Understanding the Self PDF Syllabus (Pangasinan State University)

Republic of the Philippines PANGASINAN STATE UNIVERSITY Lingayen, Pangasinan COLLEGE...

Republic of the Philippines PANGASINAN STATE UNIVERSITY Lingayen, Pangasinan COLLEGE OF ARTS, SCIENCES AND LETTERS First Semester, 2019 - 2020 COURSE CODE: GE 1 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 Graduate Attributes Bachelor in Industrial Technology Program Outcomes (PO) Performance Indicators Graduates of the BIT programs are individuals who: Implement school policies and procedures, demonstrate punctuality and maintain appropriate appearance Holistic 1. Demonstrate the value for learning in industry-based technology training in various major fields of specialization as in automotive, machine shop, Engage and sustain learners’ interest using various learning electronics, drafting, civil ceramics, elements and food technology experiences and resources Fair 2. Complement efforts in the utilization of technology through applied Maintain a learning environment of courtesy and respect for different research, extension services and production. learners, and guide individual learners to develop appropriate social and learning behavior Competent 3. 3. Provide a highly technical, professional and competent manpower in Deliver accurate and updated content knowledge using appropriate industrial technology aspects. approaches, methodologies, and strategies Explain learning goals, instructional procedures and content clearly and accurately to students. Well rounded 4. Select teaching methods, learning activities and instructional materials Use a variety of carefully planned teaching approaches and techniques appropriate to learners, and make good use of allotted instructional time; that fit within available instructional time Technology literate 5. Train students to become craftsmen, technicians, supervisors as well as Utilize ICT to enhance teaching and learning future manpower in the industry or they can put up their own shop/business. Innovative 6. Develop and utilize creative and appropriate instructional plan, use a Demonstrate ability to implement instructional plan variety of appropriate assessment strategies to monitor and evaluate learning, and communicate results of evaluation to students and parents Prepare tests in line with the curriculum, employ non-traditional promptly; assessment techniques, and interpret and use assessment results to improve teaching and learning Conduct regular meetings with learners and parents to report learners’ progress Dependable 7. Develop self-reliance and self-sufficiency Use the community as a laboratory for learning and as a network to publicize school events and achievements. Honorable, admirable 8. Take pride in the nobility of Industrial Technology as a profession Maintains stature and behavior that upholds the dignity of teaching. Lifelong learner 9. Show willingness and capability to continue learning, build professional Allocate time for personal and professional development thru links with colleagues to enrich teaching practice in order to better fulfill their participation in educational seminars and workshops, read educational mission as industrial technology workers.  materials regularly, and engage in educational research and pursue graduate studies. Global 10. Recognize and accept the learners’ diverse backgrounds, knowledge and Obtain information on the learning’s styles, multiple intelligence and experience needs of learners, pace lessons appropriate to the needs and difficulties of learners, recognizing their multi-cultural background. COURSE INFORMATION 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 Schedule: I-E BIT Time: MWF 8:00 AM – 9:00 AM Course Prerequisite: None Course Outcomes (CO) At the end of the course, the students will be able to: The Self from Various Perspectives CO1 - Discussed the different representations and conceptualizations of the self from various disciplinal perspectives; CO2 - Compare and contrast how the self has been represented across different disciplines and perspectives; CO3 - Examine the different influence, factors, and forces that shape the self; CO4 - 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 CO5 - Explore the different aspects of self and identity. CO6 - Demonstrate critical, reflective thought in integrating the various aspects of self and identity. CO7 - Identify the different forces and institutions that impact the development of various aspects of self and identity; CO8 - Examine one’s self against the different aspects of the self, discussed in class. Managing and Caring for the Self CO9 - Understand the theoretical underpinnings for how to manage and care for the different aspects of the self; CO10 - Acquire and hone new skills and learnings for better managing of one’s self and behaviors; CO11 - Apply these new skills to one’s self and functioning for a better quality of life. LEARNING PLAN CO Desired Learning Teaching and Learning No. of Topics Resources/ Materials Assessment Code Outcomes (LO) Activities Hours Class activity : Getting to know me and you Class discussion : Raising fundamental questions regarding the self Introduction to the Course Surfacing students’ beliefs and 1 concerns regarding the self Discussion of the mechanics of the course Introducing the requirements and integrative papers.  1. The Self from The Self from Various Various Perspectives Perspectives CO1 a. Discuss the different a. Philosophy Bandura, A, (1999). Social  Lecture  Group write-up 4 representations and  Socrates, Plato and Augustine to Cognitive Theory of Personality. In of quick survey conceptualizations of the Descartes, Loacke, Hume, Kant, Pervin and John (eds) Handbook results self from the various Freud, Ryle, Churchland and of Personality and Research, 2nd disciplinal perspectives Merleau-Ponty all try to answer the Ed. Guilford Press 134 – 194. question “Who are you?” CO2 b. Examine the different Chafee, J. (2013) Who are You?  Group Discussion centering  Individual influences, factors and b. Sociology Consciousness, Identity and the on similarities and differences submission of 4 forces that shape the self.  The self as a product of modern Self. In the Philosopher’s Way: of self representations and essay on self: society among other constructions. Thinking Critically about profound conceptualizations and the How do I c. Compare and contrast Ideas. Pearson. 106 – 109. various identified influence understand? how the self has been  Mead and the Social Self What led up to represented across the Csordas, T. (1999) Self and this? different disciplines and Person. In Bode (ed.)  Class project (quick survey): perspectives. c. Anthropology Psychological Anthropology. How is self understood?  Short paper on 3 CO3  The Self and the person in Praeger. 331-350 Real / Ideal Self d. Demonstrate critical contemporary and Anthropology and a and reflective thought in Geertz, C. (1973) The Impact of discussion/assess analyzing the development  The self embedded in culture. the Concept of Culture and the  Class discussions and ment of any of one’s self and identity Concepts of Man 33-54 and processing of survey results differences. CO4 by developing a theory of d. Psychology Person, Time and Conduct in Bali. once data have been written 4 the self.  The self as a Cognitive 360-411. In the Interpretation of up (see assessment)  Three things I Construction: Culture. Basic Books. learned about ~William James and the Me Self myself from this and I-Self; topic.  ~Global vs. Differentiated Models Harter, S. (1996) Historical Roots ~Real Self and Ideal Self concepts of Contemporary Issues Involving  Group discussion: How is my ~Multiple vs. Unified Selves Self Concept. In Bracken (ed) self shaped and influenced by  Three things I ~True vs. False Selves Handbook of Self Concept: culture? (May be discussed at learned about Developmental, Social and either or both the regional or myself from this  The Self as proactive and agentic Clinical Considerations. John national levels) topic. e. The Self in Western and Wiley and Sons 1-37. 3 Oriental / Eastern Thought Johnson, T. (1985) The Western Concept of Self. In Marsella (ed)  Individualistic vs. Collective Self Culture and Self: Asian and Western Perspectives. Tavistock  The Social Construction of the Publications 91-138 Self in Western Thought Lanuza, G. (2004) The  The Self as embedded in Constitution of the Self. In David relationships and through R. (ed) Nation, Self and spiritual development in Citizenship: An Invitation to Confucian thought. 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 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 CO5 a. Explore the different a. The Physical Self : The self as Belk (2013). Extended Self in a  Lecture Individual 3 aspects of self and identity impacted by the body Digital World. Journal of constructions of Consumer Research. 40.3 477 –  Group discussion and the personal self- b. Demonstrate critical,  The impact of culture on body 500. presentation: Who is illustrating how the reflective thought in image and self-esteem: The beautiful? Cultural different aspects integrating the various importance of beauty. Demello, M. (2014) Beautiful Conceptions and standards of are situated aspects of self and identity Bodies pp. 173-188. And Fat and beauty of face and body relative to one Thin Bodies. 189 – 205. In Body another and the CO6 c. Identify the different forces b. The Sexual Self Studies: An Introduction.  Class may bring pictures of importance of 6 and institutions that Routledge who is beautiful to begin each relative to the impact the development of  The development of secondary discussion. other. the various aspects of self sex characteristics and the human Demetrio, Fernando & Zialcita. and identity. reproductive system. (1991). The soul, 85 -97. One is  Psychological Tests - Self –esteem scale d. Examine one’s self  Discussing the erogenous zone not enough 99-101. The Soul - Body esteem scale against the different Book. GCF Books. aspects the different  Understanding the human sexual  What do men and women aspects of self discussed response Diokno, MS (1997) Becoming a find attractive: A class in class. Filipino Citizenship and discussion ~ The basic biology of sexual Democracy. UP Third World behavior Studies Center 17-38.  Tanungin si Dra.: Totoo ba? Surfacing Common Beliefs ~ Understanding the chemistry of Dittmer, H. (1992). The Individual and Misconceptions regarding lust, love and attachment Centered Approach: Material the body, sex and sexuality. Possessions as Parts of Extended ~ The psychological aspect: Self. Pp. 41- 64 and Possessions What turns people on: phases as in the Social Expressions of  What does he want? of sexual response Identity Pp. 95 – 121 : in the (according to him/ according Social Psychology of Material to her)  The diversity of sexual behavior: Possessions: To Have is to Be? St What does she want? solitary, heterosexual, Martin’s Press. (according to her/ according to homosexual, bisexual and him): transsexual. Doronilla, ML. (1997) An Comparing expectations Overview of the Filipino  Sexually transmitted diseases and Perspectives of Democracy and  Usap tayo: A discussion on infections Citizenship. In Perspectives on Love, Sex, Relationship and Citizenship and Democracy. UP Family.  Natural and Artificial Methods of TWSC 69 -112 Contraception Elison, et. Al (2006) Managing Impressions online: Self Presentation processes in the  online dating environment. Journal Computer Mediated Communication. -------------------------------------- MIDTERM EXAMINATION -------------------------------------- CO7 c.The Material/Economic Self  Lecture Paper on my most 3  I shop, therefore, I Am ? Feldman, R. (2008) prized possession: Understanding Psychology: 8th ed.  Class/group discussion on What would I save  Shaping the way we see Mc Graw Hill Module 34: the role of mass media in first in my ourselves: The role of consumer Understanding Human Sexual shaping purchase behavior: emergency and culture on our sense of self - Response, 369 -375; Module 35: What makes an ad effective or why? identity Diversity of Sexual Behavior 379- ineefective? What affects my 385; Module 36; Sexual Difficulties purchase behavior? 389 – 391. CO8 d. The Spiritual Self: The practice  My bag/wallet and me (an Paper: Me and my 4 of religion: belief in supernatural Fisher, V. (2004) Why We Love: unobtrusive measure) favorite things being and power. The Nature and Chemistry of (what these are Romantic Love. 51-76 Chapter 4:  Class discussion: Listing of and what they say  The concept of “dungan” – spirit or Web of Love, Lust and beliefs in spirits and the about me) soul Attachment. 77 -98 supernatural prevalent in the area. ~ Rituals and Ceremonies: the  Lecture functions of rituals Frankl, V. (1959) Man’s Search  Group discussion: Who is for Meaning: An Introduction to the Filipino? What makes a ~ Religion, magic and witchcraft Logotheraphy: Especially Past 2: Filipino? Basic Concepts of Logotheraphy.  A Game: You know you’re a ~ Finding and creating meaning 149 – 210 Filipino if/when (inspired by the book of the same title)  Lecture  ~ Three ways of discovering Gibbs, et Al, (2006) Self-  Group discussion/sharing: meaning in life. presentation in online personals: My FB Experiences the Role of Anticipated future  Quickie Survey: Who goes 3 e. The Political Self: interaction, self-disclosures and online and why? perceived success in internet  Developing a Filipino Identity: dating. Communications Values, Traits, Community and Research. 33.2 152-172. Institutional factors. Gonzales and Hancock (2010)  Establishing a democratic culture. Mirror, Mirror on my FB Wall: Effects of Exposure to FB on self esteem. Cyberpsychology, 5 f. The Digital Self: Self and Others Behavior and Social Networking. in Cyberspace Doi: 10.1089/cyber2009.0411.  I , me, myself and my user ID Haviland, et. Al. (2007) online identity. Spirituality, Religion and the Supernatural. In the essence of  Selective self presentation and Anthropology. Thomson impression management. Wadsworth. 289-306.  Impact of online interactions on Kawada, M. (1996) Bayad sa Dili the self Naton Kaipon: A Visayan Ritual of Offering to the Spirits In Ushijima  Boundaries of the self online: and Zayas (eds). Binisaya Nga private vs. public; personal / Kinabuhi (Visayan Life) Visayas individual vs. social identity online; Maritime Anthropological Studies gender and sexuality online. 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. Tunac, et.al. (2018). Understanding the Self. Nieme Publishing House Co. LTD. (65- 140)  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 3. Managing and Caring for Managing and Caring for the Self the Self CO9 a. Understand the theoretical a. Learning to be a better student J. Dunlosky, K. A., Rawson E. J.  Guided lecture and how-to-  Feedback report 3 underpinnings for how to  What happens during learning? Marsh, M.J. Nathan & D.T. demonstration: Examination of on initial manage and care for  Brain and behaviour changes Willingham (2013). Imrpoving own study strategies and implementation: different aspects of the  Metacognition and study Student’s Learning Techniques: development of more effective what happened, self. strategies Promising Directions from study plans and strategies problems  Managing your own learning: Cognitive and Educational (self-regulated learning encountered etc. Self regulated learning Psychology. Psychological program)  Science in the Public Interest,  Working on my CO10 b. Acquire and hone new b. Setting goals for success 14(1), 4-58. Doi:10.1177/1529100  Answering the Bad Habits 4 skills and learning for  The importance of goals Metacognition Awareness (paper) better managing of one’s  Bandura’s Self-Efficacy, Locke, E. (2002) Setting Goals for Inventory self and behaviors. Dweck’s Mindset (growth vs. Life and Happiness. In Snyder and Feedback report fixed) Lopez (eds). Handbook of Positive  The Power of Habit at on initial  Locke’s goal setting theory Psychology. Oxford University http://www.youtube.com/watch implementation of Press. 299 – 312. ?v=4HofTwPlfo goals CO11 c. Apply these new skills to c. Taking charge of one’s health Neff, K. (2012) The Science of Feedback on 4  Guided lecture on how-to one’s self and functioning  Stressors and responses Self Compassion. In Germer and implementation demonstration: Examination for a better quality life.  Sources of coping and strength Siegel (eds). Compassion and of goals (short and long term)  Stress and Filipinos: The social Wellness in Psychotheraphy. NY. as well as plans to and cultural dimensions of Guilford Press. 79-92 or http:// accomplishing these. stress self-compassion.org/the-research.  Clarifying goals and setting  Taking care of the self: The Article of Michael Tan at up a plan for the short term need for self-care and http://pcij.org.stories/stress-and- (for the semester) compassion the-Filipino.  Answering the Test your Tunac, et.al. (2018). Mindset Instrument at Understanding the Self. Nieme http://mindsetonline.com/testy Publishing House Co. LTD. (145- ourmindset/step1.php. 158)  Answering the Urdan (1991). Achievement Goal external/internal motivation Theory: Past Results, Future scale and the locus of control Directions, Advances in Motivation scale at and Achievement. Vol. 10.99-141. http://www.psych.uncc.edu.ed  Zimmerman, B. (2001). u/pagoolka/LocusofControl- Becoming Learner: Self Regulated intro.ht. Overview Theory into Practice, 41  Guided lecture and how-to (2), 64-70 demonstration: Identifying Doi:10.1207/s15430421tip4102_2. personal stressors and usual coping.  Identifying effective and ineffective coping. Responses.  Developing a self-care plan. 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 B. Performance Outputs 1. Quizzes 1. Individual seatwork/assignment and Prelim/Semi Final - 15% 2. Exercises group/pair activities Midterm/ Final Exam - 25% 3. Annotations and reaction papers/essays 2. Recitation/reports, board activities and Quizzes - 30% 4. Chapter Tests attendance Participation - 30% Total - 100% 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: RICHMOND KEITH N. SIMEON Contact Number: 0927 996 2303 Email address: [email protected] Consultation Hours: TUE/THUR 10:00AM-12:00NN Adopted by: Reviewed by: Recommending Approval: APPROVED BY: JUFRI JAN LOUIS M. NARVAS, M.Ed. RICHMOND KEITH N. SIMEON ERNA M. SALAZAR, MBA LORNA G. URBIZTONDO, Ed.D Date: POTENCIANO D. CONTE, JR., DBA Date: Date: Date:  Republic of the Philippines PANGASINAN STATE UNIVERSITY Lingayen, Pangasinan COLLEGE OF ARTS, SCIENCES AND LETTERS First Semester, 2019 - 2020 COURSE CODE: GE 1 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: 7. demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity, participatory decision making, and accountability; 8. engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions that build personal and professional credibility and integrity. 9. set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing quality outputs leading to inclusive growth; 10. 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; 11. 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; 12. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible public image.  PROGRAM OUTCOMES Graduate Attributes BS Mathematics Program Outcomes (PO) (based from CHED) Graduates of the BS Mathematics programs is committed to produce graduates who: Subject Specialist 1. Gained mastery in the core areas of mathematics: algebra, analysis, geometry; Investigative, Independent, and 2. Demonstrate skills in pattern recognition, generalization, abstraction, critical analysis, problem solving and rigorous argument; Critical Thinkers 3. Develop and enhance perception of the vitality and importance of mathematics in the modern world including inter-relationship within math Adaptive and its connection to other disciplines; Independent 4. Make and evaluate mathematical conjectures and arguments and validate their own mathematical thinking; Well-rounded 5. Appreciate the concept and role of proof and reasoning and demonstrate knowledge in reading and writing mathematical proof; Ethically Aware 6. Law-abiding, morally upright and sensitive to their social responsibilities; Socially aware 7. Demonstrate competencies that are beyond the needs and requirements of the community; Confident & effective 8. Communicate mathematical ideas orally and in writing using clear and precise language. communicators COURSE INFORMATION 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 Schedule: Time: I-A MATH MWF 11:00 AM – 12:00 NN Course Prerequisite: None I-B MATH MWF 4:00 PM – 5:00 PM Course Outcomes (CO) At the end of the course, the students will be able to: The Self from Various Perspectives CO1 - Discussed the different representations and conceptualizations of the self from various disciplinal perspectives; CO2 - Compare and contrast how the self has been represented across different disciplines and perspectives; CO3 - Examine the different influence, factors, and forces that shape the self; CO4 - 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 CO5 - Explore the different aspects of self and identity. CO6 - Demonstrate critical, reflective thought in integrating the various aspects of self and identity. CO7 - Identify the different forces and institutions that impact the development of various aspects of self and identity; CO8 - Examine one’s self against the different aspects of the self, discussed in class. Managing and Caring for the Self CO9 - Understand the theoretical underpinnings for how to manage and care for the different aspects of the self; CO10 - Acquire and hone new skills and learnings for better managing of one’s self and behaviors; CO11 - Apply these new skills to one’s self and functioning for a better quality of life. LEARNING PLAN CO Desired Learning Teaching and Learning No. of Topics Resources/ Materials Assessment Code Outcomes (LO) Activities Hours Class activity : Getting to know me and you Introduction to the Course Class discussion : Raising 1 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. 4. The Self from The Self from Various Various Perspectives Perspectives CO1 e. Discuss the different f. Philosophy Bandura, A, (1999). Social  Lecture  Group write-up 4 representations and  Socrates, Plato and Augustine to Cognitive Theory of Personality. In of quick survey conceptualizations of the Descartes, Loacke, Hume, Kant, Pervin and John (eds) Handbook results nd self from the various Freud, Ryle, Churchland and of Personality and Research, 2 disciplinal perspectives Merleau-Ponty all try to answer the Ed. Guilford Press 134 – 194. question “Who are you?” CO2 f. Examine the different Chafee, J. (2013) Who are You?  Group Discussion centering  Individual influences, factors and g. Sociology Consciousness, Identity and the on similarities and differences submission of 4 forces that shape the self.  The self as a product of modern Self. In the Philosopher’s Way: of self representations and essay on self: society among other constructions. Thinking Critically about profound conceptualizations and the How do I g. Compare and Ideas. Pearson. 106 – 109. various identified influence understand? contrast how the self has  Mead and the Social Self What led up to been represented across Csordas, T. (1999) Self and this? the different disciplines Person. In Bode (ed.)  Class project (quick survey): and perspectives. h. Anthropology Psychological Anthropology. How is self understood?  Short paper on 3 CO3 Praeger. 331-350 Real / Ideal Self  h. Demonstrate critical  The Self and the person in and a and reflective thought in contemporary and Anthropology Geertz, C. (1973) The Impact of discussion/assess analyzing the development the Concept of Culture and the  Class discussions and ment of any of one’s self and identity  The self embedded in culture. Concepts of Man 33-54 and processing of survey results differences. CO4 by developing a theory of Person, Time and Conduct in Bali. once data have been written 4 the self. i. Psychology 360-411. In the Interpretation of up (see assessment)  Three things I  The self as a Cognitive Culture. Basic Books. learned about Construction: myself from this ~William James and the Me Self Harter, S. (1996) Historical Roots topic. and I-Self; of Contemporary Issues Involving ~Global vs. Differentiated Models Self Concept. In Bracken (ed)  Group discussion: How is my ~Real Self and Ideal Self concepts Handbook of Self Concept: self shaped and influenced by  Three things I ~Multiple vs. Unified Selves Developmental, Social and culture? (May be discussed at learned about ~True vs. False Selves Clinical Considerations. John either or both the regional or myself from this Wiley and Sons 1-37. national levels) topic.  The Self as proactive and agentic Johnson, T. (1985) The Western 3 j. The Self in Western and Concept of Self. In Marsella (ed) Oriental / Eastern Thought Culture and Self: Asian and Western Perspectives. Tavistock  Individualistic vs. Collective Self Publications 91-138  The Social Construction of the Lanuza, G. (2004) The Self in Western Thought Constitution of the Self. In David R. (ed) Nation, Self and  The Self as embedded in Citizenship: An Invitation to relationships and through Philippine Sociology. Anvil spiritual development in Publishing. Confucian thought.  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 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) 5. Unpacking the Self Unpacking the Self CO5 e. Explore the different g. The Physical Self : The self as Belk (2013). Extended Self in a  Lecture Individual 3 aspects of self and identity impacted by the body Digital World. Journal of constructions of Consumer Research. 40.3 477 –  Group discussion and the personal self- f. Demonstrate critical,  The impact of culture on body 500. presentation: Who is illustrating how the reflective thought in image and self-esteem: The beautiful? Cultural different aspects integrating the various importance of beauty. Demello, M. (2014) Beautiful Conceptions and standards of are situated aspects of self and identity Bodies pp. 173-188. And Fat and beauty of face and body relative to one  Thin Bodies. 189 – 205. In Body another and the CO6 g. Identify the different forces h. The Sexual Self Studies: An Introduction.  