take pride in the nobility of Industrial Technology as a profession
Lifelong learner 9. Show willingness and capability to continue learning, build professional
links with colleagues to enrich teaching practice in order to better fulfill their
mission as industrial technology workers.
Performance Indicators
Implement school policies and procedures, demonstrate punctuality
and maintain appropriate appearance
Engage and sustain learners’ interest using various learning
experiences and resources
Maintain a learning environment of courtesy and respect for different
learners, and guide individual learners to develop appropriate social
and learning behavior
Deliver accurate and updated content knowledge using appropriate
approaches, methodologies, and strategies
Explain learning goals, instructional procedures and content clearly
and accurately to students.
Use a variety of carefully planned teaching approaches and techniques
that fit within available instructional time
Utilize ICT to enhance teaching and learning
Demonstrate ability to implement instructional plan
Prepare tests in line with the curriculum, employ non-traditional
assessment techniques, and interpret and use assessment results to
improve teaching and learning
Conduct regular meetings with learners and parents to report learners’
progress
Use the community as a laboratory for learning and as a network to
publicize school events and achievements.
Maintains stature and behavior that upholds the dignity of teaching.
Allocate time for personal and professional development thru
participation in educational seminars and workshops, read educational
 materials regularly, and engage in educational research and pursue
graduate studies.

Global 10. Recognize and accept the learners’ diverse backgrounds, knowledge and Obtain information on the learning’s styles, multiple intelligence and
experience needs of learners, pace lessons appropriate to the needs and
difficulties of learners, recognizing their multi-cultural background.

COURSE INFORMATION
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 various ways to comply. Among the questions that everyone has to grapple with at one time or other is “Who am I?”
At no other periods 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 crucial for the young.
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 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 the West – each seeking to provide answers to the difficult but essential questions of “What is the
self?” And raising, among others, the question “Is there even such 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 concern from young students: learning, goal setting and managing stress. It also provides for the more practical application of 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 the mandatory topics on Family Planning and Population Education.
Course Schedule: I-E BIT Time: MWF 8:00 AM – 9:00 AM
Course Prerequisite: None
Course Outcomes (CO)
At the end of the course, the students will be able to:
The Self from Various Perspectives
CO1 - Discussed the different representations and conceptualizations of the self from various disciplinal perspectives;
CO2 - Compare and contrast how the self has been represented across different disciplines and perspectives;
CO3 - Examine the different influence, factors, and forces that shape the self;
CO4 - Demonstrate critical and reflective thought in analyzing the development of one’s self and identity by developing a theory of the self.
Unpacking the Self
CO5 - Explore the different aspects of self and identity.
CO6 - Demonstrate critical, reflective thought in integrating the various aspects of self and identity.
CO7 - Identify the different forces and institutions that impact the development of various aspects of self and identity;
CO8 - Examine one’s self against the different aspects of the self, discussed in class.
Managing and Caring for the Self
CO9 - Understand the theoretical underpinnings for how to manage and care for the different aspects of the self;
CO10 - Acquire and hone new skills and learnings for better managing of one’s self and behaviors;
CO11 - Apply these new skills to one’s self and functioning for a better quality of life.
LEARNING PLAN
CO Desired Learning Teaching and Learning No. of
Topics Resources/ Materials Assessment
Code Outcomes (LO) Activities Hours
Class activity : Getting to know
me and you

Class discussion : Raising

fundamental questions
regarding the self

Introduction to the Course Surfacing students’ beliefs and 1

concerns regarding the self

Discussion of the mechanics

of the course

Introducing the requirements

and integrative papers.
 1. The Self from
Various Perspectives
CO1 a. Discuss the different
representations and
conceptualizations of the
self from the various
disciplinal perspectives
CO2 b. Examine the different
influences, factors and
forces that shape the self.
c. Compare and contrast
how the self has been
represented across the
different disciplines and
perspectives.
CO3
d. Demonstrate critical
and reflective thought in
analyzing the development
of one’s self and identity
CO4 by developing a theory of
the self.
The Self from Various
Perspectives
a. Philosophy
 Socrates, Plato and Augustine to
Descartes, Loacke, Hume, Kant,
Freud, Ryle, Churchland and
Merleau-Ponty all try to answer the Ed. Guilford Press 134 – 194.
question “Who are you?”
b. Sociology
 The self as a product of modern
society among other constructions. Thinking Critically about profound
 Mead and the Social Self
c. Anthropology
 The Self and the person in
contemporary and Anthropology
 The self embedded in culture.
d. Psychology
 The self as a Cognitive
Construction:
~William James and the Me Self
and I-Self;
Bandura, A, (1999). Social  Lecture  Group write-up 4
Cognitive Theory of Personality. In of quick survey
Pervin and John (eds) Handbook results
of Personality and Research, 2nd
Chafee, J. (2013) Who are You?  Group Discussion centering  Individual
Consciousness, Identity and the on similarities and differences submission of 4
Self. In the Philosopher’s Way: of self representations and essay on self:
conceptualizations and the How do I
Ideas. Pearson. 106 – 109. various identified influence understand?
What led up to
Csordas, T. (1999) Self and this?
Person. In Bode (ed.)  Class project (quick survey):
Psychological Anthropology. How is self understood?  Short paper on 3
Praeger. 331-350 Real / Ideal Self
and a
Geertz, C. (1973) The Impact of discussion/assess
the Concept of Culture and the  Class discussions and ment of any
Concepts of Man 33-54 and processing of survey results differences.
Person, Time and Conduct in Bali. once data have been written 4
360-411. In the Interpretation of up (see assessment)  Three things I
Culture. Basic Books. learned about
myself from this
topic.
 ~Global vs. Differentiated Models
~Real Self and Ideal Self concepts of Contemporary Issues Involving
~Multiple vs. Unified Selves
~True vs. False Selves
 The Self as proactive and agentic
e. The Self in Western and
Oriental / Eastern Thought
 Individualistic vs. Collective Self
 The Social Construction of the
Self in Western Thought
 The Self as embedded in
relationships and through
spiritual development in
Confucian thought.
Harter, S. (1996) Historical Roots
 Group discussion: How is my
Self Concept. In Bracken (ed) self shaped and influenced by  Three things I
Handbook of Self Concept: culture? (May be discussed at learned about
Developmental, Social and either or both the regional or myself from this
Clinical Considerations. John national levels) topic.
Wiley and Sons 1-37. 3
Johnson, T. (1985) The Western
Concept of Self. In Marsella (ed)
Culture and Self: Asian and
Western Perspectives. Tavistock
Publications 91-138
Lanuza, G. (2004) The
Constitution of the Self. In David
R. (ed) Nation, Self and
Citizenship: An Invitation to
Philippine Sociology. Anvil
Publishing.
Mead, GH. (1972) Mind, Self and
Society from the Standpoint of a
Social Behaviorist. The University
of Chicago Press.
Triandis (1989) The Self and
Social Behavior in Differing

