JOSE C.

FELICIANO COLLEGE FOUNDATION

Dau Exit, NLEX, Mabalacat City, Pampanga, Tel. Nos.: (045) 624-5211, 624-5200
or 09321048477, E-mail:jcfc@josecfelicianocollege.com
Website: www.josecfelicianocollege.com
INSTITUTE OF TEACHER EDUCATION
SYLLABUS IN UNDERSTANDING THE SELF

I. VISION : Jose C. Feliciano College envisions itself to be the leading provider of holistic, responsive, relevant and globally recognized quality
education that is based on the arts, sciences and information technology.

II. MISSION : Jose C. Feliciano College will provide: holistic, globally responsive, relevant and quality education in all disciplines. With this mission, it
aims to produce high-level professionals and leaders who are self-reliant, self-sufficient, socially responsible and God-loving individuals.

III. GOALS : Guided by its vision and mission, the college aims to:

1. provide quality education by promoting academic excellence at all levels the development needs of the region and challenge of a high
progressing and changing technological environment and eventually become a leading higher education institution in the country;
2. provide holistic, relevant, globally responsive education to the Filipino youth so he/she may become an efficient and integrated personality who
is fully cognizant of his/her potentials and who feels at home in an ever advancing society – an individual who is willing to play a dynamic role
in the cultural, political, economic, and technical growth of the country and the global society;
3. provide quality education that will focus on the development of higher order thinking skills: analytical, critical, and creative thinking coupled
with the integration of time tested social values through constant evaluation of the different curricula and the unwavering dedication and
commitment of the highly qualified faculty;
4. recognize the vital role of maintaining partnerships with other academic institutions and organizations thereby forming alliances with the
industry to promote entrepreneurship and global competitiveness; and
5. develop the research awareness and capability of the administrators, faculty members and students thereby contributing to the improvement
of practices in the College and to the increasing stock of knowledge in the outside world.

IV. PROGRAM SPECIALIZATION OUTCOMES

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 1. Articulate and discuss the latest techniques in teaching.
2. Effectively educate students by using modern technologies.
3. Work effectively and independently by the help of computers
4. To give students a quality education.

V. COURSE CODE : GE1

VI. COURSE TITLE : UNDERSTANDING THE SELF

VII. 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 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 intergration 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
deisciplinal 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 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

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VIII. COURSE OBJECTIVES

At the end of the course, the student should be able to:

The Self from Various Perspective

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 discussed in 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

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IX. COURSE CONTENT

Learning Outcomes Topic Resources Methodology Assessment

Inroduction to Course Class Activity: Getting

to know me and you Self - Introduction
Gain deep and Kosslyn, S. M., Rosenberg, R. S. Class Discussion:
systematic (2011). Raising fundamental
knowledge in the The process approach to Introducing Psychology: Brain, questions regarding
field of self- the personality, identity Person, Group. the self
presentation, various and self-presentation. London: Pearson Custom Surfacing student’s
strategies for public Publishing. beliefs and concerns
appearances and “Who Am I” Chapter 8: Personality: Vive La regarding the self
effects of applied self Difference! Discussion of the
-presentational mechanics of the
behaviors course
Introducing the
requirements and
integrative final paper

1. The Self From The Self From The Self From

Various Various Various
Perspectives Perspectives Perspectives
Bandura, A. (1999). Social *Group write-up of
a.Discuss the different a.Philosophy *Lecture
Cognitive Theory of Personality. quickie survey results
representations and
*Socrates, mPlato and In Pervin and John (eds) *Group discussions
conceptualizations of *Individual

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the self from various Augustine to Descartes, Handbook of Personality Theory contering on submissiom of essay
disciplinal Locke, Hume, Kant, and Research. 2nd ed. Guilford similarities/differences on self: How do I
perspectives Freud, Ryle, Churchland Press 134-194 of self representations understand my self?
and Merleu-Ponty-all try and conceptualizations What led up to this
b. Examine the Chafee, J. (2013) Who are you?
to answer the question and the various self?
different influences, Consciousness, Identity and the
Who are you? identified influences
factors and forces Self. In the Philosopher’s Way:
that shape the self b. Sociology Thinking Critically about *Class project (quickie
Profound Ideas. Person 106-169 survey): How is self
c. Compare and *The self as a production
understood?
contrast how the self of modern society among Csordas, T. (1999) Self and
has been represented other constructions Person. In bode (ed) *Class discussions
across the different Psychological Anthropology. processing of survey
*Mead and the social self
disciplines and Praeger 331-350 results once data have
perspectives c. Anthropology been written up (see
Geertz , C. (1973). The Impact of Points will be given for
assessment)
d. Demonstrate the Concept of man. 33-54 and group presentation
*The Self and person in
critical and reflective contemporary Person, Time and Conduct in Group discussion: How
thought in analyzing anthropology Bali. 360-441. In the is my self shaped and
the development of Interpretation of Culture. Basic influenced by culture?
one’s self and identity *The self embedded in Books. (May be discussed at
by developing a culture either or both the
Harter, S. (1996) Historical
theory of the self regional/national
d. psychology Roots of Contemporary Issues
levels)
Involving the Self Concept In
*The Self as a Cognitive
Bracken (ed) Handbook of Self
Construction:
Concept: Developmental, Social
-William James and Clinical Considerations John
Wiley $ Sons Inc. 1-37.
And the Me-Self; I-Self

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-Global vs differentiated Johnston,T. (1985) The western
models Concept of Self. In Marsella (ed)
Culture and Self: Asian and
-Real and Ideal self
Western Perspectives. Tavistock
concepts
Publications. 91-138
-Multiple vs Unified
Lanuza, G./ (2004). The
selves
Constitution of the Self. In David,
-True vs False selves R, (ed) Nation, Self and
Short paper on
Citizenship: An invitation to the
Real/Ideal Self and a
*The Self as Proactive Philippine Sociology. Anvil
discussion/assessment
and Agentic Publishing.
of any differences
e. The Self in Western Mead, GH (1972) Mind, Self, and
and Oriental /Eastern Society from the Standpoint of a
Thought Social Behaviorist. The
University of Chicago Press.
*Individualistic vs
Collective self Triandis (1989). The self and
social behavior in differing
*The Social Construction
cultural contexts. Psychol. Rev.
of the Self in Western
96.3.506-520
thought
Wei-Ming, T. (1985). Selfhood
*The Self as embedded in
and Otherness in Confucian
relationships and thought
Thought. In Marsella (ed).
spiritual development in Totoo ba? A
Culture and Self: Asian and
Confucian thought Discussion: Is the
Western Perspectives. Tavistock
Publications. 231-251. Philippines really a
collectivist society?

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 Give examples and if Three things I learned
true, how does this about myself from this
shape/impact our idea topic*
of Self?

2. Unpacking Unpacking The Self Unpacking The Self

The self

a.Explore the a.THE PHYSICAL SELF: *Lecture *Individual

different aspects of The self as impacted by Belk (2013). Extended Self in a *Group discussion and constructions of the
self and identity the body Digital World. Journal of presentation: who is personal self illustrating
Consumer Research. 40. 3. 477- beautiful? Cultural how the different
b.Demonstrate 500 conceptions and aspects are situated
critical, reflective standards of beauty of relative to one another
-The impact of culture on Demello, M. (2014). face and body (If time and the importance of
thought in
body image and self Beautiful Bodies. Pp 173-188. permits, this may also each relative to the
integrating the Esteem: The importance And Fat and Thin Bodies. 189- be given as a quickie other
various aspects of of beauty 205. In Body Studies: An class survey)
self and identity introduction Routledge *Class may bring
pictures of who is
c.Identify the b.SEXUAL SELF Demetrio, Fernando & Zialcita. beautiful to begin
different forces and *Development of (1991). The soul, 95-97. One is discussion
institutions that Secondary sex not enough. 99-101. The Sooul *Psychological Tests
impact the characteristics and the Book. GCF Books. -Self esteem scale
development of human reproductive Diokno, MS (1997). Becoming a -Body esteem scale
system Filipino Citizen. In Perspectives
various aspects of
*Discussing the on Citizenship and Democracy. *What do men and
self and identity Erogenous Zones UP Third World Studies Center. women find attractive:
*Understnading the 17-38 A class discussion
Human sexual response Dittmer, H. (1992). The *Tanungin si Dra:
The basic biology of Individual Centered Approach: Totoo ba? Surfacing

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d.Examine one’s self sexual behavior Material Possessions as Parts of common belifs and
against the different Understanding the the Extended Self. Pp. 41-64 and misconceptions
aspects of self Chemistry of lust, love Possessions as Symbolic regarding the body,
and attachment Expressions of Identity. Pp 95- sex, and sexuality
discussed in class
The Psychological aspect: 121 in The Social Psychology of *What does he want?
What turns people on: the Material Possessions: To Have is (according to
phases of sexual response to Be? St. Martin’s Press. him/according to her).
 The diversity of What does she want?
sexual behavior: Doronilla, ML (1997). An (according to
solitary, Overview of Filipino her/according to him): Paper on my most
heterosexual, Perspectives on Democracy and Comparing
prized possession: What
homosexuall and Citizenship. In Perspectives on expectations
Citizenship and Democracy. UP *Usap tayo: A would I save first in any
bisexual,
transsexual TWSC. 69-112 Discussion on Love, emergency and why?
 Sexually Sex, Relationships, and
transmitted Ellison et. Al. (2006). Managing Family
diseases Impressions online: Self
Paper: Me and My
 (STIs) presentation processes in the *Lecture
Favorite Things (What
 Methods of online dating environment *Class/group
Contraception(nat Journal of Computer Mediated discussion on the role these are and what they
ural and artificial) Communication. of mass media in say about me)
c.THE 11.415-441. Doi: shaping purchase
MATERIAL/ECONOMIC 10. 111/j. 1083- behaviors: What
SELF: 6101.2006.00020x makes an ad effective
or inaffective? What Interview of
*I stop, therefore I Am: I
have, therefore I am? affects my purchase Informant/s regarding
*Shaping the way we see behavior? most common rituals in
ourselves: The role of Feldman, R. (2008) *My bag/wallet and locale, description, and
consumer culture on our Understanding Psychology. 8th me (an unobtrusive the functions they serve
sense of self and identity ed. McGraw Hill. Module 34: measure)
d.THE SPIRITUAL SELF: Understanding Human Sexual
The practice of religion: Response. 369-375; Module 35:
belief in supernatural Diversity of Sexual behavior. Class discussion:

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 being and power 379-385; Module 36: Sexual Listing of beliefs in
Difficulties. 389-391 spirits and the
supernatural prevalent
Fisher, H. (2004). Why We love: in the area.
The Nature and Chemistry of
Romantic.

I. COURSE REFERENCES

Donna Rosenberg,2005 World Mythology:’ An Anthology of the Great Myths and Epics, NTC Pub 3 rd ed.

Hillegas Cliff, Mythology 2006, New Jersey USA

Hamilton Edith, Mythology 2006, Timeless Tales of Gods and Heroes

Tan Arsenia, Introduction To Literature Through The Years 2005. Nat’l Book Store

Kahayan Alicia, Philippines Literature Through The Years,2005 Nat’l Book Store

TEXTBOOKS:

English And American Literature ( An Anthology ) 2012 Dr. Renato de Guzman Rosales

XI. PERFORMANCE INDICATORS AND EVIDENCES PERFORMANCE

DESIRED STUDENT LEARNING OUTCOME EVIDENCE OF PERFORMANCE PERFORMANCE STANDARDS

Define Mythology and Folklore Submission of consolidated and Criteria:

Show appreciation to he different myths of the reconstructed lectures. 60% - Qualitative Output
world that will lead readers broaden their Verbalization of understanding about 35% - Quantitative Output
knowledge as well as an inspiration to English and American Literature.
5% - Time of Submission

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humanity.
Analyze the culture and tradition of each Criteria:
Submission of consolidated and 60% - Qualitative Output
Mythological character and be able to report reconstructed lectures.
35% - Quantitative Output
orally in the class. Verbalization of understanding about
Conduct an individual oral reports effectively English and American Literature. 5% - Time of Submission
and efficiently geared towards teaching.

XII. GRADING SYSTEM

PRELIM GRADING PERIOD = CLASS STANDING (60%) + MAJOR EXAMINATION (40%)

MIDTERM GRADING PERIOD = CLASS STANDING (60%) + MAJOR EXAMINATION (40%)

FINAL GRADING PERIOD = CLASS STANDING (40%) + MAJOR EXAMINATION (60%)

FINAL GRADE = PRELIM GRADE + MIDTERM GRADE + FINAL GRADE

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XII. COURSE REQUIREMENTS

Class Standing 60% (Prelims & Midterms) Class Standing 40% (Finals)
Attendance Attendance
Seatwork/ Assignments/ Journal Reading Seatwork/Assignments/ Journal Reading
Quizzes Quizzes
Recitations Recitations
Group Activities (Reaction Papers) Compendium (Reactions Papers and other Activities)
Major Examination 40% Major Examination 60

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 XIII. COURSE POLICIES AND GUIDELINES

1. Students should always log-in to the facebook group regularly to retrieve supplementary learning materials such as handouts, take home activities, worksheets
and the like. In addition, the students can also post their concerns about the subject/lesson.
2. Students are expected to study their lessons before entering the class to maximize class participation.
3. Eating and chewing gums inside the classroom is not allowed.
4. Requirements such as assignments/projects should be submitted on time. Failure to meet the deadline would mean demerit of 10% from the actual grade on a
daily basis.
5. Coordinate with the professor within the given consultation hours regarding concerns about the subject requirements.
6. Use of cellphones and other gadgets is strictly prohibited inside the classroom unless highly needed.
7. Practice “Clean as you Go” (CLAYGO).
8. Non-compliance to the requirements given will be marked as incomplete from the course.
9. Students who failed to take quizzes or major examination should comply within one week after the date of examination and are required to present an excuse
letter stating non-compliance to the said activity before taking a special exam.
10. Please refer to the Student’s Handbook concerning the following: tardiness; absences; acquisition of special quizzes, activities & major examination

XI. CONSULTATION HOURS

Days Time Room

Mon-Fri 10:00 AM – 11:00 AM ITED FACULTY RM.

Prepared by: Verified by: Approved by:

Jeric P David. Farraday D. Valenton,LPT, MASped,MAEd Dr.Vilma V. Esparrago

Jayron mark Bernardo Assistant Dean,ITED VPAA
Farraday D.Valenton
Instructors

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