Syllabus in UNDERSTANDING THE SELF

AY 2019-2020

FOUNDATION UNIVERSITY
DUMAGUETE CITY

Life Purpose
The life purpose of Foundation University is to educate and develop individuals to become productive, creative, useful and responsible citizens of society.
Vision
Foundation University envisions itself as a dynamic, progressive environment that cultivates effective learning, generates creative ideas, responds to
societal needs and offers equal opportunity for all.
Mission
To enhance and promote a climate of excellence, responsive to the challenges of the times where individuals are devoted to the pursuit of knowledge,

critical thinking, commitment to life-long learning and service to society.

Core Values
a) Excellence b) Commitment c) Integrity d) Service

Institutional Outcomes (IO)

Foundation University endeavors to produce students who can:
1. Be effective communicators who employ critical thinking in synthesizing arguments asserting what is ideal for the common good.
2. Produce innovative creations and solutions through the redefined use of technology that are beneficial to the environment and community.
3. Appraise the traditional arts and actively promote local culture and wisdom.
4. Translate and implement global ideas and practices of specialized disciplines for local, environmental, and community action.
5. Demonstrate passion for lifelong learning in the creation of new knowledge through research

Objectives of the College of Arts and Sciences

1. to develop the ability to analyze, think critically, and form the right judgment;
2. to achieve professional competence in speaking and writing;
3. appreciate human values and cultural heritage and promote desirable Filipino values; and
4. to develop a strong sense of concern and fulfillment for the society and country.

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Program Educational Objectives (PEO)

Specific to AB Political Science
The graduates of Social Sciences and Communication programs of the College of Arts and Sciences shall be to:
1. To train students in the language, theories and methodologies specific to the discipline;
2. To expose the students to the current developments in each of the Political Science subfields;
3. To equip the students with necessary skills for political and policy analysis and enable them to craft the necessary interventions to bring forth the desired political changes.

Program Outcomes (PO)

Common to the Social Sciences and Communication Programs
The graduates of Social Sciences and Communication programs of the College of Arts and Sciences shall be able to:
1. understand and apply social science and communication concepts and theories to the analysis of social issues.
2. Design and executesocial science and communication research using appropriate approaches and methods.
3. Uphold professional and ethical standards in the social sciences and communication.

Specific to AB Political Science

The graduates of Social Sciences program of the College of Arts and Sciences shall be able to:
4. compare, contrast and classify the major concepts in the discipline
5. recognize and define the distinctiveness of the discipline, its sub-fields, theories and methods
6. design and execute research inquiries using appropriate quantitative and qualitative methods guided by theories or conceptual frameworks
7. demonstrate written, visual and oral presentation skills to produce or present analytical reports
8. critique, judge and respond to current issues and problems based on a substantive understanding of the historical and contemporary developments in the national and global contexts
9. develop a predisposition towards ethical political involvement and practice in various forms and levels

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A. Institutional Outcomes (IO), Program Educational Objectives (PEO) and Program Outcomes (PO) in Relationship to Life Purpose, Vision, Mission, Core Values
and College Objectives
Life Vision Mission Core Values College Objectives
Purpose a b c d a b c d
INSTITUTIONAL OUTCOMES (IO)
1. Be effective communicators who employ critical thinking in synthesizing arguments asserting ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
what is ideal for the common good.
2. Produce innovative creations and solutions through the redefined use of technology that are ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
beneficial to the environment and community.
3. Appraise the traditional arts and actively promote local culture and wisdom. ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
4. Translate and implement global ideas and practices of specialized disciplines for local, ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
environmental, and community action.
5. Demonstrate passion for lifelong learning in the creation of new knowledge through research ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
PROGRAM EDUTIONAL OUTCOMES (PEO)
Specific to AB Political Science Program
6. To train students in the language, theories and methodologies specific to the discipline; ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

7. To expose the students to the current developments in each of the Political Science subfields; ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
8. To equip the students with necessary skills for political and policy analysis and enable them to craft ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
the necessary interventions to bring forth the desired political changes.
PROGRAM OUTCOMES(PO)
Common to the Social Sciences and Communication Programs
1. Understand and apply social science and communication concepts and theories to the analysis of ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
social issues
2. Design and execute social science and communication research using appropriate approaches and ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
methods.
3. Uphold professional and ethical standards in the social sciences and communication ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
Specific to Political Science
7. compare, contrast and classify the major concepts in the discipline ✔ ✔ ✔ ✔ ✔ ✔ ✔
8. recognize and define the distinctiveness of the discipline, its sub-fields, theories and methods ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

9. design and execute research inquiries using appropriate quantitative and qualitative methods ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
guided by theories or conceptual frameworks
10. demonstrate written, visual and oral presentation skills to produce or present analytical reports
11. critique, judge and respond to current issues and problems based on a substantive understanding
of the historical and contemporary developments in the national and global contexts
12. develop a predisposition towards ethical political involvement and practice in various forms and
levels

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B. Institutional Outcomes (IO) in Relationship to Program Educational Objectives (PEO) and Program Outcomes (PO)
Institutional Outcomes (IO) Program Educational Program
Objectives (PEO) Outcomes (PO)
IO-1 Be effective communicators who employ critical thinking in synthesizing arguments asserting what is ideal for the common 1 5, 12
good.
IO-2 Produce innovative creations and solutions through the redefined use of technology that are beneficial to the environment 3 7, 11
and community.
IO-3 Appraise the traditional arts and actively promote local culture and wisdom. 3 1, 2
IO-4 Translate and implement global ideas and practices of specialized disciplines for local, environmental, and community action. 3 1, 3
IO-5 Demonstrate passion for lifelong learning in the creation of new knowledge through research 3 11, 12

C. Program Outcomes and Performance Indicators

PROGRAM OUTCOMES (PO) PERFORMANCE INDICATORS
Common to the Social Science s and Communication
1. Understand and apply social science and communication concepts  Articulate opinion and views on relevant social issues.
and theories to the analysis of social issues.
2. Design and execute social science and communication research using  Conduct research study on relevant social issues.
appropriate approaches and methods.  Utilize research findings to address social concerns.
3. Uphold professional and ethical standards in the social sciences and  Exhibit exemplary attitude of a responsible citizen.
communication.  Summarize information using reflection on important political, social and ethical issues.
Specific to Political Science
4. compare, contrast and classify the major concepts in the discipline  create student-formed organization to produce ideas out from the discussion
 produce a comparative studies for analysis and further research
5. recognize and define the distinctiveness of the discipline, its sub-fields,  utilize political, economic and social studies’ findings to respond societal concerns
theories and methods  organize inter-departmental activities participated by fellow students
6. design and execute research inquiries using appropriate quantitative  have researches published on journals
and qualitative methods guided by theories or conceptual frameworks  do educational researches and poll surveys
 produce sensible and useful outputs on blogs, newspaper or other media platforms
7. demonstrate written, visual and oral presentation skills to produce or  create a documentary (digital) on a relevant and timely issue
present analytical reports  participate debate and argumentative activities
8. critique, judge and respond to current issues and problems based on a  sit in observation on real court trial in Hall of Justice, on different types of cases
substantive understanding of the historical and contemporary  make critique paper on the issues and problems
developments in the national and global contexts  draft and propose  amendment papers for action basis and defense
9. develop a predisposition towards ethical political involvement and  sit in observation on city and provincial sessions with the chief executives and legislators
practice in various forms and levels  initiate dialogues (FU Dialogue) participated and represented by different sectors in the society
 theory application through practicums and immersions

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Subject Code PSY100
Subject Title Understanding the Self
No. of Units 3
Pre-requisite None
Instructor FRANCISCO FELIPE S. BACANG, LJ ZAPHAN LAMBOLOTO

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 integration of the personal with the academic --- contextualizing matters discussed in the classroom and in the everyday experiences of the 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 perspective: 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 biological and material up to and including more 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
At the end of the course, the students should be able to:
Knowledge
CLO 1: Discuss the different representations and conceptualizations of the self from various disciplinal perspectives.
CLO 2: Compare and contrast how the self has been represented across different disciplines and perspectives
CLO 3: Examine the different influences, factors, and forces that shapes the self.
CLO 4: Demonstrate critical and reflective thought in analyzing the development of one’s self and identity by developing a theory of the self.
Skills
CLO 5: Explore the different aspects of self and identity
CLO 6: Demonstrate critical, reflective thought in integrating the various aspects of self and identity.
CLO 7: Identify the different forces and institutions that impact the development of various aspects of self and identity.
CLO 8: Examine one’s self against the different aspects of self discussed in class.
Values
CLO 9: Understand the theoretical underpinnings for how to manage and care for the different aspects of the self.
CLO 10: Acquire and hone new skills and learnings for better managing of one’s self and behaviors.
CLO 11: Apply these new skills to one’s self and functioning for a better quality of life.

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D,Course Learning Outcomes (CLO) in Relationship to Institutional Outcomes (IO), Program Educational Objectives (PEO), Program Outcomes (PO) and
College Objectives (CO)
Course Learning Outcomes Institutional Program Program CAS Objectives
Outcomes (IO) Educational Outcomes (PO)
Objectives (PEO)
CLO 1: Discuss the different representations and conceptualizations of the self from various disciplinal 1,2,3,4,5 1,2,3 1,2,3 1, 2, 3
perspectives.
CLO 2: Compare and contrast how the self has been represented across different disciplines and 1,2,3,4,5 1,2,3 1-16 1, 4
perspectives
CLO 3: Examine the different influences, factors, and forces that shapes the self. 1,3,4,5 1,2,3 1-16 1, 2, 4
CLO 4: Demonstrate critical and reflective thought in analyzing the development of one’s self and 1, 3, 4,5 1,2,3 1-16 1, 2, 4
identity by developing a theory of the self.
CLO 5: Explore the different aspects of self and identity 1,3,4,5 1,2,3 1-16 1, 2, 4
CLO 6: Demonstrate critical, reflective thought in integrating the various aspects of self and identity. 1,3,5 1,2,3 1-16 1, 2, 4
CLO 7: Identify the different forces and institutions that impact the development of various aspects of 1,2,3,4,5 1,2,3 1-16 1, 2, 4
self and identity.
CLO 8: Examine one’s self against the different aspects of self discussed in class. 1,2,3,4,5 1,2,3 1-16 1, 2, 3, 4
CLO 9: Understand the theoretical underpinnings for how to manage and care for the different aspects 1,3,4,5 1,2,3 1-16 1, 3, 4
of the self.
CLO 10: Acquire and hone new skills and learnings for better managing of one’s self and behaviors. 1,4 1,2,3 1-16 1,2,3,4
CLO 11: Apply these new skills to one’s self and functioning for a better quality of life. 1,2,4,5 1,2,3 1-16 1,2,3,4

Components Prelim Grade Midterm Grade Final Grade

Attendance 5% 5% 5%
Quizzes 20% 20% 20%
Recitation 10% 10% 10%
Presentation 20% 20% 20%
Project 20% 20% 20%
Examination 25% 25% 25%
TOTAL 100% 100% 100%

Course Grade: = 0.30 (PG)+0.30 (MG)+0.40 (FG)

Classroom Policies:

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1. Uniform – Students are expected to wear their proper uniform with ID and its prescribed lanyard.
2. Hair – Boys must have their proper haircut (preferably clean cut) and must free themselves from very conspicuous beard/mustache.
Girls with long hair are expected to wear headband or tie their hair.
3. Attendance – It must be strictly observed that students who commit three (3) consecutive unexcused absences will be dropped from the class.
Tardy students shall also be subjected to the same consequence in the following condition:
(a) two-time tardiness is equivalent to one day of absence;
(b) students who get out from the class before the time ends shall be considered tardy and shall also be subjected to the same consequence; and
(c) 15 minutes after the time is given as a grace period for students not to be considered tardy. Students must present an excuse letter signed by
a parent or guardian stating the reason for tardiness/absence and must be noted by the dean of the College.
4. Academic Dishonesty – Cheating is discouraged. Anyone caught cheating (by any means) shall face consequences upon the discretion of the teacher.
Repeated dishonesty cases shall be reported to the dean’s office for further actions.
5. Taking quizzes, seat works, classroom activities, etc. – Any student who fails to take any of the activity (for whatever reason) under this clause shall
never be given the chance to cope with the deficiency unless the reason is valid (upon the discretion of the teacher) and is noted by the dean.
6. Taking major examinations – Students who fail to take the examinations five (5) days after the scheduled examination date shall never be allowed to take
the exam for whatever purpose it may be unless, otherwise the dean allows it.
7. Submission of requirements – any requirement submitted two (2) days after the deadline shall never be accepted. No deduction system shall be imposed.
8. On the issue of respect – Any student who manifests any of the following disrespectful actions: a) leaving the classroom without notifying the teacher or
without the teacher’s approval; b) chattering with seatmate(s)/ classmate(s) while the discussion is on-going; c) and other actions which the teacher may
find disrespectful, shall be subjected to consequences upon the discretion of the teacher. Repetitive case of disrespect shall be reported to the dean’s office for further actions.
9. Cleanliness – the room and surrounding areas shall be kept clean and orderly. Education students are expected to be models of cleanliness and orderliness in the campus.
10. Other policies shall be given to students when needs arise.

