DE LA SALLE UNIVERSITY

LASALLIAN CORE CURRICULUM

COURSE CODE: LCASEAN A67 D MTH & LCASEAN A68 CMTH

COURSE TITLE: THE FILIPINO AND ASEAN

LEAD DEPARTMENT: POLITICAL SCIENCE DEPARTMENT

CLASS DAYS AND CLASS TIME: Hybrid

Monday/Thursday A67 D: Online: Monday & Face to face Thursday – LS110; 9:15-
10:45am
Monday/Thursday A68 C: Online: Monday & Face to face Thursday – LS110 – 11:00
am-12:30 pm
FACULTY: Maria Milagros Regina Lomotan Ph.D.
Email consultation: [email protected] Tuesday-Friday – 8-9 am and
Thursday/Friday – by appointment or by email – 2-4pm.

COLLEGE: CLA

COURSE DESCRIPTION:
The course introduces students to the evolution of the Association of Southeast Asian
Nations (ASEAN), highlighting ASEAN’s development as a collective while
acknowledging the diversity among its members. The course traces the progress and
challenges in the building of an ASEAN Community along the three pillars of politico-
security, economic and socio-cultural, emphasizing the role of the Philippines in such
community building project as well as the benefits that the country derives in being a
member of the Association.

LEARNING OUTCOMES (LO):

On completion of the course, the student is expected to be able to do the following:

University ELGA Learning Outcome:

Creative and critical thinker Appreciate ASEAN’s value and
contributions to the peace and stability
Effective Communicator and progress of Southeast Asia and the
wider Indo-Asia-Pacific region
Reflective lifelong learner Understand the ASEAN Way of doing
things as well as realization of the

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 challenges of building an ASEAN
community given the diversity among its
members and the existence of extra-
regional powers whose intentions and
capabilities could undermine the role of
ASEAN in the region
Service-driven citizens Generate recommendations on how
Filipinos could further contribute in the
building of an ASEAN Community as
well as suggestions on how ASEAN could
contribute in the development and
progress of the Philippines and how
Filipinos could benefit from ASEAN

MODULAR AND FINAL COURSE OUTPUTS:

The student is required to submit outputs during or after each module. These outputs are
included in the learning activities outlined in the learning plan. The final course output is
a group Case Study.

LEARNING FINAL COURSE OUTPUT DUE DATE

OUTCOME
Appreciate ASEAN’s A case study, in the form of a poster
value and contributions and to be undertaken in groups of five
to the peace and stability (5), of the so-called community
and progress of building project in ASEAN on one of
Southeast Asia and the the three pillars: political-security,
wider Indo-Asia-Pacific economic or socio-cultural. There are
region two parts to the case study. First, it
Understand the ASEAN should focus on a specific problem or
Way of doing things as challenge faced by ASEAN and its
well as realization of the member states and should contain
challenges of building recommendations on how to address
an ASEAN community such a challenge or problem.
given the diversity
among its members and Second, the case study should also Week 11
the existence of extra- contain a Plan of Action for
regional powers whose consideration of the Philippine
intentions and Government. The said Plan of Action
capabilities could should contain policy advocacies that
undermine the role of will promote PH interests in ASEAN
ASEAN in the region and to ensure that ASEAN contributes
to Philippine progress and
Generate development. Such policy advocacies

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 recommendations on can include, but not limited to, free
how the Philippines movement and mutual recognition of
could further contribute ASEAN professionals, enhancing
in the building of an economic integration by promoting
ASEAN as well as complementarity and reducing
suggestions on how competition among products of
ASEAN could ASEAN Member States.
contribute in the
development and
progress of the
Philippines

RUBRIC FOR ASSESSMENT:

The following rubric shall be used to assess the final output submitted by students.
Students are advised to self-check their work based on the assessment criteria identified
below prior to submission.

Area EXEMPLARY SATISFACTORY DEVELOPING BEGINNING % of

grade
Logic and  Argument is  Argument can  Argument  There is no
coherence clear be deduced can be argument 20%
 Understanda  Understandable confusing at all
ble and but the  Generally  Transitions
transition transition from unclear and are unclear
from one one point to jumps from and
point to another is not one topic to confusing
another is smooth another
smooth

Organization  Poster is  Poster is  Poster lacks  Poster has

and readable and informative but substantive little to no 20%
presentation contains contains too information substantive
substantive many words  Presentation information
information  Presentation is has little  Presentation
 Presentation mostly coherent coherence and is cluttered
is coherent and organized structure and
and organized  References are  References are incoherent
 References are cited accordingly not properly  No citations
cited and at all
accordingly accordingly
cited
No. of More than 4 items Four (4) items (one Three (3) items Two (2) or less 15%

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identified (beyond one each each for strength, (one area, i.e. items (two
strengths, for strength, weakness, either strength, areas, i.e.
weaknesses, weakness, opportunities, and weakness, strength and
opportunities opportunities, challenges) opportunities, or weakness or
and and challenges challenges has opportunities
challenges been missed out) and challenge
have been
missed out)
Analysis  The identified  The identified  The identified  The 25%
strengths, strengths, strengths, identified
weaknesses, weaknesses, weaknesses, strengths,
opportunities opportunities opportunities weaknesses,
and and challenges and opportuniti
challenges are are discussed challenges are es and
discussed comprehensively discussed but challenges
fully but not fully not are
 Insights are discussed comprehensiv haphazardl
evident  There are ely y discussed
insights in the  Insights have  No insight
discussion to be deduced is evident
by the reader
Feasibility of  The  The  The  The 20%
the identified recommended recommended recommender recommend
actions action is action could be action would ed action is
practicable for adopted by the be difficult for impossible
the Philippine Philippine the Philippine for the
Government Government but Government Philippine
additional work to adopt Government
may be required to adopt

GRADING SYSTEM:

Output/Requirement Weight to Total Grade

Case presentation on Political or Economic components 30%
(MID-TERM)
Peer evaluation ( Mid-term & faculty evaluation) & 20%
group collaboration/participation in open forum
Final Project 30%
Class participation & peer/faculty evaluation for final 20%
project + group collaboration
Total 100%

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FINAL GRADE EQUIVALENTS:

4.0 = 97-100
3.5 = 93-96
3.0 = 89-92
2.5 = 85-88
2.0 = 80-84
1.5 = 75-79
1.0 = 70-74
0.0 = 69 and below

LEARNING PLAN:
(Unless otherwise indicated, all group reflection papers must contain between 1,000-
1,500 words)

LEARNING TOPIC WEEK LEARNING Guide

OUTCOME NO. ACTIVITIES Questions
and themes
Explain the The making 1-3 Lecture, group activities What is the
rationale behind of ASEAN, real reason
and geo- an overview Showing of short films why
political and of history, regarding ASEAN ASEAN was
geo-economic geography, founded?
context for the politics, and
formation of culture of Group discussions How does
ASEAN, Southeast this interface
composed of Asia and the with the
countries with emergence of formal and
diverse political, the so-called stated
economic and ASEAN objective of
social systems Way ASEAN in
the Bangkok
Declaration
of 1967?

Individual
country case
studies
(what makes
them unique,
different,
etc.)
Describe the ASEAN as a 4-6 Lecture, group activities What is the
evolution of Political- essence of
ASEAN as a Security Simulation of the ASEAN

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political- Community: Annual Ministerial being a
security Challenges Meeting (AMM) with Political and
community. and the South China Sea Security
Prospects issue as an agenda item Community?

Group (max of 5 How do

members per group) ASEAN
submission of a list of members
challenges faced by define
ASEAN and its members security and
in regard to peace and what are the
stability of Southeast security
Asia threats each
member
perceive?

Is there a
common
threat
perception
for all
ASEAN
members?

Themes:
security,
terrorism,
border wars,
South China
Sea islands
dispute
Midterm exams Coverage 7 Group presentations N/A
from weeks
1-6
Explain the ASEAN as 8-10 Lecture, group activities Will
development an Economic ASEAN
and Community: eventually
achievements in Viability and evolve into a
ASEAN Constraints Group submission of a common
economic of Economic reflection paper on the market?
integration, and Integration viability and feasibility
its relevance to of an ASEAN common What are the
our nation’s market challenges
own economic faced by
interests and ASEAN in
development promoting

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 economic
integration
and
connectivity
among its
members?

Themes:
labor
migration
(skilled and
unskilled),
development
gaps,
financial
crises,
intra-/inter-
ASEAN
trade
Analyze the ASEAN as a 11-12 Lecture, group activities What should
importance of Sociocultural be
ASEAN’s Community: Course synthesis undertaken
sociocultural Awareness to promote
project through and Submission (group an ASEAN
a more nuanced Belongingne work; maximum of 5 identity
appreciation of ss amid members per group) of among the
unity in cultural a reflection paper on diverse
diversity given differences the viability of pursuing peoples of
the diverse among closer socio-cultural the ASEAN
social and ASEAN cooperation member
cultural norms Member states?
and practices of States How could
ASEAN national
members identities be
preserved in
the context
of
promoting
an ASEAN
identity?

Themes:
colonial
history,
cultural
diversity,

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 tourism
Final project Poster 13 Oral and visual N/A
presentation presentation of final
project (see mechanics
above)

REFERENCES:

Acharya, Amitav. Constructing a Security Community in Southeast Asia: ASEAN and the
problem of regional order 2nd ed. Abingdon, United Kingdom: Routledge, 2012.

Ba, Alice D. and Mark Beeson (eds.). Contemporary Southeast Asia 3rd ed. London,
United Kingdom: Palgrave, 2017.

Beeson, Mark. Institutions of the Asia Pacific: ASEAN, APEC and beyond. Abingdon,
United Kingdom: Routledge, 2009.

Beng, Ooi Kee, Sanchita Basu Das, Terence Chong, Malcolm Cook, Cassey Lee and
Michael Yeo (compilers). The 3rd ASEAN Reader. Singapore, Singapore: ISEAS-
Yusof Ishak Institute, 2015.

Dayley, Robert and Clark D. Neher. Southeast Asia in the New International Era 6th ed.
Boulder, CO: Westview Press, 2013.

ONLINE RESOURCES:

For ASEAN-related treaties, declarations, statements, etc., please refer to:

www.aseansec.org

CLASS POLICIES:

1. This class is highly collaborative with expectations for individual work.

2. Reading assignments are given in advance. It is expected that students come prepared
in class.
3. Required outputs are to be submitted on the scheduled date & emailed to faculty.
4. Any form of plagiarism will be sanctioned by, at least, an automatic failure from the
course, without prejudice to the filing of a discipline case in accordance with the
provisions of the Student Handbook. Students are requested to cite references/sources
using APA format in all presentations for mid-term/final project outputs. Values of
integrity and honesty are expected of all students at all times.
5. Students with illness or family emergency are required to email faculty as soon as
possible.

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