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This document describes a new required General Education course called "Understanding the Self" in the Philippines. The course aims to help students understand concepts of personality, self, and identity. It does this through introducing major personality theories and providing experiential learning activities like self-reflection exercises. The goal is for students to gain self-awareness, not to make them psychologists. Theories are a means to help students, not an end in themselves. The course takes a holistic approach, drawing on disciplines like sociology and theology, not just psychology. It is grounded in the new K-12 education system, where students enter college at a stage of "coming of age" to explore their identity. Schools have flexibility in when

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REIANA MITZI M. Fernandez
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© © All Rights Reserved
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9 views

Understanding The Selfdocx - Compress

This document describes a new required General Education course called "Understanding the Self" in the Philippines. The course aims to help students understand concepts of personality, self, and identity. It does this through introducing major personality theories and providing experiential learning activities like self-reflection exercises. The goal is for students to gain self-awareness, not to make them psychologists. Theories are a means to help students, not an end in themselves. The course takes a holistic approach, drawing on disciplines like sociology and theology, not just psychology. It is grounded in the new K-12 education system, where students enter college at a stage of "coming of age" to explore their identity. Schools have flexibility in when

Uploaded by

REIANA MITZI M. Fernandez
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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The first of eight new required General Education (GE) courses is “Understanding

“Understanding the Self / Pag-


Pag -
unawa sa Sarili.”

The course is described in Section 3 (“Revised Core Courses”) of CHED Memorandum Order (CMO)
20, series of 2013, this way: “Nature of identity; factors and forces that affect the development and
maintenance of personal identity. / Mga katangian at elemento ng identidad; mga salik at mga
puwersa na umaapekto sa paghubog at pagpatnubay sa personal na identidad.”

In Annex A of the CMO, the course is further described this way:

“Adolescence is a developmental stage commonly thought to be a time of physical, emotional, and


psychological vulnerability. Foremost among the concerns of this life stage are issues of self and
identity. The course is intended to enable the process of exploration and thereby help students arrive
at an understanding of the concepts of personality, self and identity. Two major objectives are thus
envisioned: the introduction of major theories of personality – its nature, development and dynamics
as well as those forces and factors that lead to the formation of a self and identity; and the provision
of experiential learning so as to ground these theories and perspectives in students’ concerns and
issues relating to their personal self and identity.

“Thus self-discovery exercises and activities, reflection papers and personal journals will be used as
the focal point of lectures and class discussions, thereby providing the foundation and structure for
all course learnings. Other learning tools such as personality tests and measures will also be used.

“At the end of the course, the student is expected to have acquired: (a) a basic knowledge of
personality theories; (b) a better understanding of their personality, self and identity, along with
knowledge of the influential forces which impact on these such as gender, culture, family and
relationships;
relationships; and (c) basic skills in managing the self and identity.”

This description hues closely to the objective of the entire GE program, that is, “the development of a
professionally
profes sionally competent, humane and moral person.” The focus of the new GE is the student, not
disciplines, not subject matter, not knowledge. The new required course on “Understanding the Self,”
therefore, does not try to prepare the student for a major course in psychology (which the old or
existing GE course on psychology does).

Instead, the new course helps the student figure out exactly who s/he is and where s/he is going.
Academic
Academic theories are
are taken up only to help the student. The student
student comes
comes first, theories
theories second.
Theories are the means to the end; the end is the student’s self -awareness.

Notice that psychology is not the only l earning area or discipline used in this course. Just as
important are other disciplines, such as sociology, cultural studies, literature, and particularly for
religious schools, theology. The idea is not to make students psychologists, but to make them aware
that there are various academic findings that can help them in their personal search for identity.

Notice also that the course is rooted firmly in the new K to 12 education reform. In the new K to 12
education ladder or highway, the student is 18 years old when s/he reaches college. That is the age
when s/he can vote and participate fully in the political life of the nation. That is the age when s/he
can get married. That is the age when s/he can open a single proprietorship. In other words, this is
the time that, in the old days, we used to call “coming of age.”
Appendix F of the CMO mandates that “the GE courses need not be taken all in one year; they can
be scheduled across the years for optimum effectiveness as determined by the department, college
or university.” This is a very important difference between the old GE curriculum (GEC) and the new
one. In the old one, most, if not all, of the subjects were taken up in the first two years of college. In
the new GEC, the subjects can be taken at any point during college life.

The course on “Understanding the Self,” therefore, need not be taken immediately in freshman year.
When should it be taken, then? That depends on the Higher Education Institution (HEI). If the HEI
knows that its freshman students are not mature enough to tackle questions of self-identity, then it is
best to postpone the course until sophomore or junior year. If it knows that its freshman students are
ready to face and know themselves, then the course may be offered immediately upon admission.
(To be continued)

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