COLLEGE OF ARTS AND SCIENCES

School Year 2019-2020

Course Title : Understanding the Self

Course Code : GESOC
Placement : First Term, First Year
Course Credit : 3 units (54 hrs.)
Course Description:

This course specifically aims to help the students understand the nature of “the self” including factors that influence and shape personal identity. Issues
of self and identity will be tackled in this course. Also, it would aid students to develop a more critical and effective attitude in exploring the issues and
concerns of the self and identity for a better and proper way of understanding one’s self. This emphasizes the integration of personal daily experiences
if the students with their learning experiences inside the classroom to encourage them to improve themselves for a better quality of life.
Student Outcomes (SOs) addressed by the Course

1. Understand the construct of the the self from various disciplinal perspectives namely philosophy, sociology, anthropology and psychology
including the more traditional division between the East and the West.
2. Explain various aspects that make up the self like the biological self, the material self, the political self, the spiritual self and the digital self.
3. Discuss issues of concern for young students these days, which are learning, goal setting and stress.
Course Intended Learning Outcomes (CILOs)

1. Write a critical position paper on one of various disciplinal perspectives of the self
2. Exhibit in the debate logical and sound arguments related to the sexual, gender, and material dimensions of self
3. Create a video related to responsible internet usage, youth’s political contributions, managing stress, and self-care plan/program

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 Assessment
Week Topics/ Concepts Hrs. Readings / Teaching-learning Activities (TLA) Learning Outcomes Method/Task
s
Week Introduction: Core 4 Interactive discussion of the significance of VMO to 1. List the important requirements Lecture
1 Values and the course and policies
Expected Lycean 2. Connect the school’s VMO with Group discussion
Attributes Class Activity: Getting to know me and you the course
3. Describe and provide a basic Individual
Discussion of the mechanics and requirements of introduction of their classmates presentation
the course
Week The Self from 4 Chafee, J. (2015). Who are you? Consciousness, 1. Explain why it is essential to Group
2 Various identity and the self. In the philosopher's way: understand self in a presentation (to
Philosophical Thinking critically about profound ideas. Pearson. philosophical sense be graded using
Perspectives 89-117. 2. Describe and discuss the relevant rubrics)
different notions of the self from
For week 2, topics will be assigned to groups (e.g. the points of view of various Graded recitation
Plato, Descartes, etc.). They need to critically philosophers across time and
present the core philosophical assumptions of the place Quiz
philosophers assigned to them. 3. Compare and contrast how the
self has been represented in
different philosophical schools
Week The Self from 4 Callero, P. L. (2003). The Sociology of the self. 1. Describe the important Group
3 Sociological and Annual Review of Sociology, 29, 115-133. dimensions of the self according presentation (to
Anthropological to Sociology through Foucault, be graded using
Perspectives Fogelson, R. D. (1982). Person, self, and identity: Mead, among others relevant rubrics)
Some anthropological retrospects, circumspects, 2. Differentiate various sociological
and prospects. In Psychosocial theories of the and anthropological conceptions Graded recitation
self (pp. 67-109). Springer, Boston, MA. of the self
3. Examine one’s self against the
different views of self in
Sociology and Anthropology

2
Week The Self from 4 Thompson, S. (2018). Personality theories. 1. Identity the different ideas in Lecture
4 Psychological Personality Theories -- Research Starters psychology about the “self”
Perspectives Education, 1-5. doi:10.3331/ors_edu_549 2. Create their own definition of the Group discussion
“self” based on the definitions
After the lecture and group discussions, each group from psychology Sketching
will present a sketch about a specific psychological 3. Analyze the effects of various
theory of the self / personality. factors identified in psychology
in the formation of the “self”
Week The Self in 4 Page, R. C., & Berkow, D. N. (1991). Concepts of 1. Describe and discuss the self Lecture
5 Western/Oriental/E the self: Western and Eastern perspectives. Journal through different perspectives
astern of Multicultural Counseling and Development, 19, that emanated from the western Group discussion
Perspectives 83-93. and eastern thoughts
2. Compare and contrast how the Skit
After the academic discussions, the students will be self is influenced by the western
asked to present a 3-minute skit about how the self and eastern thoughts
is seen in Western/Oriental/Eastern perspectives 3. Examine one’s self against the
different views of self that were
discussed in class

Week REVIEW, INTEGRATION, SUMMATIVE TEST 1, AND GRADE CONSULTATION

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PERFORMANCE TASK: Groups will be tasked to orally present their own integrative papers on different perspectives of the self. Each paper
needs to present a set of valid arguments (based on different perspectives) on “why” there is a need to see the “self” through different lenses
and suggest the most appropriate “theory” to understand the “self.” Grades will be based from the rubrics during the presentation.

