Republic of the Philippines

COMMISION ON HIGHER EDUCATION

Region V
DARAGA COMMUNITY COLLEGE
Salvacion Daraga, Albay

COURSE INFORMATION:

Course Code No. : GE 1- Understanding the Self

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 enable the process of exploration and thereby help students arrive at an understanding of the concepts of personality,
self and identity. As per CHED Memorandum Order No. 20, Series of 2013, Appendix A, page 11 https://ched.gov.ph/wp-
content/uploads/2017/10/CMO-No.20-s2013.pdf

Course Credit : 3 Units

Contact Hours : 3 Hours /Week

Course Placement : BEED 1st Year, Block 11, 12, 13, 14, 15, 17 and 18

Term : First Semester, AY 2023- 2024

Class Schedule : Mon-Tue, 6:40PM–9:00PM, Onsite

Wed-Thu, 5:30PM-9:00PM, Onsite
Fri, 6:10PM-8:10PM, Online
Sat, 6:00AM-10:40AM, Onsite/3:00PM-5:40PM, Online

Pre-requisite : None

Instructor/Professor : EFREN N. NOCETE

Contact No: 09983462628
E-mail Address: [email protected]
Course Learning Outcome:

Course Learning Outcomes P1 P2 P3 P4 P5 P6 P7

CLO 1: The Self from Various Perspectives
1) Discuss the different representations and conceptualizations of the self from various disciplinal I I I I I I
perspectives
2) Compare and contrast how the self has been represented across different disciplines and perspectives I I I I I I
3) Examine the different influences, factors and forces that shape the self I I I
4) Demonstrate critical and reflective thought in analyzing the development of one’s self and identity by I I I I I I
developing a theory of the self.
CLO 2: Unpacking The Self I I I I I I
5) Explore the different aspects of self and identity I I I I I I
6) Demonstrate critical, reflective thought in integrating the various aspects of self and identity I I I I
7) Identify the different forces and institutions that impact the development of various aspects of self and I I I I I I
identity
8) Examine one’s self against the different aspects of self, as discussed in class I I I I I
CLO 3: Managing and Caring For The Self I I I I I I
9) Understand the theoretical underpinnings for how to manage and care for different aspects of the self I I I I I D
10) Acquire and hone new skills and learning for better managing of one’s self and behaviors I D I I D D
11) Apply these new skills to one’s self and functioning for a better quality of life I D I I D D

Legend: I - Introduced concepts/principles; P - Practice with supervision; D - Demonstrated across different settings with minimal supervision

Course Outline:

SPECIFIC LEARNING INSTRUCTIONAL INSTRUCTIONAL PERFORMANCE ASSESSMENT TIME

LEARNING OUTCOMES CONTENT DELIVERY RESOURCES STANDARD TASKS ALLOTMENT

At the end of each At the end of the

lesson/session/discussion the course, at least 80%
students will be able to: of the time
Display a sense of identity and Week 1: Online Discussion Virtual presentation of The students will Responding to 1 hour
belongingness as part of the A. Vision, Mission and Lecture via Face to DCOMC-OSAS become aware of the Google form
University. College Goals and Face, Google Meet, university/college
Overview of the course vision, mission and
objectives and of the
SPECIFIC LEARNING INSTRUCTIONAL INSTRUCTIONAL PERFORMANCE ASSESSMENT TIME
LEARNING OUTCOMES CONTENT DELIVERY RESOURCES STANDARD TASKS ALLOTMENT

Internalize roles as a student in the content and Group Chat via FB course content and
course through set specific goals at requirements messenger requirements
the end of the semester.
CLO1: The Self From Various Week 1-3: Blended Modality: Ppt presentations on The students will Reflection paper 12 hours
Perspectives Part I. The Self From Various Chapter 1 acquire basic on Who Am I
Perspectives F2F: Class lecture, conceptual Video
Discuss the different representations A. Philosophy: Socrates, interactive class Who Am I Video knowledge on the
and conceptualizations of the self Plato and Augustine to discussion and various Assessment
from various disciplinal perspectives. Descartes, Locke, Hume, assessment Villafuerte, SL, et al., conceptualization and activities on pp.
Compare and contrast how the self Kant, Ryle, Churchland and (2018) pp. 1-58 representations of self 12-17, 25-27,
has Merleau-Ponty-all try to Synchronous: Class and 34-41, 59-64,
been represented across different answer the question Who are lecture and online Identity from the Villafuerte
disciplines and perspectives. you? activities via GMeet different (2018)
Demonstrate critical or reflective B. Sociology: The Self as a perspectives
thought in analyzing the product of modern Society Asynchronous: Explain how society
development of one’s self and among other constructions offline activities to be and
identity by developing a theory of the Mead and the social self submitted via culture influence or
self C. Anthropology: The Self GClassroom shape self.
and person in contemporary Examine the
anthropology different psychological
The self embedded in culture concepts that
D. Psychology: The Self as a influence and shape
Cognitive Construction the self
William James and the Me- Understand the basic
Self and I-Self eastern and western
Global vs. differentiated thoughts on
models self
Real and Ideal self-concepts
Multiple vs. Unified selves
True vs False selves
The Self as Proactive and
Agentic
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
SPECIFIC LEARNING INSTRUCTIONAL INSTRUCTIONAL PERFORMANCE ASSESSMENT TIME
LEARNING OUTCOMES CONTENT DELIVERY RESOURCES STANDARD TASKS ALLOTMENT

spiritual development in
Confucian thought
CLO 2: Unpacking the Self Week 4: Blended Modality: Ppt presentations on The students will Reflection Paper 3 hours
Part II. Unpacking the Self Physical and Sexual recognize the different on Physical and
Explore the different aspects of self A. The Physical: The self as F2F: Class lecture, Self aspects of self and Sexual Self
and identity impacted by the body interactive class identity Video
Demonstrate critical, reflective The impact of culture on body discussion and Physical and Sexual
thought in integrating the various image and self-esteem: the assessment Self Video Assessment
aspects of self and identity importance of beauty Villafuerte, SL, et al., activities on pp.
Identify the different forces and Synchronous: Class (2018) pp. 65-93 76-82, 94-97,
institutions that impact the lecture and online Villafuerte
development various aspects of self activities via GMeet (2018)
and identity
Examine one’s self against the Asynchronous:
different aspects of self as discussed offline activities to be
in class Week 5-6: submitted via
B. The Sexual Self GClassroom
Development of secondary sex 6 hours
characteristics and the human
reproductive system Blended Modality:
Peace Education Topics: (2 hours) Discussing the erogenous
zones F2F: Class lecture,
-Identifying and reducing prejudice Understanding the human interactive class
-Challenging stereotyping and sexual response discussion and
discrimination The basic biology of sexual assessment
-Celebrating Diversity behavior
Understanding the chemistry Synchronous: Class
Peace Education Key Themes of lust, love and attachment lecture and online
The psychological aspect: activities via GMeet
-Challenging Prejudice and What turns people on, the
Discrimination phases of sexual response Asynchronous:
-Building Unity in Diversity The diversity of sexual offline activities to be
behavior: solitary, submitted via
heterosexual, homosexual and GClassroom
bisexual, transexual
Sexually transmitted diseases
(STIs)
Methods of contraception 30 minutes: Self-
(natural and artificial) assessment/motivati
on activity
SPECIFIC LEARNING INSTRUCTIONAL INSTRUCTIONAL PERFORMANCE ASSESSMENT TIME
LEARNING OUTCOMES CONTENT DELIVERY RESOURCES STANDARD TASKS ALLOTMENT

1 hour: Lecture

30 minutes: Group
Processing/Class
synthesis
Week 7: Blended Modality: Ppt presentation on The students will be Class 3 hours
Material self able to articulate the Participation
C. The Material and F2F: Class lecture, relationship of self
Economic Self interactive class Video clip from and possessions Assessment
I shop, therefore I Am: I have, discussion and Shopaholic activities on pp.
therefore I am? assessment 103-107,
Shaping the way we see Villafuerte, SL, et al., Villafuerte
ourselves: The role of consumer Synchronous: Class (2018) pp. 98-102 (2018)
culture on our sense of self and lecture and online
identity activities via GMeet

Asynchronous:
offline activities to be
submitted via
GClassroom
Week 8: Blended Modality: Ppt presentation on The students will Class 3 hours
D: The Spiritual Self Spiritual Self recognize various Participation
The practice of religion, belief F2F: Class lecture, religious
in supernatural being and interactive class practices and beliefs Assessment
power discussion and Villafuerte, SL, et al., and activities on pp.
The concept of “Dungan”, spirit assessment (2018) pp. 108-117 understand the self in 118-121,
or soul relation to Villafuerte
Rituals and ceremonies Synchronous: Class them (2018)
The function of rituals lecture and online
-Rituals and ceremonies activities via GMeet
-Religion, Magic and
Witchcraft Asynchronous:
-Finding and creating meaning offline activities to be
-Three ways of discovering the submitted via
meaning in life GClassroom
MIDTERM EXAMINATION 1 Hour
Week 9: Blended Modality: The students will be Class 3 hours
D. The Political Self Ppt presentation on able to classify and Participation
Developing a Filipino identity Political Self reflect on various
SPECIFIC LEARNING INSTRUCTIONAL INSTRUCTIONAL PERFORMANCE ASSESSMENT TIME
LEARNING OUTCOMES CONTENT DELIVERY RESOURCES STANDARD TASKS ALLOTMENT

Values, traits, community and F2F: Class lecture, Filipino values and Assessment
institutional factors interactive class traits in activities on pp.
Establishing a democratic discussion and Villafuerte, SL, et al., relation to them 127-133,
culture assessment (2018) pp. 122-126 Villafuerte
(2018)
Synchronous: Class
lecture and online
activities via GMeet

Asynchronous:
offline activities to be
submitted via
GClassroom
Peace Education Outline/Topics (2 Week 10-11: Blended Modality: Ppt presentation on The students will be Class 6 hours
hours) E. The Digital Self Digital Self able to interpret, Participation
Self and others in cyberspace F2F: Class lecture, compare, and
-Cybersecurity I, me, myself and my user ID interactive class Video on Online and discuss on online Assessment
-Cybercrimes and its implications to online identity discussion and Offline Personality identity and the activities on pp.
Peace Selective self-presentation and assessment Demonstrate 141-144
-Cyberbullying impression management Villafuerte, SL., et al. values and attitudes Villafuerte
Impact of online interactions Synchronous: Class (2018) pp.134-140 online (2018)
Peace Education Key Themes on the self lecture and online
-Upholding the human dignity and Boundaries of the self online, activities via GMeet
rights private vs public: personal,
individual vs social identity Asynchronous:
online; offline activities to be
Gender and sexuality online submitted via
GClassroom

30 minutes: Self-
assessment/motivati
on activity

1 hour: Lecture

30 minutes: Group
Processing/Class
synthesis
SPECIFIC LEARNING INSTRUCTIONAL INSTRUCTIONAL PERFORMANCE ASSESSMENT TIME
LEARNING OUTCOMES CONTENT DELIVERY RESOURCES STANDARD TASKS ALLOTMENT

CLO 3: Managing and Caring for Week 12-16: Blended Modality: Ppt presentations on The students will be Class 15 hours
the Self Part III. Managing and Managing and Caring able to summarize participation
Caring for the Self F2F: Class lecture, for the Self and/or explain/discuss
Understand the theoretical interactive class metacognitive Group
underpinnings for how to manage Learning to be a better Learner discussion and Self-help videos on techniques, self- output/work
and care for different aspects of the What happens during assessment self-care, assessment theories,
self learning? Brain and behavior compassion, stress and stress coping Assessment
changes Synchronous: Class and coping mechanisms or activities on pp.
Acquire and hone new skills and Metacognition and Studying lecture and online therapies 158-165,
learnings for better managing of Techniques activities via GMeet Villafuerte, SL., et al. Villafuerte
one’s self and behaviors (2018) pp.145-158 (2018)
Managing your own learning Asynchronous:
Apply these new skills to one’s self Self-regulated learning offline activities to be
and functioning for a better quality of Setting goals for success submitted via
life The importance of goals GClassroom
Bandura’s self-efficacy,
Peace Education Outline/Topics: (2 Dweck’s Mindset (growth vs
hours) fixed)
Locke’s goal setting theory 30 minutes: Self-
-Fundamental Ideas of Nonviolence assessment/motivati
-Voices of Nonviolence Taking charge of one’s health on activity
-Nonviolence communication Stressors and responses
Sources of coping and 1 hour: Lecture
Peace Education Key Themes strength
-Cultivating Inner Peace Stress and Filipinos 30 minutes: Group
-Promoting Nonviolence The social and cultural Processing/Class
dimensions of stress synthesis
Taking care of the self: The
need for self-care and
compassion
FINAL EXAMINATION One hour
Course Grading System

Performance Tasks GRADING SYSTEM

Grade % Equivalent Grade % Equivalent
• Checklist
• Reflection Paper/Essay 1.00 98-100 2.25 83-85
• Individual and Group Research work 1.25 95-97 2.50 80-82
• Group Presentation 1.50 92-94 2.75 77-79
• Multi-media presentation 1.75 89-91 3.00 75-76
• Peer Teaching 2.00 86-88 4.00 FAILED
Midterm
Final Project / Final Examination Computations of Semestral Grade

Final Rating = 1/3 Midterm Grade + 2/3 Final Grade

References:

Main Reference:

Corpuz, B., Lucas, MR., Andas, C., Dayagbil, F., and Gacasan, EM. (2020). Understanding the Self (OBE- Based). Quezon City: LORIMAR Publishing Inc.

Supplemental Reading Materials/ Further Readings:

1) Alata, E.J.P., Caslib, Jr., B.N., Serafica, J.P.J., & Pawilen, R.A. (2018). Understanding The Self. Sampaloc, Manila: Rex Book Store. (MAIN REFERENCE)
2) Belk (2013). Extended Self in a Digital World. Journal of Consumer Research. 40.3. 477-500 (For the topic, Unpacking The Self- The Digital Self)
3) Bernstein, D. (2019). Essentials of Psychology (7th ed.). USA: Cengage.
4) Brawner, D. & Arcega, A. (2018). Understanding the Self. Quezon City, Manila: C & E Publishing, Inc.
5) Bryer, C., & Shainberg, L. (1994). Dimensions of Human Sexuality (4th ed.). USA: Wm. C. Brown Communications, Inc.
6) Camposana, C. (2019). Citizenship and Civic Education: A Critical Elaboration on the Pedagogy of Rizal’s La Liga Filipina. Available at
https://cids.up.edu.ph/wpcontent/uploads/Camposano-Article-2019.pdf
7) Carroll, J. (2019). Sexuality Now Embracing Diversity (6th ed.). USA: Cengage.
8) Chafee, J. (2013). Who are you? Consciousness, Identity and the Self. In the Philosopher‟s Way: Thinking Critically about Profound Ideas. Pearson. 106-169. (For the topic,
The Self from Various Perspectives- Philosophy)
9) Cruz, C. J. (2013). Gender Identity and Sexual Orientation. The 2013 Young Adult Fertility and Sexuality Study in the Philippines. Quezon City, Philippines: Demographic
Research and Development Foundation, Inc. and University of the Philippines Population Institute.
10) 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)
11) Dunlosky, J. , 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:10.1177/1529100612453266 (For the topic, Managing and Caring the
Self)
12) Harter, S. (2012). The Construction of the Self: Developmental and Sociocultural Foundations (2nd Ed.). Guilford Publications. Available at
https://www.guilford.com/excerpts/harter.pdf?t

Prepared by:

EFREN N. NOCETE, MM
Instructor

Recommending Approval: Approved:

MELVIN M. GOYENA, Ed.D ROMULO M. LINDIO, DBA

College Dean OIC College Administrator