College: COLLEGE OF EDUCATION, ARTS AND SCIENCES Program: BACHELOR OF ELEMENTARY EDUCATION

Prepared by: Reviewed by: Approved by:

JENNEL S. LIBO-ON, LPT RICHIE M. DALPATAN, LPT, MAEd MAE B. FERRARO, LPT, CPA, Ph.d
Instructor Program Head College Dean

Course Code: GEP 01 Descriptive Title: Understanding the Self

Course Credit(s): 3 Units Lecture Hours: 54 hours Laboratory Hours: 0
Academic Year/Semester: 1st Semester, AY 2019-2020
Pre-requisites: None
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 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 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 question 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 for young students: learning, goal setting, and managing stress. It also provides for more practical
application of the concepts discussed in this course and enables them the hands-on experience of developing self-help plans for self-regulated learning, goal
setting, and self-care.
This course includes the mandatory topics on Family Planning and Population Education.
Course Outcomes:
1. discuss the different representations 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;
5. explore the different aspects of the 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 the class;
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.
 Silay Institute, Incorporated
Silay City, Negros Occidental

OUTCOMES-Based Education (OBE) Course Design/Syllabus in Understanding the Self (GEP 01)

I. SILAY INSTITUTE, INC.

Vision: Silay Institute is a lead learning institution providing high quality standards of education that prepares students to be morally upright, socially sensitive
and globally competitive.

Mission: Silay Institute is an institution committed to provide quality Christian education that is relevant and accessible to all.

Core Values: Integrity, Loyalty, Innovativeness, Spirituality, Tenacity, Excellence, Nationalism, Global Competitiveness, Empowerment, Commitment,
Collaboration

Institutional Outcomes:
 Provides quality Christian Education aimed at developing Christian men and women who are competent in their chosen profession and dedicated to
the social transformation of their community and country.
 Facilitate the holistic formation and development of students and enable them to:
1. acquire a deeper understanding of the Christian Faith;
2. achieve profession competence in their chosen fields of endeavor;
3. develop the ability to think critically and communicate effectively;
4. develop a sense of social responsibility and contribute towards the transformation of society; and
5. grow in their commitment to the continuing pursuit of truth and knowledge and the exercise of moral and ethical values in their personal and
professional lives.

II. PROGRAM OUTCOMES BASED ON CMO 17 SERIES OF A graduate of a business or management degree should be able to:

o COMMON TO AL PROGRAMS IN ALL TYPES OF SCHOOLS

A graduate of Bachelor of Elementary Education degree should be able to;

 1. articulate and discuss the latest developments in the specific field of practice;

2. effectively communicate orally and in writing using both English and Filipino;
3. work effectively and independently in multi-disciplinary and multi-cultural teams;
4. act in recognition of professional, social, and ethical responsibility;
5. preserve and promote “Filipino historical and cultural”.

o SPECIFIC TO THE BACHELOR OF ELEMENTARY EDUCATION PROGRAM

Graduates of BEEd 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 the 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 a desire to continuously pursue personal and professional development.

III. COURSE DESIGN MATRIX

DESIRED LEARNING COURSE CONTENT / TEXTBOOKS / TEACHING & LEARNING ASSESSMENT RESOURCE TIME
OUTCOMES (DLO) SUBJECT MATTER REFERENCES ACTIVITIES TASK MATERIAL TABLE

Class Activity: Getting to know

me and you
1hr
Class Discussion: Raising
Introduction to Course fundamental questions
regarding the self