Week Sexual Self 4 Potki, R., Ziaei, T., Faramarzi, M., Moosazadeh, M., 1. Discuss the different views of Lecture
7 & Shahhosseini, Z. (2017). Bio-psycho-social one’s sexual self
factors affecting sexual self-concept: A systematic 2. Characterize the diversity of Group discussion
review. Electronic Physician, 9(9), 5172-5178. sexual behavior
doi:10.19082/5172 3. Analyze sexual attraction
4. Differentiate sexuality from
gender

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 The concept of sexual self will be examined through
group discussion and sharing of insights based on
the readings.
Week The Gendered Self 4 Burton, G. (2013, Oct 26). Gender fluidity. Retrieved 1. Define gender Lecture
8 from 2. Describe the concept of gender
https://www.youtube.com/watch?v=YOkyc91eY90 fluidity by giving specific Group discussion
examples
Gold, M. (2018, June 21). The ABCs of 3. Evaluate how gender is Concept mapping
L.G.B.T.Q.I.A.+. Retrieved from performed
https://www.nytimes.com/2018/06/21/style/lgbtq- 4. Draw a concept of a gendered
gender-language.html self
5. Synthesize how the society can
Killermann, S. (2013, May 3). Understanding the be more inclusive and respectful
complexities of gender. Retrieved from in line with gender and sexuality
https://www.youtube.com/watch?v=NRcPXtqdKjE

Students will do a concept map of their gendered

self.
Week The Material Self 4 De Guzman, M. L. D., Gabrentina, G. D., Pamarang, 1. Explain the association of self Group
9 P. B., & Bernarte, R. P. (2017). The cultural and possessions presentation (to
dimension of the Philippine magazine 2. Identify the role of consumer be graded using
advertisements. Asia Pacific Journal Of culture to self and identity relevant rubrics)
Multidisciplinary Research, 5(1), 65-71. 3. Appraise one’s self based on the
description of material self Photo essay
Yu, M. P. (2017). Factors influencing consumer
behavior among college students. Science
International, 29(4), 719-723.

After the discussion a photo essay assignment will

be given. The photos must convey meaningful
insights about self and consumption.

REVIEW, INTEGRATION, SUMMATIVE TEST 2, AND GRADE CONSULTATION

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Week
10 PERFORMANCE TASK: An Asian-parliamentary type of debate will be conducted in class. Debate teams (composed of four members) will be
competing against each other. Debate propositions will be about the deepening of understanding and a more critical examination of the sexual,
gender, and material dimensions of self.

Week The Political Self 4 Mulder, N. (2013). Filipino identity: the haunting 1. Develop a Filipino identity Group discussion
11 question. Journal Of Current Southeast Asian 2. Identify different Filipino values
Affairs, (1), 55. and traits Slogan-making
3. Reflect on his or her selfhood in
Students must create slogans that convey how they relation to his national identity
can help the country as citizens
Week The Digital Self 4 Belk, R. W. (2013). Extended self in a digital world. 1. Define online identity Group
12 Journal Of Consumer Research, 40(3), 477-500. 2. Compare real identity versus presentation (to
doi:10.1086/671052 online identity be graded using
3. Discuss the proper way of relevant rubrics)
Groups will be asked to research and present demonstrating our values and
statistical data on internet and social media usage in attitudes online Research
the Philippines and the positive and negative impacts assignment and
of technology. presentation

Week Managing and 4 McMahon, M. (2018). Goal theory. Goal Theory -- 1. Explain the effects of stress to Group discussion
13 Caring for the Self Research Starters Education, 1. one’s health
2. Examine cultural dimensions of Quiz
Dy, M. R., Espiritu-Santo, K., Ferido, M. P., & stress and coping
Sanchez, R. D. (2015). Stressors and stress 3. Design a self-care plan
responses of Filipino college students. Asia Life 4. Design personal goals adapting
Sciences, 24, 737-759. Locke’s goal setting theory

The video formulation starts after this discussion.

