KEYSTONE COLLEGE

#13, Marcos Highway, Bakakeng Central, Baguio City, Philippines

Tel. No. : (074) 442- 1890,
e- mail Address: keystonecollegebaguio@gmail.com

BACHELOR OF ELEMENTARY EDUCATION

GE 1: UNDERSTANDING THE SELF
I. VISION AND MISSION:

VISION: Reaching the world thru Christ and advancing the gospel through quality education and personal development.

MISSION: We are an institution committed to quality education aimed at equipping and training students who are inspired with Christian values and biblical principles,
and who are responsive to the needs of global society.

II. COLLEGE OUTCOMES

a. Articulate an discuss the latest developments in the specific field of practice;

b. Effectively communication in the English and Filipino, both orally and in writing;
c. Work effectively and collaboratively with a substantial degree of interdependence in multi- disciplinary and multi-cultural teams;
d. Act in the recognition of the professional, social, and ethical responsibility;
e. Preserve, promote “Filipino Historical and cultural heritage” (based on RA 7722);
f. Model Christian values and biblical principles; and
g. Imbibe the great commission found in Matthew 28:19-20.

III. BEED PROGRAM OUTCOMES

The Bachelor of Elementary Education (BEED) is a four-year degree program designed to prepare the would-be teachers. The program combines both theory and
practice in order to equip them with the necessary knowledge, skills attitudes, and values an elementary teacher needs. The BEED program trains would-be teachers to facilitate
the learning of the different learning areas.

After finishing the BEED program, the graduates should be able to:
Knowledge:

1. Demonstrate basic and higher level of literacy, communication, numeracy, critical thinking, learning skills needed for higher learning;
2. Facilitate learning in elementary/secondary education guided by principles and methods of facilitating learning;
3. Integrate meaningfully and comprehensively biblical principles to the knowledge of the subject matter to real life situations of learners;
4. Apply the latest developments in the field of elementary/secondary education;

Skills:

1. Apply a wide range of teaching and facilitating process skills including curriculum development, materials development, educational assessment, and teaching
approaches;
2. Innovate on effective alternative teaching and learning approaches, methodologies, and strategies to improve student learning;
3. Facilitate meaningful learning of diverse types of learners in diverse types of learning environments, using a wide range of teaching knowledge and skills;
4. Communicate effectively in oral and in written forms in both English and Filipino;
5. Participate in generation of new knowledge and development projects;

Attitude:

1. Collaborate with colleagues and other experts in their own fields for continuous professional development and better fulfilment of their mission as teachers;
2. Work effectively and independently in multi-disciplinary and multicultural terms;
3. Act in accordance to Christian, professional, social, and ethical responsibility;

Values:

1. Create an inclusive learning friendly environment that promotes the potential of all the learners;
2. Promote “Filipino historical and cultural heritage”; and
3. Develop Christian values in their personal and professional endeavours.

IV. FIELD OF STUDY OUTCOMES (BEED)

The bachelor of Elementary Education is a degree program designed to prepare students for becoming Elementary School Teachers. Graduates of this program are
expected to be well-equipped with necessary knowledge, skills, attitudes, and values that will aid them to facilitate the teaching-learning process of any subject for the primary
level.

At the end of the program, BEED graduates should be able to:

 a. Demonstrate in depth understanding in diversity of learners in various learning areas;
b. Manifest meaningful and comprehensive pedagogical content knowledge of the different subject areas;
c. Utilize appropriate assessment and evaluation tools to measure learning outcomes;
d. Manifest skills in communication, higher order thinking skills and use of tools and technology to accelerate learning and teaching;
e. Demonstrate positive attributes of a model teacher, both as an individual and as professional;
f. Manifest a desire to continuously personal and professional development; and
g. Integrate biblical principles in the practice of the profession in the classroom subject teaching.

V. COURSE INFORMATION

COURSE TITLE: Understanding the Self

COURSE CODE: GE 1

COURSE DESCRIPTION: The course deals with the nature of identity, as well as the factors and forces that affects the development and maintenance of personal identity. The
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 it to be time vulnerability and great possibilities. Issues of self and identity are among
the most critical 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 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. This course is divided into three major parts: The first part seeks to understand the construct of the self
from various disciplinal perspectives: Philosophy, sociological, anthropology, and psychology-as well as more traditional between the East and West –each seeking to provide
answers to the difficult essential questions of “What is 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 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 experience of developing self-help plans for regulated learning, goal setting,
and self-care.

COURSE CREDITS: 3 units

CONTACT HOURS: One Semester (3Hours/Week)

PRE-REQUISITE: None

COURSE OUTCOMES: In the context of the specific field of specialization, the students will be able to:
 1. Discuss the different representations and conceptualizations of the self from various disciplinal perspectives
2. Explore the different aspects of self and identity
3. Acquire and hone new skills and learning’s for better managing of one’s and behaviours
4. Compare and contrast how the self has been represented across different disciplines and perspectives

VI. COURSE LEARNING PLAN

Course Learning
Outcomes
Introduction to the Course
1. The Self From Various
Perspectives
a. Discuss the different
representations and
conceptualizations of the self
from various perspectives.
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.
d. Demonstrate critical and
reflective thought in
analysing the development
of one’s self and identity by
various aspects of self and
Course Content
Allotment
The Self From Various
Perspectives
a. Philosophy
-Socrates, Plato, and
Augustine to Descartes,
Locke, Hume, Kant, Freud,
Ryle
b. Sociology
- The self is a product of
modern society and other
constructions
- Me and the Social Self
c. Anthropology
-The self and person in
contemporary anthropology
-The self-embedded in culture
d. Psychology
a. The self as a cognitive
Construction;
Time Teaching and Learning Activities Assessment Tasks
1 hr Class activity: Getting to know me and
you.
Class discussion: Raising fundamental
questions regarding the self.
Discussion of the mechanics of the
course.
Introducing the requirements and
integrative final paper.
Lecture Individual submission of essay on
-Group discussions centring on self: How do I understand myself?
4 hrs similarities/differences of self- What led up to this self?
representations and conceptualizations -Points will be given for a group
of the various identified influences. presentation
-Short paper on real/ideal self and
3 hrs -Class project how is self-understood? a discussion assessment of any
differences.
4 hrs -Class discussions and processing of -Three things I learned about
survey results once data have been myself from this topic
written up.
7 hrs Group Discussion: How is my self
shaped and influenced by culture
Discussion: Is the Philippines really a
collectivist society? Give examples and
if true, how does this shape/attractive:
A class discussion
-Tanungin si Dra, Totoo ba? Surfacing
identity.
e. Examine one’s self
against the different aspects
of self-discussed in class.
-Discussing the Erogenous
Zones
-Understanding the Human
Sexual response
-The basic biology of sexual
behaviour
-Understanding the chemistry
of love, lust, and attachment
b. The Psychological aspect:
-The diversity of sexual
behaviour, solitary,
heterosexual homosexual, and
bisexual
-Sexually transmitted diseases
(STD’s)
-Methods of Contraception
(Nature and Artificial)
c. The Material/Economic Self:
-I shop, therefore I am: I have,
therefore I am?
-Shaping the way we see
ourselves: the role of
consumer culture on our sense
of self and identity.
d. The Spiritual Self: The
practice of Religion: belief in
supernatural being and power
-The concept of ‘dungan” spirit
or soul
-Rituals and ceremonies
-Religion, magic and
Witchcraft
-Finding and creating meaning.
e. The Political Self
-Developing a Filipino Identity:
Values, Traits, Community
common beliefs and misconceptions Paper on my most prized
regarding the body, sex and sexuality possession: What would I save
-What does he want first in my any emergency?Why?
Comparing expectations -Paper: Me and my favourite
-Usap Tayo: A discussion on love, sex, things (what these are and what
relationships, and family they say about me)
Lecture Interview of informants regarding
4 hrs Class/Group Discussion on the role of most common rituals in locate,
3 hrs mass media in shaping purchase descriptions and functions they
behaviours: What makes an ad serve.
effective or ineffective? What affects my
purchase behaviour?
Class Discussion: Listing of beliefs in
spirits and the supernatural prevalent in
the area
Reaction Paper regarding rituals
3 hrs Lecture and beliefs
-Group discussion: Who is the Filipino?
-What makes a Filipino?
-A Game: You know you’re Filipino
if/when
-Lecture
-Group Discussion/sharing: My FB
Experiences
6 hrs Survey: who goes online and why?
-Clarifying the goals and setting up a
plan for the short term (for the
semester)
3 hrs -Answering the test your mind set
instrument at
http://mindsetonline.com/test/ourmindse
t/step1.php
-SAnswering the internal/external
motivation scale at the locus of control
scale at
 -Stress and Filipinos: The
social and cultural dimensions
of stress
-Taking care of the self: The
need for self-care and
compassion.
http://www.psych.uncc.edu/pagoolka/lo
cosufcontrol-intro.ht
-Guided lecture and how-to
demonstrate: Identifying personal
stressor and usual coping
Identifying effective and ineffective
coping responses

-Developing a self care plan

VII. COURSE REQUIREMENTS:

1. Attendance and active participation in class activities.

2. Prelim, Midterm, and Final Examinations
3. Seat works, Assignments, Reports, Reaction Papers

VIII. EVALUATION AND GRADING SYSTEM:

Midterm Grade [MG] = Class Standing (2)+Exam Grade

Fianl Grade [FG] = MG + Class Standing +Exam Grade

IX. REFERENCES

1. Belk, A. (2013). Extended Self in a Digital World. Journal of Consumer Research. (for the Topic, Unpacking The Self)
2. Chafee, J. (2013) Who Are You? Consciousness, Identity and the self. In the philosopher’s way: Thinking Critically about Profound Ideas.
3. Demelio, M. (2014). Beautiful Bodies. Pp.173-188. And Fat and Thin Bodies. 189-205. In Body Studies: An Introduction
4. Ellison et.al. (2006). Managing Impressions Online: Self presentation processes in the online dating environment: Journal of Computer Mediated Communication.
5. Feldman, R. (2008). Understanding Psychology. 8th ed. Mcgraw Hill. Module 34: Understanding Response.
6. Neff, K. (2012). The Science of Self Compassion. In Germer & Seigel (eds). Compassion and Wellness in Psychotherapy. NY. Guilford Press. 79-92.
 7. Sosis, R. (2010). The Adaptive Value of Religious Ritual. In Angeloni (ed). Annual Editions: Anthropology 10/11. 33rd ed. Mcgraw Hill. 133-137.
8. Walther (2007). Selective Self Presentation in Computers in Human Thought. In Marsella (ed). Culture and Self: Asian and Western Perspectives. Tavistock Publications.
9. Wolfson (2010). The Chemistry and Chemira of Desire. http:/www.healthline.com./healthy/what-is-desire. (for the topic, Unlacking the Self-The Sexual Self)
10. Zimmerman, B. (2002). Becoming Learner: Self-Regulated Overview. Theory into Practice, 41 (2). Pp.64-70. For the topic, Managing and Caring for the Self.

Approved by:

JOSEPHINE A. FLORES

College Dean