Surfacing students’ beliefs and

concerns about the self

Discussion of the mechanics of

 the course
1. The Self from Various Defining the Self: Personal
Perspectives and Developmental TB 1 Lecture/Discussion Individual Pen and paper
Perspectives on Self and submission of 17
a. discuss the different Identity Group discussion centering on essay on self: PowerPoint HOURS
representations and  The Self from TB 2 similarities/differences of self- How do I presentation
conceptualizations of the Various representations and understand my
Philosophical conceptualizations and the self? What led
self from various
TB 3 various identified influences. up to this self?
disciplinal perspectives; Perspectives
b. examine the different a. Socrates and Class project (quickie survey): Points will be
influences, factors and Plato, TB 4 How is self-understood? given for group
forces that shape the self; Augustine and presentation.
c. compare and contrast how Thomas Class discussions and
the self has been Aquinas, TB 5 processing of survey results Short paper on
Descates, once data have been written up. Real/Ideal Self
represented across the
and a
different disciplines and Hume, Kant,
TB 6 Group discussion: How is my discussion/assess
perspectives; Ryle, Merleau- self-shaped and influenced by ment of any
d. demonstrate critical and Ponty. culture? (Maybe discussed at differences
reflective thought in  The Self, Society TB 7 either or both the
analyzing the and Culture regular/national levels) Three things I
development of one’s self a. The Self and learned about
TB 9 myself from this
and identity by developing Culture
topic.
a theory of the self. b. The Self and the
Development of TB 10
Social World
c. Mead and
Vygotsky TB 11
d. Self in Families
e. Gender and the
TB 12
Self
 The Self as
 Cognitive Construct TB 13
1.1. The Self in Western
and Eastern Thoughts

PRELIMINARY EXAMINATION
2. Unpacking the Self Unpacking the Self OL 1 Lecture
a. explore the different  The Physical and Individual Pen and paper 16
aspects of Self and Sexual Self OL 2 Group discussion and constructions of HOURS
a. Diseases presentation: Who is beautiful? the personal self-
Identity;
TB 8 Cultural conceptions and illustrating how PowerPoint
b. demonstrate critical, Associated with the
standards of beauty of face and the different presentation
reflective thought in Reproductive System body. aspects are
integrating the various b. Erogenous Zones OL 3 situated relative
aspects of self and c. Human Sexual Class may bring pictures of to one another
identity; Behavior OL 4 who is beautiful to begin and the
c. identify the different - Solitary discussion importance of
Behavior OL 5 each relative to
forces and institutions
     Psychological Tests the other.
that impact the - Sociosexual
- Self esteem scale
development of various Behavior Paper on most
- Body esteem scale
aspects of self and d. Physiology of prized
identity; Human Sexual Response What do men and women find possession: What
d. examine one’s self e. Nervous System attractive: A class discussion would I save first
against the different Factors in any
emergency and
aspects of self-discussed f. Sexual Problems
why?
in class. g. Sexually
Transmitted Diseases  Paper:
- Chlamydia Me and
- Gonorrhea My
- Syphilis Favorite
- Chancord Things
- Human (What
Papillomavirus these are
 - Herpes Simplex and what
Virus they say
- Trichomonas about
Vaginalis me)
h. Natural and
Artificial Methods of Personal Essay
Contraception’s

MIDTERM EXAMINATION

3. Managing and Caring for Managing and Caring for OL 6 Guided lecture and how-to Feedback report
the Self the Self demonstration: examination of on initial 5 hours
a. Understand the OL 7 own study strategies and implementation: Pen and paper
 Learning to be a
theoretical underpinnings for development of more effective what happened,
Better Learner OL 8 study plans and strategies (self- problems 4 hours
how to manage and care for
 Do not just Dream, regulated learning program) encountered, etc.
different aspects of the self.
Make it Happen OL 9 Guided lecture and how-to Paper: Working
b. Acquire and hone new demonstration: Examination of on my Bad
a. The Bobo Doll
skills and learnings for better OL 10 goals (short and long term) as Habits
Experiment
managing of one’s self and well as plans for accomplishing
b. Summary of Self-
behaviors OL 11 these Feedback report
Efficacy Theory on the initial
c. Apply these new skills
c. Fixed and Growth OL 12 Clarifying goals and setting up Implementation
to one’s self and functionaing
Mindset a plan for the short term (for of goals
for a better quality of life
d. Goal Setting OL 13 the semester)
Theory
e. Goal Attributes OL 14 Guided lecture and how-to
demonstration: Identifying
 Less Stress, More personal stressors and usual
Care coping
a. Techniques to
counter Chronic Stress Identifying effective and
b. The Cultural ineffective coping responses
 Dimension of Stress
c. Self-care Therapy Developing a self care plan
d. Self-compassion
Therapy
e. Self-compassion
and emotional well-being
f. Self-compassion,
motivation, and health

Self-compassion vs. self-

esteem

Note: This syllabus is flexible and may include additional topics and activities deemed necessary by the teacher and the students.

IV. COURSE REQUIREMENT

1. Written Examination and Quizzes

2. Term Project

V. GRADING SYSTEM

Quizzes ------ 30%

Performance ------ 30%
Inclusive:
 Projects (Individual and Group) – 15%
 Recitation (Asking & Answering Questions) – 10%
 Assignments – 5%
 Exam ------ 40%
-----------
TOTAL - 100%

Prelim - 30%
Midterm - 30%
End-term - 40%
--------------
TOTAL - 100%
VI. REFERENCES

Books:

TB 1: Beilharz, Peter, and Trevor Hogan (2002 )Social Self, Global Culture: an Introduction to Sociological Ideas. New York: Oxford University Press.

TB 2: Chafee, John ( 2015 ) The Philosopher’s Way: Thinking Critically about Profound Ideas. 5th Ed.Boston:Pearson.

TB 3: David Randolph ( 2002 ) Nation, Self and Citizenship: An Invitation to Philippine Sociology.Department of Social Sciences and Philosophy,
University of the Philippines.

TB 4: Descartes, Rene ( 2008 ) Meditations on First Philosophy: With Selections from the Objections and Replies. New York: Oxfrd University Press.

TB 5: Generi, Jonardon ( 2012 ) The Self: Naturalism, Consciousness, and the First-Person Stance. New York: Oxford University Press.

TB 6: Hume, David, and Eric Steinberg ( 1992 ) An Enquiry Concerning Human Understanding; [with] A Letter from a Gentleman to his Friend in
Edinburfh; [and] An Abstract of a Treatise of Human Nature. Indianapolis: Hacket Publishing.

TB 7: Marsella, Anthony J., Goerge A. De Vos, and Francis L. K. Hsu ( 1985 ) Culture and Self: Asian and Western Perspectives. London: Tavistock
Publications.

TB 8: Marieb Elaine N. ( 2001 ) Essentials of Human Anatomy and Physiology 6th Ed. Pearson Education Asia Pte. Ltd. Pp 504-507

TB 9: Mead, George Herbert ( 1934 ) Mind, Self, and Society: From the Standpoint of a Social Behaviourist. Chicago: University of Chicago Press.

TB 10: Plato ( 2000 ) Plato: The Republic. Cambridge University Press.

TB 11: Plato ( 2000 ) Six Great Dialogues: Apology, Crito, Phaedo, Paedrus, Symposium, The Republic. Courier Corporation.

TB 12: Rappe, Sara L. ( 1995 ) Socrates and Self-Knowledge. Apeiron: A Journal for Ancient Philosophy and Science 28 (1): 1 – 24

TB 13: Schlenker, Barry R. ( 1995 ) . The Self and Social Life. New York: McGraw-Hill.

Online

Online 1: https://www.soc.ucsb.edu/sexinfo/article/erogenous-zones.

Online 2: https://www.britannica.com/topic/human-sexual-behavior.

Onlin 3: N. https://nurseslabs.com/family-planning-methods/

Online 4: https://www.cdc.gov/std/stats16/CDC_2016_STDS_Repot-for508WebSep21_2017_1644.pdf.

Online 5: Https://www.niaid.nih.gov/diseases-conditions/std-research.

Online 6: http://www.apa.org/helpcenter/manage-stress.aspx.

Online 7: http://www.apa.org/helpcenter/understanding-chronic-stress.aspx.

Online 8: https://www.niu.edu/facdev/resources/crisis/tipsforstress.shtml.

Online 9: https://www.health.harvard.edu.staying-healthy/understanding-the-stress-response.

Online 10: https://doi.org/10.1177/0022022110381126.

Online 11: http://self-compassion.org/wp-content/uploads/publications/SC-Germer-Chapter.pdf.

Online 12: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.455.6019&rep=rep1&type=pdf.

Online 13: http://pcij.org/stories/stress-and-the-filipino/.

Online 14: https://www.stress.org/what-is-stress/