The video on self care is the final requirement.
Week
14 FINAL EXAM AND VIDEO PRESENTATION

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 PERFORMANCE TASK: Groups will be formed and will be given specific topics: 1) responsible internet usage; 2) how the youth can contribute
to Philippine politics; 3) how to manage stress; and 4) how to set and achieve goals in life. They need to produce a documentary (like I-Witness)
that examines how the assigned topic relates in the Philippine context. They can interview experts, ask opinions of common people, or find and
systematically present relevant data.
REQUIRED READINGS:
Belk, R. W. (2013). Extended self in a digital world. Journal Of
Consumer Research, 40(3), 477-500. doi:10.1086/671052
Callero, P. L. (2003). The Sociology of the self. Annual Review of
Sociology, 29, 115-133.
Chafee, J. (2015). Who are you? Consciousness, identity and the self.
In the philosopher's way: Thinking critically about profound ideas.
Pearson. 89-127.
Dy, M. R., Espiritu-Santo, K., Ferido, M. P., & Sanchez, R. D. (2015).
Stressors and stress responses of Filipino college students. Asia Life
Sciences, 24, 737-759.
De Guzman, M. L. D., Gabrentina, G. D., Pamarang, P. B., & Bernarte,
R. P. (2017). The cultural dimension of the Philippine magazine
advertisements. Asia Pacific Journal Of Multidisciplinary Research,
5(1), 65-71.
Fogelson, R. D. (1982). Person, self, and identity: Some
anthropological retrospects, circumspects, and prospects.
In Psychosocial theories of the self (pp. 67-109). Springer, Boston,
MA.
McMahon, M. (2018). Goal theory. Goal Theory -- Research Starters
Education, 1.
Mulder, N. (2013). Filipino identity: the haunting question. Journal Of
Current Southeast Asian Affairs, (1), 55.
Page, R. C., & Berkow, D. N. (1991). Concepts of the self: Western
and Eastern perspectives. Journal of Multicultural Counseling and
Development, 19, 83-93.
Potki, R., Ziaei, T., Faramarzi, M., Moosazadeh, M., & Shahhosseini,
Z. (2017). Bio-psycho-social factors affecting sexual self-concept: A
systematic review. Electronic Physician, 9(9), 5172-5178.
doi:10.19082/5172
Thompson, S. (2018). Personality theories. Personality Theories --
Research Starters Education, 1-5. doi:10.3331/ors_edu_549
Yu, M. P. (2017). Factors influencing consumer behavior among
college students. Science International, 29(4), 719-723.
REQUIRED ONLINE READINGS:
Gold, M. (2018, June 21). The ABCs of L.G.B.T.Q.I.A.+. Retrieved
from https://www.nytimes.com/2018/06/21/style/lgbtq-gender-
language.html
REQUIRED ONLINE VIDEO LINKS
Burton, G. (2013, Oct 26). Gender fluidity. Retrieved from
https://www.youtube.com/watch?v=YOkyc91eY90
Killermann, S. (2013, May 3). Understanding the complexities of
gender. Retrieved from
https://www.youtube.com/watch?v=NRcPXtqdKjE
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COURSE REQUIREMENTS
1. Regular attendance and participation in class
2. Major examinations
3. Outcomes evaluation
4. Performance tasks
GRADING SYSTEM
Midterm Grade (Midterm Period)
Summative Test 1 (Prelim)
Summative Test 2 (Midterm)
Outcomes Evaluation
Performance Task
Midterm Grade Total
Final Grade (Final Period)
Summative Test (Final)
Outcomes Evaluation
Performance Task
Total
Final Grade: 50% Midterm Grade (Midterm Period)
+ 50% Final Grade (Final Period)
CLASSROOM RULES AND POLICIES:
1. Reading the required readings is imperative. Participation of
students in class discussions (or recitation) is required. Remember
that much of the outcomes evaluation and performance task will be
based on the students’ participation.
2. Those students who will miss 20% of the 54 hours will be referred to
20% the Guidance Office and will be tagged as FDA (failure due to
20% absences). Those who are late for five minutes will automatically be
20% tagged as absent. Being tardy or late for three times is equivalent to
40% one absence.
100% 3. No special quizzes will be given for those who are absent except for
medical reasons (supported by a medical certificate)
4. Students are expected to observe proper decorum inside the class
30% (e.g. responsible use of gadget). The room must be clean and orderly
30% all the time.
40% 5. Cheating in any form or method is subject to sanctions stipulated in
100% the LPU-L Student Code. A case will be filed, and a zero score will
be given after the due process.
6. Plagiarism in any form is strictly prohibited. After filing a case and the
corresponding due process, a final grade of 5.0 (failed) will
automatically be given for those who will commit plagiarism
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Prepared by:

Alexie E. Basileyo, RPm

Faculty, Department of Psychology

Approved by:

Celia A. Tibayan
Dean, College of Arts and Sciences

Noted by:

Dr. Flora V. Javier

Vice President for Academic Affairs

Revision No.: