Understanding The Self

Index No.
REF-OAP-INT-SSD
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
Ayala Blvd., Ermita, Manila, 1000, Philippines Issue No. 01
Tel No. +632-5301-3001 local 102 | Fax No. +632-521-4063 Revision No. 02
Email: vpaa@tup.edu.ph | Website: www.tup.edu.ph
Date 04282021
Page 1/9
VAA-OAP COURSE SYLLABUS
QAC No. CC-10222022
TUP MISSION
The Technological University of the Philippines shall provide higher and advanced vocational,
technical, industrial, technological, and professional education and training in industries and
technology and in practical arts leading to applied research, certificates, diplomas, and degrees. It
shall provide progressive leadership in developmental studies in technical, industrial, and
technological fields and production using indigenous materials, effect technology transfer in the
countryside; and assist in the development of small and medium scale industries in identified
growth-centers.
TUP VISION
The Technological University of the Philippines shall be a premier state university with recognized
excellence in engineering and technology education at par with the leading universities in the
ASEAN Region.
TUP CORE VALUES
T - transparency and participatory governance

U - unity and cooperation in the pursuit of tup mission, goals, and objectives
P - professionalism in the discharge
I - integrity and consistent commitment to maintain the good name of the University
A - accountability for individual and organizational quality performance
N - nationalism through tangible contribution to the rapid economic growth of the country
S - shared responsibility, hard work, and resourcefulness in compliance to the national mandates
COLLEGE GOALS
The College of Liberal Arts (CLA) shall provide quality general education and turn out highly
competent managers and entrepreneurs who will provide leadership and job opportunities in a
rapidly changing environment and ensure its continued relevance and responsiveness to the
challenges of globalization.
PROGRAM EDUCATIONAL OBJECTIVES
After 3-5 years of graduation, the graduates of the program are expected to:
1. Achieve a high level of technical expertise to succeed in their chosen profession;

2. Engage in lifelong learning activity such as progressive leadership in applied research,
development studies in technical, industrial, and engineering fields and production; and
3. Engage in professional services to effect technology transfer and assist in the development
of small and medium scale industries to contribute to national development.
CURRICULUM OVERVIEW: General Education Curriculum (GEC) is common to all undergraduate

students regardless of their major. It exposes them to various domains of knowledge
and ways of comprehending social and natural realities, developing in the process: 1)
intellectual competencies such as critical, analytical, and creative thinking, and multiple
Course Title Date of Effectivity Revision No/Date Prepared By: Reviewed by: Approved by:
Understanding First Semester, August 2022 Prof. NOEMIE DC Prof. RHODORA Prof. JUVY V.
the Self SY 2018-2019 BUNYE DC ENRIQUEZ DELMONTE
Faculty
SSD Head CLA OIC-Dean
Index No. REF-OAP-INT-SSD
Date 04282021
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QAC No. CC-10222022
forms of expression; and 2) civic capacities demanded of membership in the community,

country, and the world.
PROGRAM DESCRIPTION: [to be supplied depending on actual class]

COURSE TITLE/NAME: Understanding the Self
COURSE CODENUMBER: GEC1
PRE-REQUISITE: None
CO-REQUISITE: None
NUMBER UNITS: 3 units
CONTACT HOURS: 3 hours every week for 18 weeks or 54 hours in a semester
COURSE DESCRIPTION: The course deals with the nature of identity, as well as the factors and
forces that affect the development and maintenance of personal identity.
This course is intended to facilitate the exploration of the issues and
concerns regarding self and identity to arrive at a better understanding of one’s self. It
strives to meet this goal by stressing the integration of the personal with the academic—
contextualizing matters discussed in the classroom and in the everyday experiences of
students—making for better learning, generating a new appreciation for the learning
process, and developing a more critical and reflective attitude while enabling them to
manage and improve their selves to attain a better quality of life.
This course includes the mandatory topics of Family Planning and
Population Education. It also integrates Gender Studies into some of its topics.
PROGRAM OUTCOMES AND ITS RELATIONSHIP TO PROGRAM EDUCATIONAL

OBJECTIVES
Program Outcomes* Program Educational

Objectives
The graduates have the ability to: 1 2 3
articulate and discuss the latest development in the specific field of
(a)
practice;
effectively communicate orally and in writing using both English and
(b)
Filipino;
work effectively and independently in multi-disciplinary and multi-
(c)
cultural teams;
act in recognition of professional, social, and ethical responsibility;
(d)
and
(e) preserve and promote “Filipino historical and cultural heritage.”
*As a GE course, this set of outcomes includes only those common to all programs. List may be added with those specific to the actual class being handled.
COURSE OUTCOMES/LEARNING OUTCOMES IN RELATIONSHIP TO PROGRAM

OUTCOMES
Course Outcomes (CO) Program

Outcomes*
After completing the course, the student must be able to: a b c d e
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
Faculty
Date 04282021
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QAC No. CC-10222022
disciplines and perspectives

3. Examine the different influences, factors, and forces that shape the self
4. Demonstrate critical and reflective thought in analyzing the development of
one’s self and identity by developing a theory of the self
5. Explore the different aspects of self and identity
6. Demonstrate critical, reflective thought in integrating the various aspects of
self and identity
7. Identify the different forces and institutions that impact the development of
various aspects of self and identity
8. Examine one’s self against thew different aspects of self discussed in class
9. Understand the theoretical underpinnings for how to manage and care for
different aspects of the self
10. Acquire and hone new skills and learnings for better managing of one’s self
and behaviors
11. Apply these new skills to one’s self and functioning for a better quality of life
*I – Introduce; P - Practice Skills with Supervision; D - Demonstrate skill without supervision
COURSE LEARNING PLAN
Teaching Mode of Delivery

Course Learning Assessment (Synchronous,
Week Topics
Outcomes Activities Tasks/ Methods Asynchronous,
(TLA) Offline
Orientation:
Lecture- Learning Task:
VMGO of the Institution Discussion Synchronous
Course Overview Orientation Learner
1
Course Requirements Activities (e.g., Commitment
Policies, Rules and Etiquette Getting-to- Sheet
Class Expectations and Organization Know)
CO1 Lecture- Learning Task:

CO2 Discussion
CO3 The Self from Philosophical Perspective Who Am I: Hybrid
CO4  Socrates, Plato, Aristotle, Aquinas Video Character Map
2  Descartes, Locke, Hume, Kant, Freud, Presentation:
Nietszche, Ryle, Marx, Merleau-Ponty, “Who You Are: Reflection:
Alain de Boton A Message to Philosophical
All” Perspective of
the Self
3 The Self from Sociological and Anthropological Lecture-
Perspectives Discussion
 The Self as a product of modern society Learning Tasks: Hybrid
among other constructions: Student-led
o Self according to Mauss discussion on Discussion rubric
o George Mead’s Social Self various for the group
o Charles Horton Cooley’s sociological activity
Looking-glass Self perspectives
o Private Self, Public Self, and Johari’s Window
Collective Self
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QAC No. CC-10222022

Week Topics
(TLA) Offline
o Henry Tajfel’s Social Identity “I and Me Self”
Theory
o Self Evaluation Maintenance
Theory
 The Self and person in contemporary Video
anthropology: Presentation:
o The Global Interstate System “Life in the Critical Essay on
o The Self embedded in culture Philippines” Being a Filipino
o Cultural relativity in relation with
knowing oneself
Lecture-
Discussion
Hybrid
Post-Discussion
The Self in Psychological Perspective Student-led
Quiz
 William James’ Self Theory discussion on
various
 Carl Rogers’ Self Theory Discussion rubric
psychological
4  Self Concept for the group
perspectives
 Donald Winnicott’s’ True Self and False activity
Self Video
 Sigmund Freud’s Theory of Personality Presentation Do the Self-
Discovery!
for valuing:
“This is Me”
The Self in Western and Oriental/Eastern Learning Task:

Thought Lecture- Hybrid
Discussion
 Individualistic vs. Collective Self Short Essay on
 The Social Construction of the Self in manifestations of
5 Meditation
Western thought individualistic and
activity for
 The Self as embedded in relationships students collectivistic
and through spiritual development in culture among
Confucian thought Filipinos
PRELIMINARY EXAM
CO5 Learning Task:
CO6 The Physical Self Hybrid
Lecture-
CO7  The self as impacted by the body Self-Esteem
7 Discussion
CO8  The impact of culture on body image and Check Activity
self-esteem: the importance of body (Rosenberg self-
esteem scale)
8 The Sexual Self Lecture- Post-Discussion
 Development of secondary sex Discussion Quiz Hybrid
characteristics and the human
reproductive system Provision of Sexuality:
 Discussing the erogenous zones video Reflective
 Understanding the human sexual presentations Thinking
response and reading
 The basic biology of sexual behavior materials
 Understanding the chemistry of lust,
love, and attachment
 The Psychological aspect: what turns
people on – the phases of sexual
response
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QAC No. CC-10222022

Week Topics
(TLA) Offline
 The diversity of sexual behavior, solitary,
heterosexual, homosexual, bisexual, and
transsexual
 Sexually transmitted diseases, HIV/AIDS
 Methods of contraception (natural and
artificial
Learning Task:
Hybrid
Lecture-
The Material / Economic Self Personal Essay
Discussion
 I shop, therefore I Am: I have, therefore I
am? Active Learning:
9 Gamification:
 Shaping the way we see ourselves: The Changing the “I
“Guess the
role of consumer culture on our sense of Price” want” behaviors
self and identity Toward a
Sustainable
Lifestyle
Lecture-
The Spiritual Self Discussion
 The practice of religion: belief in Hybrid
supernatural being and power Learning Task:
Break-out
 Self in Christianity, Islam, Hinduism, sessions for
Personal Essay:
Buddhism, etc. group activity
10 Reflection in
 The concept of Dungan – spirit or soul
Frankl’s Way of
 Rituals and ceremonies Forum/
Discovering
 Finding and creating meaning Session on the
Meaning
o Three ways of discovering Testimonials
meaning in life of Faith
Lecture-
The Political Self Discussion Hybrid
Learning Task:
 Developing a Filipino Identity: Values,
Student-led
11 Traits, Community, and Institutional Brochure Making:
discussion on
factors Filipino Identity,
Philippine
 Establishing a democratic culture Values and Traits
political culture
The Digital Self Lecture- Learning Task:

 Self and other in cyberspace Discussion Hybrid
 I, me, myself and my user ID: Online Infographic
identity Oral Making: How to
 Selective self-presentation and presentations be a Responsible
12 impression management Netizen
 Impact of online interactions on the Self Video
 Boundaries of the self online: private vs. Presentation: Digital
public, personal/individual vs. social Jumanji Communication
identity online, gender and sexuality (2017) and Citizenship
online Participation
MIDTERM EXAM
14 CO9 Learning to be a Better Student Lecture- Learning Task:
CO10  What happens during learning?: Brain Discussion Hybrid
CO11 and behavior changes Goal Setting:
 Metacognition and study strategies Break-out A Poster
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QAC No. CC-10222022

Week Topics
(TLA) Offline
sessions for
 Managing your own learning: self-
group activity
regulated learning
Lecture-
Setting Goals for Success Discussion Presentation of Hybrid
 The importance of goals for success My Goals in Life
15  Bandura’s Self efficacy, Dweck’s Break-out
Mindset (growth vs. fixed) sessions for
 Locke’s goal setting theory group activity
Taking Charge of One’s Health Lecture- Leaning Task:

 Stressors and responses Discussion Hybrid
 Sources of coping and strength Self-Care
16  Stress and Filipinos: the social and Break-out Assessment and
cultural dimensions of stress session for Creating a
 Taking care of the self: the need for self- group activity Realistic Self-
care and compassion Care Plan
17 Culminating Activities / Completion of Submissions
FINAL EXAMINATION
COURSE REQUIREMENTS/GRADING SYSTEM
The following are the requirements for completion of this course.

Term Examinations
Learning Tasks
Class and Group Participation
GRADING SYSTEM
Grade Percentage Equivalent Descriptive Rating

1.00 99-100 Excellent
1.25 96-98 Very Superior
1.50 93-95 Superior
1.75 90-92 High Average
2.00 87-89 Average
2.25 84-86 Low Average
2.50 81-83 Satisfactory
2.75 78-80 Fair
3.00 75-77 Passed
5.00 74 and Below Failed
Drp Dropped
W* Withdrawn
Reference: TUP Student Handbook
LEARNING RESOURCES AND SUPPORT STRUCTURE
Suggested Textbooks:
Faculty
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QAC No. CC-10222022
Alata, Eden Joy, et.al. (2021). A Course Module for Understanding the Self. Revised Edition:
Quezon City: Rex Bookstore Inc.
Alata, Eden Joy P. et.al. (2008). Understanding the Self, First Edition. Quezon City: Rex Bookstore.
Brawner, Dalisay G. et.al. (2008). Understanding the Self. Quezon City: C&E Publishing Inc.
Go-Monilla, Ma. Joycelyn, et.al (2018). Understanding the Self. Quezon City: C&E Publishing, Inc.
Macayan, Jonathan V. et.al. (2008). Understanding the Self: Outcome-based Module. Quezon City:
C&E Publishing Inc.
Feist, Jest. et.al. (2010). Theories of Personality, Seventh Edition. McGraw Hill.
Palispis, Epitacio S. (2007). Introduction to Sociology and Anthropology, Revised Edition. Quezon
City: Rex Bookstore.
Tria, Geraldine E. et.al. (2016) Personality, 4th edition. Quezon City: Pantas Publishing & Printing
Inc.
Other References:
Bandura, A. (1999). Social Cognitive Theory of Personality. In Pervin and John (eds) Handbook of
Personality Theory and Research. 2 nd 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)
Demello, M. (2014). Beautiful Bodies. Pp 173 188. And Fat and Thin Bodies. 189 — 205. In Body
Studies: An Introduction. Routledge (For the topic, Unpacking the Self - The Physical Self)
Demetrio, Fernando & 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 Self The Political 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)
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)
Lugue & De Leon (2001). Textbook on Family Planning. Rex Printing. (For the topic, Unpacking the
Self The Sexual 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)
Tan, Michael article at http://pcii.orq/stories/stress-and-the-filipino/ (For the topic, Managing and
Caring for the Self
Teacher-made resources provided to students.
Links to Online Reading and Video Resources
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QAC No. CC-10222022
https://www.youtube.com/watch?v=aTAn-tk2pDA
https://www.theschooloflife.com/thebookoflife/know-yourself/
https://www.youtube.com/watch?v=WcN7C77UtqM
https://www.youtube.com/watch?v=28YUsa8AIcM
https://www.youtube.com/watch?v=ofcP8neGvAY
https://www.youtube.com/watch?v=Jx-1EthJeIg
https://www.youtube.com/watch?v=8QuAok_Xiyg
https://www.youtube.com/w atch?v=__LydKSvvBg
https://www.youtube.com/watch?v=Gfrrl8_U1Ac
https://www.youtube.com/watch?v=QxSO06klv8U
https://www.youtube.com/watch?v=A02Ucd6monY
https://www.youtube.com/watch?v=CjxugyZCfuw
https://courses.lumenlearning.com/boundless-psychology/chapter/psychodynamic-perspectives-on-
personality/
https://digitalcommons.kennesaw.edu/cgi/viewcontent.cgi?article=1003&context=ojur
https://www.youtube.com/watch?v=tUhGRh4vdb8
https://www.youtube.com/watch?v=gSZjKKuvHEQ
https://www.youtube.com/watch?v=oQ9VEi6RPX4
COURSE POLICIES/GUIDELINES
University Policy on 1. A student must attend classes regularly.

Attendance 2. Any student who, for unavoidable circumstances, absents himself
from class must submit an excuse letter duly signed by the parent or
guardian, as the case may be; and present the same to the instructor /
professor concerned.
3. When a student incurs absences equivalent to 20% of the total
number of hours required in a particular subject, s/he shall be dropped
from the subject; however, consideration may be given to a student by
allowing him to make up for his absences.
Academic Integrity Academic integrity is expected of all students. Faithful compliance

with exams and learning tasks abiding by the set standards is
required.
Scholastic dishonesty is regarded as a serious offense. This includes

but is not limited to cheating on a test, plagiarism, or collusion.
Any violation of academic policies may be taken as a ground for

dropping a student from the roll of the subject. Depending on the
severity, a violation may likewise be submitted for sanctions provided
for by the rules of the University.
Class Conduct and 1. Open communication within the class is important. Students are
Etiquette encouraged to make their legitimate concerns acknowledged by the
instructor / professor. All means of communication within the class
should be exhausted first before elevating matters to higher
authorities.
2. Respect is expected to be the default language in all forms of
communication.
Faculty
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QAC No. CC-10222022
3. Conversations, educational resource materials, and concerns shall

strictly be within the bound of the class.
Specific Class Rules [to be supplied by faculty-in-charge]
Faculty

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Index No.

TUP CORE VALUES

T - transparency and participatory governance

PROGRAM EDUCATIONAL OBJECTIVES

1. Achieve a high level of technical expertise to succeed in their chosen profession;

CURRICULUM OVERVIEW: General Education Curriculum (GEC) is common to all undergraduate

forms of expression; and 2) civic capacities demanded of membership in the community,

PROGRAM DESCRIPTION: [to be supplied depending on actual class]

PROGRAM OUTCOMES AND ITS RELATIONSHIP TO PROGRAM EDUCATIONAL

Program Outcomes* Program Educational

COURSE OUTCOMES/LEARNING OUTCOMES IN RELATIONSHIP TO PROGRAM

Course Outcomes (CO) Program

disciplines and perspectives

COURSE LEARNING PLAN

Teaching Mode of Delivery

CO1 Lecture- Learning Task:

Teaching Mode of Delivery

The Self in Western and Oriental/Eastern Learning Task:

Teaching Mode of Delivery

The Digital Self Lecture- Learning Task:

Teaching Mode of Delivery

Taking Charge of One’s Health Lecture- Leaning Task:

COURSE REQUIREMENTS/GRADING SYSTEM

The following are the requirements for completion of this course.

Grade Percentage Equivalent Descriptive Rating

LEARNING RESOURCES AND SUPPORT STRUCTURE

Links to Online Reading and Video Resources

University Policy on 1. A student must attend classes regularly.

Academic Integrity Academic integrity is expected of all students. Faithful compliance

Scholastic dishonesty is regarded as a serious offense. This includes

Any violation of academic policies may be taken as a ground for

3. Conversations, educational resource materials, and concerns shall

Specific Class Rules [to be supplied by faculty-in-charge]

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