DE LA SALLE UNIVERSITY
LASALLIAN CORE CURRICULUM
COURSE CODE:
LCASEAN
COURSE TITLE:
THE FILIPINO AND ASEAN
LEAD DEPARTMENT: POLITICAL SCIENCE DEPARTMENT
CLASS DAYS AND CLASS TIME: 7:30-9:00 Monday/Wednesday: LC-ASEAN Y1;
9:15-10:45 am Monday/Wednesday: LC-ASEAN Y2; 7:30-9:00 am
Tuesday/Thursday: LC-ASEAN Y8; and 11:00 am-12:30 pm Tuesday/Thursday:
LC-ASEAN Y10
Email address for consultation: maria.milagros.lomotan@dlsu.edu.ph
FACULTY: GINA LOMOTAN, Ph.D.
COLLEGE:
CLA
DEPARTMENT: Political Science
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 politicosecurity, 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
Creative and critical thinker
Effective Communicator
Reflective lifelong learner
Learning Outcome:
Appreciate ASEAN’s value and
contributions to the peace and stability
and progress of Southeast Asia and the
wider Indo-Asia-Pacific region
Understand the ASEAN Way of doing
things as well as realization of the
challenges of building an ASEAN
1
Service-driven citizens
community given the diversity among its
members and the existence of extraregional powers whose intentions and
capabilities could undermine the role of
ASEAN in the region
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
OUTCOME
Appreciate ASEAN’s
value and contributions
to the peace and stability
and progress of
Southeast Asia and the
wider Indo-Asia-Pacific
region
Understand the ASEAN
Way of doing things as
well as realization of the
challenges of building
an ASEAN community
given the diversity
among its members and
the existence of extraregional powers whose
intentions and
capabilities could
undermine the role of
ASEAN in the region
Generate
recommendations on
FINAL COURSE OUTPUT
DUE DATE
A case study, in the form of a poster
and to be undertaken in groups of five
(5), of the so-called community
building project in ASEAN on one of
the three pillars: political-security,
economic or socio-cultural. There are
two parts to the case study. First, it
should focus on a specific problem or
challenge faced by ASEAN and its
member states and should contain
recommendations on how to address
such a challenge or problem.
Second, the case study should also
contain a Plan of Action for
consideration of the Philippine
Government. The said Plan of Action
should contain policy advocacies that
will promote PH interests in ASEAN
and to ensure that ASEAN contributes
to Philippine progress and
development. Such policy advocacies
can include, but not limited to, free
Week 11
2
how the Philippines
could further contribute
in the building of an
ASEAN as well as
suggestions on how
ASEAN could
contribute in the
development and
progress of the
Philippines
movement and mutual recognition of
ASEAN professionals, enhancing
economic integration by promoting
complementarity and reducing
competition among products of
ASEAN Member States.
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
Logic and
coherence
EXEMPLARY
•
•
Organization
and
presentation
•
•
•
No. of
identified
SATISFACTORY
Argument is
clear
Understanda
ble and
transition
from one
point to
another is
smooth
•
Poster is
readable and
contains
substantive
information
Presentation
is coherent
and organized
References are
cited
accordingly
•
More than 4 items
(beyond one each
•
•
•
Argument can
be deduced
Understandable
but the
transition from
one point to
another is not
smooth
DEVELOPING
•
•
Poster is
•
informative but
contains too
many words
•
Presentation is
mostly coherent
and organized
References are
•
cited accordingly
Four (4) items (one
each for strength,
Argument
can be
confusing
Generally
unclear and
jumps from
one topic to
another
BEGINNING
•
•
There is no
argument
at all
Transitions
are unclear
and
confusing
Poster lacks
• Poster has
substantive
little to no
information
substantive
Presentation
information
has little
• Presentation
coherence and
is cluttered
structure
and
References are
incoherent
not properly
• No citations
and
at all
accordingly
cited
Three (3) items
Two (2) or less
(one area, i.e.
items (two
3
% of
grade
20%
20%
15%
strengths,
weaknesses,
opportunities
and
challenges
for strength,
weakness,
opportunities,
and challenges
•
Analysis
•
Feasibility of
the identified
actions
•
weakness,
opportunities, and
challenges)
The identified
strengths,
weaknesses,
opportunities
and
challenges are
discussed
fully
Insights are
evident
•
The
recommended
action is
practicable for
the Philippine
Government
•
•
either strength,
weakness,
opportunities, or
challenges has
been missed out)
The identified
•
strengths,
weaknesses,
opportunities
and challenges
are discussed
comprehensively
but not fully
discussed
There are
insights in the
•
discussion
The
•
recommended
action could be
adopted by the
Philippine
Government but
additional work
may be required
The identified
strengths,
weaknesses,
opportunities
and
challenges are
discussed but
not
comprehensiv
ely
Insights have
to be deduced
by the reader
The
recommender
action would
be difficult for
the Philippine
Government
to adopt
areas, i.e.
strength and
weakness or
opportunities
and challenge
have been
missed out)
• The
identified
strengths,
weaknesses,
opportuniti
es and
challenges
are
haphazardl
y discussed
• No insight
is evident
•
The
20%
recommend
ed action is
impossible
for the
Philippine
Government
to adopt
GRADING SYSTEM:
Output/Requirement
Case presentation on Political or Economic components
Peer evaluation (from case discussion/ participation)
Midterm Group Presentations
Final Oral group presentations
Class collaboration & group participation
25%
Weight to Total Grade
20%
20%
20%
20%
20%
FINAL GRADE EQUIVALENTS:
4
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 1,0001,500 words)
LEARNING
OUTCOME
TOPIC
WEEK
NO.
LEARNING
ACTIVITIES
Explain the
rationale behind
and geopolitical and
geo-economic
context for the
formation of
ASEAN,
composed of
countries with
diverse political,
economic and
social systems
The making
of ASEAN,
an overview
of history,
geography,
politics, and
culture of
Southeast
Asia and the
emergence of
the so-called
ASEAN
Way
1-3
Lecture, group activities
Describe the
evolution of
ASEAN as a
politicalsecurity
community.
ASEAN as a
PoliticalSecurity
Community:
Challenges
Showing of short films
regarding ASEAN
Submission of group
reflection papers (max
of 5 members for each
group) on the evolution
of ASEAN and the
strengths and
weaknesses of the
ASEAN Way
4-6
Guide
Questions
and themes
What is the
real reason
why
ASEAN was
founded?
How does
this interface
with the
formal and
stated
objective of
ASEAN in
the Bangkok
Declaration
of 1967?
Individual
country case
studies
(what makes
them unique,
different,
etc.)
Lecture, group activities What is the
essence of
Simulation
of
the ASEAN
Annual
Ministerial being
a
Meeting (AMM) with Political and
5
and
Prospects
the South China Sea Security
issue as an agenda item Community?
Group (max of 5
members per group)
submission of a list of
challenges faced by
ASEAN and its members
in regard to peace and
stability of Southeast
Asia
How
do
ASEAN
members
define
security and
what are the
security
threats each
member
perceive?
Is there a
common
threat
perception
for
all
ASEAN
members?
Midterm exams
Explain the
development
and
achievements in
ASEAN
economic
integration, and
its relevance to
our nation’s
own economic
interests and
development
Coverage
from weeks
1-6
ASEAN as
an Economic
Community:
Viability and
Constraints
of Economic
Integration
7
8-10
Group presentations
Themes:
security,
terrorism,
border wars,
South China
Sea islands
dispute
N/A
Lecture, group activities
Will
ASEAN
eventually
evolve into a
Group submission of a common
reflection paper on the market?
viability and feasibility
of an ASEAN common What are the
market
challenges
faced
by
ASEAN in
promoting
economic
integration
6
and
connectivity
among
its
members?
Analyze the
importance of
ASEAN’s
sociocultural
project through
a more nuanced
appreciation of
unity in
diversity given
the diverse
social and
cultural norms
and practices of
ASEAN
members
ASEAN as a
Sociocultural
Community:
Awareness
and
Belongingne
ss amid
cultural
differences
among
ASEAN
Member
States
11-12
Themes:
labor
migration
(skilled and
unskilled),
development
gaps,
financial
crises, intra/interASEAN
trade
Lecture, group activities What should
be
Course synthesis
undertaken
to promote
Submission (group
an ASEAN
work; maximum of 5
identity
members per group) of
among the
a reflection paper on the diverse
viability of pursuing
peoples of
closer socio-cultural
the ASEAN
cooperation
member
states?
How could
national
identities be
preserved in
the context
of
promoting
an ASEAN
identity?
Themes:
colonial
history,
cultural
diversity,
tourism
7
Final project
Poster
presentation
13
Oral and visual
presentation of final
project (see mechanics
above)
N/A
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: ISEASYusof 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,
www.aseansec.org
declarations,
statements,
etc.,
please
refer
to:
CLASS POLICIES:
1. This class is highly collaborative with expectations for group/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/uploaded to class google drive for group outputs.
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.
5. Mobile phones and other electronic devices must be turned off or put on silent mode
during class sessions. Use of such gadgets, except during authorized class
presentations, is prohibited.
6. Students with illness or family emergency are required to email faculty as soon as
possible by emailing me at: maria.milagros.lomotan@dlsu.edu.ph.
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