Philippine Christian University

Dasmarinas, Cavite
Tel. Nos.: (046) 416-5523 to 27

Vision: A distinctively strong Christian university integrating Faith, Character and Service in building up and enhancing the quality of life.

Mission: We, at Philippine Christian University, a church-related academic institution, commit ourselves to provide an education that will enhance the development of Christian character,
promote academic excellence and the highest quality education, be responsive to Philippine needs and conditions, become responsible stewards of God’s creation and resources, foster
international understanding and goodwill and support the ecumenical movement.

Institutional Graduate Outcomes (IGO): In line with the university vision/mission, the institution is expected to produce graduates who:
1. Demonstrate Christian Faith
2. Engage in life long – learning
3. Exhibit 21st century skills
4. Practice servant leadership
5. Exemplify academic excellence
6. Research oriented/experts

College of Arts, Sciences and Teacher Education (CASTE)

CASTE VISION: The College of Arts, Sciences and Teacher Education is a service – oriented academic unit which provides general education for the university. It is committed to the continuous
pursuit of excellence both in teacher’s training and liberal arts courses imbued with Christian ideals, value and traditions of Philippine life and culture sufficiently equipped with Christian leadership
skills.

Program Graduate Outcome (PGO) for Arts and Sciences: The graduates of Colleges of Arts and Sciences are expected to:
1. Skillfully demonstrate the use of technology in their field of profession
2. Uphold Christian values that is Filipino in context
3. Critically reflect and communicate confidently
4. Effect service to God, country and people
5. Practice responsible leadership in their chosen profession in response to the national and global needs
6. Exhibit human relational skills in various facets of social life (includes work, family and other social context)

7. Competently articulate research-based output

 COURSE SYLLABUS

Understanding the Self

COURSE CODE:
COURSE CREDIT: 3 units
CONTACT HOURS/SEMESTER: 3hrs/week; 54hrs/semester
CLASS SCHEDULE: MTh 11:00-12:30; MTh 3:30-5:00; MTh 5:00-6:30; TF 11:00-12:30; TF 5:00-6:30; W 3:00-6:00; S 2:30-5:30
COURSE PRE-REQUISITE:
COURSE CO-REQUISITE
PLACEMENT: First Semester SY 2019-2020

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 I?” at no other period is this question asked
more urgent than in adolescence- traditionally belied 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- 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 with enabling them to manage and improve themselves 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.

Course Learning Outcomes (CLO): At the end of the term, the students should 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

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
7. Identify the different forces and institutions that impact the development of various aspects of self and identity
8. Examine one’s self against the different aspects of self that are discussed in the class
 Managing and Caring for the Self
9. Understand the theoretical underpinnings for how to manage and care for different aspects of the self
10. Acquire and hone new skills and learnings 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.

Course Content:
Week Specific Learning Outcomes (SLO) Learning Content (LC) Learning Experiences Learning Teaching Learning
(LE) Assessment Tool Resources (TLR)
(LAT)

Prelim Period

1 - honor the mission, vision, IGO of PCU; Orientation - discussion Recitation

- comply with the classroom policies; - group activity - Chafee, J (2013) Who are you?
- recall grading system Consciousness, Identity and the
Self. In the Philosopher’s Way:
2 - identify and illustrate the different philosophies of the self The Self From Various - discussion Rubrics for Thinking Critically about
- compose one’s own philosophy of the self Perspectives: Philosophy - illustrate creatively the illustration Profound Ideas. Pearson.
different philosophies of the
self (multiple intelligences) Gazzigan L.B et al (2018)
Understanding the Self. Panday-
3 - explain Mead’s set of stages of social self The Self From Various Group Sharing then reporting Graded activity Lahi Publishing House, Inc.,
- describe one’s own community and relate it to the person they are Perspectives: Sociology Pen and paper test output Muntinlupa City.
now Quiz
- analyze what are the things they like about themselves and the things Alata, EJP et al (2018)
they want to change Understanding the Self. Rex Book
4 - explain the importance of knowing what makes individual The Self From Various Discussion how we are the Recitation Store. Sampaloc, Manila
similar and different Perspectives: Anthropology and same and yet different Graded paper output
- describe the fields of anthropology Psychology
- comprehend the ways in which culture manifests itself in Sharing of
people experiences (how
- differentiate the Me and I self according to William James culture manifests
- examine which self in psychology is true to each student itself in people)
(global and differentiated self models; real and ideal self
concepts; multiple and unified selves; true and false selves;the
self as proactive and agentic)
5 - comprehend if the teaching of Confucius is still applicable to The Self in Western and Discussion Rubrics for role
the contemporary society Eastern Thought Role playing playing
- compare and contrast Western and Eastern thought through Quiz
role playing
6 - answer the prelim exam Prelim Examination Prelim examination Prelim Examination

Midterm Period
7 - describe one’s own physical self and determine what the student Unpacking the Self: The Discussion Recitation Gazzigan L.B et al (2018)
thinks is his/her asset and illustrate what does he/she wants to change Physical Self Illustration Graded paper output Understanding the Self. Panday-
- develop positive body image Reflection Lahi Publishing House, Inc.,
- identify the factors that affect perception of the physical self Skin Care Orientation Muntinlupa City.
- discuss the impact of culture on body image and self-esteem Watch Beauty Pageant
Alata, EJP et al (2018)
8 - discuss diversity of sexual behaviors and sexual orientations The Sexual Self and Family Discussion Recitation Understanding the Self. Rex Book
- describe the perspectives of human sexuality Planning Differentiated instruction Graded activity Store. Sampaloc, Manila
- campaign for STIs awareness and prevention (illustration for family
- identify the methods of contraception planning, poster for HIV Belk (2013). Extended Self in a
- illustrate the importance of family planning awareness and prevention) Digital World. Journal of
- show love and respect to one’s own sexuality and others’ Consumer Research 40. 3. 477-
9 - identify one’s own most prized possessions and explain why is that so The Material/Economic and Pen-and-paper test Quiz 500
- explain the role of consumer culture on the sense of self and identity Spiritual Self Think-Pair-Share of what Graded paper output
- appreciate the role of religion to individuals and society possession reflects who they Demello M (2014) In Body
- share one’s own experiences about scary stories are Studies: An Introduction
- find and create meaning in life Cultural beliefs and Routledge
spirituality test (reflection on
result)
Attend Business Orientation/
Entrepreneurship Semianr

10 - describe how society shapes the characteristics of the people The Political Self Discussion Recitation
- explain how political self could establish an identity Sharing Rubrics in role
- present the Filipino characteristics they are proud of and the Role Playing (Filipino playing
characteristics they want to change, for foreign students their own characteristics, foreign
characteristics. characteristics)
Attend fiestas if theres any

11 - identify digital self through online savvy test The Digital Self Discussion Recitation
-distinguish the two categories of online disinhibition Reflection Graded paper output
- manage online disinhibition Pen-and-paper test Quiz
- explain the impact of online interactions on the self

12 - answers the midterm exam Midterm Examination Discussion Recitation

Midterm examination Midterm
Examination

Finals Period

13-14 - appreciate learning and schooling Managing and Caring for the Discussion Graded recitation Gazzigan L.B et al (2018)
- argue if people who are not attending school can be successful Self; Learning to Be a Better Debate (people who are not Graded paper output Understanding the Self. Panday-
- identify metacognition and the types of learning Student attending school can be Lahi Publishing House, Inc.,
- give tips or strategies in learning Muntinlupa City.
 - manage learning through self-regulated learning successful)
Write up (schedule with Alata, EJP et al (2018)
proper time management and Understanding the Self. Rex Book
list of strategies in learning) Store. Sampaloc, Manila

15 - illustrate the importance of goals Setting Goals for Success Lecture Graded recitation Zimmerman, B. (2002) Becoming
- describe self- efficacy Differentiated instruction Graded activity Learner: Self-Regulated
- differentiate fixed mindset and growth mindset Pen-and-paper test Quiz Overview. Theory into Practice
- explain Locke’s Goal Setting Theory

16-17 - identify the factors causing stress Taking Charge of One’s Discussion Recitation
- create ways to cope up with stress Health List down stressors one is Graded paper output
- describe how do Filipinos react with stress experiencing and beside it are
- take care of the self through self-care and compassion the coping styles ( group
work)

18 - answer the final exam Final Examination Final examination Final Examination

I. Classroom Policies
Exams/Quizzes: Students are expected to take exams at the scheduled time. Failure to do so will result to a grade of 50 unless prior arrangements are made with the professor.
Invalid excuses will not exempt you from the consequence of a missed exam. Any make up exams will be scheduled at the professor’s convenience. Explanation letter is also required
before taking the exam signed by your parent or guardian. No exemptions on exams and quizzes unless the whole class is exempted. Short quizzes will be given at the start of every
meeting. Long quizzes will be scheduled.
Paper works and assignments: Failure to pass any paper work or assignment will result to a grade of 50.
Reporting: All students will be given a topic to report. Failure to report on your scheduled time will result to a grade of 50 unless prior arrangements are made with the professor.
Invalid excuses will not exempt you from the consequence of a missed report. Reports should be sent to our group chat so everybody will have a copy.
Absences: Merely copying a classmate’s lecture notes are not enough for you to be successful in class. Therefore, don’t miss class. However, absences are sometimes unavoidable.
In such situations, you are responsible for securing and learning any material you miss. Three (3) consecutive absences necessitate for CLASS RE-ENTRY FORM to be presented to
the professor prior to re-entering the class. Beyond three successive class absences during the semester may reduce your grade and maybe ground for withdrawal or failure of the
course after discussion with the Department Head or the College Dean.
Consultation Hour: For conference and guidance, students are most welcome to approach me as per appointment.
Writing Expectations: Because this course also intends to build your skills in writing, good writing is a skill required. Carefully edit and proofread your work. A significant number of
grammatical or writing errors will reduce your work grades.
Classroom Decorum: Becoming so excited about the concepts and activities in this course may motivate you to add opinion to the discussions and participate actively. Comments to
the entire class are expected and participation is encouraged. However, inappropriate chatting during class is not acceptable because it is impolite and disruptive. Consistent
disruptions of class – including frequent tardiness – will result to either low or failing grades. Don’t make the mistake of thinking that misbehavior goes unnoticed.
Use of Cellphone: Every now and then, we will use our messenger (group chat) because I usually send files, additional articles, video clips, pictures or activities through the most
convenient ICT, the android phone. We may also answer surveys online. It is encouraged that you will have data during our meetings.
I. Grading System

Attendance 10%
Quizzes/Assignments/Paper works/Recitation 30%
Major Exams 40%
Projects 20%
 II. Learning Assessment Tools
Quizzes
Graded Class Participation
Group Activities
Major Exams
Paper Outputs
Rubrics

Prepared by: Approved by:

DR. LEAH B. LAFORTEZA DR. EUNICE D. MERCADO

Faculty , CASTE Dean, CASTE
Date ________________ Date __________________
Faculty Contact Information: 09455041938