Class may bring pictures of importance of 6 and institutions that Routledge who is beautiful to begin each relative to the impact the development of  The development of secondary discussion. other. the various aspects of self sex characteristics and the human Demetrio, Fernando & Zialcita. and identity. reproductive system. (1991). The soul, 85 -97. One is  Psychological Tests not enough 99-101. The Soul - Self –esteem scale h. Examine one’s self  Discussing the erogenous zone Book. GCF Books. - Body esteem scale against the different aspects the different  Understanding the human sexual Diokno, MS (1997) Becoming a  What do men and women aspects of self discussed response Filipino Citizenship and find attractive: A class in class. Democracy. UP Third World discussion ~ The basic biology of sexual Studies Center 17-38. behavior  Tanungin si Dra.: Totoo ba? Dittmer, H. (1992). The Individual Surfacing Common Beliefs ~ Understanding the chemistry of Centered Approach: Material and Misconceptions regarding lust, love and attachment Possessions as Parts of Extended the body, sex and sexuality. Self. Pp. 41- 64 and Possessions ~ The psychological aspect: as in the Social Expressions of What turns people on: phases Identity Pp. 95 – 121 : in the  What does he want? of sexual response Social Psychology of Material (according to him/ according Possessions: To Have is to Be? St to her)  The diversity of sexual behavior: Martin’s Press. What does she want? solitary, heterosexual, (according to her/ according to homosexual, bisexual and Doronilla, ML. (1997) An him): transsexual. Overview of the Filipino Comparing expectations Perspectives of Democracy and Citizenship. In Perspectives on   Sexually transmitted diseases and Citizenship and Democracy. UP  Usap tayo: A discussion on infections TWSC 69 -112 Love, Sex, Relationship and Family.  Natural and Artificial Methods of Elison, et. Al (2006) Managing Contraception Impressions online: Self Presentation processes in the online dating environment. Journal Computer Mediated Communication. -------------------------------------- MIDTERM EXAMINATION -------------------------------------- CO7 Feldman, R. (2008) Paper on my most 3 i. The Material/Economic Self Understanding Psychology: 8th ed.  Lecture prized possession:  I shop, therefore, I Am ? Mc Graw Hill Module 34: What would I save Understanding Human Sexual  Class/group discussion on first in my  Shaping the way we see Response, 369 -375; Module 35: the role of mass media in emergency and ourselves: The role of consumer Diversity of Sexual Behavior 379- shaping purchase behavior: why? culture on our sense of self - 385; Module 36; Sexual Difficulties What makes an ad effective or identity 389 – 391. ineefective? What affects my purchase behavior? CO8 Fisher, V. (2004) Why We Love: Paper: Me and my 4 j. The Spiritual Self: The practice of The Nature and Chemistry of  My bag/wallet and me (an favorite things religion: belief in supernatural Romantic Love. 51-76 Chapter 4: unobtrusive measure) (what these are being and power. Web of Love, Lust and and what they say Attachment. 77 -98  Class discussion: Listing of about me)  The concept of “dungan” – spirit or beliefs in spirits and the soul supernatural prevalent in the area.  ~ Rituals and Ceremonies: the Frankl, V. (1959) Man’s Search  Lecture functions of rituals for Meaning: An Introduction to  Group discussion: Who is Logotheraphy: Especially Past 2: the Filipino? What makes a ~ Religion, magic and witchcraft Basic Concepts of Logotheraphy. Filipino? 149 – 210  A Game: You know you’re a ~ Finding and creating meaning Filipino if/when (inspired by the book of the same title) ~ Three ways of discovering Gibbs, et Al, (2006) Self-  Lecture meaning in life. presentation in online personals:  Group discussion/sharing: the Role of Anticipated future My FB Experiences 3 k. The Political Self: interaction, self-disclosures and  Quickie Survey: Who goes perceived success in internet online and why?  Developing a Filipino Identity: dating. Communications Values, Traits, Community and Research. 33.2 152-172. Institutional factors. Gonzales and Hancock (2010)  Establishing a democratic culture. Mirror, Mirror on my FB Wall: Effects of Exposure to FB on self esteem. Cyberpsychology, 5 l. The Digital Self: Self and Others Behavior and Social Networking. in Cyberspace Doi: 10.1089/cyber2009.0411.  I , me, myself and my user ID Haviland, et. Al. (2007) online identity. Spirituality, Religion and the Supernatural. In the essence of  Selective self presentation and Anthropology. Thomson impression management. Wadsworth. 289-306.  Impact of online interactions on Kawada, M. (1996) Bayad sa Dili the self Naton Kaipon: A Visayan Ritual of Offering to the Spirits In Ushijima  Boundaries of the self online: and Zayas (eds). Binisaya Nga private vs. public; personal / Kinabuhi (Visayan Life) Visayas individual vs. social identity online; Maritime Anthropological Studies gender and sexuality online. 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. Tunac, et.al. (2018). Understanding the Self. Nieme Publishing House Co. LTD. (65- 140) 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  6. Managing and Caring for Managing and Caring for the Self the Self CO9 d. Understand the theoretical d. Learning to be a better student J. Dunlosky, K. A., Rawson E. J.  Guided lecture and how-to-  Feedback report 3 underpinnings for how to  What happens during learning? Marsh, M.J. Nathan & D.T. demonstration: Examination of on initial manage and care for  Brain and behaviour changes Willingham (2013). Imrpoving own study strategies and implementation: different aspects of the  Metacognition and study Student’s Learning Techniques: development of more effective what happened, self. strategies Promising Directions from study plans and strategies problems  Managing your own learning: Cognitive and Educational (self-regulated learning encountered etc. Self regulated learning Psychology. Psychological program) Science in the Public Interest,  Working on my CO10 e. Acquire and hone new e. Setting goals for success 14(1), 4-58. Doi:10.1177/1529100  Answering the Bad Habits 4 skills and learning for  The importance of goals Metacognition Awareness (paper) better managing of one’s  Bandura’s Self-Efficacy, Locke, E. (2002) Setting Goals for Inventory self and behaviors. Dweck’s Mindset (growth vs. Life and Happiness. In Snyder and Feedback report fixed) Lopez (eds). Handbook of Positive  The Power of Habit at on initial  Locke’s goal setting theory Psychology. Oxford University http://www.youtube.com/watch implementation of Press. 299 – 312. ?v=4HofTwPlfo goals CO11 f. Apply these new skills to f. Taking charge of one’s health Neff, K. (2012) The Science of Feedback on 4  Guided lecture on how-to one’s self and functioning  Stressors and responses Self Compassion. In Germer and implementation demonstration: Examination for a better quality life.  Sources of coping and strength Siegel (eds). Compassion and of goals (short and long term)  Stress and Filipinos: The social Wellness in Psychotheraphy. NY. as well as plans to and cultural dimensions of Guilford Press. 79-92 or http:// accomplishing these. stress self-compassion.org/the-research.   Taking care of the self: The Article of Michael Tan at  Clarifying goals and setting need for self-care and http://pcij.org.stories/stress-and- up a plan for the short term compassion the-Filipino. (for the semester) Tunac, et.al. (2018).  Answering the Test your Understanding the Self. Nieme Mindset Instrument at Publishing House Co. LTD. (145- http://mindsetonline.com/testy 158) ourmindset/step1.php. Urdan (1991). Achievement Goal  Answering the Theory: Past Results, Future external/internal motivation Directions, Advances in Motivation scale and the locus of control and Achievement. Vol. 10.99-141. scale at Zimmerman, B. (2001). http://www.psych.uncc.edu.ed Becoming Learner: Self Regulated u/pagoolka/LocusofControl- Overview Theory into Practice, 41 intro.ht. (2), 64-70  Guided lecture and how-to Doi:10.1207/s15430421tip4102_2. demonstration: Identifying personal stressors and usual coping.  Identifying effective and ineffective coping. Responses.  Developing a self-care plan. 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 B. Performance Outputs 5. Quizzes 1. Individual seatwork/assignment and Prelim/Semi Final - 15% 6. Exercises group/pair activities Midterm/ Final Exam - 25% 7. Annotations and reaction papers/essays 2. Recitation/reports, board activities and Quizzes - 30% 8. Chapter Tests attendance Participation - 30% Total - 100% CLASS POLICIES 6. Attendance in the class signifies readiness to participate in class discussions and activities. 7. A student is responsible for his/her absence; no make-up projects will be given. 8. A student will be automatically marked DRP (Dropped) after eight (8) consecutive absences. 9. Requirements must be submitted within the designated date of submission. 10. Others (agreed upon by the class) INSTRUCTOR’S INFORMATION Name: RICHMOND KEITH N. SIMEON Contact Number: 0927 996 2303 Email address: [email protected] Consultation Hours: TUE/THUR 10:00AM-12:00NN Adopted by: Reviewed by: Recommending Approval: APPROVED BY: JUFRI JAN LOUIS M. NARVAS, M.Ed. RICHMOND KEITH N. SIMEON ERNA M. SALAZAR, MBA LORNA G. URBIZTONDO, Ed.D Date: POTENCIANO D. CONTE, JR., DBA Date: Date: Date: