HYRONS COLLEGE PHILIPPINES Inc.

Sto. Niño, Tukuran, Zamboanga Del Sur

SEC. No.: CN200931518
Tel. No.: 945 – 0158
hyronscollege.phil.inc.2015@gmail.com

UNDERSTANDING THE SELF

(Based on the Suggested CHED Curriculum)

Understanding The Self Preliminaries

Course Title: Undesrtanding The Self

Trainer: Mrs. Leonelyn Gasco Cosido
No. of Units: 3 Units

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 ids 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.

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 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.

Learning Outcomes:
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

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

Number of Hours: 3 hours every week for 18 weeks or 54 hours in a semester

 UNDERSTANDING THE SELF Learning Plan

Timeframe Learning Outcome Topic Resources Methodology Assessment

Course Preliminaries:
Session 1 Two Truths and a Lie
1. Getting to know me and you.
2. Raising fundamental questions
regarding the self
3. Surfacing students' beliefs and
concerns regarding the self
4. Discussion of the mechanics of
the course.
Session 2 Introduction to Course: 1. Defining Quality Veronica Boix-
Interdisciplinary Learning Towards Interdisciplinary Mansilla(2010). Web Charting
Self-Understanding Learning MYP Guide to
-Discuss fundamental questions Interdisciplinary Lecture
regarding the self 2. Why does Teaching and Learning
interdisciplinary Cardiff, International
-Express the diverse beliefs and learning matter Baccalaureate. 13-26
perspectives on the self towards
understanding the
-Discuss the different elements of self?
interdisciplinary learning towards self-
understanding

-Explore the advantages of

interdisciplinary learning towards self-
understanding.

The Self From Mitchell,

Session 1.The Self From Various Perspectives Various Perspectives H.B.(2011).”Who or
a. Discuss the different a.Philosophy what are we doing Lecture Group write-up of quickie survey
4-9 representations and  The Avocado here? ‘In Roots of results
conceptualizations of the self from View versus Wisdom: Tapestry of Group discussions
various disciplinal perspectives Artichoke Philosophical centering on Individual submission of essay on
View Traditions, 6th ed. similarities/differences self: How do I understand
of self – myself?
b. Examine the different influences, Wadsworth, Cengage representations and What led up to this self?
factors and forces that shape the self. Learning. 116-148. conceptualizations and
c. Compare and contrast how the self the various identified
has been represented across the influences
different disciplines and perspectives b.Sociology Baldwin, John D.(1986). Class project (quickie Points will be given for group
 The self as a “The self and the survey): How is self- presentation
d. Demonstrate critical and reflective product of society’ in George understood?
thought in analyzing the development modern Herbert Mead: A
of one’s self and identity by the society Unifying Theory for Class discussions and
developing a theory of the self among other Sociology. London, processing of survey
constructions Sage Publications, 106- results once data have
122. been written up (see
assessment)
c.Anthropology Group discussion: How
 The self- Quape, Stephanie and is my self-shaped and
embedded in Glovanna influenced by
culture Cantatore.2005. What culture?(Maybe discuss
is cultural awareness, both
anyway?How do I build international/regional
it?Accessed on May 2, /and local)
2017 from
http://www.culturosity
.com/
d. Psychology Short paper on Real/Ideal self
 Real and Schultz, Duane and and a discussion/assessment of
Ideal self Sydney Schultz.2013. any differences
concepts Carl Roger’s Self-
Actualization Theory in
Personalities , 10th
ed.Belmount,Wadswor
e. The self in western th.265-283 Totoo ba? A discussion; Three things I learned about
and Oriental/eastern Nisbett, Richard Is the Philippines really myself from this topic*
Thought E.2003. “Living a collectivist society?
 Individualisti Together vs. geography Give examples and if
c vs of thought: How Asians true , how does this
Collective and westerners think shape / impact our idea
self differently and why. of self?
New York, The Free
press.47-77
 2. Unpacking The self Unpacking the Self Unpacking The Self
Session
10-15 a. Explore the different aspects of self a. The Physical Lecture Individual constructions of the
and identity Self: The self Richard, Niall and personal self-illustrating hoe the
as impacted Adam Locks. Group Discussion and different aspects are situated
by the body 2014.”Body Image: presentation: Who is relative to one another and the
b. demonstrate critical, reflective Beauty and Age(ing) in beautiful? Cultural importance of each relative to
thought in integrating the various Body Studies: The conceptions and the other
aspects of self and identity Basics. New York, standards of beauty of
Routledge.30-48 face and body (If time
permits, this may also
c. Identify the different forces and be a given as a quickie
institutions that impact the class survey).
development of various aspects of self Class may bring pictures
and identity of who is beautiful to
begin discussion

Psychological Tests
-Self – esteem scale
-Body esteem scale

d. Examine one’s self against the What do men and

different aspects of self-discussed in b. Sexual Self Greenberg,Jerrold,et women find attractive:
class  Dimensions al.2014 “Introducing A class discussion
of Human the Dimensions of
Sexuality Human Sexuality, 5th
ed. Burlington,Jones
and Bartlett Learning.1-
36. Tanungin si Dra: Totoo
ba? Surfacing common
 Family Department of Health. beliefs and
Planning 2014. The Philippines misconceptions
Clinical standards regarding the body, sex,
manual on Family and sexuality.
planning.
Class role discussion on Paper on my most przed
c. The Belk, the role of mass media possession: What would I save
Material/Economic Russell.1988.”Possessio in shaping purchased first in any emergency and why?
Self: ns and the Extended behaviors: What makes
Self “In The Journal of an ad effective or
 consumer, Research , ineffective? What
vol 15, no. 2. The affects my purchase
University of Chicago behavior?
Press. 139-168
Paper: Me and My Favorite
d. Digital Self Group Things (what these are and what
Belk, Russell.2013. Discussion/sharing: My they say about me)
“Extended Self in the FB experiences Quickie
Digital World “in Survey: Who goes
Journal of consumer online and why?
Research, vol 40, no.3.
The University of
Chicago Press.477-500
Class Discussion: Listing Interview of Informants
e. Spiritual Self White, of Beliefs in spirit and regarding most common rituals
Richard.2013.”Introduc the prevalent In the in locale description, and the
tion in the Heart of area functions they serve
wisdom: A philosophy
of Spiritual life. Lecture
Plymouth,rowman and
littlefield publishers,
inc. 1-14
Group Discussion: Who Personal Essay: Reflections on
f. Political Self Romulo, Carlos P. “I am is the Filipino? What Romulo’s I am a Filipino…….
a Filipino” in the makes a Filipino?
Philippine
herald(August 16,
1941)
3. Managing and caring for the self Managing and caring
for the self

a.Understand the theoretical A. Setting goals Santrock,John W. and Guided lecture and how Feedback report on initial
underpinnings for how to manage and for Success Jane S. to demonstration: implementation: what happened,
care for different aspects of the self Halonen.2010.”Commit Examination of goals problems encountered, etc.
to college Successs in (short and long term) as
your guide to college well as plans for
success: strategies for accomplishing these
archiving
goals.Boston,wadswort
h. Xvii-xxxv
b. acquire and hone new skills and
learnings for better managing of one’s Clarifying goals and Working of my bad habits (paper)
self and behaviors setting up a plan for the
short term

c. Apply these new skills to one’s self b. Learning to be a Santrock, John W. and Guided lecture and how Feedback report on initial
and functioning for a better quality of better student Jane S. to demonstration: implementation of goals
life Halonen.2010.”Diversif Examination of own
y your Learning style study strategies and
and “Enhance your development of more
study skills and effective study plans
memory in your guide and strategies (self-
to college success: regulated learning
Strategies for Achieving program)
Goals .Boston,
Wadsworth.89-
118;191-200

McNamara, Sara.2001. Guided Lecture and

c. Managing Stress “Getting Your Head how-to demonstration:
around Stress: Mental Identifying personal
ways of coping with stressors and usual
stress’ in stress coping
management program
for secondary schools Identifying effective
London, Routledge, and ineffective coping
Falmer.15-29 responses

*Developing a self-care
plan
 UNDERSTANDING THE SELF Required Readings and Other Materials

Bandura, A. (1999). Social Cognitive Theory of Personality. In Pervin and John (eds) Handbook of Personality Theory and Research. 2nd ed. Guilford Press 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. 3.477 - 500 (For the topic, Unpacking The Self - The Digital Self) Chafee, J. (2013) Who are you? Consciousness, Identity and the Self.
In the Philosopher's Way: Thinking Critically about Profound Ideas. Pearson. 106 – 169. (For the topic, The Self from various Perspectives - Philosophy) Csordas,
T. (1999). Self and Person. In bode (ed). Psychological Anthropology. Praeger. 331 - 350 (For the topic, The Self from Various Perspectives - Anthropology)
Demello, M. (2014). Beautiful Bodies. Pp 173 - 188. And Fat and Thin Bodies. 189 - 205. In Body Studies: An Introduction. Routledge (For the topic, Unpacking
the Self - The Physical Self) Demetrio, Fernando & Zialcita. (1991). The soul, 95-97. One is not enough. 99-101. The Soul Book. GCF Books. (For the topic,
Unpacking the Self - The Spiritual Self) Diokno, MS (1997). Becoming a Filipino Citizen. In Perspectives on Citizenship and Democracy. UP Third World Studies
Center. 17 – 38 (For the topic, Unpacking the Self - The Political Self) Dittmer, H. The Individual Centered Approach: Material Possessions as Parts of the
Extended Self. Pp. 41-64 and Possessions as 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 TWSC. 69 - 112 (For
the topic, Unpacking the Self - The Political Self) J. Dunlosky, K.A. Rawson, E.J. Marsh, M.J. Nathan, & D.T. Willingham. (2013). Improving Students' Learning
with Effective Learning Techniques: Promising Directions from Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4-58.
Doi: 10.1177/1529100612453266 (For the topic, 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 Communication. 11. 415 - 441. Doi: 10.111/j.1083-6101.2006.00020x (For the topic,
Unpacking the Self - The Digital Self) Feldman, R. (2008) Understanding Psychology. 81 ed. McGraw Hill. Module 34: Understanding Human Sexual Response.
369-375; Module 35: Diversity of Sexual behavior. 379-385; Module 36: Sexual Difficulties. 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. 51-76; Chapter 4: Web of Love: Lust, Love and
Attachment. 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. 149-210. (For the topic, Unpacking the Self - The Spiritual Self) Geertz, C. (1973). The Impact of the Concept of Culture
and the Concept of Man. 33-54 and Person, Time and Conduct in Bali, 360 - 411. 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 internet dating. Communications Research. 33.2.152-172. (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, Behaviour and Social 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, Social and Clinical Considerations. John Wiley & Sons Inc. 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, 289-306. (For the topic, 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. 91-138 (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 (Visayan Life). Visayas Maritime Anthropological Studies. CSSP Publications. 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. (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. 299 - 312. (For the topic, Managing And Caring for the Self) Lugue & De Leon
(2001). Textbook on Family Planning. Rex Printing. (For the topic, Unpacking the Self - The Sexual Self) Magos, A. 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, 46-62. (For the topic, Unpacking the Self - The
Spiritual Self)

Mead, GK (1972) Mind, Self and Society from the Standpoint of a Social Behaviorist. The University of Chicago Press
(For the topic, The Self from Various Perspectives - Sociology) Neff, K. (2012). The Science of Self Compassion. In Germer & Siegel (eds). Compassion and
Wellness in Psychotherapy. NY. Guilford Press. 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. 133-137. (For the topic, Unpacking
the Self - The Spiritual Self) Stein & Stein (2011). Ritual. In the Anthropology of Religion, Magic and Witchcraft. Prentice Hall. 77-102. (For the topic, Unpacking
the Self - The Spiritual Self)
Tan, Michael article at http://pcij.org/stories/stress-and-the-filipinol (For the topic, Managing a Triandis (1989). The self and social behaviour in differing cultural
contexts, Psychol. Rev. 96.3.506-520 (For the topic, The Self from Various 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. 99 – 141. (For the topic, Managing and Caring for
the Self) Walther (2007). Selective self presentation in computer mediated communication: Hyperpersonal dimensions of technology, language and cognition.
Computers in Human Behavior. 23. 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 Publications. 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 Sexual Self) Zialcita, F. (1997). Barriers and Bridges to a Democratic Culture. In Perspectives on Citizenship and
Democracy. UP TWSC. 39 - 68 (For the topic, Unpacking the Self - The Political Self) Zimmerman, B. (2002). Becoming Learner: Self-Regulated Overview. Theory
into Practice, 41(2), 64–70. Doi:10.1207/s15430421tip4102_2 (For the topic, Managing and Caring for the Self)

UNDERSTANDING THE SELF Notes to the Teacher

1. 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 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.

2. 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.

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
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:
Two (2) long examinations 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. 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. Submitted
assignments, reactions/feedback papers, group work reports, etc. Final integrative paper (which is discussed on the first day) The activity of 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 o
semester, the students may use this list to help them construct the final integrative paper,

4. 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.

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.

5. 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)

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.

6. 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 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?
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