School Year: 2020-2021

Semester/Term: 1st Semester

General Education Curriculum

Revision Date: July 21, 2020
Understanding the Self

I. Course Information

Course Code: GEC 1 LEC Units: 3 units Course Description:

Course Title: Understanding the Self LAB Units: None
The course deals with nature of identity as well as the
Pre-requisite(s): None LEC Hours: 3hrs/week factors and forces that affect the development and maintenance
Co-requisites(s) None LAB Hours: None 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
Page 1 of 27
(Understanding the Self)

 enabling them to manage and improve their selves to attain a
better quality of life. The course is divided into three major
parts: First seeks to understand and 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 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 biological
and material up to and including the more recent Digital Self.
The third and final 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 includes the
mandatory topics on Family Planning and Population
Education.

II. Institutional Outcomes, Statement of Vision, Mission, Core Values and Graduate Outcomes

TC Institutional Outcomes 1. Provide Quality Education

Maintain a focus on improvement and assessment that is
supported by creating a culture of excellence.

2. Drive Student Success

Provide academic programs and support services that are clear
pathways to skill development, timely degree completion and
transfer to a university or gainful employment.
Page 2 of 27
(Understanding the Self)

 3. Foster Engagement
Enhance collaboration at all levels within Tubod College and the
community.

4. Build Community and National Awareness and Grow Partnership

Share the ways Tubod College transforms students’ lives and
impacts in the community.

5. Sustainability
Be a progressive education leader through innovation, identifying
opportunities for improvement and effectively utilizing resources.

TC Vision TC Mission TC Core Values TC Graduate Attributes

A preeminent educational To prepare and support the T – Trustworthy A TC graduate will be able to
institution in Northern career and personal showcase the five (5) T attributes:
Mindanao renowned to development of learners in U – Urbane
maintaining academic rapidly changing society by B – Benevolent Tenacious (TE) – Exhibits
excellence, inspiring student promoting intellectual persistence and diligence in
achievement, and creating discovery, social awareness and O – Omnicompetent various tasks given; confident,
diverse opportunities for economic opportunities, and to D – Driven courageous and determined to
sustainable development and ensure quality education that is work and face various
life-long learning. affordable and accessible environment
especially for the disadvantaged
and marginalized communities. Transcendent (TRA) –
Demonstrates extraordinary and
holistic skills academically and
professionally; can think critically
and creatively; and armed with
knowledge that can compete
globally.
Page 3 of 27
(Understanding the Self)

 Triumphant (TRI) – Establishes
culture of excellence in any
endeavors faced; demonstrates
intellectual and economic prowess
in all of their undertakings.

Thoughtful (TH) – Manifests

sympathy and respect across
different culture, gender, race,
culture, language, age, and
nationality; exhibits social
awareness, sensitivity, and
appreciation; and down-to-earth
and compassionate individual.

Trustworthy (TRU) – Showcases

competence with individual and
collaborative work; dependable
and reliable to objective and
unbiased.

Page 4 of 27
(Understanding the Self)

 III. Tubod College Graduate Attributes

TC TC TC Core values TC Institutional

Graduate Attributes (GAs) Vision Mission Outcomes
1 2 3 4 5 1 2 3 4 5
1. Tenacious (TE) ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
2. Transcendent (TRA ✓ ✓ ✓ ✓ ✓ ✓ ✓
3. Triumphant (TRI) ✓ ✓ ✓ ✓ ✓ ✓ ✓
4. Thoughtful (TH) ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
5. Trustworthy (TRU) ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

IV. Classroom Policies/Rules

1. Grading System

60% - Performance Task

20% - Quarterly Exam
20% - Written Exam

2. Attendance/Participation Policies
• A Student who comes to school 15 minutes late on the first period shall be allowed to get inside the school premises however; tardy
slip will be issued from the department head.
• A student who comes to class 15 minutes late is considered absent for that period.
• Habitual tardiness is being defined as being late for three (3) consecutive meetings and shall be subjected to the following:

1. For at least 3 to 5 tardiness incurred, the teacher/class adviser shall call the attention of the student and is required to explain
orally or in writing the reason of his/her behavior.
Page 5 of 27
(Understanding the Self)

 2. For more than 5 tardiness incurred, the student should be referred to the Guidance office by the teacher concerned to undergo
counseling.

• A student of having frequent tardiness and missed out activities, he/she shall be given library work to make up losses in academic
activities.

3. Retention Policy for General Education Courses

If a student accumulates a total of 5 failing grades or a total of 15 units, he/she is barred from registration. Any student who fails in
two technical or skilled courses or equivalent to 10 units shall be barred from registration. Failure in non-credit courses shall not be
considered in unit count.
Third and fourth year students who will fail in two major subjects shall be advised to shift to another course. Failure in three major
courses shall be barred from re-registration

V. GA-CILO Activation Mapping

Course Intended Learning Outcomes (CILOs) Graduate Attributes

By the end of the course, the students must be able to: TE TRA TRI TH TRU
CILO 1: Discuss the different representations, conceptualizations, influences of the self from various
✓ ✓ ✓
disciplinal perspectives.
CILO 2: Compare and contrast how the self has been represented across the different disciplines and
✓ ✓
perspectives.
CILO 3: Examine the different influences, factors and forces that shape the self. ✓ ✓ ✓ ✓
CILO 4: Demonstrate critical and reflective thought in analyzing the development of one’s self and
✓
identity by developing a theory of self.
CILO 5: Explore the different aspects of self and identity. ✓ ✓ ✓ ✓
CILO 6: Demonstrate critical, reflective thought in integrating the various aspects of self and identity.
CILO 7: Identify the different forces and institutions that impact the development of various aspects
✓ ✓ ✓ ✓
of self and identity.

Page 6 of 27
(Understanding the Self)

 CILO 8: Examine one’s self against the different aspects of self-discussed in class. ✓
CILO 9: Enhance the knowledge and understanding of the importance of agriculture to the economy
✓ ✓
of the municipality.
CILO 10: Understand the theoretical underpinnings for how to manage and care for different aspects
✓ ✓ ✓ ✓
of the self.
CILO 11: Acquire and hone new skills and learning for better managing of one’s self and behaviors. ✓ ✓ ✓ ✓ ✓
CILO 12: Apply these new skills to one’s self and functioning for a better quality of life. ✓ ✓ ✓ ✓ ✓
CILO 13: Compare each learning strategies and select the best strategy to help struggling students to
✓ ✓ ✓ ✓
learn.

VI. Course Outputs / Summative Assessment Task

Course Outcome Graduate Attributes

TE TRA TRI TH TRU

Assist students in exploring the issues and concerns about their self. Students will enhance their skills, increase self-esteem
while learning to be a better student and citizen through increasing their commitments in demonstrating proper behavior
towards other peers, at home, church, school and other public places in Tubod, Lanao del Norte.

Required Output Weight Specification / Remarks

Integrative Paper 60%
Major Exams – Prelim, Mid-Term, Semi-Final & Final 20%
CS: Integrative Paper, quizzes and recitation 20% Chapter test and quiz is given prior notice.
Total 100%

Page 7 of 27
(Understanding the Self)

 VII. Teaching Learning Plan

Specific
C Intended Teaching Formative Learning Time
I Learning & Assessment Resources / Frame
L Outcomes Topics Learning Tasks References
O (SILO) Activities (FATs)
# At the end of the (TLAs)
unit/lesson, the
student will be able
to:

• Class Activity: Getting to Day 1

know each other.
• Introducing the Mission
and Vision of Tubod
College.
• Course Overview
• Raising fundamental
questions regarding the
self.
• Surfacing student’s beliefs
and concerns regarding
the self.
• Introducing the
requirements and
integrative final paper

Page 8 of 27
(Understanding the Self)

 The Self from
various Perspectives

1 Philosophy a. Philosophy • Lecture (Face to Face) and • Group write up of Bandura, A. Week 1
• Discuss the different • Socrates, Plato, Distribution of Module for quickie survey (1999). Social
2 philosophical and Augustine the next topics. results (Online Cognitive Theory
standpoints about the to Descartes, • Online Group Discussion submission). of Personality. In
3 Locke, Hume, centering on • Individual Pervin and John
self
Kant, Freud, similarities/differences of submission of essay (eds) Handbook of
4 • Synthesize and Personality Theory
Ryle, self-representations and on self: How do I
evaluate the different Chruchland and and Research, 2nd
perspectives of self conceptualizations and the understand myself?
Merleau-Ponty – ed. Guilford Press
• Analyze the relevance various identified What led up to this
All try to answer 134 – 194
of various influences self? (Encoded
the question
philosophical • Class project (quickie online submission).
Chafee, J. (2013)
Who are you?
standpoints to your survey): How is self- • Short paper on Who are you?
sense understood? (To be Real/Ideal Self and a Consciousness,
submitted online) discussion/assessme Identity and the
Sociology nt of any differences Self. In the
• Recognize what (Online Philosopher’s Way:
b. Sociology • (Online Group Discussion) submission). Thinking Critically Week 2
sociology tells about
understanding the self • The self as a Class discussion and • Three things I About Profound
and others. product of processing of survey results learned about myself Ideas, Pearson. 106
modern society once data have been written from this topic* (to – 169.
• Discuss how
among other up (see assessment) be submitted on the
individuals view the constructions next face to face Csordas, T.
self as a product of
meeting). (1999). Self and
socialization
• Module: How is myself Person. In bode
• Explain George c. Anthropology (ed). Psychological Week 3
Herbert Mead’s • The self and shaped and influenced by
Anthropology.
theory of social self person in culture? (May be discussed
Praeger.
• Discuss the self as a contemporary at either or both the
331 – 350
product of modern anthropology. regional/national levels)

Page 9 of 27
(Understanding the Self)

 and postmodern • The self- Geert, T. (1973).
societies. embedded in The Impact of the
• Appreciate your own culture. Concept of Culture
social experiences and the Concept of
that have been Man. 33-54 and
particularly helpful in d. Psychology • Totoo ba? A discussion Person, Time and
understanding the • The self as a (Online): Is the Philippines conduct in Bali. Week 4
self. Cognitive 360 – 411. In the
really a collectivist society?
Construction: Interpretation of
Give examples and if true,
o William Culture. Basic
Anthropology how does this shape/impact
James and books.
• Recognize what field the Me-Self, our idea of self?
of anthropology can I-Self Harter, S. (1996).
contribute to the o Global vs Historical Roots of
understanding of the differentiated Contemporary
self models Issues Involving
• Understand how o Real and the Self Concept.
culture and self are Ideal self- In Bracken (ed)
complementary concepts Handbook of Self
concepts o Multiple vs Concept:
• Demonstrate Unified Developmental,
understanding of the selves Social and Clinical
concepts of person, o True and Considerations.
self and identity. False selves John Wiley & Sons
• Explain the concept • The self as Inc. 1-37.
of identity struggles. proactive and
agentic Johnson, T. (1985)
• Develop insights on
e. The Self in The western
how to achieve a
Western and Concept of Self. In Week 5
sense of self, situated Marsella (ed)
Oriental/Eastern
in multicultural Culture and Self:
Thought
dynamic situation. Asian and Western
• Individualist vs
collective self Perspectives.
Psychology Tavistock

Page 10 of 27
(Understanding the Self)

 • Define and describe • The social
the different
psychological
concepts.
• Differentiate the • The self as
various concepts of
the self and identify
their
interrelationships.
• Apply concepts of
self in one’s life to
develop self-
awareness and self-
understanding.
• Synthesize and
evaluate the different
perspectives of self.
The Self in western and
eastern Thought
• Discuss the different
representations and
conceptualization of
the self in terms of the
customs and oriental
perspectives.
• Compare and contrast
how the self has been
represented in western
and oriental thoughts.
• Examine the different
influences, factors
Publication. 91-
Construction of 138.
the western
thought Lanuza, G. (2004).
The Constitution of
embedded in the Self. In David,
relationships R (ed) Nation, Self
and through and Citizenship;
An invitation to
spiritual
Philippines
development in
Sociology. Anvil
Confucian
Publishing.
thought
Mead, GH (1972)
Mind, Self and
Society from the
Standpoint of a
Social Behaviorist.
The university of
Chicago Press
Triandis (1989).
The Self and Social
behavior in
differing cultural
contexts. Psychol.
Rev. 96.3.506-520
Wei-Ming, T.
(1985). Selfhood
and otherness in
Confucian
Thought. In
Marsella (ed).
Page 11 of 27
(Understanding the Self)
 and forces that shape Culture and Self:
the self. Asian and Western
• Critically analyze the Perspectives.
development of one’s Tavistock
self and identity by Publications. 231-
using reflective 251
thought to create a
theory of the self.

Page 12 of 27
(Understanding the Self)

 Unpacking the Self

5 Physical Self: a. THE • Lecture (Face to Face every • Individual Belk (2013). Week 5
• Discuss the concepts PHYSICAL: The First Meeting schedule of constructions of the Extended Self in a
6 of heredity and self as impacted the Week) and Distribution personal self- Digital World.
maturation. by the body of Module for the next illustrating how the Journal of
7 • The impact of topics. different aspects are Consumer
• Identify biological
and environmental culture on the • Online Group discussion situated relative to Research. 40.3
8 body image and presentation: Who is one another and the 477-500
factors that impact the
physical self. and self beautiful? Cultural importance of each
9 Esteem: The relative to the other. Demello, M.
• Analyze and evaluate conceptions and standards
and issues associated importance of of beauty of face and body • Paper on my most (2014). Beautiful
10
with physical well- beauty (If time permits, this may prized possession: Bodies. Pp 172-
being. also be given as a quickie what would I save 188. And Fat and
class survey) first in any Thin Bodies. 189-
Sexual Self • Class may bring pictures of emergency and 205. In Body
“who is beautiful” to begin why? Studies: An
• Discuss and elaborate
discussion • Paper: Me and My Introduction
concepts associated
• Psychological Tests Favorite Things Routledge
with the sexual self,
o Self-esteem scale What these are and
Page 13 of 27
(Understanding the Self)

 including sex and o Body esteem scale What they say about Demetrio,
gender. me). Fernando &
• Identify factors that b. SEXUAL SELF • Modular Readings • Individual Zialcita (1991).
contribute to one’s • Development • What do men and women submission of essay The soul, 95-97. Week 6
sexual development. of Secondary find attractive: (Online) on: How can I make One is not Enough.
• Explain how one can sex • Tanungin si Dra: Totoo ba? a difference in this 99-101. The Soul
manifest responsible characteristics Surfacing common beliefs community? Book. GCF Books.
sexual behavior. and the human and misconceptions • Interview of
reproductive regarding the body, sex, and informant/s Diokno, MS
Material Self system sexuality regarding most (1997). Becoming
• Determine the • Discussing the • What does he want? common rituals in a Filipino Citizen.
different factors that Erogenous (according to him/according locale, description, In Perspective on
contribute to one’s Zones to her). What does she and the functions Citizenship and
material/economic • Understanding want? (according to they serve. Democracy. UP
self the Human her/according to him): • Personal essay: Third World
• Distinguish between sexual Comparing expectations Reflections of Studies Center. 17-
needs and wants and response the • Usap tayo: A discussion on Frankl’s ways of 38
how they influence basic biology Love, Sex, Relationships, discovering meaning
one’s daily social of sexual and Family Dittmer, H (1992).
behavior behavior • Class/group discussion The Individual
• Analyze and evaluate understanding (Online) on the role of mass Centered
one’s material and the chemistry media in shaping purchase Approach: Material
economic behavior of lust, love behaviors: What makes an Possessions as
that contribute to his and attachment as effective or ineffective? Parts of the
or her sense of self. The What affects my purchase Extended Self. Pp.
psychological behavior? 41-64 and
Spiritual Self aspect: What Possessions as
• Explain the nature of turns people Symbolic
spiritually and on: the phrases Expressions of
religiosity and how it of sexual Identity. Pp. 95-
is manifested in daily response 121 in The Social
life. • The diversity Psychology of
of sexual Material
Page 14 of 27
(Understanding the Self)

 • Compare and contrast behavior: Possessions: To
spiritually and solitary, have is to be? St.
religiosity . heterosexual, Martin’s Press.
• Evaluate their own homosexual
level of spirituality and bisexual, Doronilla, ML
and religiosity. transsexual (1997). An
• Sexually Overview of
Political Self transmitted Filipino
• Describe the nature, disease (STIs) Perspectives on
functions, and origins • Methods of Democracy and
of political self. Contraception Citizenship. In
• Discuss the role of (Natural and Perspectives on
family, school, artificial) Citizenship and
church, peer groups, Democracy. UP
and media in the c. THE TWSC. 69-112
development of MATERIAL/EC • Module Readings Week 7
political self. ONOMIC SELF: • My bag/wallet and me Ellison et. Al.
• Determine the • I shop. (unobtrusive measure) (2006). Managing
importance of social Therefore, I • Discussion (Online) on how Impressions online:
interaction in am: I have the young people learn Self-presentation
developing the therefore I am? knowledge and skills in processes in the
political self. • Shaping the rural communities online dating
• Identify and describe way, we see environment
the theoretical ourselves: the Journal of
perspectives in the role of Computer
development of consumer Mediated
political self. culture on our Communication .
• Develop a Filipino sense of self 11. 415 – 441. Doi:
identity and identity 10.111/j.1083-
• Youth and 6101.2006.00020x
• Analyze and
synthesize how active agriculture: the
occupation of Feldman, R.
citizenship relates to
“last resort?” (2008)
Page 15 of 27
(Understanding the Self)

 the concept of the Understanding
self. d. THE • Class discussion (Online): Psychology. 8th ed. Week 8
SPIRITUAL listing of beliefs in spirits McGraw Hill.
SEL: The and the supernatural Module 34:
practice of prevalent in the area understanding
The Digital Self religion: belief in • Module: Who is the Human Sexual
• Cite specific instances supernatural Filipino? What makes a Response. 369-375;
of technology use being and power Filipino? Module 35:
• Explain the • The concept of • A Game: You know you’re Diversity of Sexual
importance of “Dungan” – Filipino if/when . . . behavior. 379-385;
technology in their spirit or soul (Inspired by the book of the Module 36: Sexual
lives and how it • Rituals and same title) Difficulties. 389-
impacts the self ceremonies 391
• Explain the role of o The
government, school function of Fisher, H. (2004).
and church in the rituals Why We Love:
prevention of identity o Rituals The Nature and
theft, false and Chemistry of
information and fake ceremonies Romantic Love.
news. o Religio Chapter 3:
• Compare real identity n, magic Chemistry of Love.
versus online identity and 51-76; Chapter 4:
witchcraft Web of Love: Lust,
• Finding and Love and
creating Attachment. 77-98
meaning
o Three Jaime A.
ways ManaloIV et. Al.
discovering Youth and
meaning in agriculture: The
life Infomediary
Campaign in the
Philippines (39-52) Week 9

Page 16 of 27
(Understanding the Self)

 e. THE • Group discussion/sharing:
POLITICAL My fb experiences Frankl, V. (1959)
SELF • Quickie Survey: Who goes Man’s Search for
• Developing a online and why? Meaning: An
Filipino Introduction to
Identity: Logotherapy.
Values, Traits, Especially Part 2:
Community Basic Concepts of
and Logotherapy. 149-
Institutional 210.
factors
• Establishing a Gibbs et. Al.
democratic (2006). Self-
culture Presentation in Week
f.THE DIGITAL • Online Quiz online personals: 10
SELF: Self and The role of
other in cyberspace anticipated future
• I, me, myself and interactions, self-
my user ID disclosures and
online identity perceived success
• Selective self- in internet dating.
presentation and Communications
impression Research. 33.2.
management 152-172
• Impact of online
interaction on the Gonzales &
self Hancock (2010).
• Boundaries of the Mirror, Mirror on
self-online: my FB Wall:
private vs public; Effects of Exposure
personal/individu to FB on self-
al vs social esteem. Cyber
identity online; psychology,
Page 17 of 27
(Understanding the Self)

 gender and Behavior and
sexuality online Social
Networking. Doi:
10.1089/cyber.200
9.0411

Haviland, et. Al.

(2007) Spiritually,
Religion and the
Supernatural. In the
Essence of
Anthropology.
Thomson
Wadsworth. 289-
306

Kawadan, M.
(1996). Bayad sa
dili naton kaipon:
A Visaya Ritual of
Offering to the
spirits. In Ushijima
& Zayas (eds).
Binisaya nga
Kinabuhi (Visaya
Life). Visayas
Maritime
Anthropological
Strudies. CSSP
Publications. 213-
240

Page 18 of 27
(Understanding the Self)

 Lugue & De Leon
(2001). Textbook
on Family
Planning. Rex
Printing

Magos, A. The
Ideological Context
of Ma-aram
Tradiation: An
ethnography of
Kinaray-a Village
in Antique. New
Day Publishers. 46-
62

Sosis, R. (2010).
The Adaptive
Value of Religious
Ritual. In Angeloni
(ed). Annual
Editions:
Anthropology
10/11. 33rd ed.
Mcgraw Hill 133-
137

Stein & Stein

(2011). Ritual. In
the Anthropology
of Religion, Magic
and Witchcraft.

Page 19 of 27
(Understanding the Self)

 Prentice Hall. 77-
102

Walther (2007).
Selective self-
presentation in
computer mediated
communication:
Hyper personal
dimensions of
Technolog,
language and
cognition.
Computers in
Human Behavior.
23. 2538-2557

Wolfson (2010).
The Chemistry and
Chimera of Desire.
http://www.heathli
ne.com/healthy/wh
at-is-desire

Zialcita, F. (1997).
Barriers and
Bridges to a
Democratic
Culture. In
Perspectives on
Citizenship and
Democracy. UP
TWSC. 39 – 68

Page 20 of 27
(Understanding the Self)

 Managing and
Caring for the Self

11 Learning to be a better a. Learning to be a • Lecture (Every First • Feedback report on J. Dunlosky, K.A Week
students better students Meeting Schedule of the initial Rawson, E.J. 11
12 • Explain the • What happens Week) and Distribution of implementation: Marsh, M.J.
adolescent brain and during Module for the next what happened, Bathan, & D.T.
13 learning? topics. problems Willingham.
corresponding
behavior changes. Brain and • Examination of own study encountered, etc. (2013). Improving
• Identify the parts of Behavior strategies and • Working of my Bad students learning
the brain involved in changes development of more Habits (paper) with effective
learning. • Metacognition effective study plans and • Feedback report on learning
• Recognize how self- and study strategies (self-regulated initial techniques:
regulated learning strategies learning program) implementation of Promising
works and identity • Managing your • Answering the goals. directions from
techniques suitable to own learning: Metacognition Awareness Cognitive and
one’s own learning. Self-regulated Inventory Educational
learning • The power of Habit at Psychology.
• Explain learning and
htttp://www.youtube.com/ Psychological
how it works in
watch?v=4HofTwtPLfo. Science in the
humans.
Public Interest,
• Identify the
14(1), 4-58. Doi:
techniques that they
10.117/152910061
find most appropriate
2453266
for themselves.
• Discuss the influence b. Setting goals for • Guided lecture and how-to
success demonstration: Locke,E. (2002). Week
of metacognition and
• The Examination of goals Setting Goals for 12
self-regulation in
importance of (short and long term) as Life and
learning.
goals well as plans for Happiness. In
• Bandura’s Self accomplishing these Synder & Lopez
Setting goals for
efficacy, (eds.) Handbook of
success
Page 21 of 27
(Understanding the Self)

 • Identify the types of Dweck’s • Clarifying goals and Positive
motivation. Mindset setting up a plan for the Psychology.
• Determine your short- (growth vs short term (for the Oxford University
term and long-term fixed) semester) Press 299-312
goals. • Locke’s goal • Answering the Test your
• Recognize the setting theory mindset instrument at Neff, K. (2012).
importance of goal http://mindsetonline.com/t The Science of Self
setting. estyourmindset/step1.php Compassion. In
• Apply the ways on • Answering the Germer & Siegel
how to achieve your internal/external (eds). Compassion
goals. motivation scale and the and Wellness in
• Develop a techniques locus of control scale at Psychotherapy.
to successful goal http://www.psych.uncc.ed N.Y. Guilford
setting. u/pagoolka/LocusofContr Press. 79-92. Or
• Illustrate how goals ol-intro.ht http://self-
are related to needs compassion.org/the
and values. research
c. Taking charge of • Guided lecture and how-to
Taking charge of one’s one’s health demonstration: Identifying Article of Michael Week
health • Stressors and personal stressors ands Tan at 13
• Identify the different responses usual coping http://pcij.org/stori
kinds of stressors and • Sources of • Identifying effective and es/stress-and-the-
the individual’s coping and ineffective coping filipino
responses to stress. strength responses
• Discuss the dimension • Stress and • Developing a self-care Urdan (1991)
of stress Filipinos: plan Achievement Goal
• The social and Theory: Past
• Recognize how
cultural Results, Future
stressors affect the
dimensions of Direction.
individual’s physical
stress Advances in
and mental health.
Motivation and
• Identify strategies to • Taking care of
Achievement. Vol.
control stress. the self: The
10. 99-141 (2002).
Page 22 of 27
(Understanding the Self)

 • Develop and apply need for self- Becoming Learner:
your own self-care care and Self-Regulated
plan. Overview. Theory
• Acknowledge the into Practice, 41(2),
importance of taking 64-70. Doi:
charge of one’s 10.1207/s15430421
physical and mental tip4102_2
health and how can
these be useful in
maintaining the
psychosocial
wellbeing and quality
of life of the
individual.

UNDERSTANDING THE SELF Required Readings and Other Materials

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
Belk (2013). Extended Self in a Digital World. Journal of Consumer Research. 40.3 477-500
Chafee, J. (2013) Who are you? Consciousness, Identity and the Self. In the Philosopher’s Way: Thinking Critically About Profound Ideas, Pearson.
106 – 169.
Csordas, T. (1999). Self and Person. In bode (ed). Psychological Anthropology. Praeger. 331 – 350
Demello, M. (2014). Beautiful Bodies. Pp 172-188. And Fat and Thin Bodies. 189-205. In Body Studies: An Introduction Routledge
Demetrio, Fernando & Zialcita (1991). The soul, 95-97. One is not Enough. 99-101. The Soul Book. GCF Books.
Diokno, MS (1997). Becoming a Filipino Citizen. In Perspective on Citizenship and Democracy. UP Third World Studies Center. 17-38
Page 23 of 27
(Understanding the Self)

 Dittmer, H (1992). 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.
Doronilla, ML (1997). An Overview of Filipino Perspectives on Democracy and Citizenship. In Perspectives on Citizenship and Democracy. UP
TWSC. 69-112
J. Dunlosky, K.A Rawson, E.J. Marsh, M.J. Bathan, & D.T. 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:
10.117/1529100612453266
Ellison et. Al. (2006). Managing Impressions online: Self-presentation processes in the online dating environment Journal of Computer Mediated
Communication. 11. 415 – 441. Doi: 10.111/j.1083-6101.2006.00020x
Feldman, R. (2008) Understanding Psychology. 8th ed. McGraw Hill. Module 34: understanding Human Sexual Response. 369-375; Module 35:
Diversity of Sexual behavior. 379-385; Module 36: Sexual Difficulties. 389-391
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
Frankl, V. (1959) Man’s Search for Meaning: An Introduction to Logotherapy. Especially Part 2: Basic Concepts of Logotherapy. 149-210.
Geert, T. (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.
Gibbs et. 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
Gonzales & Hancock (2010). Mirror, Mirror on my FB Wall: Effects of Exposure to FB on self-esteem. Cyber psychology, Behavior and Social
Networking. Doi: 10.1089/cyber.2009.0411
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.
Haviland, et. Al. (2007) Spiritually, Religion and the Supernatural. In the Essence of Anthropology. Thomson Wadsworth. 289-306
Johnson, T. (1985) The western Concept of Self. In Marsella (ed) Culture and Self: Asian and Western Perspectives. Tavistock Publication. 91-138.
Kawadan, M. (1996). Bayad sa dili naton kaipon: A Visaya Ritual of Offering to the spirits. In Ushijima & Zayas (eds). Binisaya nga Kinabuhi (Visaya
Life). Visayas Maritime Anthropological Strudies. CSSP Publications. 213-240
Lanuza, G. (2004). The Constitution of the Self. In David, R (ed) Nation, Self and Citizenship; An invitation to Philippines Sociology. Anvil
Publishing.
Locke,E. (2002). Setting Goals for Life and Happiness. In Synder & Lopez (eds.) Handbook of Positive Psychology. Oxford University Press 299-312
Lugue & De Leon (2001). Textbook on Family Planning. Rex Printing
Magos, A. The Ideological Context of Ma-aram Tradiation: An ethnography of Kinaray-a Village in Antique. New Day Publishers. 46-62
Mead, GH (1972) Mind, Self and Society from the Standpoint of a Social Behaviorist. The university of Chicago Press
Neff, K. (2012). The Science of Self Compassion. In Germer & Siegel (eds). Compassion and Wellness in Psychotherapy. N.Y. Guilford Press. 79-92.
Or http://self-compassion.org/theresearch
Page 24 of 27
(Understanding the Self)

 Sosis, R. (2010). The Adaptive Value of Religious Ritual. In Angeloni (ed). Annual Editions: Anthropology 10/11. 33rd ed. Mcgraw Hill 133-137
Stein & Stein (2011). Ritual. In the Anthropology of Religion, Magic and Witchcraft. Prentice Hall. 77-102
Michael Tan at http://pcij.org/stories/stress-and-the-filipino
Triandis (1989). The Self and Social behavior in differing cultural contexts. Psychol. Rev. 96.3.506-520
Urdan (1991) Achievement Goal Theory: Past Results, Future Direction. Advances in Motivation and Achievement. Vol. 10. 99-141 (2002). Becoming
Learner: Self-Regulated Overview. Theory into Practice, 41(2), 64-70. Doi: 10.1207/s15430421tip4102_2
Walther (2007). Selective self-presentation in computer mediated communication: Hyper personal dimensions of Technolog, language and cognition.
Computers in Human Behavior. 23. 2538-2557
Wei-Ming, T. (1985). Selfhood and otherness in Confucian Thought. In Marsella (ed). Culture and Self: Asian and Western Perspectives. Tavistock
Publications. 231-251
Wolfson (2010). The Chemistry and Chimera of Desire. http://www.heathline.com/healthy/what-is-desire
Zialcita, F. (1997). Barriers and Bridges to a Democratic Culture. In Perspectives on Citizenship and Democracy. UP TWSC. 39 – 68

UNDERSTANDING THE SELF Notes to the Teacher

1. The activities such as the class/group discussion may be done prior to the lecture as a means of eliciting the personal experiences of the students
which can then be used to begin as well as to enrich and contextualize the subsequent lecture/discussion. The discussion may be done in the
middle of the lecture as a means of illustrating a theory or concept or even at the end to wrap the topic and provide a good way of tying theory
and experiences together.

2. The quickie survey mentioned in the “Activities” section is a means by which the students actively participate in gathering data and in pooling
together this data to understand the “pulse of the public” regarding a topic or issue. The teacher may pose the pertinent research question in the
meeting before so the results can be discussed during the class meeting or it can be assigned at the end of the topic and the results discussed at
the next meeting.

3. The recommended assessment sources are the following:

• Two (2) long examinations
• Class attendance and participation in class activities. The latter will include not only recitations but engagement in activities such as the
quickie surveys and group discussion. This last may be evaluated by the teacher (eyeball), by the student him/herself and or/ by the
group.

Page 25 of 27
(Understanding the Self)

 • Class demeanor may be a subcategory of the above. This will include attentiveness and responsiveness during the lectures and activities,
evidence of having come prepared for the class by doing the assignment/exercises and reading the reference/s beforehand, readiness to
volunteer for activities, etc.
• Submitted assignments, reaction/feedback papers, group work reports, etc.
• Final integrative paper (which is discuss on the first day)
• The activity of 3 Things I learned about myself which is part of assessment activities of each topic is intended to help the students
critically reflect on and internalize the learnings from the reading/s, and more importantly, from the discussion and sharing in class and
see how this may be appropriate to or relevant to their lives. At the end of the semester, the students may use this list to help them
construct the final integrative paper.

4. There are various short psychology tests suggested as class activities. These tests can easily be downloaded from the identified sites by the
students themselves or copies may be provided beforehand and answered in class. The scoring key as well as short interpretations will also be
provided.

However, these tests (whether the items or the scores) are intended to serve as jump-off points for discussion and/or reflection by the students
and should thus be treated as much.

5. As a bonus activity, students may be encouraged to keep a journal or to do journaling. This need not be an assigned assessment activity nor will
it necessarily be graded. However, students should be encouraged to do so as journaling has been found to help develop self-reflection and
insight and may be regarded as a self-assessment tool. (For students who already keep diaries or blogs, this should be familiar activity.)

The teacher provides prompts for the entry, taking off from the topic for the day: ex. “The biggest influences on my life have been . . .”
Students may or may not submit the journal at the end of the semester for evaluation or simply for comments by the teacher.
Aside from helping develop critical thinking (reacting the theories, concepts discussed), self-reflection and insight, enabling the reduction of
stress, and helping clarify thoughts and feelings, research studies have found that regular journaling promotes both physical and emotional
health.

6. Should there not be enough time to cover all the topics in the module, the teacher has the option to select only one or two of the topics in
Managing and Caring for the self. Which topics to take (Study habits, Goals or Stress Management) may be determined by the perceived needs
of or by the articulated choice of the students themselves

Page 26 of 27
(Understanding the Self)

 Prepared by: Noted by:

JOHN NERLO M. DEQUIÑA HYRA DAVE P. GEMPESO

Instructor GEC Coordinator

Approved by:

THEA GINN V. CARWANA

Vice President for Academic Affairs

Page 27 of 27
(Understanding the Self)