Republic of the Philippines

PANGASINAN STATE UNIVERSITY

_______________, Pangasinan
COLLEGE OF _______________________
First Semester, 2018 - 2019

Course code: GE1 Course Title: Understanding the Self Lecture: 3 units Laboratory: 0 Credit Units: 3

VISION

To become an ASEAN premier state university in 2020.

MISSION

The Pangasinan State University, through instruction, research, extension and production commits to develop highly principled morally upright, innovative and globally competent individuals
capable of meeting the needs of industry, public service and civil society.

INSTITUTIONAL LEARNING OUTCOMES

The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUnians must possess. These outcomes are anchored on the following core values:
Accountability and Transparency, Credibility and Integrity, Competence and Commitment to Achieve, Excellence in Service Delivery, Social and Environmental Responsiveness, and Spirituality
– (ACCESS). Anchored on these core values, the PSU graduates are able to:

1. demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity, participatory decision making, and accountability;
2. engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions that build personal and professional credibility
and integrity.
3. set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing quality outputs leading to inclusive growth;
4. exhibit life-long learning and global competency proficiency in communication skills, inter/interpersonal skills, entrepreneurial skills, innovative mind set, research and production
initiatives and capability in meeting the industry requirements of local, ASEAN and international human capital market through relevant and comprehensive programs;
5. display, socially and environmentally responsive organizational culture, which ensures higher productivity among the university constituents and elevate the welfare of the multi-
sectorial communities and;
6. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible public image.

PROGRAM OUTCOMES

Program Outcomes for Teacher Education Performance Indicators

Graduates of the BSEd/BEEd programs are teachers who:

1. Articulate the relationship of education to larger historical, social, cultural and political 1. Generate opportunities for reflection on historical, social, cultural and political processes as they
affect the day to day lives of the students
processes.
2. Facilitate learning using a wide range of teaching methodologies in various types of
environment.
3. Develop alternative teaching approaches for diverse learners.
4. Apply skills in curriculum development, lesson planning, materials development,
instructional delivery and educational assessment.
5. Demonstrate basic and higher levels of thinking skills in planning, assessing and
reporting.
6. Practice professional and ethical teaching standards to respond to the demands of the
community.
7. Pursue lifelong learning for personal and professional growth.
Program Outcomes specific for BSEd
8. Demonstrate in-depth understanding of the development of secondary learners.
9. Exhibit comprehensive knowledge of various learning areas in the secondary
curriculum
10. Create and utilize materials appropriate to the secondary level to enhance teaching
and learning.
11. Design and implement assessment tools and procedures to measure secondary
learning outcomes.
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 various ways to comply. Among the questions that everyone has to grapple with at one time or other is “Who am I?” At no other periods
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 crucial for the
young.
2. Actively engages students to sustain interest in the subject matter.
 Implements learner-friendly classroom management procedures and practices.
3, Use varied teaching methodologies appropriate for diverse learners.
 Evaluate current teaching approaches and innovate based on learners’ needs.
4. Implement and evaluate the curriculum.
 Effectively write and carry out the lesson plan with mastery.
 Deliver interesting lessons with congruent objectives, subject matter, teaching- learning
activities, materials and assessment procedures.
5. Source and organize data and information concerning teaching and learning.
 Analyze and interpret data and information using appropriate tools and procedures.
 Compose and disseminate properly well-written reports (progress reports, assessment, and
official communications, among others).
6. Behave in accordance to the Code of Ethics of Professional Teachers.
 Use the community as a learning resource
7. Identify and design lessons according to the stages of learners' growth and development.
 Utilize the potentials and uniqueness of individual learners in teaching.
8. Identify and design lessons according to the stages of learners' growth and development.
 Utilize the potentials and uniqueness of individual learners in teaching.
9. Discuss and share insights on the subject area's learning goals, instructional procedures and
content in the secondary curriculum.
 Facilitate collaboration among diverse learners.
10. Balance the use of traditional and non-traditional assessment techniques.
 Interpret and use assessment data and information to improve teaching and learning.
11. Adjust assessment tools and procedures to reflect school policies and guidelines
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 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 the West – each seeking to provide answers to the difficult but essential questions of “What is the self?” And raising, among others,
the question “Is there even such a construct of 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 from young students: learning, goal setting and managing stress. It also provides for the more practical application of 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 Prerequisite: None Course Schedule: Time:

Course Outcomes (CO)

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

The Self From Various Perspectives

1. Discussed 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 influence, 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
1. Explore the different aspects of self and identity.
2. Demonstrate critical, reflective thought in integrating the various aspects of self and identity.
3. Identify the different forces and institutions that impact the development of various aspects of self and identity;
4. Examine one’s self against the different aspects of the self, discussed in class.
Managing and Caring for the Self
1. Understand the theoretical underpinnings for how to manage and care for the different aspects of the self;
2. Acquire and hone new skills and learnings for better managing of one’s self and behaviors;
3. Apply these new skills to one’s self and functioning for a better quality of life.

LEARNING PLAN

Desired Learning Teaching and No. of

CO Code Topics Resources/ Materials Assessment
Outcomes (LO) Learning Activities Hours

Introduction to the Course
1. The Self from Various
Perspectives
a. Discuss the different
representations and
conceptualizations of the
self from the various
disciplinal perspectives
b. Examine the different
influences, factors and
forces that shape the self.
c. Compare and contrast
how the self has been
represented across the
different disciplines and
perspectives.
Class activity :
Getting to know me
and you 1
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 papers.
Written Quiz
Activity sheet
Online research
Assignment
The Self from Various Perspectives
 Lecture
 Group write-
a. Philosophy Bandura, A, (1999). Social Cognitive Theory of up of quick
 Socrates, Plato and Augustine to Personality. In Pervin and John (eds) Handbook  Group Discussion survey results 4
Descartes, Loacke, Hume, Kant, Freud, of Personality and Research, 2nd Ed. Guilford
centering on
Press 134 – 194.
Ryle, Churchland and Merleau-Ponty all similarities and  Individual
try to answer the question “Who are differences of self submission of
you?” Chafee, J. (2013) Who are You? Consciousness,
essay on self:
Identity and the Self. In the Philosopher’s Way: representations and
How do I
b. Sociology Thinking Critically about profound Ideas. Pearson. conceptualizations understand?
 The self as a product of modern society 106 – 109. and the various 4
What led up to
among other constructions. identified influence this?
Csordas, T. (1999) Self and Person. In Bode
 Mead and the Social Self (ed.) Psychological Anthropology. Praeger. 331-
350  Class project
(quick survey): How
c. Anthropology Geertz, C. (1973) The Impact of the Concept of is self understood? 2
Culture and the Concepts of Man 33-54 and
d. Demonstrate critical and
reflective thought in
analyzing the
development of one’s self
and identity by developing
a theory of the self.
 The Self and the person in Person, Time and Conduct in Bali. 360-411. In the  Class discussions  Short paper
contemporary and Anthropology Interpretation of Culture. Basic Books. and processing of on Real / Ideal
survey results once Self and a
 The self embedded in culture. Harter, S. (1996) Historical Roots of discussion/ass
data have been
Contemporary Issues Involving Self Concept. In essment of any
d. Psychology Bracken (ed) Handbook of Self Concept: written up (see differences. 4
 The self as a Cognitive Construction: Developmental, Social and Clinical assessment)
~ William James and the Me Self and I- Considerations. John Wiley and Sons 1-37.
Self;  Group discussion:
~ Global vs. Differentiated Models Johnson, T. (1985) The Western Concept of Self. How is my self
~ Real Self and Ideal Self concepts In Marsella (ed) Culture and Self: Asian and
shaped and
~ Multiple vs. Unified Selves Western Perspectives. Tavistock Publications 91-
~ True vs. False Selves 138 influenced by
culture? (May be
 The Self as proactive and agentic Lanuza, G. (2004) The Constitution of the Self. In discussed at either
David R. (ed) Nation, Self and Citizenship: An or both the regional  Three things
Invitation to Philippine Sociology. Anvil Publishing. or national levels) I learned about 4
e. The Self in Western and Oriental / myself from
Eastern Thought Mead, GH. (1972) Mind, Self and Society from the this topic.
Standpoint of a Social Behaviorist. The University
 Individualistic vs. Collective Self of Chicago Press.

 The Social Construction of the Self in
Western Thought
 The Self as embedded in relationships
and through spiritual development in
Confucian thought.
Triandis (1989) The Self and Social Behavior in
Differing Contexts. Psychological Review 96.3.
506-520
Tunac, et.al. (2018). Understanding the Self.
Nieme Publishing House Co. LTD. (1-58)

Wei-Ming T. (1985) Selfhood and Otherness in

Confucian Thought. In Marsella (ed) Culture and
Self: Asian and Western Perspectives. Tavistock
Publications (231-251)

2. Unpacking the Self Unpacking the Self

Belk (2013). Extended Self in a Digital World.
a. Explore the different Journal of Consumer Research. 40.3 477 – 500.  Lecture
aspects of self and identity a. The Physical Self : The self as Individual 3
impacted by the body Demello, M. (2014) Beautiful Bodies pp. 173-188.  Group discussion constructions
b. Demonstrate critical, And Fat and Thin Bodies. 189 – 205. In Body and presentation: of the personal
reflective thought in  The impact of culture on body image Studies: An Introduction. Routledge Who is beautiful? self-illustrating
integrating the various and self-esteem: The importance of Cultural Conceptions how the
aspects of self and identity beauty. Demetrio, Fernando & Zialcita. (1991). The soul, and standards of different
85 -97. One is not enough 99-101. The Soul beauty of face and aspects are
c. Identify the different Book. GCF Books. body situated
forces and institutions that relative to one
 impact the development b. The Sexual Self Diokno, MS (1997) Becoming a Filipino another and 6
of the various aspects of Citizenship and Democracy. UP Third World the importance
self and identity.  The development of secondary sex Studies Center 17-38.  Class may bring of each relative
characteristics and the human pictures of who is to the other.
d. Examine one’s self reproductive system. Dittmer, H. (1992). The Individual Centered beautiful to begin
against the different Approach: Material Possessions as Parts of discussion.
aspects the different  Discussing the erogenous zone Extended Self. Pp. 41- 64 and Possessions as in
aspects of self discussed the Social Expressions of Identity Pp. 95 – 121 : in
in class.  Understanding the human sexual the Social Psychology of Material Possessions:  Psychological
response To Have is to Be? St Martin’s Press. Tests
- Self –esteem
Doronilla, ML. (1997) An Overview of the Filipino
~ The basic biology of sexual behavior scale
Perspectives of Democracy and Citizenship. In - Body esteem scale
~ Understanding the chemistry of lust, Perspectives on Citizenship and Democracy. UP
-------------------------------------- MIDTERM
love and EXAMINATION --------------------------------------
attachment TWSC 69 -112
 What do men and
~ The psychological aspect: What Elison, et. Al (2006) Managing Impressions women find
turns people on: phases of sexual online: Self Presentation processes in the online attractive: A class
response dating environment. Journal Computer Mediated discussion
Communication.
 The diversity of sexual behavior: solitary,
heterosexual, homosexual, bisexual and Feldman, R. (2008) Understanding Psychology:  Tanungin si Dra.:
transsexual. 8th ed. Mc Graw Hill Module 34: Understanding Totoo ba? Surfacing
Human Sexual Response, 369 -375; Module 35: Common Beliefs and
 Sexually transmitted diseases and Diversity of Sexual Behavior 379-385; Module 36; Misconceptions
infections Sexual Difficulties 389 – 391. regarding the body,
sex and sexuality.
 Natural and Artificial Methods of Fisher, V. (2004) Why We Love: The Nature and
Contraception Chemistry of Romantic Love. 51-76 Chapter 4:
Web of Love, Lust and Attachment. 77 -98

c. The Material/Economic Self Frankl, V. (1959) Man’s Search for Meaning: An 3

 I shop, therefore, I Am ? Introduction to Logotheraphy: Especially Past 2:  What does he
Basic Concepts of Logotheraphy. 149 – 210 want? (according to
 Shaping the way we see ourselves: The him/ according to
role of consumer culture on our sense of her)
self - identity Gibbs, et Al, (2006) Self-presentation in online What does she
personals: the Role of Anticipated future want?
interaction, self-disclosures and perceived (according to her/
d. The Spiritual Self: The practice of success in internet dating. Communications according to him):
religion: belief in supernatural being and Research. 33.2 152-172. Comparing
power. expectations 4
Gonzales and Hancock (2010) Mirror, Mirror on
 The concept of “dungan” – spirit or soul my FB Wall: Effects of Exposure to FB on self  Usap tayo: A
discussion on Love,
 ~ Rituals and Ceremonies: the functions esteem. Cyberpsychology, Behavior and Social Sex, Relationship
of rituals Networking. Doi: 10.1089/cyber2009.0411. and Family.

~ Religion, magic and witchcraft Haviland, et. Al. (2007) Spirituality, Religion and
the Supernatural. In the essence of Anthropology. Paper on my
~ Finding and creating meaning Thomson Wadsworth. 289-306. most prized
possession:
~ Three ways of discovering Kawada, M. (1996) Bayad sa Dili Naton Kaipon: A  Lecture What would I
meaning in life. Visayan Ritual of Offering to the Spirits In save first in my
Ushijima and Zayas (eds). Binisaya Nga Kinabuhi emergency and
e. The Political Self: (Visayan Life) Visayas Maritime Anthropological  Class/group why?
Studies CSSP Publications discussion on the 3
 Developing a Filipino Identity: Values, 213-240. role of mass media
Traits, Community and Institutional in shaping purchase
factors. Lugue and De Leon (2001) Textbook on Family behavior: What
Planning. Rex Printing. makes an ad
 Establishing a democratic culture. effective or Paper: Me and
Magos, A. The Ideological Context of Ma-aram ineefective? What my favorite
Practice in Mariit. In the Enduring Ma-aram affects my purchase things (what
f. The Digital Self: Self and Others in Tradition: An Ethnography of Kinaray-a Village in behavior? these are and
Cyberspace Antique. New Day Publishers. 46-62. what they say 5
about me)
 I , me, myself and my user ID online Sosis, R. (2010) The Adaptive Value of Religious  My bag/wallet and
identity. Ritual. In Ageloni (ed) Annual Editions: me (an unobtrusive
Anthropology 10/11/33rd ed. McGraw Hill 133 - measure)
 Selective self presentation and 137.
impression management.
Stein and Stein. (2011) Ritual. In the  Class discussion:
 Impact of online interactions on the self Anthropology of Religion, Magic and Witchcraft. Listing of beliefs in
Prentice Hall 77 – 102. spirits and the
 Boundaries of the self online: private vs. supernatural
public; personal / individual vs. social Tunac, et.al. (2018). Understanding the Self. prevalent in the
identity online; gender and sexuality Nieme Publishing House Co. LTD. (65-140) area.
online.  Lecture
Walther (2007) Selective Self Presentation in  Group discussion:
computer mediated communication: Who is the Filipino?
Hyperpersonal dimension of technology, language What makes a
and cognition. Computers in Human Behavior. Filipino?
23.2538-2557.
 A Game: You
know you’re a
Wolfson (2010) The Chemistry and Chimera of
Filipino if/when
Desire. http://www.healthline.com/healthy/what-is-
(inspired by the book
desire.
of the same title)
 Lecture

3. Managing and Caring
for the Self
Ziacita, F. (1997) Barriers and Bridges to a  Group
Democratic Culture. In Perspectives on discussion/sharing:
Citizenship and Democracy. UP TWSC. 39-68 My FB Experiences
 Quickie Survey:
Who goes online
and why?
Managing and Caring for the Self

a. Understand the a. Learning to be a better student J. Dunlosky, K. A., Rawson E. J. Marsh, M.J.
theoretical underpinnings  What happens during learning? Nathan & D.T. Willingham (2013). Imrpoving  Guided lecture  Feedback
for how to manage and  Brain and behaviour changes Student’s Learning Techniques: Promising and how-to- report on initial 4
care for different aspects  Metacognition and study strategies Directions from Cognitive and Educational demonstration: implementation
of the self.  Managing your own learning: Self Psychology. Psychological Science in the Public Examination of own : what
regulated learning Interest, 14(1), 4-58. Doi:10.1177/1529100 study strategies and happened,
b. Acquire and hone new development of more problems
skills and learning for effective study plans encountered
better managing of one’s b. Setting goals for success Locke, E. (2002) Setting Goals for Life and and strategies (self- etc.
self and behaviors.  The importance of goals Happiness. In Snyder and Lopez (eds). Handbook regulated learning 4
 Bandura’s Self-Efficacy, Dweck’s of Positive Psychology. Oxford University Press. program)  Working on
Mindset (growth vs. fixed) 299 – 312. my Bad Habits
c. Apply these new skills to  Locke’s goal setting theory (paper)
one’s self and functioning Neff, K. (2012) The Science of Self Compassion.  Answering the
for a better quality life. In Germer and Siegel (eds). Compassion and Metacognition
c.Taking charge of one’s health Wellness in Psychotheraphy. NY. Guilford Press. Awareness Inventory
 Stressors and responses 79-92 or http:// self-compassion.org/the-research.
 Sources of coping and strength  The Power of 4
 Stress and Filipinos: The social and Article of Michael Tan at Habit at
cultural dimensions of stress http://pcij.org.stories/stress-and-the-Filipino. http://www.youtube.c
 Taking care of the self: The need for om/watch?v=4HofTw
self-care and compassion Tunac, et.al. (2018). Understanding the Self. Plfo
Nieme Publishing House Co. LTD. (145-158)
Feedback
 Guided lecture on report on initial
Urdan (1991). Achievement Goal Theory: Past how-to implementation
Results, Future Directions, Advances in demonstration: of goals
Motivation and Achievement. Vol. 10.99-141. Examination of goals
(short and long term)
Zimmerman, B. (2001). Becoming Learner: Self as well as plans to
Regulated Overview Theory into Practice, 41 (2), accomplishing these.
64-70 Doi:10.1207/s15430421tip4102_2.

 Clarifying goals
and setting up a plan
for the short term (for
the semester)
  Answering the Test Feedback on
your Mindset implementation
Instrument at
http://mindsetonline.c
om/testyourmindset/s
tep1.php.

 Answering the
external/internal
motivation scale and
the locus of control
scale at
http://www.psych.un
cc.edu.edu/pagoolka
/LocusofControl-
intro.ht.
 Guided lecture and
how-to
demonstration:
Identifying personal
stressors and usual
coping.
 Identifying effective
and ineffective
coping. Responses.
 Developing a self-
care plan.
-------------------------------------- FINAL EXAMINATION --------------------------------------
Total Number of Hours: 54 hours

Course references and supplemental readings:

 Bandura, A, (1999). Social Cognitive Theory of Personality. In Pervin and John (eds) Handbook of Personality and Research, 2nd Ed. Guilford Press 134 – 194.
 Chafee, J. (2013) Who are You? Consciousness, Identity and the Self. In the Philosopher’s Way: Thinking Critically about profound Ideas. Pearson. 106 – 109.
 Csordas, T. (1999) Self and Person. In Bode (ed.) Psychological Anthropology. Praeger. 331-350
 Geertz, C. (1973) The Impact of the Concept of Culture and the Concepts of Man 33-54 and Person, Time and Conduct in Bali. 360-411. In the Interpretation of Culture. Basic Books.
 Harter, S. (1996) Historical Roots of Contemporary Issues Involving Self Concept. In Bracken (ed) Handbook of Self Concept: Developmental, Social and Clinical Considerations. John Wiley
and Sons 1-37.
 Johnson, T. (1985) The Western Concept of Self. In Marsella (ed) Culture and Self: Asian and Western Perspectives. Tavistock Publications 91-138
 Lanuza, G. (2004) The Constitution of the Self. In David R. (ed) Nation, Self and Citizenship: An Invitation to Philippine Sociology. Anvil Publishing.
 Mead, GH. (1972) Mind, Self and Society from the Standpoint of a Social Behaviorist. The University of Chicago Press.
 Triandis (1989) The Self and Social Behavior in Differing Contexts. Psychological Review 96.3. 506-520
 Wei-Ming T. (1985) Selfhood and Otherness in Confucian Thought. In Marsella (ed) Culture and Self: Asian and Western Perspectives. Tavistock Publications (231-251)
 Belk (2013). Extended Self in a Digital World. Journal of Consumer Research 40.3 477 – 500.
 Demello, M. (2014) Beautiful Bodies pp. 173-188. And Fat and Thin Bodies. 189 – 205. In Body Studies: An Introduction. Routledge
 Demetrio, Fernando & Zialcita. (1991). The soul, 85 -97. One is not enough 99-101. The Soul Book. GCF Books.
 Diokno, MS (1997) Becoming a Filipino Citizenship and Democracy. UP Third World Studies Center 17-38.
 Dittmer, H. (1992). The Individual Centered Approach: Material Possessions as Parts of Extended Self. Pp. 41- 64 and Possessions as in the Social Expressions of Identity Pp. 95 – 121 : in
the Social Psychology of Material Possessions: To Have is to Be? St Martin’s Press.
 Doronilla, ML. (1997) An Overview of the Filipino Perspectives of Democracy and Citizenship. In Perspectives on Citizenship and Democracy. UP TWSC 69 -112
 Elison, et. Al (2006) Managing Impressions online: Self Presentation processes in the online dating environment. Journal Computer Mediated Communication.
 Feldman, R. (2008) Understanding Psychology: 8th ed. Mc Graw Hill Module 34: Understanding Human Sexual Response, 369 -375; Module 35: Diversity of Sexual Behavior 379-385;
Module 36; Sexual Difficulties 389 – 391.
 Fisher, V. (2004) Why We Love: The Nature and Chemistry of Romantic Love. 51-76 Chapter 4: Web of Love, Lust and Attachment. 77 -98
 Frankl, V. (1959) Man’s Search for Meaning: An Introduction to Logotheraphy: Especially Past 2: Basic Concepts of Logotheraphy. 149 – 210
 Gibbs, et Al, (2006) Self-presentation in online personals: the Role of Anticipated future interaction, self-disclosures and perceived success in internet dating. Communications Research.
33.2 152-172.
 Gonzales and Hancock (2010) Mirror, Mirror on my FB Wall: Effects of Exposure to FB on self esteem. Cyberpsychology, Behavior and Social Networking. Doi: 10.1089/cyber2009.0411.
 Haviland, et. Al. (2007) Spirituality, Religion and the Supernatural. In the essence of Anthropology. Thomson Wadsworth. 289-306.
 Kawada, M. (1996) Bayad sa Dili Naton Kaipon: A Visayan Ritual of Offering to the Spirits In Ushijima and Zayas (eds). Binisaya Nga Kinabuhi (Visayan Life) Visayas Maritime
Anthropological Studies CSSP Publications. 213-240.
 Lugue and De Leon (2001) Textbook on Family 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.
 Sosis, R. (2010) The Adaptive Value of Religious Ritual. In Ageloni (ed) Annual Editions: Anthropology 10/11/33rd ed. McGraw Hill 133 -137.
 Stein and 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 dimension of technology, language and cognition. Computers in Human Behavior. 23.2538-
2557.
 Wolfson (2010) The Chemistry and Chimera of Desire. http://www.healthline.com/healthy/what-is-desire.
 Ziacita, F. (1997) Barriers and Bridges to a Democratic Culture. In Perspectives on Citizenship and Democracy. UP TWSC. 39-68.
 J. Dunlosky, K. A., Rawson E. J. Marsh, M.J. Nathan & D.T. Willingham (2013). Imrpoving Student’s Learning Techniques: Promising Directions from Cognitive and Educational Psychology.
Psychological Science in the Public Interest, 14(1), 4-58. Doi:10.1177/1529100
 Locke, E. (2002) Setting Goals for Life and Happiness. In Snyder and Lopez (eds). Handbook of Positive Psychology. Oxford University Press. 299 – 312.
 Neff, K. (2012) The Science of Self Compassion. In Germer and Siegel (eds). Compassion and Wellness in Psychotheraphy. NY. Guilford Press. 79-92 or http:// self-compassion.org/the-
research.
 Article of Michael Tan at http://pcij.org.stories/stress-and-the-Filipino.
 Tunac, R. , et.al. (2018). Understanding the Self. Nieme Publishing House Co. LTD. QC. Philippines
 Urdan (1991). Achievement Goal Theory: Past Results, Future Directions, Advances in Motivation and Achievement. Vol. 10.99-141.
 Zimmerman, B. (2001). Becoming Learner: Self Regulated Overview Theory into Practice, 41 (2), 64-70 Doi:10.1207/s15430421tip4102_2.

Course Requirements: Grading System:

A. Written Outputs Prelim/Semi Final - 15%

1. Quizzes Midterm/ Final Exam - 25%
2. Exercises Quizzes - 30%
3. Annotations and reaction papers/essays
Participation - 30%
4. Chapter Tests
Total - 100%
B. Performance Outputs
 1. Individual seatwork/assignment and group/pair activities
2. Recitation/reports, board activities and attendance

Class Policies

1. Attendance in the class signifies readiness to participate in class discussions and activities.
2. A student is responsible for his/her absence; no make-up projects will be given.
3. A student will be automatically marked DRP (Dropped) after eight (8) consecutive absences.
4. Requirements must be submitted within the designated date of submission.
5. Others (agreed upon by the class)

INSTRUCTOR’S INFORMATION

Name: Contact Number:

Email address: Consultation Hours:

Adopted by: Reviewed by: Recommending Approval:

APPROVED BY:
Date:

Date:
Date:

Date: