The document describes the course requirements for a Bachelor of Science in Office Administration. It lists 24 general education courses covering topics such as communication skills, Philippine history, business mathematics, biology, and economics. Each course description provides the course objectives, prerequisites, credits awarded, and number of hours required. The courses focus on developing students' skills in areas like writing, oral communication, reading comprehension, and logical reasoning.
1) The document discusses how schema theory explains how readers' background knowledge influences text comprehension. Schemata represent a reader's organized knowledge and can be activated through top-down or bottom-up processing.
2) Text organization coincides with developments in schema theory. Readers comprehend texts better when the text structure matches their formal schemata.
3) Inferencing involves identifying and integrating information not explicitly stated in a text, triggered by incoming text and background knowledge through bottom-up and top-down processes.
According to schema theory, interpretation is guided by mapping input against existing schemas, where all aspects of the schema must be compatible with the input. This results in bottom-up processing, driven by incoming data fitting schemas, and top-down processing, using general schemas to make predictions and find fitting information. A hypothesis is that good first language readers can transfer skills to a second language, but limited linguistic proficiency can interfere with transfer. Research also shows that background knowledge, especially cultural knowledge, affects comprehension, as seen in a study where subjects better understood texts about their own culture. Effective reading instruction includes objectives guiding lessons, a comprehensive reading theory, focused class time, clear lesson structures, varied activities, feedback, real-world relevance,
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Junnie Salud
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
Ethics Syllabus (New Format-For Submision) 1st Sem., 2021-2022 - Julius Basal...TongierlynCorda1
This document provides the course syllabus for an Ethics course offered in the first semester of the 2021-2022 academic year. The syllabus outlines the course details including the number of hours, credit units, prerequisites, and department/curriculum. It also lists the university and college visions, missions, and goals. The course learning outcomes and content are presented, covering topics such as moral development, virtue ethics, rights theory, utilitarianism, and justice/fairness. References for required readings such as books, articles, and essays are included at the end.
Ethics Syllabus (New Format-For Submision) 1st Sem., 2021-2022 - Julius Basal...TongierlynCorda1
This document provides the course syllabus for an Ethics course offered in the first semester of the 2021-2022 academic year. The syllabus outlines the course details including the number of hours, credit units, prerequisites, and department/curriculum. It also lists the university and college visions, missions, and goals that provide context for the course. The course objectives, content, learning outcomes, assessment tasks and teaching-learning activities are defined over 18 weeks. Key topics covered include moral reasoning frameworks, moral development stages, virtue ethics, rights theory, utilitarianism, justice and fairness, and ethics in a globalized world. References include books, articles, and essays on these ethical theories and principles.
The document provides an overview of Module 2 of a curriculum development course. The module aims to help students understand the philosophical and theological dimensions of curriculum development.
It covers topics such as the philosophical approaches of essentialism and progressivism; other approaches like reconstructionism and existentialism; and the Trinitarian scheme for organizing a curriculum around truth, goodness, and beauty.
The document also discusses the theological foundations of curriculum development including being God-centered, Christ-centered, and community-centered. Examples of how theological considerations can be incorporated into subjects and activities are requested in an activity question.
This document outlines a course on philosophies in education for a Bachelor of Education program. The course aims to provide students with an understanding of major educational philosophies including behaviorism, pragmatism, critical theory, and feminism. It also examines the implications of Hinduism, Buddhism, Christianity, and Islam for education. The course objectives are to develop students' critical thinking on educational philosophies and to understand the need for an eclectic approach in applying philosophies to modern education. The course is divided into 7 units covering the introduction to philosophy of education, key philosophies and their implications, and the need for an inclusive philosophical approach.
1) The document discusses how schema theory explains how readers' background knowledge influences text comprehension. Schemata represent a reader's organized knowledge and can be activated through top-down or bottom-up processing.
2) Text organization coincides with developments in schema theory. Readers comprehend texts better when the text structure matches their formal schemata.
3) Inferencing involves identifying and integrating information not explicitly stated in a text, triggered by incoming text and background knowledge through bottom-up and top-down processes.
According to schema theory, interpretation is guided by mapping input against existing schemas, where all aspects of the schema must be compatible with the input. This results in bottom-up processing, driven by incoming data fitting schemas, and top-down processing, using general schemas to make predictions and find fitting information. A hypothesis is that good first language readers can transfer skills to a second language, but limited linguistic proficiency can interfere with transfer. Research also shows that background knowledge, especially cultural knowledge, affects comprehension, as seen in a study where subjects better understood texts about their own culture. Effective reading instruction includes objectives guiding lessons, a comprehensive reading theory, focused class time, clear lesson structures, varied activities, feedback, real-world relevance,
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Junnie Salud
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
Ethics Syllabus (New Format-For Submision) 1st Sem., 2021-2022 - Julius Basal...TongierlynCorda1
This document provides the course syllabus for an Ethics course offered in the first semester of the 2021-2022 academic year. The syllabus outlines the course details including the number of hours, credit units, prerequisites, and department/curriculum. It also lists the university and college visions, missions, and goals. The course learning outcomes and content are presented, covering topics such as moral development, virtue ethics, rights theory, utilitarianism, and justice/fairness. References for required readings such as books, articles, and essays are included at the end.
Ethics Syllabus (New Format-For Submision) 1st Sem., 2021-2022 - Julius Basal...TongierlynCorda1
This document provides the course syllabus for an Ethics course offered in the first semester of the 2021-2022 academic year. The syllabus outlines the course details including the number of hours, credit units, prerequisites, and department/curriculum. It also lists the university and college visions, missions, and goals that provide context for the course. The course objectives, content, learning outcomes, assessment tasks and teaching-learning activities are defined over 18 weeks. Key topics covered include moral reasoning frameworks, moral development stages, virtue ethics, rights theory, utilitarianism, justice and fairness, and ethics in a globalized world. References include books, articles, and essays on these ethical theories and principles.
The document provides an overview of Module 2 of a curriculum development course. The module aims to help students understand the philosophical and theological dimensions of curriculum development.
It covers topics such as the philosophical approaches of essentialism and progressivism; other approaches like reconstructionism and existentialism; and the Trinitarian scheme for organizing a curriculum around truth, goodness, and beauty.
The document also discusses the theological foundations of curriculum development including being God-centered, Christ-centered, and community-centered. Examples of how theological considerations can be incorporated into subjects and activities are requested in an activity question.
This document outlines a course on philosophies in education for a Bachelor of Education program. The course aims to provide students with an understanding of major educational philosophies including behaviorism, pragmatism, critical theory, and feminism. It also examines the implications of Hinduism, Buddhism, Christianity, and Islam for education. The course objectives are to develop students' critical thinking on educational philosophies and to understand the need for an eclectic approach in applying philosophies to modern education. The course is divided into 7 units covering the introduction to philosophy of education, key philosophies and their implications, and the need for an inclusive philosophical approach.
This document provides information about a multicultural psychology course titled PSY215 at Alvernia University. The course will examine both universals of human behavior as well as cultural differences. It will develop critical thinking skills and an awareness of cultural identities. The course format will include videos, assignments, discussions and presentations. Requirements include regular attendance, two exams, two papers, five discussion posts, and class participation. The overall goal is to foster Franciscan values and promote understanding of multicultural issues from personal and professional perspectives.
This document provides biographical information about Jerome Bruner, an influential 20th century psychologist, and summarizes some of the key ideas from his book "In Search of Pedagogy Volume 1". Bruner made important contributions to understanding human cognition and education. The book selections reflect Bruner's interest in how humans acquire and use coding systems, the role of instruction in learning, and the development of thinking skills from childhood through maturity within a cultural context.
The document summarizes the three domains of educational objectives: cognitive, affective, and psychomotor. For the cognitive domain, it lists the six categories of objectives - knowledge, comprehension, application, analysis, synthesis, and evaluation. For the affective domain, it discusses the categories of receiving, responding, and valuing. For the psychomotor domain, it outlines the five categories of imitation, manipulation, precision, articulation, and naturalization.
The document summarizes the three domains of educational objectives: cognitive, affective, and psychomotor. For the cognitive domain, it lists the six categories of objectives - knowledge, comprehension, application, analysis, synthesis, and evaluation. For the affective domain, it discusses the categories of receiving, responding, and valuing. For the psychomotor domain, it outlines the five categories of imitation, manipulation, precision, articulation, and naturalization.
This module provides an overview of assignments and readings for the week, including posting rough drafts of literacy narratives, completing a writing activity about advising a sibling on college literacy, and discussing chapters and strategies around using literacy in all content areas. Key strategies discussed are reciprocal teaching, graphic organizers like KWL charts, and the gradual release of responsibility model for teaching comprehension. Students are also asked to read supplemental articles on close reading and using social media to engage adolescents.
This document summarizes the courses offered in the Bachelor of Human Sciences (Psychology) program at the International Islamic University Malaysia. The program includes introductory courses that expose students to the scientific study of human behavior and mental processes from both psychological and Islamic perspectives. It also covers more specialized courses in areas like learning, development, personality, statistics, research methods, cognition, and qualitative research. Throughout the program, students learn how to apply psychological principles to improve understanding of human behavior and problems from an Islamic viewpoint.
Psychological, Sociological, Economical foundations of education, and educati...HennaAnsari
Educational psychology deals with human behavior and learning processes in educational situations. It seeks to understand learning by applying scientific principles to describe, predict, and control behavior. Educational psychology aims to discover the nature of learning, individual differences, inner changes during learning, relationships between teaching and outcomes, and effective evaluation techniques. Educational sociology studies the relationship between education and society, analyzing how social factors influence educational systems and individual learning experiences. It applies sociological principles to understand the role of educational institutions in socializing individuals and promoting social progress.
This 3-credit module provides an introduction to social psychology. It examines social behavior and interactions, addressing topics like prejudice, attraction, aggression, and cultural influences. Assessment includes journals, group projects, presentations, tests, and a portfolio. The student-centered approach aims to increase self-awareness and sensitivity to enable meaningful relationships and participation in a changing world.
The document provides an overview of a 3 credit hour module on social psychology. It will introduce students to key concepts in social psychology, including self-identity, social cognition, prejudice, relationships, groups, and culture. The module aims to help students better understand human behavior and interactions. It will be taught over 18 weeks through lectures, tutorials, self-study, and assessments. Students will develop their knowledge of social psychology concepts and skills in critical thinking, communication, and teamwork. Their work will be evaluated through formative and summative assessments, including a portfolio, to measure their learning outcomes.
This document is a 10-page syllabus for an anthropological theory course. It provides an overview of the course goals and requirements, including assignments such as reading responses, leading class discussions, short essays and a final paper. Students will critically engage with the history and development of anthropological theories from the origins of the discipline to present day. The syllabus outlines policies on attendance, late work, academic integrity and available academic resources for students.
The document discusses a philosophy course that examines the relationship between philosophy, the Malaysian National Education Philosophy (NEP), and Rukun Negara (the Malaysian national philosophy). The course aims to use philosophy as a tool to think critically about current issues in the context of the NEP and Rukun Negara. It also aims to foster intercultural dialogue and common values. The key topics covered in the course include introduction to philosophy, logic, psychology, metaphysics, epistemology, postmodernism, and selected case studies. The learning outcomes focus on expressing current issues based on these philosophical concepts and comparative perspectives.
This 3 credit course focuses on child and adolescent development through current research and theories on biological, linguistic, cognitive, social, and emotional dimensions. Over 18 weeks, students will learn about stages of human development from infancy to adulthood, major learning theories including ecological systems theory and Vygotsky's ideas, and factors that affect development such as nature vs nurture. The course aims to help students understand learners and apply developmental principles to teaching through class discussions, assignments, and exams.
1. The document discusses the importance and role of philosophy in education. It outlines 4 learning objectives: to understand the importance of philosophy in education, the types of functions of philosophy, the importance of philosophical inquiry, and the relationship between philosophy and education.
2. Philosophy is defined as the love of wisdom and involves a certain method of thinking. It is fundamental to understanding education and selecting effective teaching techniques.
3. There are two main functions of philosophy: analysis and synthesis. Analysis clarifies existing knowledge while synthesis relates to total human experiences and can lead to new conceptualizations.
This document provides an outline for a course on the foundations of education. The course aims to help students understand the historical, philosophical, social, and psychological foundations of education. It will examine key topics like the role of formal and non-formal education institutions in the UAE. Students will analyze contemporary issues in school administration and develop a personal philosophy of education statement. The course will also explore definitions of education from different philosophers and thinkers and how education is viewed as a continuous, lifelong process of integrating experiences.
Microgenesis refers to the short-term development of new cognitive processes and skills through qualitative stages. It involves observing learning as it unfolds during social interactions between experts and novices. Vygotsky identified two types of microgenesis: the formation of psychological processes through repeated trials, and the unfolding of perceptual or conceptual acts over milliseconds. Microgenesis shows that learning occurs first through social interactions, then individually, and continues throughout life as new knowledge is acquired through social means in interactions between more and less experienced individuals.
This document provides information about a multicultural psychology course titled PSY215 at Alvernia University. The course will examine both universals of human behavior as well as cultural differences. It will develop critical thinking skills and an awareness of cultural identities. The course format will include videos, assignments, discussions and presentations. Requirements include regular attendance, two exams, two papers, five discussion posts, and class participation. The overall goal is to foster Franciscan values and promote understanding of multicultural issues from personal and professional perspectives.
This document provides biographical information about Jerome Bruner, an influential 20th century psychologist, and summarizes some of the key ideas from his book "In Search of Pedagogy Volume 1". Bruner made important contributions to understanding human cognition and education. The book selections reflect Bruner's interest in how humans acquire and use coding systems, the role of instruction in learning, and the development of thinking skills from childhood through maturity within a cultural context.
The document summarizes the three domains of educational objectives: cognitive, affective, and psychomotor. For the cognitive domain, it lists the six categories of objectives - knowledge, comprehension, application, analysis, synthesis, and evaluation. For the affective domain, it discusses the categories of receiving, responding, and valuing. For the psychomotor domain, it outlines the five categories of imitation, manipulation, precision, articulation, and naturalization.
The document summarizes the three domains of educational objectives: cognitive, affective, and psychomotor. For the cognitive domain, it lists the six categories of objectives - knowledge, comprehension, application, analysis, synthesis, and evaluation. For the affective domain, it discusses the categories of receiving, responding, and valuing. For the psychomotor domain, it outlines the five categories of imitation, manipulation, precision, articulation, and naturalization.
This module provides an overview of assignments and readings for the week, including posting rough drafts of literacy narratives, completing a writing activity about advising a sibling on college literacy, and discussing chapters and strategies around using literacy in all content areas. Key strategies discussed are reciprocal teaching, graphic organizers like KWL charts, and the gradual release of responsibility model for teaching comprehension. Students are also asked to read supplemental articles on close reading and using social media to engage adolescents.
This document summarizes the courses offered in the Bachelor of Human Sciences (Psychology) program at the International Islamic University Malaysia. The program includes introductory courses that expose students to the scientific study of human behavior and mental processes from both psychological and Islamic perspectives. It also covers more specialized courses in areas like learning, development, personality, statistics, research methods, cognition, and qualitative research. Throughout the program, students learn how to apply psychological principles to improve understanding of human behavior and problems from an Islamic viewpoint.
Psychological, Sociological, Economical foundations of education, and educati...HennaAnsari
Educational psychology deals with human behavior and learning processes in educational situations. It seeks to understand learning by applying scientific principles to describe, predict, and control behavior. Educational psychology aims to discover the nature of learning, individual differences, inner changes during learning, relationships between teaching and outcomes, and effective evaluation techniques. Educational sociology studies the relationship between education and society, analyzing how social factors influence educational systems and individual learning experiences. It applies sociological principles to understand the role of educational institutions in socializing individuals and promoting social progress.
This 3-credit module provides an introduction to social psychology. It examines social behavior and interactions, addressing topics like prejudice, attraction, aggression, and cultural influences. Assessment includes journals, group projects, presentations, tests, and a portfolio. The student-centered approach aims to increase self-awareness and sensitivity to enable meaningful relationships and participation in a changing world.
The document provides an overview of a 3 credit hour module on social psychology. It will introduce students to key concepts in social psychology, including self-identity, social cognition, prejudice, relationships, groups, and culture. The module aims to help students better understand human behavior and interactions. It will be taught over 18 weeks through lectures, tutorials, self-study, and assessments. Students will develop their knowledge of social psychology concepts and skills in critical thinking, communication, and teamwork. Their work will be evaluated through formative and summative assessments, including a portfolio, to measure their learning outcomes.
This document is a 10-page syllabus for an anthropological theory course. It provides an overview of the course goals and requirements, including assignments such as reading responses, leading class discussions, short essays and a final paper. Students will critically engage with the history and development of anthropological theories from the origins of the discipline to present day. The syllabus outlines policies on attendance, late work, academic integrity and available academic resources for students.
The document discusses a philosophy course that examines the relationship between philosophy, the Malaysian National Education Philosophy (NEP), and Rukun Negara (the Malaysian national philosophy). The course aims to use philosophy as a tool to think critically about current issues in the context of the NEP and Rukun Negara. It also aims to foster intercultural dialogue and common values. The key topics covered in the course include introduction to philosophy, logic, psychology, metaphysics, epistemology, postmodernism, and selected case studies. The learning outcomes focus on expressing current issues based on these philosophical concepts and comparative perspectives.
This 3 credit course focuses on child and adolescent development through current research and theories on biological, linguistic, cognitive, social, and emotional dimensions. Over 18 weeks, students will learn about stages of human development from infancy to adulthood, major learning theories including ecological systems theory and Vygotsky's ideas, and factors that affect development such as nature vs nurture. The course aims to help students understand learners and apply developmental principles to teaching through class discussions, assignments, and exams.
1. The document discusses the importance and role of philosophy in education. It outlines 4 learning objectives: to understand the importance of philosophy in education, the types of functions of philosophy, the importance of philosophical inquiry, and the relationship between philosophy and education.
2. Philosophy is defined as the love of wisdom and involves a certain method of thinking. It is fundamental to understanding education and selecting effective teaching techniques.
3. There are two main functions of philosophy: analysis and synthesis. Analysis clarifies existing knowledge while synthesis relates to total human experiences and can lead to new conceptualizations.
This document provides an outline for a course on the foundations of education. The course aims to help students understand the historical, philosophical, social, and psychological foundations of education. It will examine key topics like the role of formal and non-formal education institutions in the UAE. Students will analyze contemporary issues in school administration and develop a personal philosophy of education statement. The course will also explore definitions of education from different philosophers and thinkers and how education is viewed as a continuous, lifelong process of integrating experiences.
Microgenesis refers to the short-term development of new cognitive processes and skills through qualitative stages. It involves observing learning as it unfolds during social interactions between experts and novices. Vygotsky identified two types of microgenesis: the formation of psychological processes through repeated trials, and the unfolding of perceptual or conceptual acts over milliseconds. Microgenesis shows that learning occurs first through social interactions, then individually, and continues throughout life as new knowledge is acquired through social means in interactions between more and less experienced individuals.
1. BACHELOR OF SCIENCE IN OFFICE ADMINISTRATION
COURSE DESCRIPTIONS
GENERAL EDUCATION COURSES
Communication Skills 1
This is a study and practice of the principles of correct writing and the clear and logical
presentation of ideas. The course focuses on developing the students’ writing skills through the
introduction of the different types of expository writing and other forms of discourse.
Prerequisites : None
Credits : 3 units
Number of Hours : 54
Sining ng Pakikipagtalastasan
Sumasaklaw ang kursong ito sa paglinang ng mga kasanayan sa komunikasyong
pasalita at pasulat. Lilinangin ang apat na makrong kasanayan sa pakikinig, pagsasalita, pagbasa
at pagsulat sa pamamagitan ng iba’t ibang teksto at konteksto.
Prerequisite : None
Credits : 3 units
Number of Hours : 54
Physical Science
This course is designed for students with limited background and/or aptitude in the
Natural Sciences. It focuses on basic ideas of modern physics, the chemical nature of our
physical environment, geological forces that build and shape the earth’s surface, and the origin
and fate of the universe.
Prerequisite : None
Credits : 3 units
Number of hours : 90
Philippine History with Politics and Governance
This course is a study of the economic, social, political, and cultural development of the
Philippines. Emphasizes the relevant and recurring issues in Philippine history and studies the
serious problems that confront the country.
Prerequisite : None
Credits : 3 units
Number of hours : 54
Communication Skills 2
The course is designed to develop the students’ oral communication skills for effective
personal, group, and public communication in various disciplines.
Prerequisites : Communication Skills 1
Credits : 3 units
Number of Hours : 54
Pagbasa/Pagsulat sa Iba’t Ibang Disiplina
Ang kursong ito ay magbibigay pokus sa pagbasa at pagsusulat bilang instrumento sa
pagkatuto. Ituturo sa kursong ito ang mga estratehiya sa pagbasa ng iba’t ibang genre ng mga
tekstong nakasulat. Lilinangin din ang mga kasanayan sa pag-unawa lalo na ang kritikal na pag-
unawa, gayun din ang kasanayan sa pagsulat ng iba’t ibang sulating akademya.
Prerequisites : Sining ng Pakikipagtalastasan
Credits : 3 units
Number of Hours : 54
Business Mathematics
This course gives the students training in the essentials of business mathematics. Topics
includes payroll computations, presenting business data using graphs, stocks and bond
purchases and sales, computing insurance, taxes and automobile ownership, etc.
Prerequisites : None
Credits : 3 units
Number of Hours : 54
General Psychology
This course gives an overview on the study of the basic principles underlying human
behavior, cognition and effect. It aims to provide the student with a general overview of the field of
psychology and focuses on the different perspectives in analyzing human development, namely;
biological, behavioral, cognitive, humanistic, psychoanalytic and socio-cultural with emphasis on
the scientific approach to understanding human behavior and mental processes
Prerequisites : None
Credits : 3 units
Number of Hours : 54
College Algebra
This is a course in General Mathematics for First Year Students which deals with the
Fundamentals Principles of College Algebra. Topics include Linear Equations, Inequalities,
Quadratic Equations, Functions, Systems of Linear Equations in two or three variables, Matrices
1
2. and Determinants and Sequences and Series. A review on the operations of Polynomial,
Fractions and Radicals is also included.
Prerequisite : Business Math
Credits : 3 units
Number of hours : 54
General Sociology
This course introduces the student to the concepts and theories that pertain to social
relationships and social organization. The course covers topics that range from micro
interpersonal relationships to macro social structures. The course is a prerequisite for all other
courses in sociology and/ or social welfare. Not recommended for freshmen.
Prerequisite : Sophomore Status
Credits : 3 units
Number of hours : 54
Biological Science
This course deals with basic concepts and current developments in cell biology, plant and
animal anatomy and physiology, and ecology. Discussion of relevant biological and
environmental issues/problems will be highlighted in this course
Prerequisite : None
Credits : 3 units
Number of hours : 54
Introduction to Logic
A study of the inductive and deductive processes of reasoning in the light of classical and
contemporary thought, including the analysis of ordinary language and its pitfalls, and the relation
of logic to scientific inquiry and method.
Prerequisite : None
Credits : 3 units
Number of hours : 54
Literature of the Philippines
This course is a study of the literary forms or genres as exemplified by selected literary
texts from various regions of the Philippines written at different periods in Philippine literary
history.
Prerequisites : Communication Skills 2
Credits : 3 units
Number of Hours : 54
Introduction to Economics with Land Reform and Taxation
This course seeks to provide students with a thorough understanding of the workings of
the economy. It also aims to give an appreciation of basic economic concepts that are covered in
Microeconomics, Macroeconomics, & International Economics essential to both business & non-
business majors. Topics include, among others, household behavior & consumer choice, firm
theory, income distribution & poverty and globalization & international trade.
Prerequisite : None
Credits : 3 units
Numbers of Hours : 54
Life and Works of Rizal
This course studies the life and works of Jose P. Rizal and their influence and relevance
in contemporary Philippines society. It aims to deepen and to strengthen the student’s sense of
nationalism by making her fully realize her worth as a Filipino.
Prerequisite : None
Credits : 3 units
Number of hours : 54
Philosophy of Man
This is a course of man and about man. Fundamentally, it deals with two main problems:
what is man? who is man? The concepts of self, freedom, embodiment, relatedness, and
spirituality will be emphasized. Primarily, this course is designed to help the student develop a
reflective, critical and humane attitude towards the reality of the human person. It will also
evaluate the various concepts of social development and the ideologies professed by leading
nations of the world. This course will also describe the important components of human rights
and their impact on community living and global interrelationships.
Prerequisite : None
Credits : 3 units
Numbers of Hours : 54
2