P H I L C S T: Philippine College of Science and Technology

PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY
Old Nalsian Road, Nalsian, Calasiao, Pangasinan, Philippines 2418

Tel. No. (075)522-8032/Fax No. (075)523-0894/Website:www.philcst.edu.ph
ISO 9001:2015 CERTIFIED, Member: Philippine Association of Colleges and Universities (PACU), Philippine Association of Maritime Institutions (PAMI)
DETAILED TEACHING SYLLABUS (DTS) AND INSTRUCTORS GUIDE (IG’S)

GE1 (Understanding Self)
PHILOSOPHY
The PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY is committed to the pursuit of excellence relative to student’s professional growth and development.
VISION
PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY envisions producing quality graduates fully equipped with knowledge, attitudes, values, and skills and who are
globally competitive in their chosen profession ever ready to render quality services.
MISSION STATEMENT
PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY provides quality education to every student through a well-balanced research-oriented learning environment that
develops critical and creative thinking for maximum development of individual’s talents and capabilities.
INSTITUTIONAL OBJECTIVES
In pursuit of its Vision and Mission, PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY will achieve the following:
1. Provide programs and activities that will enhance the development of the students physically, intellectually, culturally, emotionally, socially, spiritually and morally.
2. Provide college education opportunities to poor but deserving students through the PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY scholarship grants.
3. Train students with globally competitive technical skills that will make them competent and capable of handling challenges in life.
4. Provide manpower needs of the country with professionally qualified graduates imbued with dignity and high moral values who are mature, productive, self-reliant,
responsible and self-disciplined citizens.
SPECIAL OBJECTIVES
To provide the country with globally competitive and professionally licensed graduates as integral part of the total manpower needed for the economic development in the
national and international levels.
CORE VALUES
Professionalism High Spirituality Integrity Love of Humanity Compassionate Solidarity Transformative

and Competent
Page | 1 CONTROLLED COPY FORM NO.: BEEDGE1 UNDERSTANDING SELF APPROVED BY: SCHOOL PRESIDENT
COLLEGE OF EDUCATION AND JOURNALISM

PROGRAM DESCRIPTION:
The Bachelor of Elementary Education (BEEd) program of Philippine College of Science and Technology develops the teaching skills of students in educating early age
learners. It exposes the students to the modern methods and techniques in teaching the basic knowledge and skills in all subject areas covered by the primary education. In
as much as graduates of this course can only teach after having passed the Licensure Examination for Teachers (LET), students are as well prepared for them to pass this
examination.
The students are required to complete the following courses before they will be allowed to graduate: General Education, Professional Education and Elective Subjects, Field
Trips, Seminars and Workshops, Field Study Subjects such as School and Classroom Observation, Classroom Management Skills, Micro-Teaching, Team Teaching, and
Practice Teaching in Both Private and Public Elementary Schools, and Research Output.
BACHELOR OF ELEMENTARY EDUCATION
PROGRAM OUTCOMES:
A graduate of Bachelor of Elementary Education program at Philippine College of Science and Technology 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 learners;
5. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices;
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes;
7. Practice professional and ethical teaching standards sensitive to the local, national, and global realities;
8. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities;
9. Demonstrate in-depth understanding of the diversity of learners in various learning areas;
10. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas;
11. Utilize appropriate assessment and evaluation tools to measure learning outcomes;
12. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching;
13. Demonstrate positive attributes of a model teacher, both as an individual and as a professional, and;
14. Manifest a desire to continuously pursue personal and professional development.
Prepared by: Recommended by: Approved by:
________________________________ ________________________ ________________________
College of Education and Journalism Eva S. Barrientos, Ed. D. Engr. Raul B. Gironella, DMin
Instructor College Dean VP for Academic Affairs/QAM
Issue Date: June, 2019 Revision Status: 0 Revision Date: June, 2019
PART A
COURSE SPECIFICATION
PROGRAM EDUCATIONAL OBJECTIVE (PEO)
The Bachelor of Elementary Education of Philippine College of Science and Technology shall produce graduates who:
a. Exercise leadership in the practice of the profession;
b. Demonstrate professional and social responsibilities;
c. Pursue lifelong learning for continuous development; and
d. Possesses creativity and critical thinking skills to become globally competitive guided with values of integrity and honesty
PROGRAM DESCRIPTION : CMO 74, s. 2017 - SECTION 5.1
PROGRAM OUTCOMES : CMO 74, s. 2017 - SECTIONS 6.1, 6.2, 6.3
NAME OF PROGRAM : Bachelor of Elementary Education (BEED)

COURSE CODE : GE1
COURSE DESCRIPTIVE PREREQUISITE : None
: Understanding the Self
TITLE CO-REQUISITE : None
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
The directive to Know Oneself has inspired countless and varied ways to comply. Among the questions that everyone has
had to grapple with at one time or other is 'Who am l?" At no other period is this question asked more urgently than in
adolescence - traditionally believed to be a time of vulnerability and great possibilities. Issues of self and identity are
among the most critical for the young
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.
The course is divided into three major parts: The first part seeks to understand the construct of the self from various
disciplinal perspectives: philosophy, sociology, anthropology, and psychology - as well as the more traditional division
between the East and West - each seeking to provide answers to the difficult but essential question of "What is the self?"
And raising, among others, the question: "Is there even such a construct as the self?"
The second part explores some of the various aspects that make up the self, such as the biological and material up to and
including the more recent Digital Self. The third and final part identifies three areas of concern for young students:
learning, goal setting, and managing stress. It also provides for the more practical application of the concepts discussed in
this course and enables them the hands-on experience of developing self-help plans for self-regulated learning, goal
setting, and self- care.
This course includes the mandatory topics on Family Planning and Population Education.
LECTURE CONTACT LABORATORY CONTACT
COURSE CREDITS : : :
3 Units HOURSE PER WEEK 3 Hours HOURS PER WEEK 0 Hours
At the end of the course, the students will be able to.
The Self from Various Perspectives
1. Discuss the different representations and conceptualizations of the self from various disciplinal perspectives
2. Compare and contrast how the self has been represented across different disciplines and perspectives
3. Examine the different influences, factors, and forces that shape the self
4. Demonstrate critical and reflective thought in analyzing the development of one's self and identity by developing a
theory of the self
COURSE OUTCOME Unpacking the Self
:
1. Explore the different aspects of self and identity
2. Demonstrate critical, reflective thought in integrating the various aspects of self and identity
3. Identify the different forces and institutions that impact the development of various aspects of self and identity
4. Examine one's self against the different aspects of self; discussed in class
Managing and Caring for The Self
5. Understand the theoretical underpinnings for how to manage and care for different aspects of the self
6. Acquire and hone new skills and learnings for better managing of one's self and behaviors.
7. Apply these new skills to one's self and functioning for a better quality of life
FACULTY
: CMO 8 s. 2017: Implementing Guidelines for the Faculty Training for the New General Education Core Courses
REQUIREMENTS
REFERENCE/S : CMO 20 s. 2013: General Education Curriculum, Holistic Understandings, Intellectual and Civic Competencies
UNDERSTANDING THE SELF Course Map

GENERAL EDUCATION (G.E.) LEARNING OUTCOMES
The Self from
Unpacking the Managing and
A. INTELLECTUAL COMPETENCIES (Knowledge) Various
Self Caring for the Self
Perspectives
L = Facilitates learning of the competencies (input is provided and competency is evaluated)
1 Analyze "texts" written, visual, oral, etc. critically X
Demonstrate proficient and effective communication (writing, speaking, and use of new
2 X
technologies
3 Use basic concepts across the domains of knowledge X X X
4 Demonstrate critical, analytical, and creative thinking X X X
5 Apply different analytical modes in problem solving X
The Self from
B. PERSONAL AND CIVIC COMPETENCIES (Values) Various
Perspectives
P = Allows student to practice competencies (no input but competency is evaluated)
1 Appreciate the complexity of the human condition X X X
2 Interpret the human experience from various perspectives X X
3 Examine the contemporary world from both Philippine and global perspectives X X
4 Take responsibilities for knowing and being Filipino X X
5 Reflect critically on shared concerns X X
6 Generate innovative practices and solutions guided by ethical standards X
7 Make decisions based on moral norms and imperatives X
8 Advocate respect for human rights X X X
The Self from

C. PRACTICAL SKILLS (Skills) Various
Perspectives
O = Opportunity for development (no input or evaluation but there is opportunity to practice the
competencies)
1 Work effectively in a group X X X
2 Apply computing tools to process information effectively
3 Use current technology to assist and facilitate learning and research X
4 Negotiate the world of technology responsibly X
5 Create solutions to problems in various fields
6 Manage one's knowledge, skills, and values for responsible and productive living X X
7 Organize one's self for lifelong learning X X X
UNDERSTANDING THE SELF Notes to the Teacher

No Notes
.
The activities such as the class/group discussions may be done prior to the lecture as a means of eliciting the personal experiences of the students
which can then be used to begin as well as to enrich and contextualize the subsequent lecture/discussion. The discussions may be done in the middle
1
of the lecture as a means of illustrating a particular theory or concept or even at the end to wrap up the topic and provide a good way of tying theory
and experiences together.
The quickie survey mentioned in the "Activities" section is a means by which the students actively participate in gathering data and in pooling together
this data to understand the "pulse of the public" regarding a particular topic or issue. The teacher may pose the pertinent research question the
meeting before so the results can be discussed during the class meeting or it can be assigned at the end of the topic and the results discussed at the
next meeting
2
Students may be formed into small groups and assigned a particular group/sector/population to focus on. For instance: in the topic concerning gender,
one group can be asked to focus on young males, another can ask the research question of young females, a third group can focus on older men etc.
In this manner, they collect data which may then be discussed against what is in current research, the assigned reading or what the students in class
themselves believe.
3 The recommended assessment sources are the following:
a. Three (3) long examinations
b. Class attendance and participation in class activities. The latter will include not only recitations but engagement in activities such as the quickie
surveys and group discussions. This last may be evaluated by the teacher (eyeball), by the student him/herself and/or by the group.
c. Class demeanor may be seen as a subcategory of the above. This will include attentiveness and responsiveness during the lectures and activities,
evidence of having come prepared for the class by doing the assignment/exercises and reading the reference/s beforehand, readiness to
volunteer for activities, etc.
d. Submitted assignments, reactions/feedback papers, group work reports, etc.
e. Final integrative paper (which is discussed on the first day)
f. The activity of three (3) Things I learned about myself which is part of the assessment activities of each topic is intended to help the students
critically reflect on and internalize the learnings from the reading/s, and more importantly, from the discussions and sharing’s in class and see how
this may be appropriate to or relevant to their lives. At the end of the semester, the students may use this list to help them construct the final
integrative paper.
There are various short psychology tests suggested as class activities. These tests may easily be downloaded from the identified sites by the students
themselves or copies may be provided beforehand and answered in class. The scoring key as well as short interpretations will also be provided.
4
However, these tests (whether the items or the scores) are intended to serve as jump-off points for discussion and/or reflection by the students and
should thus be treated as such.
As a bonus activity, students may be encouraged to keep a journal or to do journaling. This need not be an assigned assessment activity nor will it
necessarily be graded. However, students should be encouraged to do so as journaling has been found to help develop self-reflection and insight and
may be regarded as a self-assessment tool. (For students who already keep diaries or blogs, this should be a familiar activity.)
5 The teacher provides prompts for the entry, taking off from the topic for the day: ex. "The biggest influences on my life have been...." Students may or
may not submit the journal at the end of the semester for evaluation or simply for comments by the teacher.
Aside from helping develop critical thinking (reacting to theories, concepts discussed), self-reflection and insight, enabling the reduction of stress, and
helping clarify thoughts and feelings, research studies have found that regular journaling promotes both physical and emotional health
Should there not be enough time to cover all the topics in the module, the teacher has the option to select only one or two of the topics in Managing
6 and Caring for the Self. Which topic/s to take (Study habits, Goals or Stress Management) may be determined by the perceived needs of or by the
articulated choice of the students themselves.
PART B
COURSE SYLLABUS
METHODOLOGY
INDICATIVE
LEARNING OUTCOME TOPIC TEACHING-LEARNING RESOURCES ASSESSMENT
HOURS
ACTIVITY (TLA)
Class Activity: Getting to 3 Hours
know me and you
Class Discussion:
Raising
Fundamental
questions regarding
the self
Introduction to Course Surfacing students'

beliefs and concerns
regarding the self
Discussion of the
mechanics of the course
Introducing the
requirements and
integrative final paper
1. The Self from The Self from The Self from Various Bandura, A. (1999). a. Group write-up of a. Philosophy
Various Various Perspectives Perspectives Social Cognitive Theory quickie survey 3 Hours
Perspectives a. Lecture of Personality. In Pervin results b. Sociology
a. Philosophy: and John (Eds) b. Individual submission 3 Hours
a.Discuss the different - Socrates, Plato and of essay on self. How
Augustine to b. Group discussions Handbook of c. Anthropology
representations and centering on Personality Theory and do I understand 3 Hours
conceptualizations of Descartes, Locke, nd myself? What led up to
Hume, Kant, Freud, similarities / Research. 2 Ed. d. Psychology
the self from various differences of self- Guilford Press. Pp. 134 - this self? 3 Hours
Ryle, Churchland and
disciplinal perspectives Merleau-Ponty all try representations and 194 e. The Self in
to answer the conceptualizations c. Points will be given for Western and
b.Examine the different question Who are and the various Chafee, J. (2013) Who group presentation Oriental/Easter
influences, factors and you? identified influences are you? n Thought
METHODOLOGY
INDICATIVE
HOURS
ACTIVITY (TLA)
forces that shape the Consciousness, d. Short paper on Real / 3 Hours
self b. Sociology: c. Class project (quickie Identity and the Self. In ldeal self and a
- The self as a product survey): How is self, the Philosopher's Way: discussion/
c. Compare and contrast of modern society understood? Thinking Critically about assessment of any
how the self has been among other Profound Ideas. differences
represented across the constructions d. Class discussions and Pearson.
different disciplines and processing of survey Pp. 106 - 169. e. Three things I learned
perspectives - Mead and the social results once data about myself from this
self have been written up Csordas, T. (1999). Self topic
d.Demonstrate critical (see assessment) and Person. In bode (ed)
and reflective thought c. Anthropology: Psychological
in analyzing the - The Self and person in e. Group Discussion: Anthropology. Praeger.
development of one's contemporary How is myself, Pp. 331 - 350
self and identity by anthropology shaped and
developing a theory of influenced by culture? Geertz, C. (1973). The
the self - The self, embedded in (May be discussed at Impact of the Concept of
culture either or both the Culture and the Concept
regional / national of Man. Pp. 33 - 54 and
d. Psychology: levels) Person, Time and
- The Self as a Conduct in Bali. Pp. 360-
Cognitive f. Totoo ba? A 411. In The
Construction: Discussion: Is the Interpretation of Culture.
 William James and the Philippines really a Basic Books.
Me-Self; I-Self collectivist society?
Give examples and if Harter, S. (1996).
 Global vs true, how does this Historical Roots of
differentiated models shape / impact our Contemporary Issues
idea of self? involving the Self
 Real and Ideal self Concept. In Bracken (ed)
concepts Handbook of Self
METHODOLOGY
INDICATIVE
HOURS
ACTIVITY (TLA)
Concept:
 Multiple vs Unified Developmental, Social
selves and Clinical
Considerations. John
 True vs False selves Wiley & Sons Inc. Pp. 1 -
37.
- The Self as Proactive
and Agentic Johnson, T. (1985) The
Western Concept of Self.
e. The Self in Western In Marsella (ed) Culture
and Oriental / Eastern and Self: Asian and
Thought: Western Perspectives.
- Individualistic vs Tavistock Publications.
Collective self 91138
- The Social Lanuza, G. (2004). The

Construction of the Constitution of the Self.
Self in Western In David, R. (ed) Nation,
thought Self and Citizenship: An
invitation to Philippine
- The Self as embedded Sociology. Anvil
in relationships and Publishing.
through spiritual
development in Mead, GH (1972) Mind,
Confucian thought Self and Society from the
Standpoint of a Social
Behaviorist. The
University of Chicago
Press
METHODOLOGY
INDICATIVE
HOURS
ACTIVITY (TLA)
Triandis (1989). The self
and social behavior in
differing cultural
contexts. Psychol. Rev.
Pp. 506 – 520.
Wei-Ming, T. (1985).
Selfhood and Otherness
in Confucian Thought. In
Marsella (ed). Culture
and Self: Asian and
Western Perspectives.
Tavistock Publications.
Pp. 231 - 251.
PRELIMINARY EXAMINATION
2. Unpacking the Self Unpacking the Self Unpacking the Self Belk (2013). Extended a. Individual a. The Physical
a.The Physical Self: The a. Lecture Self in a Digital World. constructions of the Self
a. Explore the different self as impacted by the b. Group discussion Journal of Consumer personal self- 3 Hours
aspects of self and body and presentation: Research 40.3.Pp. 477 - illustrating how the b. The Sexual
different aspects are
identity -The impact of culture on Who is beautiful? 500 situated relative to Self
body image and self Cultural conceptions one another and the 3 Hours
b. Demonstrate critical, Esteem: The and standards of Demello, M (2014). importance of each c. The Material /
reflective thought in importance of beauty beauty of face and Beautiful Bodies. Pp 173 relative to the other Economic
integrating the various body (If time permits, - 188. And Fat and Thin Self
aspects of self and b.The Sexual Self: this may also be Bodies. Pp. 189 - 205. In b. Paper on my most 3 Hours
identity - Development of given as a quickie Body Studies: An prized possession: d. The Spiritual
Secondary sex class survey) Introduction Routledge What would I save Self
c. Identify the different characteristics and the c. Class may bring first in any 3 Hours
emergency and
forces and institutions human reproductive pictures of who is Demetrio, Fernando & e. The Political
METHODOLOGY
INDICATIVE
HOURS
ACTIVITY (TLA)
that impact the system beautiful to begin Zialcita. (1991). The why? Self
development of various - Discussing the discussion soul, Pp. 95 - 97. One Is 3 Hours
aspects of self and Erogenous Zones d. Psychological Tests Not Enough. Pp. 99 - c. Paper: Me and My f. The Digital
identity - Understanding the - Self-esteem scale 101. The Soul Book CCF Favorite Things Self
Human sexual - Body esteem scale Books. (what these are and 3 Hours
what they say about
d. Examine one's self response e. What do men and me)
against the different - The basic biology of women find Diokno, MS (1997).
aspects of self, sexual behavior attractive: A class Becoming a Filipino d. Interview of
discussed in class • Understanding the discussion. Citizen. In Perspectives Informant/s
Chemistry of lust, love f. Tanungin si Dra: on Citizenship and regarding most
and attachment Totoo ba? Surfacing Democracy. UP Third common rituals in
• The Psychological common beliefs and World Studies Center. locale, description,
aspect: misconceptions Pp.17 - 38 and the functions
• What turns people on: regarding the body, they serve
the phases of sexual sex, and sexuality Dittmer, H. (1992). The
e. Personal Essay:
response g. What does he want? Individual Centered
Reflections of
- The diversity of sexual (according to Approach: Material Frankl's ways of
behavior: solitary, him/according to Possessions as Parts of discovering meaning
heterosexual, her). What does she the Extended Self Pp. 41
homosexual and want? (according to - 64 and Possessions as
bisexual, transsexual her/according to Symbolic Expressions of
- Sexually transmitted him): Comparing Identity. Pp. 95 - 121 in
diseases (STIs) expectations The Social Psychology
- Methods of h. Usap tayo: A of Material Possessions:
Contraception (natural Discussion on Love, To Have is to Be? St.
and artificial) Sex, Relationships, Martin's Press.
and Family
c. The Material / Doronilla, ML (1997).
Economic Self: An
- I Shop, Therefore I Overview of Filipino
METHODOLOGY
INDICATIVE
HOURS
ACTIVITY (TLA)
Am: I have, Therefore Perspectives on
I am? Shaping the Democracy and
Way We See Citizenship. In
Ourselves: The role of Perspectives on
consumer culture on Citizenship and
our sense of self and Democracy. UP TWSC.
identity Pp. 69 - 112
d.The Spiritual Self: The Ellison et. Al. (2006).

practice of religion: Managing Impressions
belief in supernatural online: Self presentation
being and power processes in the online
- The concept of dating environment
"dungan" - spirit or Journal of Computer
soul Mediated
- Rituals and Communication
ceremonies: 1 1. 415 - 441. Doi:
• The function of rituals 10.1 1 10 10836101
• Rituals and
ceremonies Feldman, R. (2008)
• Religion, Magic and Understanding
Witchcraft a. Lecture Psychology.
- Finding and creating b. Class/group 8th Ed. McGraw Hill.
meaning discussion on the Module 34:
• Three ways of role of mass media in Understanding
discovering meaning shaping purchase Human Sexual
in life behaviors: What Response.
e.The Political Self: makes an ad Pp. 369 - 375; Module
- Developing a Filipino effective or 35 Diversity of Sexual
Identity: Values, Traits, ineffective? What Behavior. Pp. 379 - 385;
METHODOLOGY
INDICATIVE
HOURS
ACTIVITY (TLA)
Community and affects my purchase Module 36: Sexual
Institutional factors behavior? Difficulties. Pp. 389 - 391
- Establishing a c. My bag/wallet and
democratic culture me (an unobtrusive Fisher, H. (2004). Why
measure) We Love: The Nature
f. The Digital Self: Self and
and other in Chemist of Romantic
cyberspace a. Class discussion: Love. Chapter 3:
- l, me, myself and my Listing of beliefs in Chemistry of Love. Pp.
user ID online identity spirits and the 51 - 76; Chapter 4. Web
- Selective self- supernatural of Love: Lust, Love and
presentation and prevalent in the Attachment. Pp. 77- 98.
impression area.
management b. Lecture Frank', V. (1959). Man's
- Impact of online Search for Meaning: An
Interactions on the self Introduction to
- Boundaries of the self- Logotherapy. Especially
online: private vs Part 2: Basic Concepts
public; personal/ of Logotherapy. Pp. 149
individual vs social - 210.
identity online; gender
and sexuality online Gibbs et. Al. (2006).
Self-Presentation in
online personals: The
role of anticipated future
interactions, self-
disclosures and
perceived success in
internet dating.
Communications
METHODOLOGY
INDICATIVE
HOURS
ACTIVITY (TLA)
Group discussion: Who Research. 33.2.Pp. 152-
is the Filipino? What 172.
makes a Filipino?
A Game: You know Gonzales & Hancock
you're Filipino if / when. (2010). Mirror, Mirror on
(Inspired by the book of my FB Wall: Effects of
the same title) Exposure to FB on self-
esteem.
Cyberpsychology,
Behavior and Social
Networking. Doi:
10.1089/cyber.2009.041
Lecture 1
Group
discussion/sharing: Haviland, et. al. (2007).
My FB experiences Spirituality, Religion and
Quickie Survey: Who the Supernatural. In the
goes online and why? Essence of
Anthropology.
Thomson Wadsworth.
289306.
Kawada, M. (1996).
Bayad sa Dili Naton
Kaipon: A Visayan Ritual
of Offering to the Spirits.
In Ushijima & Zayas
(eds). Binisaya Nga
Kinabuhi (Visayan Life).
Visayas Maritime
METHODOLOGY
INDICATIVE
HOURS
ACTIVITY (TLA)
Anthropological Studies.
CSSP Publications. Pp.
213 240.
Lugue & De Leon

(2001).
Textbook on Family
Planning. Rex Printing.
Magos, A (1992). The

Ideological Context of
Ma-aram. Practice in
Mariit. In The Enduring
Ma-aram
Tradition: An
ethnography of Kinaray-
a Village in Antique, New
Day Publishers. Pp. 46-
62
Sosis, R. (2010). The

Adaptive Value of
Religious Ritual. In
Angeloni (ed). Annual
Editions: Anthropology
10/1 1. 33rd ed. McGraw
Hill. Pp. 133 -137.
Stein & Stein (2011).

Ritual. in the
METHODOLOGY
INDICATIVE
HOURS
ACTIVITY (TLA)
Anthropology of Religion,
Magic and Witchcraft.
Prentice Hall. Pp. 77-102
Walther (2007).
Selective self-
presentation in computer
mediated
communication.
Hyper-personal
dimensions of
technology, language
and cognition.
Computers in Human
Behavior. 23.
2538 - 2557
Wolfson (2010). The

Chemistry and Chimera
of Desire.
http://www.healthline.co
m/ healthy/what-is-desire
Zialcita, F. 1997.
Barriers and Bridges to a
Democratic Culture. In
Perspectives on
Citizenship and
Democracy. UP TWSC.
Pp. 39 - 68
METHODOLOGY
INDICATIVE
HOURS
ACTIVITY (TLA)
MIDTERM EXAMINATION
3. Managing and Managing and Caring for Managing and Caring for J. Dunlosky, K.A. a. Feedback report on a. Learning to
Caring for the Self the Self the Self Rawson, E.J. Marsh, initial be a better
M.J. Nathan, & D.T. implementation. what student.
a. Understand the a. Learning to be a better - Guided lecture and Willingham. (2013). happened, problems 6 Hours
encountered, etc.
theoretical student how-to demonstration: Improving Students' b. Working of my Bad b. Setting goals
underpinnings for how - What happens during Examination of own Learning with Effective Habits (paper) for success.
to manage and care learning? Brain and study strategies and Learning Techniques: c. Feedback report on 6 Hours
for different aspects of behavior changes development of more Promising Directions initial implementation c. Taking
the self effective study plans from Cognitive and of goals charge of
- Metacognition and and strategies (self- Educational d. Feedback on one’s health
b. Acquire and hone new study strategies regulated learning Psychology. Implementation 6 Hours
skills and learnings for program) Psychological
better managing of - Managing your own - Answering the Science in the Public
one's self and learning: Self- Metacognition Interest, 14(1), 4-58
behaviors regulated learning Awareness Inventory Doi:10.1177/152910061
- The Power of Habit at 24
c. Apply these new skills b. Setting goals for http://www.youtube.com/w 53266
to one's self and success atch
functioning for a better - The importance of Locke, E. (2002).
quality of life goals Setting Goals for Life
and Happiness. In
- Bandura's Self Snyder & Lopez (eds.)
efficacy, Dweck's Handbook of Positive
Mindset (growth vs Psychology
fixed) Oxford University Press.
299- 312
- Locke's goal setting
theory Neff, K. (2012). The
Science of Self
METHODOLOGY
INDICATIVE
HOURS
ACTIVITY (TLA)
c.Taking charge of one's Compassion. In Germer
health & Siegel (Eds).
- Stressors and Compassion and
responses - Guided lecture and Wellness in
how-to demonstration: Psychotherapy. NY.
- Sources of coping and Examination of goals Guilford Press. 79-92. Or
strength (short and long term) http://selfcompassion.orq/ther
as well as plans for esearch
- Stress and Filipinos: accomplishing these
The social and cultural - Clarifying goals and
Article of Michael Tan at
http://pcii.orq/stories/stress
dimensions of stress setting up a plan for -and-the-filipino/
the short term for the
- Taking care of the self: semester Urdan (1991).
The need for self-care - Answering the Test Achievement Goal
and compassion your Mindset Theory: Past Results,
Instrument at Future Directions.
http://mindsetonline.com/te
styourmindset/step1.php
Advances in Motivation
- Answering the and Achievement. Vol.
Internal/External 10 Pp. 99 - 141.
Motivation Scale and
the Locus of Control Zimmerman, B. (2002).
Scale at Becoming Learner: Self-
http://www.psych.uncc.edu/ Regulated Overview.
pa goolka/LocusofControl- Theory into Practice, 41
intro.ht (2), Pp. 64 - 70
Doi: 10.1207/s 15430421
- Guided lecture and tip 4102_2
how-to demonstration:
Identifying personal
stressors and usual
METHODOLOGY
INDICATIVE
HOURS
ACTIVITY (TLA)
coping
- Identifying effective and
ineffective coping
responses
- Developing a self-care
plan
FINAL EXAMINATION
UNDERSTANDING THE SELF Required Readings and Other Materials

No. Reading Materials
Bandura, A. (1999). Social Cognitive Theory of Personality. In Pervin and John (eds) Handbook of Personality Theory and Research. 2nd Ed. Guilford
1
Press Pp.134 - 194. (For the topic, The Self from Various Perspectives - The Self in Western and Oriental/Eastern Thought)
Belk (2013). Extended Self in a Digital World. Journal of Consumer Research. 40. 3. Pp. 477 - 500 (For the topic, Unpacking the Self - The Digital
2
self)
Chafee, J. (2013). Who are you? Consciousness, Identity and the Self. In the Philosopher's Way: Thinking Critically about Profound Ideas. Pearson.
3
Pp. 106 - 169. (For the topic, The Self from Various Perspectives - Philosophy)
Csordas, T. (1999). Self and Person. In bode (ed). Psychological Anthropology. Praeger. Pp. 331 - 350 (For the topic, The Self from Various
4
Perspectives - Anthropology)
Demello, M. (2014). Beautiful Bodies. Pp. 173 - 188. And Fat and Thin Bodies. Pp.189 - 205. In Body Studies: An Introduction. Routledge (For the
5
topic, Unpacking the Self - The Physical Self)
Demetrio, Fernando & Zialcita. (1991). The Soul, Pp. 95 - 97, One Is Not Enough. Pp. 99 - 101. The Soul Book. GCF Books. (For the topic,
6
Unpacking the Self - The Spiritual Self)
Diokno, MS (1997). Becoming a Filipino Citizen. In Perspectives on Citizenship and Democracy. UP Third World Studies Center. Pp.17 - 38 (For the
7
topic, Unpacking the Self - The Political Self)
Dittmer, H. (1992). The Individual Centered Approach: Material Possessions as Parts of the Extended Self. Pp. 41 - 64 and Possessions as
8 Symbolic Expressions of Identity. Pp. 95 - 121 in The Social Psychology of Material Possessions: To Have Is to Be? St. Martin's Press. (For the topic,
Unpacking the Self - The Material/Economic Self)
Doronilla, ML (1997). An Overview of Filipino Perspectives on Democracy and Citizenship. In Perspectives on Citizenship and Democracy. UP
9
TWSC. Pp. 69 - 112 (For the topic, Unpacking the Self - The Political Self)
J. Duntosky, K.A. Rawson, E.J. Marsh, M.J. Nathan, & D. T. Willingham. (2013). Improving Students' Learning with Effective Learning
10 Techniques: Promising Directions from Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), Pp. 4 - 58.
Doi:10.1177/1529100612453266 (For the topic, Unpacking the Self - Managing and Caring for the Self)
Ellison et. Al. (2006). Managing impressions online: Self presentation processes in the online dating environment. Journal of Computer Mediated
11
Communication. 11. Pp. 415 - 441. Dot: 10.11 1/j.1083-6101 9006.00020x (For the topic, Unpacking the Self - The Digital Self)
Feldman, R. (2008). Understanding Psychology. 8th Ed. McGraw Hill. Module 34: Understanding Human Sexual
12 Response. Pp. 369 - 375; Module 35: Diversity of Sexual behavior. Pp. 379 - 385; Module 36: Sexual Difficulties. Pp. 389 - 391 (For the topic,
Unpacking the Self - The Sexual Self)
Fisher, H. (2004). Why We Love: The Nature and Chemistry of Romantic Love. Chapter 3: Chemistry of Love. Pp. 51 - 76, Chapter 4: Web of Love:
13
Lust, Love and Attachment. Pp. 77 - 98. (For the topic, Unpacking the Self - The Sexual Self)
Frankl, V. (1959). Man's Search for Meaning: An Introduction to Logotherapy. Especially Part 2: Basic Concepts of Logotherapy. Pp. 149 - 210. (For
14
the topic, Unpacking the Self - The Spiritual Self)
Geertz, C. (1973). The Impact of the Concept of Culture and the Concept of Man. Pp. 33 - 54 and Person, Time and Conduct in Bali. Pp. 360 - 411.
15
In the Interpretation of Culture. Basic Books. (For the topic, The Self from Various Perspectives – Anthropology)
Gibbs et. Al. (2006). Self-Presentation in Online Personals: The role of anticipated future interactions, self-disclosures and perceived success in
16
Internet dating. Communications Research. 33.2. Pp.152 – 172. (For the topic, Unpacking the Self – The Digital self)
Gonzales & Hancock (2010). Mirror, Mirror on my FB Wall: Effects of Exposure to FB on Self-Esteem. Cyberpsychology, Behavior and Social
17
Networking. Doi: 10.1089/cyber.2009.0411 (For the topic, Unpacking the Self – The Digital Self)
Harter, S (1996). Historical Roots of Contemporary Issues Involving the Self Concept. In Bracken (ed) Handbook of Self Concept: Developmental,
18
Social and Clinical Considerations. John Wiley & Sons Inc. Pp. 1 - 37. (For the topic, The Self from Various Perspectives - Psychology)
Haviland, et. al. (2007). Spirituality, Religion and the Supernatural. In the Essence of Anthropology. Thomson Wadsworth. Pp. 289 - 306. (For the
19
topics Unpacking the Self - The Spiritual Self)
Johnson, T. (1985). The Western Concept of Self. In Marsella (ed) Culture and Self: Asian and Western Perspectives. Tavistock Publications. Pp. 91
20
- 138 (For the topic, The Self from Various Perspectives - The Self in Western and Oriental/Eastern Thought)
Kawada, M. (1996). Bayad sa Dili Naton Kaipon: A Visayan Ritual of Offering to the Spirits. In Ushijima & Zayas (eds). Binisaya Nga Kinabuhi
21
(Visayan Life). Visayas Maritime Anthropological Studies. CSSP Publications. Pp. 213 - 240. (For the topic, Unpacking the Self - The Spiritual Self)
Lanuza, G. (2004). The Constitution of the Self. In David, R. (ed) Nation, Self and Citizenship: An invitation to Philippine Sociology. Anvil Publishing.
22
(For the topic, The Self from Various Perspectives - Sociology)
Locke, E. (2002). Setting Goals for Life and Happiness. In Snyder & Lopez (eds.) Handbook of Positive Psychology. Oxford University Press. Pp.
23
299 - 312. (For the topic, Managing and Caring for the Self)
24 Lugue & De Leon (2001). Textbook on Family Planning. Rex Printing. (For the topic, Unpacking the Self – The Sexual self)
25 Magos, A. (1992). The Ideological Context of Ma-aram Practice in Mariit. In the Enduring Ma-aram Tradition: An ethnography of Kinaray-a Village in
Antique. New Day Publishers. Pp. 46 – 62. (For the topic, Unpacking the Self – The Spiritual Self)
Mead, GH (1972). Mind, Self and Society from the Standpoint of a Social Behaviorist. The University of Chicago Press (For the topic, The Self from
26
Various Perspectives – Sociology)
Neff, K. (2012). The Science of Self Compassion. In Germer & Siegel (eds). Compassion and Wellness in Psychotherapy.
27
NY. Guilford Press. Pp. 79 – 92. Or http://self-compassion.org/the-research (For the topic, Managing and Caring for the Self)
Sosis, R. (2010). The Adaptive Value of Religious Ritual. In Angeloni (ed). Annual Editions: Anthropology 10/11. 33rd Ed. McGraw Hill. Pp. 133-137.
28
(For the topic, Unpacking the Self - The Spiritual Self)
Stein & Stein (2011). Ritual. In the Anthropology of Religion) Magic and Witchcraft. Prentice Hall. Pp. 77-102. (For the topic, Unpacking the Self -
29
The Spiritual Self)
30 Tan, Michael article at http://pcii.orq/stories/stress-and-the-filipino/ (For the topic, Managing and Caring for the Self)
Triandis (1989). The Self and Social Behavior in Differing Cultural Contexts. Psychol. Rev. 96.3. Pp. 506 - 520 (For the topic, The Self from Various
31
Perspectives - The Self in Western and Oriental/Eastern Thought)
Urdan (1991). Achievement Goal Theory: Past Results, Future Directions. Advances in Motivation and Achievement. Vol. 10. Pp. 99 - 141. (For the
32
topic, Managing and Caring for the Self)
Walther (2007). Selective Self-Presentation in Computer Mediated Communication: Hyper-personal Dimensions of Technology, Language and
33
Cognition. Computers in Human Behavior. 23. Pp. 2538 – 2557. (For the topic, Unpacking the Self the Digital Self)
Wei-Ming, T. (1985). Selfhood and Otherness in Confucian Thought. In Marsella (ed). Culture and Self: Asian and Western Perspectives. Tavistock
34
Publications, Pp. 231 - 251. (For the topic, The Self from Various Perspectives - The Self in Western and Oriental/Eastern Thought)
Wolfson (2010). The Chemistry and Chimera of Desire. http://www.healthline.com/healthy/what-is-desire (For the topic, Unpacking the Self - The
35
Sexual Self)
Zialcita, F. (1997). Barriers and Bridges to a Democratic Culture. In Perspectives on Citizenship and Democracy. UP TWSC. Pp. 39 - 68 (For the
36
topic, Unpacking the Self the Political Self)
Zimmerman, B. (2002). Becoming Learner: Self-Regulated Overview. Theory into Practice, 41 (2), Pp. 64 - 70. Doi:10.1207/s15430421tip4102_2
37
(For the topic, Managing and Caring for the Self)
PART C
COURSE REQUIREMENTS
GRADING CRITERIA:
Final Grades of the students will be based from knowledge and understanding of the course which will constitute fifty percent (50%) of the final grade. The other fifty percent
will be based from the Assessment Result (Evaluation of the course outcomes)
Knowledge and understanding will be evaluated according to the following:
1. Examinations (Check-Up Examination, Preliminary Examination, Mid-Term Examination, Semi-Final Examination, and Final Examination);
2. Recitations (Preliminary Recitation; Mid-Term Recitation; and Final Recitation);
3. Quizzes, and;
4. Assignments
5. Including the laboratory experiments, and laboratory report if the course has a laboratory component.
The final course grade will be computed according to the following formula:
1. [(Knowledge and Understanding Result) x 0.50] + [Assessment Result] x 0.50,
2. The passing standard shall be the grade of 75% but the student must have attended at least eighty percent (80%) of the total number of required meeting of
the course, and must have a rating of “Competent” in all the Assessment Result.
3. The table below shows a sample of the range of percentage marks and their corresponding equivalents.
PERCENTAGE LETTER FIVE POINT

DESCRIPTIVE RATING REMARKS
GRADE GRADE GRADING
97% – 100% A+ Very Excellent 1.00 Meets minimum competence with exceptional score
94% – 96% A- Excellent 1.25 Meets minimum competence with exceptional score
91% – 93% A Very Good 1.50 Meets minimum competence with exceptional score
88% – 90% B+ Good 1.75 Meets minimum competence with over and above average score
85% - 87% B- Good 2.00 Meets minimum competence with over and above average score
82% - 84% B Very Satisfactory 2.25 Meets minimum competence with above average score
78% - 81% C+ Very Satisfactory 2.50 Meets minimum competence with above average score
76% - 77% C- Satisfactory 2.75 Meets minimum competence with average score
75% C Satisfactory 3.00 Meets minimum competence with average score
Below 75% D Failed 4.00 Does not meet the minimum competence
COURSE POLICIES:
A. Attendance Procedure: Attendance will be taken at the beginning of each class. Students are expected to attend every class. Students are responsible for all
material covered during any absence and assignments must be completed by the due date for credit. The absence of more than twenty percent (<20%) of the
required number of meetings in lectures and/or laboratory will result in a “DROPPED” grade (DRP). Missed exams will require proof of extenuating circumstances for
any make-up consideration.
B. Absence due to Illness: If you are sick, DO NOT ATTEND THE CLASS. Contact the instructor by e-mail, telephone, or cell phone to discuss how you will keep up
with the coursework assignments and complete the Laboratory Experiments.
C. Methods of Instruction: Methods will include round-robin discussion and demonstrations that discuss key terms, concepts and formulae of the assigned chapter.
During the discussion, a quiz about the basic concepts of each chapter will be given. The student is expected to read one chapter and solve the assigned problems
each week. This will require an average of five hours of study outside of the classroom each week. The previously assigned problems will be collected for grading and
the solutions will be derived in class. This process is designed to help the student thoroughly understand the concepts and applications of the material covered.
D. Academic Honesty: All students are expected to behave with academic honesty. It is not academically honest, for example, to misrepresent another person’s words
or ideas as one’s own, to take credit for someone else’s work or ideas, to copy and paste material from another document or from the internet, to accept help on a test
or to obtain advanced information or confidential test materials, or to act in a way that might harm another student’s chance for academic success. When the
instructor believes that a student has failed to maintain academic honesty, he or she may be given an “FAILED” grade, either for the assignment, lab report, quiz,
examination, or the course depending upon the severity of the offense.

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PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY

Old Nalsian Road, Nalsian, Calasiao, Pangasinan, Philippines 2418

DETAILED TEACHING SYLLABUS (DTS) AND INSTRUCTORS GUIDE (IG’S)

Professionalism High Spirituality Integrity Love of Humanity Compassionate Solidarity Transformative

COLLEGE OF EDUCATION AND JOURNALISM

BACHELOR OF ELEMENTARY EDUCATION

NAME OF PROGRAM : Bachelor of Elementary Education (BEED)

UNDERSTANDING THE SELF Course Map

The Self from

UNDERSTANDING THE SELF Notes to the Teacher

Introduction to Course Surfacing students'

- The Social Lanuza, G. (2004). The

d.The Spiritual Self: The Ellison et. Al. (2006).

Lugue & De Leon

Magos, A (1992). The

Sosis, R. (2010). The

Stein & Stein (2011).

Wolfson (2010). The

UNDERSTANDING THE SELF Required Readings and Other Materials

PERCENTAGE LETTER FIVE POINT

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