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
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
1. Generate opportunities for reflection on historical, social, cultural and political processes as they
affect the day to day lives of the students
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.
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.
 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

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.

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 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

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.
d.Demonstrate critical and
reflective thought in
analyzing the
development of one’s self
and identity by developing
a theory of the self.
Introducing the
requirements and
integrative papers.
Written Quiz
Activity sheet
Online research
Assignment
The Self from Various Perspectives  Lecture
Bandura, A, (1999). Social Cognitive Theory of  Group write-
a. Philosophy Personality. In Pervin and John (eds) Handbook of  Group Discussion up of quick
 Socrates, Plato and Augustine to Personality and Research, 2nd Ed. Guilford Press centering on survey results 4
Descartes, Loacke, Hume, Kant, Freud, 134 – 194. similarities and
Ryle, Churchland and Merleau-Ponty all differences of self  Individual
try to answer the question “Who are Chafee, J. (2013) Who are You? Consciousness, representations and submission of
you?” Identity and the Self. In the Philosopher’s Way: conceptualizations essay on self:
Thinking Critically about profound Ideas. Pearson. and the various How do I
b. Sociology 106 – 109. identified influence understand?
 The self as a product of modern society What led up to 4
among other constructions. Csordas, T. (1999) Self and Person. In Bode (ed.)  Class project this?
Psychological Anthropology. Praeger. 331-350 (quick survey): How
 Mead and the Social Self is self understood?
Geertz, C. (1973) The Impact of the Concept of
Culture and the Concepts of Man 33-54 and  Class discussions
c. Anthropology Person, Time and Conduct in Bali. 360-411. In the and processing of 2
 The Self and the person in Interpretation of Culture. Basic Books. survey results once
contemporary and Anthropology data have been  Short paper
Harter, S. (1996) Historical Roots of written up (see on Real / Ideal
 The self embedded in culture. Contemporary Issues Involving Self Concept. In assessment) Self and a
Bracken (ed) Handbook of Self Concept: discussion/ass
d. Psychology Developmental, Social and Clinical  Group discussion: essment of any
 The self as a Cognitive Construction: Considerations. John Wiley and Sons 1-37. How is my self differences. 4
~William James and the Me Self and I- shaped and
Self; Johnson, T. (1985) The Western Concept of Self. influenced by
~ Global vs. Differentiated Models In Marsella (ed) Culture and Self: Asian and culture? (May be
~Real Self and Ideal Self concepts Western Perspectives. Tavistock Publications 91- discussed at either
~Multiple vs. Unified Selves 138 or both the regional
~True vs. False Selves or national levels)
Lanuza, G. (2004) The Constitution of the Self. In
 The Self as proactive and agentic David R. (ed) Nation, Self and Citizenship: An
Invitation to Philippine Sociology. Anvil Publishing.
 Three things
e. The Self in Western and Oriental / Mead, GH. (1972) Mind, Self and Society from the I learned about 4
Eastern Thought Standpoint of a Social Behaviorist. The University myself from
 this topic.
 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 a. The Physical Self : The self as Individual 3
identity impacted by the body Demello, M. (2014) Beautiful Bodies pp. 173-188.  Group discussion constructions
And Fat and Thin Bodies. 189 – 205. In Body and presentation: of the personal
b. Demonstrate critical,  The impact of culture on body image Studies: An Introduction. Routledge Who is beautiful? self-illustrating
reflective thought in and self-esteem: The importance of Cultural Conceptions how the
integrating the various beauty. Demetrio, Fernando & Zialcita. (1991). The soul, and standards of different
aspects of self and 85 -97. One is not enough 99-101. The Soul beauty of face and aspects are
identity Book. GCF Books. body situated
relative to one
b. The Sexual Self
c. Identify the different Diokno, MS (1997) Becoming a Filipino  Class may bring another and 6
forces and institutions Citizenship and Democracy. UP Third World pictures of who is the importance
 The development of secondary sex
that impact the Studies Center 17-38. beautiful to begin of each relative
characteristics and the human
development of the discussion. to the other.
reproductive system.
various aspects of self Dittmer, H. (1992). The Individual Centered
and identity. Approach: Material Possessions as Parts of
 Discussing the erogenous zone  Psychological
Extended Self. Pp. 41- 64 and Possessions as in
Tests
d. Examine one’s self the Social Expressions of Identity Pp. 95 – 121 : in
 Understanding the human sexual - Self –esteem
against the different the Social Psychology of Material Possessions: To
response scale
aspects the different Have is to Be? St Martin’s Press.
- Body esteem scale
aspects of self discussed
~ The basic biology of sexual behavior
in class. Doronilla, ML. (1997) An Overview of the Filipino
Perspectives of Democracy and Citizenship. In
~ Understanding the chemistry of lust,  What do men and
Perspectives on Citizenship and Democracy. UP
love and attachmentMIDTERM EXAMINATION --------------------------------------women find
-------------------------------------- TWSC 69 -112
attractive: A class
~ The psychological aspect: What Elison, et. Al (2006) Managing Impressions discussion
turns people on: phases of sexual online: Self Presentation processes in the online
response dating environment. Journal Computer Mediated
 Tanungin si Dra.:
 The diversity of sexual behavior: solitary, Communication. Totoo ba? Surfacing
heterosexual, homosexual, bisexual and Common Beliefs and
transsexual. Feldman, R. (2008) Understanding Psychology: Misconceptions
8th ed. Mc Graw Hill Module 34: Understanding regarding the body,
 Sexually transmitted diseases and Human Sexual Response, 369 -375; Module 35: sex and sexuality.
infections Diversity of Sexual Behavior 379-385; Module 36;
Sexual Difficulties 389 – 391.
 Natural and Artificial Methods of
Contraception Fisher, V. (2004) Why We Love: The Nature and
Chemistry of Romantic Love. 51-76 Chapter 4:  What does he
Web of Love, Lust and Attachment. 77 -98 want? (according to
him/ according to
c. The Material/Economic Self her)
 I shop, therefore, I Am ? Frankl, V. (1959) Man’s Search for Meaning: An What does she 3
Introduction to Logotheraphy: Especially Past 2: want?
 Shaping the way we see ourselves: The Basic Concepts of Logotheraphy. 149 – 210 (according to her/
role of consumer culture on our sense of according to him):
self - identity Comparing
Gibbs, et Al, (2006) Self-presentation in online expectations
personals: the Role of Anticipated future
d.The Spiritual Self: The practice of interaction, self-disclosures and perceived  Usap tayo: A
religion: belief in supernatural being and success in internet dating. Communications discussion on Love,
power. Research. 33.2 152-172. Sex, Relationship
and Family. 4
 The concept of “dungan” – spirit or soulGonzales and Hancock (2010) Mirror, Mirror on
my FB Wall: Effects of Exposure to FB on self
~ Rituals and Ceremonies: the functions esteem. Cyberpsychology, Behavior and Social
of rituals Networking. Doi: 10.1089/cyber2009.0411.

~ Religion, magic and witchcraft Haviland, et. Al. (2007) Spirituality, Religion and  Lecture
the Supernatural. In the essence of Anthropology.
~ Finding and creating meaning Thomson Wadsworth. 289-306. Paper on my
 Class/group
most prized
discussion on the
~ Three ways of discovering Kawada, M. (1996) Bayad sa Dili Naton Kaipon: A possession:
role of mass media
meaning in life. Visayan Ritual of Offering to the Spirits In What would I
in shaping purchase
Ushijima and Zayas (eds). Binisaya Nga Kinabuhi save first in my
behavior: What
e. The Political Self: (Visayan Life) Visayas Maritime Anthropological emergency and
makes an ad
Studies CSSP Publications why?
effective or
 Developing a Filipino Identity: Values, 213-240. 3
ineefective? What
Traits, Community and Institutional
affects my purchase
factors. Lugue and De Leon (2001) Textbook on Family
behavior?
Planning. Rex Printing.
 Establishing a democratic culture.
Magos, A. The Ideological Context of Ma-aram  My bag/wallet and Paper: Me and
Practice in Mariit. In the Enduring Ma-aram me (an unobtrusive my favorite
f. The Digital Self: Self and Others in Tradition: An Ethnography of Kinaray-a Village in measure) things (what
 Cyberspace Antique. New Day Publishers. 46-62.  Class discussion: these are and
Listing of beliefs in what they say 5
 I , me, myself and my user ID online Sosis, R. (2010) The Adaptive Value of Religious spirits and the about me)
identity. Ritual. In Ageloni (ed) Annual Editions: supernatural
Anthropology 10/11/33rd ed. McGraw Hill 133 prevalent in the
 Selective self presentation and -137. area.
impression management.  Lecture
Stein and Stein. (2011) Ritual. In the  Group discussion:
 Impact of online interactions on the self Anthropology of Religion, Magic and Witchcraft. Who is the Filipino?
Prentice Hall 77 – 102. What makes a
 Boundaries of the self online: private vs. Filipino?
public; personal / individual vs. social Tunac, et.al. (2018). Understanding the Self.  A Game: You
identity online; gender and sexuality Nieme Publishing House Co. LTD. (65-140) know you’re a
online. Filipino if/when
Walther (2007) Selective Self Presentation in (inspired by the book
computer mediated communication: of the same title)
Hyperpersonal dimension of technology, language  Lecture
and cognition. Computers in Human Behavior.  Group
23.2538-2557. discussion/sharing:
My FB Experiences
Wolfson (2010) The Chemistry and Chimera of
 Quickie Survey:
Desire. http://www.healthline.com/healthy/what-is-
Who goes online
desire.
and why?
Ziacita, F. (1997) Barriers and Bridges to a
Democratic Culture. In Perspectives on
Citizenship and Democracy. UP TWSC. 39-68
3. Managing and Caring Managing and Caring for the Self
for the Self
a. Learning to be a better student
a. Understand the  What happens during learning? J. Dunlosky, K. A., Rawson E. J. Marsh, M.J.
theoretical underpinnings  Brain and behaviour changes Nathan & D.T. Willingham (2013). Imrpoving  Guided lecture  Feedback
for how to manage and  Metacognition and study strategies Student’s Learning Techniques: Promising and how-to- report on initial 4
care for different aspects  Managing your own learning: Self Directions from Cognitive and Educational demonstration: implementation
of the self. regulated learning Psychology. Psychological Science in the Public Examination of own : what
Interest, 14(1), 4-58. Doi:10.1177/1529100 study strategies and happened,
b. Acquire and hone new b. Setting goals for success development of more problems
skills and learning for effective study plans encountered
 The importance of goals
better managing of one’s Locke, E. (2002) Setting Goals for Life and and strategies (self- etc.
 Bandura’s Self-Efficacy, Dweck’s
self and behaviors. Happiness. In Snyder and Lopez (eds). Handbook regulated learning 4
Mindset (growth vs. fixed)
of Positive Psychology. Oxford University Press. program)  Working on
 Locke’s goal setting theory
c. Apply these new skills to 299 – 312. my Bad Habits
one’s self and functioning (paper)
c. Taking charge of one’s health Neff, K. (2012) The Science of Self Compassion.
for a better quality life.  Answering the
 Stressors and responses In Germer and Siegel (eds). Compassion and Metacognition
 Sources of coping and strength Wellness in Psychotheraphy. NY. Guilford Press. Awareness Inventory
 Stress and Filipinos: The social and
 cultural dimensions of stress
 Taking care of the self: The need for
self-care and compassion
79-92 or http:// self-compassion.org/the-research.
 The Power of 4
Article of Michael Tan at Habit at
http://pcij.org.stories/stress-and-the-Filipino. http://www.youtube.c
om/watch?
Tunac, et.al. (2018). Understanding the Self. v=4HofTwPlfo
Nieme Publishing House Co. LTD. (145-158) Feedback
 Guided lecture on report on initial
how-to implementation
Urdan (1991). Achievement Goal Theory: Past demonstration: of goals
Results, Future Directions, Advances in Motivation Examination of goals
and Achievement. Vol. 10.99-141. (short and long term)
as well as plans to
Zimmerman, B. (2001). Becoming Learner: Self accomplishing these.
Regulated Overview Theory into Practice, 41 (2),
64-70 Doi:10.1207/s15430421tip4102_2.
 Clarifying goals
and setting up a plan
for the short term (for
the semester)

 Answering the Test

your Mindset Feedback on
Instrument at implementation
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.
 -------------------------------------- FINAL EXAMINATION --------------------------------------

 Developing a self-
care plan.

Total Number of Hours: 54 hours

Course references and supplemental readings:
w Bandura, A, (1999). Social Cognitive Theory of Personality. In Pervin and John (eds) Handbook of Personality and Research, 2nd Ed. Guilford Press 134 – 194.
w Chafee, J. (2013) Who are You? Consciousness, Identity and the Self. In the Philosopher’s Way: Thinking Critically about profound Ideas. Pearson. 106 – 109.
w Csordas, T. (1999) Self and Person. In Bode (ed.) Psychological Anthropology. Praeger. 331-350
w 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.
w 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.
w Johnson, T. (1985) The Western Concept of Self. In Marsella (ed) Culture and Self: Asian and Western Perspectives. Tavistock Publications 91-138
w Lanuza, G. (2004) The Constitution of the Self. In David R. (ed) Nation, Self and Citizenship: An Invitation to Philippine Sociology. Anvil Publishing.
w Mead, GH. (1972) Mind, Self and Society from the Standpoint of a Social Behaviorist. The University of Chicago Press.
w Triandis (1989) The Self and Social Behavior in Differing Contexts. Psychological Review 96.3. 506-520
w Wei-Ming T. (1985) Selfhood and Otherness in Confucian Thought. In Marsella (ed) Culture and Self: Asian and Western Perspectives. Tavistock Publications (231-251)
w Belk (2013). Extended Self in a Digital World. Journal of Consumer Research 40.3 477 – 500.
w Demello, M. (2014) Beautiful Bodies pp. 173-188. And Fat and Thin Bodies. 189 – 205. In Body Studies: An Introduction. Routledge
w Demetrio, Fernando & Zialcita. (1991). The soul, 85 -97. One is not enough 99-101. The Soul Book. GCF Books.
w Diokno, MS (1997) Becoming a Filipino Citizenship and Democracy. UP Third World Studies Center 17-38.
w 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.
w Doronilla, ML. (1997) An Overview of the Filipino Perspectives of Democracy and Citizenship. In Perspectives on Citizenship and Democracy. UP TWSC 69 -112
w Elison, et. Al (2006) Managing Impressions online: Self Presentation processes in the online dating environment. Journal Computer Mediated Communication.
w 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.
w 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
w Frankl, V. (1959) Man’s Search for Meaning: An Introduction to Logotheraphy: Especially Past 2: Basic Concepts of Logotheraphy. 149 – 210
w 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.
w 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.
w Haviland, et. Al. (2007) Spirituality, Religion and the Supernatural. In the essence of Anthropology. Thomson Wadsworth. 289-306.
w 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.
w Lugue and De Leon (2001) Textbook on Family Planning. Rex Printing.
w 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.
w Sosis, R. (2010) The Adaptive Value of Religious Ritual. In Ageloni (ed) Annual Editions: Anthropology 10/11/33rd ed. McGraw Hill 133 -137.
w Stein and Stein. (2011) Ritual. In the Anthropology of Religion, Magic and Witchcraft. Prentice Hall 77 – 102.
w Walther (2007) Selective Self Presentation in computer mediated communication: Hyperpersonal dimension of technology, language and cognition. Computers in Human Behavior. 23.2538-
2557.
w Wolfson (2010) The Chemistry and Chimera of Desire. http://www.healthline.com/healthy/what-is-desire.
w Ziacita, F. (1997) Barriers and Bridges to a Democratic Culture. In Perspectives on Citizenship and Democracy. UP TWSC. 39-68.
w 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
w Locke, E. (2002) Setting Goals for Life and Happiness. In Snyder and Lopez (eds). Handbook of Positive Psychology. Oxford University Press. 299 – 312.
w 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.
w Article of Michael Tan at http://pcij.org.stories/stress-and-the-Filipino.
w Tunac, R. , et.al. (2018). Understanding the Self. Nieme Publishing House Co. LTD. QC. Philippines
w Urdan (1991). Achievement Goal Theory: Past Results, Future Directions, Advances in Motivation and Achievement. Vol. 10.99-141.
w 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: