SUBJECT INSTRUCTOR: JUNREY A.

PATECION, LPT, DepEd T-I

COURSE: BACHELOR OF ARTS
MAJOR: ENGLISH
CONTACT NUMBER: 09366574052
EMAIL: [email protected]
FACEBOOK ACCOUNT: JUNREY ANGCAT PATECION

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 UNDERSTANDING THE SELF
GE 101

MODULE
AY 2021-2022

Course Title: UNDERSTANDING THE SELF

Course No.: GE 101
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 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.

Course Credit: 3 Units (54 hours)

Placement: 1st Year
Pre-requisites: None
Instructor: Junrey A. Patecion, LPT

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Institutional Outcomes:
1. Graduates can display Christ-like characters in the practice of their profession, endowed with
faithful service for God and humanity.
2. Graduates can demonstrate competence in their knowledge and skills with positive attitude in their
respective workplace exercising the principles, values and identity of PAC.
3. Graduates can demonstrate and share their knowledge, skills and attitude with expertise and
specialization.
4. Graduates can apply appropriate knowledge utilizing creative and critical thinking skills in dealing
simple to complex problems.
5. Graduates have the ability to communicate English language and language major using simple to
complex concepts, such ability to understand and write reports and documentation and have the
ability to give feedback effectively and efficiently to instruction given.
6. Graduates can conduct research, investigations and designs in a broad range of context.
7. Graduates have the ability to engage activity in different workplace with respect to different cultural
orientations.
8. Graduates can understand and practice the highest standard of ethical, social, professional roles
and responsibilities.
9. Graduates have the ability to work harmoniously, effectively and efficiently as member and leader
of the team.
10. Graduates who have the ability to identify and to address their educational needs by upgrading
their skills and competence and to allow them to contribute to the advancement of knowledge. Has
the capacity to engage self-reflection and lifelong learning.
11. Graduates can serve globally competitive, productive and useful to community and mankind.
12. Graduates can practice healthy lifestyle and demonstrate safety procedure and practices in their
workplace.
13. Graduates can demonstrate and apply knowledge, skills, and attitude based on Philippine
Qualification Framework as mandated by DepEd, TESDA, CHED and other agencies.
14. Graduates can appreciate and demonstrate strong to manage and facilitate in increasing
participation and involvement in achieving ASEAN goal and objective that can accelerate
economic, and social growth of the country.

PAC CORE VALUES

P – Professionalism and A – Accountability and Integrity – C – Committed to Serve God and

Academic Excellence- We shall As faculty and staff are held Mankind – We shall serve God with full
perform and discharge our duties responsible for our professional, commitment and dedication, to serve
and responsibilities with personal, and spiritual growth. students, parents, and mankind.
professionalism, devotion, Serving with integrity and with Committed to preparing students to
dedication, and excellence; in strong relations to God and with serve with excellent performance and
teaching and delivering quality faithful adherence to the word of with distinctive behavior as they
services at all times. God. practice their profession.

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 PHILOSOPHY VISION MISSION

Philippine Advent College It envisions to be the center of PAC offers an excellent and distinctive
advocates in the sources of all excellence in Christian Education Christian Education designed to
wisdom, a true model upon whom by promoting a globally prepare students for useful service and
faculty and students reflect their competitive education in a uncompromising personal integrity.
total lifestyle for useful citizenship. learning environment which
stresses discovery and
investigation without forgetting
God the true source of
knowledge.

Program Outcomes:

Bachelor of Secondary Education

1. Possess a broad knowledge of the language for effective learning.

2. Use English as a global language in a multilingual context as it applies to the teaching of
language and literature.
3. Acquire extensive reading background in the language, literature, and allied fields.
4. Demonstrate proficiency in oral and written communication.
5. Show competence in employing innovative language and literature teaching approaches,
methodologies, and strategies.
6. Use technology in facilitating language learning and teaching.
7. Inspire students and colleagues to lead relevant and transformative changes to improve
learning and teaching language and literature.
8. Display skills and abilities to be a reflective and research-oriented language and literature
teacher.

Bachelor of Elementary Education

1. Demonstrate in-dept understanding of the diversity of learners in various learning areas.

2. Manifest meaningful and comprehensive pedagogical content knowledge of the different subject
areas.
3. Utilize appropriate assessment and evaluation tools to measure learning outcomes.
4. Manifest skills in communication, higher order thinking skills and use of tools and technology to
accelerate leaning and teaching.
5. Demonstrate positive attributes of a model teacher, both as an individual and as a professional.
6. Manifest a desire to continuously pursue personal and professional development.

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Level Outcomes:

At the end of the first year, the learners can understand the nature of identity, as well as the
factors and forces that affect the development and maintenance of personal identity. They can already
know the self from various perspectives, unpack their selves, and know how to manage and care for the self.

Course Outcomes:
At the end of the course, the students will be able to:

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.
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.
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.

CONTENTS

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I.

Introduction: Interdisciplinary Learning Towards Self-Understanding

1. Defining Quality Interdisciplinary Learning
2. Why does Interdisciplinary Learning matter towards understanding the self?
3. Philosophy:
 The Avocado versus Artichoke View on the Self
4. Sociology:
 The self as a product of modern society among other constructions

II.

5. Anthropology:
 The self-embedded in culture
6. Psychology:
 Real and Ideal self-concepts
7. The Self in Western and Oriental/Eastern Thought
 Individualistic vs Collective self
8. THE PHYSICAL SELF:
 The self as impacted by the body
9. SEXUAL SELF:
 Dimensions of Human Sexuality
 Family Planning
10. THE MATERIAL/ ECONOMIC SELF

III.

11. THE DIGITAL SELF

12. THE SPIRITUAL SELF
13. THE POLITICAL SELF
 Developing a Filipino Identity: Values, Traits, Community and Institutional factors
14. Setting goals for Success

IV.

15. Learning to be a better student/person

16. Managing Stress

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 MODULE 1

NOTE: (FOR THE SUBMISSION OF ALL YOUR OUTPUTS: Put it all in Brown Envelope with
your name and Course/Batch written. Make sure you label with the Quiz # and Activity #.)
 Pass it on October 27-28, 2021 at same venue, and at the same time you
get the next module.
 Present to me this module for Checking. (Add. Points)

Module1.1
Week 1-2

 TOPICS:

 Introduction: Interdisciplinary Learning Towards Self-Understanding

 Defining Quality interdisciplinary learning

 LEARNING OUTCOMES:

At the end of the lesson, the learners can:

 Discuss fundamental questions regarding the self.

 Express the diverse beliefs and perspectives on the self
 Discuss the different elements of interdisciplinary learning
 Explore the advantages of interdisciplinary learning towards self-understanding

 LEARNING CONTENTS AND INFORMATION:

What is interdisciplinary learning?

Interdisciplinary learning is generally defined as the process by which students come to understand bodies
of knowledge and modes of thinking from two or more disciplines or subject groups and integrate them to
create a new understanding.

 Students demonstrate interdisciplinary understanding of a particular topic when they can bring
together concepts, methods, or forms of communication from two or more disciplines or
established areas of expertise to explain a phenomenon, solve a problem, create a product, or
raise a new question in ways that would have been unlikely through a single disciplinary means.

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Three key qualities of interdisciplinary understanding:

1. Purposeful
2. Grounded in the disciplines
3. Integrative

1. Integrating disciplinary perspectives is not a goal in itself but a means to deepen students’ understanding
of their world and become more competent in it.

Clarity regarding the purpose of interdisciplinary learning gives direction and meaning to students’ efforts.

Having a clear purpose for inquiry and work (solving a particular problem, explaining a phenomenon)
enables teachers and students to discern between more and less relevant disciplines and connections.

2. Interdisciplinary instruction does not replace disciplinary teaching; rather it builds on it, selecting and
reorganizing disciplinary learning goals and objectives in meaningful and connected ways in the areas of
interaction.

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- A strong disciplinary grounding in students’ work does not mean that students must “fully master”
each discipline before integrating views. Rather, students are encouraged to master particular concepts
and modes of thinking in two or more disciplines that are relevant to meet the established purpose of their
work.

3. Interdisciplinary learning requires that teachers and students integrate disciplinary perspectives, and that
they do so deliberately and productively.

-Elements of different disciplines (knowledge, understanding and skills) are put into a productive
relationship with one another, and connections are considered over time, supporting students to
accomplish a new, deeper, more compelling or nuanced understanding of the topic under study.

Why does interdisciplinary learning matter?

 building on a holistic view of students

 preparing students as lifelong learners and adaptable problem solvers
 highlighting an intellectually rigorous view of knowledge
 preparing students to understand and address global issues

1. Building on a holistic view of students

 Interdisciplinary learning recognizes students as individuals with unique interests and diverse
intellectual profiles, able to engage with relevant topics and problems as agents in their own learning.

 A holistic view of students recognizes diverse interests and talents, some of which might have
remained unseen in single disciplinary courses.

2. Preparing students as lifelong learners and adaptable problem solvers

 You are invited to identify what you know and what you need to know about the topic you are studying,
finding new sources of relevant information often outside of the primary discipline, considered with
their teachers’ support.

 In so doing, students strengthen their growing role as agents in their own learning and find
opportunities to reflect about their own approaches to learning.

3 .Highlighting an intellectually rigorous view of knowledge

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 Interdisciplinary learning invites you to appreciate the nature of knowledge in particular disciplines and
see the cohesion and the complementarity of various fields of study.

 In some cases, teachers engage in interdisciplinary work because they expect you to appreciate
similarities and differences in the ways particular disciplines shed light on the world
4 .Preparing students to understand and address global issues
 For some teachers, the motivation for interdisciplinary work stems directly from their engagement with
a complex and relevant topic

 Issues such as the effect of global trade in developing societies, the role of the media in the
construction of body images among adolescent girls or the impact of climate change on health cannot
be satisfactorily approached through a single disciplinary means.

CONCLUSION: Interdisciplinary learning is essential in understanding the self because we use different
aspects, factors, studies, research, evidences, subjects and other fields to be integrated to come up with
our wholistic view of the what is “Self”.

 LEARNING ACTIVITIES:

 Study the topics in the module

 Questions and clarifications can be addressed through mobile calls during office hours only
from 8:00 AM to 5:00 PM. (My Phone #: 09366574052)
 For further understanding, get and read “MYP Guide to Interdisciplinary Teaching and
Learning. Cardiff, International Baccalaureate. 13-26.” By : Verónica Boix-Mansilla (2010)
attached in this module and availabe in the school’s copy center.

 ASSESSMENT OF LEARNING:

 Answer QUIZ #1 & 2 - In 1 whole sheet of paper

1. How do you define Interdisciplinary learning and its relevance to understanding the self?
(10pts.)
2. Explain the 3 key qualities of Interdisciplinary Learning and its importance. (10 pts.)

 Do the Activity #1 & 2 - in 1 short bond paper

 Make a web chart of Interdisciplinary learning based on your understanding of the
lesson.(10pts.)
 Have an outline of the interdisciplinary learning lesson. (10pts.)

 References and Suggested Readings:

1. “MYP Guide to Interdisciplinary Teaching and Learning. Cardiff, International Baccalaureate. 13-
26. ” By : Verónica Boix-Mansilla (2010) Retrieved;
https://drive.google.com/file/d/1Mv16t4k1yXMee_1eTcpZND6GWpxutFKX/view?usp=sharing
(Note: You may have and read the suggested readings)

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MODULE 1.2
Week-3

 TOPIC:

 The Self from various perspectives:

 Philosophy: The Avocado versus Artichoke View on the Self

 LEARNING OUTCOME:

At the end of the lesson, the learners can:

 Discuss the different representations and conceptualizations of the self from various disciplinal
perspectives

 LEARNING CONTENTS AND INFORMATION:

What is “SELF”?

Self is the union of elements (such as body, emotions, thoughts, and sensations) that constitute the
individuality and identity of a person. ( Merriam-Webster Dictionary)

Self is the set of someone’s characteristics, such as personality and ability, that are not physical and make
that person different from other people. (Cambridge Dictionary)

Questions to ponder:
What is human nature?
If a computer can pass for a human being, does this mean there are no essential differences between
humans and computers?
Are human beings unique among animals?
Is there something that sets us apart and makes us human?

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 Philosophical View
“The Avocado versus Artichoke View on the Self”
by Helen Buss Mitchell

Avocado View

 An enduring, stable self is seen as existing at the core of a person

 Innate
 An avocado is a pear-shaped tropical fruit with yellowish flesh and a single large seed at the center. If
the avocado seed is planted, an entire new avocado plant may grow, which, if it reaches full maturity ,
is capable of producing another generation of avocado fruit. The seed at the center contains all the
essential information about what it makes an avocado an avocado.

 This means that we have our behaviors, attitudes and characteristics that are in born already in our
selves that we cannot change anymore.(example: gender-no matter how we change our sex but still
we are what we are)

Artichoke View

 A person is understood as protean with no enduring stable core

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 The artichoke is nothing but layers. Because it is a flower, no part of the artichoke– not even its heart –
can be induced to produce another generation.
 This means that we have behaviors, attitudes, and characteristics that are not stable. These will
change from time to time as we are changing everyday.(example: our likes, hobbies and even beauty,
these are not permanent as we compare from being a child to an old person).

Let’s study the different philosophical views of the self under Avocado and Artichoke:

Avocado Philosophical Views

1. Rationalism
 Plato and Aristotle valued reason as defining human nature; – emotions and the body

2. Christianity
 Christianity asserts that we humans are made in the image and likeness of God.
Like the Creator, we know who we are—we are self-conscious—and we have the capacity
for love. Indeed, we are moral selves obliged to love and serve our Creator.

3. The Islamic Tradition

 Humans (male and female) are created in the “form of God [Allah]”
 no original sin – instead, forgetfulness
 humans have dual status, as servant and viceregent of God

4. Hinduism
 in some Hindu thinking, a stable core self, or atman, persists and is identical with Brahman, the
ultimate ground of being

Artichoke Philosophical View

1. Protean Self
 stands in contrast with the essentialist views of Plato and Aristotle
 This view agrees that we are nothing but our layers and finds this reasonable and healthy.
-Lacking a central core, as posited by the avocado view, we are able to respond to the
lack of continuity we find in the world by adapting to it.
- The psychologically healthy approach might be to imitate Proteus and change with a
changing world.

2. Existentialism or the self-created self

 stands in contrast with the essentialist views of Plato and Aristotle
asserts that a person comes into being as a bare existence and exists without a fixed essence
 by choosing and standing accountable for our choices, we can create a “self”

3. Buddhism
 Buddhist doctrines propose the opposite of atman, i.e. “anatman” to describe the nature of the
human person: there is no permanent, separate self.

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 Learning Activity:

 Study the topics in the module

 Questions and clarifications can be addressed through mobile calls during office hours only
from 8:00 AM to 5:00 PM. (My Phone #: 09366574052/09467563554)
 For further understanding, get and read Mitchell, H. B. (2011) “Who or what are we, and
What are we doing here?” in Roots of Wisdom: A Tapestry of Philosophical Traditions. 6th ed.
Wadsworth, Cengage Learning. 116 – 148 attached in this module or available at school’s
copy center.

 Assessment of Learning:

 Answer QUIZ # 3 - in 1/2 sheet of paper

1. Define yourself based on philosophical view. State your avocado and artichoke characteristics
and explain why.

 Do the ACTIVITY #3 - in 1 short bond paper

1. Watch the movie entitled “The Truman Show.”

 Write at least 50 words reflection from the movie.
 What philosophical view does the main character in the movie portray?

 References and Suggested Readings:

 Mitchell, H. B. (2011). “Who or what are we, and What are we doing here?” in Roots of Wisdom: A
Tapestry of Philosophical Traditions. 6th ed. Wadsworth, Cengage Learning. 116 – 148.
https://drive.google.com/file/d/1MXWrZNe7_fvunWluv0HPvn9oF_fo3jiY/view?usp=sharing

(Note: You may have and read the suggested readings)

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MODULE 1.3
Week-4

 TOPIC:

 The Self from various perspectives:

 Sociology: The self as a product of modern society among other constructions.

 LEARNING OUTCOME:

At the end of the lesson, the learners can:

 Examine the different influences, factors that shape the self.

 LEARNING CONTENTS AND INFORMATION:

Sociological View
“The self as a product of society” by Baldwin, John D. (1986).

What is Sociology?

Sociology - is the scientific study of human groups. It provides tools for understanding how and why our
society functions, impact of social intuitions on individual lives, and the challenges of social interaction
between individuals and society.

 Few human beings in our societies live out their lives

without pondering the question of, “ Who am I?”

 Each of us has unique answers to this question.

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 George Herbert Mead’s answer:
 The self is inherently social in nature.
 The self can come into existence only in terms of society and interaction with other selves.

Steps involved in the Development of Self:

The following two steps are sequentially involved in the development of the self:

1. Self-Differentiation
2. Role Taking

 Self-Differentiation
 To take the self as the object of action, we must be able to recognize ourselves.
 To do so, we must distinguish our own faces and bodies from those of others.
 Infants are not born with this ability.
 Infants acquire this ability very quickly.
 Bertenthal and Fisher indicate that children recognize self-other contingencies by 18 to 24
months.

 Role Taking
 The process of imaginatively occupying the position of another person
and viewing the self and the situation from that person’s perspective.
 In the early and mid-20th Century George Herbert Mead and Charles
Horton Cooley recognized that language was central to the development
of self, and to role taking.

 When a child recognizes himself in the mirror – that child has acquired
the ability to role take.

The Origin of Self:

 Cooley and Mead recognized that we acquire our Self in interaction with others.
 One must recognize and interpret others responses to our actions in order to figure out how we appear
to them.
 A sense of self depends on ability to use self-referent terms, terms to describe the self.

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 We can come to think of ourselves as funny because people laugh at the things we say.

The Active & Passive Aspect of the Self:

 (Active) “I” – only you who can see your real self
-it is your attitude or behavior that you only have known it.
 (Passive) “Me” – being seen by others
-it is your attitude or behavior that others have noticed.
 “We can know also the “I” through “Me”.

Conclusion:
“We cannot clearly know and identify who we are without people around us. No one would
tell us what kind of personality we have to them. We cannot even tell that we are good
without comparing to others who are bad. Therefore, in knowing and understanding the
self sociologically, we must have interaction to others and the society.”

 Learning Activity:

 Study the topics in the module

 Questions and clarifications can be addressed through mobile calls during office hours only
from 8:00 AM to 5:00 PM. (My Phone #: 09366574052/09467563554)
 For further understanding, get and read Baldwin, John D. (1986). “The Self and Society” in
George Herbert Mead: A Unifying Theory for Sociology. London, Sage Publications. 106-122.
attached in this module or available at school’s copy center.

 Assessment of Learning:

 Answer QUIZ # 4 - in 1/2 sheet of paper

1. Define yourself based on sociological view. State your self development and origin
and explain why. (10 pts.)
2. List down your Passive and Active aspect looking to your self. (at least 5 each) (2 pts. Each)

 Do the ACTIVITY #4 - in 1 short bond paper

1. Submit an essay on self based on sociology: How do I understand my self? What led up to this
self? (Write at least 50 words) (20 pts.)

 References and Suggested Readings:

Page PAGE 28 of NUMPAGES 29

Baldwin, John D. (1986). “The Self and Society” in George Herbert Mead: A Unifying Theory for Sociology.
London, Sage Publications. 106-122.
https://drive.google.com/file/d/1M8TASfyTcL7cUSofThWJ1-29mtH7Gtxo/view?usp=sharing
(Note: You may have and read the suggested readings)
Week-5: Prelim Examination

MODULE 2

NOTE: (FOR THE SUBMISSION OF ALL YOUR OUTPUTS: Put it all in Brown Envelope with
your name and Course/Batch written. Make sure you label with the Quiz # and Activity #.)
 Pass it on November 25, 2021 at same venue, and at the same time you
get the next module.
 Present to me this module for Checking. (Add. Points)

MODULE 2.1
Week-6

 TOPIC:

 The Self from various perspectives:

 Anthropology: The self embedded in culture

 LEARNING OUTCOME:

At the end of the lesson, the learners can:

Compare and contrast how the self has been represented across the different disciplines and perspectives.

 LEARNING CONTENTS AND INFORMATION:

ANTHROPOLOGICAL VIEW
Quappe, Stephanie and Giovanna Cantatore. 2005. What is Sociology?

“The Self Embedded in Culture”

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What is anthropology?

 The study of human societies and cultures and their development.

CULTURE DEFINED

 Culture - is a group which shapes a person's values and identity. Cultural identities can stem from
the following differences: race, ethnicity, gender, class, religion, country of origin, and geographic
region.
 “We are what our culture is”.

Managing Cultural Diversities

 Since everyone is the product of their own culture, we need to increase both self-awareness and
cross-cultural awareness.
 There is no book of instructions to deal with cultural diversity, no recipe to follow. But certain
attitudes help to bridge cultures.

HOW TO MANAGE CULTURAL DIVERSITIES:

1.We need to assume differences, not similarities.

2.Suspend judgements

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 3.Have empathy
4.Systematically check your assumptions
5.Celebrate diversity

Conclusion:
“In anthropological view, the self is can be defined through what our culture is. The way
we live, dress, eat and what our traditions and even religions are, are the reflections of what we
are.”

 Learning Activity:

 Study the topics in the module

 Questions and clarifications can be addressed through mobile calls during our schedule. (My
Phone #: 09366574052/09467563554)
 For further understanding, get and read Quappe, Stephanie and Giovanna Cantatore. 2005. “What
is Cultural Awareness, anyway? How do I build it?”. Accessed on May 2, 2017from
http://www.culturosity.com/ pdfs/What%20 is%20Cultural %20 Awareness.pdf

  Assessment of Learning:

 Answer QUIZ # 5 - in 1/2 sheet of paper

1. Define yourself based on anthropological view. State your culture as a reflection of who
you are. (10 pts.)

 Do the ACTIVITY #5 - in 1 short bond paper

 References and Suggested Readings:

Page PAGE 28 of NUMPAGES 29

A. Quappe, Stephanie and Giovanna Cantatore. 2005. “What is Cultural Awareness, anyway? How do I
build it?”. Accessed on May 2, 2017from http://www.culturosity.com/ pdfs/What%20 is%20Cultural %20
Awareness.pdf
https://drive.google.com/file/d/1MJLyYuRXiL5IbteXsdwujyP-Iv1fOWIH/view?usp=sharing

(Note: You may have and read the suggested readings)

MODULE 2.2
Week-7

 TOPICS:

 The Self from various perspectives:

 Psychology: Real and Ideal self concepts
 The Self in Western and Oriental/Eastern Thought: Individualistic vs Collective self

 LEARNING OUTCOME:

At the end of the lesson, the learners can:

 Demonstrate critical and reflective thought in analyzing the development of one's self and identity by
developing a theory of the self.

 LEARNING CONTENTS AND INFORMATION:

PSYCHOLOGICAL VIEW

“ Real and Ideal Self-Concepts”

Carl Roger’s Self-Actualization Theory” in Theories of Personality,

 Rogers believed people are motivated by an innate tendency to actualize, maintain,

and enhance the self.
 Our environment depends on our perception of it, which may not always coincide with reality.

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  Your own opinion of what you consider to be the acceptable behavior of college students will be
different by the time you
are 70.

FACETS OF SELF:

1. Self-Awareness (Private & Public)

 Private Self-Awareness - is defined as the self looking inward at oneself, including emotions,
thoughts, beliefs and feelings (Cannot be seen by others)
 Public Self-Awareness - is defined by gathering information about yourself through the
perception of others.
2. Self-esteem - describes how a person evaluates their self positively or
negatively.
3. Self-knowledge/Self concept - is also our image of what we are, what we should be, and what we
would like to be.
4. Self-Perception - a person infers about themselves through their behaviour.

What is psychology?

 The scientific study of the mind and behavior, according to the American Psychological
Association.

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Conclusion:
“In psychological view, the self can be defined through our behaviors and attitudes and
how the way we think. While in the eastern and western thought, the self can be defined as
individualistic which means we live, do, work together with others and collective which is an
opposite.”

 Learning Activity:

 Study the topics in the module

 Questions and clarifications can be addressed through mobile calls during our schedule. (My
Phone #: 09366574052/09467563554)

 For further understanding, get and read Schultz, Duane and Sydney Schultz. 2013. “Carl Roger’s
Self-Actualization Theory” in Theories of Personality, 10th ed. Belmont, Wadsworth. 265-283.
 Nisbett, Richard E. 2003. “Living Together vs. Going it Alone” in The Geography of Thought: How
Asians and Westerners Think Differently and Why. New York, The Free Press. 47-77.

Page PAGE 28 of NUMPAGES 29

   Assessment of Learning:

 Answer QUIZ # 6 - in 1/2 sheet of paper

1. Define yourself based on psychological view. (10 pts.)

 Do the ACTIVITY #6 - in 1 short bond paper

1. Watch the “Rush Hour I” movie.

*Have a reflection on it.
*Compare the characteristics of the two main characters in the movie in relation to Eastern and
Western behaviors.

 References and Suggested Readings:

A. Schultz, Duane and Sydney Schultz. 2013. “Carl Roger’s Self-Actualization Theory” in Theories of
Personality, 10th ed. Belmont, Wadsworth. 265-283.
https://drive.google.com/file/d/1MJLyYuRXiL5IbteXsdwujyP-Iv1fOWIH/view?usp=sharing

B. Nisbett, Richard E. 2003. “Living Together vs. Going it Alone” in The Geography of Thought: How Asians
and Westerners Think Differently and Why. New York, The Free Press. 47-77.
https://drive.google.com/file/d/1Meo5ikDGDkNY0DwX65wKyUPv3K_STIhl/view?usp=sharing

(Note: You may have and read the suggested readings)

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MODULE 2.3
Week-8

 TOPICS:

 Unpacking the Self:

 THE PHYSICAL SELF: The self as impacted by the body
 SEXUAL SELF: Dimensions of Human Sexuality

 LEARNING OUTCOME:

At the end of the lesson, the learners can:

a. Explore the different aspects of self and identity.

 LEARNING CONTENTS AND INFORMATION:

UNPACKING THE SELF

“PHYSICAL SELF”

“The Self as Impacted by the Body”

 What part of your body do you like the least?

 What part of your body do you like the most?

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 BEAUTY

 We are all beautifully made by God, but it depends on how we appreciate it.
 Physical self is the self being seen by you and others through our physical appearance.

Age(ing)

 Many who are wanting to prevent, but this cannot be treated.

 It’s natural for all.
 This is embodied on the self

“SEXUAL SELF”
“Dimensions of Human Sexuality”

Sexuality- is personal power to share physically and spiritually the gift of self
-is a relational power
-it is giving yourself to other person
-It is a gift and a responsibility.
-is intimately related to our vocation to love, our natural yearning
for committed relationships.

Human Sexuality- is the interrelationship of biological, psychological, and socio-cultural dimensions.

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 - A way of feeling and living human “Love”

Sexuality- is intimately related to our vocation to love, our natural yearning for committed relationships.
Sexuality-is a fundamental component of personality, one of its modes of being, of manifestation, of
communicating with others, of feeling, of expressing and of living human love.”

Conclusion:
“Our physical self refers to our physical body or appearance. While our sexual self refers
to how the way bring and handle our sexual life.”

 Learning Activity:

 Study the topics in the module

 Questions and clarifications can be addressed through mobile calls during our schedule. (My
Phone #: 09366574052/09467563554)

 For further understanding, get and read Richardson, Niall and Adam Locks. 2014. “Body Image:
Beauty and Age(ing)” in Body Studies: The Basics. New York, Routledge. 30-48.
 Greenberg, Jerrold, et. al. 2014. “Introducing the Dimensions of Human Sexuality” in Exploring
the Dimensions of Human Sexuality, 5th ed. Burlington, Jones and Bartlett Learning. 1-36

  Assessment of Learning:

 Answer QUIZ # 7 - in 1/2 sheet of paper

1. Describe your physical self by looking your appearance. (5 pts.)

2. Describe how the way you handle sexuality. (5 pts.)

 Do the ACTIVITY # 7- in 1 short bond paper

1. Draw your self based on your own discription.

 Submission:

 References and Suggested Readings:

A. Nisbett, Richard E. 2003. “Living Together vs. Going it Alone” in The Geography of Thought: How Asians
and Westerners Think Differently and Why. New York, The Free Press. 47-77.
https://drive.google.com/file/d/1Meo5ikDGDkNY0DwX65wKyUPv3K_STIhl/view?usp=sharing

B. Greenberg, Jerrold, et. al. 2014. “Introducing the Dimensions of Human Sexuality” in Exploring the
Dimensions of Human Sexuality, 5th ed. Burlington, Jones and Bartlett Learning. 1-36.
https://drive.google.com/file/d/1MGWZxV9ONbkByk7jOZhDLanoBLeM1Vi9/view?usp=sharing

(Note: You may have and read the suggested readings)

Page PAGE 28 of NUMPAGES 29
 MODULE 2.4
Week-9

 TOPICS:

 Unpacking the Self:

THE MATERIAL/ ECONOMIC SELF

 LEARNING OUTCOME:

At the end of the lesson, the learners can:

a. Demonstrate critical, reflective thought in integrating the various aspects of self and identity.

 LEARNING CONTENTS AND INFORMATION:

“EXTENDED SELF”

 POSSESSIONS AND MATERIAL

 “ If the desire to extend self through having, then using the money to buy more tangible, visible
would be extension”
 Our property, material things and money can be the extension of who we are.
Ex. If we are rich, we will be more recognized by people

 Material things are part of our life.

Are we BEHAVIORIST or RATIONALIST in regards to money usage?

*Behaviorist- no control of spending money

- buy whatever you want
*Rationalist- proper usage of money

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 - right budgeting
*Materialistic- the extreme of behaviorist

“Money as the extension of the self, we need to take care on handling of it since it reflects our character
and being who we are.”

Conclusion:
“Our extended self refers to our money, fame, possessions, professions and everything
that we have as an extension of our lives.

 Learning Activity:

 Study the topics in the module

 Questions and clarifications can be addressed through mobile calls during our schedule. (My
Phone #: 09366574052/09467563554)
 For further understanding, get and Belk, Russell. 1988. “Possessions and the Extended Self” in
The Journal of Consumer Research, Vol. 15, No. 2. The University of Chicago Press. 139-168.

  Assessment of Learning:

 Answer QUIZ # 8 - in 1/2 sheet of paper

1. Describe your extended or material self. (5 pts.)

 Do the ACTIVITY # 8- in 1 short bond paper

1. List down what are your possessions and how you handle it.

 References and Suggested Readings:

Belk, Russell. 1988. “Possessions and the Extended Self” in The Journal of Consumer Research, Vol. 15,
No. 2. The University of Chicago Press. 139-168.
https://drive.google.com/file/d/1M9cEyqZqMcYedpB13d5rCf8Xp8P3oaWN/view?usp=sharing

(Note: You may have and read the suggested readings)

Week-10: Midterm Examination

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 MODULE 3

NOTE: (FOR THE SUBMISSION OF ALL YOUR OUTPUTS: Put it all in Brown Envelope with
your name and Course/Batch written. Make sure you label with the Quiz # and Activity #.)
 Date of submission will be announced at GC.
 Present to me this module for Checking. (Add. Points)

Week-11
Module 3.1
 TOPICS:

 Unpacking the Self:

 THE DIGITAL SELF

 LEARNING OUTCOME:

At the end of the lesson, the learners can:

 Identify the different forces and institutions that impact the development of various aspects of
self and identity

 LEARNING CONTENTS AND INFORMATION:

 “THE DIGITAL SELF”

 “Digital self - can be determined by always being connected to the digital world”

 Ourselves are being seen and revealed through social media. (Ex.facebook, Instagram, online
games and ect.)

 “What we are always saying, posting, sharing, showing pictures are the reflection our real
selves.”

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Conclusion:
“Our digital self refers to our selves in the social media. It lives in the digital world,
everything that we do in social media platforms such as Facebook, Twitter, Instagram, Youtube,
Tiktok and etc. are the reflections of we are.

 Learning Activity:

 Study the topics in the module

 Questions and clarifications can be addressed through mobile calls during our schedule. (My
Phone #: 09366574052/09467563554)
 For further understanding, get and read Belk, Russell. 2013. “Extended Self in the Digital World” in
Journal of Consumer Research, Vol. 40, No. 3. The University of Chicago Press. 477-500

 Assessment of Learning:

 Answer QUIZ # 9 - in 1/2 sheet of paper

1. Describe your Digital self. (5 pts.)

 Do the ACTIVITY # 9

1.Post your picture/s with caption describing yourself in your facebook account.
2. Create a you tube channel and have at least 2-minute vlog. (you can choose whatever
contents)

 References and Suggested Readings:

“Extended Self in the Digital World” in Journal of Consumer Research, Vol. 40, No. 3. The University of
Chicago Press. 477-500
https://drive.google.com/file/d/1MLd0bbrK0BDWQeeCr6goEr9neazT2M_M/view?usp=sharing

(Note: You may have and read the suggested readings)

Page PAGE 28 of NUMPAGES 29

Week 12-13
Module 3.2
 TOPICS:

 Unpacking the Self:

 THE SPIRITUAL SELF
 THE POLITICAL SELF

 LEARNING OUTCOME:

At the end of the lesson, the learners can:

 Examine one's self against the different aspects of self discussed in the class.

 LEARNING CONTENTS AND INFORMATION:

“THE SPIRITUAL SELF”

 Spiritual self is pertaining to the character we have.

 Are we having a Christ-like Character?

 Can Jesus be seen in us?

 “The way we live in righteousness is the way we live in our spiritual self.”
 “We don’t have spiritual self if our behaviour is ungodly.”

Conclusion:
“Our spiritual self refers to the kind of attitude we have. Is it godly or ungodly? Our spiritual
self is healthy and strong when we have God/Allah in our lives.

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 “THE POLITICAL SELF”

 Political Self – refers as the conceptually discrete categories of “inner” and “outer”
in reality constantly interact, shape, and inform each other.\

 This is how we play and act our selves in relating to the government or the public
affairs of our country.

 “Our political self is referring to our participation, stand and role in the issues of our
community and country.”

 Learning Activity:

 Study the topics in the module

 Questions and clarifications can be addressed through mobile calls during our schedule. (My
Phone #: 09366574052/09467563554)
 For further understanding, get and read “Introduction” in The Heart of Wisdom: A Philosophy of
Spiritual Life. Plymouth, Rowman and Littlefield Publishers, Inc. 1-14.
 Read Romulo, Carlos P. “I am a Filipino” in The Philippine Herald (August 16, 1941).

 Assessment of Learning:

 Answer QUIZ # 10 - in 1/2 sheet of paper

1. Describe your spiritual self. (10 pts.)

 Do the ACTIVITY # 10- in 1 short bond paper

1. Read the writings of Romulo, Carlos P. “I am a Filipino” in The Philippine Herald

(August 16, 1941). And make your own reflection on it. (20 pts.)

 References and Suggested Readings:

 White, Richard. 2013. “Introduction” in The Heart of Wisdom: A Philosophy of Spiritual Life.
Plymouth, Rowman and Littlefield Publishers, Inc. 1-14.
https://drive.google.com/file/d/1M8LwO5gHAK73RXW7hNUAUqpb4kHrceFH/view?usp=sharing
 Romulo, Carlos P. “I am a Filipino” in The Philippine Herald (August 16, 1941).
https://drive.google.com/file/d/1MOO1APEQ8R5ewhvl3zsdPZhyiDLN2hDe/view?usp=sharing

(Note: You may have and read the suggested readings)

Page PAGE 28 of NUMPAGES 29

Week-14
Module 3.3
 TOPICS:

 Managing and Caring for the Self:

 “Setting goals for Success”

 LEARNING OUTCOME:

At the end of the lesson, the learners can:

 Understand the theoretical underpinnings for how to manage and care for different aspects of
the self.

 LEARNING CONTENTS AND INFORMATION:

“Setting goals for Success”

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6 STRATEGIES FOR SUCCESS:

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 Learning Activity:

 Study the topics in the module

 Questions and clarifications can be addressed through mobile calls during our schedule. (My
Phone #: 09366574052/09467563554)

 For further understanding, get and read Santrock, John W. and Jane S. Halonen. 2010. “Commit to
College Success” in Your Guide to College Success: Strategies for Achieving Goals. Boston,
Wadsworth. xvii-xxxv.

 Assessment of Learning:

 Answer QUIZ # 11 - in 1/2 sheet of paper

1. List down your goals to be achieved 5 years from now. (10 pts.)

 Do the ACTIVITY # 11 – in 1 short bond paper

1. Make a Graphic organizer of your goals in life. (20 pts.)

 References and Suggested Readings:

Santrock, John W. and Jane S. Halonen. 2010. “Commit to College Success” in Your Guide to
College Success: Strategies for Achieving Goals. Boston, Wadsworth. xvii-xxxv.
https://drive.google.com/file/d/1MwO_0D9Bh7g-rk6rMOJOv041QaztTYWM/view?usp=sharing

(Note: You may have and read the suggested readings)

Week-15: Semi-Final Examination

Page PAGE 28 of NUMPAGES 29

 MODULE 4

NOTE: (FOR THE SUBMISSION OF ALL YOUR OUTPUTS: Put it all in Brown Envelope with
your name and Course/Batch written. Make sure you label with the Quiz # and Activity #.)
 Date of submission will be announced at GC.
 Present to me this module for Checking. (Add. Points)

Week-16
Module 4.1
 TOPICS:

 MANAGING AND CARING FOR THE SELF:

 “LEARNING TO BE A BETTER STUDENT”

 LEARNING OUTCOME:

At the end of the lesson, the learners can:

 Acquire and hone new skills and learnings for better managing of one's self and behaviors.

 LEARNING CONTENTS AND INFORMATION:

“LEARNING TO BE A BETTER STUDENT”

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22 Ways To Be a Better Student:

1. Love what you’re doing.

- When you choose a course in college, be sure that you really want it, so you’ll not regret it in the end.

2. Be positive.
- Always be optimistic at school, you may encounter circumstances that would test your patience and
capabilities.

3. Have self-esteem.
- Do not be shy to stand up and speak in front of a large class. Be confident with yourself, this will not
only be needed at school but all throughout your life time.

4.Pick good friends in school.

- No man is an island; you can’t survive without having a companion.

5. Don’t mind time, focus on the discussion.

16. Have self-discipline.

6. Set your goals.
7. Do advance reading 17. Take good care of your health.
8. Be punctual and always show up. 18. Know how to manage your time
9. Participate in activities
10. Visit a library and read. 19. Listen attentively and take down notes
11. Be inspired 20. Never procrastinate
12. Sit in front.
21. Think of your parents’ sacrifices
13. Study your previous lessons
14. Make a To-Do-List 22. Do your best and God will do the rest.
15. Raise questions

 Learning Activity:

 Study the topics in the module

 Questions and clarifications can be addressed through mobile calls during our schedule. (My
Phone #: 09366574052/09467563554)

 For further understanding, get and read Santrock, John W. and Jane S. Halonen. 2010. “Diversify
your Learning Style” and “Enhance Your Study Skills and Memory” in Your Guide to College
Success: Strategies for Achieving Goals. Boston, Wadsworth. 89-118;191-200.

Page PAGE 28 of NUMPAGES 29

  Assessment of Learning:

 Answer QUIZ # 12 - in 1/2 sheet of paper

1. Why there is a need to be a better student? Is there a significant to have a better future? Explain
(10 pts.)

 Do the ACTIVITY # 12 – in 1 short bond paper

1.Draw a picture of your self/life after studying as a result of being better student.
(20 pts.)

 References and Suggested Readings:

Santrock, John W. and Jane S. Halonen. 2010. “Diversify your Learning Style” and “Enhance Your Study
Skills and Memory” in Your Guide to College Success: Strategies for Achieving Goals. Boston, Wadsworth.
89-118;191-200.
https://drive.google.com/file/d/1N1uFTnJxYEBFsHeVsToAL0CxOdyOxv7G/view?usp=sharing

(Note: You may have and read the suggested readings)

Page PAGE 28 of NUMPAGES 29

Week-17
Module 4.2
 TOPICS:

 MANAGING AND CARING FOR THE SELF:

 MANAGING STRESS

 LEARNING OUTCOME:

At the end of the lesson, the learners can:

 Apply these new skills to one's self and functioning for a better quality of life.

 LEARNING CONTENTS AND INFORMATION:

“MANAGING STRESS”

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 Learning Activity:

 Study the topics in the module

 Questions and clarifications can be addressed through mobile calls during our schedule. (My
Phone #: 09366574052/09467563554)

 For further understanding, get and read McNamara, Sara. 2001. “Getting Your Head Around
Stress: Mental Ways of Coping with Stress” in Stress Management Program for Secondary
Schools. London, Routledge, Falmer. 15-29

 Assessment of Learning:

 Answer QUIZ # 13 - in 1/2 sheet of paper

1. What was the biggest stressful time that you have encountered in your life? And how you have
managed it. (10 pts.)

 Do the ACTIVITY # 13

1. Have the video presentation featuring on how to manage the self.

(At least 5 ways only)
(50 pts.)

Page PAGE 28 of NUMPAGES 29

 References and Suggested Readings:

McNamara, Sara. 2001. “Getting Your Head Around Stress: Mental Ways of Coping with Stress” in Stress
Management Program for Secondary Schools. London, Routledge, Falmer. 15-29.
https://drive.google.com/file/d/1M7eaZUFfHBfWCIeFK7yI4yepbzKjVhu4/view?usp=sharing

(Note: You may have and read the suggested readings)

Week-18: Final Examination

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