2. Unpacking the Self
CO5 a. Explore the different
aspects of self and identity
b. Demonstrate critical,
reflective thought in
integrating the various
aspects of self and identity
CO6 c. Identify the different forces
and institutions that
impact the development of
the various aspects of self
and identity.
Unpacking the Self
a. The Physical Self : The self as
impacted by the body
 The impact of culture on body
image and self-esteem: The
importance of beauty.
b. The Sexual Self
 The development of secondary
sex characteristics and the human Demetrio, Fernando & Zialcita.
reproductive system.
Contexts. Psychological Review
96.3. 506-520
Tunac, et.al. (2018).
Understanding the Self. Nieme
Publishing House Co. LTD. (1-58)
Wei-Ming T. (1985) Selfhood and
Otherness in Confucian Thought.
In Marsella (ed) Culture and Self:
Asian and Western Perspectives.
Tavistock Publications (231-251)
Belk (2013). Extended Self in a  Lecture Individual 3
Digital World. Journal of constructions of
Consumer Research. 40.3 477 –  Group discussion and the personal self-
500. presentation: Who is illustrating how the
beautiful? Cultural different aspects
Demello, M. (2014) Beautiful Conceptions and standards of are situated
Bodies pp. 173-188. And Fat and beauty of face and body relative to one
Thin Bodies. 189 – 205. In Body another and the
Studies: An Introduction.  Class may bring pictures of importance of 6
Routledge who is beautiful to begin each relative to the
discussion. other.
(1991). The soul, 85 -97. One is  Psychological Tests
- Self –esteem scale
d. Examine one’s self  Discussing the erogenous zone
against the different
aspects the different  Understanding the human sexual
aspects of self discussed response
in class.
~ The basic biology of sexual
behavior
~ Understanding the chemistry of Dittmer, H. (1992). The Individual
lust, love and attachment
~ The psychological aspect:
What turns people on: phases
of sexual response
 The diversity of sexual behavior:
solitary, heterosexual,
homosexual, bisexual and
transsexual.
 Sexually transmitted diseases and Perspectives of Democracy and
infections
 Natural and Artificial Methods of
Contraception
not enough 99-101. The Soul
Book. GCF Books.
Diokno, MS (1997) Becoming a
Filipino Citizenship and
Democracy. UP Third World
Studies Center 17-38.
Centered Approach: Material
Possessions as Parts of Extended
Self. Pp. 41- 64 and Possessions
as in the Social Expressions of
Identity Pp. 95 – 121 : in the
Social Psychology of Material
Possessions: To Have is to Be? St
Martin’s Press.
Doronilla, ML. (1997) An
Overview of the Filipino
Citizenship. In Perspectives on
Citizenship and Democracy. UP
TWSC 69 -112
Elison, et. Al (2006) Managing
Impressions online: Self
Presentation processes in the
- Body esteem scale
 What do men and women
find attractive: A class
discussion
 Tanungin si Dra.: Totoo ba?
Surfacing Common Beliefs
and Misconceptions regarding
the body, sex and sexuality.
 What does he want?
(according to him/ according
to her)
What does she want?
(according to her/ according to
him):
Comparing expectations
 Usap tayo: A discussion on
Love, Sex, Relationship and
Family.
 online dating environment. Journal
Computer Mediated
Communication.
-------------------------------------- MIDTERM EXAMINATION --------------------------------------

CO7 c.The Material/Economic Self  Lecture Paper on my most 3

 I shop, therefore, I Am ?
 Shaping the way we see
ourselves: The role of consumer
culture on our sense of self -
identity
CO8 d. The Spiritual Self: The practice
of religion: belief in supernatural
being and power.
 The concept of “dungan” – spirit or Web of Love, Lust and
soul
~ Rituals and Ceremonies: the
functions of rituals
~ Religion, magic and witchcraft
~ Finding and creating meaning
Feldman, R. (2008) prized possession:
Understanding Psychology: 8th ed.  Class/group discussion on What would I save
Mc Graw Hill Module 34: the role of mass media in first in my
Understanding Human Sexual shaping purchase behavior: emergency and
Response, 369 -375; Module 35: What makes an ad effective or why?
Diversity of Sexual Behavior 379- ineefective? What affects my
385; Module 36; Sexual Difficulties purchase behavior?
389 – 391.
 My bag/wallet and me (an Paper: Me and my 4
Fisher, V. (2004) Why We Love: unobtrusive measure) favorite things
The Nature and Chemistry of (what these are
Romantic Love. 51-76 Chapter 4:  Class discussion: Listing of and what they say
beliefs in spirits and the about me)
Attachment. 77 -98 supernatural prevalent in the
area.
 Lecture
Frankl, V. (1959) Man’s Search  Group discussion: Who is
for Meaning: An Introduction to the Filipino? What makes a
Logotheraphy: Especially Past 2: Filipino?
Basic Concepts of Logotheraphy.  A Game: You know you’re a
149 – 210 Filipino if/when (inspired by
the book of the same title)
 Lecture
 ~ 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 Others
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; Maritime Anthropological Studies
gender and sexuality online.
Gibbs, et Al, (2006) Self-  Group discussion/sharing:
presentation in online personals: My FB Experiences
the Role of Anticipated future  Quickie Survey: Who goes 3
interaction, self-disclosures and online and why?
perceived success in internet
dating. Communications
Research. 33.2 152-172.
Gonzales and Hancock (2010)
Mirror, Mirror on my FB Wall:
Effects of Exposure to FB on self
esteem. Cyberpsychology, 5
Behavior and Social Networking.
Doi: 10.1089/cyber2009.0411.
Haviland, et. Al. (2007)
Spirituality, Religion and the
Supernatural. In the essence of
Anthropology. Thomson
Wadsworth. 289-306.
Kawada, M. (1996) Bayad sa Dili
Naton Kaipon: A Visayan Ritual of
Offering to the Spirits In Ushijima
and Zayas (eds). Binisaya Nga
Kinabuhi (Visayan Life) Visayas
CSSP Publications
213-240.

Lugue and 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
Ageloni (ed) Annual Editions:
Anthropology 10/11/33rd ed.
McGraw Hill 133 -137.

Stein and Stein. (2011) Ritual. In

the Anthropology of Religion,
Magic and Witchcraft. Prentice
Hall 77 – 102.

Tunac, et.al. (2018).

Understanding the Self. Nieme
Publishing House Co. LTD. (65-
140)

3. Managing and Caring for
the Self
CO9 a. Understand the theoretical
underpinnings for how to
manage and care for
different aspects of the
self.
Managing and Caring for the Self
a. Learning to be a better student
 What happens during learning?
 Brain and behaviour changes
 Metacognition and study
strategies
 Managing your own learning:
Self regulated learning
Walther (2007) Selective Self
Presentation in computer
mediated communication:
Hyperpersonal dimension of
technology, language and
cognition. Computers in Human
Behavior. 23.2538-2557.
Wolfson (2010) The Chemistry
and Chimera of Desire.
http://www.healthline.com/healthy/
what-is-desire.
Ziacita, F. (1997) Barriers and
Bridges to a Democratic Culture.
In Perspectives on Citizenship and
Democracy. UP TWSC. 39-68
J. Dunlosky, K. A., Rawson E. J.  Guided lecture and how-to-  Feedback report 3
Marsh, M.J. Nathan & D.T. demonstration: Examination of on initial
Willingham (2013). Imrpoving own study strategies and implementation:
Student’s Learning Techniques: development of more effective what happened,
Promising Directions from study plans and strategies problems
Cognitive and Educational (self-regulated learning encountered etc.
Psychology. Psychological program)

CO10 b. Acquire and hone new b. Setting goals for success
skills and learning for  The importance of goals
better managing of one’s  Bandura’s Self-Efficacy,
self and behaviors. Dweck’s Mindset (growth vs.
fixed)
 Locke’s goal setting theory
CO11 c. Apply these new skills to c. Taking charge of one’s health
one’s self and functioning  Stressors and responses
for a better quality life.  Sources of coping and strength
 Stress and Filipinos: The social
and cultural dimensions of
stress
 Taking care of the self: The
need for self-care and
compassion
Science in the Public Interest,  Working on my
14(1), 4-58. Doi:10.1177/1529100  Answering the Bad Habits 4
Metacognition Awareness (paper)
Locke, E. (2002) Setting Goals for Inventory
Life and Happiness. In Snyder and Feedback report
Lopez (eds). Handbook of Positive  The Power of Habit at on initial
Psychology. Oxford University http://www.youtube.com/watch implementation of
Press. 299 – 312. ?v=4HofTwPlfo goals
Neff, K. (2012) The Science of Feedback on 4
 Guided lecture on how-to
Self Compassion. In Germer and implementation
demonstration: Examination
Siegel (eds). Compassion and
of goals (short and long term)
Wellness in Psychotheraphy. NY.
as well as plans to
Guilford Press. 79-92 or http://
accomplishing these.
self-compassion.org/the-research.
 Clarifying goals and setting
Article of Michael Tan at
up a plan for the short term
http://pcij.org.stories/stress-and-
(for the semester)
the-Filipino.
 Answering the Test your
Tunac, et.al. (2018).
Mindset Instrument at
Understanding the Self. Nieme
http://mindsetonline.com/testy
Publishing House Co. LTD. (145-
ourmindset/step1.php.
158)
 Answering the
Urdan (1991). Achievement Goal
external/internal motivation
Theory: Past Results, Future
scale and the locus of control
Directions, Advances in Motivation
scale at
and Achievement. Vol. 10.99-141.
http://www.psych.uncc.edu.ed
 Zimmerman, B. (2001).
Becoming Learner: Self Regulated
Overview Theory into Practice, 41
(2), 64-70
Doi:10.1207/s15430421tip4102_2.
u/pagoolka/LocusofControl-
intro.ht.
 Guided lecture and how-to
demonstration: Identifying
personal stressors and usual
coping.
 Identifying effective and
ineffective coping. Responses.
 Developing a self-care plan.

Total Number of Hours: 54 hours

COURSE REFERENCES AND SUPPLEMENTAL READINGS:
 Bandura, A, (1999). Social Cognitive Theory of Personality. In Pervin and John (eds) Handbook of Personality and Research, 2nd Ed. Guilford Press 134 – 194.
 Chafee, J. (2013) Who are You? Consciousness, Identity and the Self. In the Philosopher’s Way: Thinking Critically about profound Ideas. Pearson. 106 – 109.
 Csordas, T. (1999) Self and Person. In Bode (ed.) Psychological Anthropology. Praeger. 331-350
 Geertz, C. (1973) The Impact of the Concept of Culture and the Concepts of Man 33-54 and Person, Time and Conduct in Bali. 360-411. In the Interpretation of Culture.
Basic Books.
 Harter, S. (1996) Historical Roots of Contemporary Issues Involving Self Concept. In Bracken (ed) Handbook of Self Concept: Developmental, Social and Clinical
Considerations. John Wiley and Sons 1-37.
 Johnson, T. (1985) The Western Concept of Self. In Marsella (ed) Culture and Self: Asian and Western Perspectives. Tavistock Publications 91-138
 Lanuza, G. (2004) The Constitution of the Self. In David R. (ed) Nation, Self and Citizenship: An Invitation to Philippine Sociology. Anvil Publishing.
 Mead, GH. (1972) Mind, Self and Society from the Standpoint of a Social Behaviorist. The University of Chicago Press.
 Triandis (1989) The Self and Social Behavior in Differing Contexts. Psychological Review 96.3. 506-520
 Wei-Ming T. (1985) Selfhood and Otherness in Confucian Thought. In Marsella (ed) Culture and Self: Asian and Western Perspectives. Tavistock Publications (231-251)
 Belk (2013). Extended Self in a Digital World. Journal of Consumer Research 40.3 477 – 500.
 Demello, M. (2014) Beautiful Bodies pp. 173-188. And Fat and Thin Bodies. 189 – 205. In Body Studies: An Introduction. Routledge
 Demetrio, Fernando & Zialcita. (1991). The soul, 85 -97. One is not enough 99-101. The Soul Book. GCF Books.
 Diokno, MS (1997) Becoming a Filipino Citizenship and Democracy. UP Third World Studies Center 17-38.
 Dittmer, H. (1992). The Individual Centered Approach: Material Possessions as Parts of Extended Self. Pp. 41- 64 and Possessions as in the Social Expressions of Identity
Pp. 95 – 121 : in the Social Psychology of Material Possessions: To Have is to Be? St Martin’s Press.
 Doronilla, ML. (1997) An Overview of the Filipino Perspectives of Democracy and Citizenship. In Perspectives on Citizenship and Democracy. UP TWSC 69 -112
 Elison, et. Al (2006) Managing Impressions online: Self Presentation processes in the online dating environment. Journal Computer Mediated Communication.
 Feldman, R. (2008) Understanding Psychology: 8th ed. Mc Graw Hill Module 34: Understanding Human Sexual Response, 369 -375; Module 35: Diversity of Sexual Behavior
379-385; Module 36; Sexual Difficulties 389 – 391.
 Fisher, V. (2004) Why We Love: The Nature and Chemistry of Romantic Love. 51-76 Chapter 4: Web of Love, Lust and Attachment. 77 -98
 Frankl, V. (1959) Man’s Search for Meaning: An Introduction to Logotheraphy: Especially Past 2: Basic Concepts of Logotheraphy. 149 – 210
 Gibbs, et Al, (2006) Self-presentation in online personals: the Role of Anticipated future interaction, self-disclosures and perceived success in internet dating.
Communications Research. 33.2 152-172.
 Gonzales and Hancock (2010) Mirror, Mirror on my FB Wall: Effects of Exposure to FB on self esteem. Cyberpsychology, Behavior and Social Networking. Doi:
10.1089/cyber2009.0411.
 Haviland, et. Al. (2007) Spirituality, Religion and the Supernatural. In the essence of Anthropology. Thomson Wadsworth. 289-306.
 Kawada, M. (1996) Bayad sa Dili Naton Kaipon: A Visayan Ritual of Offering to the Spirits In Ushijima and Zayas (eds). Binisaya Nga Kinabuhi (Visayan Life) Visayas
Maritime Anthropological Studies CSSP Publications. 213-240.
 Lugue and 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 Ageloni (ed) Annual Editions: Anthropology 10/11/33rd ed. McGraw Hill 133 -137.
 Stein and 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 dimension of technology, language and cognition. Computers in Human
Behavior. 23.2538-2557.
 Wolfson (2010) The Chemistry and Chimera of Desire. http://www.healthline.com/healthy/what-is-desire.
 Ziacita, F. (1997) Barriers and Bridges to a Democratic Culture. In Perspectives on Citizenship and Democracy. UP TWSC. 39-68.
 J. Dunlosky, K. A., Rawson E. J. Marsh, M.J. Nathan & D.T. Willingham (2013). Imrpoving Student’s Learning Techniques: Promising Directions from Cognitive and
Educational Psychology. Psychological Science in the Public Interest, 14(1), 4-58. Doi:10.1177/1529100
 Locke, E. (2002) Setting Goals for Life and Happiness. In Snyder and Lopez (eds). Handbook of Positive Psychology. Oxford University Press. 299 – 312.
 Neff, K. (2012) The Science of Self Compassion. In Germer and Siegel (eds). Compassion and Wellness in Psychotheraphy. NY. Guilford Press. 79-92 or http:// self-
compassion.org/the-research.
 Article of Michael Tan at http://pcij.org.stories/stress-and-the-Filipino.
 Tunac, R. , et.al. (2018). Understanding the Self. Nieme Publishing House Co. LTD. QC. Philippines
 Urdan (1991). Achievement Goal Theory: Past Results, Future Directions, Advances in Motivation and Achievement. Vol. 10.99-141.
 Zimmerman, B. (2001). Becoming Learner: Self Regulated Overview Theory into Practice, 41 (2), 64-70 Doi:10.1207/s15430421tip4102_2.
COURSE REQUIREMENTS GRADING SYSTEM
A. Written Outputs B. Performance Outputs
1. Quizzes 1. Individual seatwork/assignment and
Prelim/Semi Final - 15%
2. Exercises group/pair activities
Midterm/ Final Exam - 25%
3. Annotations and reaction papers/essays 2. Recitation/reports, board activities and
Quizzes - 30%
4. Chapter Tests attendance
Participation - 30%
Total - 100%
CLASS POLICIES
1. Attendance in the class signifies readiness to participate in class discussions and activities.
2. A student is responsible for his/her absence; no make-up projects will be given.
3. A student will be automatically marked DRP (Dropped) after eight (8) consecutive absences.
4. Requirements must be submitted within the designated date of submission.
5. Others (agreed upon by the class)
INSTRUCTOR’S INFORMATION
Name: RICHMOND KEITH N. SIMEON Contact Number: 0927 996 2303
Email address: rnsimeon@up.edu.ph Consultation Hours: TUE/THUR 10:00AM-12:00NN
Adopted by: Reviewed by: Recommending Approval: APPROVED BY:

JUFRI JAN LOUIS M. NARVAS, M.Ed.

RICHMOND KEITH N. SIMEON ERNA M. SALAZAR, MBA LORNA G. URBIZTONDO, Ed.D
Date: POTENCIANO D. CONTE, JR., DBA Date: Date:
Date:
 Republic of the Philippines
PANGASINAN STATE UNIVERSITY
Lingayen, Pangasinan

COLLEGE OF ARTS, SCIENCES AND LETTERS

First Semester, 2019 - 2020

COURSE CODE: GE 1 COURSE TITLE: Understanding the Self LECTURE: 3 units LABORATORY: 0 CREDIT UNITS: 3
VISION
To become an ASEAN premier state university in 2020.
MISSION
The Pangasinan State University, through instruction, research, extension and production commits to develop highly principled morally upright, innovative and globally competent
individuals capable of meeting the needs of industry, public service and civil society.
INSTITUTIONAL LEARNING OUTCOMES
The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUnians must possess. These outcomes are anchored on the following core
values: Accountability and Transparency, Credibility and Integrity, Competence and Commitment to Achieve, Excellence in Service Delivery, Social and Environmental
Responsiveness, and Spirituality – (ACCESS). Anchored on these core values, the PSU graduates are able to:

7. demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity, participatory decision making, and
accountability;
8. engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions that build personal and professional
credibility and integrity.
9. set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing quality outputs leading to inclusive
growth;
10. exhibit life-long learning and global competency proficiency in communication skills, inter/interpersonal skills, entrepreneurial skills, innovative mind set, research and
production initiatives and capability in meeting the industry requirements of local, ASEAN and international human capital market through relevant and comprehensive
programs;
11. display, socially and environmentally responsive organizational culture, which ensures higher productivity among the university constituents and elevate the welfare of
the multi-sectorial communities and;
12. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible public image.
 PROGRAM OUTCOMES

Graduate Attributes BS Mathematics Program Outcomes (PO)

(based from CHED)

Graduates of the BS Mathematics programs is committed to produce graduates who:

Subject Specialist 1. Gained mastery in the core areas of mathematics: algebra, analysis, geometry;
Investigative, Independent, and 2. Demonstrate skills in pattern recognition, generalization, abstraction, critical analysis, problem solving and rigorous argument;
Critical Thinkers

3. Develop and enhance perception of the vitality and importance of mathematics in the modern world including inter-relationship within math
Adaptive
and its connection to other disciplines;
Independent 4. Make and evaluate mathematical conjectures and arguments and validate their own mathematical thinking;

Well-rounded 5. Appreciate the concept and role of proof and reasoning and demonstrate knowledge in reading and writing mathematical proof;
Ethically Aware 6. Law-abiding, morally upright and sensitive to their social responsibilities;
Socially aware 7. Demonstrate competencies that are beyond the needs and requirements of the community;
Confident & effective 8. Communicate mathematical ideas orally and in writing using clear and precise language.
communicators
COURSE INFORMATION
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 various ways to comply. Among the questions that everyone has to grapple with at one time or other is “Who am I?”
At no other periods 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 crucial for the young.
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 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 the West – each seeking to provide answers to the difficult but essential questions of “What is the
self?” And raising, among others, the question “Is there even such 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 concern from young students: learning, goal setting and managing stress. It also provides for the more practical application of 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 the mandatory topics on Family Planning and Population Education.
Course Schedule: Time:
I-A MATH MWF 11:00 AM – 12:00 NN
Course Prerequisite: None
I-B MATH MWF 4:00 PM – 5:00 PM

Course Outcomes (CO)

At the end of the course, the students will be able to:
The Self from Various Perspectives
CO1 - Discussed the different representations and conceptualizations of the self from various disciplinal perspectives;
CO2 - Compare and contrast how the self has been represented across different disciplines and perspectives;
CO3 - Examine the different influence, factors, and forces that shape the self;
CO4 - Demonstrate critical and reflective thought in analyzing the development of one’s self and identity by developing a theory of the self.
Unpacking the Self
CO5 - Explore the different aspects of self and identity.
CO6 - Demonstrate critical, reflective thought in integrating the various aspects of self and identity.
CO7 - Identify the different forces and institutions that impact the development of various aspects of self and identity;
CO8 - Examine one’s self against the different aspects of the self, discussed in class.
Managing and Caring for the Self
CO9 - Understand the theoretical underpinnings for how to manage and care for the different aspects of the self;
CO10 - Acquire and hone new skills and learnings for better managing of one’s self and behaviors;
CO11 - Apply these new skills to one’s self and functioning for a better quality of life.
LEARNING PLAN
CO Desired Learning Teaching and Learning No. of
Topics Resources/ Materials Assessment
Code Outcomes (LO) Activities Hours
Class activity : Getting to know
me and you

Introduction to the Course

Class discussion : Raising 1
fundamental questions
regarding the self

4. The Self from
Various Perspectives
CO1 e. Discuss the different
representations and
conceptualizations of the
self from the various
disciplinal perspectives
CO2 f. Examine the different
influences, factors and
forces that shape the self.
g. Compare and
contrast how the self has
been represented across
the different disciplines
and perspectives.
CO3
The Self from Various
Perspectives
f. Philosophy
 Socrates, Plato and Augustine to
Descartes, Loacke, Hume, Kant,
Freud, Ryle, Churchland and
Merleau-Ponty all try to answer the Ed. Guilford Press 134 – 194.
question “Who are you?”
g. Sociology
 The self as a product of modern
society among other constructions. Thinking Critically about profound
 Mead and the Social Self
h. Anthropology
Surfacing students’ beliefs and
concerns regarding the self
Discussion of the mechanics
of the course
Introducing the requirements
and integrative papers.
Bandura, A, (1999). Social  Lecture  Group write-up 4
Cognitive Theory of Personality. In of quick survey
Pervin and John (eds) Handbook results
nd
of Personality and Research, 2
Chafee, J. (2013) Who are You?  Group Discussion centering  Individual
Consciousness, Identity and the on similarities and differences submission of 4
Self. In the Philosopher’s Way: of self representations and essay on self:
conceptualizations and the How do I
Ideas. Pearson. 106 – 109. various identified influence understand?
What led up to
Csordas, T. (1999) Self and this?
Person. In Bode (ed.)  Class project (quick survey):
Psychological Anthropology. How is self understood?  Short paper on 3
Praeger. 331-350 Real / Ideal Self
 h. Demonstrate critical  The Self and the person in
and reflective thought in contemporary and Anthropology
analyzing the development
of one’s self and identity  The self embedded in culture.
CO4 by developing a theory of
the self. i. Psychology
 The self as a Cognitive
Construction:
~William James and the Me Self
and I-Self;
~Global vs. Differentiated Models
~Real Self and Ideal Self concepts Handbook of Self Concept:
~Multiple vs. Unified Selves
~True vs. False Selves
 The Self as proactive and agentic
j. The Self in Western and
Oriental / Eastern Thought
 Individualistic vs. Collective Self
 The Social Construction of the
Self in Western Thought
 The Self as embedded in
relationships and through
spiritual development in
Confucian thought.
and a
Geertz, C. (1973) The Impact of discussion/assess
the Concept of Culture and the  Class discussions and ment of any
Concepts of Man 33-54 and processing of survey results differences.
Person, Time and Conduct in Bali. once data have been written 4
360-411. In the Interpretation of up (see assessment)  Three things I
Culture. Basic Books. learned about
myself from this
Harter, S. (1996) Historical Roots topic.
of Contemporary Issues Involving
Self Concept. In Bracken (ed)  Group discussion: How is my
self shaped and influenced by  Three things I
Developmental, Social and culture? (May be discussed at learned about
Clinical Considerations. John either or both the regional or myself from this
Wiley and Sons 1-37. national levels) topic.
Johnson, T. (1985) The Western 3
Concept of Self. In Marsella (ed)
Culture and Self: Asian and
Western Perspectives. Tavistock
Publications 91-138
Lanuza, G. (2004) The
Constitution of the Self. In David
R. (ed) Nation, Self and
Citizenship: An Invitation to
Philippine Sociology. Anvil
Publishing.

5. Unpacking the Self
CO5 e. Explore the different
aspects of self and identity
f. Demonstrate critical,
reflective thought in
integrating the various
aspects of self and identity
Unpacking the Self
g. The Physical Self : The self as
impacted by the body
 The impact of culture on body
image and self-esteem: The
importance of beauty.
Mead, GH. (1972) Mind, Self and
Society from the Standpoint of a
Social Behaviorist. The University
of Chicago Press.
Triandis (1989) The Self and
Social Behavior in Differing
Contexts. Psychological Review
96.3. 506-520
Tunac, et.al. (2018).
Understanding the Self. Nieme
Publishing House Co. LTD. (1-58)
Wei-Ming T. (1985) Selfhood and
Otherness in Confucian Thought.
In Marsella (ed) Culture and Self:
Asian and Western Perspectives.
Tavistock Publications (231-251)
Belk (2013). Extended Self in a  Lecture Individual 3
Digital World. Journal of constructions of
Consumer Research. 40.3 477 –  Group discussion and the personal self-
500. presentation: Who is illustrating how the
beautiful? Cultural different aspects
Demello, M. (2014) Beautiful Conceptions and standards of are situated
Bodies pp. 173-188. And Fat and beauty of face and body relative to one

CO6 g. Identify the different forces
and institutions that
impact the development of
the various aspects of self
and identity.
h. Examine one’s self
against the different
aspects the different
aspects of self discussed
in class.
h. The Sexual Self
 The development of secondary
sex characteristics and the human Demetrio, Fernando & Zialcita.
reproductive system.
 Discussing the erogenous zone
 Understanding the human sexual
response
~ The basic biology of sexual
behavior
~ Understanding the chemistry of Centered Approach: Material
lust, love and attachment
~ The psychological aspect:
What turns people on: phases
of sexual response
 The diversity of sexual behavior:
solitary, heterosexual,
homosexual, bisexual and
transsexual.
Thin Bodies. 189 – 205. In Body
Studies: An Introduction.
Routledge
(1991). The soul, 85 -97. One is
not enough 99-101. The Soul
Book. GCF Books.
Diokno, MS (1997) Becoming a
Filipino Citizenship and
Democracy. UP Third World
Studies Center 17-38.
Dittmer, H. (1992). The Individual
Possessions as Parts of Extended
Self. Pp. 41- 64 and Possessions
as in the Social Expressions of
Identity Pp. 95 – 121 : in the
Social Psychology of Material
Possessions: To Have is to Be? St
Martin’s Press.
Doronilla, ML. (1997) An
Overview of the Filipino
Perspectives of Democracy and
Citizenship. In Perspectives on
another and the
 Class may bring pictures of importance of 6
who is beautiful to begin each relative to the
discussion. other.
 Psychological Tests
- Self –esteem scale
- Body esteem scale
 What do men and women
find attractive: A class
discussion
 Tanungin si Dra.: Totoo ba?
Surfacing Common Beliefs
and Misconceptions regarding
the body, sex and sexuality.
 What does he want?
(according to him/ according
to her)
What does she want?
(according to her/ according to
him):
Comparing expectations
  Sexually transmitted diseases and Citizenship and Democracy. UP  Usap tayo: A discussion on
infections TWSC 69 -112 Love, Sex, Relationship and
Family.
 Natural and Artificial Methods of Elison, et. Al (2006) Managing
Contraception Impressions online: Self
Presentation processes in the
online dating environment. Journal
Computer Mediated
Communication.

