Republic of the Philippines

OFFICE OF THE PRESIDENT

COMMISSION ON HIGHER EDUCATION

UNDERSTANDING THE SELF Preliminaries

Course Title Understanding the Self

No. of Units 3 units
Course Description:

The course deals with the nature of identity, as well as the factors and forces that affect the development and maintenance of
personal identity.

The directive to Know Oneself has inspired countless and varied ways to comply. Among the questions that everyone has had to
grapple with at one time or other is ’Who am I?“ At no other period 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
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Self
West—each seeking to provide answers to the difficult but essential question of “What is the self?" And raising, among others, the
question: “Is there even such a construct as the self?"
The second part explores some of the various aspects that make up the self, such as the biological and material up to and
including the more recent Digital Self. The third and final part identifies three areas of concern for young students: learning, goal
setting, and managing stress. It also provides for the more practical application of the concepts discussed in this course and
enables them the hands-on experience of developing self-help plans for self-regulated learning, goal setting, and self care.

This course includes the mandatory topics on Family Planning and Population Education.
Learning Outcomes
At the end of the course, the students will be able to.
The Self From Various Perspectives
1. Discuss the different representations and conceptualizations of the self from various disciplinal perspectives
2. Compare and contrast how the self has been represented across different disciplines and perspectives
3. Examine the different influences, factors, and forces that shape the self
4. Demonstrate critical and reflective thought in analyzing the development of one's self and identity by developing a theory of
the self
Unpacking The Self
5. Explore the different aspects of self and identity
6. Demonstrate critical, reflective thought in integrating the various aspects of self and identity
7. Identify the different forces and institutions that impact the development of various aspects of self and identity
8. Examine one's self against the different aspects of self discussed in class

Managing and Caring For The Self

9. Understand the theoretical underpinnings for how to manage and care for different aspects of the self
10. Acquire and hone new skills and learnings for better managing of one's self and behaviors
11. Apply these new skills to one's self and functioning for a better quality of life

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

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UNDERSTANDING THE SELF Learning Plan

Learning Outcome Topic Resources Methodology Assessment

Introduction to
Course Class Activity: Getting to know
me and you

Class Discussion: Raising

fundamental questions
regarding the self

Surfacing students' beliefs and

concerns regarding the self

Discussion of the mechanics

of the course

Introducing the requirements

and integrative final paper

1. The Self From The Self From The Self From Various
Various Various Perspectives
Perspectives Perspectives
Bandura, A. (1999). Social •Group write-up of
a. Discuss the a. Philosophy Cognitive Theory of • Lecture quickie survey
different • Socrates, Plato Personality. In Pervin and results
representations and and Augustine to John (eds) Handbook of • Group discussions centering
conceptualizations of Descartes, Locke, Personality Theory and on similarities/differences of • Individual
the self from various Hume, Kant, Research. 2nd ed. Guilford self representations and submission of
disciplinal Freud, Ryle, Press 134 — 194 conceptualizations and the essay on self:
How
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perspectives Churchland and various identified influences do I understand my
Merleau-Ponty - Chafee, J. (2013) Who are self? What led up to
b. Examine the all try to answer you? Consciousness, this self?
different influences, the question Who Identity and the Self. In the
factors and forces that are you? Philosopher's Way: • Class project (quickie
shape the self Thinking Critically about survey): How is self
Profound Ideas. Pearson. understood?
c. Compare and b. Sociology 106 — 169.
contrast how the self • The self as a • Class discussions and
has been represented product of modern Csordas, T. (1999). Self processing of survey results
across the different society among other and Person. In bode (ed). once data have been written
disciplines and constructions Psychological up (see assessment)
perspectives Anthropology. Praeger.
• Mead and the 331 — 350
d. Demonstrate critical social self
and reflective thought Geertz, C. (1973). The
in analyzing the c. Anthropology Impact of the Concept of
development of one's • The Self and Culture and the Concept of Group Discussion: How is my
self and identity by person in Man. 33 — 54 and Person, self shaped and influenced by
developing a theory of contemporary Time and Conduct in Bali. culture? (May be discussed at Points will be
the self anthropology 360 — 411. In The either or both the regional/ given for group
Interpretation of Culture. national levels) presentation
• The self Basic Books.
embedded in culture
Harter, S. (1996).
d. Psychology Historical Roots of
Contemporary Issues
• The Self as a Involving the Self Concept.
Cognitive In Bracken (ed) Handbook
Construction: of Self Concept:
William James Developmental, Social and
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 and the Me-Self; Clinical Considerations. Short paper on
I-Self John Wiley & Sons Inc. 1 Real/Ideal Self and
- Global vs — 37. a discussion/
differentiated assessment of any
models Johnson, T. (1985) The differences
Real and Ideal Western Concept of Self.
self concepts In Marsella (eds Culture
Multiple vs and Self: Asian and
Unified selves Western Perspectives.
- True vs Tavistock Publications. 91-
False selves 138

• The Self as Lanuza, G. (2004). The

Proactive Constitution of the Self. In Totoo ba? A Discussion: Is the
and Agentic David, R. (ed) Nation, Self Philippines really a collectivist
and Citizenship: An society? Give examples and if
e. The Self in invitation to Philippine true, how does this
Western and Sociology. Anvil shape/impact our idea of Self?
Oriental/Eastern Publishing.
Thought
Mead, GH (1972) Mind,
• Individualistic vs Self and Society from the
Collective self Standpoint of a Social
Behaviorist. The University
of Chicago Press
• The Social
Construction of the Triandis (1989). The self
Self in Western and social behaviour in
thought differing cultural contexts.
Psychol. Rev. 96.3.506-
• The Self as 520
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 embedded in Wei-Ming, T. (1985).
relationships and Selfhood and Otherness in
through spiritual Confucian Thought. In
development in Marsella (ed). Culture and
Confucian thought Self: Asian and Western
Perspectives. Tavistock
Publications. 231 — 251.

Three things I
learned about
myself from this
topic*

2. Unpacking The Unpacking The Unpacking The Self

Self Self

a. Explore the a. THE PHYSICAL

different aspects of SELF: The self as Belk (2013). Extended Self • Lecture • Individual
self and identity impacted by the in a Digital World. Journal • Group discussion and constructions of the
body of Consumer Research. presentation: Who is personal self
b. Demonstrate 40. 3. 477 — 500 beautiful? Cultural conceptions illustrating how the
critical, reflective • The impact of and standards of beauty of different aspects
thought in integrating culture on body Demello, M. (2014) face and body (If time permits, are situated relative
the various aspects of image and self Beautiful Bodies. Pp 173 — this may also be given as a to one another and
self and identity Esteem: The 188 And Fat and Thin quickie class survey) the importance of
importance of Bodies. 189 — 205. In Body • Class may bring pictures each relative to the
c. Identify the beauty Studies: An Introduction. of who is beautiful to begin other
different forces and Routledge discussion
institutions that • Psychological Tests
impact the Demetrio, Fernando & Self esteem scale
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development of

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various aspects of self Zialcita. (1991). The soul, - Body esteem scale
and identity 95-97. One is not
enough. 99-101. The • What do men and
d. Examine one's self Soul Book. women find attractive: A
against the different GCF Books. class discussion
aspects of self • Tanungin si Dra: Totoo ba?
discussed in class b. SEXUAL SELF Diokno, MS (1997). Surfacing common beliefs
• Development of Becoming a Filipino and misconceptions regarding
Secondary sex Citizen. In Perspectives on the body, sex, and sexuality
characteristics and Citizenship and • What does he want?
the human Democracy. UP Third (according to him/according
reproductive system World Studies Center. 17 — to her). What does she want?
• Discussing the 38 (according to her/according to
Exogenous Zones him): Comparing expectations
• Understanding the • Usap tayo. A Discussion on
Human sexual Dittmer, H. (1992). The Love, Sex, Relationships,
response Individual Centered and Family
The basic biology of Approach: Material
sexual behavior Possessions as Parts of
Understanding the the Extended Self. Pp. 41-
Chemistry of lust, 64 and Possessions as
love and attachment Symbolic Expressions of
The Psychological Identity. Pp. 95-121 in The
aspect: Social Psychology of
What turns Material Possessions: To
people on: the Have is to Be? St. Martin's
phases of sexual Press.
response
• The diversity Doronilla, ML (1997). An
of sexual Overview of Filipino
behavior: Perspectives on

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solitary,
Democracy and
heterosexual,

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 homosexual and Citizenship. In
bisexual, Perspectives on • Lecture
transsexual Citizenship and • Class/group discussion on
• Sexually Democracy. UP TWSC. 69 the role of mass media in
transmitted diseases — 112 shaping purchase behaviors:
(STIs) What makes an ad effective or Paper on my most
• Methods of Ellison et. Al. (2006). ineffective? What affects my prized possession:
Contraception Managing Impressions purchase behavior? What would I save
(natural and online: Self presentation • My bag/wallet and me (an first in any
artificial) processes in the online unobtrusive measure) emergency and
dating environment. why?
Journal of Computer
c. THE Mediated Communication. Paper: Me and My
MATERIAL/ECONO 11. 415 — 441. Doi: Favorite Things
MIC SELF: 10.111/j.1083- Class discussion: Listing (what these are and
• I shop, therefore I 6101.2006.00020x of beliefs in spirits and the what they say
Am: I have, supernatural prevalent in the about me)
therefore I am? Feldman, R. (2008) area
Understanding Psychology.
• Shaping the way 8th ed. McGraw Hill
we see ourselves: Module 34: Understanding
The role of Human Sexual Response. Interview of
consumer culture on 369-375, Module 35: informant/s
our sense of self Diversity of Sexual regarding most
and identity behavior. 379-385; Module common rituals in
36: Sexual Difficulties. 389- locale, description,
d. THE SPIRITUAL 391 and the functions
SELF: The practice they serve
of religion: belief in Fisher, H. (2004). Why We
supernatural being Love: The Nature and
and power Chemistry of Romantic

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 Love. Chapter 3: Chemistry
• The concept of of Love. 51-76; Chapter 4:
“dungan” - spirit or Web of Love. Lust, Love
soul and Attachment. 77-98.

Frankl, V. (1959) Man's

• Rituals and Search for Meaning: An
ceremonies: Introduction to
- The function of Logotherapy. Especially
rituals Part 2: Basic Concepts of • Lecture Personal Essay:
- Rituals and Logotherapy. 149-210. • Group discussion: Who is the Reflections of
ceremonies Filipino? What makes a Frankl's ways of
- Religion, Magic Gibbs et. AI. (2006). Self Filipino? discovering
and Witchcraft Presentation in online • A Game: You know you're meaning
personals. The role of Filipino if/when.... (Inspired by
• Finding and anticipated future the book of the same title)
creating meaning interactions, self
- Three ways of disclosures and perceived
discovering success in internet dating.
meaning in life Communications • Lecture
Research. 33.2.152-172. • Group discussion/sharing:
My FB experiences
e. THE POLITICAL Gonzales & Hancock • Quickie Survey: Who goes
SELF (2010). Mirror, Mirror on my online and why?
Developing a FB Wall: Effects of
Filipino Identity: Exposure to FB on self
Values, Traits, esteem. Cyberpsychology,
Community and Behaviour and Social
Institutional factors Networking. Doi:
• Establishing a 10.1089/cyber.2009.0411
democratic culture

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 Haviland, et. al. (2007)
f. THE DIGITAL Spirituality, Religion and
SELF: Self and the Supernatural. In the
other in cyberspace Essence of Anthropology.
• I, me, myself and Thomson Wadsworth. 289-
my user ID online 306.
identity
• Selective self Kawada, M. (1996). Bayad
presentation and sa Dili Naton Kaipon: A
impression Visayan Ritual of Offering
management to the Spirits. In Ushijima &
• Impact of online Zayas (eds). Binisaya Nga
Interactions on the Kinabuhi (Visayan Life).
self Visayas Maritime
• Boundaries of the Anthropological Studies.
self online: private CSSP Publications. 213 —
vs public; personal/ 240.
individual vs social
identity online; Lugue & De Leon (2001).
gender and Textbook on Family
sexuality online Planning. Rex Printing.

Magos, A. The Ideological

Context of Ma-aram
Practice in Mariit. In The
Enduring Ma-aram
Tradition: An ethnography
of Kinaray-a Village in
Antique. New Day
Publishers. 46-62

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Sosis, R. (2010). The
Adaptive Value of
Religious Ritual. In
Angeloni (ed). Annual
Editions: Anthropology
10/11. 33’* ed. McGraw
Hill. 133-137.

Stein & Stein (2011).

Ritual. In the
Anthropology of Religion,
Magic and Witchcraft.
Prentice Hall. 77-102

Walther (2007). Selective

self presentation in
computer mediated
communication:
Hyperpersonal dimensions
of technology, language
and cognition. Computers
in Human Behavior. 23.
2538 — 2557

Wolfson (2010). The

Chemistry and Chimera of
Desire.
http://www.healthline.com/
healthv/what-is-desire

Zialcita, F. (1997). Barriers

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 and Bridges to a
Democratic Culture. In
Perspectives on
Citizenship and
Democracy. UP TWSC. 39
- 68

3. Managing and Managing and Managing and Caring for the

Caring for the Self Caring for the Self Self

a. Understand the a. Learning to be a J. Dunlosky, K.A. • Guided lecture and how-to • Feedback report
theoretical better student Rawson, E.J. Marsh, M.J. demonstration: Examination of on initial
underpinnings for how • What happens Nathan, & D.T. own study strategies and implementation:
to manage and care during learning? Willingham. (2013). development of more effective what happened,
for different aspects of Brain and Improving Students' study plans and strategies problems
the self behaviour changes Learning with Effective (self regulated learning encountered, etc.
• Metacognition and Learning Techniques: program) • Working of my
b. Acquire and study strategies Promising Directions from • Answering the Metacognition Bad Habits (paper)
hone new skills • Managing your Cognitive and Educational Awareness Inventory
and learnings for own learning: Psychology. Psychological • The Power of Habit at
better managing of Self regulated Science in the Public http://www.youtube.com/watch
one's self and learning Interest, 14(1), 4-58. ?v=4HofTwtPLfo
behaviors Doi:10.1177/15291006124
53266 • Guided lecture and how-to
c. Apply these new demonstration: Examination of
skills to one's self and b. Setting goals for Locke, E. (2002). Setting goals (short and long term) as • Feedback report
functioning for a Success Goals for Life and well as plans for on initial
better quality of life • The importance of Happiness. In Snyder & accomplishing these implementation of
goals Lopez (eds.) Handbook of • Clarifying goals and setting goals
• Bandura's Self Positive Psychology. up a plan for the short
efficacy, Dweck's Oxford University Press. term (for the semester)
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 Mindset (growth 299 — 312 Answering the Test your
vs fixed) Mindset Instrument at
• Locke's goal Neff, K. (2012). The http://mindsetonIine.com/testy
setting theory Science of Self ourmindset/step1.php
Compassion. In Germer & • Answering the
Siegel (eds). Compassion Internal/External Motivation
and Wellness in Scale and the Locus of
Psychotherapy. NY. Control Scale at
Guilford Press. 79-92. Or http://www.psych.uncc.edu/pa
http://self- qoolka/LocusofControl-intro.ht
compassion,orq/the-
research
Article of Michael Tan at
c. Taking charge of http://pcij.orq/stories/stress
one's health • Guided lecture and how-to
-and-the-filipino/
• Stressors and demonstration: Identifying
responses personal stressors and
Urdan (1991) Achievement
• Sources of usual coping
Goal Theory: Past Results,
coping and strength • Identifying effective and
Future Directions.
• Stress and ineffective coping responses
Advances in Motivation
Filipinos: •Developing a self care plan
and Achievement. Vol. 10.
The social and • Feedback on
99 — 141.
cultural dimensions Implementation
of stress Zimmerman, B. (2002).
• Taking care of Becoming Learner: Self-
the self: The need Regulated Overview.
for self care and Theory into Practice, 41(2),
compassion 64 — 70.
Doi:10.1207/s15480421tip
4102 2

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UNDERSTANDING THE SELF Course Map

GENERAL EDUCATION (G.E.) LEARNING OUTCOMES

The Self Unpacking Managing
A. INTELLECTUAL COMPETENCIES (Knowledge) from Various the Self and
Perspectives Caring for
the Self
L
1. Analyze “texts" (written, visual, oral, etc.) critically
2. Demonstrate proficient and effective communication (writing, speaking, and
use of new technologies) x
3. Use basic concepts across the domains of knowledge x x x
4. Demonstrate critical, analytical, and creative thinking x x x
5. Apply different analytical modes in problem solving x
P
B. PERSONAL AND CIVIC COMPETENCIES (Values)
1. Appreciate the complexity of the human condition x X
2. Interpret the human experience from various perspectives x x
3. Examine the contemporary world from both Philippine and global x X
perspectives
4. Take responsibility for knowing and being Filipino x x
5. Reflect critically on shared concerns x x
6. Generate innovative practices and solutions guided by ethical standards x
7. Make decisions based on moral norms and imperatives x
8. Advocate respect for human rights x
Legend:
L = Facilitates learning of the competencies (input is provided and competency is evaluated)
P = Allows student to practice competencies (no input but competency is evaluated)
O = Opportunity for development (no input or evaluation but there is opportunity to practice the competencies)

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 GENERAL EDUCATION (G.E.) LEARNING OUTCOMES
The Self Unpacking Managing
C. PRACTICAL SKILLS (Skills) from Various the Self and
Perspectives Caring for
the Self

1. Work effectively in a group

2. Apply computing tools to process information effectively
3. Use current technology to assist and facilitate learning and research
4. Negotiate the world of technology responsibly
5. Create solutions to problems in various fields
6. Manage one's knowledge, skills, and values for responsible and productive
living
7. Organize one's self for lifelong learning

Legend:
L = Facilitates learning of the competencies (input is provided and competency is evaluated)
P = Allows student to practice competencies (no input but competency is evaluated)
O = Opportunity for development (no input or evaluation but there is opportunity to practice the competencies)

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UNDERSTANDING THE SELF Required Readings and Other Materials

Bandura, A. (1999). Social Cognitive Theory of Personality. In Pervin and John (eds) Handbook of Personality Theory
and Research. 2nd ed. Guilford Press 134 — 194. (For the topic, The Self from Various Perspectives - The Self in Western
and Oriental/Eastern Thought)
Belk (2013). Extended Self in a Digital World. Journal of Consumer Research. 40. 3. 477 — 500 (For the topic, Unpacking
The Self - The Digital Self)
Chafee, J. (2013) Who are you? Consciousness, Identity and the Self. In the Philosopher's Way: Thinking Critically about
Profound Ideas. Pearson. 106 — 169. (For the topic, The Self from Various Perspectives - Philosophy)
Csordas, T. (1999). Self and Person. In bode (ed). Psychological Anthropology. Praeger. 331 — 350 (For the topic,
The Self from Various Perspectives - Anthropology)
Demello, M. (2014). Beautiful Bodies. Pp 173 — 188. And Fat and Thin Bodies. 189 —205. In Body Studies: An
Introduction. Routledge (For the topic, Unpacking the Self - The Physical Self}
Demetrio, Fernando & Zialcita. (1991). The soul, 95-97. One is not enough. 99-101. The Soul Book. GCF Books. (For
the topic, Unpacking the Self - The Spiritual Self}
Diokno, MS (1997). Becoming a Filipino Citizen. In Perspectives on Citizenship and Democracy. UP Third World Studies
Center. 17 — 38 (For the topic, Unpacking the Self - The Political Self)
Dittmer, H. The Individual Centered Approach: Material Possessions as Parts of the Extended Self. Pp. 41-64 and
Possessions as Symbolic Expressions of Identity. Pp. 95-121 in The Social Psychology of Material Possessions: To Have
is to Be? St. Martin's Press. (For the topic, Unpacking the Self - The Material/Economic Self)
Doronilla, ML (1997). An Overview of Filipino Perspectives on Democracy and Citizenship. In Perspectives on
Citizenship and Democracy. UP TWSC. 69 — 112 (For the topic, Unpacking the Self - The Political Self
J. Dunlosky, K.A. Rawson, E.J. Marsh, M.J. Nathan, & D.T. Willingham. (2013). Improving Students' Learning with
Effective Learning Techniques: Promising Directions from Cognitive and Educational Psychology. Psychological Science
in the Public Interest, 14(1), 4-58. Doi:10.1177/1529100612453266 (For the topic, Managing and Caring for the Self)
Ellison et. AI. (2006). Managing Impressions online: Self presentation processes in the online dating environment.
Journal of Computer Mediated Communication. 11. 415 — 441. Doi: 10.111/j.1083-6101.2006.00020x (For the topic,
Unpacking the Self - The Digital Self)
Feldman, R. (2008) Understanding Psychology. 8t* ed. McGraw Hill. Module 34: Understanding Human Sexual
Response. 369-375; Module 35: Diversity of Sexual behavior. 379-385, Module 36: Sexual Difficulties. 389-391 (For the
topic, Unpacking the Self - The Sexual Self}

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Fisher, H. (2004). Why We Love: The Nature and Chemistry of Romantic Love. Chapter 3: Chemistry of Love. 51-76;
Chapter 4: Web of Love: Lust, Love and Attachment. 77-98. (For the topic, Unpacking the Self - The Sexual Self}
Frankl, V. (1959) Man's Search for Meaning: An Introduction to Logotherapy. Especially Part 2: Basic Concepts of
Logotherapy. 149-210. (For the topic, Unpacking the Self - The Spiritual Self)
Geertz, C. (1973). The Impact of the Concept of Culture and the Concept of Man. 33 — 54 and Person, Time and
Conduct in Bali. 360 — 411. In The Interpretation of Culture. Basic Books. (For the topic, The Self From Various
Perspectives - Anthropology)
Gibbs et. Al. (2006). Self Presentation in online personals: The role of anticipated future interactions, self disclosures and
perceived success in internet dating, Communications Research. 33.2.152-172. (For the topic, Unpacking the Self - The
Digital Self)
Gonzales & Hancock (2010). Mirror, Minor on my FB Wall: Effects of Exposure to FB on self esteem. Cyberpsychology,
Behaviour and Social Networking. Doi: 10.1089/cyber.2009.0411 (For the topic, Unpacking The Self - The Digital Self)
Harter, S. (1996). Historical Roots of Contemporary Issues Involving the Self Concept. In Bracken (ed) Handbook of
Self Concept: Developmental, Social and Clinical Considerations. John Wiley & Sons Inc. 1 — 37. (For the topic, The Self
From Various Perspectives - Psychology)
Haviland, et. al. (2007) Spirituality, Religion and the Supernatural. In the Essence of Anthropology. Thomson
Wadsworth. 289-306. (For the topic, Unpacking the Self - The Spiritual Self
Johnson, T. (1985) The Western Concept of Self. In Marsella (ed) Culture and Self: Asian and Western Perspectives.
Tavistock Publications. 91-138 (For the topic, The Self from Various Perspectives - The Self in Western and
Oriental/Eastern Thought)
Kawada, M. (1996). Bayad sa Dili Naton Kaipon: A Visayan Ritual of Offering to the Spirits. In Ushijima & Zayas (eds).
Binisaya Nga Kinabuhi (Visayan Life). Visayas Maritime Anthropological Studies. CSSP Publications. 213 — 240. (For the
topic, Unpacking the Self - The Spiritual Self}
Lanuza, G. (2004). The Constitution of the Self. In David, R. (ed) Nation, Self and Citizenship: An invitation to Philippine
Sociology. Anvil Publishing. (For the topic, The Self from Various Perspectives - Sociology)
Locke, E. (2002). Setting Goals for Life and Happiness. In Snyder & Lopez (eds.) Handbook of Positive Psychology.
Oxford University Press. 299 — 312. (For the topic, Managing And Caring for the Self)
Lugue & De Leon (2001). Textbook on Family Planning. Rex Printing. (For the topic, Unpacking the Self - The Sexual
Self}
Magos, A. The Ideological Context of Ma-aram Practice in Mariit. In The Enduring Ma-aram Tradition. An ethnography of
Kinaray-a Village in Antique. New Day Publishers. 46-62. (For the topic, Unpacking the Self - The Spiritual Self)

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Mead, GH (1972) Mind, Self and Society from the Standpoint of a Social Behaviorist. The University of Chicago Press
(For the topic, The Self from Various Perspectives - Sociology)
Neff, K. (2012). The Science of Self Compassion. In Germer & Siegel (eds). Compassion and Wellness in Psychotherapy.
NY. Guilford Press. 79-92. Or http://self-compassion,orq/the-research (For the topic, Managing and Caring for the Self)
Sosis, R. (2010). The Adaptive Value of Religious Ritual. In Angeloni (ed). Annual Editions: Anthropology 10/11. 33'd ed.
McGraw Hill. 133-137. (For the topic, Unpacking the Self - The Spiritual Self)
Stein & Stein (2011). Ritual. In the Anthropology of Religion, Magic and Witchcraft. Prentice Hall. 77-102. {For the topic,
Unpacking the Self - The Spiritual Self}
Tan, Michael article at http://pci|.orq/stories/stress-and-the-filipino/ (For the topic, Managing and Caring for the Self)
Triandis (1989). The self and social behaviour in differing cultural contexts. Psychol. Rev. 96.3.506-520 (For the topic,
The Self from Various Perspectives - The Self in Western and Oriental/Eastern Thought)
Urdan (1991) Achievement Goal Theory: Past Results, Future Directions. Advances in Motivation and Achievement. Vol.
10. 99 — 141. (For the topic, Managing and Caring for the Self)
Walther (2007). Selective self presentation in computer mediated communication. Hyperpersonal dimensions of
technology, language and cognition. Computers in Human Behavior. 23. 2538 — 2557. (For the topic, Unpacking the Self -
The Digital Self)
Wei-Ming, T. (1985). Selfhood and Otherness in Confucian Thought. In Marsella (ed). Culture and Self: Asian and
Western Perspectives. Tavistock Publications. 231 — 251. (For the topic, The Self from Various Perspectives - The Self in
Western and Oriental/Eastern Thought)
Wolfson (2010). The Chemistry and Chimera of Desire. http://www.healthline.com/healthy/what-is-desire (For the topic,
Unpacking the Self - The Sexual Self}
Zialcita, F. (1997). Barriers and Bridges to a Democratic Culture. In Perspectives on Citizenship and Democracy. UP
TWSC. 39 — 68 {For the topic, Unpacking the Self - The Political Self
Zimmerman, B. {2002). Becoming Learner: Self-Regulated Overview. Theory into Practice, 41{2), 6A70.
Doi:10.1207/s15430421tip4102_2 (For the topic, Managing and Caring for the Self)

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UNDERSTANDING THE SELF Notes to the Teacher

1 The activities such as the class/group discussions may be done prior to the lecture as a means of eliciting the personal
experiences of the students which can then be used to begin as well as to enrich and contextualize the subsequent
lecture/discussion. The discussions may be done in the middle of the lecture as a means of illustrating a particular theory
or concept or even at the end to wrap up the topic and provide a good way of tying theory and experiences together.

2. The quikkie survey mentioned in the “Activities" section is a means by which the students actively participate in
gathering data and in pooling together this data to understand the “pulse of the public" regarding a particular topic or
issue. The teacher may pose the pertinent research question the meeting before so the results can be discussed during
the class meeting or it can be assigned at the end of the topic and the results discussed at the next meeting.

Students may be formed into small groups and assigned a particular group/sector/population to focus on. For instance: in the
topic concerning gender, one group can be asked to focus on young males, another can ask the research question of young
females, a third group can focus on older men etc. In this manner, they collect data which may then be discussed against
what is in current research, the assigned reading or what the students in class themselves believe.

3. The recommended assessment sources are the following:

• Two (2) long examinations
• Class attendance and participation in class activities. The latter will include not only recitations but engagement in
activities such as the quikkie surveys and group discussions. This last may be evaluated by the teacher (eyeball),
by the student him/herself and/or by the group.
• Class demeanor may be seen as a subcategory of the above. This will include attentiveness and responsiveness
during the lectures and activities, evidence of having come prepared for the class by doing the
assignment/exercises and reading the reference/s beforehand, readiness to volunteer for activities, etc.
• Submitted assignments, reactions/feedback papers, group work reports, etc.
• Final integrative paper (which is discussed on the first day)
• The activity of 3 Things I learned about myself which is part of the assessment activities of each topic is intended to
help the students critically reflect on and internalize the learnings from the reading/s, and more importantly, from
the

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 discussions and sharings in class and see how this may be appropriate to or relevant to their lives. At the end of the
semester, the students may use this list to help them construct the final integrative paper.

4 There are various short psychology tests suggested as class activities. These tests may easily be downloaded from the
identified sites by the students themselves or copies may be provided beforehand and answered in class. The scoring key
as well as short interpretations will also be provided.

However, these tests (whether the items or the scores) are intended to serve as jump-off points for discussion and/or
reflection by the students and should thus be treated as such.

5 As a bonus activity, students may be encouraged to keep a journal or to do journaling. This need not be an assigned
assessment activity nor will it necessarily be graded. However, students should be encouraged to do so as journaling has
been found to help develop self reflection and insight and may be regarded as a self assessment tool. (For students who
already keep diaries or blogs, this should be a familiar activity.)

The teacher provides prompts for the entry, taking off from the topic for the day: ex. “The biggest influences on my life have
been....” Students may or may not submit the journal at the end of the semester for evaluation or simply for comments by the
teacher.
Aside from helping develop critical thinking (reacting to theories, concepts discussed), self reflection and insight, enabling
the reduction of stress, and helping clarify thoughts and feelings, research studies have found that regular journaling
promotes both physical and emotional health.

6. Should there not be enough time to cover all the topics in the module, the teacher has the option to select only one or two
of the topics in Managing and Caring for the Self. Which topic/s to take (Study habits, Goals or Stress Management) may
be determined by the perceived needs of or by the articulated choice of the students themselves.

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