UND

UNDERSTANDING THE SELF

Course Syllabus

Third Revision
Second Semester, A.Y. 2019-2020

COURSE INFORMATION
Course Code Course Title Type Credits
3 units
Soc. Sci 11 Understanding the Self Lecture
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.
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
Course process, and developing a more critical and reflective attitude while enabling them to manage and improve their selves to attain a better quality
Description 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 three areas of concern for young students: learning, goal setting, and managing
stress. It also provides for the more practical application of the 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.

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 This course includes the mandatory topics on Family Planning and Population Education.
Pre-requisite None
At the conclusion of this course, students must have:
1. The Self from Various Perspectives
a. Discussed the different representations and conceptualizations of the self from various disciplinal perspectives
b. Compared and contrasted how the self has been represented across different disciplines and perspectives
c. Examined the different influences , factors, and forces that shape the self
d. Demonstrated critical and reflective thought in analyzing the development of one's self and identity by developing a theory of the
self

Course
Outcomes 2. Unpacking the Self
a. Explored the different aspects of self and identity
b. Demonstrated critical, reflective thought in integrating the various aspects of self and identity
c. Identified the different forces and institutions that impact the development of various aspects of self and identity
d. Examined one's self against the different aspects of self-discussed in class
3. Managing and Caring for The Self
a. Understood the theoretical underpinnings for how to manage and care for different aspects of the self
b. Acquired and honed new skills and learnings for better managing of one's self and behaviors
c. Applied these new skills to one's self and functioning for a better quality of life.

Course Content/ Desired Teaching - Learning Instructional Assessment No. of

Topics Learning Outcomes Strategies / Activities Materials Hours

Introduction to Course After the completion of this Class Activity: Getting to know Copy of Course Oral Recitation
Orientation of VMGO chapter, the students must me and you Syllabus
have: 15 mins.
Class Discussion: Raising
A. Acquainted with the fundamental questions
course syllabus. regarding the self

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 B. Recited and understood Surfacing students’ beliefs and
the VMGO. concerns regarding the self

Discussion of the mechanics of

the course

Introducing the requirements and

integrative final paper

1. THE SELF FROM After the completion of this

VARIOUS chapter, the students must
 Lecture
PERSPECTIVES have:  PowerPoint  Simple
 Group discussions centering on  Reference Questioning
A. Philosophy A. Discussed the different similarities/differences of self- books  Matrix Making
 Socrates representations and representations and  Sticky Notes  Chant, Act, and
conceptualizations of conceptualizations and the Play
 Plato
the self from various various identified influences  Gallery Walk
 Augustine  Class project (quickie
disciplinal
 Descartes perspectives. survey): How is self- 4 hours
 Locke B. Examined the different understood?
 Hume influences. factors and  Class discussions and
forces that shape the
 Kant processing of survey
self.
 Ryle results once data have
 Churchland C. Shown similarities and been written up (see
 Merleu-Ponty differences on how the assessment)
– all try to answer the self has been
question Who are you? represented across the
different disciplines and

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 perspective.
B. Sociology  Group Discussion: How is my  PowerPoint  Individual
 The self as a product of D. Demonstrated critical self shaped and influenced by  Reference submission of
modern society among and reflective thought books essay on self:
culture? (May be discussed at
in analyzing the How do I
other constructions either or both the
development of one's understand
 Mead and the social self self and identity by regional/national levels). mys elf? What
C. Anthropology developing a theory of  Role Playing on topics about led up to this
 The self and the person the self. Filipino Culture self? 4 hours
in contemporary  Reflection Paper
anthropology on Personal
 The self embedded in Character Traits
culture which have been
developed
because of one’s
culture

D. Psychology  Think-pair-share  PowerPoint  Short paper on

 The Self as a Cognitive  Pop Psych Test: Identifying real  Reference books Real/Ideal Self
Construction:  Self – Esteem and a discussion/
and ideal self-characteristics
Inventory assessment of any
 William James and the  Video Clip: False vs True Self Questionnaire differences
Me-Self; I-Self You Gotta Be – YouTube:  Reaction paper:
 Global vs differentiated Examples of Thomas Merton’s “But the concept 4 hours
models Theory of True self vs False Self of the self loses its
 Real and Ideal self-  Discussion on: Winnicotts’ True meaning if a
concepts vs False Selves person has
 Multiple vs Unified  Role playing: How true and false multiple selves.
selves selves help students in their day- The essence of self
involves

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  True vs False Selves to-day lives. integration of
 The Self as Proactive and diverse
Agentic experiences into a
unity. In short,
unity is one of the
defining features of
selfhood and
identity.”
 Quiz

E. The Self in Western and  Totoo ba? A Discussion: Is  PowerPoint  Group activity:
Oriental/Eastern Thought the Philippines really a Presentation 2 groups according
 Individualistic vs collectivist society? Give  Reference
to their highest
Collective self examples and if true, how books
does this shape/impact our  Individualism - assessment
 The Construction of the
idea of Self? Collectivism (Individualists and
Self in Western thought
 Take the Individualism- Scale (by Collectivists);
 The Self as embedded in Collectivism Scale (by create a
Triandis et. al.)
relationships and through Triandis et. al.) to identify the jingle/cheer or
spiritual development in level of individualism and song that describes
4 hours
Confucian thought collectivism. the group.
 Role Play Situations are
given and the
group will cheer if
the situations
suites to the
qualities of the
group.

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  Journal Writing:
*The things I
learned about
myself from this
topic.

P R E L I M E X A M 1 hour

2. UNPACKING THE After the completion of this  Lecture  Individual

SELF chapter, the students must  PowerPoint
 Group discussion and  Reference constructions of
have:
presentation: Who is beautiful? books the personal
F. THE PHYSICAL
SELF: The self as A. Explored the different Cultural conceptions and self-illustrating
impacted by the body aspects of self and standards of beauty of face and how the
identity body (If time permits, this may different aspects
 The impact of culture on also be given as a quickie class are situated
body image and self 4 hours
B. Demonstrated critical, survey) relative to one
Esteem: The importance
reflective thought in  Psychological Test: another and the
of beauty
integrating the various  Self-esteem scale importance of
aspects of self and  Body esteem scale each relative to
identity  What do men and women find the other.
attractive: A class discussion  Video Clip
C. Identified the different  Video clip making presentation
forces and institutions  Essay Writing
that impact the
development of
4 hours

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G. SEXUAL SELF various aspects of self  Tanungin si Ora: Totoo ba?  PowerPoint  Identification of
 Development of and identity Surfacing common beliefs and  Video Clip the different
Secondary sex misconceptions regarding the  Referenced contraceptive
D. Examined one's self methods
characteristics and the body, sex, and sexuality Books
against the different  Quiz
human reproductive aspects of self-  What does he want? (according  Body Mapping
system discussed in class to him/according to her). What  Presentation of
 Discussing the does she want? (according to results from their
Erogenous Zones her/according to him): quick survey
 Understanding the Comparing expectations
Human sexual  Usap tayo: A Discussion on
response Love, Sex, Relationships, and
- The basic biology of Family
sexual behavior
- Understanding the
Chemistry of lust, love
and 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

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 Contraception (natural
and artificial)

H. THE MATERIAL/  Lecture  PowerPoint  Paper on my

ECONOMIC SELF:  Class/group discussion on the  Referenced most prized
possession:
role of mass media in shaping Books
 I shop, therefore I What would I
purchase behaviors: What save first in
Am: I have, therefore
makes an ad effective or any emergency
I am?
ineffective? What affects my and why? 4 hours
 Shaping the way we  Paper: Me and
purchase behavior?
see ourselves: The My Favorite
 My bag/wallet and me (an
role of consumer Things (what
unobtrusive measure) these are and
culture on our sense of
 Video Clip Makin what they say
self and identity
about me)
 Video
presentation

I. THE SPIRITUAL SELF:  Class discussion: Listing of  PowerPoint  Presentation of

The practice of religion: beliefs in spirits and the  Referenced result from their
belief in supernatural interview
supernatural prevalent in Books
being and power activity
the area  Reflection on 4 hours
 Interviews of informants Frankl’s ways of
 The concept of
regarding most common discovering
"dungan" - spirit or rituals in locale, description, meaning
soul and the functions they serve  Simple
 Rituals and Questioning
ceremonies:

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 - The function
of rituals
- Rituals and
ceremonies
- Religion,
Magic and
Witchcraft
 Finding and
creating meaning

J. THE POLITICAL SELF  Lecture  PowerPoint  Oral

 Developing a  Group discussion: Who is  Referenced Recitation
Filipino Identity:  Quiz
the Filipino? What makes a Books
 One-page
Values, Traits, Filipino? insight paper
Community and  A Game: You know you're
Institutional factors Filipino if/when....
 Establishing a (Inspired by the book of
democratic culture the same title)
M I D T E R M E X A M 1 hour

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K. THE DIGITAL SELF:  Lecture  PowerPoint  Infographic
 Self and other in  Group  Referenced output
cyberspace
discussion /sharing: My Books presentation
- I, me, myself and my
user ID online FB experiences  Simple
identity  Quickie Survey: Who goes Questioning
 Selective self- online and why?  Role Playing
presentation and
impression
management 5 hours
 Impact of online
Interactions on the
self
 Boundaries of the
self-online: private
vs public; personal/
individual vs social
identity online;
gender and sexuality
online After the completion of this
3. MANAGING AND chapter, the students must
have:
CARING FOR THE  Guided lecture and how-to  PowerPoint  Presentation
SELF demonstration: Examination of Presentation of the
A. Understood the
theoretical own study strategies and  Feedback different
L. Learning to be a better underpinnings for how development of more effective report on teaching 4 hours
student to manage and care study plans and strategies (self- initial strategies
 What happens during regulated learning program). implementati  Concept Map
for different aspects of
learning? Brain and  Answering the Metacognition on: what  Quiz
the self.
behavior changes Awareness Inventory happened,  Role Playing

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  Metacognition and B. Acquired and honed  The Power of Habit at problems
study strategies new skills and htt1::1://[Link]/watch? encountered,
 Managing your learnings for better v=4HofTwtPLfo etc.
own learning: managing of one's self
Self-regulated learning and behaviors.

C. Applied these new

skills to one's self and
functioning for a
better quality of life

M. Setting goals for

Success  Guided lecture and how-to  PowerPoint  Goal Setting
demonstration: Examination of  Reference  Simple
 The importance of goals Questioning
goals (short and long term) as Books
 Bandura's Self efficacy,  Working of my
Dweck's Mindset well as plans for
accomplishing these Bad Habits
(growth vs fixed)
 Locke's goal setting  Clarifying goals and setting up (paper)
theory a plan for the short term (for 4 hours
the semester)
 Answering the Test your
Mindset Instrument at
htt12://mindsetonl i
[Link]/testvourmindseUstep1 .
php
 Answering the
Internal/External Motivation

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 Scale and the Locus of Control
Scale at
htt12://www.[;![Link]/1,2a
goolka/[Link]

N. Taking charge of one's  Guided lecture and how-to  PowerPoint  Quiz

health demonstration: Identifying Presentation  Concept Map
 Stressors and personal stressors and usual  Simple
responses coping Questioning
 Sources of Coping  Identifying effective and  Presentation of 4 hours
and strength ineffective coping responses Stress Reliever
 Taking care of the  Developing a self-care plan Activity
self: The need for  Reflection
self-care and Paper
compassion
FINAL EXAMINATION 1 hr.

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