Understand The Self (UTS)

Outcomes-based Course

GENERAL INFORMATION
College College of Arts and Science
Pre-requisite NONE
Program All Programs (General Education)
Course Title Understanding The Self (UTS) Co-requisite NONE
Course Code GE
Instructor/ Professor Social Science Instructors
Course Credit 3.0
Contact Hours 54 hrs (3.0 hours/week) Department General Education – Social Science
Term/Sem/AY First Semester 2019-2020 Date Created July 2019
COURSE DESCRIPTION
The course deals with 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.
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 and improve their
selves to attain a better quality of life.
The first part seeks to understand the construct of the self from the various disciplinal perspectives: philosophy, sociology, anthropology, and psychology – as well as the
more traditional division between the east and West – each seeking to provide answers to the difficult but essential question of “What is the self?” And raising, among others, the
question: “Is there even such a construct as 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 identified three areas of concern for young students: learning, goal setting and managing stress. It 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 self-care.

COURSE OUTCOMES
THE SELF FROM THE VARIOUS PERSPECTIVES
1. Discuss the different representation and conceptualizations of the self from various disciplinal perspectives
2. Compare and contrast how the self has been represented across disciplines and perspective
3. Examine the different influences, factors, and forces that shape the self
4. Demonstrate critical and reflective thought in analyzing the development of one self and identify by developing a theory of the self
UNPACKING THE SELF
5. Explore the different aspects of the self and identity
6. Demonstrate critical, reflective though in integrating the various aspects of self and identity
7. Identify the different forces and institutions that impact on the development of various aspects of self and identity
8. Examine oneself against the different aspects of self-discussed in class
MANAGING AND CARING THE SELF
9. Understand the theoretical underpinnings for how to manage and care for the different aspects of the self
10. Acquire and hone new skills and learnings for better managing of one’s self and behavior
11. Apply learned skills to one’s self and functioning for a better quality of life
LEARNING PLAN
Week Learning Outcomes
THE PHILOSOPHICAL SELF
Evaluate the different Eastern
and Western philosophical
thoughts
1-2 Explain construction of the self-
based on anthropological,
sociological, and psychological
perspectives
Review the individual, social,
cultural dimensions that impact
the development of the self
Develop a personal philosophy
of the self
THE SCIENTIFIC SELF
*Explain the scientific process
of reproduction
3
* Explain the mechanics of
heredity
THE PHYSICAL SELF
*Understand the physical
changes that takes place with
the dev. of the human body
4
*Enhance oneself to be
physically attractive
Improve body image and
enhance self-esteem
THE SEXUAL SELF
*Explain the nature, concept
and meaning of the sexual self-
5-6 concept
*Identify behavior towards
understanding and acceptance
of one’s own sexuality
Topic/
Teaching and Learning Activities Assessment Tasks and Tools
Content
Introduction to the Course Class Activity: Getting to know
ME and YOU
Class Discussion: Raising fundamental
Questions regarding the self
Discussion on the Mechanics of the
Course
The Self from Various Perspectives  Lecture Quick Survey of the Self
A. Philosophy Group discussions on
Western – Socrates, Plato, Aristotle, similarities/differences of self-
Rene Descartes, David Hume, John representations and
Locke, Sigmund Freud conceptualizations and the various
Eastern – Hinduism, Buddhism, identified influences
Confucianism
B. Sociology
 Mead and Social Self
 Cooley’s Looking Glass Self
C. Anthropology
 The self-embedded in culture
D. Psychology
 William James
Sikolohiyang Pilipino
 Virgilio Enriquez
The Human Reproduction  Film Showing Individual submission of
Cell Division: Mitosis and Meiosis  Lecture reaction paper on the film “In
Sex Determination  Group Discussion the Womb”
Mechanics of Heredity
Coping Techniques for Genetic and Birth
Abnormalities
Physical development  Lecture Individual constructions of the
Physical attractiveness  Group Discussion and personal self-illustrating how
The impact of culture on body image and self- Presentation. Compare and the different aspects are
esteem: The importance of beauty Contrast the Physical situated relative to one
Appearance of Males and another and the importance of
females. Enumerate the each relative to the other
attributes that makes a
man/woman attractive
Defining Sexual Concept  Lecture Illustration of individual sex,
Sex and Sexuality in Adolescence  Group Discussion and Presentation. gender identity, gender
Sexual Sex Concept Knowing the difference of sex, expression, sexual
Sex and Relationships gender identity, gender expression, orientation, romantic
Sexually Transmitted Diseases sexual orientation, romantic orientation of the person
Methods of Contraception (natural and artificial) orientation of self-using the “Gender
Bread Person”
 THE SOCIAL SELF
*Explain the basic concepts of
social relationships
*Discuss how relationships with
others could be enhanced and
improved by applying the ideas
7-8 on social relationships
*Understand the Filipino culture
– its forces that create patterns
of social behavior with respect
to human diversity especially
with matters concerning
ethnicity
THE DIGITAL SELF
*Understanding the digital
footprint
*Enhance social media
9 reputation by having a positive
digital footprint
*Discuss the effects of social
media on self
10
THE MATERIAL SELF
*Define consumer behaviour
*Understand the relationship of
consumer behaviour and
Filipino culture
* Describe the different forces
11 and factors in purchasing
decisions
*Discover the relationship of
vanity and personal purchasing
decisions
Defining Social Psychology
Together as a group
Conformity
Social Roles and Social Norms
Nature and Depth of Relationships
The Filipino Culture
Understanding and Creating Digital Self
Digital Natives and Digital Immigrants
Digital Identity
Selective Self Presentation and impression
Management
The Boundaries of the self-online: private vs.
public, personal/individual vs. social Identity On
line, Gender and Sexuality On Line
Social Media- the modern day panopticon
MIDTERM
Defining Consumer Behavior
Factors Influencing Consumer Behavior
The Role Consumer Culture on Our Sense and
Identity
 Lecture
 Group Discussion. Allow students to
bring something that best represent
their provinces (practices, beliefs,
etc.)
 Lecture
 Group Discussion. Name the
different social media applications
used by students. Rate the
perceived positive and negative
effects on the self
 Time and Money Well Spent? A
survey on the students’ online
data usage
 Lecture
 Group Discussion.
1. Measuring materialism and
happiness – a survey.
2. Discussion on the role of mass
and social media in shaping the
consumer behavior
3. Group Presentation of the
different factors that may
influence consumerism
Individual short presentation
Reflection paper on how
pervasive is the use of social
media and other online sites
on the formation of online self
and the gap (if there is any)
between the digital self and
real self of the individual.
Short essay. Me and what I am
wearing – the costs of my stuff
and what these say about me.
Short program (e.g fashion
show, dula dulaan) to be
presented by different groups
showcasing the factors
affecting consumerism.

THE MENTAL SELF Brain Structure  Lecture Quiz

*Understand the core concepts
of adolescent cognition and
thinking
*Understand the process of
12-13
learning and thinking towards
more effective activities
*Appreciate the complexity of
self as a learner and thinker
Attention and Memory
Metacognition and Study Strategies
Theories of Intelligence
Adolescent Perspective Taking
 Group Discussion
 Facts or Fib activity. (Students
are to determine if the statement
of the instructor is a FACT or a
FIB and they are to explain their
responses.)
 14-15 THE EMOTIONAL SELF
*Examine the patterns of
emotional development
*Understand the emergence of
emotional self
*Understand the causes and
expressions of emotions among
adolescents
*Apply various ways to control
and manage in different
situations
*Explain the primary emotional
responses of the self to achieve
emotional stability
THE SPIRITUAL SELF
*Describe the development of
the spiritual self
*Understand the intricate
connections of the self to others
16 and self to environment
*Appreciate the value and
purpose of one’s own existence
*Apply the principles/essentials
of “mindfulness practice” in daily
life
THE POLITICAL SELF
*Learn the formation of the
political self
*Reflect on the factors that
contribute to the discovery of
political self
17
*Understand the divide between
the liberals and conservatives
on the different social issues
and be able to identify with it
*Learn how to survive in a
political world
18
COURSE REQUIREMENTS/OUTPUT
The Emotional Self and Development  Lecture
Emotions of Adolescence  Group Discussion on the factors
Hormonal Changes, Brain and Emotional States that affect the emotional
Adolescent Emotional Expressions
wellbeing to help build and
Managing Emotions on Different Situations
promote positive mental health.
Topics in the individual coping
strategies and ways to build
positive relationships towards
other people will be shared
individually.
The Practice of Religion: belief in supernatural  Lecture
being and power  Group Discussion
Finding and creating Meaning – Three ways of
discovering meaning in life
The National Identity  Lecture
The Need for Inclusion and Differentiation  Group Discussion
Political Awareness  Debates on the different social
Dichotomies of the Political Beliefs That Shape issues
the Political Self Identity
FINALS
Performance assessment
1. Demonstration of
appropriate/controlled
individual emotional reaction
on a certain situation that is
essential personal wellbeing
and happiness.
2. Identify and relate to
other’s emotion on different
situation that are essential in
promoting social wellbeing
and happiness
 Photo gallery of socio-political
issues that ill the society and
perceived personal
strategies/commitment that
the student could do to
alleviate the social situations
of those affected
GRADING SYSTEM (may apply institutional/college grading system)

Major Examinations 25%

Midterm -15%
Finals -10%
Individual Exercises 30%
Concept Maps
Essays/Reflection Paper
Individual presentations
Group Activities 15%
Quizzes 20%
Attendance 5%
Deportment 5%
TOTAL 100%

REFERENCES

E.J Westlake (2008). Friend me if you Facebook: Generation Y and performative surveillance. The Drama Review 52(4), 21-40.
Tomas, R., Sanchez T., Paragas, E., Perez, N., Marasigan, B., Miranda, M., Cortez, L., Montalbo, A., Espiritu, A.,. Understanding the Self.

COURSE COMMITTEE
Prepared:
GENERAL EDUCATION FACULTY MEMBERS
Checked: Approved:
Recommending Approval:
CAS COLLEGE CURRICULUM REVISION DR. SUSAN PUYAT
MS. MARY BETH MIRANDA
COMMITTEE Dean, College of Arts and Sciences
Head, General Education – Social Science
Chair, CCRC

____________________________________ ____________________________________ ________________________________

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