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Understanding The Self Syllabus 2020-2021
Understanding the Self (Polytechnic University of the Philippines)
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Course Title
:
UNDERSTANDING THE SELF
Course Code
:
GEED 10023
Course Credit
:
3 Units
Pre-Requisite
:
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.
Institutional Learning
Outcomes
Creative and Critical
Thinking
Effective Communication
Page 1 of 20
Programs Outcomes
Course Outcomes
a. Demonstrate theoretical knowledge in psychology; The Definition of the Self from Various
Perspectives
specifically,
b. Demonstrate an understanding of theories, principles, 1.
Discuss the different representations and
concepts, and skills in psychology,
conceptualizations of the self from various
c. Develop and sustain arguments about established
disciplinal perspectives
principles in psychology,
2.
Compare and contrast how the self has been
d. Critically evaluate the established principles in
represented across different disciplines and
psychology,
perspectives
e. Comprehend and evaluate new information related to
Examine the different influences, factors,
psychology (e.g., theory, concepts, data) that may be 3.
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f.
g.
h.
i.
Strong Service
Orientation
Passion to Life-Long
Learning
Sense of Nationalism and
Global Responsiveness
Community Engagement
Adeptness in the
Responsible Use of
Technology
presented in various forms and from various sources
Demonstrate knowledge of the methods of
psychological inquiry; specifically,
Understand and explain the main methods of
psychology,
Critically evaluate the appropriateness of different
approaches to problem solving in the field, and
Apply this knowledge to make judgments and create
approaches to solving problems in an applied or an
employment context.
Page 2 of 20
4.
Demonstrate critical and reflective thought
in analyzing the development of one's self and
identity by developing a theory of the self
Unpacking the Self
5.
Explore the different aspects of self and
identity
6.
Demonstrate critical, reflective thought in
integrating the various aspects of self and
identity
j. Apply
psychological
theories
and
methods;
Identify the different forces and institutions
specifically, correctly apply the theories, principles, 7.
that impact the development of various aspects
concepts and skills in psychology in an employment
of self and identity
context,
Examine one's self against the different
aspects of self-discussed in class
k. Undertake research using the knowledge and skills in
psychology, and communicate the results of such
research to both specialist and non-specialist
audiences.
8.
l. Undertake further training for developing existing
skills and acquiring higher level competencies either
through formal graduate education or in an
employment context.
9.
Understand the theoretical underpinnings for
how to manage and care for different aspects of
the self
10.
Acquire and hone new skills and 'earnings for
better managing of one's self and behaviors
11.
Apply these new skills to one's self and
functioning for a better quality of life
High Level of Leadership
and Organizational Skills
Sense of Personal and
and forces that shape the self
Managing and Caring for The Self
r. Demonstrate understanding of the ethical dimension
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Professional Ethics
of the use of psychological theories and methods.
COURSE PLAN
We
ek
Topic

Wee
k1
Introduction to the
Course
Learning Outcomes
Methodology
Assessment
 Class Activity: Getting
to know me and you
 Game:
Simulation
 Class Discussion:
 Cooperative
Learning
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
Page 3 of 20
Resources
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1. The Definition of
Self from Various
Perspectives
a. Who Am I? A
Philosophical
Journey to
Discovering the
Self

Socrates, Plato and
St. Augustine, Rene
Descartes, Locke,
Hume, Kant, Freud,
Ryle, Churchland
and Merleau-Ponty
all try to answer
the question: Who
are you?
a. Understand the
importance of
knowing one’s self
b. Recognize the
different
perspective
regarding the
nature of man
c. Assess the
philosophical
perspective of the
self by critiquing
the argument
given.
d. Develop their own
answer to the
question, Who am
I?
 Lecture
 Group discussions
centering on
similarities/difference
s of selfrepresentations and
conceptualizations
and the various
identified influences



 Individual Reflection:
Identify 5 key events
of their life that
greatly shaped who
there are through
making a timeline

 Philosophical Journal:
Self-reflection Project
(scrap booking).


Page 4 of 20
Agustine, AD 426 (2012). City of  Quiz
God,
Books-XI-XXII.
Translation  Graded
byWilliam Babcock. New City Press
Activity and
recitation
Chirchland,P.
1989.
A
Neurocomputational
Perspective.  Individual
submission of
MIT Press
essay on self.'
Freud, Sigmund (2015) Retrieved
How do I
understand
from:
myself? What
https://thecharnelhouse.org/2015/0
led up to this
4/22/cartoon-commies/sigmudself?
freud-2/
 Self-reflection
Hume, David and the Problem of
Rubric:
Evil. Timothy Ministry. (2014).
 Visual
Retrieved
from:
Clarity-30
http://www.timothyministry.com/201
 Content-40
4/11/david-hume-and-problem-of Creativityevil.html
30
Kant, Immanuel. 1781. (J.M.D.
Meiklejohn Trans). The Critique of
 Three things I
Pure Reason.
learned about
Locke, John. 1689. An Essay
myself from
Concerning Human Understanding,
this topic*
Pennsylvania State.

Plato.369 BC. Thaetetus

Ryle, G. (1949). The Concept of the
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Mind. University of Chicago Press
Wee
k3–
4
b. The Self as a
Social Construct

The Sociological
and Anthropological
View of the Self

Introductory
Exercise

The Self as
Embedded in
Culture

Mead’s
Development
Stages of Self

Geertz and His
Concept of the Self
as an Unfinished
Animal

The Self in Western
and Oriental
Thought


Page 5 of 20
The Self as a
Product of the
Modern World
The Self(ie)
Generation as
Culture Creators

a. Articulate what
culture means to

the self as a part of

the society

b. Analyze the
anthropological
and sociological
constructs of the
self
c. Attribute selfunderstanding and
behavior to cultural
factors.

d. Recognize and
appreciate
differences in
cultural behaviors
of the self,
particularly from

the Western and
Asian contexts.
e. Explain how
modern world has
changed our view
of the self
Lecture

Group discussions
Think-Pair-Share

Film Showing:
Ded Na Si Lolo
(Tradition and Beliefs
which influenced the
behavior and
decisions of the
characters in the
story)


Explain how the social
institutions (Family,

School, Church and
Peer group)
influenced view of the
“self”
Listing country’s
material and nonmaterial culture
 Provide examples of
how Western and
Oriental societies
mirror the
independent and
interdependent view
of the self.

Berling, J.A., (1982). Confucianism.
 Quiz
Focus on Asian Studies. Vol II (No.1).
 Seatwork:
pp 5-7
Pop-up
Burkitt, I. (2008). Social selves:
questions
theories of self and society. 2nd ed.
London: SAGE Publications Ltd.
 Graded
Activity and
Culture Creators. Infographic.
recitation
Retrieved from
httaps://lemonly.com/work/cuture Video
creators-infographic-report)
Analysis
Ded Na Si Lolo Official Movie Poster.
 Essay
Image. Retrieved Feb. 13, 2018
Writing
from
http://www.imdb.com/title/tt142933  Graphic
8/
Organizer
Fun Comparison Between Western
(Differentiati
and Eastern Culture (Infographic).
ng Western
(n.d). edrawsoft.com. Retrieved Feb.
world and
10, 2018 from
Asian
https://www.edrawsoft.com/templat
context)
e-cultural-difference-diagram.php
 Reflection
Ferrante, J. (2011). Seeing
Journal
sociology, an introduction.
Wadsworth: Cengage Learning.

Geertz, C. (1973). The
interpretation of cultures. New York:
Basic Books

Giddens, A., & Sutton, P.W. (2016).
Sociology. Cambrige: Polity Press

Heacock, P. (2009). Cambridge
Sitio Macambang, Barangay Buenavista, Sablayan, Occidental Mindoro
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
Wee
k5
The Self as
Reflected in the
Collectivist
Teachings of
Confucius
c. The Psychological
Self: My Favorite
Mystery

Self/Self-Concept

Real and Ideal
Selves

Self-Esteem and
Self-Efficacy
 Reflect on the laws of
the country that you
have a hard time or
struggle to follow

(Hudelson, P. (2004). Culture and
Quality: An
AntropologicalPerspective.
International Journal for Quality in
Health Care. Volume 2 (No. 5). Pp.
345-346

Cherry, K. (August 25, 2017). Carl
 Quiz
Rofers Biography (1902-1987).
Histories and Biographies. Retrieved  Seatwork:
Pop-up
from
questions (1https://www.verywellmind.com/carlrogers-biography-1902-198710)
795542
 Graded
Coten, (2009). Advanced
Activity and
Techniques for Councelling and
recitation
Psychotheraphy. USA, NY; Springer
Publishing Company, LLC. Retrieved  Mental
from
Mapping
https://books.google.com.ph/books?
id=wmSSwSszDmUC&printsec=fron  Reflection:
The Self from
tcover#v=onepage&qf=true
Various
McLeod, S. (2014). Carl Rogers.
Perspectives
Humanism. Simply Psychology.
Retrieved from
https://www.simplypsychology.org/c
arl-rogers.html
 Cultural Self
Reflection
a. Demonstrate
critical analytical
and creative
thinking.
b. Appreciate the
complexity of
human condition.
c. Examine the
contemporary
world from both
Philippines and
global
perspectives.
d. Take responsibility
for knowing and
being Filipino.
e. Reflect critically on
shared concerns.
Page 6 of 20
academic content dictionary.
Cambridge: Cambridge University
Press.
 Interactive
discussions
 Group Activity
centering on
discovering self
(Known to Self & Not
known to Self)

 Mental Mapping
(Words that associate
with yourself)
 Pop-Up Questions
(Ideal Self vs. Real
Self)
 Individual
Presentation:

Articulating learner’s
own understanding
about the perspective 
of different disciplines
(Philosophy,
Sociology,
Nathan, S. (March 12, 2018). The
best sort of investment is always on
the self. Analysis. Gulf News.
Retrieved from
Sitio Macambang, Barangay Buenavista, Sablayan, Occidental Mindoro
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Anthropology,
Psychology, Western
& Oriental & Eastern
Thought) with regards 
to the “Self”
Wee
k6 –
7
2. Unpacking The Self
a. THE PHYSICAL
SELF

Why do I Look Like
Myself?

Cultural Standards
of Beauty

The Filipino
Obsession with
Page 7 of 20
a. Understand the
biological concept
of our physical
selves
b. Analyze the impact
of culture on body
image and selfesteem.
c. Celebrate beauty
in diversity
http://gulfnews.com/business/analys
is/the-best-sort-of-investment-isalways-on-the-elf-1..2186479
Oswalt, A. (June7, 2010). Benefits of
Healthy High Self-Esteem. Selfesteem. Retrieved from
https://www.metalhelp.net/articles/b
enefits-of-healthy-high-self-esteem/

Shupe, A. and Bradley, C. (2017).
Self, Attitudes and Emotion Work:
Western Social Psychology and
Eastern Zen Buddhism Confront
Each Other. USA, NY: Routledge

Winch, G. (October 15, 2014). 10
Things you didn’t know About Selfesteem. Psychology Today.
Retrieved from
https://www.psychologytoday.com/b
log/the-squeky-wheel/201410/10things-you-didnt-know-about-selfesteem


Lecture

Group discussion and
presentation: Who is
beautiful?
Anorexia. Retrieved March 10, 2018  Quiz
from
 Pop-Up
https://www.beateatingdisorders.org
Questions:
Essay Writing
.uk/types/anorexia

Individual

presentation: Photo
Face-Off (comparing
filtered and unfiltered
close-up picture of
yourself) and answer
Arnold, M. Almost Anorexic.
Infographic. Retrieved from
https://www.crchealth.com/eatingdisorder-programs/almost-anorexicinfographic/
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 Enrichment
Activity: Me
and My
Favorite
Things (what
these are and
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Beauty: The Case of
Xander Ford
these guide
questions:

A Healthy Body
Image, and Selfesteem in Peril

The Filtered Self
-Are you happy with
how you look in your
unfiltered photo?
Filtered photo?

Celebrating Beauty
in Diversity

You are Who You
Look! Embracing
Your Physical Self
-What do you think
your answer say
about your selfesteem and
confidence?



Writing a letter to the 
unfiltered self. Open
up about struggles at
fitting in with
society’s standard of 
beauty. End the letter
by encouraging the
unfiltered self


Page 8 of 20
Axe, J. Diagnosing & Effectively
Treating Body Dysmorphic Disorder.
Infographic. Retrieved from
https://draxe.com/body-dysmorphicdisorder/
Body Dysmorphic Disorder:A quest
for Perfection. (2012). Retrieved
from
https://www.medicalbag.com/greymatter/body-dysmorphic-disorder-aquest-for-perfection/article/472265
Brink, P. (1995). Social aspects of
obesity. Luxembourg: Gordon and
Breach Publishers.
Cosmetic Surgery National Data
Bank Statistics. Retrieved from
https://www.surgery.org/sites/defaul
t/files/ASAPS-Stats2016.pdf
Cummings, M. R. (2016). Human
heredity: principles & issues.
Australia: Cengage Learning.
Fat Shaming and Body Shaming.
Retrieved from
http://www.bullyingstatistics.org/con
tent/fat-shaming-and-bodyshaming.html
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what they say
about me)
 OBE Project
(Group work):
Create a 3minute video
campaign
promoting
body
positivity.
Include
concepts and
ideas
discussed in
this unit.
Rubrics:
 Technical
Soundness =
25pts.
 Discourse=
25pts.
 Organizatio
n of
thoughts
and
content=
25pts.
 Integration
of Lessons/
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Concepts
discussed in
class =
25pts.
Wee
k8
b. THE SEXUAL
SELF: Enter If You
Dare

Development of
Secondary Sex
Characteristics

Erogenous Zones

Understanding
Human Sexual
Response

Diversity of Sexual
Orientation

Sexually
Transmitted
Infections (STIs)

Family
Planning/Contracep
tion
a. Demonstrate
critical analytical
and creative
thinking.
b. Appreciate the
complexity of
human condition.
c. Examine the
contemporary
world from both
Philippines and
global
perspectives.
d. Take responsibility
for knowing and
being Filipino.
e. Reflect critically on
shared concerns.
 Lecture/Interactive
discussion
 Propose a metaphor
to represent the
things or concepts,
you identify with the
word/topic: Sex.
 Group
activity/Presentation:
Riff off: groups will
take turns in singing
songs with notion or
context of sex –
implicit or explicit.
After the riff off,
based on the songs
sung, infer two
things:
a. Possible factors
that contributed to
the
creation/popularity
of the songs
b. Possible effects it
may have on its
listeners, society,
and culture
Page 9 of 20

A MUST-READ: The Most Common
Sexually Transmitted Diseases
(STDs) and Their Early Symptoms.
DO NOT IGNORE! –
HealthTipsCentral. (Nov. 24, 2017).
Health tips Central, Source of Daily
Health Tips. Retrieved on February
26, 2018 from
https://www.healthtipscentral.com/a
-must-read-the-most-commonsexually-trasmitted-diseases-stdsand-their-early-symptoms-do-notignore-healthtipscentral/

Cole, A. C. (2009). Real Life Issues:
Sex & Relationships. UK: Trotman
and Company Limited

Contraception. (February 9, 2017).
Reproductive Health. Centers for
Disease Control and Prevention.
Retrieved on Feb. 23, 2018 from
https://www.cdc.gov/reproductivehe
alth/contraception/index.htm.
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 Quiz
 Reflection:
Pop-Up
Questions
 Enrichment
Activity:
Explain and
justify the
prosed
metaphor
 OBE Project
(Group
work):
STOP! AND
GO: From
what have
learned from
the chapter
on sexual
self, propose
a campaign
or public
service
announcem
ent or
infographic
that can
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
help
educate
others
protect
themselves
from the
perils of
sexual
violence
MIDTERM EXAMINATION
Wee
k9
Wee
k 10
– 11
Family Planning/Contraception. (Feb
2018). World Health Organization.
Retrieved on Feb. 12, 2018 from
http://www.who.int/mediacentre/fac
tsheets/fs351/en/.
c. COGITO ERGO
CONSUME:
Consumer Culture
and the Material
Self


The Material Self:
Living in a Material
World
Best Buys:
Consumer Culture
and the Self

I Saw the Sign: The
Semiotics of
Consumption

Langue and Parole

Denotation and
Connotation

Anchorage and
Relay

How Do I Decide
Page 10 of 20
a. Explore the
different aspects of
self and identity.
b. Demonstrate
critical, reflective
thought in
integrating the
various aspects of
self and identity.
c. Identify the
different forces ad
institutions that
impact the
development of
various aspects of
self and identity.
d. Examines one’s
self against the
different aspects of
self-discussed in
class
 Lecture/Interactive
Discussion

 Individual Reflection:
Look for at least five
things in your room
that you think ideally
capture who you are.
List them down on
the activity sheet and
state the reason for
choosing each
Using at least 5
images (cut from
newspapers or
magazines), create a
mood board and label
it “My Material Self”.
Include the brief
explanation
Keep the list of
everything that you

Arvidsson, A. (2014). Christianity
and Consumer Culture. Religion and
Marketing. 3, 1-11.
Barber, B. (2007). Consumed: How
Markets Corrupt Children, Infantilize
Adults, and Swallow Citizens Whole.
New York, NY: W.W. Norton &
Company.

Barry, P. (2002). Beginning Theory:
An Introduction to Literary and
Cultural Theory. Manchester,
England: Manchester University
Press.

Barthes, R. (1972). Mythologies.
New York, NY: Farrar, Straus, and
Giroux.

Berger, A.A. (2010). The Objects of
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 Quiz
 Reflection:
Pop-Up
Questions
(1-10)
 OBE Project:
Produce a
5to 10minute vlog
(video blog)
that will
chronicle a
day in your
life as a
consumer.
Integrate
your
learnings in
the output.
Rubrics:
 Technical
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What to Buy?

The Calvinist
Principle

The Marxist
Perspective

Commodity
Fetishism

Alienation
will buy for a week. In
the worksheet, file
each either under
“necessary buy” or
“Impulse buy”
Affection: Semiotics and Consumer
Culture. Basingstoke, UK: Palgrave
Macmillan

Look at three print
advertisement,
identify the primary
element in each

(celebrity endorser,
the product itself, or
something else), and
write about both its
denotative and
connotative meanings

 Group Discussion
Share at least five
things you consider or
take into account first 
before buying
 Interview at least two
people from different
walks of life about
their opinion on
wealth and
consumption.
Compare and
contrast their
answers
 Write about a
material possession
that you have worked
hard to be able to
Page 11 of 20
Benveniste, E. (1973). Problems in
General Linguistics. Miami, FL:
University of Miami Press.
Coward, R. & Ellis, J. (1977).
Language and Materialism:
Developments in Semiology and the
Theory of the Subject. London, UK:
Routledge & Kegan Paul Books.
Geertz, C. (1973). The
Interpretation of Cultures. New York,
NY: Basic Books.
Kotler, P. (1980). Principles of
Marketing. Upper Saddle River, NJ:
Prentice Hall

James, W. (1890). The Principles of
Psychology. Mineola, NY: Dover
Publications

Marx, K. (1964). Preface to the
Contribution to the Critique of
Political Economy in Karl Marx;
Selected Writings in Sociology and
Social Philosophy. New York, NY:
Sitio Macambang, Barangay Buenavista, Sablayan, Occidental Mindoro
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Soundness
= 20pts.
 Discourse=
20pts.
 Organizatio
n of
thoughts
and
content=
20pts.
 Integration
of Lessons/
Concepts
discussed in
class =
20pts.

Addition
al
Research=
20pts
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afford or buy. Ask one
of your classmates
the same question
and compare and
contrast his/her
answer/s with yours
Wee
k 12
d. THE SPIRITUAL
SELF

Belief and Practices
in Supernatural
Being and Power

The Practice of
Religion

The Concept of
Dungan-Spirit or
Soul

Rituals and
Ceremonies: Why
do we do them?

Religion, magic and
Witchcraft

Finding and
Creating Meaning
a. Understand the
distinction between
the belief in
supernatural
beings and practice
of religion.
b. Distinguish the
different ways by
which culture and
people understand
dungan, spirit or
soul.
c. Appreciate the
function of rituals
and ceremonies.
d. Differentiate
religion, magic and
witchcraft.
e. Search and
speculate on the
meaning of life and
what makes them
unique for an
individual.
Page 12 of 20
 Lecture/Interactive
discussion
 Group Presentation:
Human Tableau (each
group must create a
human tableau of a
scene involving
supernatural powers:
McGraw-Hill.


a. A group of
nocturnal
creatures scaring
people
b. Several
supernatural
spirits at war

c. Wedding of spirits
 Think-Pair-Share:
Compare and
contrast two different
religions

Aguilar, F. (1998). Clash of Spirits:
The History of Powers and Sugar
Planter Hegemony on a Visayan
Island. University of Hawaii Press.
 Reflection:
Pop-Up
Questions
 Enrichment
Anthony, D. (2017). Religious
Activity: How
does your
Beliefs in the Philippines. Retrieved
membership
from:
in the religion
https://www.worldatlas.com/articles/ shape you?
religious-beliefs-in-the OBE Project:
philippines.html
Religious
Understandin
Cannell, F. (1999). Power and
g (To broaden
Intimacy in The Christian
the mind in
Philippines. Cambridge University
understanding
different
Press
religion and
Celino, S. (1990).Death and Burial
religious
practices).
Rituals and Other Practices and
Beliefs of the Cordillerans.
(Dissertation). University of Baguio.

 Quiz
Johnson, Carina L., (2006).
Idolatrous Cultures and the Practice
of Religion. Journal of the History of
Sitio Macambang, Barangay Buenavista, Sablayan, Occidental Mindoro
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Participates in
or observe
keenly a
religious ritual
that you don’t
practice in
your own
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Ideas, Vol.67, No. 4. University of
Pennsylvania Press
Wee
k 13
e. THE POLIICAL
SELF: The Filipino
Citizen

Seeking the Filipino
Identity

Historical
background – Indio
to Filipino
Page 13 of 20
a. Appreciate the
complexity of the
human condition.
b. Interpret the
human experience
from the political
perspective.
c. Develop a
consciousness for
 Lecture/Interactive
Discussion
 Individual Simulation:
religion or in a
religion that
you are not
familiar with.
Interview 5
people
belonging on
that religion
regarding
their beliefs
and practices.
Post the 3minute video
with an
analysis of
what you
have found
out.

Lope Museum and Library, (2012).
THE SOUL according to the
Indigenous Filipino. Retrieved from:
https://lopez-museum.com/46622012/10/31/the soul-accordingto-the-indigenous-filipino/

Manuel, A., (1982). On the
Etymology of the Tagalog Word:
Kaluluwa. St. Louis University
Research Journal, XIII (4)

Schaefer, R. T. (2012) Sociology, A
brief Introduction13th ed. McGraw
Hill

Stein and Stein. (2011). Ritual in
the Anthropology of Religion, Magic
ad Witchcraft. Prentice Hall

1987 Philippine Constitution
 Quiz

Diokno, MS (1997). Becoming a
Filipino Citizen. In Perspective on
Citizenship and Democracy. UP
Third World Studies Center. 17-38
 Reflection:
Pop-Up
Questions (15)
I am a Filipino?
Draw a caricature of a
typical Filipino male
and female. Divide

the body in vertical
line. On the left side
Ethnicity in the Philippines, (2016).
Retrieved from sites.google.com
Sitio Macambang, Barangay Buenavista, Sablayan, Occidental Mindoro
Telephone: (6343) 458-0152 website www.pup.edu.ph email: sablayan@pup.edu.ph
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 OBE Project:
Deconstructi
ng the
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
Democracy – From
Theirs to Ours

Perception of a
Filipino’s Role in
Democratic Setting

Filipino Citizenship
vs. Me, Family,
Institution, Cultural
Citizenship

Philippine Political
Culture – A problem
of variation

Movement Towards
the Common Good

Developing a
Democratic Culture
the Filipino
Identity, values,
traits, community
and institutional
factors
d. Establish a
democratic culture
e. Take responsibility
for knowing and
being a Filipino
f. Examine from
contemporary
world from both
Philippine and
global perspective
of the body, identify
the negative qualities
of a Filipino. Include
also a characteristic
that will show a bad
citizen. On the right,
identify the positive
qualities and add
characteristics that
will show a good
citizen.
 Group Discussion:
How can I be a Good
Citizen?

March, J and Olsen J. (1995).
Democratic Governance. New York:
The Free Press

Rusen, K., (2017). Fundamentals
Duties, Corporate Responsibility
Retrieved from:
http://indiacsr.in/fundamentalduties-corporate-responsibility/

Taft, H. W. (1902), The Philippine
Islands. An Address before the New
York Chamber of Commerce. New
York

Zialcita, F. (1997). Barriers and
Bridges to a Democratic Culture. In
Perspectives on Citizenship and
Democracy. UP Third World Studies
Center. 39-68
Philippine
National
Anthem
“Lupang
HInirang” (to
make people
feel and have
a deeper
understandin
g of the
Philippine
national
anthem
through your
posts)
Rubrics:

Visual
Clarity=30

Content
=40

Creativit
y=30

Wee
k 14
–
15
f. THE VIRTUAL
YOU: The Self in
the Cyberspace


Page 14 of 20
The Other I: Love in
the Time of Social
Media
Reality as
Abstraction
a. Explore the
different aspects of
self and identity
b. Demonstrate
critical, reflective
thought integrating
the various aspects
of self and identity
 Lecture/ Interactive
Discussion

 Individual sharing:
Share a memorable
communication
encounter for each
social networking
sites that has

Cover, R. (2016). Digital Identities:
Creating and Communicating the
Online Self. Massachusetts:
Academic Press
 Quiz
 Graded
Activity and
recitation
Crossman, A. (2018). A Biography of  Reflection:
Pop-Up
Erving Goffman. Retrieved from
Questions (1https://www.thoughtco.com/erving-
Sitio Macambang, Barangay Buenavista, Sablayan, Occidental Mindoro
Telephone: (6343) 458-0152 website www.pup.edu.ph email: sablayan@pup.edu.ph
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
Real-Life Reality

Simulation

Augmented Reality

Virtual Reality

Hyperreality

The Cyberself

The Dramaturgy of
the Self

The Elements of
the Dramaturgical
Self

Identity Crisis:
Anonymity and
Pseudonymity in
the Cyberspace

The Disinhibited
Self

Online
Disinhibition: The
Causes
Page 15 of 20
c. Identify the
impacted yourself
positively or
different forces and
negatively
institutions that
impact the
 Group Discussion
development of
Advantages and
various aspects of
disadvantages of
self and identity
engaging in a virtual
d. Examine one’s self
romantic relationship
against the
different aspects of  Think-Pair-Share:
self-discussed in
Types of Abstraction
class.
(excluding Real-Life
Reality)
Think of at least 2
online behaviors that
will fall under each of
the six factors that
cause online
disinhibition
goffman-3026489.


Goffman, E. (1959). The
Presentation of Self in Everyday
Life. New York: Anchor Book.

Marx, G.T. (1999). What’s in a
Name? Some Reflections on the
Sociology of Anonymity. Information
Society, 15, 99-112.

Rosenfield, K. (2015). Digital Online
Culture, Identity, and Schoolong in
the Twenty-First Century. New York:
Palgrave Macmillan.

Suler, J. (2004). The Online
Disinhibition Effect.
CyberPsychology & Behavior, 7(3),
321-325.

Wood, A. & Smith, M. (2005). Online
Communication: Linking
Technology, Identity, & Culture. New
Jersey: Lawrence Erlbeaum
Associates, Inc.
 Film Showing:
Watch the “Black
Mirror” episode
entitled “Nosedive”
(Season 03, Episode
01) and write a
reaction paper on
how it has explored
the issue of selfrepresentation in the
cyberspace
Gergen, K. (1991). The Saturated
Self: Dilemmas of Identity in
Contemporary Life. New York: Basic
Books
Sitio Macambang, Barangay Buenavista, Sablayan, Occidental Mindoro
Telephone: (6343) 458-0152 website www.pup.edu.ph email: sablayan@pup.edu.ph
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7)
 Reaction
Paper: Video
Analysis
 Enrichment
activity:
Creating an
Ask.fm
account and
try to answer
questions
within the
span of the
day and write
reflection
paper about
the
experience in
relation to
the concept
of anonymity
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Wee 2. Managing and
Caring for the Self
k 16
a. Learning to be a
better
student:
Be the best You
Can be
 What happens
during learning?
Brain and
behavior changes
 Learning and
Education
 Metacognition
and study
strategies
 Managing your
own learning:
Self-regulated
learning
a. Comprehend the
importance of care
for the needs of
the self
b. Develop and learn
new skills by
interacting with
other people
c. Control and
manage emotions
in relation to
thinking and
applying skills
needed in present
situations
 Lecture/Interactive
Discussion

 Finding Partner:
Ask 5 personal
Information to a
partner, memorize it
and present it to the
class

 Think-Pair-Share:
Teaching New Skills
 Individual
Presentation:
Learning
“Understanding the
Self” My Way –
Teaching Demo
“My Teaching strategy
for students to Learn”


Page 16 of 20
Cormie, J. (2016). Your Amazing
Brain. The Thinking Business.
Rettrievedo April 11, 2018 from
https://www.thethinkingbusiness.co
m/your-amazing-brain
 Quiz
 Graded
Activity and
recitation
 Reflection:
Pop-Up
Questions (15)
Education needs to change
fundamentally to meet global
development goals. (May 9, 2016).
 Enrichment
Media Services. UNESCO Press.
Activity:
Retrieved on April 11, 2018 from
Individual
http://www.unesco.org/new/en/medi
constructions
a-services/singleof the
view/news/edcation_needs_to_chan
personal selfillustrating
ge_fundamentally_to_meet_global_d
how the
evel/
different
Malamed, C. (2016).Metacognition
aspects are
and Learning: Strategies For
situated
relative to
Instructional Design. Retrieved on
one another
April 4, 2018 from
and the
http://theelearningcoach.com/learni
importance of
ng/metacognition-and-learning/
each relative
to the other
Panadero, E. (2017). A Review of
Self-regulated Learning: Six Models
and Four Directions for Research.
Frontiers in Psychology, 8, 422.
http://doi.org/10.3389/fsyg.2017.00
Sitio Macambang, Barangay Buenavista, Sablayan, Occidental Mindoro
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422
Wee
k 17
b. Managing and
Caring for the
Self by Setting
goals for Success

Why must we set
goals?
a. Identify and absorb
the importance of
goals
b. Understand and
apply the concept
of:

