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COURSE SYLLABUS
VISION STATEMENT
The College’s primary initiator of exemplary and transformative student-centered programs, services, and academic support to nurture
future aviation professionals.

MISSION STATEMENT
We are the Office of Student Affairs, committed to the holistic development of students, by providing programs and services that empower
them to achieve their educational goals and realize their fullest potential. We work hand-in-hand with the entire ALIAC community to
ensure optimal conditions for the students’ positive learning experience inside and outside of the classroom through the:

 Integrative facilitation of student formation programs for self-awareness, leadership, and social development;
 Timely resolution of student and parent concerns with utmost consideration;
 Transformational support for the student population through appropriate guidance and counseling, and compassionate
disciplinary action; and
 Holistic implementation of ALIAC’s core values of F.I.D.E.S. i.e. Faith in God, Integrity, Discipline, Excellence and Social
Responsibility.

CORE VALUES
F.I.D.E.S
Faith in God
Integrity
Discipline
Excellence
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Social Responsibility

COURSE TITLE : Understanding the Self

COURSE CODE : GEC 1
PRE-REQUISITE : NONE
CREDITS : 3

INSTRUCTOR : Mr. Clemen John P. Tuala

E-MAIL : cjtuala@aliac.edu.ph
OFFICE :
CONSULTATION HOURS :
VENUE :

I. 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.

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.
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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 a better quality of life.

The course is divided into three major parts: The first part seeks to understand the 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 the 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 the biological and material up to and including
the more recent Digital Self. The third and final part identifies the three areas of concern to young students, learning, goal setting, and
managing stress. It also provides for the more practical application of the concepts discussed in the course and enables them the
hands-on experience of developing self-help plans for self-regulated learning, goal setting and self care.
II. LEARNING OUTCOMES
A. Common to all programs in all types of schools

a. Engage in lifelong learning and understanding of the need to keep abreast of the developments in the specific field of
practice.
b. Communicate effectively thru oral and writing using both English and Filipino.
c. Perform effectively and independently in multi-disciplinary and multi-cultural teams.
d. Recognize professional, social and ethical responsibility.
e. Appreciate the “Filipino historical and cultural heritage.”

B. Common to discipline
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f. Value the history and culture of aviation industry

g. Gain mastery in the areas of aviation: navigation, operation and human factor.
h. Perform basic and advance techniques in aircraft maneuvering.
i. Enhance critical thinking, situational awareness and proper analysis and evaluation on the problems for the sake of
safety.
j. Understand the differences between limitations, restrictions and privileges.
k. Practice strict discipline.

C. Specific to Understanding the Self

l. Discuss the different representations and conceptualizations of the self from various disciplinal perspectives
m. Compare and contrast how the self has been represented across different disciplines and perspectives
n. Examine the different influences, factors, and forces that shape the self
o. Demonstrate critical and reflective thought in analyzing the development of one’s self and identity by developing a
theory of the self
p. Explore the different aspects of self and identity
q. Demonstrate critical, reflective thought in integrating the various aspects of self and identity
r. Identify the different forces and institutions that impact the development of various aspects of self and identity
s. Examine one’s self against the different aspects of self discussed in class

III. COURSE OUTLINE

WEEK 1 - Introduction to the course: Republic Act 1425

WEEK 2 - Rizal’s Life: Family and Lineage

WEEK 3 - Rizal’s Life: Childhood and Early Education

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WEEK 4 and WEEK 5 - Rizal’s Life: Higher Education and Abroad

WEEK 6 - Rizal’s Life: Exile, Trial, and Death

WEEK 7 - MIDTERM EXAMINATIONS

WEEK 8 - Rizal’s Works during his childhood and early education

WEEK 9 and WEEK 10 - Rizal’s Works during his life abroad and higher education years

WEEK 11 - Rizal Works during his Exile, Trials, and Before Death

WEEK 12 - Noli Me Tangere

WEEK 13 - EL FILIBUSTERISMO

WEEK14 - FINAL EXAMINATIONS

COURSE REQUIREMENTS:
1. Regular Quizzes
2. Required Readings and Reflection Paper
3. Group Presentations
4. Major Examinations
5. Seat works and Essays

GRADING SYSTEM

MIDTERMS
Class Standing - ( quizzes, reports, exercises, graded recitations, everyday output) - 60%
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Midterm Examinations - 40%

----------------------------------------------------------------------------------------------------------------------
MIDTERM GRADE - 100%

FINAL TERMS
Class Standing - ( quizzes, reports, exercises, graded recitations, everyday output) - 60%

FINAL Examinations - 40%

____________________________________________________________________________________________
FINAL RATING - 100%

FINAL COMPUTATION OF GRADES

Midterm Grade + Final Rating / 2 = FINAL GRADE

Grading system
1.0 - 100-99 2.25 - 90-89
1.25 - 98-97 2.5 - 88-87
1.5 - 96-95 2.75 - 86-85
1.75 - 94-93 3.0 - 84-83
2.0 - 92-91

Learning Outcomes Topic Methodology Resources Assessment

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Introduction to Lecture, Discussion RA 1425- Writing exercise: Compare and contrast the
L01 the course: Implementing Rules views of those in favor and against RA
Republic Act and Regulations 1425, considering the context of the 1950s;
WEEK 1 1425 Would similar arguments still have force
today?

OR

Reflect on your secondary education: Did

your school comply with RA 1425? How
effective is the Rizal law in instilling
patriotism among secondary school
students?
Rizal’s Life: Discussion Rizal the Greatest Students will write a short biographical
L02 Family and Filipino Hero by: essay that compare the student’s early
Lineage Purino childhood with Rizal’s own
WEEK 2 Jose Rizal: Social
Reformer and Patriot
by: De Viana et. al.
Rizal’s Life and
Works: Towards
Social Awareness
and Nationalism by:
Valenzuela and
Calayag
Rizal’s Life: Discussion, Buzz Rizal the Greatest Film Analysis of Jose Rizal.
L03 Childhood and Group (How does it Filipino Hero by: They should identify the following:
Early Education affect the adult-life Purino What are the effect of Rizal’s Life to the Life
WEEK 3 of Rizal from his Jose Rizal: Social of the Filipino today?
Childhood) Reformer and Patriot
by: De Viana et. al.
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Rizal’s Life and How was Rizal’s Life frugal life affects his
Works: Towards consciousness to develop the life of the
Social Awareness Filipino people.
and Nationalism by:
Valenzuela and Written document, worksheets, Recitations
Calayag
Rizal’s Life: Lecture, Rizal the Greatest Recitations, Summative Assessment make
L04 Higher Education Discussion, Filipino Hero by: a timeline of the travel of Rizal and the
and Abroad Brainstorming Purino significance of each travel to his life.
WEEK 4 and WEEK 5 (What are the Jose Rizal: Social
significance of Reformer and Patriot
Rizal’s Trip abroad by: De Viana et. al.
to his point of view.) Rizal’s Life and
Works: Towards
Social Awareness
and Nationalism by:
Valenzuela and
Calayag
Rizal’s Life: Lecture, Rizal the Greatest Film Review: Rizal sa Dapitan (Reaction
L05 Exile, Trial, and Discussion, Buzz Filipino Hero by: Paper)
Death Group (Relate the Purino
WEEK 6 effect of the Jose Rizal: Social
execution of Rizal to Reformer and Patriot
the consciousness by: De Viana et. al.
of the Filipinos) Rizal’s Life and
Works: Towards
Social Awareness
and Nationalism by:
Valenzuela and
Calayag
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WEEK 7 MIDTERM
EXAMINATION
Rizal’s Works Discussion, Study- Rizal the Greatest Recitations, Essays, Group Discussions
L06 during his Assignment Method Filipino Hero by:
childhood and (To assign, analyze Purino
WEEK 8 early education and read the Jose Rizal: Social
different works, Reformer and Patriot
essays, and by: De Viana et. al.
writings of Rizal Rizal’s Life and
during his early Works: Towards
education) Social Awareness
and Nationalism by:
Valenzuela and
Calayag
Rizal’s Works Discussion, Study- Rizal the Greatest Recitations, Essays, Group Discussions,
L07 during his life Assignment Method Filipino Hero by: Reactions to the works of Rizal and his
abroad and (To read compare Purino socio- political consciousness.
WEEK 9 and WEEK 10 higher education and analyze the Jose Rizal: Social
years writings of Rizal Reformer and Patriot
from his childhood by: De Viana et. al.
to his adult years) Rizal’s Life and
Works: Towards
Social Awareness
and Nationalism by:
Valenzuela and
Calayag
Rizal Works Discussion, Study- Rizal the Greatest Recitations, Summative Assessments,
L08 during his Exile, Assignment Method Filipino Hero by: Work Analyzations, Group Discussions of
Trials, and Before ( To read and Purino works of Rizal, and his mind set during his
WEEK 11 Death analyze the works exile in Dapitan
and writings of
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Rizal during his Jose Rizal: Social

exile in Dapitan and Reformer and Patriot
Hong Kong.) by: De Viana et. al.
Rizal’s Life and
Works: Towards
Social Awareness
and Nationalism by:
Valenzuela and
Calayag
Noli Me Tangere Discussion, Role Noli Me Tangere by: Recitation
Playing of a Jose Rizal Group Role Playing of the Important
L09 different important Chapters of the Novel.
chapter of the novel
WEEK 12
El Filibusterismo Discussion, Role El Filibusterismo by: Mini Skit of a chapter in El Filibusterismo,
L10 Playing of a Jose Rizal Recitation, Novel Analysis
different important
WEEK 13 chapter of the novel Stage Presence – 20%
Content – 40%
Significance to the Topic – 30%
Over-All- Performance – 10%

WEEK 14 FINAL
EXAMINATION

REFERENCES
PURINO, ANACORETA; Rizal the Greatest Filipino Hero, Rex Book Store, Manila, Philippines, 2008
CALAYAG, ELEONOR., VALENZUELA, EDWIN., Rizal’s Life and Works: Towards Social Awareness and Nationalism, 2019
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FRANCISCO, VIRLYN., FRANCISCO, PAUL MICAH., Rizal A Modular Approach based on the new CHED curriculum, Midshapers
Co. Inc. Manila, Philippines, 2018
CLASS ROOM RULES and REGULATIONS
1. Attendance is a must and strictly monitored.
2. Absences incurred due to valid reasons shall not be counted provided the students produces documents supporting the validity
of the said absences. Please refer to the student handbook for the types of absences considered valid and the necessary
supporting documents required. Regardless of the type of absence, it is the student’s responsibility to catch up on missed
lessons.
3. Using mobile phones and any other electronic gadgets and device are strictly prohibited, unless otherwise allowed to be used for
academic purposes only.
4. In the event that a student accidentally rang or make sound from their gadgets or cellphone a surprise quiz shall be participated
by all of the students present during that time. It is the responsibility of the student to put their phone on silent mode or turn
their cellphone off during or before their classes.
5. Participate actively in class discussions and activities, sleeping in class is prohibited. If a student is caught sleeping he/she will
be marked as absent for that session.
6. Submission of papers, assignments and projects should always be made on time. Any submission after the set deadline will not
be accepted. Students who miss exams, quizzes, and other class activities due to valid reasons (e.g. illness, family emergency,
and inclement weather) shall be given makeup test/s and/or alternate upon presentation of necessary documents.
7. Academic dishonesty in the form but not limited to cheating, plagiarism, copying each other’s works shall not be tolerated.
Please see student handbook regarding rules.
8. Respect each other’s views and perspectives during class discussions and activities.
9. Always practice the school’s core value of FIDES.

Prepared by:

Mr. Clemen John P. Tuala

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Endorsed by:

Noted by:

Dr. Lina M. Constante

Approved by:

Atty. Gomeriano Amurao