-------------------------------------- MIDTERM EXAMINATION --------------------------------------

CO7 Feldman, R. (2008) Paper on my most 3

i. The Material/Economic Self
 I shop, therefore, I Am ?
 Shaping the way we see
ourselves: The role of consumer
culture on our sense of self -
identity
CO8
j. The Spiritual Self: The practice of The Nature and Chemistry of
religion: belief in supernatural
being and power.
 The concept of “dungan” – spirit or
soul
Understanding Psychology: 8th ed.  Lecture prized possession:
Mc Graw Hill Module 34: What would I save
Understanding Human Sexual  Class/group discussion on first in my
Response, 369 -375; Module 35: the role of mass media in emergency and
Diversity of Sexual Behavior 379- shaping purchase behavior: why?
385; Module 36; Sexual Difficulties What makes an ad effective or
389 – 391. ineefective? What affects my
purchase behavior?
Fisher, V. (2004) Why We Love: Paper: Me and my 4
 My bag/wallet and me (an favorite things
Romantic Love. 51-76 Chapter 4: unobtrusive measure) (what these are
Web of Love, Lust and and what they say
Attachment. 77 -98  Class discussion: Listing of about me)
beliefs in spirits and the
supernatural prevalent in the
area.
 ~ Rituals and Ceremonies: the
functions of rituals
~ Religion, magic and witchcraft
~ Finding and creating meaning
~ Three ways of discovering
meaning in life.
k. The Political Self:
 Developing a Filipino Identity:
Values, Traits, Community and
Institutional factors.
 Establishing a democratic culture.
l. The Digital Self: Self and Others
in Cyberspace
Frankl, V. (1959) Man’s Search
for Meaning: An Introduction to
Logotheraphy: Especially Past 2:
Basic Concepts of Logotheraphy.
149 – 210
Gibbs, et Al, (2006) Self-
presentation in online personals:
the Role of Anticipated future
interaction, self-disclosures and
perceived success in internet
dating. Communications
Research. 33.2 152-172.
Gonzales and Hancock (2010)
Mirror, Mirror on my FB Wall:
Effects of Exposure to FB on self
esteem. Cyberpsychology,
Behavior and Social Networking.
Doi: 10.1089/cyber2009.0411.
 Lecture
 Group discussion: Who is
the Filipino? What makes a
Filipino?
 A Game: You know you’re a
Filipino if/when (inspired by
the book of the same title)
 Lecture
 Group discussion/sharing:
My FB Experiences 3
 Quickie Survey: Who goes
online and why?
5

 I , me, myself and my user ID Haviland, et. Al. (2007)

online identity. Spirituality, Religion and the
Supernatural. In the essence of
 Selective self presentation and Anthropology. Thomson
impression management. Wadsworth. 289-306.
 Impact of online interactions on Kawada, M. (1996) Bayad sa Dili
the self Naton Kaipon: A Visayan Ritual of
Offering to the Spirits In Ushijima
 Boundaries of the self online: and Zayas (eds). Binisaya Nga
private vs. public; personal / Kinabuhi (Visayan Life) Visayas
individual vs. social identity online; Maritime Anthropological Studies
gender and sexuality online. CSSP Publications
213-240.

Lugue and 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
Ageloni (ed) Annual Editions:
Anthropology 10/11/33rd ed.
McGraw Hill 133 -137.

Stein and Stein. (2011) Ritual. In

the Anthropology of Religion,
Magic and Witchcraft. Prentice
Hall 77 – 102.

Tunac, et.al. (2018).

Understanding the Self. Nieme
Publishing House Co. LTD. (65-
140)

Walther (2007) Selective Self

Presentation in computer
mediated communication:
Hyperpersonal dimension of
technology, language and
cognition. Computers in Human
Behavior. 23.2538-2557.

Wolfson (2010) The Chemistry

and Chimera of Desire.
http://www.healthline.com/healthy/
what-is-desire.

Ziacita, F. (1997) Barriers and

Bridges to a Democratic Culture.
In Perspectives on Citizenship and
Democracy. UP TWSC. 39-68
 6. Managing and Caring for
the Self
CO9 d. Understand the theoretical
underpinnings for how to
manage and care for
different aspects of the
self.
CO10 e. Acquire and hone new
skills and learning for
better managing of one’s
self and behaviors.
CO11 f. Apply these new skills to
one’s self and functioning
for a better quality life.
Managing and Caring for the Self
d. Learning to be a better student
 What happens during learning?
 Brain and behaviour changes
 Metacognition and study
strategies
 Managing your own learning:
Self regulated learning
e. Setting goals for success
 The importance of goals
 Bandura’s Self-Efficacy,
Dweck’s Mindset (growth vs.
fixed)
 Locke’s goal setting theory
f. Taking charge of one’s health
 Stressors and responses
 Sources of coping and strength
 Stress and Filipinos: The social
and cultural dimensions of
stress
J. Dunlosky, K. A., Rawson E. J.  Guided lecture and how-to-  Feedback report 3
Marsh, M.J. Nathan & D.T. demonstration: Examination of on initial
Willingham (2013). Imrpoving own study strategies and implementation:
Student’s Learning Techniques: development of more effective what happened,
Promising Directions from study plans and strategies problems
Cognitive and Educational (self-regulated learning encountered etc.
Psychology. Psychological program)
Science in the Public Interest,  Working on my
14(1), 4-58. Doi:10.1177/1529100  Answering the Bad Habits 4
Metacognition Awareness (paper)
Locke, E. (2002) Setting Goals for Inventory
Life and Happiness. In Snyder and Feedback report
Lopez (eds). Handbook of Positive  The Power of Habit at on initial
Psychology. Oxford University http://www.youtube.com/watch implementation of
Press. 299 – 312. ?v=4HofTwPlfo goals
Neff, K. (2012) The Science of Feedback on 4
 Guided lecture on how-to
Self Compassion. In Germer and implementation
demonstration: Examination
Siegel (eds). Compassion and
of goals (short and long term)
Wellness in Psychotheraphy. NY.
as well as plans to
Guilford Press. 79-92 or http://
accomplishing these.
self-compassion.org/the-research.
  Taking care of the self: The
need for self-care and
compassion
COURSE REFERENCES AND SUPPLEMENTAL READINGS:
Article of Michael Tan at
http://pcij.org.stories/stress-and-
the-Filipino.
Tunac, et.al. (2018).
Understanding the Self. Nieme
Publishing House Co. LTD. (145-
158)
Urdan (1991). Achievement Goal
Theory: Past Results, Future
Directions, Advances in Motivation
and Achievement. Vol. 10.99-141.
Zimmerman, B. (2001).
Becoming Learner: Self Regulated
Overview Theory into Practice, 41
(2), 64-70
Doi:10.1207/s15430421tip4102_2.
 Clarifying goals and setting
up a plan for the short term
(for the semester)
 Answering the Test your
Mindset Instrument at
http://mindsetonline.com/testy
ourmindset/step1.php.
 Answering the
external/internal motivation
scale and the locus of control
scale at
http://www.psych.uncc.edu.ed
u/pagoolka/LocusofControl-
intro.ht.
 Guided lecture and how-to
demonstration: Identifying
personal stressors and usual
coping.
 Identifying effective and
ineffective coping. Responses.
 Developing a self-care plan.
Total Number of Hours: 54 hours
 Bandura, A, (1999). Social Cognitive Theory of Personality. In Pervin and John (eds) Handbook of Personality and Research, 2nd Ed. Guilford Press 134 – 194.
 Chafee, J. (2013) Who are You? Consciousness, Identity and the Self. In the Philosopher’s Way: Thinking Critically about profound Ideas. Pearson. 106 – 109.
 Csordas, T. (1999) Self and Person. In Bode (ed.) Psychological Anthropology. Praeger. 331-350
 Geertz, C. (1973) The Impact of the Concept of Culture and the Concepts of Man 33-54 and Person, Time and Conduct in Bali. 360-411. In the Interpretation of Culture.
Basic Books.
 Harter, S. (1996) Historical Roots of Contemporary Issues Involving Self Concept. In Bracken (ed) Handbook of Self Concept: Developmental, Social and Clinical
Considerations. John Wiley and Sons 1-37.
 Johnson, T. (1985) The Western Concept of Self. In Marsella (ed) Culture and Self: Asian and Western Perspectives. Tavistock Publications 91-138
 Lanuza, G. (2004) The Constitution of the Self. In David R. (ed) Nation, Self and Citizenship: An Invitation to Philippine Sociology. Anvil Publishing.
 Mead, GH. (1972) Mind, Self and Society from the Standpoint of a Social Behaviorist. The University of Chicago Press.
 Triandis (1989) The Self and Social Behavior in Differing Contexts. Psychological Review 96.3. 506-520
 Wei-Ming T. (1985) Selfhood and Otherness in Confucian Thought. In Marsella (ed) Culture and Self: Asian and Western Perspectives. Tavistock Publications (231-251)
 Belk (2013). Extended Self in a Digital World. Journal of Consumer Research 40.3 477 – 500.
 Demello, M. (2014) Beautiful Bodies pp. 173-188. And Fat and Thin Bodies. 189 – 205. In Body Studies: An Introduction. Routledge
 Demetrio, Fernando & Zialcita. (1991). The soul, 85 -97. One is not enough 99-101. The Soul Book. GCF Books.
 Diokno, MS (1997) Becoming a Filipino Citizenship and Democracy. UP Third World Studies Center 17-38.
 Dittmer, H. (1992). The Individual Centered Approach: Material Possessions as Parts of Extended Self. Pp. 41- 64 and Possessions as in the Social Expressions of Identity
Pp. 95 – 121 : in the Social Psychology of Material Possessions: To Have is to Be? St Martin’s Press.
 Doronilla, ML. (1997) An Overview of the Filipino Perspectives of Democracy and Citizenship. In Perspectives on Citizenship and Democracy. UP TWSC 69 -112
 Elison, et. Al (2006) Managing Impressions online: Self Presentation processes in the online dating environment. Journal Computer Mediated Communication.
 Feldman, R. (2008) Understanding Psychology: 8th ed. Mc Graw Hill Module 34: Understanding Human Sexual Response, 369 -375; Module 35: Diversity of Sexual Behavior
379-385; Module 36; Sexual Difficulties 389 – 391.
 Fisher, V. (2004) Why We Love: The Nature and Chemistry of Romantic Love. 51-76 Chapter 4: Web of Love, Lust and Attachment. 77 -98
 Frankl, V. (1959) Man’s Search for Meaning: An Introduction to Logotheraphy: Especially Past 2: Basic Concepts of Logotheraphy. 149 – 210
 Gibbs, et Al, (2006) Self-presentation in online personals: the Role of Anticipated future interaction, self-disclosures and perceived success in internet dating.
Communications Research. 33.2 152-172.
 Gonzales and Hancock (2010) Mirror, Mirror on my FB Wall: Effects of Exposure to FB on self esteem. Cyberpsychology, Behavior and Social Networking. Doi:
10.1089/cyber2009.0411.
 Haviland, et. Al. (2007) Spirituality, Religion and the Supernatural. In the essence of Anthropology. Thomson Wadsworth. 289-306.
 Kawada, M. (1996) Bayad sa Dili Naton Kaipon: A Visayan Ritual of Offering to the Spirits In Ushijima and Zayas (eds). Binisaya Nga Kinabuhi (Visayan Life) Visayas
Maritime Anthropological Studies CSSP Publications. 213-240.
 Lugue and 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 Ageloni (ed) Annual Editions: Anthropology 10/11/33rd ed. McGraw Hill 133 -137.
 Stein and 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 dimension of technology, language and cognition. Computers in Human
Behavior. 23.2538-2557.
 Wolfson (2010) The Chemistry and Chimera of Desire. http://www.healthline.com/healthy/what-is-desire.
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COURSE REQUIREMENTS GRADING SYSTEM
A. Written Outputs B. Performance Outputs
5. Quizzes 1. Individual seatwork/assignment and
Prelim/Semi Final - 15%
6. Exercises group/pair activities
Midterm/ Final Exam - 25%
7. Annotations and reaction papers/essays 2. Recitation/reports, board activities and
Quizzes - 30%
8. Chapter Tests attendance
Participation - 30%
Total - 100%
CLASS POLICIES
6. Attendance in the class signifies readiness to participate in class discussions and activities.
7. A student is responsible for his/her absence; no make-up projects will be given.
8. A student will be automatically marked DRP (Dropped) after eight (8) consecutive absences.
9. Requirements must be submitted within the designated date of submission.
10. Others (agreed upon by the class)
INSTRUCTOR’S INFORMATION
Name: RICHMOND KEITH N. SIMEON Contact Number: 0927 996 2303
Email address: rnsimeon@up.edu.ph Consultation Hours: TUE/THUR 10:00AM-12:00NN
Adopted by: Reviewed by: Recommending Approval: APPROVED BY:

JUFRI JAN LOUIS M. NARVAS, M.Ed.

RICHMOND KEITH N. SIMEON ERNA M. SALAZAR, MBA LORNA G. URBIZTONDO, Ed.D
Date: POTENCIANO D. CONTE, JR., DBA Date: Date:
Date: