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Understanding The Self Syllabus 2020-2021

Understanding the Self (Polytechnic University of the Philippines)

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Course Title : UNDERSTANDING THE SELF

Course Code : GEED 10023

Course Credit : 3 Units

Pre-Requisite :

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 goat 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.

Institutional Learning Programs Outcomes Course Outcomes

Outcomes
Creative and Critical a. Demonstrate theoretical knowledge in psychology; The Definition of the Self from Various
Thinking specifically, Perspectives
b. Demonstrate an understanding of theories, principles, 1. Discuss the different representations and
Effective Communication concepts, and skills in psychology, conceptualizations of the self from various
c. Develop and sustain arguments about established disciplinal perspectives
principles in psychology,
2. Compare and contrast how the self has been
d. Critically evaluate the established principles in
represented across different disciplines and
psychology,
perspectives
e. Comprehend and evaluate new information related to
psychology (e.g., theory, concepts, data) that may be 3. Examine the different influences, factors,

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presented in various forms and from various sources and forces that shape the self
f. Demonstrate knowledge of the methods of 4. Demonstrate critical and reflective thought
psychological inquiry; specifically, in analyzing the development of one's self and
g. Understand and explain the main methods of identity by developing a theory of the self
psychology,
Unpacking the Self
h. Critically evaluate the appropriateness of different
approaches to problem solving in the field, and 5. Explore the different aspects of self and
i. Apply this knowledge to make judgments and create identity
approaches to solving problems in an applied or an 6. Demonstrate critical, reflective thought in
employment context. integrating the various aspects of self and
identity
Strong Service j. Apply psychological theories and methods;
Orientation specifically, correctly apply the theories, principles, 7. Identify the different forces and institutions
concepts and skills in psychology in an employment that impact the development of various aspects
Passion to Life-Long context, of self and identity
Learning
k. Undertake research using the knowledge and skills in 8. Examine one's self against the different
Sense of Nationalism and psychology, and communicate the results of such aspects of self-discussed in class
Global Responsiveness research to both specialist and non-specialist
audiences. Managing and Caring for The Self
Community Engagement
l. Undertake further training for developing existing 9. Understand the theoretical underpinnings for
Adeptness in the skills and acquiring higher level competencies either how to manage and care for different aspects of
Responsible Use of through formal graduate education or in an the self
Technology employment context.
10. Acquire and hone new skills and 'earnings for
High Level of Leadership better managing of one's self and behaviors
and Organizational Skills
11. Apply these new skills to one's self and
Sense of Personal and r. Demonstrate understanding of the ethical dimension functioning for a better quality of life

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Professional Ethics of the use of psychological theories and methods.

COURSE PLAN

We Topic Learning Outcomes Methodology Resources Assessment

ek
 Introduction to the  Class Activity: Getting  Game:
Course to know me and you Simulation
Wee
k1  Class Discussion:  Cooperative
Raising fundamental
questions regarding Learning
the self

 Surfacing students'
beliefs and concerns
regarding the self

 Discussion of the
mechanics of the
course

 Introducing the
requirements and
integrative final paper

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Wee 1. The Definition of a. Understand the  Lecture  Agustine, AD 426 (2012). City of  Quiz
k2 Self from Various importance of God, Books-XI-XXII. Translation  Graded
 Group discussions
knowing one’s self byWilliam Babcock. New City Press
Perspectives centering on Activity and
b. Recognize the similarities/difference recitation
 Chirchland,P. 1989. A
different s of self-
perspective representations and Neurocomputational Perspective.  Individual
a. Who Am I? A submission of
regarding the conceptualizations MIT Press
Philosophical essay on self.'
Journey to nature of man and the various  Freud, Sigmund (2015) Retrieved How do I
Discovering the identified influences
c. Assess the from: understand
Self philosophical  Individual Reflection: https://thecharnelhouse.org/2015/0 myself? What
 Socrates, Plato and perspective of the 4/22/cartoon-commies/sigmud- led up to this
Identify 5 key events
St. Augustine, Rene self by critiquing self?
of their life that freud-2/
Descartes, Locke, the argument
greatly shaped who  Self-reflection
Hume, Kant, Freud, given.  Hume, David and the Problem of
there are through Rubric:
Ryle, Churchland d. Develop their own making a timeline Evil. Timothy Ministry. (2014).
and Merleau-Ponty  Visual
answer to the Retrieved from:
all try to answer  Philosophical Journal: Clarity-30
question, Who am http://www.timothyministry.com/201
the question: Who Self-reflection Project
I? 4/11/david-hume-and-problem-of-  Content-40
are you? (scrap booking).
evil.html  Creativity-
30
 Kant, Immanuel. 1781. (J.M.D.
Meiklejohn Trans). The Critique of
Pure Reason.  Three things I
learned about
 Locke, John. 1689. An Essay myself from
Concerning Human Understanding, this topic*
Pennsylvania State.
 Plato.369 BC. Thaetetus
 Ryle, G. (1949). The Concept of the

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Mind. University of Chicago Press

Wee b. The Self as a a. Articulate what  Lecture  Berling, J.A., (1982). Confucianism.  Quiz
k3– Social Construct culture means to Focus on Asian Studies. Vol II (No.1).
 Group discussions pp 5-7  Seatwork:
4 the self as a part of
 The Sociological  Think-Pair-Share Pop-up
the society  Burkitt, I. (2008). Social selves:
and Anthropological questions
 Film Showing: theories of self and society. 2nd ed.
View of the Self b. Analyze the London: SAGE Publications Ltd.  Graded
anthropological Ded Na Si Lolo
 Introductory  Culture Creators. Infographic. Activity and
and sociological (Tradition and Beliefs
Exercise Retrieved from recitation
constructs of the which influenced the
 The Self as httaps://lemonly.com/work/cuture-  Video
self behavior and creators-infographic-report)
Embedded in decisions of the Analysis
c. Attribute self- Ded Na Si Lolo Official Movie Poster.
Culture characters in the

understanding and Image. Retrieved Feb. 13, 2018  Essay
 Mead’s behavior to cultural story) from Writing
Development factors.  Explain how the social http://www.imdb.com/title/tt142933  Graphic
Stages of Self institutions (Family, 8/
d. Recognize and Organizer
 Geertz and His appreciate School, Church and  Fun Comparison Between Western (Differentiati
Concept of the Self differences in Peer group) and Eastern Culture (Infographic). ng Western
as an Unfinished cultural behaviors influenced view of the (n.d). edrawsoft.com. Retrieved Feb. world and
Animal “self” 10, 2018 from Asian
of the self, https://www.edrawsoft.com/templat
particularly from context)
 The Self in Western  Listing country’s e-cultural-difference-diagram.php
and Oriental the Western and material and non-  Reflection
Asian contexts.  Ferrante, J. (2011). Seeing
Thought material culture sociology, an introduction. Journal
 The Self as a e. Explain how  Provide examples of Wadsworth: Cengage Learning.
Product of the modern world has how Western and  Geertz, C. (1973). The
Modern World changed our view Oriental societies interpretation of cultures. New York:
of the self mirror the Basic Books
 The Self(ie)
independent and  Giddens, A., & Sutton, P.W. (2016).
Generation as
interdependent view Sociology. Cambrige: Polity Press
Culture Creators
of the self.
 Heacock, P. (2009). Cambridge
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 The Self as  Reflect on the laws of academic content dictionary.

Reflected in the the country that you Cambridge: Cambridge University
Collectivist have a hard time or Press.
Teachings of struggle to follow  (Hudelson, P. (2004). Culture and
Confucius Quality: An
 Cultural Self AntropologicalPerspective.
Reflection International Journal for Quality in
Health Care. Volume 2 (No. 5). Pp.
345-346
Wee c. The Psychological a. Demonstrate  Interactive  Cherry, K. (August 25, 2017). Carl  Quiz
k5 Self: My Favorite critical analytical discussions Rofers Biography (1902-1987).
Mystery and creative Histories and Biographies. Retrieved  Seatwork:
 Group Activity from Pop-up
Self/Self-Concept thinking. centering on
 https://www.verywellmind.com/carl- questions (1-
b. Appreciate the discovering self rogers-biography-1902-1987- 10)
 Real and Ideal 795542
complexity of (Known to Self & Not
 Graded
Selves
human condition. known to Self)  Coten, (2009). Advanced Activity and
 Self-Esteem and c. Examine the  Mental Mapping Techniques for Councelling and recitation
Self-Efficacy Psychotheraphy. USA, NY; Springer
contemporary (Words that associate
Publishing Company, LLC. Retrieved  Mental
world from both with yourself) from Mapping
Philippines and  Pop-Up Questions https://books.google.com.ph/books?
global (Ideal Self vs. Real id=wmSSwSszDmUC&printsec=fron  Reflection:
perspectives. tcover#v=onepage&qf=true The Self from
Self)
Various
d. Take responsibility  McLeod, S. (2014). Carl Rogers.
 Individual Perspectives
for knowing and Humanism. Simply Psychology.
Presentation: Retrieved from
being Filipino.
Articulating learner’s https://www.simplypsychology.org/c
e. Reflect critically on arl-rogers.html
own understanding
shared concerns. about the perspective  Nathan, S. (March 12, 2018). The
of different disciplines best sort of investment is always on
(Philosophy, the self. Analysis. Gulf News.
Sociology, Retrieved from
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Anthropology, http://gulfnews.com/business/analys
Psychology, Western is/the-best-sort-of-investment-is-
& Oriental & Eastern always-on-the-elf-1..2186479
Thought) with regards  Oswalt, A. (June7, 2010). Benefits of
to the “Self” Healthy High Self-Esteem. Self-
esteem. Retrieved from
https://www.metalhelp.net/articles/b
enefits-of-healthy-high-self-esteem/
 Shupe, A. and Bradley, C. (2017).
Self, Attitudes and Emotion Work:
Western Social Psychology and
Eastern Zen Buddhism Confront
Each Other. USA, NY: Routledge
 Winch, G. (October 15, 2014). 10
Things you didn’t know About Self-
esteem. Psychology Today.
Retrieved from
https://www.psychologytoday.com/b
log/the-squeky-wheel/201410/10-
things-you-didnt-know-about-self-
esteem
Wee 2. Unpacking The Self a. Understand the  Lecture  Anorexia. Retrieved March 10, 2018  Quiz
k6 – biological concept from
 Group discussion and  Pop-Up
7 of our physical https://www.beateatingdisorders.org
presentation: Who is Questions:
a. THE PHYSICAL selves
SELF beautiful? .uk/types/anorexia Essay Writing
b. Analyze the impact
 Why do I Look Like  Individual  Arnold, M. Almost Anorexic.  Enrichment
of culture on body
Myself? presentation: Photo Infographic. Retrieved from Activity: Me
image and self- Face-Off (comparing and My
 Cultural Standards esteem. https://www.crchealth.com/eating-
of Beauty filtered and unfiltered Favorite
c. Celebrate beauty close-up picture of disorder-programs/almost-anorexic- Things (what
 The Filipino in diversity yourself) and answer infographic/ these are and
Obsession with
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Beauty: The Case of these guide  Axe, J. Diagnosing & Effectively what they say
Xander Ford questions: Treating Body Dysmorphic Disorder. about me)
 A Healthy Body -Are you happy with Infographic. Retrieved from  OBE Project
Image, and Self- how you look in your https://draxe.com/body-dysmorphic- (Group work):
esteem in Peril
unfiltered photo? disorder/ Create a 3-
 The Filtered Self Filtered photo? minute video
 Body Dysmorphic Disorder:A quest campaign
 Celebrating Beauty -What do you think
in Diversity for Perfection. (2012). Retrieved promoting
your answer say
You are Who You from body
 about your self-
Look! Embracing https://www.medicalbag.com/grey- positivity.
esteem and
Your Physical Self matter/body-dysmorphic-disorder-a- Include
confidence?
concepts and
quest-for-perfection/article/472265
ideas
 Writing a letter to the  Brink, P. (1995). Social aspects of discussed in
unfiltered self. Open obesity. Luxembourg: Gordon and this unit.
up about struggles at Breach Publishers. Rubrics:
fitting in with
Cosmetic Surgery National Data  Technical
society’s standard of 
Bank Statistics. Retrieved from Soundness =
beauty. End the letter
https://www.surgery.org/sites/defaul 25pts.
by encouraging the
unfiltered self t/files/ASAPS-Stats2016.pdf  Discourse=
 Cummings, M. R. (2016). Human 25pts.
heredity: principles & issues.  Organizatio
Australia: Cengage Learning. n of
thoughts
 Fat Shaming and Body Shaming. and
Retrieved from content=
http://www.bullyingstatistics.org/con 25pts.
tent/fat-shaming-and-body-  Integration
shaming.html of Lessons/
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Concepts
discussed in
class =
25pts.

Wee b. THE SEXUAL a. Demonstrate  Lecture/Interactive  A MUST-READ: The Most Common  Quiz
k8 SELF: Enter If You critical analytical discussion Sexually Transmitted Diseases  Reflection:
Dare and creative  Propose a metaphor (STDs) and Their Early Symptoms. Pop-Up
 Development of thinking. to represent the Questions
DO NOT IGNORE! –
Secondary Sex things or concepts,
b. Appreciate the HealthTipsCentral. (Nov. 24, 2017).  Enrichment
Characteristics you identify with the
complexity of Activity:
word/topic: Sex. Health tips Central, Source of Daily
 Erogenous Zones human condition. Explain and
 Group Health Tips. Retrieved on February justify the
 Understanding c. Examine the
Human Sexual activity/Presentation: 26, 2018 from prosed
Response contemporary Riff off: groups will https://www.healthtipscentral.com/a metaphor
world from both take turns in singing
Diversity of Sexual -must-read-the-most-common-  OBE Project
 Philippines and songs with notion or
Orientation sexually-trasmitted-diseases-stds- (Group
global context of sex – work):
 Sexually perspectives. implicit or explicit. and-their-early-symptoms-do-not-
Transmitted After the riff off, ignore-healthtipscentral/ STOP! AND
Infections (STIs) d. Take responsibility based on the songs GO: From
for knowing and sung, infer two  Cole, A. C. (2009). Real Life Issues: what have
 Family being Filipino. things: learned from
Planning/Contracep Sex & Relationships. UK: Trotman the chapter
tion e. Reflect critically on a. Possible factors and Company Limited on sexual
that contributed to self, propose
shared concerns.
the  Contraception. (February 9, 2017). a campaign
creation/popularity Reproductive Health. Centers for or public
of the songs service
Disease Control and Prevention.
b. Possible effects it Retrieved on Feb. 23, 2018 from announcem
may have on its ent or
listeners, society, https://www.cdc.gov/reproductivehe infographic
and culture alth/contraception/index.htm. that can
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 Family Planning/Contraception. (Feb help

2018). World Health Organization. educate
others
Retrieved on Feb. 12, 2018 from protect
http://www.who.int/mediacentre/fac themselves
tsheets/fs351/en/. from the
perils of
sexual
violence
Wee MIDTERM EXAMINATION
k9
Wee c. COGITO ERGO a. Explore the  Lecture/Interactive  Arvidsson, A. (2014). Christianity  Quiz
k 10 CONSUME: different aspects of Discussion and Consumer Culture. Religion and  Reflection:
– 11 Consumer Culture self and identity.
 Individual Reflection: Marketing. 3, 1-11. Pop-Up
and the Material
b. Demonstrate Questions
Self Look for at least five Barber, B. (2007). Consumed: How
critical, reflective  (1-10)
things in your room
 The Material Self: thought in Markets Corrupt Children, Infantilize
that you think ideally  OBE Project:
Living in a Material integrating the capture who you are. Adults, and Swallow Citizens Whole.
World various aspects of Produce a
List them down on New York, NY: W.W. Norton &
self and identity. 5to 10-
 Best Buys: the activity sheet and
Company. minute vlog
Consumer Culture c. Identify the state the reason for (video blog)
and the Self different forces ad choosing each  Barry, P. (2002). Beginning Theory: that will
institutions that
 I Saw the Sign: The Using at least 5 An Introduction to Literary and chronicle a
impact the
Semiotics of images (cut from Cultural Theory. Manchester, day in your
development of
Consumption newspapers or life as a
various aspects of England: Manchester University
magazines), create a consumer.
 Langue and Parole self and identity. Press.
mood board and label Integrate
 Denotation and d. Examines one’s it “My Material Self”. your
Connotation self against the Include the brief  Barthes, R. (1972). Mythologies. learnings in
different aspects of explanation New York, NY: Farrar, Straus, and the output.
 Anchorage and
Relay self-discussed in Giroux.
Keep the list of Rubrics:
class
How Do I Decide everything that you
  Berger, A.A. (2010). The Objects of  Technical
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What to Buy? will buy for a week. In Affection: Semiotics and Consumer Soundness
the worksheet, file Culture. Basingstoke, UK: Palgrave = 20pts.
 The Calvinist
each either under
Principle Macmillan  Discourse=
“necessary buy” or
 The Marxist “Impulse buy”  Benveniste, E. (1973). Problems in 20pts.
Perspective
Look at three print General Linguistics. Miami, FL:
Commodity  Organizatio
 advertisement,
Fetishism University of Miami Press. n of
identify the primary
element in each thoughts
 Alienation  Coward, R. & Ellis, J. (1977).
(celebrity endorser, and
Language and Materialism: content=
the product itself, or
something else), and Developments in Semiology and the 20pts.
write about both its Theory of the Subject. London, UK:
denotative and  Integration
Routledge & Kegan Paul Books. of Lessons/
connotative meanings
 Group Discussion  Geertz, C. (1973). The Concepts
Interpretation of Cultures. New York, discussed in
Share at least five
things you consider or NY: Basic Books. class =
take into account first  20pts.
Kotler, P. (1980). Principles of
before buying  Addition
Marketing. Upper Saddle River, NJ:
 Interview at least two al
Prentice Hall Research=
people from different
walks of life about 20pts
 James, W. (1890). The Principles of
their opinion on
wealth and Psychology. Mineola, NY: Dover
consumption. Publications
Compare and
contrast their  Marx, K. (1964). Preface to the
answers Contribution to the Critique of
 Write about a Political Economy in Karl Marx;
material possession Selected Writings in Sociology and
that you have worked Social Philosophy. New York, NY:
hard to be able to
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afford or buy. Ask one McGraw-Hill.

of your classmates
the same question
and compare and
contrast his/her
answer/s with yours

Wee d. THE SPIRITUAL a. Understand the  Lecture/Interactive  Aguilar, F. (1998). Clash of Spirits:  Quiz
k 12 SELF distinction between discussion The History of Powers and Sugar  Reflection:
the belief in Pop-Up
 Belief and Practices  Group Presentation: Planter Hegemony on a Visayan
in Supernatural supernatural
Human Tableau (each Island. University of Hawaii Press. Questions
Being and Power beings and practice
group must create a
of religion.  Enrichment
human tableau of a  Anthony, D. (2017). Religious Activity: How
 The Practice of
Religion b. Distinguish the scene involving does your
Beliefs in the Philippines. Retrieved
different ways by supernatural powers: membership
 The Concept of which culture and from:
a. A group of in the religion
Dungan-Spirit or people understand https://www.worldatlas.com/articles/ shape you?
Soul nocturnal
dungan, spirit or religious-beliefs-in-the-
creatures scaring
soul.  OBE Project:
 Rituals and people philippines.html Religious
Ceremonies: Why c. Appreciate the
b. Several  Cannell, F. (1999). Power and Understandin
do we do them? function of rituals
supernatural g (To broaden
Religion, magic and and ceremonies. Intimacy in The Christian
 spirits at war the mind in
Witchcraft d. Differentiate Philippines. Cambridge University understanding
c. Wedding of spirits
 Finding and religion, magic and Press different
witchcraft.  Think-Pair-Share: religion and
Creating Meaning
Compare and  Celino, S. (1990).Death and Burial religious
e. Search and contrast two different Rituals and Other Practices and practices).
speculate on the
religions
meaning of life and Beliefs of the Cordillerans. Participates in
what makes them (Dissertation). University of Baguio. or observe
unique for an keenly a
individual.  Johnson, Carina L., (2006). religious ritual
Idolatrous Cultures and the Practice that you don’t
practice in
of Religion. Journal of the History of your own
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Ideas, Vol.67, No. 4. University of religion or in a

Pennsylvania Press religion that
you are not
 Lope Museum and Library, (2012). familiar with.
THE SOUL according to the Interview 5
people
Indigenous Filipino. Retrieved from: belonging on
https://lopez-museum.com/46- that religion
622012/10/31/the soul-according- regarding
their beliefs
to-the-indigenous-filipino/
and practices.
 Manuel, A., (1982). On the Post the 3-
minute video
Etymology of the Tagalog Word: with an
Kaluluwa. St. Louis University analysis of
Research Journal, XIII (4) what you
have found
 Schaefer, R. T. (2012) Sociology, A out.
brief Introduction13th ed. McGraw
Hill
 Stein and Stein. (2011). Ritual in
the Anthropology of Religion, Magic
ad Witchcraft. Prentice Hall

Wee e. THE POLIICAL a. Appreciate the  Lecture/Interactive  1987 Philippine Constitution  Quiz
k 13 SELF: The Filipino complexity of the Discussion
Citizen human condition.  Diokno, MS (1997). Becoming a  Reflection:
 Individual Simulation: Pop-Up
 Seeking the Filipino b. Interpret the I am a Filipino? Filipino Citizen. In Perspective on
Questions (1-
Identity human experience Citizenship and Democracy. UP
Draw a caricature of a 5)
from the political Third World Studies Center. 17-38
 Historical typical Filipino male
perspective.  OBE Project:
background – Indio and female. Divide
 Ethnicity in the Philippines, (2016). Deconstructi
to Filipino c. Develop a the body in vertical
consciousness for line. On the left side Retrieved from sites.google.com ng the
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 Democracy – From the Filipino of the body, identify  March, J and Olsen J. (1995). Philippine
Theirs to Ours Identity, values, the negative qualities Democratic Governance. New York: National
traits, community of a Filipino. Include Anthem
 Perception of a The Free Press
Filipino’s Role in and institutional also a characteristic “Lupang
Democratic Setting factors that will show a bad  Rusen, K., (2017). Fundamentals HInirang” (to
citizen. On the right, make people
Filipino Citizenship d. Establish a Duties, Corporate Responsibility
 identify the positive feel and have
vs. Me, Family, democratic culture
qualities and add Retrieved from: a deeper
Institution, Cultural e. Take responsibility characteristics that http://indiacsr.in/fundamental- understandin
Citizenship for knowing and will show a good g of the
being a Filipino duties-corporate-responsibility/
 Philippine Political citizen. Philippine
Culture – A problem f. Examine from  Taft, H. W. (1902), The Philippine national
 Group Discussion:
of variation contemporary anthem
How can I be a Good Islands. An Address before the New
world from both through your
Movement Towards Citizen? York Chamber of Commerce. New

Philippine and posts)
the Common Good York
global perspective Rubrics:
 Developing a  Zialcita, F. (1997). Barriers and
Democratic Culture  Visual
Bridges to a Democratic Culture. In Clarity=30
Perspectives on Citizenship and  Content
Democracy. UP Third World Studies =40
Center. 39-68  Creativit
y=30


Wee f. THE VIRTUAL a. Explore the  Lecture/ Interactive  Cover, R. (2016). Digital Identities:  Quiz
k 14 YOU: The Self in different aspects of Discussion Creating and Communicating the
the Cyberspace self and identity  Graded
–  Individual sharing: Online Self. Massachusetts: Activity and
15  The Other I: Love in b. Demonstrate Academic Press recitation
Share a memorable
the Time of Social critical, reflective
communication
Media thought integrating  Crossman, A. (2018). A Biography of  Reflection:
encounter for each
the various aspects Pop-Up
 Reality as social networking Erving Goffman. Retrieved from
Abstraction of self and identity Questions (1-
sites that has https://www.thoughtco.com/erving-
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 Real-Life Reality c. Identify the impacted yourself goffman-3026489. 7)

different forces and positively or
 Simulation  Gergen, K. (1991). The Saturated  Reaction
institutions that negatively
 Augmented Reality impact the Self: Dilemmas of Identity in Paper: Video
 Group Discussion Analysis
 Virtual Reality development of Contemporary Life. New York: Basic
various aspects of Advantages and
Hyperreality disadvantages of Books  Enrichment
 self and identity
engaging in a virtual activity:
 The Cyberself d. Examine one’s self  Goffman, E. (1959). The
romantic relationship Creating an
 The Dramaturgy of against the Presentation of Self in Everyday
different aspects of  Think-Pair-Share: Ask.fm
the Self Life. New York: Anchor Book.
self-discussed in account and
 The Elements of Types of Abstraction
class. (excluding Real-Life  Marx, G.T. (1999). What’s in a try to answer
the Dramaturgical questions
Self Reality) Name? Some Reflections on the
within the
Think of at least 2 Sociology of Anonymity. Information
 Identity Crisis: span of the
Anonymity and online behaviors that Society, 15, 99-112.
will fall under each of day and write
Pseudonymity in reflection
the six factors that  Rosenfield, K. (2015). Digital Online
the Cyberspace paper about
cause online Culture, Identity, and Schoolong in
 The Disinhibited disinhibition the
Self the Twenty-First Century. New York:
 Film Showing: experience in
Palgrave Macmillan. relation to
 Online
Disinhibition: The Watch the “Black the concept
Mirror” episode  Suler, J. (2004). The Online
Causes Disinhibition Effect. of anonymity
entitled “Nosedive”
(Season 03, Episode CyberPsychology & Behavior, 7(3),
01) and write a 321-325.
reaction paper on
how it has explored  Wood, A. & Smith, M. (2005). Online
the issue of self- Communication: Linking
representation in the
cyberspace Technology, Identity, & Culture. New
Jersey: Lawrence Erlbeaum
Associates, Inc.

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Wee 2. Managing and a. Comprehend the  Lecture/Interactive  Cormie, J. (2016). Your Amazing  Quiz
k 16 Caring for the Self importance of care Discussion Brain. The Thinking Business.
for the needs of  Graded
a. Learning to be a  Finding Partner: Rettrievedo April 11, 2018 from Activity and
the self
better student: Ask 5 personal https://www.thethinkingbusiness.co recitation
Be the best You b. Develop and learn Information to a
new skills by m/your-amazing-brain  Reflection:
Can be partner, memorize it
interacting with Pop-Up
 What happens and present it to the  Education needs to change
other people class Questions (1-
during learning? fundamentally to meet global
Brain and c. Control and 5)
 Think-Pair-Share: development goals. (May 9, 2016).
behavior changes manage emotions Teaching New Skills Media Services. UNESCO Press.  Enrichment
in relation to
 Learning and thinking and  Individual Activity:
Retrieved on April 11, 2018 from
Education applying skills Presentation: Individual
http://www.unesco.org/new/en/medi constructions
 Metacognition needed in present Learning
situations a-services/single- of the
and study “Understanding the
strategies view/news/edcation_needs_to_chan personal self-
Self” My Way –
Teaching Demo ge_fundamentally_to_meet_global_d illustrating
 Managing your how the
own learning: “My Teaching strategy evel/
different
Self-regulated for students to Learn”  Malamed, C. (2016).Metacognition
learning aspects are
and Learning: Strategies For situated
Instructional Design. Retrieved on relative to
April 4, 2018 from one another
http://theelearningcoach.com/learni and the
importance of
ng/metacognition-and-learning/
each relative
 Panadero, E. (2017). A Review of to the other
Self-regulated Learning: Six Models
and Four Directions for Research.
Frontiers in Psychology, 8, 422.
http://doi.org/10.3389/fsyg.2017.00

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422

Wee b. Managing and a. Identify and absorb  Lecture/Interactive  Bandura, A. (1977). Self-Efficacy:  Quiz
k 17 Caring for the the importance of Discussion Toward a Unifying Theory of
Self by Setting goals  Graded
 Puzzle Solving (Group Behavioral Change. Psychological Activity and
goals for Success b. Understand and Activity): Review (28) 2, 191-215 Recitation
 Why must we set apply the concept
Not knowing one’s
goals? of:  Dweck, C. (2006). Mindset: The New  Video
goal will make it
 The importance of  Bandura’s self- difficult, if not, Psychology of Success. Ballantine Analysis
goals efficacy impossible to (Growth
Books
succeed. Mindset
 Bandura's Self  Dweck’s Mindset
(growth vs.  Locke, Albert, 1968 article “Toward Theory)
efficacy Theory  Short Film Showing:
fixed) a Theory of Task Motivation and  Reflection:
 Dweck's Summary of Growth
Mindse(growth vs  Locke’s Goal Mindset Theory Incentives”. Organizational Pop-Up
fixed) setting Theory Behavior and Human Performance. Questions
https://youtube.be/KU
Vol. 3, Issue 2, Pages 157-189 (Setting Goal
 Locke's Goal c. Determine which of Wn_TJTrnU?
these three would list=FL2WDjJqAkhy*w for Success)
setting Theory  Nelson, Portia. (1989). There’s a
(Setting Goals for be most applicable. 30uAICHtLw  Project: OBE
Life and Happiness) Hole in My Sidewalk: The Romance
d. Have clear Roadmap of
definition of of Self Discovery. Simon and
 Goals your Life.
success Schuster Com
 Goals Setting Make a map
Theory  Rokeach, M. (1972). Beliefs, showing who
attitudes and Values: A Theory of you are
Organization ad Change. San supposed to
Francisco, Josey-Bass be. Identify at
least 10
 Tribby. Mary Ellen, 2012. The major values
Success Indicator. Retrieved from: that you have
http://infographicaday.com/maryelle (it can be

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n-tribby-the=success-indicator/ more). On the

top of the
map, indicate
the ultimate
goal/value
and the
definition of
success at
the bottom of
the map
Rubrics:
 Visual
clarity=30
 Content=4
0
 Creativity=
30
Wee c. Taking Charge of a. Demonstrate  Lecture/Interactive  2015 Stress in America. (2018).  Quiz
k 18 One's Health: I proficient and Discussion Stress Snapshot. American  Graded
am in Control effective Activity and
 Individual Reflection: Psychological association.
communication Recitation
 Stress Retrieved on March 21, 2018 from
(writing, speaking, What Stress you out?
 Stressors and and use of new http://www.apa.org/news/press/rele  Reflection:
 Group Discussion:
responses technologies). Pop-up
How to deal with ases/stress/2015/snapshot.aspx Questions
 Sources of Coping b. Demonstrate stress?  Conversano, C., Rotondo, A., Lensi, (1-5)
and Strength critical, analytical,
and creative  Release the Stress – E., Della Vista, O., et al., (2010).  Enrichment
 Stress and Create a comic strip
thinking Optimism and Its Impact on Mental Activity:
Filipinos: The
of you defeating one
social and c. Appreciate the and Physical Well-Being. Clinical Comic strip
or most of your
cultural complexity of Practice and Epidemiology in campaign
stresses away.
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dimensions of human condition. Mental Health: CP & EMH, 6, 25-29.  Things I

stress Retrieved from have
d. Apply different
learned in
 Taking care of the analytical modes in http://doi.org/10.2174/1745017901
self: The need for problem Solving this course
006010025
self-care and
compassion  Feldman, R. (2011). Understanding
Psychology (10th ed.). New York, NY:
The McGrawHill Companies

Wee FINAL EXAMINATION

k 19

COURSE GRADING SYSTEM

Class Standing 60%

 Quizzes
 Attendance
 Recitation
 Projects/Assignments/Seatwork/Special Report

Midterm / Final Examinations 40%
100%

Midterm Grade + Final Term Grade = FINAL GRADE

2

Prepared by: Evaluated by:

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SHERMAIN V. JACOB MELINDA SANTOS

Faculty In-charged, Syllabus Evaluation

Approved by:

LEINE S. ALCARAZ
Director

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