Course Title: UNDERSTANDING THE SELF (BEED)

Course Code:

No. Of Units: 3 units

Placement: First Year, First Semester

Pre-requisite: None

Course Description:

The course deals with the nature of identity, as well as the factors and the forces that affect the development and maintenance of personal identity.

The directive to Know Oneself has inspired countries and varied ways to comply. Among the questions that everyone has had to grapple with at one time or other is “Who

am I?” 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 goal by stressing the integration of the personal with the academic—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.

This course is divided into three major parts: The first part seeks to understand the construct of the self from various disciplinal perspectives: philosopy, 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.

Program Outcomes:

1. Nagpapamalas ng mataas na antas ng kaalaman sa pagtuturo ng wika at panitikang Filipino.

2. Nagpapakita ng malawak at malalim na pag unawa at kaalaman sa ugnayan ng wika, kultura at lipunan.

3. Nakagagamit ng ibat’t ibang kasanayan at kaalaman sa proseso ng pagtuturo-pagkatuto.

4. Nagtataglay ng kaalaman hinggil sa usapin ng kultural at linggwistikong dibersidad ng bansa.

5. Nakapagdidisenyo ng malikhain, inobatibo, at integratibong mga alternatibong dulog sa pagtuturo at pagkatuto.

6. Nakagagawa ng pananaliksik ukol sa ikauunlad ng wikang Filipino bilang wikang panturo.

Course Outcomes:

1.

2.

3.

4.

5.
 6.

Learning Outcomes Content/Topic Learning Strategies Assessment

Classrom Time Labor Time
Allot atory Allotm
ment ent
COURSE INTRODUCTION: Activities to do: Application: In your own
CHAPTER I: Defining the Self: Personal and words, state what is
Developmental Perspectives on Self and  Course Overview “SELF” is for each of the
Identity.  Group Activity following philosophers
(Acquaintance Game) discussed in the class.
Lesson 1: The Self from Various  Group Discussion After doing so, explain
Philosophical Perspectives: focusing on the Self from how yor concept of
various Philosophical “SELF” is compatible with
A. Socrates and Plato Perspectives. how they conceived of
B. Augustine and Thomas Aquinas  Group Discussion on the “SELF”.
C. Descartes the Self, Society, and 9 hrs
D. Hume Culture  Summary of
E. Kant  Group Activity: Self learning
F. Ryle Analysis  Learning Journal
G. Merleau – Ponty
The students are given
Lesson 2: The Self, Society, and Culture: set of questions to
answer as part of
 What is the Self? Application and
 The Self and Culture Assessment. (please
 The Self and the Development of the refer on a separate
Social World sheet)
 Mead and Vygotsky
 Self in Families
 Gender and the Self
Lesson 3: The Self as a Cognitive Construct: Activities to do: Research Work: Do a
research and list 10
 “YOU” Through other’s eyes  Group Discussion on things to boost your self
 Freud’s EGO and SUPEREGO the Self as a Cognitive – esteem or improve your
 3 reasons why self and identity are social Construct. self – concept.
 products.  Group Activity: Self
through other’s eyes Create a representation,
Lesson 4: The Self in Western and Eastern  Group Discussion on diagram or a concept
Thoughts: the Self in Western and map of the SELF
eastern Thoughts: according to Filipino
 Religious beliefs and Political philosophies  Group Activity: Two 9 hrs culture. Provide a brief
that greatly influenced the minset of each sides of the same planet explanation of your
nation/culture. output. You can also cite
 CONFUCIANISM books and researches
 TAOISM about Filipino culture,
 BUDDHISM self, and identity to
 Western perspectives further elaborate on your
topic.
CHAPTER II: Unpacking the Self. Activities to do: Creative Work:
Propose a program in
Lesson 1: The Physical and sexual self:  Group Discussion on school or community
the Physical and Sexual that will raise the
 Diseases associated with the Self. awareness of the
Reproductive System  Group Activity: Define students and to help
 Erogenous Zones what is BEAUTY and eliminate sexually
 Human Sexual Behavior have a DEBATE on an transmitted diseases
 Types of Behavior issue to be given by the especially among the
 Physiology of Human Sexual Response Instructor. youth.
 Nervous System Factors  The students will answer 9 hrs
 Sexual Problems/STD’s the following qustions Agree or Disagree: Are
 Natural and Artificial Methods of given: you in favor of legalizing
Contraception What do men and marriage among
women find homosexuals and
Lesson 2: To Buy or not To Buy? That is the attractive of the transgenders? Why?
Question! opposite sex?
Surfacing common Research paper: Make
 Material Self beliefs and a research on the role of
 We are What we Have misconcepotions Filipino consumer
regarding the culture to Filipino self
body, sex, and and identity.
sexuality.
  Group Discussion on
To Buy or not to buy.
Group Activity:Debit
Card Challenge: (please
refer on a separate sheet

Lesson 3: Supernaturals: Believe it or not: Activities to do: Collage Making: Create

a collage of your
 Religion  Group Discussion on treasured possessions
 Ritual Supernaturals. including your current
 Some World Religious Beliefs and  Group Activity: Art clothing style. You may
practices. Recall use symbols or pictures
 Finding and Creating Meaning of Life When was the first of your treasured
 Logotherapy time you realized possessions. Put a short
 Basic Concepts of Franklian Psychology that there is higher note why you treasure
 Logotherapy Assumptions being than each item.
 Frankl’s Sources of Meaning youself?
Make a poster 9 hrs Reflection Paper:
Lesson 4: The Political self and being Filipino: about the instance
or ituation that Make an acrostic which
 Who is a Filipino? made you believe will describe you, in
 Filipino Values and Traits in the existence of relation to you being a F-
 Filipino Markers higher being. I-L-I-P-I-N-O.
 How to be a good Filipino
 Group Discussion on the
Political Self and being a
Filipino.
 Group Activity: Who is a
Filipino? (What makes a
Filipino a genuine Filipino
– a REFLECTION paper)
Lesson 5: Who am I in the Cyberworld? Activities to do: Creative Work: Make a
(DIGITAL SELF) slogan or poster about
 Group Discussion on becoming a responsible
 Selective self – presentation and Who am I in the internet user.
 Impression Management Cyberworld?
 Gender and Sexuality online  Group Activity: Three Research Work: Search
 Performing Gender online Facts, One Fiction. from the library (books,
 Setting Boundariesto your online self: (Construct 4 sentences journals, or websites) for
Smart Sharing that should start with “I the guidelines used in
am ______” identifying fake news.
CHAPTER III. Managing and Caring for the
Self:  Group Discussion on Creating Diagram:
Learning to be a Better Scenario: You are about
Lesson 1: Learning to be a Better Learner: Learner 8 hrs to study for your final
 Group Activity:How do examinations and it is as
 Metacognition you think about if the universe conspired
 Skills that can help exercise Thinking? (answer the for a heavy finals week.
metacognition Metaognitive Awareness Create a diagram or
 Tips for metacognitive techniques Inventory MAI and schedule using atleast 5
evaluate yourself as a of the metacognitive
learner) strategies, skills, and
studying techniques
mentioned in the
discussionon how you
would prepare for the
next 7 days before your
final examinations.
Lesson 2: Do not just dream, Make it Happen: Activities to do: Jack Canfield Quote
Hunt: Using Canfield’s
 Albert E. Bandura’s Self – efficacy  Group discussion on quote on success at the
 The Bobo Doll Experiment Do not just dream, make beginning of this lesson,
 Summary of Self – efficacy Theory it happen and Less identify the elements of
 Carol S Dweck’s Fixed and Growth stress, more care. bandura, Dweck, and
mindset Theory Locke’s Theories. Give
 Fixed and Growth mindset  Group Activities: explanation to your
 Edwin A. Locke’s Goal Setting Theory A. 5-10-20 Selfie ( on answer.
 Goal setting Theory each designated
 Goal Attributes box, draw your Self – efficacy collage:
 14 Research Findings envisioned “Future Make a collage of your
Self”: Who would own perceived self –
Lesson 3: Lesss Stress, More Care you be? efficacy using Dr. Albert
B. Self – Bandura’s four sources
 Stress and human Response compassionate of influence for the
 Techniques to Counter Chronic Stress Letter development and
 Cultural Dimension of Stress and Coping 10 hrs maintenance of self –
 Self – care Therapy C. Self – stress efficacy.
 Self Compassion Therapy Assessment
 Self – compassion Phrases Graphic Organizer:
 Self – compassion and emotional Well – Make an artistic graphic
being organizer to differentiate
 Self – compassion, Motivation and Health fixed mindset from
 Self – compassion versus Self – esteem growth mindset of Dr.
 Self – compassion Letter Carol Dweck.

Dream Board: make

your own dream board,
five years after college
graduation.

Reaction paper: Make

a reaction Paper about
the article “ Stress and
Filipino” by Michael L.
Tan

Self – care Plan:

Design for your Self –
care Plan for the whole
school year.

Reflection Paper: Make

a self – compassionate
letter and make a
reflection paper about it.
COURSE REQUIREMENTS:

• Class Performance
• Activities
• Recitations, quizzes, seat work, project
• Attendance - if incurred ten absences, automatic Failure Due to Absences (FDA) - three (3) lates/ tardy marks is equal to one absent

References:

 Understanding the Self by Eden Joy Pastor Alata, Bernardo Nicolas Caslib, Jr., Janice Patria Javier Serafica, and R. A. Pawilen

pp: 1 - 160

Prepared by:

Ms. Concepcion L. Andaya

Faculty for Understanding the Self

Approved by:

Dr. Fe M. Compas
Dean, School of Nursing