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Course Outline
Week No. Topics
1  FU’s Vision, Mission and Goals, Rules and Policies & Grading System
 Institutional Outcomes/Competencies
 Self from Various Perspective: Philosophical Perspective
 Self in Ancient and Medieval Philosophy (Socrates, Plato, St. Augustine and St. Thomas Aquinas)
 Self in Modern and Contemporary Philosophy (Descartes, Hume, Kant, Ryle and Merleau-Ponty)
2  The Self in Sociological Perspective (Mead and the Social Self)
 The Self embedded in culture, family and gender
 The Self as a Cognitive Construct (William James)
 The Self as Proactive and Agentic
 The Self in Western and Eastern Thought: Individualistic vs. Collective Self
3  The Social Construction of the Self in Western Thought
 The Self as embedded in relationships and through spiritual development in Confucian thought
 The Physical Self: the self as impacted by the body
4  The Sexual Self: The development of secondary sex, characteristics and the human reproductive system
 Understanding the Human Sexual Response
 The diversity of sexual behavior: solitary, heterosexual, homosexual and bisexual, transsexual
 Sexually Transmitted Diseases and Methods of Contraception
 The Material/Economic Self: “I shop, therefore, I am”
5
 Shaping the way we see ourselves: The role of the consumer culture on our sense of self and identity
 The Spiritual Self: The practice of religion
 Rituals and Ceremonies of different World Religions
 Finding and creating meaning: The Three ways of discovering the meaning of life
6  The Political Self: Developing a Filipino Identity and establishing a democratic culture
 The Digital Self: Self and Other in cyberspace
7  Managing and Caring for the Self
 Learning to be a better student (Brain and Behavior changes)
 Metacognition, study strategies and Self- regulated learning
8  Setting goals for success: The importance of goals
 Bandura’s Self efficacy, Dweck’s Mindset and Locke’s goal setting theory
 Taking charge of one’s health: Stressors and responses
9
 Taking care of the self: The need for self care and compassion

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Course Outline, Time Frame and Learning Plan

Week Specific Learning Outcomes for PRELIM PERIOD Course Learning Topics Methods & Activities Assessment
No. At the end of the lesson, the students must have: Outcomes (CLO) Techniques
1 1. Comprehended/Internalized the university’s vision, mission & goals, CLO 1  FU’s Vision, Mission and Goals,  Oral Recitation, Oral Recitation
rules & policies, & grading system. Rules and Policies & Grading Sharing of Ideas
2. Comprehended/Internalized the CAS vision, mission & objectives as System
well as the institutional outcomes/competencies.  Institutional
Outcomes/Competencies
3. Explain why it is essential to understand the self CLO 1,2  Self from Various Perspective:  Lecture-Discussion Quiz
4. Describe and discuss the different notions of the self from the points of Philosophical Perspective  Sharing of Ideas
view of various philosophers across time and place.  Self in Ancient and Medieval
5. Compare and Contrast how the self has been represented in different Philosophy (Socrates, Plato, St.
philosophical schools Augustine and St. Thomas
6. Examine one’s self against the different views of self that were Aquinas)
discussed in class.  Self in Modern and
Contemporary Philosophy
2 (Descartes, Hume, Kant, Ryle
and Merleau-Ponty)
7. Explain the relationship between and among the self, society and CLO 2,3  The Self in Sociological  Lecture-Discussion Oral Recitation
culture Perspective (Mead and the  Internet/Library
8. Describe and discuss the different ways by which society and culture Social Self) Research Examination
shape the self  The Self embedded in culture,  Group Reporting every after report
9. Compare and contrast how the self can be influenced by the different family and gender
institutions in the society
10. Examine one’s self against the different views of self that were
discussed in class
11. Identify the different ideas in psychology about the “self” CLO 3,4  The Self as a Cognitive  Lecture-Discussion Submission of
3 12. Create their own definition of the “self” based on the definitions from Construct (William James) Activities
 Sharing of Ideas
psychology  The Self as Proactive and  Internet/Library
13. Analyze the effects of various factors identified in psychology in the Agentic Research Quiz
formation of the “self”
14. Differentiate the concept of Self according to Western against CLO 2, 3, 4  The Self in Western and  Lecture-discussion Points will be
Eastern/Oriental perspectives Eastern Thought:  Group Activity given for group
15. Explain the concept of self as found in Asian thoughts Individualistic vs. Collective Self presentation
16. Create a representation of the Filipino self  The Social Construction of the
Self in Western Thought
 The Self as embedded in
relationships and through PRELIM EXAM
spiritual development in
Confucian thought
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Week Specific Learning Outcomes for MIDTERM PERIOD Course Learning Topics Methods & Activities Assessment
No. At the end of the lesson, the students must have: Outcomes (CLO)
17. Define physical self CLO 4,5,6,7,8  The Physical Self: the self as  Lecture-Discussion Submission of
4 18. Discuss the different views of one’s physical self impacted by the body  Group Discussion activities
19. Determine the factors that influence the change of view of one’s  The Sexual Self: The and Presentation
physical self development of secondary sex, Quiz
20. Discuss the developmental aspect of the reproductive system characteristics and the human
21. Describe the erogenous zones reproductive system
22. Explain human sexual behavior  Understanding the Human
23. Characterize the diversity of sexual behavior Sexual Response
24. Describe sexually transmitted diseases  The diversity of sexual behavior:
25. Differentiate natural and artificial methods of contraception solitary, heterosexual,
homosexual and bisexual,
transsexual
 Sexually Transmitted Diseases
and Methods of Contraception
26. Explain the association of self and possessions CLO 4,5,6,7,8  The Material/Economic Self: “I  Lecture-Discussion Oral Recitation
5 27. Identify the role of consumer culture to self and identity shop, therefore, I am”  Oral Recitation
28. Appraise one’s self based on the description of material self  Shaping the way we see  Sharing of Ideas Quiz
ourselves: The role of the
consumer culture on our sense of
self and identity
29. Identify various religious practices and beliefs CLO 4,5,6,7,8  The Spiritual Self: The practice  Lecture-Discussion Points will be
30. Understand self in relation with religious beliefs of religion  Group Activity and given for a group
31. Explain ways of finding meaning of life  Rituals and Ceremonies of Reporting presentation
different World Religions
 Finding and creating meaning: Short quiz every
The Three ways of discovering after report
the meaning of life
32. Develop a Filipino identity CLO 4,5,6,7,8  The Political Self: Developing a  Group Activity Submission of
6
33. Identify different Filipino values and traits Filipino Identity and  Sharing of Ideas activities
34. Reflect on his or her selfhood in relation to his national identity establishing a democratic
culture
35. Define online identity CLO 4,5,6,7,8  The Digital Self: Self and Other  Group Activity and Submission of
36. Compare real identity versus online identity in cyberspace Creative Work activities
37. Describe the influence of Internet on sexuality and gender  Group Reporting Oral recitation
38. Discuss the proper way of demonstrating our values and attitudes
online MIDTERM EXAM
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Week Students’ Learning Outcomes for FINAL PERIOD Course Learning Topics Methods & Activities Assessment
No. At the end of the lesson, the students must have: Outcomes (CLO)
7 39. Explain how learning occurs CLO 3,4,5,6,8,9  Managing and Caring  Guided lecture and Submission of
40. Enumerate various metacognition and studying techniques for the Self how-to Activities
41. Identify the techniques that they find most appropriate for themselves  Learning to be a better demonstration
student (Brain and  Sharing of Ideas Feedback
Behavior changes) report

8 Quiz
42. Use Bandura’s self-efficacy theory for self-assessment CLO 3,4,5,6,7,8,9,10  Metacognition, study  Guided lecture and Submission of
43. Differentiate growth and fixed mindset by Dweck strategies and Self- how-to Activities
44. Design personal goals adapting Locke’s goal setting theory regulated learning demonstration
 Setting goals for success:  Group reporting Oral Recitation
The importance of goals  Sharing of Ideas
 Bandura’s Self efficacy, Quiz
Dweck’s Mindset and
Locke’s goal setting
9 theory
45. Explain the effects of stress to one’s health CLO 8,9,10,11  Taking charge of one’s  Guided lecture and Submission of
46. Examine cultural dimension of stress and coping health: Stressors and how-to Activities
47. Design a self-care plan responses demonstration
 Taking care of the self:  Reaction and Feedback
The need for self care Reflection Paper report
and compassion
FINAL EXAM

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References:
Self from Various Perspective
a. Bandura, A. Social Cognitive Theory of Personality. 1999.
b. Chafee, J. Who are you? Consciousness, Identity, and Self. 2013.
c. Csordas, T. Self and Person. 1999.
d. Geertz, C. The Impact of the Concept of Culture and the Concept of Man. 1973.
e. Harter, S. Historical Roots of Contemporary Issues Involving the Self Concept. 1996.
f. Johnson, T. The Western Concept of Self. 1985.
g. Lanuza, G. The Constitution of the Self. 2004.
h. Mead, GH. Mind, Self and Society from the standpoint of a Social Behaviorist. 1972.
i. Trandis, The Self and social behavior in differing cultural contexts. 1989.
j. Wei-Ming. Selfhood and Otherness in Confucian Thought. 1985.
Unpacking the Self
a. Belk. Extended Self in a Digital World. 2013.
b. Demello, M. Beautiful Bodies. 2014.
c. Demetrio, Fernando and Zialcita. The Soul. 1991.
d. Diokno, MS. Becoming a Filipino Citizen. 1997.
e. Dittmer, H. The Individual Centered Approach: Material Possessions as Parts of the Extended Self. 1997.
f. Doronilla, ML. An Overview of Filipino Perspectives on Democracy and Citizenship. 1997.
g. Ellison et. Al. Managing Impressions Online: Self presentation processes in the online dating environment. 2006.
h. Feldman, R. Understanding Psychology. 2008.
i. Fisher, H. Why we love: The Nature and Chemistry of Romantic Love. 2004.
j. Frankl, V. Man’s Search for Meaning: An Introduction to Logotheraphy. 1959.
k. Gibbs et. al. Self Presentation in online personas: The role of anticipated future interactions, self disclosures and perceived success in internet dating.2006.
l. Gonzales and Hancock. Mirror, Mirror on my FB Wall: Effects of Exposure to FB self esteem. 2010.
m. Haviland, et. al. Spirituality, Religion and the Supernatural. 2007.
n. Kawada, M. Bayad sa Dili Naton Kaipon: A Visayan Ritual Offering to the Spirits. 1996.
o. Lugue and De Leon. Textbook on Family Planning. 2001.
p. Magos, A. The Ideological Context of Ma-aram Practice of Mariit.
q. Sosis, R. The Adaptive Value of Religious Ritual. 2010.
r. Stein and Stein. Ritual. 2011.
s. Walther. Selective self presentation in computed mediated communication: Hyperpersonal dimensions of technology, language and cognition. 2007.
t. Zialcita, F. Barriers and Bridges to a Democratic Culture. 1997.
Managing and Caring for the Self
a. J. Dunlosky, K.A. Rawson, E.J. Marsh, M.J. Nathan, & D.T. Willingham. Improving Student’s Leaning with Effective Learning Techniques: Promising Directions from Cognitive and Educational Psychology.
2013.
b. Locke, E. Setting Goals for Life and Happiness. 2002.
c. Neff, K. The Science of Self Compassion. 2012.
d. Urdan. Achievement Goal Theory: Past Results, Future Directions. 1991.
e. Zimmerman, B. Becoming Learner: Self-Regulated Overview. 2002.

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Internet Sources:
a. Wolfson. The Chemistry and Chimera of Desire. http://www.healthline.com/healthy/what-is-desire. 2010.
b. Neff, K. http://self-compassion.org/the-research.2012.
c. Tan, Michael article at http://pcij.org/stories/stress-and-the-filipino/

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LJ ZAPHAN LAMBOLOTO, MA Cand. MARIA CHONA Z. FUTALAN, PhD LYDIA LINDA P. FEROLINO, MAEd EYAN MYCK CORNELIA
Instructor Chairperson, Syllabi Committee (Math) University Librarian CAS Dean

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