Republic of the Philippines

ISABELA STATE UNIVERSITY

Cabagan Campus

COLLEGE OF EDUCATION

Course Syllabus
First Semester, School Year 2018-2019

GEC 1 UNDERSTANDING THE SELF 3 3

Course Number Course Title Credit Unit/s Hours per week

VISION INSTITUTIONAL OUTCOMES

The Isabela State University endeavors to be a
leading research
driven university in the country and in the ASEAN region.
MISSION
The Isabela State University is committed to develop
highly-trained
and globally competent professionals; generate innovative
and cutting
edge knowledge and technologies for people
empowerment and
sustainable development; engage in viable resource
generation programs;
and maintain and enhance stronger partnerships under
good governance
to advance the interests of national and international
ISU Expected Graduate Attributes
Skilled Communicator (SC)
 Recognizes and values communication as a tool for
conveying and interacting with others, and fostering their
own learning.
Inquiry-focused and Knowledgeable (IFK)
 Creates new knowledge and understanding through the
process of research and inquiry
 Demonstrates comprehensive theoretical and technical
concepts related to their field of specialization with relevant
connections to industry, professional and regional
knowledge.
Competent and Productive Professional (CPP)
 Initiates and innovates better ways of doing things

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 communities.  Promotes quality and productivity

Collaborative and Effective Leader (CEL)

QUALITY POLICY  Works in collaboration with others and manages group
The Isabela State University endeavors to be a lead functioning to meet common goal.
university
in instruction, research, extension and resource generation Lifelong Learner (LL)
through  Acquires new skills and adapts to rapid changes in
continuous improvement of services. professional and personal environments

PROGRAM OUTCOMES

GOALS OF THE COLLEGE General Objectives

The Institute is tasked to develop professional educators The graduates of the Bachelor of Secondary Education program
and train future teachers who are competent, caring, confident, must be able to:
committed and would contribute to the development of the
community through education by: 1. Possess wide range of theoretical and practical skills for an
1. Enhancing the qualification of educators for academic effective delivery of instruction;
and professional development equipped with advanced 2. Perform the necessary competencies needed in the different
training and educational innovations as well as research learning areas in the secondary school;
and extension capabilities; and 3. Conduct research for instruction;
2. Preparing and developing highly qualified basic 4. Undertake actual training in community development
education teachers and skilled technologists through through extension activities;
quality and well-rounded pre-service training in both 5. Apply appropriate innovative and alternative teaching
academic and vocational fields for diverse communities approaches;
of learners. 6. Practice the professional and ethical requirements of the
teaching profession;
7. Demonstrate desirable Filipino values as a foundation for
social citizenship participation.

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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 one time or the other is “Who Am I?” At no other period is this question asked more urgently than in adolescence
—traditionally believed to be a time of vulnerability and great possibilities. Issues of self and identity are among the most critical for
the young.
This course is intended to facilitate the exploration of the issues and concerns regarding self and identity to arrive at a
better understanding of one’s self. It strives to meet this goal by stressing the integration of the personal with the academic---
contextualizing matters discussed in the classroom and in the everyday experiences of students—making for better learning,
generating a new appreciation for the learning process, and developing a more critical and reflective attitude while enabling them to
manage and improve their selves to attain 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 of the self, such as the biological and material up to
and including the more recent Digital Self. The third and final part identifies three areas of concern for young students: learning, goal
setting, and managing stress. It also provides for the more practical application of concepts discussed in this course and enables
them the hands-on experience of developing self-help plans for self-regulated, learning, goal-setting, and self-care.
Prerequisite/s :
None
Course Outcome:
At the end of the course, the students should be able to:
1. Cognitive: THE SELF FROM VARIOUS PERSPECTIVES
a) discuss the different representations and conceptualizations of the self from various disciplinal perspectives.
b) compare and contrast how the self has been represented across different disciplines and perspectives.
c) examine the different influences, factors, and forces that shape the self.
d) demonstrate critical and reflective thought in analyzing the development of one’s self and identity by delivering a
theory of the self.
2. Affective: UNPACKING THE SELF
a) explore the different aspects of self and identity
b) demonstrate critical, reflective thought in integrating the various aspects of the self and identity

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 c) identity the different forces and institutions that impact the development of various aspects of self and identity.
d) examine one’s self against the different aspects of self-discussed in class.
3. Psychomotor: MANAGING AND CARING FOR THE SELF
a) understand the theoretical underpinnings for how to manage and care for different aspects of the self.
b) acquire and hone new skills and learning for better managing of one’s self and behaviors.
c) apply these new skills to one’s s self and functioning for better quality of life.

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 Course Plan
Time Assess Assess
Program Allot ment ment
ment Tasks Tools
Graduate Outcome Intended Learning Teaching Learning
Learning Content
Attributes s Outcomes Activities Activities

(Gen.Ed
uc.)
SC, CEL, State the vision and Vision and Mission of Facilitates Sharing of 1 Recitati Rubrics
mission of the University, the University Brainstormi ideas hour on for
quality policy, institutional Quality Policy ng Recitatio
outcomes and goals of Institutional Outcomes Quiz n
the College. Goals of the College Guides the
Discussion

IFK PO4 Introduce the course Orientation to the Class Class 1.5
and its requirements. Course discussion: Activity: hour
Raising Getting to
fundament know me
al and you
questions
regarding Pair,
the self. Think,
Share
Surfacing
students’ Simple
beliefs and Sentence
concerns Completio
regarding n
the self.

Discussion

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 of the
mechanics
of the
course

Introducing
the
requiremen
t and
integrative
final paper.
SC, IFK, PO1, 1. Discuss the different THE SELF FROM Lecture Class 15 Group Rubrics
CEL, LL PO4, representation and VARIOUS project hour write-up
conceptualization of PERSPECTIVES Group (survey) s survey Short
the self from various a. Philosophy Discussion How is result and
disciplinal -Socrates, Plato centering self Long
perspectives. and Augustine to on understoo Individu Quizzes
2. Examine the different Descartes, similarities. d? al
influences, factors and Locke, Hume, differences submis Portfolio
forces that shape the Kant, Freud, of self Collaborat sion of
self. Ryle, representat ive essay
3. Compare and contrast Churchland and ions and discussion on Self:
how the self has been Merleau-Ponty— conceptuali and How do
represented across all trying to zations processin I
the different disciplines answer the “Who and the g of underst
and perspectives. are you?” various survey and
4. Demonstrate critical b. Sociology identified results myself?
and reflective thought -the self as a influences. once data What
in analyzing the product of have been led me
development of one’s modern society Showing of written up up to
self and identify by among video clips this
developing a theory of other Interactive self?
the self. constructions discussion

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 -Mead and the : How is Present
Social my self ation of
Self shaped by output
c. Anthropology culture?)
-he self and May be Discuss
person in discussed ion of
contemporary at either Real
anthropology or both and
-the self- the Ideal
embedded in regional/n Self
culture ational and
d. Psychology levels assess
-the self as a ment of
Cognitive their
Construction similarit
-William James ies and
and the Me-self; I- Totoo ba? differen
Self A ces.
-Global versus discussion
differentiated : Is the Submis
models Philippine sion of
-real and ideal s really a Reflecti
self-concepts collectivist on
-multiple vs. society? Paper:
unified selves Give Three
-true versus false examples things I
selves and if learned
-the self as true, how about
proactive and does this myself
agented shape/imp from
e. The Self in act our this
Western and idea of topic?
Oriental/Eastern self?

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 Thought
-Individualistic Pair, think
versus Collective and share
Self
-The Social Writing of
Construction of Reflection
the Self in paper
Western thought
-The Self as
embedded in
relationships and
through the spiritual
development in
Confucian thought.
Preliminary Exam – 1.5 hours
SC, IFK, PO1, 1. Explore the different UNPACKING THE Lecture -Group 16.5 Individu Rubrics
CPP, CEL, PO3,PO4 the different aspects SELF discussion hour al
LL , PO5 of self and identity. A. THE PHYSICAL and s Constru Short
2. Demonstrate critical, SELF presentati ction of and
reflective thought in - The self as ons: Who the Long
integrating the impacted by the is person Quizzes
various aspects of body. beautiful? al self
self and identity. -The impact of Cultural illustrati Portfolio
3. Identify the different culture on body conceptio ng how
forces and image and self- ns and the
institutions that esteem. standards differen
impact the -The importance of beauty t
development of of beauty. and face aspects
various aspects of and body? are
the self and identity. situated
4. Examine one’s self -Class relative
against the different may bring to one
aspects of self- pictures of another

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 discussed in class. who is and the
beautiful importa
to begin a nce of
discussion each
.- relative
to the
Answering other.
of
Psycholog
ical Tests
e.g.
-Self-
esteem
Scale
-Body
esteem
scale

-Group
-Showing Dynamic
of video Activities
clips
16. SEXUAL SELF: -Invite
Development of Resource
the Speakers
Secondary sex Class
characteristics Discussio
and n:-What
the human do men
reproductive and
system. women
-Discussing find
the attractive

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 erogenous (find a
zones VIDEO
-Understanding CLIP)
the
Human Sexual -Tanungin
Response. si Dra.
-The basic Totoo ba?
biology of Surfacing
sexual Common
behavior. Beliefs
-understanding and
the Misconce
chemistry of ptions
lust, regarding
love, the body,
attachment sex and
-The sexuality?
psychological
aspect: -What
-What turns does he
people want?
on: the (Accordin
phases of g to
sexual him/accor
response ding to
-The diversity of her?
sexual What
Behavior: does she
solitary, want?
heterosexual, (Accordin
homosexual g to
and her/accor
bisexual, ding to

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 transsexual. him)
-Sexually Comparin
Transmitted g
Diseases Expectatio
(STIs) ns
-Methods of -Lecture
Contraception -Usap
(natural tayo: A
and artificial) Discussio
n on Love,
Sex,
Relations
hips and
Family

-Class Reflecti
group on
discussion Paper
on the on;
role of -My
C.THE mass most
MATERIAL/ECON media in prized
OMIC SELF shaping posses
-I shop therefore I purchasin sions.
am: I have g -What
therefore I am? behaviors. would I
-Shaping the way What save
we see ourselves. makes an first in
-The role of ad any
consumer culture effective emerge
on our sense of Lecture or ncy and
self and identity. ineffective why?

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 ? What
affects my Reflecti
purchase on
behavior? Paper:
-My Me and
bag/wallet My
and me Favorit
(an e
unobtrusiv Things
e (what
measure) these
are and
what
they
-Draw a say
D. THE depiction about
SPIRITUAL SELF. of your me)
The practice of spiritual
religion, belief, in self.
supernatural power
-The concept of
“dungan” spirit or -Class
soul discussion
-Rituals and : Listing of
ceremonies: beliefs in
 The function of spirits and Reflecti
Rituals the ons of
 Rituals and supernatu Frank’s
ceremonies ral ways of
 Religion, prevalent discove
Magic and in the ring
Witchcraft area. meanin
-Finding and g

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 creating a Draw a
Meaning. Lecture depiction
-Three ways of of spiritual
discovering Film self.
meaning in Showing
life. (e.g. Interview
Bonifacio, key
Aguinaldo, informants
Luna) regarding
most
common
rituals in
the
locality,
descriptio
n, and the
functions
they
serve.
E. THE POLITICAL
SELF.
-Developing a Group
Filipino Identity, Discussio
Values, Traits, n: Who is
Community and the
Institutional Filipino?
Factors. What
-Establishing a makes a
democratic culture Filipino?
-A Game
you know
you’re
Video Clips Filipino Reflecti

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 depicting if/when on
“me” in the (inspired paper
digital by the on film
world book of viewed
the same
title).

Larong
Lahi

F. DIGITAL SELF: Onli in the

-Self and other in Pilipins
cyberspace
-I, Me, Myself and
my user ID online Group
identity Discussio
-Selective self n/sharing
presentation and My FB
impression experienc
management. es-Who
-Impact of online goes
interactions on the online and
self why?
-Boundaries of the
self-online: private
vs. public;
personal/individual
vs. social identity
online; gender and
sexuality online

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 Mid-Term Examination – 1.5 hours
SC, IFK, PO3, 1. Understand MANAGING AND -Guided - 16.5 Feedback Rubrics
CPP, CEL, PO4, theoretical CARING FOR THE Lecture Answeri report on
LL, underpinnings on SELF and how ng the initial Short
how to manage and a) Learning to be a to Metaco implement and
care for different better student. demonst gnition ation of Long
aspects of the self. -What happens rate Awaren what Quizzes
2. Acquire and hone during learning? examinat ess happened
new skills and -Brain and ion of Invento , Portfolio
learning for better behavior own ry problems
managing of one’s changes study -The encounter
self and behaviors. -Metacognition strategie Power ed..
3. Apply these new and study s and of Habit
skills to one’s self strategies develop at Reflection
and functioning for a -Managing your ment of http://w Paper re:
better quality of life own learning more ww.you working of
-Self regulated effective tube.co my bad
learning study m/watc habits
plans h?
and v=4Hof
strategie TwtPLf
s (self- o
regulate
d
b) Setting goals for learning
the Success program) Feedback

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 -The report on
Importance of Guided initial
Goals lecture Clarifyi implement
-Bandura Self- and how ng ation of
Efficacy to goals goals.
-Dwecks’ demonst and
Mindset (growth rate: setting
versus fixed) Examina up a
-Locke’s Goal tion of plan for
Setting Theory goals the
(shorts short
and long term
term) as (for the
well as semest
plans for er)
accompli
shing
these. Answeri
ng the
test
your
Mindset
Instrum
ent at
http://mi
ndseton
line.co
m.com/t
estyour
mindset
/step1.p
hp

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 -
Answeri
ng the
Internal
/Extern
al Feedback
c) Taking Charge of Motivati report on
One’s Health on implement
-Stressors and Scale ation of
responses and the self-care
-Sources of Coping Guided Locus plan
and Strength lecture of
-Stress and and how Control
Filipinos to Scale
-The Social and demonst at
Cultural rate: http://w
Dimensions of Identifyin ww.
Stress g Pysch.u
-Taking Care of the personal ncc.edu
Self stressors /pagool
-The Need for Self- and ka/Locu
care and usual sofCont
Compassion coping. rol-
intro.ht
d) Social graces
Identifyi
ng
effectiv
e and
ineffecti
ve
coping
respons

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 es

Develo
ping a
self-
care
plan

Role
Play of
observe
d
Filipino
graces

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 Final-Term Examination – 1.5 hours
Course Requirements:
 2 Long Exams
 Class Attendance
 Class Participation in Discussions and Activities
 Final Paper

Grading Scheme:
Grade Equivalent
 Quizzes 10% 1.0 98 – 100
 Class Participation/Attendance 10% 1.25 95 – 97
 Group/Seatworks, Assign,Reflection 1.5 92 – 94
Papers, Project 20% 1.75 89 – 91
2.0 86 – 88
 Prelims 10% 2.25 83 – 85
 Midterm Exam 25% 2.5 80 – 82
 Final Exam 25% 2.75 77 – 79
Total 100% 3.0 75 – 76
5.0 74 and below Failed
Inc. Incomplete

References:
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2. Bandura, A. (1999). Social Cognitive Theory of Personality. In Pervin and John (eds): Handbook of Theory of Personality and
Research. (2nd ed). Guilford Press. 134-194.
3. Belk (2013). Extended Self in a Digital World. Journal of Consumer Research. 40:3, 477-500.
4. Chafee, J. (2013). Who are you? Consciousness, Identiy and the Self. In the Philosopher’s Way Thinking Critically about
Profound Ideas. Pearson; 169
5. Csordas, T. (1999). Self and Person in Bode (ed): Psychological Anthropology. Praeger 331-350.
6. Demello, M. (2014) Beautiful Bodies. 173-188. And Fat and Thin Bodies. 189-205. In Body Studies: An Introduction.
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 Routeledge.
7. Demetrio, F. and Zialcita. (1991). The Soul. 95-97. One is not Enough. 99-101. The Soul Books, GCF Books.
8. Diokno, MS. (1997). Becoming a Filipino Citizen. In Perspectives on Citizenship and Democracy. UP Third World Studies
Center. 17-38.
9. Dittmer, H. (1992) . The Individual Centered Approach. Material Possessions as Parts of the Extended Self. 41-64 and
Possessions as Symbolic Expressions of Identity. 95-121. In the Social Psychology of Material Possessions: To Have is to
Be? Saint Martin’s Press.
10. Doronilla, MR. (1997). An Overview of Filipino Perspectives on Democracy and Citizenship. In Perspectives on Citizenship
on Democracy. UP TWSC. 69-112.
11. J Dunlosky, KA, Rawson, EJ. Marsh, MJ, Nathan & D.T. Willingham. (2013). Improving Student’s Learning and Learning
Techniques: Promising Directions from Cognitive and Educational Psychology. Psychological Science in the Public Interest.
14 (1), 4-58, Doi:10-1177/1529100612453266.
12. Ellison , et. al. (2006). Managing Impressions Online: Self-Presentation Processes in the online dating environment. Journal
of Computer Mediated Communication 11, 415-441. Doi:10.111/j.1083-6101.2006.00020x
13. Feldman, R. (2008). Understanding Psychology. 8th ed. McGraw Hill. Module 34.. Understanding Human Sexual Response:
369-375, Sexual Difficulties. 389-391.
14. 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.
15. Frankl, V. (1959). Man’s Search for Meaning: An Introduction to Logotherapy . 149-210.
16. Geertz, C. (1973). The Impact of the Concept of Culture and the Concept of Man. 33-54 and Pearson Time and Conduct in
Bali. 360-411. In the Interpretation of Culture Basic Books.
17. Gibbs, et. al (2006). Self-Presentations in Online Personals: The Role of Anticipated Future Interactions, Self-Disclosures
and Perceived Success in Internet Dating. Communications Research. 33:02, 152-172.
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Behavior and Social Networking. Doi: 10.1089/cyber.2009.0411.
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289-306.
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Publications.. 91-38.
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 23. Lanuza, G. (2004). The Constitution of the Self in David R. (ed). Nation, Self and Citizenship. An Invitation to Philippine
Sociology. Anvil Publishing.
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University Press. 299-312.
25. Lugue and de Leon. (2001). Textbook and Family Planning. Rex Printing.
26. Magos, A. The Ideological Concept of Mar-am Practice in Mariit. In the Enduring Mar-am Tradition: An Ehtnography of
Kinaray, A Village in Antique. New Day Publishers. 46-62.
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28. Neff, K. (2012). The Science of Self Compassion and Wellness in Psychotherapy. NY. Guilford Press. 79-92. or http://self-
compassion,org/the -research
29. Sosis, R. (2010). The Adaptive Value of Religious Ritual. In Angeloni (ed). Annual Editions Anthropology 10/11. 33 rd ed.
McGraw Hill. 133-137.
30. Stein and Stein. (2011). Ritual in the Anthropology of Religion. Magic and Witchcraft. Prentice Hall. 77-102.
31. Tan, Michael. article at http://pcij.org/stories/stress-and-the-filipino/
32. Triandis (1989) . The Self and the Social Behavior in Differing Cultural Contexts. Psychological Review. 96:3 , 506-520.
33. Urdan. (1991). Achievement Goal Theory: Past Results, Future Directions. Advances in Motivation and Achievement. Vol. 10,
99-141.
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Technology, Language and Cognition. Computers in Human Behavior. 23, 2538-2557.
35. Wei-Ming T. (1985). Selfhood and Otherness in Confusian Thought in Marsella (ed) . Culture and Self. Asian and Western
Perspectives. Tavistock Publication. 231-251.
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39-68.
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10.1207/s15430421tip4102_2.

Classroom Policies:
1. Uniform and dress code
a. students should be in proper uniform, wear school ID and appropriate shoes except during laboratory class.
b. on Wednesdays, hip-hop dresses and get-ups are not allowed, e.g. shorts, slippers, earrings for males, spaghetti strap,
etc.

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 c. PE uniform should be worn only during PE class

2. Attendance, tardiness and absenteeism

a. minimum of 80% attendance of the total contact hours in the subject is required (checking is done every meeting)
b. tardiness of 15 minutes is equivalent to one hour period of absence.
c. a minimum of 3 consecutive absences without justifiable reasons requires a promissory note from the college guidance
coordinator
d. 6 consecutive absences in the class means “drop” in the subject
e. failure to take the prelim exam preceded by absences means “drop” in the subject
f. failure to attend regular classes after taking the prelim exam means of grade of 5.0 in the subject.

3. Taking Examinations
a. cheating and copying are strictly prohibited, “when caught cheating during the quizzes and long exams, deduction of
points will be imposed”; during mid-term or final exams, means a grade of 5.0 in the subject.
b. borrowing of calculators and other exam paraphernalia is NOT allowed during exams.
c. during mid-term and final exams, only answer sheets, permits, calculators, pens, pencils and erasers are allowed on the
desk; other things should be deposited on a place designated by the teacher.
d. other policies will be imposed as deemed necessary and agreed upon between the students and the subject professor.

4. Other Policies:
a. cellphones should shut-off during class hours.
b. chairs should be arranged before leaving the classroom.
c. vandalism is strictly prohibited and punishable.
d. no smoking within the school premises.
e. students under the influence of liquor are not allowed inside the school compound.
f. any form of deadly weapons should not be brought to school except cleaning/cutting tools during clean-up days and
laboratory classes.
g. unnecessary noise to the point of creating disturbances is prohibited
h. proper grooming should be observed (i.e short and undyed hair for males)
i. other policies will be strictly imposed as contained in the student handbook.

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Prepared by: Checked by: Approved by:

PROF. MARIE P. SORIANO

PROF. AUDREY B. SIMON Program Chair: Dean

PROF. JEYFA C. ELEPONIO

_______________________ _________________________
PROF. ALVIN B. LIAD PROF. RISCHELLE G. AGGABAO BOYET L. BATANG,Ph.D

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