Republic of the Philippines OFFICE OF THE PRESIDENT COMMISSION ON HIGHER EDUCATION UNDERSTANDING THE SELF Preliminaries Course Title Understanding the Self No. of Units units 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 countiess and varied ways to comply. Among the questions that everyone has had to grapple with at one time or other is "Who am 1?” 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 {earning 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 Page 1 of 2 Understanding the Seif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 enabies them the hands-on experience of developing self-help plans for self-regulated learning, goal setting, and self care. This course includes the mandatory topics on Family Planning and Population Education Learning Outcomes At the end of the course, the students will be able to. The Self From Various Perspectives 1. Discuss the different representations and conceptualizatians of the self from various disciplinal perspectives 2, Compare and contrast how the seif has been represented across different disciplines and perspectives 3. Examine the different influences, factors, and forces that shape the self 4 Demonstrate ctical and refectve thovaht in analyzing the development of one's self and identity by developing theory othe sell Unpacking The Self 5. Explore the different aspects of self and identity 6 Demonstrate critical, refiective thought in integrating the various aspects of self and identity 7. Identify the different forces and institutions that impact the development of various aspects of self and identity 8. Examine one's self against the different aspects of self discussed in class Managing and Caring For The Self 9. Understand the theoreticai underpinnings for how to manage and care for different aspects of the self 10. Acquire and hone new skills and learnings for bettet managing of one's self and behaviors 11. Apply these new skills to one’s self and functioning for a better quality of life Number of Hours: 3 hours every week for 18 weeks or 54 hours in a semester Page 2 of 2 Understanding the SeifUNDERSTANDING THE SELF Learning Plan Leaming Outcome Topic Resources Methodology ‘Assessment | Introduction to Course Class Activity: Getting to know me and you | Class Discussion: Raising fundamental questions | regarding the self | Surfacing students’ beliefs and concerns regarding the self Discussion of the mechanics of the course Introducing the requirements and integrative final paper 1. The Self From | The Self From The Self From Various Various Various Perspectives Perspectives Perspectives Bandura, A. (1999). Social +Group write-up of a. Discuss the a. Philosophy Cogritive Theory of + Lecture quickie survey different + Socrates, Plato | Personality. In Pervin and results representations and and Augustine to | John (eds) Handbook of | « Group discussions centering conceptualizations of | Descartes, Locke, | Personality Theory and —_| on similarties/differences of « Individual the self from various Hume, Kant, Research. 2 ed, Guilford | self representations and submission of _Freud, Ryle, Press 134 - 194 essay on self: How Page t of 11 Understanding the Selfperspectives b. Examine the different influences, factors and forces that shape the self ¢. Compare and contrast how the self has been represented across the different disciplines and perspectives, 4. Demonstrate critical and reflective thought in analyzing the development of one's Churehland and Merleau-Ponty - all try to answer the question Who are you? b. Sociology + The selfasa product of modern society among other constructions + Mead and the social self © Anthropology + The Self and Chafee, J. (2013) Who are you? Consciousness, \dentity and the Self. In the Philosopher's Way: Thinking Critically about Profound Ideas, Pearson. 106 - 169 Csordas, T. (1999). Self and Person. In bode (ed). Psychological Anthropology. Praeger. 331 = 350 Geertz, C. (1973). The Impact of the Concent af Culture and the Concept of various identified influences + Class project (quickie survey): How is self understood? + Glass discussions and processing of survey results, once data have been written up (see assessment) Group Discussion: How is my Got understand my self? What led up to this self? self and identity by | person in Man. 33-54 and Person, | self shaped and influenced by developing a theory of | contemporary Time and Conduct in Bali, | culture? (May be discussed at | Points will be given the self anthropology 360 ~ 411. In The either or both the regional’ | for group Interpretation of Culture. | national levels) presentation +The self Basic Books, embedded in culture Harter, S. (1996). d. Psychology Historical Roots of Contemporary Issues +The Self as a Involving the Self Concept. Cognitive ln Bracken (ed) Handbook Construction: of Self Concept ~ william James | Developmental, Social and Page 2 of 11 Understanding the Setand the Me-Self, ical Considerations. Short paper on Self John Wiley & Sons Inc. 1 ~ Reallideal Self and - Globai vs. 37 a discussion! differentiated assessment of any models Johnson, T. (1985) The differences ~ Real and Ideal —_| Western Concept of Self. self concepts In Marsella (ed) Culture - Multiple vs Unified | and Self: Asian and selves Western Perspectives. - True vs False _| Tavistock Publications. 91- selves 138 +The Self as Lanuza, G. (2004). The Proactive and Constitution of the Self. In| Toto ba? A Discussion: !s the Agentic David, R. (ed) Nation, Self | Philippines really a collectivist and Citizenship: An society? Give examples and if e. The Self in invitation to Philippine true, how does this Western and Sociology. Anvi shapelimpact our idea of Self? Oriental/Eastern | Publishing Thought Mead, GH (1972) Mind, + Individualistic vs | Self and Society from the Collective self ‘Standpoint of a Social Behaviorist. The University | of Chicago Press + The Social Construction of the | Triandis (1989). The self Seif in Western and social behaviour in | thought differing cultural contexts, Psychol, Rev. 96.3.506- | +The Self as 520 Sj Page 3of 11 Understanding the Self‘embedded in relationships and through spiritual Wei-Ming, T. (1985). Selfhood and Othemess in Confucian Thought. In development in Marsella (ed). Culture and Confucian thought — | Self: Asian and Western Perspectives. Tavistock Publications, 231 - 251 Three things | learned about myself from this topic | 2. Unpacking The | Unpacking The Unpacking The Self Self Self a. Explore the a. THE PHYSICAL different aspects of | SELF. The selfas | Belk (2013). Extended Self « Lecture + Individual self and identity impacted by the in a Digital World. Journal | + Group discussion and constructions of the body ‘of Consumer Research _| presentation: Who is ersonal self b. Demonstrate 40. 3, 477 ~ 500 beautiful? Cultural conceptions | illustrating how the critical, reflective + The impact of and standards of beauty of | different aspects thought in integrating | culture on body Demetlo, M. (2014), face and body (If ime permits, | are situated relative the vatious aspects of | image and self Beautiful Bodies. Pp 173 - | this may also be given as 2__| to one another and self and identity . Identify the different forces and institutions that impact the development of Esteem: The importance of beauty 488, And Fat and Thin Bodies, 189 - 205. In Body Studies: An Introduction Routledge Demetrio, Fernando & quickie class survey) + Class may bring pictures of who is beautiful to begin discussion + Psychological Tests ~ Self esteem scale the importance of each relative to the other Page 4 of 11 Understanding the Selfvarious aspects of self and identity 4. Examine one's self against the different aspects of self discussed in class b, SEXUAL SELF + Development of Secondary sex characteristics and the human reproductive system + Discussing the Erogenous Zones + Understanding the Human sexual response The basic biology of sexual behavior Understanding the Chemistry of lust, fove and attachment The Psychological aspect, What turns people on: the phases of sexual response + The diversity of, sexual behavior solitary, heterosexual, Zialeita. (1994). The soul, 95-97. One is not enough. 99-101. The Soul Book. GCF Books. Diokno, MS (1997) Becoming a Filipino Citizen. In Perspectives on Citizenship and Democracy, UP Third World Studies Center. 17 — 38 Dittmer, H. (1992). The Individual Centered Approach: Material Possessions as Parts of the Extended Self. Pp. 41- 64 and Possessions as ‘Symbolic Expressions of ‘identity. Pp. 95-121 in The Social Psychology of Material Possessions: To Have is to Be? St. Martin's Press. Doronilla, ML (1997). An Overview of Filipino Perspectives on Democracy and ~ Body esteem scale + What do men and women find attractive: A class discussion + Tanungin si Dra: Totoo ba? Surfacing commen beliefs and misconceptions regarding the body, sex, and sexuality + What does he want? {according to him/according to her). What does she want? {according to her/according to him): Comparing expectations + Usap tayo: A Discussion on Love, Sex, Relationships, and Family Page 5 of 17 Understanding the Selfhomosexual and bisexual, transsexual + Sexually transmitted diseases (STis) + Methods of Contraception {natural and artificial) co. THE MATERIALIECONO MIC SELF’ +I shop, therefore | ‘Am: | have, therefore | am? + Shaping the way we see ourselves: The role of consumer culture on our sense of self and identity 4d. THE SPIRITUAL Citizenship. In Perspectives on Citizenship and Democracy. UP TWSC. 69 =112 on et. Al, (2006). Managing Impressions online: Seif presentation processes in the online dating environment, Journal of Computer Mediated Communication. 11. 415 ~ 441. Do: 10.1144, 1083- 61012008 00020x Feldman, R. (2008) Understanding Psychology. 8" ed, McGraw Hill, Module 34; Understanding Human Sexual Response. 369-375; Module 35: Diversity of Sexual behavior. 379-385; Module 36: Sexual Difficulties, 389- 391 + Lecture + Class/group discussion on the role of mass media in shaping purchase behaviors: ‘What makes an ad effective or ineffective? What affects my purchase behavior? +My bag/wallet and me (an unobtrusive measure) Class discussion: Listing of beliefs in spirits and the supernatural prevalent in the area Paper on my most prized possession: What would | save first in any emergency and why? Paper: Me and My Favorite Things (what these are and what they say about me) Interview of informants regarding most common rituals in locale, description, and the functions SELF: The practice they serve of religion: belief in| Fisher, H. (2004). Why We supernatural being | Love: The Nature and and power Chemistry of Romantic Page 6 of 1 Understanding the Self+ The concept of “dungan’ - spirit or soul + Rituals and ceremonies: - The function of rituals ~ Rituals and ceremonies - Religion, Magic and Witcheraft + Finding and creating meaning - Three ways of discovering meaning in life e. THE POLITICAL SELF + Developing a ipino Identity Values, Traits, Community and Institutional factors + Establishing 2 democratic culture Love. Chapter 3: Chemistry of Love. 51-76; Chapter 4 Web of Love: Lust, Love and Attachment. 77-98. Frankl, V. (1958) Man's Search for Meaning: An Introduction to Logotherapy. Especially Part 2: Basic Concepts of Logotherapy. 149-210. Gibbs et. Al. (2006). Seif Presentation in online personals: The role of anticipated future interactions, self disclosures and perceived success in intemet dating, Communications Research. 33.2.152-172 Gonzales & Hancock (2010), Mirror, Mirror on my FB Wall: Effects of Exposure to FB on self esteem. Cyberpsychology, Behaviour and Social Networking, Doi 10. 1089/cyber 209.0411 + Lecture + Group discussion: Who is the ino? What makes a + AGame: You know you're Filipino iffwhen.... (Inspired by the book of the same title) + Lecture + Group discussion/sharing: My FB experiences + Quickie Survey: Who goes online and why? Personal Essay: Reflections of Franki's ways of discovering meaning Page 7 of 11 Understanding the Selff THE DIGITAL SELF: Self and other in cyberspace me, myself and my user ID online identity + Selective self presentation and impression management 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 Haviland, et. al. (2007) the Supernatural. in the Essence of Anthropology Thomson Wadsworth. 289- 306. Kawada, M, (1996). Bayad sa Dili Naton Kaipon: A Visayan Ritual of Offering to the Spints. In Ushijima & Zayas (eds). Binisaya Nga Kinabuhi (Visayan Life). Visayas Maritime Anthropological Studies. CSSP Publications. 213 - 240, Lugue & De Leon (2001) Textbook on Family Planning. Rex Printing. Magos, A. The Ideological Context of Ma-aram Practice in Marit. In The Enduring Ma-aram Tradition: An ethnography of Kinaray-a Village in ‘Antique. New Day Publishers. 46-62 Page 8 of 11 Understanding the SelfSosis, R. (2070). The Adaptive Value of Religious Ritual. In Angeloni (ed). Annual Editions: Anthropology 10i1. 33% ed. McGraw Hill, 133-137, Stein & Stein (2011). Ritual. in the Anthropology of Religion, Magic and Witchcraft. Prentice Hal 71-102 Walther (2007). Selective self presentation in computer mediated communication Hyperpersonal dimensions of technology, tanguage and cognition. Computers in Human Behavior. 23. 2538 -- 2557 Wolfson (2010). The Chemistry and Chimera of Desire http://www. healthline com’ healthy/what-is-desire Zialcita, F_ (1997). Barriers Page 9 of 11 Understanding the Selfand Bridges toa Democratic Culture. In Perspectives on Citizenship and Democracy. UP TWSC. 39 -68 ‘3. Managing and Caring for the Self a. Understand the theoretical underpinnings for how ta manage and care for different aspects of the self b. Acquire and hone new skills and samings for better managing of one’s self and behaviors c. Apply these new skills to one’s seif and functioning for a better quality of life Managing and Caring for the Self 2. Leamning to be a better student + What happens during learning? Brain and behaviour changes + Metacognition and study strategies + Managing your own learning: Self regulated learning b, Setting goals for Success + The importance of goals + Bandura’s Self efficacy, Dweck's J. Duntosky, KA. Rawson, E.J. Marsh, M.J. Nathan, & D.T. Willingham. (2013). Improving Students’ Learning with Effective Learning Techniques Promising Directions from Cognitive and Educational Psychology. Psychological Science in the Publ Interest, 14(1), 4-58 Doi:10.4177/15291006124 53266 Locke, E. (2002). Setting Goals for Life and Happiness, In Snyder & Lopez (eds.) Handbook of Positive Psychology. Oxford University Press. Managing and Caring for the Self + Guided lecture and how-to _| « Feedback report demonstration: Examination of } on initial own study strategies and implementation: development of more effective | what happened, study plans and strategies —_| problems (elf regulated learning encountered, etc rogram) * Working of my + Answering the Metacognition | Bad Habits (paper) Awareness Inventory + The Power of Habit at + Guided lecture and how-to demonstration: Examination of goals (short and long term) as_ | + Feedback report well as plans for on initial accomplishing these implementation of + Clarifying goals and setting | goals up a plan for the short term (for the semester) Page 10 of 11 Understanding the Self‘Mindset (growth vs fixed) + Locke's goal setting theory c. Taking charge of one’s health + Stressors and responses + Sources of coping and strength Stress and nos: The social and cultural dimensions of stress + Taking care of the self: The need for self care and compassion 299 = 312 Neff, K. (2012). The Science of Self Compassion. In Germer & Siegel (eds). Compassion and Wellness in Psychotherapy. NY. Guilford Press. 79-92. Or hito:/self- compassion,oraithe- research Article of Michael Tan at intto://ocil ora/stories/stress -and-the-flipinol Urdan (1991) Achievement Goal Theory: Past Results, Future Directions. Advances in Motivation and Achievement. Vol 99-141 Zimmerman, B. (2022) Becoming Learner: Self- Regulated Overview. Theory into Practice, 41(2), 64-70. Doi: 10.1207/s 15430421 tip 4102 2 10. + Answering the Yest your Mindset instrument at htto://mindsetonline.com/tes ‘ourmindse/step4.ohy ‘Answering the Internal/External Motivation ‘Scale and the Locus of Control Scale at http://www psych unce.edulpa joolka/LocusofControl-intro mt Guided lecture and how-to demonstration: identifying personal stressors and usual coping + Identifying effective and ineffective coping responses Developing a self care plan + Feedback on Implementation Page 11 of 1 Understanding the SefUNDERSTANDING THE SELF Course Map GENERAL EDUCATION (G.E.) LEARNING OUTCOMES: L The Self A. INTELLECTUAL COMPETENCIES (Knowledge) from Various Perspectives Unpacking the Self Managing and Caring for the Self 7. Analyze “texts” (written, visu: etc.) critical 2. Demonstrate proficient and effective communication (writing, speaking, and use of new technologies) 3. Use basic concepts across the domains of knowledge 4. Demonstrate critical, analytical, and creative thinking ><|>|>x]>< >< P B. PERSONAL AND CIVIC COMPETENCIES (Values) 7, Appreciate the complexity of the human condition 2, Interpret the human experience from various perspectives 3, Examine the contemporary world from both Philippine and global perspectives >|><}>< 4, Take responsibility for knowing and being Filipino 5. Reflect critically on shared concems <)>! ><]><)_><|><) ><] 6. Generate innovative practices and solutions guided by ethical standards 7. Make decisions based on moral norms and imperatives 8._Advocate respect for human rights ><|><}>«| Legend {= Facilitates learning of the competencies (input is provided and competency is evaluated) P = Allows student to practice competencies (no input but competency is evaluated) © = Opportunity for development (no input or evaluation but there is opportuni to practice the competencies) Page 1 of 2 Understanding the SelfGENERAL EDUCATION (G.E.) LEARNING OUTCOMES The Self | Unpacking | Managing C. PRACTICAL SKILLS (Skills) from Various | the Self and Perspectives Caring for the Self_| © 71. Work effectively in a group - - x x x 2. Apply computing tools to process information effectively — 3. Use current technology to assist and facilitate learning and research x 4, Negotiate the world of technology responsibly X 5. Create Sofutions to problems in various fields 6. Manage one’s knowledge, skills, and values for responsible and productive x x living 7._Organize one’s self for lifelong learing Xx x Xx Legend L. = Fadilitates learning of the competencies (input is provided and competency is evaluated) P = Allows student to practice competencies (no input but competency is evaluated) © = Opportunity for development (no input or evaluation but there is opportunity to practice the competencies) Page 2 0f2 Understanding the SelfUNDERSTANDING THE SELF Required Readings and Other Materials Bandura, A. (1999). Social Cognitive Theory of Personality. In Pervin and John (eds) Handbook of Personality Theory and Research. 2" ed, Guilford Press 134 — 194, (For the topic, The Self from Various Perspectives - The Self in Western and Orienta/Eastern Thought) Belk (2013). Extended Self in a Digital World. Journal of Consumer Research. 40. 3. 477 - 500 (For the topic, Unpacking The Self - The Digital Sef) Chafee, J. (2013) Who are you? Consciousness, Identity and the Seff. In the Philosopher's Way: Thinking Critically about Profound Ideas. Pearson. 106 — 169. (For the topic, The Self from Various Perspectives - Philosophy) Csordas, T. (1999). Self and Person. In bode (ed). Psychologica! Anthropology. Praeger. 331 — 350 (For the topic, The Sef from Various Perspectives - Anthropology) Demello, M. (2014). Beautiful Bodies. Pp 173 ~ 188, And Fat and Thin Bodies. 189 ~ 205. In Body Studies: An Introduction. Routledge (For the topic, Unpacking the Self - The Physical Self) Demetrio, Fernando & Zialcita. (1991). The soul, 95-97. One is not enough. 99-101. The Soul Book. GCF Books. (For the topic, Unpacking the Self - The Spiritual Seff) Diokno, MS (1997). Becoming a Filipino Citizen. In Perspectives on Citizenship and Democracy. UP Third World Studies Center. 17 — 38 (For the topic, Unpacking the Seff - The Political Self) Dittmer, H. The Individual Centered Approach’ Material Possessions as Parts of the Extended Self. Pp. 41-64 and Possessions as Symbolic Expressions of Identity. Pp, 95-121 in The Social Psychology of Material Possessions: To Have is to Be? St. Martin's Press. (For the topic, Unpacking the Self - The Material/Economic Self) Doronilla, ML (1997). An Overview of Filipino Perspectives on Democracy and Citizenship. In Perspectives on Citizenship and Democracy. UP TWSC. 69 - 112 (For the topic, Unpacking the Self - The Political Setf) J. Dunlosky, K.A. Rawson, E.J. Marsh, M.J. Nathan, & D.T. Willingham. (2013). Improving Students’ Learning with Effective Learning Techniques: Promising Directions from Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4-58. Doi:10.1177/15291006 12453266 (For the topic, Managing and Caring for the Self) Ellison et. Al. (2006). Managing Impressions online: Self presentation processes in the online dating environment. Journal of Computer Mediated Communication. 11.415 — 441. Dot: 10.111f.1083-6101.2008,00020x (For the topic, Unpacking the Self - The Digital Self) Feldman, R. (2008) Understanding Psychology. 8" ed. McGraw Hill, Module 34: Understanding Human Sexual Response. 369-375; Module 35: Diversity of Sexual behavior. 379-385; Module 36: Sexual Difficulties. 389-391 (For the topic, Unpacking the Self - The Sexual Self) Page 1 of 3 Understanding the Self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. (For the topic, Unpacking the Self - The Sexual Self) Frankl, V. (1959) Man’s Search for Meaning: An Intreduction fo Logotherapy. Especially Part 2: Basic Concepts of Logotherapy. 149-210. (For the topic, Unpacking the Self - The Spiritual Self) Geertz, C. (1973). The Impact of the Concept of Culture and the Concept of Man. 33 — 84 and Person, Time and Conduct in Bali, 360 ~ 411. In The Interpretation of Culture. Basic Books. (For the topic, The Self From Various Perspectives - Anthropology) Gibbs et. Al. (2006). Self Presentation in online personals: The role of anticipated future interactions, self disclosures and perceived success in intemet dating. Communications Research. 33.2. 152-172. (For the topic, Unpacking the Self - The Digital Self) Gonzales & Hancock (2010). Mirror, Mirror on my FB Wall: Effects of Exposure to FB on self esteem. Cyberpsychology, Behaviour and Social Networking. Doi: 10, 1089/cyber.2009.0411 (For the topic, Unpacking The Self - The Digital Self) Harter, S. (1996). Historical Roots of Contemporary Issues Involving the Self Concept. in Bracken (ed) Handbook of Self Concept: Developmental, Social and Clinical Considerations. John Wiley & Sons inc. 1 - 37, (For the topic, The Self From Various Perspectives - Psychology) Haviland, et. al. (2007) Spirituality, Religion and the Supernatural. In the Essence of Anthropology. Thomson Wadsworth. 289-306. (For the topic, Unpacking the Self - The Spiritual Self Johnson, T. (1985) The Western Concept of Self, In Marsella (ed) Culture and Self: Asian and Western Perspectives. Tavistock Publications. 91-138 (For the topic, The Self from Various Perspectives - The Self in Western and Oriental/Eastern Thought) Kawada, M. (1996). Bayad sa Dili Naton Kaipon: A Visayan Ritual of Offering to the Spirits. In Ushijima & Zayas (eds) Binisaya Nga Kinabuhi (Visayan Life). Visayas Maritime Anthropological Studies. CSSP Publications. 213 — 240. (For the topic, Unpacking the Self - The Spiritual Seif} Lanuza, G, (2004). The Constitution of the Self. In David, R. (ed) Nation, Seif and Citizenship: An invitation to Philippine Sociology. Anvil Publishing. (For the topic, The Self from Various Perspectives - Sociology) Locke, E. (2002). Setting Goals for Life and Happiness. In Snyder & Lopez (eds, ) Handbook of Positive Psychology, Oxford University Press. 299 — 312. (For the topic, Managing And Caring for the Self) Lugue & De Leon (2001). Textbook on Family Planning. Rex Printing. (For the topic, Unpacking the Seif - The Sexual Seff) Magos, A. The Ideological Context of Ma-aram Practice in Marit. In The Enduring Ma-aram Tradition: An ethnography of Kinaray-a Village in Antique. New Day Publishers. 46-62. (For the topic, Unpacking the Self - The Spiritual Self) Page 2 of 3 Understanding the SelfMead, GH (1972) Mind, Self and Society from the Standpoint of a Social Behaviorist. The University of Chicago Press (For the topic, The Self from Various Perspectives - Sociology) Neff, K. (2012). The Science of Seif Compassion. In Germer & Siegel (eds). Compassion and Wellness in Psychotherapy. NY. Guilford Press. 79-92, Or hitp:/self-compassion org/the-research (For the topic, Managing and Caring for the Self) Sosis, R. (2010). The Adaptive Value of Religious Ritual, In Angeloni (ed). Annual Editions: Anthropology 10/11. 33 ed McGraw Hill. 133-137. (For the topic, Unpacking the Self - The Spiritual Self) Stein & Stein (2011). Ritual. In the Anthropology of Religion, Magic and Witchcraft. Prentice Hall. 77-102. (For the topic, Unpacking the Self - The Spiritual Self) Tan, Michael article at http:/ocil.ora/stories/stress-and-the-fiipino/ (For the topic, Mariaging and Caring for the Self) Triandis (1989). The self and social behaviour in differing cultural contexts. Psychol. Rev. 96.3.506-520 (For the topic, The Self from Various Perspectives - The Seif in Wester and Oriental/Eastern Thought) Urdan (1991) Achievement Goal Theory: Past Results, Future Directions. Advances in Motivation and Achievement. Vol 10. 99 - 141. (For the topic, Managing and Caring for the Self) Walther (2007). Selective self presentation in computer mediated communication: Hyperpersonal dimensions of technology, language and cognition. Computers in Human Behavior. 23, 2538 — 2557. (For the topic, Unpacking the Self - The Digital Self) Wei-Ming, T. (1985), Selfhood and Otherness in Confucian Thought. In Marsella (ed). Culture and Self: Asian and Western Perspectives, Tavistock Publications. 231 ~ 251. (For the topic, The Self from Various Perspectives - The Self in Western and Orienta/Eastern Thought) Wolfson (2010). The Chemistry and Chimera of Desire. http://www healthline convhealthywhat-is-desire (For the topic, Unpacking the Self - The Sexual Self) Zialcita, F. (1997). Barriers and Bridges to a Democratic Culture. In Perspectives on Citizenship and Democracy. UP TWSC. 39 ~ 68 (For the topic, Unpacking the Self - The Political Self) Zimmerman, B, (2002). Becoming Learner: Self-Regulated Overview. Theory into Practice, 47(2), 64-70 Doi:10.1207/515430421tip4102_2 (For the topic, Managing and Caring for the Self) Page 3 of 3 Understanding the SelfUNDERSTANDING THE SELF Notes to the Teacher 1. The activities such as the class/group discussions may be done prior to the lecture as a means of eliciting the personal experiences of the students which can then be used to begin as well as to enrich and contextualize the subsequent lecture/discussion. The discussions may be done in the middie of the lecture as a means of illustrating a particular theory or concept or even at the end to wrap up the topic and provide a good way of tying theory and experiences together. 2. The quikkie survey mentioned in the “Activities” section is a means by which the students actively participate in gathering data and in pooling together this data to understand the “pulse of the public” regarding a particular topic or issue. The teacher may pose the pertinent research question the meeting before so the results can be discussed during the class meeting or it can be assigned at the end of the topic and the results discussed at the next meeting. Students may be formed into small groups and assigned a particular group/sector/population to focus on. For instance: in the topic concerning gender, one group can be asked to focus on young males, another can ask the research question of young females, a third group can focus on older men ete. In this manner, they caifect data which may then be discussed against what js in current research, the assigned reading or what the students in class themselves believe 3, The recommended assessment sources are the following + Two (2) long examinations, + Class attendance and participation in class activities. The latter will include not only recitations but engagement in activities such as the quikkie surveys and group discussions. This last may be evaluated by the teacher (eyeb: the student hinvherseif and/or by the group. * Class demeanor may be seen as a subcategory of the above. This will include attentiveness and responsiveness during the lectures and activities, evidence of having come prepared for the class by doing the assignment/exercises and reading the reference/s beforehand, readiness to volunteer for activities, etc. ‘+ Submitted assignments, reactions/feedback papers, group work reports, etc. ‘+ Final integrative paper (which is discussed on the first day) +The activity of 3 Things | learned about myself which is part of the assessment activities of each topic is intended to help the students critically reflect on and internalize the learnings from the reading/s, and more importantly, from the by Page 1 of2 Understanding the Selfdiscussions and sharings in class and see how this may be appropriate to or relevant to their (ives. At the end of the semester, the students may use this list to help them construct the final integrative paper 4. There are various short psychology tests suggested as class activities. These tests may easily be downloaded from the identified sites by the students themselves or copies may be provided beforehand and answered in class. The scaring key as well as short interpretations will also be provided However, these tests (whether the items or the scores) are intended to serve as jump-off points for discussion and/or reflection by the students and should thus be treated as such, 5. Asa bonus activity, students may be encouraged to keep a journal or to do journaling. This need nat be an assigned assessment activity nor will it necessarily be graded. However, students should be encouraged to do so as journaling has been found to help develop self reflection and insight and may be regarded as a self assessment tool, (For students who already keep diaries or blogs, this should be a familiar activity.) “The teacher provides prompts for the entry, taking off from the topic for the day ex. “The biggest influences on my life have been....” Students may or may not submit the journal at the ent of the semester for evaluation or simply for comments by the teacher. Aside from helping develop critical thinking (reacting to theories, concepts discussed), self reflection and insight, enabling the reduction of stress, and helping clarify thoughts and feelings, research studies have found that regular journaling promotes both physical and emotional health. 6. Should there not be enough time to cover all the topics in the module, the teacher has the option to select only one or two of the topics in Managing and Caring for the Self. Which topic/s to take (Study habits, Goals or Stress Management) may be determined by the perceived needs of or by the articulated choice of the students themselves. Page 2 of 2 Understanding the Self