BEED Understanding The Self SYLLABUS

DOCUMENT CODE:
GREEN VALLEY COLLEGE FOUNDATION, INC. FM – DEA- 027

Km.2, Bo.2, General Santos Drive, Koronadal City
ISSUE NO.01 REVISION NO.04
COURSE SYLLABUS Effectively Date: August 20, 2022
SCHOOL OF EDUCATION
Page No. 1
1 SEMESTER S.Y. 2022-2023
st
COURSE TITLE: UNDERSTANDING THE SELF

COLLEGE VISION:
A leading institution for leadership skills and development by 2030; A community of value-adding leaders equipped with global competence.
COLLEGE MISSION:
Green Valley College Foundation, Inc. is committed to produce globally competitive skills and leadership discipline through quality education, holistic learning
and sustainable socio-economic development programs that will enable us to build a community of value-adding leaders.
PROGRAM EDUCATIONAL OBJECTIVES:

The BEED program of Green Valley College enables the graduates to:
a. Apply theoretical knowledge and practicum experiences in teaching;
b. Foster the values of leadership, integrity, accountability and responsibility in teaching;
c. Demonstrate knowledge and competence in the application of general and professional education, especially of a chosen specialization; and
d. Meet the national standards in passing the Licensure Examination for Teachers conducted by the Professional Regulation Commission.
PROGRAM/STUDENTS OUTCOME (SO):

The graduates of BEED programs of the Green Valley College can:
a. Articulate and discuss the latest developments in the specific field of practice
b. Effectively communicate in English and Filipino, both orally and in writing.
c. Work effectively and collaboratively with a substantial degree of independence in the multi-disciplinary and multi-cultural teams.
d. Act in recognition of professional, social, and ethical responsibility
e. Preserve and promote "Filipino historical and cultural heritage"
1|Page
DOCUMENT CODE:
SCHOOL OF EDUCATION
Page No. 2
st

Course Credits 3
Course The course deals with the nature of identity, as well as the factors and focus that affect the development and maintenance of personal identity.
Description 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 for the
learning process, and developing a more critical and reflective attitude while enabling them to mage and improve their selves to attain a better
quality of life.
Contact 3 hours per week
Hours/week
Prerequisite
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. Identify the different forces and institutions that impact the development of various aspects of self and identity
4. Examine one’s self against the different aspects of self as discussed in class.
5. Understand the theoretical underpinning for how to manage and care for different aspects of the self
6. Apply these skills to one’s self and functioning for a better quality of life.
COURSE OUTLINE AND TIME FRAME

Midterm Course Content/Subject Matter
Week 1 Chapter 1- THE SELF FROM VARIOUS PERSPECTIVES
 Philosophical perspective on the self
- Abstraction- Socrates and Plato, St. Augustine, Rene Descartes, John Locke, David Hume, Immanuel Kent, Ryle, Churchland,
and Merleau-Ponty
- Assessment and Application- Invictus
Week 2
 THE SELF SOCIETY, AND CULTURE
2|Page
DOCUMENT CODE:
SCHOOL OF EDUCATION
Page No. 3
st

- Abstraction
- Theoretical Approaches
- Social Institution- Kinship/Family, Economics/Market, Politics/Government, Educational/School, Religion/Church
- Assessment and Application
Week 3  THE SELF AS COGNITIVE CONSTRUCT
- On Self within
- Internal and External
- On Self-Esteem
 THE SELF IN WESTERN AND EASTERN THOUGHT
- Asian Philosophies and the “Self”
Week 4 - Comparing West and East
- Theorizing the Filipino Self
Week 5 CHAPTER 2- UNPACKING THE SELF
 The Physical Self
- Physical Self
- Taking care of our Physical Body- Physical Self-care, Mental Self care, Emotional Self care
- Assessment and Application
Week 6  The sexual self
- Sex and Gender
 Managing the material self
- The Material self
- Self and object through life stages
Week 7 - Ideas on managing Resources- keep your perspective in check, have money, do not just pretend, have your own goal, Budget,
save in order to be safe, keep your spending habits in check, increase income flow, good debt vs. bad debt, make your money
grow, protect your future, your greatest investment is still yourself, enjoy life no matter what.
3|Page
DOCUMENT CODE:
SCHOOL OF EDUCATION
Page No. 4
st

 The Spiritual Self
Week 8 - Spiritual self and Coping with Stress
- Starting Your Own Spiritual Journey
FINAL
 The Political Self and Being a Filipino
Week 9 - Filipino Citizens by Birth
- Filipino Citizens by naturalization
Week 10 - The concept of Nationalism and the Filipino Identity

- Culture and the Filipino Identity
- Values and traits- Hospitality, Respect for elders,Close Family ties, Self-Sacrifice, Bayanihan, Bahala na attitude, Colonial
Mentality, Crab mentality,
- Promoting sense of nationalism
Week 11  The Self in The Digital and the virtual world
- The world is at the tip of your fingers
- Unmasking the Digital self: Online Self Presentation
- The evolving concept of the extended digital self
- Self-revelation
- Loss of control
Week 12 - Shared digital Possessions and Aggregate Self

- Shared Sense of (Cyber) Space
- Gender and Sexuality Online
- Managing the Digital Self: Responsible Online Self Presentation
Week 13 CHAPTER 3- MANAGING AND CARING FOR THE SELF
 Learning to be a better learner
4|Page
DOCUMENT CODE:
SCHOOL OF EDUCATION
Page No. 5
st

- Metacognition- Knowing your limits, modifying your approach, Skimming, Rehearsing, Self-test
- Types of Metacognitive Learners and other Strategies
Week 14  Dream Big and make it Happen
- Various authors and experts around the world
- Determine to fulfill your dream
- Recognize your role and the people who can help you fulfill your dreams
- Eliminate unhealthy habits and attitudes
- Accept possibilities, criticisms, disappointments and failures.
- Make your dream happen
Week 15 - Barrier to success
- Measuring success- hitting your goal, a well-balanced life, sharing your success with others, good health, healthy family, dignity
and honor.
Week 16 - Stressors and Signs- Physical, Emotional, Relational/social, mental,spiritual
- Stress Management
Alignment of Course Outcomes with Summative Assessment Tasks

Course Objectives Summative Assessment Task Details
1. Value the importance of roles and
contribution of each agent to
understand the self These tasks are given to evaluate the students’
2. Enable to become more conscious of Examination knowledge and understanding very each term, to know if
their responses to experiences, they have understood the topic discussed.
observations of life situations, as also
of ideas and issues that arise in their
minds, and to thus develop their In this task, the students are expected to compile all the
capacity for reflection. Portfolio written activities and make an insight or reflection
3. Demonstrate critical and reflective of all they learned in this subject.
5|Page
DOCUMENT CODE:
SCHOOL OF EDUCATION
Page No. 6
st

thought in analyzing the development
of one’s self and identity by developing
a theory of the self
4. Understand the theoretical
underpinnings for how to manage and
care for different aspects of the self
LEARNING PLAN
Desired Learning Course Content/Subject Matter Textbooks/References Teaching and Learning Assessment of Resource Time
Outcomes (DLO) Activities Tasks (ATs) Materials Table
(TLAs)
Midterm Chapter 1- THE SELF FROM Santos, Ricardo Rubio Personal  Brief discussion  Quiz  Laptop 12
1. Discuss the VARIOUS PERSPECTIVES Development  Demonstration  Assignment  Power hours
importance of  Philosophical perspective on activity  Written test, point
understanding the self San Juan, R. Wilfredo, Centeno,  Buzz session etc. presen
one’s self - Abstraction- Socrates Ma. Luz J., tenosol, Melchor Q. ,  Written task tation
2. Examine and Plato, St. Anterola, Marietta G. Sociology,  Group discussion  Visual
oneself Augustine, Rene Culture and Family planning ., centering on aids
against the Descartes, John Inland Publishing House., Copyright similarities or Pictures, etc.
different Locke, David Hume, 2007 differences of self-
perspectives Immanuel Kent, Ryle, representation and
in this lesson Churchland, and Abelos, Alex V.., Sociology and conceptualizations
and various Merleau-Ponty basic Anthropology with Family and the various
experiences Assessment and Application- planning., Revised Edition identified influences
of your Invictus 2014 .,educational Publishing
classmate House
3. shape the self  THE SELF, SOCIETY,AND
6|Page
DOCUMENT CODE:
SCHOOL OF EDUCATION
Page No. 7
st

4. Compare and CULTURE
contrast how
the self has - Abstraction
been - Theoretical
represented Approaches
across the - Social Institution-
different Kinship/Family,
disciplines Economics/Market,
and Politics/Government,
perspectives Educational/School,
5. Demonstrate Religion/Church
critical and Assessment and Application Abelos, Alex V.., Sociology and .
reflective basic Anthropology with Family  Conceptualize the
thought in  THE SELF AS COGNITIVE planning., Revised Edition 2014., concept “totoo ba?” a
analyzing the CONSTRUCT educational Publishing House discussion: is the
development - On Self within Philippines really a
of one’s self - Internal and External collectivist true? Give
and identity On Self-Esteem example and if true,
by developing how does this shape/
Abelos, Alex V.., Sociology and
a theory of the impact our idea of
basic Anthropology with Family
self self?
planning., Revised Edition
6. Identify and
2014 .,educational Publishing
explain the
House
important
roles of the
agent of
understanding
self
7|Page
DOCUMENT CODE:
SCHOOL OF EDUCATION
Page No. 8
st

 THE SELF IN WESTERN Bandura, A (1999), Social cognitive  Brief discussion 12 hours
1. Explore the AND EASTERN THOUGHT theory of Personality. In pervin and  Demonstration
different - Asian Philosophies john(eds) activity
aspects of self and the “Self” Charfae, J. (20130 who are You?  Buzz session
and identity - Comparing West and Consciousness, Identity and the  Written task
2. Demonstrate East self. In the Philosopher’s way:
critical, Theorizing the Filipino Self thinking Critically about, Profound
reflective Ideas
thought in CHAPTER 2- UNPACKING THE
integrating the SELF C sordas¸T. (1999), self and person.
various  The Physical Self In Bode (ed0 Psychological
aspects of self - Physical Self Anthropology. Praeger
and identity - Taking care of our
3. Identify the Physical Body- Geertz, C. (1996) Historical roots of
different Physical Self-care, Contemporary issues Involving the
forces and Mental Self-care, self-Concept in Bracken (ed0
institutions Emotional Self care
that impact Assessment and Application
the
development
of various
aspects and
identity
4. Examine - The sexual self Belk (2013). Extended self in a  Brief discussion  Quiz  Laptop 9 hours
one’s self - Sex and Gender Digital World. Journal of Consumer  Demonstration  Assignment  Power
against the - Managing the Research activity  Written test, point
8|Page
DOCUMENT CODE:
SCHOOL OF EDUCATION
Page No. 9
st

different material self  Buzz session etc. presen
aspects of self - The Material self Demelio, M. (2014).  Written task tation
as discussed - Self and object Beautiful Bodies and fat and thin  Group discussion and  Visual
in class through life stages Bodies. In Body studies: an presentation: who is aids
5. Understand introduction Routledge beautiful? Cultural
the theoretical Ideas on managing Resources- conceptions and
underpinnings keep your perspective in check, standard of beauty of
for how to have money, do not just pretend, a face and body or
manage and have your own goal, Budget, save inner self?
care for in order to be safe, keep your  A psychological test:
different spending habits in check, increase - Self-esteem
Dittmer, H (1992). The Individual
aspects of the income flow, good debt vs. bad scale
Centered Approach material
self. debt, make your money grow, - Body esteem
possessions as parts of Extended
6. Acquire and protect your future, your greatest scale
Self and Possessions as Symbolic
hone new investment is still yourself, enjoy life Expressions of identity in the Social  What do men and
skills and no matter what Psychology of material possessions women find
learning for
to have is tube? St. martin press attractive: A class
better
discussion
management
 Tanungin si Dra:
of self and
totoo ba? Surfacing
behaviors
common belief and
misconception
FINAL
regarding the body,
sex and sexuality
7. Apply these - The Spiritual Self
new skills and  What does he want?
- Spiritual self and (According to
learning to Coping with Stress
one’s daily him/according to her);
Starting Your Own Spiritual comparing
9|Page
DOCUMENT CODE:
SCHOOL OF EDUCATION
Page No. 10
st

undertakings Journey expectation
to attain a  Usap tayo: a
better quality - The Political Self and discussion on Love
of life Being a Filipino sex, relationships,
- Filipino Citizens by and family
8. Know who a Birth
Filipino citizen - Filipino Citizens by
under the naturalization
1987 - The concept of
Constitution Nationalism and the
Filipino Identity
9. Deepen - Culture and the
understanding Filipino Identity
of the values, - Values and traits-
traits, and Hospitality,Respect
characteristic for elders,Close
s that make Family ties, Self-
up the Filipino Sacrifice, Bayaniham,
national Bahala na attitude,
identity Colonial Mentality,
- Crab mentality,
10. Reflect on -
how a national Promoting sense of nationalism
identity
influences  The Self in The Digital and
one’s political the virtual world
self-concept.
- The world is at the tip
of your fingers
10 | P a g e
DOCUMENT CODE:
SCHOOL OF EDUCATION
Page No. 11
st

11. Define the - Unmasking the Digital
concept of self: Online Self
online identity Presentation
- The evolving concept
12. Understand of the extended digital
the influence self
of social - Self-revelation
media in - Loss of control
creating and
presenting the - Shared digital
digital self Possessions and
Aggregate Self
13. Examine the - Shared Sense of
influence of (Cyber) Space
the internet to - Gender and Sexuality
gender and Online
sexuality Managing the Digital Self:
Responsible Online Self
14. Demonstrate Presentation
responsible
and CHAPTER 3- MANAGING AND
appropriate CARING FOR THE SELF
ways of  Learning to be a better
presenting learner
oneself or - Metacognition-
behaving Knowing your limits,
online modifying your
approach, Skimming,
11 | P a g e
DOCUMENT CODE:
SCHOOL OF EDUCATION
Page No. 12
st

15. Enumerate Rehearsing, Self-test
various Types of Metacognitive Learners
metacognition and other Strategies
and studying  Dream Big and make it
techniques Happen
- Various authors and
16. Explain how experts around the
learning world
occurs - Determine to fulfill
your dream
17. Incorporate in - Recognize your role
their future and the people who
learning style can help you fulfill
the your dreams
techniques - Eliminate unhealthy
that they find habits and attitudes
most - Accept possibilities,
appropriate criticisms,
for disappointments and
themselves. failures.
Make your dream happen
18. Share your - Barrier to success
dream for Measuring success- hitting your
your future goal, a well-balanced life, sharing
your success with others, good
19. Identify health, healthy family, dignity and
possible honor.
obstacles that - Stressors and Signs-
12 | P a g e
DOCUMENT CODE:
SCHOOL OF EDUCATION
Page No. 13
st

can hinder Physical, Emotional,
you from Relational/social,
achieving mental, spiritual
your dreams Stress Management
20. Learn ways on

how to fulfill
your dreams
21. Create your

personal plan
in making
your dream
happen
Suggested Readings and

References
Course Requirements Examination: (Midterm Final)
Portfolio
13 | P a g e
DOCUMENT CODE:
SCHOOL OF EDUCATION
Page No. 14
st

Grading System
Midterm Examination Period Final Examination Period
Attendance & Participation 20% Attendance & Participation 20%
Quiz, Assignments/Project 40% Quiz, Assignments/Project 40%
Examination 40% Examination 40%
Total 100% 100%
Classroom Policies
A. On Attendance
While attendance is 100% expected, required outputs expected are more important in order to complete the course. The rating of attendance shall be based on the number of absences
incurred. A perfect attendance shall be equivalent to 100. For every absent incurred a demerit of 8 points shall be deducted from 100 and thereafter. And for every late or tardiness incurred a demerit
of 4 will also be deducted. The total rating shall be result of the combined application of demerits to absences and tardiness. Refer to the table:
ABSENCES TARDINESS
Demerit Demerit
No. of Absences No. of Times Tardy
0 0 0 0
1 8 1 4
2 16 2 8
3 24 3 12
4 32 4 16
B. On Class Participation
Quality work and class participation are required. Participation in class assumes a balance between active listening and verbal interaction. If one is scheduled to do an oral presentation but
failed to come on time, the class will not wait for him/her so he/she loses the chance to discuss, unless he/she made a prior arrangement with the course or with his/her classmates and the
instructor regarding his/her absence or tardiness.
C. On Examinations, written outputs and projects

Examinations and several written outputs are scheduled. The Factsheets, activity sheets, portfolios etc. must be ready on a scheduled date. If one is not able to comply on time, he/she must
seek an approval from instructor ahead of time, otherwise late work will not be accepted.
D. On Behavior
Everyone is expected to exhibit a behavioral standards applied to responsible adults. If one is sick, he/she must inform the instructor ahead of time. All absences should be justified.
14 | P a g e
DOCUMENT CODE:
SCHOOL OF EDUCATION
Page No. 15
st
Prepared by: Reviewed by: Noted by: Recommending Approval: Approved by:
PRINCESS H. LASAGA JOVEE ARIANNE P. PORMENTO CELLY C. TEMPLONUEVO JOBELLE MARIE A. HABERLE, MBA ERIC JASON E. SOMBRERO, MBA
Instructor Program Head Director College Dean Vice President for Academic Affairs
15 | P a g e

BEED Understanding The Self SYLLABUS

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

BEED Understanding The Self SYLLABUS

Uploaded by

Copyright:

Available Formats

DOCUMENT CODE:

GREEN VALLEY COLLEGE FOUNDATION, INC. FM – DEA- 027

COURSE TITLE: UNDERSTANDING THE SELF

PROGRAM EDUCATIONAL OBJECTIVES:

a. Apply theoretical knowledge and practicum experiences in teaching;

b. Foster the values of leadership, integrity, accountability and responsibility in teaching;

PROGRAM/STUDENTS OUTCOME (SO):

COURSE TITLE: UNDERSTANDING THE SELF

COURSE OUTLINE AND TIME FRAME

COURSE TITLE: UNDERSTANDING THE SELF

COURSE TITLE: UNDERSTANDING THE SELF

Week 10 - The concept of Nationalism and the Filipino Identity

Week 12 - Shared digital Possessions and Aggregate Self

COURSE TITLE: UNDERSTANDING THE SELF

Alignment of Course Outcomes with Summative Assessment Tasks

COURSE TITLE: UNDERSTANDING THE SELF

COURSE TITLE: UNDERSTANDING THE SELF

COURSE TITLE: UNDERSTANDING THE SELF

COURSE TITLE: UNDERSTANDING THE SELF

COURSE TITLE: UNDERSTANDING THE SELF

COURSE TITLE: UNDERSTANDING THE SELF

COURSE TITLE: UNDERSTANDING THE SELF

COURSE TITLE: UNDERSTANDING THE SELF

20. Learn ways on

21. Create your

Suggested Readings and

COURSE TITLE: UNDERSTANDING THE SELF

C. On Examinations, written outputs and projects

COURSE TITLE: UNDERSTANDING THE SELF

You might also like