Course Code and Title GEC 011 – UNDERSTANDING THE SELF

BICOL UNIVERSITY Term

Second Semester, SY 2020-
Class Schedule
2021
Legazpi City Revision Date Co-Requisite/s None
Credit 3 units Pre-Requisite/s None
Course Placement First Semester, AY 2020-2021 Type of course Lecture
Consultation
College SOCIAL SCIENCES & PHILOSOPHY Faculty SIPRONIO BELARDO,PhD
Hours
0926 625 7741
Department GENERAL EDUCATION Contact Details
sbbelardo@bicol-u.edu.ph ATTY. ALEX B.
BS Psychology BTVTed Dean/Director NEPOMUCENO,
Ph. D.
Program AB Philosophy BCAED Department Chair GERARDO B. LAWENKO, JR.
AB Economic BS Architecture
A world-class university producing leaders and change agents for
Vision social transformation and development
Core Values Scholarship, Leadership, Character, Service
Give professional and technical training, and provide advanced and Bicol University commits to continually strive for excellence in instruction,
specialized instruction in literature, philosophy, the sciences, and arts research and extension by meeting the highest level of clientele satisfaction and
Mission besides providing for the promotion of scientific and technological
Quality Policy adhering to quality standards and applicable statutory and regulatory
researches (RA5521, Section 3.0) requirements

Institutional Learning Outcomes:

Every BU graduate should:
1. Demonstrate critical thinking and integrative skills to solve problems and to support lifelong learning;
2. Communicate effectively and appropriately orally and in writing for various purposes with the responsible use ICT tools;
3. Collaborate with diverse people ethically and with mastery of knowledge and skills in given disciplines; and
4. Create knowledge and innovation to promote inclusive development as well as globalization.

Program Learning Outcomes:

Upon graduation, students must be analytical and critical thinkers who are able to (CHE CMO 40, s. 2017)
1. Explain and copy sociological concepts & theories.
2. Apply research skills in designing, implementing and assessing social programs and projects in academic, government and other settings.
3. Analyze and address social problems and issues
4. Communicate ideas effectively in relevant setting &
5. Practice professional ethical standards.

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Course Description:

The course deals with the nature of identity, as well as 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
experience 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 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 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 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 self-regulated learning,
goal setting and self-care.

This course incudes the mandatory topics on Family Planning and Population Education.

Course Learning Outcomes:

Course Learning Outcomes P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11

a. Compare and contrast how the self has been

represented across different disciplines and I I I I
perspectives
b. Demonstrate critical and reflective thought in
integrating the various aspects of the self and I I I I I
identity
c. Apply new skills and learning to one’s self and
I I I, D I, D
functioning for a better quality of life

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Legend: I - Introduced concepts/principles; P - Practice with supervision; D - Demonstrated across different settings with minimal supervision

Course Outline:
Specific Learning Learning Instructional Instructional Performance Assessment Time
Outcome Content Delivery Resources Standard Tasks Allotment
At the end of the lecture, Introduction, Direct Instruction- Handout (e- At least 85% of the Recitation/Response 3 hours
the students shall be able Orientation, and BU Structured Overview copy) class became aware of to questions or
to: VMGO (Synchronous depending the university/college prompts: Week 1
for real-time discussion LMS, FB vision, mission and  How is the course Aug. 10-14
 Explain the Vision, A. Review of the and Asynchronous) Messenger, E- objectives and of the aligned to BU’s
Mission, and Goals University’s mail, SMS course content and VMGO?
of the University, VMGO in Interactive Learning (mobile phone) requirements  What do you
College, and Social relation to the (Synchronous or depending on expect from the
Work Department; course Asynchronous what is  Explain the course, the
 List and define the B. Expectation Discussion: Students accessible to connection teacher, your
rules and Setting respond to questions the students between the course classmates and
regulations that C. Introduction to posed by teacher through and the VMGO yourself?
students should the Course varied modes)  Share expectations  How do you think
observe and abide on the Course and will the course
by in the entire insights on its promote
duration of the potential in nationalism?
learning process; promoting
 Articulate the nationalism
requirements of the
subject;
 Describe their
expectations about
the subject.
At the end of the lectures/ The Self Form Various Students with Strong Course Module At least 85% of the Applicable to all 15 hours
module, the students shall Perspectives Connectivity (via offline class are able to students:
be able to • BU Learning mobile app)  Reflection /
1. Philosophy Management System  Describe the Insight Paper Week 2
 Discuss the different A. Socrates, Plato, or Google Classroom Internet basic  Learning journal Aug. 17-21
representations and and Augustine to connectivity conceptual  Quizzes
conceptualizations Descartes, Locke, • Google Form (with link knowledge on
of the self from Hume, Kant, to be sent by the LMS, FB the various Students with Strong
various disciplinal Freud Ryle, subject instructor) Messenger, E- conceptualizatio and Poor

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 perspectives Churchland and mail, SMS n and Connectivity:
 Examine the Merleau-Ponty • Video-Lecture and (mobile phone) representations  Participation in
different influences, Demonstration (with depending on of self and Online Forum
factors, and forces 2. Sociology link to be sent by the what is identity from the Week 3
that shape the self A. The Self as a subject instructor) accessible to different Students without Aug. 24-28
 Demonstrate critical product of Modern the students perspectives Connectivity:
and reflective Society • Online Forum through  Insight Paper on
thought in analysing B. Mead and the Google Meet, Zoom, Printable and  Explain how the recorded
the development of Social Self BU-LMS or any downloadable society and online forum
one’s self and available video- module and culture
identity by 3. Anthropology conferencing platform reading influence and Week 4
developing a theory A. The Self and (synchronous). materials shape the self Aug. 31 –
of the self Person in Sept. 4
contemporary  Identify and
Anthropology Students with Poor examine the
B. The Self Connectivity different
embedded in • BU Learning psychological
culture Management System or concepts that
Google Classroom influence and
4. Psychology • Google Form (with link shape the self.
A. The Self as a to be sent by the subject Week 5
Cognitive instructor) Sept. 7-11
Construction of • Video-Lecture and
William James Demonstration (with link
B. William James to be sent by the subject
and the Me-Self instructor)
and I-Self • Recorded Online Forum
C. Global vs. through Google Meet,
Differentiated Zoom, BU-LMS or any
Models available video-
D. Real and Ideal conferencing platform
Self Concepts (asynchronous).
E. Multiple vs.
Unified Self
F. True vs. False Students without
Selves Connectivity
G. The Self as Pro- • Printed copy of the
active and Agentic Learning Module

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 containing the lecture,
5. The Self in Western activities and assigned
and Oriental / Eastern output. Week 6
Thought Sept. 14-18
A. Individualistic vs.
Collective Self
B. The Social
Construction of
Self in the
Western
Thought
C. The Self in
Relationships
and through
Spiritual
Development in
Confucian
Thought.
At the end of the lecture/ Unpacking the Self Students with Strong At least 80%- 85% of Applicable to all 21 hours
modules, the students shall Connectivity Module the students were able students:
be able to: 1. The Physical Self • BU Learning to:  Reflection / Week 7
 Determine the A. The self as Management System Internet  Explore their Insight Paper Sept. 21-25
different aspects of impacted by the or Google Classroom Connectivity different  Collage
self and identity body (with Learning aspects of self  Journal
 Identify the different B. The impact of • Google Form (with link Google Meet and identity in  Quizzes
forces and culture on body to be sent by the terms of
institutions that image and self- subject instructor) Google physical, Students with Strong
impact the esteem. The • Video-Lecture and Classroom sexual, and Poor
development of importance of Demonstration (with material/econo Connectivity:
various aspects of beauty link to be sent by the LMS, FB mic, spiritual  Participation in
self and identity subject instructor) Messenger, E- and digital self Online Forum Week 8
 Examine one’s self 2. The Sexual Self • Online Forum through mail, SMS and submit their Sept. 28-
against the different A. Development of Google Meet, Zoom, (mobile phone) representation Students without Oct. 2
aspects of self that secondary sex BU-LMS or any depending on of standard of Connectivity:
have been characteristics available video- what is beauty through  Insight Paper on
discussed in class and the human conferencing platform accessible to pictures/collage the recorded
reproductive (synchronous). the students  Take the online forum
system psychological

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 B. Discussing the Reading tests for self-
Erogenous Students with Poor materials esteem scale
Zones Connectivity and body-
C. Understanding • BU Learning Video (youtube) esteem scale
the human Management System or
sexual response Google Classroom
D. The basic • Google Form (with link
biology of sexual to be sent by the subject All students should be
behavior instructor) able to submit their
E. Understanding • Video-Lecture and personal essay on
the chemistry of Demonstration (with link Myself Unpacked: a Applicable to all
lust, love and to be sent by the subject write up on self in students:
attachment instructor) terms of physical,  Reflection /
F. The • Recorded Online Forum sexual, political, Insight Paper
Psychological through Google Meet, material, spiritual and  Collage
aspect; Zoom, BU-LMS or any digital, of not less than  Journal
G. What turns available video- 6 pages, long bond  Quizzes
people on the conferencing platform paper, 1.5 spacing,
phases of sexual (asynchronous). TNR 12 or Tahoma 11. Students with Strong
response and Poor
H. The diversity of Connectivity:
sexual behaviors Students without  Participation in
solitary, Connectivity Online Forum
heterosexual, • Printed copy of the
homosexual, Learning Module Students without
and bisexual, containing the lecture, Connectivity:
transsexual activities and assigned  Insight Paper on
I. The sexually output. the recorded
transmitted online forum
diseases (STIs)
J. Methods of
contraception
(natural and
artificial)

MIDTERM Week 9
EXAMINATION Oct. 5-9

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 3. The Material and
Economic Self Week 10
A. I shop, therefore Oct. 12-16
I am: I have,
therefore, I am?
B. Shaping the way Students with Strong
we see Connectivity
ourselves. The • BU Learning
roles of Management System Applicable to all
consumer or Google Classroom All students should be students:
culture on our (with Learning able to submit their  Reflection /
sense of self and • Google Form (with link personal essay on Insight Paper
identity to be sent by the Myself Unpacked: a  Collage
subject instructor) Module write up on self in  Journal
4. The Spiritual Self • Video-Lecture and terms of physical,  Quizzes
A. The practice of Demonstration (with Internet sexual, political, Week 11
religion belief in link to be sent by the Connectivity material, spiritual and Students with Strong Oct. 19-23
supernatural subject instructor) digital, of not less than and Poor
being and power • Online Forum through Google Meet 6 pages, long bond Connectivity:
B. The concept of Google Meet, Zoom, paper, 1.5 spacing,  Participation in
“dungan”, spirit BU-LMS or any Google TNR 12 or Tahoma 11. Online Forum
or soul available video- Classroom
C. Rituals and conferencing platform Students without
ceremonies (synchronous). LMS, FB Connectivity:
D. The function of Messenger, E-  Insight Paper on
rituals: mail, SMS the recorded
-Rituals and Students with Poor (mobile phone) online forum
ceremonies Connectivity depending on
-Religion, Magic • BU Learning what is
and Witchcraft Management System or accessible to
E. Finding and Google Classroom the students
creating • Google Form (with link
meaning to be sent by the subject Reading
F. Three ways of instructor) materials
discovering • Video-Lecture and
meaning in life Demonstration (with link Video (youtube)

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 to be sent by the subject
5. The Political Self instructor)
A. Developing a • Recorded Online Forum Week 12
Filipino Identity, through Google Meet, October 26-
Values, Traits, Zoom, BU-LMS or any 30
Values, available video-
Community and conferencing platform
Institutional (asynchronous).
factors
B. Establishing a
democratic Students without
culture Connectivity
• Printed copy of the
6. The Digital Self Learning Module
Self and other in containing the lecture,
cyberspace activities and assigned Week 13
A. I, me, myself output. Nov. 3-6
and my user ID
online identity
B. Selective self-
presentation and
impression
management
C. Impact of online
interactions on
the self
D. Boundaries of
the self-online;
private vs.
public, personal/
individual vs.
social identity
online, gender
and sexuality
online
At the end of the lectures/ Managing and Caring Students with Strong BU Learning At least 85% of Applicable to all 9 hours
module, the students for the Self Connectivity Management students are able to: students:
shall be able to: • BU Learning System or  Identify their  Reflection / Week 14

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  Explain and 1. Learning to be a Management System Google current study Insight Paper Nov. 9-13
describe the better student or Google Classroom Classroom habits and  Self-Care Plan
theoretical A. What happens • Google Form (with link develop their
underpinnings for during learning? to be sent by the Downloadable own Study Students with Strong
how to manage and B. Brain and subject instructor) and printable Plans and and Poor
care for different Behavior • Video-Lecture and Course Module Strategies. Connectivity:
aspects of the self. changes Demonstration (with  Describe the  Participation in
 Identify and develop C. Metacognition link to be sent by the Internet process of Online Forum
new knowledge and and study subject instructor) Connectivity learning and
attitude for better strategies • Online Forum through identify their Students without
managing of one’s D. Managing your Google Meet, Zoom,  Online Form own study Connectivity:
self and behaviors own learning BU-LMS or any on habits that help  Insight Paper on
towards achieving E. Self-regulated available video- Metacogniti them in their the recorded
goals. Learning conferencing platform on academic online forum
 Create and (synchronous). Awareness undertakings.
implement a Self- 2. Setting Goals for Inventory,  Provide
Care Plan indicating Success Students with Poor retrieved: reflection and Week 15
the issues, A. Bandura’s Self Connectivity https://servi insights on the Nov. 16-20
challenges and Efficacy • BU Learning ces.viu.ca/si results of the
problems as well as B. Dweck’s Mindset Management System or tes/default/fi Metacognition
their strategies and (growth vs fixed) Google Classroom les/metacog Awareness
activities to cope C. Locke’s goal • Google Form (with link nitive- Inventory that
with and manage Setting theory to be sent by the subject awareness- they took.
the identified instructor) inventory.pd  Develop insight
stressors. • Video-Lecture and f papers on the
3. Taking Charge of Demonstration (with link audio-visual
One’s Health to be sent by the subject  YouTube materials that Week 16
A. Stressors & instructor) videos: they watched. Nov. 23-27
Responses • Recorded Online Forum  Create and
B. Stress & through Google Meet, How to implement their
Filipinos: The Zoom, BU-LMS or any Build Good own Self-
Social & Cultural available video- Study Regulated
Dimensions of conferencing platform Habits (Link: Learning Plan
stress (asynchronous). https://www.
C. Taking Care of youtube.co
the self: The Students without me/watch?
need for self- Connectivity v=BY4vl0Uk
care & • Printed copy of the T0)

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 compassion Learning Module
containing the lecture, 5 Best
activities and assigned Ways to
output. Study
Effectively
(Link:
https://www.
youtube.co
m/watch?
v=N5R-
RX4fbbk)

The Power
of Habit by
Charles
Duhigg:
Animated
Books
Summary
(Link:
https://www.
youtube.co
m/watch?
v=Zq2LVa36
ukk)

Assessment
Instruments:
 Test Your
Mindset
Instrument
(Link:
https://stude
ntsuccess.u
nc.edu/files/
2015/08/MI
NDSET-
Quiz.pdf

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  Internal/Ext
ernal
Motivation
Scale and
Locus of
Control
(Link:
https://ww
w.mcc.edu/
~jenningh/C
ourses/docu
ments/Rotte
r-
locusofcontr
olhandout.p
df)

Assessment
Instruments:
 Perceived
Stress
Scale
 Self-Care
Assessment
Questionnai
re
Week 17
FINAL EXAMINATION
Dec. 1-4

Course Requirements:
Type of Requirements Specific Requirements Modality of Submission Due Date
Tests and Examinations Long Test (Chapter 1) Online/ Paper and Pen September, 2020
Midterm Examination Online/ Paper and Pen October 8, 2020
Long Test (Chapter 2) Online/ Paper and Pen November, 2020

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 Final Examination Online/ Paper and Pen December 10, 2020
Written Work 2 Integrative Papers Online A week before Midterm and
Final Exam
Reflection/ Insight Paper Online To be announced
Journal Online To be announced
Report/Presentation Individual Report Online To be announced
Group Report Online To be announced
Class Participation Responses during synchronous and asynchronous Online (via LMS); Offline (drop off at Kindly refer to the schedule
discussions BUCSSP) reflected on LMS

Course Assessment:
BU Grading System

Midterm/Tentative Final Grade: Final Grade Calculation:

Discussion Forums 20%
Lesson Activities 25% FG = ½ (Midterm) + ½ (Tent. Final)
Major Output 25%
Major Exam 30%
100%

References

Required Readings
Alata, E., et. al. (2018) Understanding The Self. Manila: Rex Printing Company, Inc.
Brawner, D. and Arcega A. (2018) Understanding the Self, Quezon City: C & E Publishing, Inc.
Ramirez, N.C. and Go-Monilla, M.J.A. (2018) Understanding the Self, Quezon City: C & E Publishing, Inc.

Further Readings
Bandura, A. (1999). Social Cognitive Theory of Personality. In Pervin and John (eds) Handbook of Personality Theory and Research. 2nd ed. Guilford
Press 134-194. (For the topic, The Self from Various Perspectives-The Self in Western and Oriental/Eastern Thought)
Belk (2013). Extended Self in a Digital World. Journal of Consumer Research. 40. 3. 477-500 (For the topic. Unpacking The Self-The Digital Self)
Chafee, J. (2013) Who are you? Consciousness. Identity and the Self. In the Philosopher's Way: Thinking Critically about Profound Ideas. Pearson. 106-
169, (For the topic. The Self from Various Perspectives Philosophy)
Csordas, T. (1999). Self and Person. In bode (ed). Psychological Anthropology. Praeger. 331-350 (For the topic. The Self from Various Perspectives
Anthropology)
DemelIo, M. (2014). Beautiful Bodies. Pp 173-88. And Fat and Thin Bodies. 189-205. In Body Studies: An Introduction. Routledge (For the topic.
Unpacking the Self-The Physical Self)

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 Demetrio, Fernando 8. Zialcita. (1991), The soul. 95-97. One is not enough. 99-101. The Soul Book. GCF Books. (For the topic. Unpacking the Self-The
Spiritual Self)
Diokno, MS (1997). Becoming a Filipino Citizen, In Perspectives on Citizenship and Democracy. UP Third World Studies Center. 17-38 (For the topic.
Unpacking the SeIf-The Political Self)
Dittmer, H. The Individual Centered Approach Material Possessions as Parts of the Extended Self. Pp. 41-64 and Possessions as Symbolic Expressions
of Identity. Pp. 95-121 in The Social Psychology of Material Possessions: To Have is to Be? St. Martin's Press. (For the topic. Unpacking the Self-
The Material Economic Self)
Doronilla, ML (1997). An Overview of Filipino Perspectives on Democracy and Citizenship. In Perspectives on Citizenship and Democracy. UP TWSC. 69-
112 (For the topic. Unpacking the Self-The Political Self)
J. Dunlosky, K.A. Rawson. E..|. Marsh. M.J. Nathan, a. DJ. Willingham. (2013). Improving Students' Learning with Effective Learning Techniques:
Promising Directions from Cognitive and Educational Psychology, Psychological Science in the Public Interest, 14(1). 4-58.
Doi:10.117711529100612453266 (For the topic. Managing and Caring for the Self)
Ellison, et. Al. (2006). Managing Impressions online: Self presentation processes in the online dating environment. Journal of Computer Mediated
Communication. 11. 415 441. 0012 10.111a.108&6101.2006.00020x (For the topic. Unpacking the Self-The Digital Self)
Feldman, R. (2008) Understanding Psycho1ogy. 8‘” ed. McGraw H111. Module 34: Understanding Human Sexua1 Response. 369-375: Module 35:
Diversity of Sexual behavior. 379-385; Module 36'. Sexual Difficulties. 389 391 (For the topic. Unpackinq the Self-The Sexual Self)
Fisher H. (2004). Why We Love: The Nature and Chemistry of Romantic Love. Chapter 3: Chemistry of Love. 51-76; Chapter 4: Web of Love: Lust, Love
and Attachment. 77-98. (For the topic. Unpacking the Self-The Sexual Self)
Frankl, V. (1959) Man's Search for Meaning: An Introduction to Logotherapy. Especially Part 2: Basic Concepts of Logotherapy. 149-210. (For the topic.
Unpacking the Self-The Spiritual Self)
Geertz, C. (1973). The Impact of the Concept of Culture and the Concept of Man. 33 54 and Person. Time and Conduct in Bali. 360 411. In The
Interpretation of Culture. Basic Books. (For the topic, The Self From Various Perspectives-Anthropology)
Gibbs at. Al. (2006). Self Presentation in online personals: The role of anticipated future interactions, self disclosures and perceived success in internet
dating. Communications Research. 33.2.152-172. (For the topic, Unpacking the Self-The Digital Self)
Gonzales & Hancock (2010). Mirror. Mirror on my FB Wall: Effects of Exposure to F3 on self esteem. Cyberpsychology. Behaviour and Social Networking.
DOI: 10.1089/cyber.2009.0411 (For the topic, Unpacking The Self-The Digital Self)
Harter, S. (1996). Historical Roots of Contemporary Issues Involving the Self Concept. In Bracken (ed) Handbook of Self Concept. Developmental, Social
and Clinical Considerations. John Wiley & Sons Inc. 1-37. (For the topic, The Self From Various Perspectives-Psychology)
Haviland, et. al. (2007) Spirituality, Religion and the Supernatural. In the Essence of Anthropology. Thomson Wadsworth. 289-306. (For the topic.
Unpacking the Self-The Spiritual Self)
Johnson, T. (1985) The Western Concept of Self. In Marsella (ed) Culture and Self: Asian and Western Perspectives. Tavistock Publications. 91-138 (For
the topic. The Self from Various Perspectives-The Self in Western and Oriental/Eastern Thought)
Kawada, M. (1996). Bayad sa Dili Naton Kaipon: A Visayan Ritual of Offering to the Spirits. In Ushijima & Zayas (eds). Binisaya Nga Kinabuhi (Visayan
Life). Visayas Maritime Anthropological Studies. CSSP Publications. 213-240. (For the topic, Unpacking the Self-The Spiritual Self)
Lanuza, G. (2004). The Constitution of the Self. In David. R. (ed) Nation. Self and Citizenship: An Invitation to Philippine Sociology. Anvil Publishing. (For
the topic, The Self from Various Perspectives-Sociology)
Locke E. (2002). Setting Goals for Life and Happiness. In Snyder & Lopez (eds) Handbook of Positive Psychology. Oxford University Press. 299-312. (For
the topic, Managing And Caring for the Self)

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 Lugue & De Leon (2001). Textbook on Family Manning. Rex Printing. (For the topic. Unpacking the Self-The Sexual Self)
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. (For the topic, Unpacking the Self-The Spiritual Self)
Mead, GH (1972) Mind, Self and Society from the Standpoint of a Social Behaviorist. The University of Chicago Press (For the topic, The Self from
Various Perspectives-Sociology)
Neff, K. (2012). The Science of Self Compassion. In Germer & Siegel (eds). Compassion and Wellness in Psychotherapy. NY. Guilford Press. 79-92. Or
http://seIf-compassion.org/the research (For the topic, Managing and Caring for the Self)
Sosis, R. (2010). The Adaptive Value of Religious Ritual. In Angeloni (ed). Annual Editions: Anthropology 10111. 33rd ed. McGraw Hill. 133-137. (For the
topic, Unpacking the Self-The Spiritual Self)
Stein & Stein (2011). Ritual. In the Anthropology of Religion. Magic and Witchcraft. Prentice Hall. 77-102. (For the topic. Unpacking the Self-The Spiritual
Self)
Tan. Michael article at http://pcjii.org/stories/stress and the-filipino (For the topic, Managing and Caring for the Self)
Triandis (1989). The self and social behaviour in differing Cultural contexts. Psychol. Rev. 963506-520 (For the topic, The Self from Various Perspectives-
The Self in Western and Oriental/Eastern Thought)
Urdan (1991) Achievement Goal Theory: Past Results, Future Directions. Advances in Motivation and Achievement. Vol. 10. 99-141. (For the topic,
Managing and Caring for the Self)
Walther (2007). Selective self presentation in computer mediated communication: Hyperpersonal dimensions of technology, language and cognition.
Computers in Human Behavior. 23. 2538-2557. (For the topic, Unpacking the Self-The Digital Self)
Wei-Ming, T. (1985). Selfhood and Otherness in Confucian Thought. In Marsella (ed). Culture and Self Asian and Western Perspectives. Tavistock
Publications. 231-251. (For the topic, The SeIf from Various Perspectives-The Self in Western and OrientaI/Eastern Thought)
Wolfson (2010). The Chemistry and Chimera of Desire. http://wwwhealthline.com/heaIthy/what is-desir (For the topic, Unpacking the Self-The Sexual Self)
Zialcita, F. (1997). Barriers and Bridges to a Democratic Culture. In Perspectives on Citizenship and Democracy. UP TWSC. 39-68 (For the topic,
Unpacking the Self-The Political Self)
Zimmerman, B. (2002). Becoming Learner: SeIf-Regulated Overview. Theory into Practice, 41(2). 64-70. Doi:10.1207ls15430421tip4102_2 (For the topic,
Managing and Caring for the SeIf)

Course Policies:

Ethical Policies:
Proper decorum, whether online or offline, is expected from the students. For the synchronous classes, it is important to recognize that the online
classroom is in fact a classroom, and certain behaviors are expected when you communicate with both your peers and your instructors.

