📘 LESSON MODULE

📌 Course Title:
Understanding the Self
🧭 Program:
Bachelor of Science in Marine Transportation
📖 Module Title:
Philosophical Perspectives on the Self
🎯 Course Outcome (CO1):
Discuss the different representations and conceptualizations of the self from various disciplinal
perspectives.

🎓 Learning Outcomes:
By the end of the lesson, students should be able to:
 LO1.1: State the importance of understanding one’s self.
 LO1.2: Explain the various notions of the self from different philosophical perspectives.
 LO1.3: Examine one’s self in relation to the philosophical perspective of the self.

📚 Primary Reference:
Eden Joy Pastor Alata et al. (Year). Understanding the Self. Sampaloc, Manila: REX Book Store, Inc.

🕒 Time Allotment:
2-3 class hours (1.5 hours per session if split into two)

🧠 Key Concepts:
 Self-awareness and self-knowledge
 Philosophy and its role in defining the self
 The Classical and Contemporary Philosophical views on the self:
o Socrates and Plato: The soul as the true self
o Aristotle: The self as the psyche with reason and purpose
o Descartes: “Cogito, ergo sum” – thinking as proof of being
o David Hume: The self as a bundle of perceptions
o Immanuel Kant: The self as an active processor of experiences
o Gilbert Ryle: The self as behavior, "the ghost in the machine"
o Paul Churchland: The self as a product of the brain and neural processes

⚓ Lesson Content Flow:

1. Introduction (15 minutes)
Activity: Self-Reflection Prompt
Ask students to write briefly:
"Who am I? How do I define myself?"
Collect some answers and initiate a short discussion on how they view themselves—as a body, soul,
thoughts, behaviors, etc.
Transition:
Introduce how philosophers throughout history have tried to answer the same question using different
frameworks.

2. Importance of Understanding the Self (LO1.1)

Discussion Points:
 How self-awareness contributes to personal development and ethical behavior.
 Relevance to maritime students:
o Decision-making on board
o Leadership and discipline in long voyages
o Emotional regulation during isolation or high-stress environments
Short Activity:
"Bridge to the Sea": Have students list 3 ways understanding themselves can help them become better
seafarers.

3. Philosophical Perspectives on the Self (LO1.2)

Philosopher Perspective on the Self Key Concept
Socrates The self is the soul; “Know thyself.” Self-knowledge leads to virtue
Plato Tripartite soul: reason, spirit, appetite Balance leads to harmony
Aristotle The self is the psyche, actualized through reason Telos (purpose-driven self)
Descartes The self is a thinking thing “I think, therefore I am”
David Hume No permanent self, only perceptions Bundle theory
Immanuel Kant The self organizes experiences Transcendental self
Gilbert Ryle The self is defined by actions Behaviorism
Paul Churchland The self is the brain’s function Neurophilosophy

Teaching Aids:
 PowerPoint with philosopher portraits, quotes, and concepts
 Short video clips on each philosophy (optional)
Group Task:
Divide students into groups and assign each a philosopher. Ask them to present:
 The philosopher’s main idea
 How it applies to daily life or maritime situations

4. Self-Examination through Philosophical Lens (LO1.3)

Guided Reflection Questions:
 Which philosophical view resonates with your personal experience?
 How do you view yourself—body, mind, soul, or something else?
 What would Descartes say about your current sense of self?
 Can Hume’s idea apply to someone working on a ship far from home?
Individual Activity:
Write a short essay (1 page):
"Which philosophical view best explains who I am, and why?"
Peer Sharing (Optional):
In pairs, students briefly share their views and comment constructively.

🔍 Assessment and Evaluation:

Activity Description Learning Outcome Assessed Points
Self-reflection prompt Initial journal entry on self-concept LO1.1 10
Group presentations Explanation of assigned philosopher’s view LO1.2 20
Individual Essay Self-examination using a philosophical lens LO1.3 20
Participation Engagement in discussions and activities All 10
Total: 60 points

🛠️Teaching Strategies:
 Interactive Lecture
 Think-Pair-Share
 Group Collaboration
 Self-Reflection Journals
 Real-life Applications to Maritime Context

📎 Supplementary Materials:
 Diagrams: Tripartite Soul, Bundle Theory
 Quote Cards: Famous philosophical statements
 YouTube: CrashCourse Philosophy (Selected Clips)
 Sample maritime scenarios for application (e.g., isolation, ethical dilemmas)

💡 Tips for Maritime Contextualization:

 Compare ship navigation with self-navigation (e.g., reason as a compass).
 Discuss how isolation at sea challenges one’s understanding of the self.
 Use examples like Captain’s moral responsibility to discuss ethical self.

✅ Summary:
 Understanding the self is foundational for growth, especially in demanding professions like
maritime work.
 Philosophers offer diverse perspectives on what the self is—from soul to perceptions to brain
functions.
 Examining one's own self through these lenses enhances both personal awareness and ethical
maturity.

📘 LESSON MODULE
📌 Course Title:
Understanding the Self
🧭 Program:
Bachelor of Science in Marine Transportation
📚 Topic 2:
The Self, Society, and Culture

🎯 Course Outcome (CO2):

Examine the different influences, factors, and forces that shape the self.

🎓 Learning Outcomes:
By the end of this lesson, students should be able to:
 LO2.1 Explain the relationship of the self, society, and culture.
 LO2.2 Compare and contrast how social institutions and culture affect the formation of the self.
 LO2.3 Examine one’s self against different perspectives in the lesson and various experiences of
classmates.

⏰ Time Allotment:
3 hours (can be divided into 2 sessions)

📖 Reference:
Eden Joy Pastor Alata et al. (n.d.). Understanding the Self. REX Book Store, Inc.

🧠 KEY CONCEPTS TO COVER:

 Definition of self, society, and culture
 Socialization and its agents (family, school, religion, peers, media)
 Norms, values, beliefs, and traditions
 Enculturation and acculturation
 Sociological and anthropological views on the self
 Maritime-specific examples of cultural and social influences (e.g., multicultural crew, maritime
traditions)

🗂️LESSON OUTLINE:

1. Introduction Activity (15–20 minutes)

Activity: “Cultural Backpack”
Ask students to list items (symbols, beliefs, values, practices) they “carry” from their culture and family
background that affect how they see themselves. Then, ask:
 Which of these came from society?
 Which are personal?
 Which might change when working abroad or onboard with international crew?
This activity bridges personal identity with cultural and social influences.
2. Lecture & Discussion: Understanding the Self in Society and Culture (LO2.1)
Definitions and Key Ideas:
 Self: a product of internal experiences and social interaction
 Society: organized group of individuals sharing a common culture
 Culture: shared practices, values, symbols, and beliefs
 Enculturation: how individuals learn their own culture
 Acculturation: adapting to a new culture
Sample Discussion Points:
 How do family and culture shape your beliefs about success, respect, and responsibility?
 How might these differ when working with foreign crew onboard?
Teaching Aid:
Use diagrams or flowcharts showing the interaction between self, society, and culture.

3. Group Activity: “Society’s Influence on Me” (LO2.2)

Instructions:
1. Divide students into small groups.
2. Each group picks one social institution:
o Family
o School
o Religion
o Government
o Media
o Maritime institutions (e.g., IMO, MARINA, shipping companies)
3. Guide questions:
o How does this institution shape our sense of self?
o What values and behaviors does it encourage?
o How does it relate to maritime life?
Output:
Each group creates a comparison chart showing how their assigned institution and culture affect
individual behavior, beliefs, and identity.
Class Discussion:
Compare answers across groups. Discuss how these factors can conflict or support each other in
international settings (e.g., working onboard with diverse nationalities).

4. Individual Reflection: Self vs. Society (LO2.3)

Activity: Personal Reflection Essay (10–15 mins)
"In what ways has society shaped who I am today? How might my self-image change when I work
aboard a vessel with people from different cultures?"
Pair or Small Group Sharing:
Students voluntarily share part of their essays with peers, allowing exchange of cultural perspectives and
personal experiences.
Prompt Follow-up Questions:
 How similar or different are your experiences?
 What surprised you about others’ stories?
  How can you apply this understanding onboard?

⚓ MARITIME CONTEXTUALIZATION:
Make connections to the students’ future careers:
 Multicultural crews: understanding cultural differences in teamwork and communication
 Maritime codes of conduct: influenced by global standards, but practiced differently per culture
 Adjustment and acculturation: Filipino seafarers adapting to Western/Japanese work ethics
 Leadership and authority: influenced by hierarchical vs. egalitarian cultures

📊 ASSESSMENT STRATEGIES:
Activity Description Learning Outcome Points
Cultural Backpack Individual reflection activity LO2.1 10
Group Presentation Influence of social institutions LO2.2 20
Reflection Essay Written analysis of self in society LO2.3 20
Peer Discussion Participation in class sharing All 10
Total Possible Points: 60

📎 MATERIALS & RESOURCES:

 PowerPoint Slides (definitions, theories, visuals)
 Whiteboard or Manila paper for group work
 Handouts/printables of social institutions and their functions
 Video suggestions:
o Short clip on “Culture and Identity” (YouTube)
o Documentary: “Life at Sea: Culture Onboard” or seafarer experiences (optional)

🧠 OPTIONAL ENRICHMENT:
Case Study Discussion:
Present a fictional story of a Filipino cadet aboard a ship with a multicultural crew. Let students identify:
 Cultural misunderstandings
 Identity challenges
 Adaptation strategies
Debrief: How would they handle such situations?

✅ SUMMARY & KEY TAKEAWAYS:

 The self is shaped not just internally but through interactions with society and culture.
 Social institutions play powerful roles in forming identity.
 As future seafarers, students will experience cultural diversity and must be aware of how their
identity interacts with others.
 Self-awareness + cultural intelligence = more effective and respectful communication onboard.

📘 LESSON MODULE
📌 Course Title:
Understanding the Self
🧭 Program:
Bachelor of Science in Marine Transportation
📚 Topic 3:
The Self as a Cognitive Construct

🎯 Course Outcome (CO3):

Examine the different influences, factors, and forces that shape the self.

🎓 Learning Outcomes:
By the end of this lesson, students should be able to:
 LO3.1: Enumerate the various psychological perspectives and concepts about the “self”
 LO3.2: Analyze the effect of various psychological factors in the formation of the “self”
 LO3.3: Examine one’s “self” against the different perspectives in the lesson and various
experiences of classmates

⏰ Time Allotment:
3 hours (can be divided into two 1.5-hour sessions)

📖 Reference:
Eden Joy Pastor Alata et al. (n.d.). Understanding the Self. Sampaloc, Manila: REX Book Store, Inc.

🧠 KEY CONCEPTS TO COVER:

 Cognitive Perspective: The self as a result of thought processes
 Self-Concept, Self-Esteem, Self-Awareness, Self-Efficacy
 Major psychological perspectives on the self:
o William James’ "I" and "Me"
o Carl Rogers' Self-Concept
o Albert Bandura's Self-Efficacy
o George Herbert Mead's Social Self
o Cognitive Behavioral Theory (CBT) on self-image
 Factors that influence self-concept: experiences, social feedback, cognitive bias, etc.
 How cognition is affected by environment (especially in high-pressure contexts like maritime
settings)

🗂️LESSON OUTLINE:

1. INTRODUCTORY ACTIVITY (15 mins)

Activity: "Self-Word Web"
Ask students to draw a bubble in the center of their paper and write “SELF” in it. Then, create branches
around it based on what they think makes up the self (e.g., beliefs, thoughts, achievements, fears, goals,
social roles, etc.).
Discuss:
  Where do these come from?
 Are they shaped internally (by thoughts) or externally (by society/others)?
Transition: Introduce the concept of the self as a cognitive construct – a product of how we think about
ourselves and the world.

2. LECTURE: PSYCHOLOGICAL PERSPECTIVES ON THE SELF (LO3.1)

Use a slide or visual handout to present key psychological theorists and their views:
Theorist Concept of Self Key Idea
William James “I” (subjective self) vs. “Me” (objective self) Dual nature of the self
Carl Rogers Real self vs. ideal self Incongruence leads to low self-esteem
Albert Bandura Self-efficacy Belief in one’s ability affects behavior
George H. Mead Social self The self develops through interaction
CBT Perspective Self-concept as based on thought patterns Thoughts influence emotions and actions
Maritime Relevance:
 How a cadet sees himself (self-efficacy) can influence confidence during practical exams or
training.
 Ideal vs. real self conflict in performance onboard (e.g., perfectionism, fear of failure).

3. CLASS DISCUSSION: PSYCHOLOGICAL FACTORS IN FORMING THE SELF (LO3.2)

Break the class into 4–5 small groups. Assign each group one factor:
1. Childhood experiences
2. Social comparison
3. Cultural expectations
4. Personal successes/failures
5. Peer and authority feedback
Task: Discuss and list how this factor affects one's thoughts about the self (positively or negatively),
especially in a seafaring context.
Guided Questions:
 How does this factor shape your self-concept?
 Can it increase or decrease your self-confidence or motivation?
 How might it influence your performance as a future seafarer?
Group Output: Share findings in class (poster, short oral presentation, or slide).

4. SELF & PEER EXAMINATION (LO3.3)

Activity: Personal Reflection Essay + Peer Exchange
Prompt: "Think of a situation where your self-concept helped or hindered your performance. Analyze it
using one of the psychological theories discussed."
 Use Carl Rogers’ self-concept (ideal vs. real self), or
 Bandura’s self-efficacy, or
 CBT (thoughts → feelings → behavior)
Sharing Component: In pairs or small groups, share insights and compare how each person experienced
their self differently.
Encourage discussion:
 What affected your self-perception?
  Did others' feedback help shape your cognitive view of yourself?
 How might these experiences affect your behavior onboard a vessel?

⚓ MARITIME CONTEXTUALIZATION
Make direct connections to the students’ future careers:
 Self-efficacy: Critical for emergency response, leadership roles, and navigating uncertainty at
sea.
 CBT approach: Helps manage stress, anxiety, and homesickness.
 Ideal vs. Real Self: Cadets often aspire to be strong and composed, but may experience internal
pressure. Navigating this gap is essential.
Scenario:
A cadet fails a simulation test and starts doubting their competence. Which psychological perspective
explains their change in behavior? How can they rebuild their self-efficacy?

📊 ASSESSMENT STRATEGIES
Activity Description Learning Outcome Points
Self-Word Web Individual brainstorming LO3.1 10
Group Analysis Psychological factor presentation LO3.2 20
Reflection Essay Application of theory to personal experience LO3.3 20
Peer Discussion Engagement in sharing & comparison All 10
Total: 60 points

📎 MATERIALS & RESOURCES:

 PowerPoint (theories, definitions, diagrams)
 Handouts summarizing psychological perspectives
 Manila paper/markers or slides for group reporting
 Short video (optional):
o CrashCourse Psychology – Self-Concept & Identity
o CBT Explained for Students

🧠 OPTIONAL ENRICHMENT ACTIVITY:

Cognitive Bias Game:
Present common thought distortions (e.g., “I always mess up,” “I’m not good enough”). Let students
identify which are distortions and how they can reframe them.
Objective: Teach students how their cognition influences their self-image, and how to change negative
self-talk.

✅ SUMMARY & KEY TAKEAWAYS:

 The self is not static — it is formed through thoughts, experiences, and reflections.
 Psychological theories offer frameworks to understand how we perceive ourselves.
 These perceptions affect behavior, especially in high-stakes environments like the maritime
field.
 Self-awareness + understanding of psychological factors = better emotional resilience and
professional performance.
📘 LESSON MODULE

📌 Course Title:
Understanding the Self
🧭 Program:
Bachelor of Science in Marine Transportation (BSMT)
📚 Topic 4:
The Self in Western and Eastern Thought

🎯 Course Outcome (CO4):

Demonstrate critical and reflective thought in analyzing the development of one's self and identity by
developing a theory of the self.

🎓 Learning Outcomes:
By the end of the lesson, students should be able to:
 LO4.1: Explain the concept of “self” in several Asian (Eastern) perspectives
 LO4.2: Differentiate the concept of “self” according to Western thought against Eastern thought
 LO4.3: Create a presentation of the Filipino self

⏰ Time Allotment:
3 hours (can be split into two 1.5-hour sessions)

📖 Reference:
Eden Joy Pastor Alata et al. (n.d.). Understanding the Self. Sampaloc, Manila: REX Book Store, Inc.

🧠 KEY CONCEPTS TO COVER:

📍 Eastern Views of the Self:
 Confucianism – Relational self, role-based identity, self-cultivation
 Taoism – Harmony with nature, non-resistance, "Wu Wei"
 Buddhism – No-self (Anatta), self as impermanent and interdependent
 Hinduism – Atman (true self) and its union with Brahman
📍 Western Views of the Self:
 Individualism
 Rationalism and autonomy
 Self as independent, self-contained, and stable
 Emphasis on self-actualization (e.g., Maslow), personal freedom, and expression
📍 Filipino Concept of the Self:
 Kapwa (shared identity)
 Hiya (sense of shame/modesty)
 Pakikipagkapwa (interpersonal connectedness)
 Utang na loob, pakikisama, and pakikiramdam

🗂️LESSON OUTLINE:

1. Introduction: "Two Ways of Seeing the Self" (15–20 mins)

Visual Warm-Up Activity:
Present two images:
 One depicting an individual in a meditative pose (Eastern)
 One showing a person climbing a mountain alone (Western)
Ask:
  What do these say about how each culture sees the self?
 Which do you relate to more?
Transition to lesson objectives and definitions.

2. Lecture & Interactive Discussion: Eastern Views of the Self (LO4.1)

Concepts to Present:
Tradition Concept of the Self Key Feature
The self is defined through relationships and social Role-based self (father, son, student,
Confucianism
roles etc.)
Taoism The self is natural and flows with the universe Emphasis on Wu Wei (non-action)
Detachment from ego and material
Buddhism The self is an illusion (Anatta)
identity
The self (Atman) seeks union with the universal soul
Hinduism Liberation through self-realization
(Brahman)
Class Activity: “Which Eastern Path?”
Assign small groups each of the 4 Eastern philosophies. They answer:
 How is the self defined?
 What is the goal of the self?
 How is this different from their own upbringing?
Present answers to the class.

3. Lecture: Western Views of the Self (LO4.2)

Concepts to Cover:
 The self is an autonomous, rational, and unique individual
 Focus on personal achievement, freedom, and self-expression
 Development through reason, identity formation, and individual experience
Example:
 Maslow’s Hierarchy of Needs → Self-actualization at the top
 Rene Descartes – “I think, therefore I am”
Compare and Contrast Chart Activity (LO4.2)
Category Western Self Eastern Self
View of Identity Independent Interdependent
Source of Self Internal, autonomous Relational, social, spiritual
Goal of Life Fulfill personal potential Achieve harmony with others/nature
Self-Worth Personal success Fulfilling roles and duties
Prompt Discussion:
 As future seafarers, which worldview is more beneficial onboard? Why?

4. Creating a Theory of the Filipino Self (LO4.3)

Lecture Points:
 Blend of East and West: Filipino self is relational but open to personal growth
 Key Filipino concepts:
o Kapwa – shared identity
 o Pakikiramdam – empathy and sensitivity
o Hiya – social propriety and restraint
o Pakikisama – smooth interpersonal relations
o Utang na Loob – debt of gratitude
Activity: Group Presentation – “The Filipino Seafarer’s Self”
Each group will create a short presentation or skit/poster/video addressing:
1. What makes the Filipino concept of self unique?
2. How does Filipino culture influence your role as a future seafarer?
3. How do you balance individual dreams with social/family expectations?

⚓ MARITIME CONTEXTUALIZATION
Relevant Questions to Ask:
 How does Filipino collectivism help in teamwork onboard ships?
 How might hiya or pakikisama affect communication with officers or foreign crew?
 Can the Buddhist idea of Anatta help manage ego or conflicts on board?
 In what ways does the Western idea of independence help you lead in maritime settings?

📊 ASSESSMENT STRATEGIES
Activity Description Learning Outcome Points
Group Analysis Compare Western vs. Eastern self LO4.2 15
Small Group Reports Analysis of Asian philosophies LO4.1 15
Final Presentation Theory of the Filipino Self LO4.3 20
Participation Discussion, reflection, activities All 10
Total: 60 points

📎 MATERIALS & RESOURCES:

 Slides (theories, comparison tables, Filipino psychology concepts)
 Sample videos (e.g., “Kapwa: Filipino Psychology Explained” on YouTube)
 Handouts with summary definitions of Eastern and Western perspectives
 Rubric for Filipino Self Presentation

💡 OPTIONAL ENRICHMENT:
Role-Play Activity:
 Group 1 acts out a Western individualist in a conflict with a collectivist Filipino.
 Group 2 solves the issue using Filipino values.
 Reflect: What value systems are at play?
Essay Prompt (Optional Homework):
“In what ways is my self a product of both Eastern and Western thinking? How does this affect how I
relate with others?”

✅ SUMMARY / TAKEAWAYS:
 Eastern thought sees the self as relational and part of a greater whole.
 Western thought emphasizes individuality, autonomy, and personal growth.
 The Filipino self is a hybrid, shaped by colonial history, indigenous values, and global influence.
  Understanding these perspectives allows BSMT students to reflect more deeply on identity and
better adapt in diverse maritime environments.

📘 CLASS MODULE
Course: Understanding the Self
Program: Bachelor of Science in Marine Transportation (BSMT)
Topic: The Physical Self
Duration: 2–3 hours

Course Outcome (CO5)

 Explore the different aspects of self and identity.
Learning Outcomes
By the end of the lesson, students should be able to:
1. (LO5.1) Explain the concept of physical self.
2. (LO5.2) Discuss the ways of how to observe physical self-care.
3. (LO5.3) Enumerate practical tips on mental self-care.
4. (LO5.4) Describe ways on how to perform emotional self-care.

Lesson Content
1. The Physical Self
 Definition: Refers to the body, physical attributes, and overall health that influence how a
person perceives themselves and interacts with others.
 Relevance to Identity: Our appearance, fitness, and health habits shape self-image and
confidence.
Example (BSMT context):
 Seafarers must maintain physical fitness to endure long voyages, irregular work hours, and
heavy workloads. A healthy physical self contributes to safety on board.

2. Observing Physical Self-Care

 Self-care practices:
o Eating balanced meals (fruits, vegetables, protein, whole grains).
o Having regular exercise (at least 30 minutes daily).
o Maintaining proper hygiene (important in confined ship environments).
o Having enough sleep and rest.
o Regular medical check-ups.
Example:
 Onboard ship, crew members practice self-care by monitoring their weight, blood pressure, and
avoiding excessive alcohol.

3. Mental Self-Care
 Definition: Activities that keep the mind sharp, reduce stress, and enhance positive thinking.
 Tips for Mental Self-Care:
o Practice mindfulness (breathing exercises, meditation).
o Time management (balancing work and rest on board).
o Avoid information overload (rest from gadgets/social media).
o Engage in hobbies (reading, journaling, listening to music).
Example:
 Seafarers may use journaling or reading books during long voyages to avoid mental fatigue.

4. Emotional Self-Care
 Definition: The ability to recognize, express, and regulate emotions effectively.
 Ways to Perform Emotional Self-Care:
o Talking about feelings with friends or mentors.
o Practicing forgiveness and self-compassion.
o Managing anger and stress positively.
 o Seeking professional help when needed.
Example:
 A seafarer far from family may practice emotional self-care by staying connected through online
communication and joining support groups on board.

Pedagogical Approaches & Activities

 Lecture with Visual Aids: Use slides to show physical, mental, and emotional self-care
strategies.
 Class Discussion: “How does taking care of the physical self affect your performance as a future
seafarer?”
 Group Activity: Students create a Self-Care Checklist (physical, mental, emotional).
 Situational Analysis: “What happens if a seafarer neglects physical or emotional self-care during
a voyage?”
 Role Play: Demonstrating emotional self-care strategies (conflict management, relaxation
exercises).

Assessment
Formative
 Short quiz (definition of physical self, examples of self-care).
 Checklist activity: Students rate their current self-care practices.
Summative
 Essay: “Explain how physical, mental, and emotional self-care can help you succeed as a future
seafarer.”
 Group Presentation: Poster campaign “Healthy Seafarer, Safer Voyage.”

Reflective Exercises
 Journal Prompt: “Which area of self-care (physical, mental, emotional) do I need to improve
most, and how can I start today?”
 Self-Check Questions:
1. What is the relationship between physical self and identity?
2. How can mental self-care prevent stress?
3. Why is emotional self-care important for future seafarers?
4. What challenges to self-care do seafarers and students face?

Discussion Questions
1. How do physical self and self-image affect confidence in personal and professional life?
2. What are the consequences of neglecting mental self-care on board a ship?
3. How can emotional self-care help seafarers cope with homesickness?
4. Is self-care a personal responsibility only, or should organizations (like shipping companies)
support it?
📘 CLASS MODULE
Course: Understanding the Self
Program: Bachelor of Science in Marine Transportation (BSMT)
Topics:
 Topic 6: The Sexual Self
 Topic 7: Managing the Material Self
Duration: 3–4 hours (can be split into two sessions)

Course Outcome (CO6)

  Demonstrate critical reflection and institutional influences that impact the development of
various aspects of self and identity.

Learning Outcomes
Topic 6: The Sexual Self
 (LO6.1) Describe the concept of sexual self.
 (LO6.2) Recognize your own sexual self and behavior.
 (LO6.3) Discuss ways to protect one’s sexual self.
Topic 7: Managing the Material Self
 (LO7.1) Explain the relationship between the self and material/economic possessions.
 (LO7.2) Analyze the role of consumer culture in shaping self and identity.
 (LO7.3) Evaluate one’s own personal experience, behavior, and attitude toward material
resources.

Lesson Content
🔹 Topic 6: The Sexual Self
1. Concept of the Sexual Self
 Refers to how individuals view themselves as sexual beings, including gender identity, sexual
orientation, values, and behaviors.
 Influenced by biology (hormones, puberty), culture (taboos, norms), religion, and media.
Example (BSMT context):
 Seafarers often work in multicultural settings. Understanding one’s sexual self helps avoid
conflicts due to cultural differences in gender roles and expectations.

2. Recognizing One’s Sexual Self and Behavior

 Awareness of gender identity and sexual orientation (heterosexual, homosexual, bisexual, etc.).
 Understanding personal values (e.g., celibacy, abstinence, responsible relationships).
 Reflecting on sexual behaviors and decision-making.
Example:
 A cadet may be exposed to peer pressure regarding relationships. Recognizing one’s boundaries
helps maintain integrity and professionalism.

3. Protecting One’s Sexual Self

 Practices:
o Sexual abstinence or responsible sexual behavior.
o Knowledge of reproductive health (e.g., STDs, HIV, contraception).
o Respecting consent and boundaries.
o Avoiding sexual exploitation and harassment.
Example:
 Seafarers must know international policies against sexual harassment at sea (ILO Maritime
Labour Convention).

🔹 Topic 7: Managing the Material Self

1. Self and Material/Economic Possessions
  Material possessions often reflect identity, success, or status.
 The “self” is shaped by how one uses, acquires, and values possessions.
Example (BSMT context):
 A seafarer may purchase luxury items abroad, not for need but as a symbol of success, shaping
identity when they return home.

2. Role of Consumer Culture

 Consumerism influences people to equate happiness and identity with material wealth.
 Advertising, social media, and peer influence drive consumer choices.
Example:
 Cadets may feel pressured to buy the latest gadgets or fashion items to “fit in,” even when
financially impractical.

3. Reflection on Personal Behavior toward Material Resources

 Questions for reflection:
o Do I buy things based on need or impulse?
o Does my self-worth depend on what I own?
o How do I budget and save?
Example:
 Seafarers often earn higher salaries than land-based workers. Mismanagement (overspending
on luxuries) may lead to financial struggles post-contract.

Pedagogical Approaches & Activities

 Lecture + Visuals: Use slides showing statistics on STDs, consumer spending, and self-identity.
 Class Discussion:
o “How can knowing your sexual self protect you from risky behavior?”
o “Do material possessions really define who we are?”
 Case Analysis:
o Scenario A: A cadet is pressured into unsafe sexual practices—how should they
respond?
o Scenario B: A seafarer spends all earnings on luxury items—what are the long-term
consequences?
 Group Activity: Create a Sexual Self-Protection Campaign or a Budget Plan for a Seafarer’s First
Salary.
 Role Play: Handling peer pressure in both relationships and consumer spending.

Assessment
Formative
 Short quiz (definitions, examples).
 Reflection journal: “What values guide my sexual decisions and my financial decisions?”
Summative
 Essay: “How do sexual self-awareness and financial responsibility contribute to my success as a
future seafarer?”
 Group Presentation: Campaign poster “Protecting Self: Sexual Health and Financial Wellness.”
Reflective Exercises
1. For Topic 6 (Sexual Self):
o Write about one boundary you would set to protect your sexual self as a seafarer.
2. For Topic 7 (Material Self):
o Track your weekly spending and reflect: Are my expenses aligned with my values and
needs?

Discussion Questions
1. How does culture influence our view of sexual self?
2. Why is self-awareness important in protecting one’s sexual health?
3. In what ways does consumerism affect young professionals like cadets?
4. How can seafarers avoid financial pitfalls despite higher earnings compared to land-based jobs?

📘 CLASS MODULE
Course: Understanding the Self
Program: Bachelor of Science in Marine Transportation (BSMT)
Topic: The Spiritual Self
Duration: 2–3 hours

Course Outcome (CO7)

Identify the different forces and institutions that impact the development of various aspects of the self
and identity.
Learning Outcomes
By the end of the lesson, students should be able to:
1. (LO8.1) Identify various religious beliefs and practices.
2. (LO8.2) Describe the self in relation to religious beliefs.
3. (LO8.3) Explain ways of finding the meaning of life.

Lesson Content
🔹 1. The Spiritual Self: An Introduction
 Definition: The aspect of the self connected to beliefs, faith, values, and search for meaning in
life.
 Importance: Provides inner strength, moral compass, and guidance during challenges.
 Influences: Religion, culture, family, and personal reflection.
Example (BSMT context):
Seafarers often face long voyages, isolation, and danger at sea. Their spiritual self helps them cope with
stress, maintain hope, and stay connected with their values.

🔹 2. Religious Beliefs and Practices (LO8.1)

 Examples of Major Religions in the Philippines and worldwide: Christianity, Islam, Buddhism,
Hinduism, Indigenous Spirituality.
 Common Practices: Prayer, meditation, rituals, attending worship services, acts of charity.
 Role of Religion: Shapes values, traditions, and community belonging.
Example:
A Filipino seafarer may pray the rosary daily on board, while another crewmate might practice Islamic
prayers. Both find strength and identity in their practices.

🔹 3. The Self in Relation to Religious Beliefs (LO8.2)

 Religion influences:
o Moral self (right and wrong).
o Emotional self (finding peace through faith).
o Social self (belonging to a faith community).
 Personal identity is often linked with one’s spiritual practices.
Example:
A cadet who believes in karma may choose to act kindly, even when unnoticed, because of the belief
that good actions bring blessings.

🔹 4. Finding the Meaning of Life (LO8.3)

 Ways of Finding Meaning:
o Reflection and meditation.
o Service to others.
o Faith and religious teachings.
o Personal achievements and relationships.
 Spiritual self gives purpose, especially in challenging professions like seafaring.
Example:
A seafarer away from family for months may find meaning in sacrifice—working hard at sea to provide a
better future for loved ones.

Pedagogical Approaches & Activities

 Lecture with Visual Aids: Present images of different religious symbols and practices.
 Class Discussion:
o “How do religious beliefs guide your decision-making as a student and future seafarer?”
 Group Sharing: Students share a practice (prayer, meditation, mantra) that helps them feel
grounded.
 Case Study:
o Scenario: A seafarer feels homesick and lonely. How can spiritual practices help
him/her?
 Reflection Activity: “Letter to My Spiritual Self” – Students write about how they find strength
and meaning in life.

Assessment
Formative
 Short quiz (definition of spiritual self, examples of practices).
 Group sharing activity with peer feedback.
Summative
 Essay: “How does my spiritual self help me as a future seafarer?”
 Presentation: Group poster: “Finding Meaning of Life: A Seafarer’s Guide.”

Reflective Exercises
1. Write a personal reflection on how your religious or spiritual beliefs shape your values and
actions.
2. Think of a difficult situation you faced. How did your faith or values help you overcome it?
3. As a future seafarer, how can you maintain your spiritual self while being far from home?

Discussion Questions
1. Do you believe spirituality is necessary to find meaning in life? Why or why not?
2. How do religious and cultural differences onboard ships affect crew relationships?
3. Can a person be spiritual without being religious?
4. How can spirituality help seafarers manage loneliness and stress at sea?

📘 CLASS MODULE
Course: Understanding the Self
Program: Bachelor of Science in Marine Transportation (BSMT)
Topics:
 Topic 9: The Political Self and Being a Filipino
 Topic 10: The Self in the Digital and Virtual World
Duration: 3–4 hours (can be split into two sessions)
Course Outcome (CO8)
Examine one’s self against the different aspects of self discussed in class.

Learning Outcomes
Topic 9: The Political Self and Being a Filipino
 (LO9.1) Know who a Filipino citizen is under the 1987 Constitution.
 (LO9.2) Deepen understanding of the values, traits, and characteristics that make up the
Filipino national identity.
 (LO9.3) Reflect on how a national identity influences one’s political self-concept.
Topic 10: The Self in the Digital and Virtual World
 (LO10.1) Define the concept of online identity.
 (LO10.2) Understand the influence of social media in creating and presenting the digital “self.”
 (LO10.3) Examine the influence of the internet on gender and sexuality.
 (LO10.4) Demonstrate responsible and appropriate ways of presenting oneself online.

Lesson Content
🔹 Topic 9: The Political Self and Being a Filipino
1. Who is a Filipino Citizen? (LO9.1)
 According to the 1987 Philippine Constitution:
o Those who are citizens at the time of adoption of the Constitution.
o Those whose fathers or mothers are Filipino citizens.
o Those born before Jan. 17, 1973 to Filipino mothers who elect Philippine citizenship.
o Those who are naturalized in accordance with the law.
Example (BSMT context):
Seafarers are often exposed to international environments. Citizenship defines their rights, privileges,
and responsibilities when representing the Philippines abroad.

2. Filipino National Identity (LO9.2)

 Traits: bayanihan (community spirit), resilience, hospitality, religiosity, respect for elders.
 Shared symbols: Philippine flag, national anthem, heroes.
 Identity shaped by history, culture, and struggles for freedom.
Example:
A Filipino seafarer demonstrates national identity by practicing bayanihan onboard—helping crewmates
during emergencies.

3. Political Self-Concept (LO9.3)

 Political self: How one sees themselves in relation to governance, citizenship, and national
duties.
 National identity influences patriotism, civic participation, and respect for laws.
Example:
A cadet at sea votes through overseas absentee voting—showing that national identity continues even
outside the country.
🔹 Topic 10: The Self in the Digital and Virtual World
1. Online Identity (LO10.1)
 Definition: The version of self that people present in digital spaces, shaped by posts, comments,
and online interactions.
 Online identity may differ from real-world identity.
Example:
A cadet may appear confident online through social media posts but may be reserved in real life.

2. Influence of Social Media (LO10.2)

 Social media can shape self-image, peer pressure, and validation (likes, followers).
 Opportunities: networking, learning, advocacy.
 Risks: cyberbullying, comparison, misinformation.
Example:
Seafarers use Facebook groups to stay connected with families and peers but must be careful with
oversharing sensitive information.

3. Internet and Gender/Sexuality (LO10.3)

 Online platforms allow freedom of self-expression.
 Both positive (awareness, support groups) and negative (harassment, stereotyping).
Example:
A cadet may join online communities that support equality and inclusion but must also navigate
potential discrimination.

4. Responsible Online Behavior (LO10.4)

 Digital citizenship principles:
o Think before posting.
o Protect privacy.
o Respect others’ views.
o Avoid plagiarism and fake news.
Example:
Seafarers must avoid posting confidential ship operations online, as this may violate maritime safety
protocols.

Pedagogical Approaches & Activities

 Lecture + Visuals: Slides with constitutional provisions, Filipino traits, and social media statistics.
 Class Discussion:
o “What makes you proud to be Filipino as a future seafarer?”
o “Do you think your online identity reflects your true self?”
 Case Study:
o Scenario A: A cadet abroad faces discrimination because of being Filipino—how should
they respond?
o Scenario B: A student posts offensive content online—what are the consequences?
 Group Activity:
o Topic 9: Create a collage of symbols of Filipino identity.
 o Topic 10: Draft a “Digital Responsibility Code of Conduct” for cadets.
 Role Play: Situations involving digital etiquette, online peer pressure, and political engagement.

Assessment
Formative
 Short quiz on constitutional definition of Filipino citizenship.
 Quick reflection: “How does being Filipino influence your sense of self?”
 Think-pair-share: “How can you protect your digital identity?”
Summative
 Essay: “The role of my national and digital identity in shaping who I am as a future seafarer.”
 Group Presentation: Poster or video campaign “Responsible Digital Citizenship for Filipino
Cadets.”

Reflective Exercises
1. Write about how your Filipino identity shapes your values and behavior as a student.
2. Reflect: “How different is my online self from my real-life self?”
3. Make a personal pledge of responsible digital behavior.

Discussion Questions
1. How does being Filipino affect the way you see yourself in the world?
2. What Filipino traits are most useful for seafarers in international contexts?
3. Do you think social media helps or harms self-identity? Why?
4. How can you balance expressing yourself online while staying professional as a future seafarer?

📘 CLASS MODULE
Course: Understanding the Self
Program: Bachelor of Science in Marine Transportation (BSMT)
Topics:
 Topic 9: The Political Self and Being a Filipino
 Topic 10: The Self in the Digital and Virtual World
Duration: 3–4 hours (can be split into two sessions)
Course Outcome (CO8)
Examine one’s self against the different aspects of self discussed in class.

Learning Outcomes
Topic 9: The Political Self and Being a Filipino
 (LO9.1) Know who a Filipino citizen is under the 1987 Constitution.
 (LO9.2) Deepen understanding of the values, traits, and characteristics that make up the
Filipino national identity.
 (LO9.3) Reflect on how a national identity influences one’s political self-concept.
Topic 10: The Self in the Digital and Virtual World
 (LO10.1) Define the concept of online identity.
 (LO10.2) Understand the influence of social media in creating and presenting the digital “self.”
 (LO10.3) Examine the influence of the internet on gender and sexuality.
 (LO10.4) Demonstrate responsible and appropriate ways of presenting oneself online.

Lesson Content
🔹 Topic 9: The Political Self and Being a Filipino
1. Who is a Filipino Citizen? (LO9.1)
 According to the 1987 Philippine Constitution:
o Those who are citizens at the time of adoption of the Constitution.
o Those whose fathers or mothers are Filipino citizens.
o Those born before Jan. 17, 1973 to Filipino mothers who elect Philippine citizenship.
o Those who are naturalized in accordance with the law.
Example (BSMT context):
Seafarers are often exposed to international environments. Citizenship defines their rights, privileges,
and responsibilities when representing the Philippines abroad.

2. Filipino National Identity (LO9.2)

 Traits: bayanihan (community spirit), resilience, hospitality, religiosity, respect for elders.
 Shared symbols: Philippine flag, national anthem, heroes.
 Identity shaped by history, culture, and struggles for freedom.
Example:
A Filipino seafarer demonstrates national identity by practicing bayanihan onboard—helping crewmates
during emergencies.

3. Political Self-Concept (LO9.3)

 Political self: How one sees themselves in relation to governance, citizenship, and national
duties.
 National identity influences patriotism, civic participation, and respect for laws.
Example:
A cadet at sea votes through overseas absentee voting—showing that national identity continues even
outside the country.

🔹 Topic 10: The Self in the Digital and Virtual World

1. Online Identity (LO10.1)
 Definition: The version of self that people present in digital spaces, shaped by posts, comments,
and online interactions.
 Online identity may differ from real-world identity.
Example:
A cadet may appear confident online through social media posts but may be reserved in real life.

2. Influence of Social Media (LO10.2)

 Social media can shape self-image, peer pressure, and validation (likes, followers).
 Opportunities: networking, learning, advocacy.
 Risks: cyberbullying, comparison, misinformation.
Example:
Seafarers use Facebook groups to stay connected with families and peers but must be careful with
oversharing sensitive information.

3. Internet and Gender/Sexuality (LO10.3)

 Online platforms allow freedom of self-expression.
 Both positive (awareness, support groups) and negative (harassment, stereotyping).
Example:
A cadet may join online communities that support equality and inclusion but must also navigate
potential discrimination.

4. Responsible Online Behavior (LO10.4)

 Digital citizenship principles:
o Think before posting.
o Protect privacy.
o Respect others’ views.
o Avoid plagiarism and fake news.
Example:
Seafarers must avoid posting confidential ship operations online, as this may violate maritime safety
protocols.

Pedagogical Approaches & Activities

 Lecture + Visuals: Slides with constitutional provisions, Filipino traits, and social media statistics.
 Class Discussion:
o “What makes you proud to be Filipino as a future seafarer?”
o “Do you think your online identity reflects your true self?”
 Case Study:
o Scenario A: A cadet abroad faces discrimination because of being Filipino—how should
they respond?
o Scenario B: A student posts offensive content online—what are the consequences?
 Group Activity:
o Topic 9: Create a collage of symbols of Filipino identity.
o Topic 10: Draft a “Digital Responsibility Code of Conduct” for cadets.
  Role Play: Situations involving digital etiquette, online peer pressure, and political engagement.

Assessment
Formative
 Short quiz on constitutional definition of Filipino citizenship.
 Quick reflection: “How does being Filipino influence your sense of self?”
 Think-pair-share: “How can you protect your digital identity?”
Summative
 Essay: “The role of my national and digital identity in shaping who I am as a future seafarer.”
 Group Presentation: Poster or video campaign “Responsible Digital Citizenship for Filipino
Cadets.”

Reflective Exercises
1. Write about how your Filipino identity shapes your values and behavior as a student.
2. Reflect: “How different is my online self from my real-life self?”
3. Make a personal pledge of responsible digital behavior.

Discussion Questions
1. How does being Filipino affect the way you see yourself in the world?
2. What Filipino traits are most useful for seafarers in international contexts?
3. Do you think social media helps or harms self-identity? Why?
4. How can you balance expressing yourself online while staying professional as a future seafarer?

📘 CLASS MODULE
Course: Understanding the Self
Program: Bachelor of Science in Marine Transportation (BSMT)
Topic: Learning to Be a Better Learner
Duration: 2–3 hours

Course Outcome (CO9)

Understand the theoretical underpinnings for how to manage and care for different aspects of the self.
Learning Outcomes
By the end of the lesson, students should be able to:
1. (LO11.1) Enumerate various metacognition and studying techniques.
2. (LO11.2) Explain how learning occurs.
3. (LO11.3) Incorporate techniques into their future learning style that are most appropriate for
themselves.

Lesson Content
🔹 1. Understanding Learning and Metacognition
 Learning: A process of acquiring knowledge, skills, values, and attitudes through study or
experience.
 Metacognition: “Thinking about thinking.” Being aware of one’s own learning process and
strategies.
Example (BSMT context):
A cadet reflecting on why they failed a navigation exam and adjusting by using practice quizzes is
applying metacognition.

🔹 2. How Learning Occurs (LO11.2)

 Behaviorist View: Learning happens through reinforcement and practice.
 Cognitivist View: Learning is processing and organizing information in the brain.
 Constructivist View: Learners build knowledge actively through experience.
Example:
 Behaviorist → Practicing knot-tying repeatedly until mastered.
 Cognitivist → Using mind maps to understand maritime laws.
 Constructivist → Onboard training where cadets solve real-life ship problems.

🔹 3. Metacognition and Studying Techniques (LO11.1)

Metacognitive Strategies:
 Planning: Setting goals, allocating time.
 Monitoring: Checking understanding while studying.
 Evaluating: Reflecting if strategies worked.
Effective Studying Techniques:
1. SQ3R Method – Survey, Question, Read, Recite, Review.
o Example: Applied to maritime textbooks to break down complex topics.
2. Spaced Repetition – Reviewing material over increasing intervals.
o Example: Memorizing signal flags gradually instead of cramming.
3. Active Recall – Self-testing to strengthen memory.
o Example: Flashcards for maritime terms.
4. Mind Mapping – Visual representation of concepts.
o Example: Drawing a mind map of ecosystem relationships.
5. Note-Taking Methods (Cornell, charting, outlining).

🔹 4. Incorporating Techniques into Learning Styles (LO11.3)

  Visual Learners: Use diagrams, charts, videos.
 Auditory Learners: Record lectures, discuss in groups.
 Kinesthetic Learners: Hands-on practice, simulations.
Example:
A kinesthetic cadet may learn best by simulator training in ship navigation, while a visual learner
benefits from watching videos on maritime safety drills.

Pedagogical Approaches & Activities

 Lecture with Visual Aids: Diagrams of SQ3R, mind maps, study cycle.
 Class Discussion: “What study habits worked for you in Senior High? Do they still work in
college?”
 Small Group Activity: Each group demonstrates a study technique (flashcards, mind maps, role-
play).
 Self-Assessment: Students identify their learning style through a short quiz.
 Application Activity: Students create a 1-week personal study plan using metacognitive
strategies.

Assessment
Formative
 Short quiz on study techniques and learning theories.
 Group demonstration of a study method.
Summative
 Reflection Paper: “How will I apply metacognitive strategies to become a better cadet?”
 Personal Study Plan: Submit a concrete schedule integrating 2–3 new techniques.

Reflective Exercises
1. Write down 3 study methods you currently use. Are they effective? Why or why not?
2. Which learning style best describes you? How does it affect your performance in maritime
subjects?
3. Create an action plan: “One thing I will do differently in my study habits this week is…”

Discussion Questions
1. How does being aware of your own learning process help you improve?
2. Which study method is most effective for maritime training and why?
3. Can technology (apps, online tools) enhance learning, or can it also be a distraction?
4. How can cadets maintain effective study habits while onboard ships?
📘 CLASS MODULE
Course: Understanding the Self
Program: Bachelor of Science in Marine Transportation (BSMT)
Topic: Stress – Dream Big and Make it Happen
Duration: 2–3 hours

Course Outcome (CO10)

Acquire and hone new skills and learnings for better managing of one’s self and behaviors.
 Learning Outcomes
By the end of the lesson, students should be able to:
1. (LO12.1) Share their dream for the future.
2. (LO12.2) Identify possible obstacles that can hinder their dreams.
3. (LO12.3) Learn ways to fulfill their dreams despite challenges.
4. (LO12.4) Create a personal plan in making their dreams happen.

Lesson Content
🔹 1. Understanding Stress in Relation to Dreams
 Stress: A physical and emotional reaction to life’s challenges. It can be positive (eustress) when it
motivates, or negative (distress) when it overwhelms.
 Relevance to Dreams: Stress often arises when we pursue big goals. Learning to manage it
ensures focus and persistence.
Example (BSMT context):
A cadet preparing for licensure exams may feel stress. If managed well, it fuels hard work;
unmanaged, it may cause burnout.

🔹 2. Dreaming Big – The Power of Aspirations (LO12.1)

 Dreams give direction and purpose.
 In seafaring, having a dream (e.g., to become a ship captain or chief engineer) provides
motivation to study, train, and overcome hardships.
Activity Example:
Students write down their “big dream” (career, family, or personal) on a card and share with the
class.

🔹 3. Obstacles to Dreams (LO12.2)

 Internal Obstacles:
o Lack of confidence, procrastination, poor time management.
 External Obstacles:
o Financial problems, family responsibilities, academic failures, global maritime crises.
Example:
A cadet may dream of working abroad but faces financial constraints or health requirements.

🔹 4. Ways to Fulfill Dreams (LO12.3)

Strategies:
1. SMART Goals – Specific, Measurable, Achievable, Relevant, Time-bound.
o Example: “Pass the BSMT program with honors by maintaining at least 85% in all major
subjects.”
2. Stress Management – Breathing exercises, proper rest, healthy lifestyle.
3. Positive Mindset – Believing challenges are stepping stones.
4. Support Systems – Family, peers, mentors.
5. Continuous Learning – Adapting to new technologies and maritime standards.
 🔹 5. Personal Plan for Dreams (LO12.4)
Students develop a Dream Roadmap:
 Dream/Vision: (e.g., Chief Mate in 10 years)
 Current Reality: (e.g., 2nd year cadet, needs more English communication training)
 Obstacles: (financial, academic stress, homesickness)
 Action Steps: (budgeting, attending review classes, daily study habit)
 Timeline: (short-, medium-, long-term goals)

Pedagogical Approaches & Activities

 Lecture with Real-life Stories: Share stories of seafarers who achieved their dreams despite
hardships.
 Reflective Writing: “What is my ultimate dream, and what stresses me about it?”
 Peer Sharing: Pair students to share dreams and identify obstacles together.
 Visualization Exercise: Guided imagery where students imagine themselves achieving their
dream career.
 Workshop Activity: Each student creates a Personal Dream Plan with specific steps.

Assessment
Formative
 Participation in sharing activities.
 Group brainstorming of obstacles and solutions.
Summative
 Reflection Paper: “How will I turn my stress into motivation in pursuing my dreams?”
 Personal Dream Plan (Portfolio Entry): Submitted as an actionable guide.

Reflective Exercises
1. What stresses you most when thinking about your dream future?
2. How can stress become your ally instead of your enemy?
3. Write down one short-term goal you can achieve this month that leads to your bigger dream.

Discussion Questions
1. Do you believe stress is always negative? Why or why not?
2. What is the difference between dreaming and goal-setting?
3. How can cadets manage stress while on board to stay focused on long-term dreams?
4. If your dream seems impossible now, what adjustments can you make to still move forward?

📘 CLASS MODULE
Course: Understanding the Self
Program: Bachelor of Science in Marine Transportation (BSMT)
Topic 13: Less Stress, More Care
Duration: 2–3 hours

Course Outcome (CO11)

Apply these new skills to one’s self and function for better quality of life.

Learning Outcomes
By the end of the lesson, students should be able to:
1. (LO13.1) Explain the causes and effects of stress on one’s health.
2. (LO13.2) Examine various stress-management techniques applicable in daily life and at sea.
3. (LO13.3) Design a self-care plan for holistic well-being.

Lesson Content
🔹 1. Understanding Stress (LO13.1)
 Definition: Stress is the body’s response to physical, mental, or emotional pressure.
 Causes of Stress (BSMT context):
o Academic pressure (exams, simulations, deadlines).
o Maritime training (shipboard drills, long hours).
o Family separation during sea duty.
o Financial struggles.
 Effects of Stress on Health:
o Physical: headaches, fatigue, weakened immune system.
o Mental: anxiety, poor concentration, burnout.
o Behavioral: irritability, unhealthy coping (e.g., smoking, alcohol).
Example: A cadet on board ship may feel stress due to homesickness. If unmanaged, it may result in lack
of focus during navigation, which is risky for safety.

🔹 2. Stress-Management Techniques (LO13.2)

a. Physical Techniques:
 Exercise (jogging, stretching, even simple shipboard fitness).
 Healthy diet & regular sleep.
 Breathing and relaxation exercises.
b. Mental Techniques:
 Positive self-talk (“I can handle this challenge”).
 Time management (prioritizing tasks, breaking big tasks into smaller ones).
 Meditation or mindfulness.
c. Social Techniques:
 Talking to friends, mentors, or counselors.
 Building peer support (cadet buddy system on board).
d. Spiritual/Personal Growth:
 Prayer or meditation.
 Finding meaning in challenges (seeing stress as growth).
Example Activity:
Demonstrate a simple 3-minute deep-breathing exercise in class to show immediate stress relief.

🔹 3. Designing a Self-Care Plan (LO13.3)

 Definition: A personal strategy to take care of one’s physical, mental, and emotional health.
 Components of a Self-Care Plan:
 1. Physical Care: Healthy eating, exercise, sleep.
2. Emotional Care: Journaling, spending time with loved ones, self-compassion.
3. Mental Care: Studying techniques, stress breaks, limiting social media.
4. Spiritual Care: Meditation, reflection, prayer.
Example (Cadet’s Self-Care Plan):
 Physical: Jog 20 minutes 3x a week.
 Emotional: Call family every weekend while on board.
 Mental: Review notes daily instead of cramming.
 Spiritual: 5 minutes of reflection before sleep.

Pedagogical Approaches & Activities

 Lecture + Class Discussion: Explain stress and its impact with real-life maritime scenarios.
 Situational Analysis: Present a scenario (e.g., “A cadet is stressed about upcoming exams and
lack of sleep—what should he do?”).
 Peer Learning: Group students to list stressors and share coping strategies.
 Workshop: Students draft their personal self-care plan and share with a learning partner.
 Demo Activity: Breathing/mindfulness exercises in class.

Assessment
Formative
 Group sharing on stressors and coping strategies.
 Participation in breathing/mindfulness exercise.
Summative
 Reflection Paper: “How does stress affect me as a student and future seafarer?”
 Self-Care Plan (Portfolio Entry): Each student submits a detailed plan with daily/weekly
activities for managing stress.

Reflective Exercises
1. What stresses you the most in your current student life?
2. What happens to your body when you are stressed?
3. Which stress-management technique works best for you?
4. Write one commitment you can start today for better self-care.

Discussion Questions
1. Why do some stressors motivate us while others weaken us?
2. How can cadets maintain self-care while at sea with limited resources?
3. Is stress always bad? Can stress be used positively?
4. How does self-care contribute to being an effective maritime professional?