COURSE SYLLABUS 2 Understanding The Self

Republic of the Philippines
Commission on Higher Education

Region V
OAS COMMUNITY COLLEGE
Calzada, Oas, Albay, Province of Bicol
COURSE SYLLABUS
___1st____ Semester School Year __2021-2022_____
I. Course Code GE 1
II. Course Title UNDERSTANDING THE SELF
III. Course Credit 3 Units
IV. Duration (Total No. of Hours for the Semester) 54
V. Frequency (No. of Days and Hours per Week) 3 Hours per week
VI. 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.
Academic Affairs Form 01 Series of 2021 l 1

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VII. Institutional Learning Outcomes

Every Oas Community College student should:
1. Demonstrate critical thinking and integrated skills to solve problems and to support lifelong learning.
2. Exhibit ideals of empowered productive, morally upright and globally competitive professionals in the field of history.
3. Communicate effectively and appropriately orally and writing various purposes.
4. Create knowledge and innovations to promote academic excellence, high sense of moral values and social responsibility.
VIII. CHED Program Outcomes Common to all Teacher Education Programs

Every Oas Community College Teacher Education Program student should:
1. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and political contexts.
2. Demonstrate mastery of subject matter/discipline.
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and
their environments.
4. Develop innovative curricula, instructional plans, teaching approaches and resources for diverse types of learners.
5. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices.
6. Develop a variety of thinking skills in planning, monitoring, assessing and reporting learning processes and outcomes,
7. Practice professional and ethical standards sensitive to local, national and global realities.
8. Pursue life-long learning for personal and professional growth through varied experiential and field opportunities.

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IX. OCC Program Outcomes

Every Bachelor of Technical-Vocational Teacher Education (BTVTEd) student should:
1. Demonstrate the competencies required of the Philippine TVET Trainers—Assessors Qualifications Framework (PTTQF).
2. Demonstrate broad and coherent, meaningful knowledge and skills in any of the specific fields in technical and
vocational education.
3. Apply with minimal supervision specialized knowledge and skills in any of the specific fields in technical and vocational
education.
4. Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning.
5. Manifest a deep and principled understanding of the learning processes and the role of the teacher in facilitating these
processes in their students.
6. Show a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and
political processes.
7. Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials
development, educational assessment, and teaching approaches).
8. Reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the
content/subject matter, and other factors affecting educational processes in order to constantly improve their teaching
knowledge, skills and practices.
X. Course Learning Outcomes

 Explain the essence of “SELF”;

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 Describe the relationship of Self, Society, and Culture;

 Illustrate the self;
 Differentiate the Self in Eastern and Western Thought;
 Evaluate unpacking the self through the physical and sexual self, material self, supernatural self, moral self, political self, cyber
self, social self, and the emotional self;
 Synthesize how the results of assessments help improve one’s personality towards destiny.
XI. Course Outline

Time Intended Learning BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Outcomes (ILOs) CLOs Activities CLOs
LO1 Concept and Defining The Self:
Nature of Self: Who Personal And Developmental Interactive discussion
Assigned Reading/Text Composition
Am I? Perspectives On Self
Week 1-2 And Identity
a. Discuss the
different Who am I (Writing activity)
a) Philosohy
representations
 Socrates, Plato and
of the self from
Augustine to Descartes.
various
Locke, Hume, Kant,
disciplinary
Freud, Ryle, Churchland
perspectives
and Merleu-Ponty- all
b. Examine the
try to answer the
different
question ”Who are
influences,
you?”
factors and
forces that

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shape the self

c. Compare and
Week 3 b) Sociology Interactive discussion
contrast how
 The self as the product Assigned Reading/Text
the self has
of modern society
been
represented among other
constructions
across the
different  Mead and the social self
disciplines and
c) Anthrology Interactive discussion Short quiz
perspectives Assigned Reading/Text
d. Demonstrate  The self and person in
Week 4 critical and contemporary
reflective anthropology
thought in  The self embedded in
analyzing the culture
development of
d) Psychology Active learning and Oral participation
one’s self and facilitated discussion
identity by  The Self as a Cognitive
developing a Construction: Interactive learning and
Week 5-6
theory of the - William James and the Me- reactions.
self Self; I-Self
- Global vs differentiated
models
- Real and Ideal self-concepts
- Multiple vs Unified selves

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- True vs False selves

e) The Self in Western
and Oriental / Eastern
thought
 Individualistic vs
Collective self
 The social
Construction of the
Self in Western
Thought
 The Self as embedded
in relationships and
through spiritual
development in
Confucian thought
LO 2 Unpacking the a) THE PHYSICAL SELF:

Self The self as impacted by the Small group discussions and Presentation of output
sharing
Week 7-9 body Quiz
a. Explore the  The impact of culture
different on body image and
aspects of the self
self and Esteem: The importance of
identity beauty

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b. Demonstrate b) GENDERED SELF:

critical,  Development of
reflective Secondary sex
thought in characteristics and the
integrating human reproductive
the various system
aspects of self  Understanding the
and identity Human Sexual
response
c. Describe the  The basic biology of
different sexual behavior
forces and  Understanding the
institutions Chemistry of lust, love
that impact and attachment
the  The Psychological
development aspect:
of various - What turns people on: the
aspects of self phases of sexual
and identity
response
d. Examine
 The diversity of sexual
one’s self
behavior: solitary,
against the
homosexual and bisexual,
different
transsexual
aspects of
self-discussed  Sexually transmitted

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in class Diseases (STI’s)

Methods of
Contraception (natural
and artificial)
c) THE MATERIAL / Discussion Essay test

ECONOMIC SELF:
Week 10  I shop, therefore I am:
I have, therefore I am?
Shaping the way, we
see ourselves: The role
of consumer culture
on our sense of self
and identity
d) THE SPIRITUAL SELF: Written test /activity

The practice of Group sharing and
discussions
religion: belief in
Week 11 supernatural being
and power
 The concept of
“dungan” – spirit or
soul
 Ritual and ceremonies

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 Religion, magic and

Witchcraft
 Finding and creating
meaning
Three ways of discovering
meaning in life
e) THE POLITICAL SELF Active learning and One page Reflection

facilitated discussions
 Developing a Filipino paper in relation to
Identity: Values, Traits, Small group discussions Online Identity
Rights, Community and and sharing
Week 12-14 Institutional factors
 Establishing a
democratic culture
f) THE SOCIO-CULTURAL
SELF
 The IPs of Mindanao
g) THE DIGITAL SELF:

Self and other in
cyberspace
 I, me, myself and my
user ID online identity
 Selective self-

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presentation and
impression
management
 Impact of online
Interactions on the
self-boundaries of the
self-online: private vs
public;personal/individ
ual vs social identity
online; gender and
sexuality online
LO3 Managing and MANAGING AND CARING Video presentation Oral participation
Caring for the Self FOR THE SELF Discussion
Week 15-18 a. Reflect on the a. Learning to be a
theoretical better student
underpinning  What happens during
s on how to learning? Brain and
manage and behavior changes
care for the  Metacognition and
self study strategies
b. Exhibit new  Managing your own
skills and learning: Self-
learnings for regulated learning
better b. Setting goals for
managing of Success

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one’s self and  The importance of

behaviour goals
c. Apply these  Bandura’s Self efficacy,
new skills to Dweck’s Mindset
one’s self and (growth vs fixed)
functioning  Locke’s goal setting
for a better theory
quality of life
c. Taking charge of one’s
health
 Stressors and
responses
 Sources of coping and
strength
 Stress and Filipinos:
The social and cultural
dimensions of stress
 Taking care of the self:
The need for self-care
and compassion
d. Positive Psychology
XII. Suggested Readings

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 Bandura,A (199).Social Cognitive Theory of Personality.

 Ellisone et. Al.(2006)Managing and Impressions online.
 Lanuza,G.(2004)The Constitution of the selfAlata, Eden Joy Pastor et al. Understanding the self. Manila: Rex
 Arcega, Analiza F. et al. Understanding the Self. Quezon City: C & E publication,Inc. 2018. 3.
 Compiled Readings for Clinical Pastoral Education [CPE] by Sr. Marie Therese S. Yusay, SPC. 2008. 4.
 Evangelista, Lourdes L. Personality Development and Human Relations. 2005.
 Personality Development Reader, First edition. Quezon City: Sunshine interlinks
XIII. Course Requirement/s
1.Oral and Written Reports (Modules)

2.Attendance and Participation in Class Discussions (Synchronous and Asynchronous)
3.Short Quizzes and Summative Tests (Online)
4.Midterm and Final Examinations (Online)
XIV. Grading System
A. Synchronous Assessment – 35%

1. Reporting/Laboratoy

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2. Virtual Conference
3. Attendance
B. Asynchronous Assessment – 35%
1. Modular Submission
2. Reports
3. Module Content, Timeliness, Novelty and Authenticity
C. Major Examinations -30%
Midterm Examination
Final Examination
Prepared by: Recommending Approval: Approved:
MARY JOY C. RELLON JELLY M. FLORES, MBA DR. FRANKLIN BEL T. ISIP, En.P
NSTRUCTOR BTVTEd Program Head College Administrator

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Republic of the Philippines

Commission on Higher Education

___1st____ Semester School Year __2021-2022_____

VI. Course Description:

Academic Affairs Form 01 Series of 2021 l 1

VII. Institutional Learning Outcomes

VIII. CHED Program Outcomes Common to all Teacher Education Programs

Academic Affairs Form 01 Series of 2021 l 2

IX. OCC Program Outcomes

X. Course Learning Outcomes

Academic Affairs Form 01 Series of 2021 l 3

 Describe the relationship of Self, Society, and Culture;

XI. Course Outline

Academic Affairs Form 01 Series of 2021 l 4

shape the self

Academic Affairs Form 01 Series of 2021 l 5

- True vs False selves

LO 2 Unpacking the a) THE PHYSICAL SELF:

Academic Affairs Form 01 Series of 2021 l 6

b. Demonstrate b) GENDERED SELF:

Academic Affairs Form 01 Series of 2021 l 7

in class Diseases (STI’s)

c) THE MATERIAL / Discussion Essay test

d) THE SPIRITUAL SELF: Written test /activity

Academic Affairs Form 01 Series of 2021 l 8

 Religion, magic and

e) THE POLITICAL SELF Active learning and One page Reflection

g) THE DIGITAL SELF:

Academic Affairs Form 01 Series of 2021 l 9

Academic Affairs Form 01 Series of 2021 l 10

one’s self and  The importance of

XII. Suggested Readings

Academic Affairs Form 01 Series of 2021 l 11

 Bandura,A (199).Social Cognitive Theory of Personality.

XIII. Course Requirement/s

1.Oral and Written Reports (Modules)

XIV. Grading System

A. Synchronous Assessment – 35%

Academic Affairs Form 01 Series of 2021 l 12

Prepared by: Recommending Approval: Approved:

Academic Affairs Form 01 Series of 2021 l 13

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_1st Semester School Year 2021-2022_____