General Guidelines
When communicating online, you should always:
 Treat your instructor and classmates with respect in email or any other form of communication.
 Use clear and concise language.
 Remember that all college level communication should have correct spelling and grammar (this includes discussion
boards).

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  Keep paper and a pen or pencil handy to take notes.
 Be careful with personal information (both yours and other’s).
Message Board Netiquette and Guidelines
 Make posts that are on topic and within the scope of the course material.
 Take your posts seriously and review and edit your posts before sending.
 Be as brief as possible while still making a thorough comment.
 Always give proper credit when referencing or quoting another source.
 Be sure to read all messages in a thread before replying.
 Don’t repeat someone else’s post without adding something of your own to it.
 Avoid short, generic replies such as, “I agree.” You should include why you agree or add to the previous point.
 Always be respectful of others’ opinions even when they differ from your own.
 When you disagree with someone, you should express your differing opinion in a respectful, non-critical way.
 Do not make personal or insulting remarks.
 Be open-minded.

Academic Integrity Policy:

Honesty is a highly valued principle in the teaching and learning process. Cheating, plagiarism or any form of academic dishonesty shall be strictly and
promptly dealt with based on the BU student handbook.

Policies on Absences and Tardiness

Students’ attendance will be checked based on the scheduled participation in their preferred modality. Students who confirmed engagement via
synchronous, asynchronous or in special arrangements, limited face to face modality are expected to participate based on agreed schedules. A student will be
marked absent if he/she fails to follow the given schedules of participation.

Language of Instruction
Students are expected to use English as the formal medium of communication during interactions. Filipino and/or the regional language, Bikol, may be
allowed by the instructor depending on the need.

Use of the Learning Management System

The Bicol University Learning management System (BU-LMS) will be used as the primary Course Site for this course. However, a parallel Google
Classroom will also be used for those with difficulty accessing the BU-LMS.

Use of Mobile Phones and Gadgets

Gadgets like mobile phones, tablets, laptops are necessary to facilitate distance and flexible learning, so these shall be maximized provided they are
utilized for the purposes of teaching and learning.

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Special/Make-Up Quiz/Examinations/Work
Concerns regarding examinations and other requirements should be discussed with the instructor as soon as they arise so that possible adjustments can
be made, but these adjustments will be subject to the careful and principled consideration of the instructor.

Dress and Grooming Codes

Students participating in synchronous classes are expected to wear decent attire and apply proper grooming so that their appearance is appropriate and
non-disturbing online.

Accommodations
Concerns regarding any aspect of the course must be communicated directly to the instructor for possible consideration.

Statement on Student Wellness

The outcomes, topics, and requirements have been determined considering the many possible circumstances the students are in given the global health
crisis that is why several modes are provided in achieving them. The students’ well-being is a top priority in the implementation of the course and this will
constantly be balanced with the emphasis on achievement.

Advising and Support

The regular consultation schedule of the subject professor is every Thursday from 1:00 pm to 4:00 pm. However, for concerns needing immediate
response by the instructor, he can be reached through his mobile number at 0926-746-5089 within office hours from 8:00 a, to 5:00 pm. Just in case there is a
dire need for a face-to-face meeting, an advance notice and request for appointment may be done and only upon approval of the Dean or Department Chair,
whichever will apply.

Caveat: Issues and matters not stated in this syllabus that are important for this course should be consulted with the course Instructor. The course instructor
reserves the right to make adjustments or changes throughout the semester. The students are responsible to learn about these changes if they miss any class
time.

Prepared by: Reviewed by: Approved:

SIPRONIO B. BELARDO, PhD PROF. GERARDO B. LAWENKO ATTY. ALEX B. NEPOMUCENO, Ph.D.
Instructor Department Head Dean
Date

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