The importance of
goals
 Bandura’s selfefficacy

Bandura's Self
efficacy Theory
 Dweck’s Mindset

Dweck's
Mindse(growth vs
fixed)
 Locke's Goal
setting Theory
(Setting Goals for
Life and Happiness)
 Goals
 Goals Setting
Theory
(growth vs.
fixed)
 Locke’s Goal
setting Theory
c. Determine which of
these three would
be most applicable.
 Lecture/Interactive
Discussion

 Puzzle Solving (Group
Activity):
Not knowing one’s
goal will make it
difficult, if not,
impossible to
succeed.
 Short Film Showing:


Summary of Growth
Mindset Theory
https://youtube.be/KU
Wn_TJTrnU?
list=FL2WDjJqAkhy*w
30uAICHtLw

d. Have clear
definition of
success


Page 17 of 20
Bandura, A. (1977). Self-Efficacy:
Toward a Unifying Theory of
Behavioral Change. Psychological
Review (28) 2, 191-215
 Quiz
 Graded
Activity and
Recitation
Dweck, C. (2006). Mindset: The New  Video
Analysis
Psychology of Success. Ballantine
(Growth
Books
Mindset
Theory)
Locke, Albert, 1968 article “Toward
a Theory of Task Motivation and
 Reflection:
Incentives”. Organizational
Pop-Up
Questions
Behavior and Human Performance.
(Setting Goal
Vol. 3, Issue 2, Pages 157-189
for Success)
Nelson, Portia. (1989). There’s a
 Project: OBE
Hole in My Sidewalk: The Romance
Roadmap of
of Self Discovery. Simon and
your Life.
Schuster Com
Make a map
Rokeach, M. (1972). Beliefs,
showing who
you are
attitudes and Values: A Theory of
supposed to
Organization ad Change. San
be. Identify at
Francisco, Josey-Bass
least 10
Tribby. Mary Ellen, 2012. The
major values
that you have
Success Indicator. Retrieved from:
(it can be
http://infographicaday.com/maryelle
Sitio Macambang, Barangay Buenavista, Sablayan, Occidental Mindoro
Telephone: (6343) 458-0152 website www.pup.edu.ph email: sablayan@pup.edu.ph
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n-tribby-the=success-indicator/
more). On the
top of the
map, indicate
the ultimate
goal/value
and the
definition of
success at
the bottom of
the map
Rubrics:
 Visual
clarity=30
 Content=4
0
 Creativity=
30
Wee
k 18
c. Taking Charge of
One's Health: I
am in Control
Page 18 of 20

Stress

Stressors and
responses

Sources of Coping
and Strength

Stress and
Filipinos: The
social and
cultural
a. Demonstrate
proficient and
effective
communication
(writing, speaking,
and use of new
technologies).
b. Demonstrate
critical, analytical,
and creative
thinking
c. Appreciate the
complexity of
 Lecture/Interactive
Discussion

 Individual Reflection:
What Stress you out?
 Group Discussion:
How to deal with
stress?
 Release the Stress –
Create a comic strip
of you defeating one
or most of your
stresses away.

2015 Stress in America. (2018).
Stress Snapshot. American
Psychological association.
Retrieved on March 21, 2018 from
http://www.apa.org/news/press/rele
ases/stress/2015/snapshot.aspx
Conversano, C., Rotondo, A., Lensi,
E., Della Vista, O., et al., (2010).
Optimism and Its Impact on Mental
and Physical Well-Being. Clinical
Practice and Epidemiology in
Sitio Macambang, Barangay Buenavista, Sablayan, Occidental Mindoro
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 Quiz
 Graded
Activity and
Recitation
 Reflection:
Pop-up
Questions
(1-5)
 Enrichment
Activity:
Comic strip
campaign
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dimensions of
stress

human condition.
Taking care of the
self: The need for
self-care and
compassion
Mental Health: CP & EMH, 6, 25-29.
Retrieved from
http://doi.org/10.2174/1745017901
006010025
d. Apply different
analytical modes in
problem Solving

Feldman, R. (2011). Understanding
Psychology (10th ed.). New York, NY:
The McGrawHill Companies
FINAL EXAMINATION
Wee
k 19
COURSE GRADING SYSTEM
Class Standing





Midterm
60%
Quizzes
Attendance
Recitation
Projects/Assignments/Seatwork/Special Report
/ Final Examinations
40%
100%
Midterm Grade + Final Term Grade
2
=
FINAL GRADE
Prepared by:
Page 19 of 20
Evaluated by:
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 Things I
have
learned in
this course
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SHERMAIN V. JACOB
Faculty
MELINDA SANTOS
In-charged, Syllabus Evaluation
Approved by:
LEINE S. ALCARAZ
Director
Page 20 of 20
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