Course Title: UNDERSTANDING THE SELF (Business Administration)

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. Demonstrate corporate and social responsibility.

2. Perform the basic functions of management such as planning, organizing, staffing, directing, leading, and controlling.

3. Apply information and communication technology (ICT) effectively and efficiently.

4. Work effectively with other stakeholders and manage conflict in the workplace.

5. Select the proper decision tools to critically, analytically, and creatively solve problems and drive results.

6. Analyze the business environment for strategic direction.

7. Prepare operational plans.

8. Innovate business ideas based on emerging industry.

9. Manage a strategic business unit for economic sustainability

Course Outcomes:

1. Develop and/or devise corporate and social responsibility.

2. Improve the basic functions of management such as planning, organizing, staffing, directing, leading, and controlling.

3. Organize information and communication technology (ICT) effectively and efficiently.

4. Discuss effectively with other stakeholders and solve conflict in the workplace.

5. Plan and/or prepare proper decision tools to critically, analytically, and creatively solve problems and examine the results.

6. Evaluate the business environment for strategic direction.

7. Write and/or revise operational plans.

8. Construct business ideas based on emerging industry.

9. Design and/or improve a strategic business unit for economic sustainability.

Learning Outcomes Content/Topic Leaning Strategies Assessment

Time Labora Time
Classroom Allotme tory Allotm
nt ent
1. Propose social COURSE INTRODUCTION: Activities to do: Application: In your
responsibility strategies and CHAPTER I: Defining the Self: Personal own words, state what
compliance action plan for a and Developmental Perspectives on Self  Course Overview is “SELF” is for each of
business. and Identity.  Group Activity the following
(Acquaintance philosophers discussed
Lesson 1: The Self from Various Game) in the class. After doing
Philosophical Perspectives:  Group Discussion 5 hrs so, explain how yor
focusing on the Self from concept of “SELF” is
A. Socrates and Plato various Philosophical compatible with how
B. Augustine and Thomas Aquinas Perspectives. they conceived of the
C. Descartes “SELF”.
D. Hume
E. Kant
F. Ryle
G. Merleau - Ponty
2. Prepare Lesson 2: The Self, Society, and Activities to do:  Summary of
 comprehensive strategic Culture:  Group Discussion on the learning
business plan.  What is the Self? Self, Society, and Culture  Learning
 The Self and Culture  Group Activity: Self Journal
 The Self and the Development of Analysis 5 hrs
the Social World The students are given
 Mead and Vygotsky set of questions to
 Self in Families answer as part of
 Gender and the Self Application and
Assessment. (please
refer on a separate
sheet)
3. Prepare a social media Lesson 3: The Self as a Cognitive Activities to do: Research Work:Do a
marketing plan. Construct: research and list 10
 Group Discussion on the things to boost your
 “YOU” Through other’s eyes Self as a Cognitive 7 hrs self – esteem or
 Freud’s EGO and SUPEREGO Construct. improve your self -
 3 reasons why self and identity  Group Activity: Self concept
are social products. through other’s eyes.
4. Conduct a planning and Lesson 4: The Self in Western and Activities to do: Create a
problem solving meeting to Eastern Thoughts: representation,
resolve issues related to a  Group Discussion on the diagram or a concept
planned business event.  Religious beliefs and Political Self in Western and map of the SELF
philosophies that greatly eastern Thoughts: according to Filipino
influenced the minset of each  Group Activity: Two sides culture. Provide a brief
nation/culture. of the same planet 8 hrs explanation of your
 CONFUCIANISM output. You can also
 TAOISM cite books and
 BUDDHISM researches about
 Western perspectives Filipino culture, self,
and identity to further
elaborate on your topic.
5. Apply appropriate CHAPTER II: Unpacking the Self. Activities to do: Creative Work:
quantitative tools to address Propose a program in
a business case pronlem. Lesson 1: The Physical and sexual  Group Discussion on the school or community
self: Physical and Sexual Self. that will raise the
 Group Activity: Define awareness of the
  Diseases associated with the what is BEAUTY and have students and to help
Reproductive System a DEBATE on an issue to eliminate sexually
 Erogenous Zones be given by the Instructor. transmitted diseases
 Human Sexual Behavior  The students will answer especially among the
 Types of Behavior the following qustions youth.
 Physiology of Human Sexual given: 6 hrs
Response What do men and Agree or Disagree:
 Nervous System Factors women find Are you in favor of
 Sexual Problems/STD’s attractive of the legalizing marriage
 Natural and Artificial Methods of opposite sex? among homosexuals
Contraception Surfacing common and transgenders?
beliefs and Why?
misconcepotions
regarding the body,
sex, and sexuality.
6. Prepare market needs Lesson 2: To Buy or not To Buy? That Activities to do: Research paper:
analysis. is the Question! Make a research on the
 Group Discussion on To role of Filipino
 Material Self Buy or not to buy and consumer culture to
 We are What we Have Supernaturals. Filipino self and
 Group Activities: identity.
Lesson 3: Supernaturals: Believe it or A. Debit Card Challenge:
not: (please refer on a Collage Making:
separate sheet) Create a collage of
 Religion B. Art Recall 5 hrs your treasured
 Ritual When was the possessions including
 Some World Religious Beliefs first time you your current clothing
and practices. realized that style. You may use
 Finding and Creating Meaning of there is higher symbols or pictures of
Life being than your treasured
 Logotherapy youself? possessions. Put a
 Basic Concepts of Franklian Make a poster short note why you
Psychology about the treasure each item.
 Logotherapy Assumptions instance or
 Frankl’s Sources of Meaning ituation that
made you
 believe in the
existence of
higher being.

7. Prepare product/service Lesson 4: The Political self and being Activities to do: Reflection Paper:
specifications plan. Filipino:
 Group Discussion on the Make an acrostic
 Who is a Filipino? Political Self and being a which will describe you,
 Filipino Values and Traits Filipino and Who am i in in relation to you being
 Filipino Markers the Cyberworld? a F-I-L-I-P-I-N-O.
 How to be a good Filipino  Group Activities:
A. Who is a Filipino? Creative Work: Make
Lesson 5: Who am I in the (What makes a Filipino 5 hrs a slogan or poster
Cyberworld? (DIGITAL SELF) a genuine Filipino – a about becoming a
REFLECTION paper) responsible internet
 Selective self – presentation and B. Three Facts, One user.
Impression Management Fiction. (Construct 4
 Gender and Sexuality online sentences that should Research Work:
 Performing Gender online start with “I am Search from the library
 Setting Boundariesto your online ______” (books, journals, or
self: Smart Sharing websites) for the
guidelines used in
identifying fake news.

8. Formulate CHAPTER III. Managing and Caring Activities to do: Creating Diagram:
compensation and incentive for the Self: Scenario: You are
policies  Group Discussion on about to study for your
Lesson 1: Learning to be a Better Learning to be a Better final examinations and
Formulate supplier Learner: Learner it is as if the universe
support policies.  Group Activity:How do conspired for a heavy
 Metacognition you think about Thinking? finals week. Create a
 Skills that can help exercise (answer the Metaognitive 5 hrs diagram or schedule
metacognition Awareness Inventory MAI using atleast 5 of the
 Tips for metacognitive techniques and evaluate yourself as a metacognitive
learner) strategies, skills, and
studying techniques
 mentioned in the
discussionon how you
would prepare for the
next 7 days before your
final examinations.
9. Prepare environment Lesson 2: Do not just dream, Make it Activities to do: Jack Canfield Quote
impact and mitigation plan. Happen: Hunt: Using Canfield’s
 Group discussion on Do quote on success at
 Albert E. Bandura’s Self – not just dream, make it the beginning of this
efficacy happen and Less stress, lesson, identify the
 The Bobo Doll Experiment more care. elements of bandura,
 Summary of Self – efficacy Dweck, and Locke’s
Theory  Group Activities: Theories. Give
 Carol S Dweck’s Fixed and A. 5-10-20 Selfie ( on explanation to your
Growth mindset Theory each designated box, answer.
 Fixed and Growth mindset draw your envisioned
 Edwin A. Locke’s Goal Setting “Future Self”: Who Self – efficacy
Theory would you be? 8 hrs collage: Make a
 Goal setting Theory B. Self – compassionate collage of your own
 Goal Attributes Letter perceived self –
 14 Research Findings efficacy using Dr.
C. Self – stress Albert Bandura’s four
Lesson 3: Lesss Stress, More Care Assessment sources of influence for
the development and
 Stress and human Response maintenance of self –
 Techniques to Counter Chronic efficacy.
Stress
 Cultural Dimension of Stress and Graphic Organizer:
Coping Make an artistic
 Self – care Therapy graphic organizer to
 Self Compassion Therapy differentiate fixed
 Self – compassion Phrases mindset from growth
 Self – compassion and mindset of Dr. Carol
Wmotional Well – being Dweck.
 Self – compassion, Motivation
and Health Dream Board: make
  Self – compassion versus Self – your own dream board,
esteem five years after college
 Self – compassion Letter 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