COLEGIO DE LA PURISIMA CONCEPCION

The School of the Archdiocese of Capiz

Roxas City

COLLEGE OF ARTS, SCIENCES AND EDUCATION

COURSE SYLLABUS

COURSE CODE: THEO 101

COURSE TITLE: FAITH AND PRAYERS
CREDITS: 3 units
ST
1 Semester 2023-2024
CPC VMGO COLLEGE VMGO
COLLEGE OF ARTS & SCIENCES
CPC Vision: VISION
A center of excellence for Catholic Education. An excellent provider of Catholic Liberal Arts education

CPC Mission:
Produce globally competitive professionals through quality Catholic instruction,
research, community services, and sustainable development for Love of God
and country under the patronage of the Blessed Virgin Mary.
. b. Develop the students’ critical thinking, effective communication and sound
Goals:
1. Promote quality catholic instruction, cultural heritage, research and community
service for love of God, Mary and Country.
2. Sustain an effective and quality management system to promote globally
competitive development.
Objectives:
1. Offer programs in basic education, arts and sciences, education, business and
marine education, engineering and technology, criminal justice, post-graduate
studies and other relevant programs.
2. Preserve, enrich and promote Capiz culture and the Philippines.
3. Strengthen research engagement and social responsibility among stakeholders
MISSION
The College of Arts and Sciences commits itself to:
a. Provide quality, excellent, and globally competitive programs in the fields of
Natural Sciences, Mathematics, Arts, Humanities and the Social Sciences;
judgment skills;
c. Collaborate with the different departments and disciplines in the College;
d. Inculcate the CPC core values “Pro Deo et Patria”.
GOALS AND OBJECTIVES
1. Strong CPC Christian and value formation in the CAS Department
Objective: To intensify the faith through instruction, religious practices, and activities
2. Empowered governance
Objectives: To involve stakeholders in the review of purposes and objectives
To enhance management capabilities of CAS administrators
3. Committed and competent faculty
Objectives: To strengthen faculty competence and commitment to quality education
To develop harmonious working relationship among faculty
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 of the college. 4. Relevant and quality instruction
4. Deepen Christian values among stakeholders of the college. Objectives: To intensify varied teaching strategies and methods
5. Adopt a quality management system that addresses emerging needs of a fast- To impose standardized grading system
changing global community. To provide activities that maximizes the use of library resources
5. Relevant and quality instruction
Objectives: To intensify varied teaching strategies and methods
Core Values: To impose standardized grading system
Pro Deo et Patria (Love of God and Country) To provide activities that maximizes the use of library resources
6. Quality student support services
Faith Hope Charity Excellence Objectives: To provide students with the necessary academic and non-academic support
service
7. Strong research culture
Objective: To enable faculty and students to engage in research.
8. Responsive community outreach services
Objective: To intensify the community program and partnership with partner barangay.

Course Code: THEO 101 Descriptive Title: FAITH AND PRAYERS

Course Credit(s): 3 units Lecture Hours/Week: 3 hours Laboratory Hours/Week: None

Pre-Requisite: None

Course Description

This course deals with the essential doctrines of the Catholic Church contained in the Apostles Creed (12 Articles of Faith). It also includes the importance of studying and
understanding the basic prayers.

Course Outcomes
At the end of the course, the pre-service teachers should be able to:
1. Appreciated the Bible as the basic source of Christian faith and recognize its importance in one’s daily life.
2. Deepen their knowledge of the Catholic Faith and its sources.
3. Express with conviction who God is revealed by Jesus Christ in the Bible.
4. Perform/participate in Christ’s missionary mandate.
5. Receive the sacraments with proper disposition and devotion especially the Eucharist, pray fervently and unceasingly, and perform good works as means toward
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 salvation.

PROGRAM OUTCOMES (each Major/Programs has its own program outcomes)

1. Articulate and discuss the latest development in the specific field of practice.
2. Act in recognition of professional, social and ethical responsibility.
3. Preserve and promote “Filipino historical and cultural heritage”.

COURSE PROGRAM OUTCOMES MAP

Course Outcomes Program Outcomes of GEC 1
(Base on CMO No.75,s.2017)
PO1 PO2 PO3 PO4 PO PO6 PO7 PO PO9 PO10 PO11 PO12 PO13 PO14
5 8

CO1 Discuss the different representations and conceptualizations of the

self from various disciplinal perspectives
CO2 Compare and contrast how the self has been represented across
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different disciplines and perspectives
CO3 4. Examine the different influences, factors, and forces that shape
the self
CO4 Demonstrate critical and reflective thought in analyzing the
development of one's self and identity by developing a theory of the
self
CO5 Explore the different aspects of self and identity
CO6 Demonstrate critical, reflective thought in integrating the various
aspects of self and identity
CO7. Identify the different forces and institutions that impact the
development of various aspects of self and identity
CO8 Examine one's self against the different aspects of self-discussed in
class
CO9 Understand the theoretical underpinnings for how to manage and
care for different aspects of the self
CO10 Acquire and hone new skills and learnings for better managing of
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one's self and behaviors
CO11 Apply these new skills to one's self and functioning for a better
quality of life

I- Introduced Concepts and Principles P- Practiced with Supervision D- Demonstrated Across different clinical setting with minimal supervision

Competency Topics Intended Learning CO Teaching Learning Activities Assessment Equipment Textbook/ Time Allotment
Outcomes(ILOs) Task Tool References Lecture Demo

PRELIM
Introduction of Schools Memorize, explain, and CO1  Introduction Oral Recitation Rubric Projector CPC 1 hr
Memorize and VMGO internalize the VMGO  Class sharing of Laptop Student
internalize the
expectations Manual
VMGO of CPC
 Small group
and the discussion on the
departments, Purisimian Identity
class policies,
and grading
system.

Discuss the The Self from Various a. explain the CO1 Lecture and Class Discussion Quiz Questionnaire Projector R-1
different Perspectives importance of knowing CO2 Laptop R-2 5 hrs
representations one’s self CO3
and A. Philosophical
b. describe and discuss Group discussion centering Graded Activity and
conceptualizatio Perspective
the different notions of on similarities/differences Recitation
ns of the self  Socrates, the self from the points of self-representations and
from various Plato, of view of the various conceptualizations and the
disciplinal Aristotle, philosophers across various identified influences
perspectives Agustine, time and place
Descartes,
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 Locke, Hume, c. compare and Individual Reflection: Individual submission of Rubric
Kant, Freud, contrast how the self Identify 5 key events of worksheet. The question
Ryle, has been represented their life that greatly shaped provided by the teacher
Churchland, in different who they are through
philosophical schools making a timeline
Marleau-
Ponty all try d. examine one’s self Philosophical Journal: Self- Individual scrapbook Rubric
to answer the against the different reflection Project making
question who views of self that were (scrapbook)
are you? discussed in class.
B. Sociological a. Assess the Lecture and Class Discussion Projector R3 2 hrs
Perspective philosophical Laptop
 The Self as a perspective of the self Group Discussion
product of by critiquing the
argument given Think Pair Share
modern
society among
b. Develop their own
other answer to the question
construction who am I?
 Mead and the
Social Self

C. Anthropological a. explain the Film Showing: Ded Na Si Video Analysis Rubric Projector R3 2 hrs
Perspective relationship between Lolo (traditions and beliefs Laptop
 The Self and and among the self, which influenced the Textbook
society, and culture behavior and decisions of
person in
the characters in the story)
contemporary
b. describe and discuss
anthropology the different ways by Explain how the social Worksheet/Essay
 The Self which society and institutions (Family, School,
embedded in culture shape the self Church, and Peer Group)
culture influenced view of the self
c. compare and
contrast how the self Lecture and Class Discussion Quiz
can be influenced by
the different
institutions in the
society and

d. examine one’s self Cultural Self Reflection Reflection Journal Rubric

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 against the different
views of self that were
discussed in the class.
Projector R4 2 hrs
a. identify the different Advance reading/ Laptop
D. Psychological
ideas in psychology assignment for class Textbook
Perspective of the about the self discussion:Read about Self-
Self Actualizationby Carl
 The Self as b. create your own Rogersand Sigmund Freud’s
Cognitive definition of the self Id, Ego,and Supereg
Construction: based on the
William James definitions from
and the Me psychology in the
Self and I Self formation of the self
 Global vs
Differentiated
models
 Real and Ideal
self-concept
 Multiple vs
Unified self
 True vs False
Self
 The self as
proactive and
agentic

E. The Self in Eastern CO4 Advance reading/ Individual Assignment:

and Western a. differentiate the CO5 assignment for class Create a representation, Projector R5 3 hrs
Perspective concept of self discussion:Read about diagram, or concept map of Laptop
 Individualistic according to Western Confucianismusing this the SELF according to Textbook
vs Collective thought against link:https://www.britannica Filipino culture. Provide a
self Eastern/Oriental .com/topic/Confucianism brief explanation of your
 The social perspectives output. You can also cite
Questions for books and researches
construction
b. explain the concept discussions:What are the about Filipino culture, self,
of the self in of self as found in Asian factors that make the and identity to further
Western thoughts and Philippines similar or elaborate on the topic.
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 thought different from its Asian
 The self as c. create representation neighbors?
embedded in of the Filipino self.
relationships Is there also a difference
between regions or
and through
ethnolinguisticgroups in the
spiritual Phillipines?
development
in Confucian
PRELIMINARY EXAMINATION
thought
Midterms Projector R6 4 hrs
Laptop
CO6 Textbook
Explore the Unpacking the Self a. understand the
biological concept of CO7
different A. The Physical Self CO8 Lecture and Class Discussion Worksheet
our physical selves
aspects of  The Impact of
self and culture on
body image b. Analyze the impact
identity and self- of culture on body
esteem: The image and self-esteem
importance of
beauty
c. Celebrate beauty in
diversity

B. Sexual Self a. Demonstrate critical R7 4 hrs

Propose a metaphor to Reflection: Pop-Up
 Development analytical andcreative Rubric Projector
represent the things or
of Secondary thinking. concepts, you identify with the
Questions Laptop
sex word/topic: Sex Textbook
characteristics
and human b. Appreciate the
reproductive complexity of human What do men and women find
system condition attractive: A class discussion
 Discuss the
Erogenous c. Examine the UsapTayo: A discussion on
Zones contemporaryworld Love, Sex, Relationships, and
 Understandin Family.
from both Philippines
g the Human
sexual and global
response perspectives

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  The basic
biology of d. Take responsibility
sexual for knowing and being
behavior
Filipino.
 Understandin
g the
chemistry of e. Reflect critically on
lust, love and shared concerns
attachment
 The
psychological
aspect what
turns people
on the phases
of sexual
response
 The diversity
of sexual
behavior
solitary,
heterosexual,
homosexual
and bisexual,
transsexual
 Sexually
transmitted
diseases
 Methods of
contracepcion
(natural and
artificial)
a. Explore the different Worksheet R7
C. Material Self Lecture/Interactive Discussion 4 hrs
aspects of self and Projector
 I shop
therefore I am; identity. Individual Reflection: Look for at Laptop
least five things in your room Textbook
I have
that you think ideally capture
therefore I am b. Demonstrate critical who you are. List them down on
 Shaping the reflective thought in the activity and state the reason
way we see integrating the various for choosing each Alienation
ourselves the aspects of self and Using at least 5 images (Cut
role of from newspapers or magazines)
consumer
identity. create a mood board and label it
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 culture on our “My Material Self”. Include a
sense of self c. Identify the different brief explanation.
and identity
forces and institutions Group DiscussionShare at least
that impact the five things you consider or take
development of into account first before buying
various aspects of self
and identity
D. Spiritual Self a. Understand the CO6 Lecture/Interactive discussion Quiz Projector R8 4 hrs
 Belief and distinction between the CO7 Laptop
Practices in belief in supernatural CO8 Group presentation: Human Reflection: Pop-up questions Rubric Textbook
Supernatural beings and practice of Tableau (each group must
Being and religion. create a human tableau of a Enrichment Activity: How
Power
scene involving supernatural does your membership in
 The Practice of
b. Distinguish the powers: the religion shape you?
Religion
 The Concept of different ways by which a. A group of nocturnal
Dungan-Spirit culture and people creatures scaring peopleb. Worksheet
or Soul understand Dungan, b. Several supernatural spirits
 Rituals and spirit, or soul. at Warc. Class Participation
Ceremonies: c. Wedding of spirits
Why do we do c. Appreciate the
them?
function of rituals and Think-Pair-Share: Compare and
 Religion, magic,
and Witchcraft ceremonies. contrast two different religions
 Finding and
creating d. Differentiate religion,
Meaning magic, and witchcrafte.
Search and speculate on
the meaning of life and
what makes them unique
for an individual.

E. Political Self
a. Appreciate the Projector
Lecture/Interactive discussion Worksheet R9 4 hrs
 Seeking the Laptop
complexity of the
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 identity human condition Individual Simulation: I am a Reflection: Pop-Up Textbook
 Historical Filipino Questions (1-5)
background b.Interpret the human
Indio to experience from the Draw a caricature of a typical OBE Project: Deconstructing Rubric
Filipino political perspective Filipino male and female. the Philippine National
 Democracy Divide the body in vertical line. Anthem “Lupang Hinirang”
From Theirs c.Develop a On the left side of the body, (to make people feel and
to Ours consciousness for the identify the negative qualities have a deeper
 Perception of Filipino Identity, of a Filipino. Include also a understanding of the
a Filipino’s characteristic that will show Philippine National Anthem
values, traits,
Rolein badcitizen. On the right, through your posts)Rubrics:
Democratic community and identify the positive qualities
Setting institutional factors
and add characteristics that will Visual Clarity = 30
 Filipino show a good citizen. Content = 40
Citizenship vs. d.Establish a Creativity = 30
Me, Family, democratic culture
Group Discussion: How can I be
Institution,
e. Take responsibility for a Good Citizen?
Cultural
knowing and being a
CitizenshipP
hilippine Filipino.
Political
f.Examine from
Culture –A
contemporary world
problem of
from both Philippine and
variation
global perspective.
 Movement
Towards the
Common
Good
 Developing a
Democratic
Culture

F. Digital Self
a. Explore the different
 The Other I: Lecture/Interactive discussion Quiz Projector R10 4 hrs
aspects of self and
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 Love in the identity Laptop
Time of Individual sharing: Share a Grade Activity and recitation Textbook
SocialMedia b.Demonstrate critical, memorable communication
 Reality as reflective thought encounter for each social Reflection: Pop-Up
Abstraction integrating the various networking site that has Questions (1-7)
 Real-Life aspects of self and impacted yourself positively or
Reality identity negatively Reaction Paper: Video Rubric
 Simulation Analysis
c.Identify the different
 Augmented Group Discussion Advantages
forces and institutions
Reality and disadvantages of engaging Enrichment Activity:
 Virtual Reality that impact the in a virtual romantic Creating an Ask. fm account
 Hyperreality development of various relationship and try to answer questions
 The Cyberself aspects of self and within the span of the day
 The identity
Think-Pair-Share:Types of and write reflection paper
Dramaturgy Abstraction (excluding Real-Life about the experience in
d.Examine one’s self
of the Self Reality) relation to the concept of
against the different
 The Elements anonymity
aspects of self-discussed
of the CausesThink of at least 2 online
in class.
Dramaturgical
behaviors that will fall under
Self
each of the six factors that
 Identity Crisis:
cause online disinhibition
Anonymity
and
Film Showing: Watch the “Black
Pseudonymity
Mirror” episode entitled
in the
Cyberspace “Nosedive” 9Season 03,
 The Episode 01) and write a
Disinhibited reaction paper onhow it has
Self explored the issue of self-
representation in the
cyberspace

MIDTERM EXAMINATION

Finals Managing and Caring a. Identify and absorb CO9 Lecture/Interactive Discussion Quiz Projector R11 4 hrs
CO10 Laptop
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 for the Self by Setting the importance of CO11 Puzzle Solving (Group Activity): Graded Activity and Textbook
Solve Goals for Success goals Not knowing one’s goal will recitation
environmental make it difficult, if not,
problems/issues  Why must we b. Understand and impossible to succeed. Video Analysis (Growth Rubric
set goals? apply the concept of Mindset Theory)
that will lead to
 The Bandura’s self-efficacy Short Film Showing: Summary
ecological
importance of Dweck’s Mindset of Growth Mindset Theory Reflection: Pop-up questions Rubric
balance in https://youtube.be/ (Setting Goal for Success)
goals (growth vs fixed)
nature.  Bandura's KUWn_TJTrnU?
Locke’s Goal setting
Self-efficacy list=FL2WDjJqAkhw30uAICHtLw Project: OBE Roadmap of Rubric
Theory Theory your Life. Make a map
 Dweck's showing who you are
c. Determine which of
Mindset supposed to be. Identify at
(growth vs these three would be
least 10 major values that
fixed) most applicable you have (it can be more).
 Locke's On the top of the map,
Goalsetting d. Have a clear indicate the ultimate
Theory definition of success
goal/value and the definition
(Setting Goals of success at the bottom of
forLife and the map.
Happiness) Rubrics:
 Goals
Visual clarity = 30
 Goals Setting
Content = 40
Theory
Creativity = 30

a. Demonstrate Lecture/Interactive Discussion Quiz R12 4 hrs

Taking Charge of proficient and effective Projector
One's Health: I am in communication Individual Reflection: What Graded Activity and Laptop
Control (writing, speaking, and Stress you out? Recitation Textbook
use of new
 Stress technologies). Group Discussion: How to deal
 Stressors and with stress?
responses b. Demonstrate Release the Stress –Create a Reflection: Pop-up Questions
 Sources of critical, analytical, and comic strip of you defeating (1-5)
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 Coping and creative thinking one or most of your stresses
Strength away. Enrichment Activity: Comic
 Stress and c. Appreciate the strip campaign
Filipinos: The complexity of human
social and condition. Things I have learned in this
cultural course human
dimensions of d. Apply different
stress analytical modes in
 Taking care of problem solving
the self: The
need for self-
care and
compassion

FINAL EXAMINATION

References
R-1. Arvidsson, A. (2014). Christianity and Consumer Culture. Religion and Marketing. 3, 1-11
R-2. Marx, K. (1964). Preface to the Contribution to the Critique of Political Economy in Karl Marx; Selected Writings in Sociology and Social Philosophy. New York, NY: McGraw-Hill.
R-3. Anthony, D. (2017). Religious Beliefs in the Philippines. Retrievedfrom:https://www.worldatlas.com/articles/religious-beliefs-in-thephilippines.html
R-4. Stein and Stein. (2011). Ritual inthe Anthropology of Religion, MagicaNd Witchcraft. Prentice Hall
R-5. 1987 Philippine Constitution
R-6. Diokno, MS (1997). Becoming aFilipino Citizen. In Perspective onCitizenship and Democracy. UPThird World Studies Center. 17-38
R-7. 38Cover, R. (2016). Digital Identities:Creating and Communicating theOnline Self. Massachusetts:Academic Press
R-8. Cormie, J. (2016). Your AmazingBrain. The Thinking Business.Rettrievedo April 11, 2018 fromhttps://www.thethinkingbusiness.com/your-amazing-brain
R-9. Malamed, C. (2016).Metacognitionand Learning: Strategies ForInstructional Design. Retrieved onApril 4, 2018 fromhttp://theelearningcoach.com/learning/metacognition-and-learning/
R-10. Bandura, A. (1977). Self-Efficacy:Toward a Unifying Theory ofBehavioral Change. PsychologicalReview (28) 2, 191-215Dweck, C. (2006). Mindset: The NewPsychology of Success.
BallantineBooks
R-11. Locke, Albert, 1968 article “Towarda Theory of Task Motivation andIncentives”. OrganizationalBehavior and Human Performance.Vol. 3, Issue 2, Pages 157-189

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 R-12. 2015 Stress in America. (2018).Stress Snapshot. AmericanPsychological association.Retrieved on March 21, 2018
fromhttp://www.apa.org/news/press/releases/stress/2015/snapshot.aspx

Course Requirements & Grading System

1. Quizzes
2. Written Term Exams
3. Collaborative output
4. Worksheets / Outputs

Prelim to Finals Equivalent Grade Indication

At the end of each term, the following grading system will be applied. 90-100 % 1.00
Excellent
Assignments, Papers, Projects 30 % 80-89 % 1.5
Quizzes 30 % 70-79 % 2.0
Very Good
Term Examinations 40 % 60-69 % 2.5
50-59% 3.0 Good

Prepared by: Consultation Schedule: Contact Number: 09610518642

Email: nardtheyaries@gmail.com
MENARD A. ANOCHE, LPT 3:00 – 4:30 PM – Every Monday
Instructor

BHEA LYN BURIO, LPT

Instructor

Checked by: Reviewed by: Approved by:

BRYAN DIETHER L. LUZA, MAT-SocScie IVY G. GORRICETA, PhD, ELNORA A. BARRIOS, PhD
Program Head Dean Director, Academic Affairs

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