Philo Module

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TIMELINE FOR SUBMISSION OF ACTIVITIES FOR INTRODUCTION TO PHILOSOPHY

OF THE HUMAN PERSON
Lessons Answer Sheets to be Deadline of Remarks

submitted Submission
Lesson 1 – Doing Philosophy • Pre-test August 30, 2021
• Exercise 1 and 2
• Practice September 03,
• Enrichment 2021
• Check your Progress
Lesson 2 – Methods in • Exercise A and B September 13,
Philosophizing • Practice 2021
• Enrichment
Lesson 3 – Human as an • Exercise 1 September
Embodied Spirit • Practice 20,2021-
• Enrichment
Lesson 4 – Human Person in • Exercise 1 a and b September 27,
the Environment • Practice: Independent 2021
Research
• Enrichment
Lesson 5 – Freedom of the • Activity 1 and 2
Human Person • Practice October 4, 2021
• Enrichment
Lesson 6 – Intersubjectivity • Sensitivity Check
• Practice October 11,2021
• Enrichment
Lesson 7 – Human Person in • Sensitivity Check
the Society • Practice
October 18,2021
• Enrichment
Module 8 – Human Persons • Sensitivity Check 1&2
are Oriented Toward Their • Practice
October 25, 2021
Impending Death • Enrichment
First Quarter
Second Quarter Examination
Important reminders:
1. Students must follow the set deadline of submission.
2. Students must follow the format of answer sheets given.
3. Students must always put heart to their work.
4. As much as possible be creative and think out of the box.
5. Student must read carefully the instructions.
Format of our Answer Sheets:
Andres Soriano Colleges of Bislig

Mangagoy, Bislig City
Introduction to the Philosophy of the Human Person
Name: ____________________________________________ Section: _______________________

Module #: _________________ Name of the Activity: _____________________________________
Date Finished: ______________ Date Submitted: ___________________ Score: _______________
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Subject: Introduction to the Philosophy of the Human Person

Pre-Test
Direction: Write the letter of your answer before the number.

____1. The science that by natural light of reason studies the first cause or highest principle
of all things.
a. epistemology b. Philosophizing c. Philosophy d. metaphysics
____2. Which branch of philosophy that deal with arguments?

a. epistemology b. aesthetics c. metaphysics d. ethics
____3. Which branch of philosophy evaluates human actions?

a. metaphysics b. ethics c. logic d. aesthetics
____4. “For every fact Y, there must be an explanation why Y is the case” Is under which
principle?
a. Sufficient reason b. excluded middle c. non-contradiction d. identity
____5. This principle states that a statement is either true or false.

a. sufficient reason b. excluded middle c. identity d. non-contradiction
____6. This refers to the scientific study of the essential structures of consciousness.
a. existentialism b. phenomenology c. fallacy d. postmodernism
____7. Looking at an event from 2 or more perspectives within the storyline is under which
method of Philosophizing?
a. postmodernism b. analytical tradition c. phenomenology d. fallacy
____8. Bracketing all questions of truth or reality and simply describes the contents of
consciousness.
a. analytical tradition b. existentialism c. fallacy d. epoche
____9. Reasoning based from specific observations in order to make generalizations.

a. validity of an argument b. deductive c. strength of an argument d. inductive
____10. This reasoning draws conclusion from one broad judgment.

a. deductive b. critical thinking c. inductive d. composition
____11. “Share a Coke, Share Happiness”, is under which type of Fallacies?

a. appeal to ignorance b. appeal to people c. false cause d. division
____12. “Five students approve the new rules being implemented, but I only surveyed six
students.”
a. against the person b. appeal to force c. hasty generalization d. composition
____13. No one on the Senate council objected to the idea that Dick Gordon proposed, so
they think it’s an excellent idea.
a. appeal to ignorance b. appeal to people c. equivocation d. acceptance
____14. Commercials that show starving children in Africa before asking for donations to
feed them.
a. appeal to pity b. appeal to people c. appeal to force d. equivocation
____14. Commercials that show starving children in Africa before asking for donations to
feed them.
a. appeal to pity b. appeal to people c. appeal to force d. equivocation
____15. “Killing people is wrong, so the death penalty is wrong”.

a. appeal to pity b. begging the question c. hasty generalization d. appeal to people
____16. An enlightened state where one attains true self hood.

a. vidya b. moksha c. veda d. siva
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____17. This tradition preaches tolerance of all sincere viewpoints that which includes the
four noble truths and eightfold paths.
a. Christianity b. Hinduism c. Islam d. Buddhism
____18. Which is the world’s oldest practice of tradition/religion?

a. Buddhism b. Taoism c. Christianity d. Hinduism
____19. This human limitation can be rooted from our sense of vulnerability and fear of
death.
a. forgiveness b. failure c. loneliness d. beauty of nature
____20. A state in which one is absolutely free from all forms of attachment
a. moksha b. ultimate liberation c. reincarnation d. Nirvana
____21. Which is a common characteristic of philosophical questions?

a. They are strictly empirical questions. Which is a common characteristic of philosophical
questions?
b. They involve fundamental concepts that are unavoidable by the thoughtful person.
c. They are purely semantic questions.
d. They aren’t relevant to ordinary, everyday situations.
____22. What is the world’s oldest organized religion?

a. Islam b. Buddhism c. Hinduism d. Christianity
____23. A criticism went viral on the internet against the organizers of an event. The event
featured Apo Whang-Od from Kalinga, the oldest Mambabatok in the country who uses
traditional tattoo technique. According to the netizens, she was tattooing non-stop for a long
period of time. This may be viewed in what existentialist theme?
A. Freedom and responsibility B. Primary and secondary reflection
C. Human person in the environment D. Human persons and intersubjectivity
_____24. A situation where a Christian medical doctor attends to a wounded Muslim rebel is
a manifestation of what existentialist theme?
A. Humans are subjective. B. Human are social beings.
C. Humans are transcendent. D. Humans are geared towards death.
_____25. Buber’s notion of intersubjectivity is best seen in which kind of situation?

A. A firefighter who risked his/her life to save the lives of the kittens trapped in a burning building.
B. A teacher who passed a graduating working student who has insufficient funds to support
his/her studies.
C. A security guard who greeted a student from depression and made him/her change mind of
committing suicide.
D. A president of a powerful country who donated a huge number of arms to reinforce the Armed
Forces of the Philippines.
_____26. Plato, an ancient Greek philosopher, told the story of prisoners inside the cave
that could only see the shadows were real and they were contented with their lives inside.
What philosophical insight can we get from this story?
A. The opposite of truth is freedom.
B. A story can never capture some human truths.
C. To see is to believe. Reality is discovered through the senses.
D. Do not at once believe what you see. Reality can be concealed from the senses.
_____27. In Plato’s Divided Line, which among these states of the mind generate genuine
knowledge?
A. Doxa (Opinion) C. Eikasia (common sense)
B. Noesis (direct intuition) imagination) D. Pistis (percept and imagination)
_____28. In K to 12 curricular revisions, the Humanities are gradually replaced by technical

courses that bear practical consequences. To what philosophy is this curriculum directed
to?
A. Positivism B. Pragmatism C. Subjectivism D. Consequentialism
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Module 1: Introduction to the Philosophy of the Human Person

I. Lesson 1: Doing Philosophy
II. Time Frame: 3 days

Learning outcomes: At the end of the lesson, the learner should be able to:
1. Distinguish a holistic perspective from a partial point of view.
2. Realize the value of doing philosophy in obtaining a broad perspective on life.
3. Do a philosophical reflection on a concrete situation from a holistic perspective.
IV. Lesson Outline
Introduction
Exercise 1: Knowing Me, Knowing You
Direction: Introduce yourself following the format below:
Give your complete name then describe yourself in three words
Share your philosophy in life
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
B. Sensitivity Check
1. Look at the images above. What do you think is the message conveyed?
2. What virtues do you value most? Wisdom? Honesty? Open-mindedness? Beauty? Why?
C. Discussion
Philosophy starts with a sense of wonder. Human being wonders at anything, about
God, about the world and his/her very being. Among the ancient Greek thinkers, philosophy
was mainly a wonder at the cosmic realities around them. However, in the medieval times,
the focus of philosophy was shifted to God. But with Renaissance and Reformation that
ushered in the next phase of philosophical thinking, and more especially with the
philosophy of Descartes, the main object of philosophy became human being.
(https://bit.ly/3bcFB3t; IGNOU, The Peoples University)
Human beings have a unique facility to reason, it stems from our self-conscious
ability to know that we exist. Philosophy involves thinking in abstract ideas and this sort of
thinking helps us to ask questions that concern our existence in relation to our place as
individual in an often-puzzling world. First, it allows us to work our whether the question is
meaningful (and that we are justified in pursuing answers). Second, it helps us to work
through the problem, obtain conclusion and decide whether that conclusion is valid. The
method of philosophy as a way of thinking can be used in all fields of human enquiry:
scientific, ethical, religious, political or any other matter of psychological importance to us
as individuals or members of society.
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1. Meaning of Philosophy
 came from the Greek word, philo, meaning “to love”, and sophia, meaning “wisdom”
 “Philosophy is also defined as the science that by natural light of reason studies the
first causes or highest principles of all things.
Under this definition, four things are to be considered:
a. Science. It is called science because the investigation is systematic. It follows certain

steps or it employs certain procedures.
b. Natural Light of Reason. Philosophy uses one’s natural capacity to think or simply,
human reason alone or the so-called unaided reason.
c. Study of all Things. Philosophy studies human beings, society, religion, language,
God, and plants, among other concerns. It is multidimensional.
d. First Cause or Highest Principle. A principle is that from which something proceeds
in any manner whatsoever. (Ramos, 2016)”
1.1 The First Principles

• Principle of Identity – It states that every thing is identical with itself.
Ex. An apple is an apple.
• Principle of Non-contradiction – It states that something cannot be both true
and not true at the same time when dealing with the same context.
Ex. “A table can be actually red and potentially not red, but not
actually red and actually not red at the same time.
(https://stanford.io/2WyI42P)”
• Principle of Excluded Middle – It states that any proposition is true or its
negation is true.
• Principle of Sufficient Reason – It states that nothing exists without a sufficient
reason for its existence. Ex. A ball flying through the air because a foot kicked it.
Holistic and Partial Point of View
Holistic point of view→ looking at the whole. View means that we are interested in
engaging and developing the whole person. Limits biases. Open to new ideas.
Partial perspective→ particular / specific. It is specified or stated manner of consideration,

an attitude how one sees or thinks of something. Limited. Focused.
We do philosophy all the time because we are continually taking in information, thinking
about it and coming up with conclusions. We often arrive at conclusions very different from
other people, however, human difference is valuable and important.
1.2 Branches of Philosophy
a. Metaphysics – derives from the Greek word meta, a prefix meaning “after” or
“beyond”, and the noun phusi, meaning “nature” (Earle 1992). Metaphysics studies reality,
seeking its ultimate causes in absolute sense (Artigas 2006). The question “What is real?” is the
prime concern of metaphysics (Honer, Hunt, and Okholm 1999)
b. Epistemology – derives from two Greek words: episteme, meaning “knowledge,” and
logos, meaning “study of” or “theory of.” Epistemology means the study or theory of knowledge (Earle
1992). The question “How do we know?” is the focus in this area.
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c. Ethics – derives from the Greek word ethos, which mean “customes” and, is therefore,
concerned with a particular kind of value, specifically esteem, as it applies to individual actions,
decisions, and relations. It asks the questions, “what is morally good?” and “What is right?” (ibid.)
d. Aesthetics – derived from the Greek word aisthetikos, or “one who is perceptive of
things through his sensations, feelings, and intuitions” (Zulueta 2010) It is likewise the study of a
particular kind of value such as the values which are part of the arts and our experience of beauty.
(Miller, Jensen, and Jensen 2005)
e. Logic – derived from the Greek work logike, coined by Zeno, the Stoic (c.340-265BC).
It is the study of principles by which we distinguish sound from unsound reasoning and of different
types of reasoning (Woodhouse 2000). It seeks to know the conditions for valid knowledge. (Artigas 2006)
2.0 Filipino Thinking: From Local to Global
The three dimensions of Filipino thought are: Loob, Filipino philosophy of time, and Bahala
na. These attitudes and values constitute the hidden springs of the Filipino mind.
1. Loob: Holistic and Interior Dimensions

Kagandahang-loob, kabutihang-loob, and kalooban are terms that show
sharing of ones self to others. The Filipino generally believes in the innate goodness of human
beings.
2. Filipino Philosophy of Time

The filipino time is mistakenly interpreted as always delayed in the committed
time of arrival. This notion can be misleading since the Filipino farmers are early risers to go
to their field and waste no time for work. A human being is like a bird who flies up and goes
down- proves that believes in the Gulong ng Palad (literally,”wheel of fortune”) and hence,
look at life as a serious of ups and downs (Timbreza 1992).
3. Bahala Na
The Filipino subconsciously accepts the bahala na attitude as a part of life. Bahala
na literally means to leave everything to God who is Bathala in the vernacular. It contains the
element of resignation thus; the Filipino accepts beforehand whatever the outcome of his/her
problem might be(Mercado 2000)
4. Filipino Thought and Values

a. Bayanihan b. Values of loyalty c. Pakikisama d. Hospitality
D. Practice
1. Philosophical Paper: If you are entertaining a tourist or balikbayan relative

or friend, how will you introduce the Philippines? Answer in 2-3
paragraphs.
E. Enrichment
Happiest Times Worst Times

List the activities, people, locations, and List the activities, people, locations, and
conditions in your life you were most conditions in your life when you felt
happy. dissatisfied.
1. 1.
2. 2.
3. 3.
What did you learn about your purpose? What did you learn about your purpose?
1. 1.
2. 2.
3. 3.
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Check Your Progress
A. Check your Knowledge

Answer the following questions:
1. Which branch of philosophy deals with arguments? _____________________
2. Which branch of philosophy evaluates human actions? __________________
3. The issue of whether Nora Aunor deserves to be a National Artist falls under
which branch of philosophy? ________________________
4. Etymologically, what does philo means? _________________________
5. “Virtual Reality vs The Real Thing” is under which brand of philosophy?

______________
B. Challenge yourself
1. Choose any topic or question. Answer only one.
A. Define Philosophy. Explain what is unique about philosophical thought.

B. Do you think philosophy is important in the age of globalization? Why or why
not?
C. How do you understand “holism”? Explain in four sentences.
I. Lesson 2: Methods of Philosophizing
III. Objectives: At the end of the lesson, the learner should be able to:
1. Distinguish opinion from truth
2. Realize that the methods of philosophy lead to wisdom and truth
3. Evaluate truth from opinions in different situations using the methods of
philosophizing
IV. Lesson Outline

A. Exercise 1: Emoji Me
Direction: Draw a smiley emoji after the statement if you think that the statement is
true and sad emoji if you think that the statement is false.
1. Everyone is a philosopher.
2. Children can philosophize.
3. Questioning leads to philosophizing.
4. Mentally disturbed people philosophize.
5. There are times that people answer in non-philosophical ways.
B. Picture Analysis
a. What do you observe in the equation? Do you think it is correct?

Why or why not?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
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C. Discussion
2.0 Methods of Philosophizing
This section shall introduce methods or ways of looking at truth and what will
be considered as mere “opinions”. Philosophizing is to think or express oneself in a
philosophical manner. (Ramos 2016)
A. PHENOMENOLOGY: On Consciousness
➢ Founded by Edmund Husserl
➢ It is the scientific study of the essential structures of consciousness
➢ This focuses on careful inspection and description of appearances, defined as any
object of conscious experience that which we are conscious of. (Johnston 2006)
➢ Two (2) series of phenomenological reductions:
o Epoche “suspension”
o Eidetic reduction
B. EXISTENTIALISM: On Freedom
➢ “Jean Paul Sartre emphasizes the importance of free individual choice, regardless of
the power of other people to influence and coerce our desires, beliefs, and decisions.
Sartre argued that consciousness (being-it-self) is such that it is always free to choose
(though not free to not choose) and free to “negate” (or reject) the given features of the
world. To be human, to be conscious, is to be free to imagine, free to choose, and
responsible for one’s life” (Solomon & Higgins 2010)
C. POSTMODERNISM: On Cultures
➢ “Postmodernism” is not a philosophy. It is at best a holding patterns. It rightly talks
about world philosophy and the philosophy of many cultures, but such talk is not a
philosophy either
➢ Postmodernists believe that humanity should come at truth beyond the rational to the
non-rational elements of human nature, including the spiritual. Postmodernists
consider that to arrive at the truth, humanity should realize the limits of reason and
objectivism. Moreover, postmodernists value our existence in the world and in relation
to it. For instance, reality cannot be known nor described objectively by
postmodernists.” (Ramos 2016)
➢ “These situations are examples of postmodernism in our everyday life.
a. Events, stories, & perspectives. Looking at an event from 2+ perspectives
within the storyline. (Jackie Brown the movie. Also, the Iraq war from "our"
perspective versus other possible perspectives)
b. The strike zone in sports (everyone has a different opinion, but it is still there
and generally the same area).
c. Reality television.
d. Advertisements.” (https://bit.ly/35QHmlV)
D. ANALYTIC TRADITION
➢ “Analytic philosophy is the conviction that to some significant degree, philosophical
problems, puzzles, and errors are rooted in language and can be solved or avoided by a
sound understanding of language and careful attention to its workings.” (Ramos 2016)
➢ “Analytic philosophy is based on the idea that philosophical problems can be solved
through an analysis of their terms, and pure, systematic logic.”
(https://bit.ly/2WMhmUr)
E. LOGIC and CRITICAL THINKING: Tools in Reasoning
➢ “Logic and critical thinking serve as paths to freedom from half-truths and deceptions.
Critical thinking is distinguishing facts and opinions or personal feelings. There are
two (2) basic types of reasoning:
o Inductive reasoning is based from observations in order to make
generalizations.
o Deductive reasoning draws conclusion from usually one broad judgment or
definition and one more specific assertion”. (Ramos 2016)
➢ Validity and Soundness of an Argument – validity and soundness of an argument

comes from a logical conclusion based on logically constructed premises.
➢ Strength of an Argument – an inductive argument that succeeds in providing such

probable support is a strong argument. A strong argument with true premises is said
to be cogent. (Ramos 2016)
Example: Jay: Do you think Congressman Gerry will be re-elected?
Yna: I doubt it. His district has become more conservative in recent years. Also,
63% of the registered voters in his district are in the opposition
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F. FALLACY - A defect in an argument other than merely having its false premises.
Examples of common fallacies:
o Appeal to Pity (ad misericordiam) - a specific kind of appeal to emotion
in which someone tries to win support for an argument or idea by
exploiting his or her opponent’s feelings of pity of guilt.
Ex. You should not find the defendant guilty of murder, since it would
break his poor mother's heart to see him sent to jail.
o Appeal to ignorance (ad ignorantiam) - whatever has not been proved
false must be true and vice-versa.
Ex. No one on the council objected to the idea that he proposed, so
everyone must think it's a great idea.
o Equivocation - this is a logical chain of reasoning of a term or a word
several times but giving the particular word a different meaning each
time.
Ex: Human beings have hands; the clock has hands.
o Composition fallacy - this infers that something is true of the whole
from the fact that it is true of some part of the whole.
Ex. Because the atoms of a penny are not visible to the naked eye, then
the penny itself must also not be visible to the naked eye.
o Division fallacy - one reasons logically that something true of a thing
must also be true of all or some of its parts.
Ex. The Philippine judicial system is a fair system. Therefore, the
defendant got a fair trial and was not executed unfairly.
o Against the person (ad hominem) - this fallacy attempts to link the
validity of a premise to a characteristic or belief of the person
advocating the premise. However, in some instances, questions of
personal conduct, character, motives, are legitimate if relevant to the
issue.
Ex. My opponent suggests that lowering taxes will be a good idea -- this
is coming from a fat woman who eats a pint of ice cream each night!
o Appeal to force (ad baculum) - an argument where force, coercion or the
threat of force is given as a justification for a conclusion.
Ex. Melvin: Boss, why do I have to work weekends when nobody else in
the company does?
Boss: Am I sensing insubordination? I can find another employee very
quickly, I will fire you immediately.
o Appeal to people (ad populum) - an argument that appeals or exploits
people’s vanities, desire for esteem and anchoring popularity.
Ex. Many people buy extended warranties, therefore we should buy one
for our new computer
o Hasty Generalization - this fallacy is commonly based on a broad
conclusion upon the statistics of a survey of a small group that fails to
sufficiently represent the whole population.
Ex. If my brother likes to eat a lot of pizza and French fries, and he is
healthy, I can say that pizza and French fries are healthy and don't really
make a person fat.
o False Cause (post hoc) - this fallacy is also referred to as coincidental
correlation or correlation not causation.
Ex. Every time I wash my car, it rains.
o Begging the question - this is the type of fallacy in which the proposition
to be proven is assumed implicitly or explicitly in the premise.
Ex. Smoking cigarettes can kill you because cigarettes are deadly.
2.2 Realize the Methods of Philosophy that Lead to Wisdom and Truth
For Double (1999), the subject matter of Philosophy is questions, which have
three major characteristics:
1. Philosophical questions have answers, but the answers remain in dispute.
2. Philosophical questions cannot be settled by science, common sense, or faith.
3. Philosophical questions are of perennial intellectual interest to human being
The methodology that philosophers use to address philosophical questions is critical
thinking. Critical thinking is the careful, reflective, rational, and systematic approach to
questions of very general interest. Critical thinking means understanding of philosophy and
refraining from merely giving claims but through careful thought, one reasons through
argumentations.
For Maboloc and Pascua (2008), critical thinking is a lifelong process of self-
assessment that further consists of:
• defining, analyzing, and devising solutions;
• arriving at reasonable and informed conclusions;
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• applying understanding and knowledge to new and different problems;

• willingness to change one point of view;
• continually examining and reexamining ideas; and
• willingness to say “I do not know.”
The attributes of a critical thinker include:
• Looks for evidence to support assumption and beliefs

• Adjusts opinions
• Examines problems and looks for proofs
• Rejects irrelevant and incorrect information
D. Practice:
1. What makes a person a critical thinker? What characteristics of a critical thinker
do you think you possess or ought to have?
E. Enrichment
1. If someone in the group disagrees with your ideas, are you open to new ideas not
necessarily in agreement with yours?
Check your Progress!

A. Check your knowledge
Can you spot the fallacy? Identify the fallacy in the following statements/arguments
and write your answer on the blank provided.
1. A young mother asks for assistance from a local church and she brings her three
young children with her to speak to the pastor. ______________________________
2. The sign said "fine for parking here", and since it was fine, I parked there.
______________________________
3. Melvin: Boss, why do I have to work weekends when nobody else in the company does?
Boss: Am I sensing insubordination? I can find another employee very quickly.

_____________________________
4. A dog howls in the distance, and then someone dies. _____________________________
5. My opponent suggests that lowering taxes will be a good idea -- this is coming from a
woman who eats a pint of Ben and Jerry’s each night. ________________________
B. Challenge yourself
1. Explain the importance of logic and critical thinking.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
I. Lesson 3: The Human Person as an Embodied Spirit
II. Time Frame: 5 Days
1. Recognize how the human body imposes limits and possibilities for transcendence
2. Evaluate own limitations and the possibilities for their transcendence
IV. Lesson
Exercise 1: Sensitivity Check
1. Describe the taste of water?
2. How will you describe how wonderful the world is to a blind person?
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3.1 Discussion:
Philosophers think about the concept of the Human Person and what makes him or
her different in nature and entity. “Human Person” refers to individual, and all attributes
and characteristics that set him or her apart from other human beings. Like all other
animals, human beings possess the ability to feel, experience, and perceive things or one’s
environment, and this is called sentience.
The Body as Intermediary
• Intermediary implies two meanings: as a bridge and as a wall.
• An encounter and agreement occur between ourselves and the world
because of our body. And through our body, our subjectivity is opened
to the world and the world is opened to us.
• On the other hand, because of our body, we experience the world as
separate from us.
The Body as Intersubjectivity
• Our body is not only an intermediary between us and the world but also
between us and others. We show ourselves to others and others also
show their selves to us.
The Value of the Body
• As to the appearance and subjectivity, we have unique value and dignity

thus directing us not only to the world and others but also to God.
The Notion of the Human Person as Embodied Spirit according to the West
Aristotle’s Concept of Man - Body and soul are in state of unity – in his so called
hylomorphic doctrine. Aristotle’s (382-322 B.C.) explains to us the four (4) orders of being in
this world which are properly called hylomorphic namely: non-living things, plants, animals,
and men. Hylomorphic comes from two Greek words, hyle which means “matter” and
morphe which means “form”. The soul acts as pure actuality of the body while the body is a
material entity that possess the potentiality of life.
Aristotle presented the concepts of the kinds of soul:
• Rational Soul – ranks the highest for it takes responsibility the functions of
vegetative and sensitive souls. It is capable of thinking, reasoning, volition,
reflecting, and deciding apart from sensing and growing.
• Sensitive soul – it feeds itself, it grows, it reproduces, and it has feelings.
• Vegetative soul – capable of feeding, growing, and reproducing itself.
3.2 Limitations of the Human Person as an Embodied Spirit

1. Facticity – refers to the things in our life that is already given. Ex. We
are born in a particular time and place, and we did not choose them). It
also refers to all the details that surround us in the present as being-in-
the-world in the here and the now; this includes our environment,
language, past decisions, past and present relationships, and even our
future death
2. Spatial-temporal Being – this means that we are limited by space
(spatial) and time (temporal). Our spatial-temporal situation sets our
preconditions of understanding.
On the level of temporality, the most obvious limitation is our finitude.
We recognize our mortality and accept that we will not live forever.
Ex. You are not yet allowed to eat certain food, drink certain beverages,
watch certain movies, wear particular clothe, and go to certain places.
On the level of being spatial individuals, we are limited by our bodies to
be present in two or more places at the same time. We are set to be at
one place at a time. Ex. One cannot be in Manila and in Cebu at same
time because his body does not allow him to.
3. Body as Intermediary - we have established that we are our bodies, but
also more than our bodies. Our body then serves as an intermediary
between us and the physical world. Ex. It is because of my body that I
experience the world as my world and not the world of other. I can
always imagine myself living as a rock star; but I will never really know
how it is to be a rock star unless I become one myself.
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3.3 TRANSCENDENCE in GLOBAL AGE (East)

Transcendence
• An act of rising above something to a superior state.

• Comes from the Latin prefix trans – meaning “beyond”, and the word
scandare, meaning to climb.
Hinduism
• Hinduism is one of the oldest Eastern traditions practiced by

hundreds of millions of people for about 5,000 years. This
religion holds that humanity’s life is a continuous cycle
(samsara)
• At the heart of Hinduism lies the idea of human beings’ quest for
absolute truth, so that one’s soul and the Brahman or Atman
(Absolute Soul) might become one.
• The Aum is the root of the universe and everything that exists
and it continues to hold everything together.
• Human beings possess dual nature:

The spiritual and immortal essence (soul)
Empirical life and character
• Karma
It refers to intentional actions that affect one’s fortunes
in this life and the next
Humanity’s basic goal in life is the liberation (moksha) of
spirit (jiva)
• Transmigration/Metempsychosis
Hindus believe the Atman repeatedly takes on a body
until moksha. If a person has led a good life, the soul
goes upward scale. The soul of an evil person, on the
other hand, may pass into the body of an animal.
• Moksha – it is the transcendent state attained as a result of
being released from the cycle of birth.
• Hinduism’s Primary Values
1. Wealth
2. Pleasure
3. Duty
4. Enlightenment
• Brahman
Places a lot of emphasis on the attainment of knowledge.
Most Hindus believe that Brahman is present in every
person as the eternal spirit or soul, called the Atman.
Brahman contains everything: creation and destruction,
male and female, good and evil, movement and stillness.
These are expressed in the Trimurti and are:
Brahma, the creator

Vishnu, the preserver
Shiva, the destroyer
• Dharma – is an important term in Indian religions. In Hinduism,
it means “duty”, “virtue”, “morality”, even “religion” and it refers
to the power which upholds the universe and society.
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• The Upanishads are a collection of texts that contain some of

the central philosophical concept of Hinduism; and is also
considered by the Hindus to contain utterances concerning the
nature of ultimate reality and describing the character of the
path to human salvation.
• Nirvana – the highest state that someone can attain, a state of
enlightenment, meaning a person’s individual desires and
suffering is gone or has ceased.
Buddhism: From Tears to Enlightenment:

Siddhartha Gautama (Buddha)
is the founder of its teachings. He turned away from

Hinduism to seek answers to the riddles of life’s sufferings,
diseases, old age, and death.
Four Noble Truths
1. Life is full of suffering;
2. Suffering is caused by passionate desires, lusts, cravings;
3. Only as these are obliterated, will suffering ceases;
4. Such eradication of desire may be accomplished only by
following the Eightfold Path of earnest endeavour.
Eightfold Path
1. Right belief in and acceptance of the “Fourfold Truth”;
2. Right aspiration for one’s self and for others;
3. Right speech that harm no one;
4. Right conduct, motivated by goodwill toward all
human beings;
5. Right means of livelihood, or earning one’s living by
honourable means;
6. Right endeavour, or effort to direct one’s energies
toward wise ends;
7. Right mindfulness in choosing topics for thought; and
8. Right meditation or concentration to the point of
complete absorption in mystic ecstasy.
States of Sublime Condition
Love
Sorrow of others
Joy in the joy of others
Equanimity as regards one’s own joy and sorrows
Samsara
it is the beginning-less cycle of repeated birth,

mundane experience and dying again that all beings pass
through. Samsara is considered to be dukkha, unsatisfactory
and painful, perpetuated by desire and avidya (ignorance), and
the resulting karma.
Axioms
Cease to do evil
Learn to do good
Purify your own mind
The Biblical God and Humanity
In the 5th century, Augustine’s writing is considered to be the most influential in the early
medieval period. Theistic Hypothesis is treating the statement “God exists” as a hypothesis
but religious people do not treat God’s existence as a hypothesis. The religious problem in
the Old Testament narratives is not Atheism, the denial of God, but Polytheism, the worship
of too many gods. In the New Testament, the reality of God is unquestioned because the
Jesus of Nazareth, the eternal God, became flesh and dwelt among human beings.
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For St. Augustine (354-430 CE)

Teachings of Christianity are based on love of God which Augustine’s, Aquinas’, And
Anselm’s arguments rooted. Christianity as presenting the full revelation of the true God, is
the only full and true philosophy.
So, when comes the knowledge of God? It starts with faith and made perfect by
understanding. Philosophy is “amor sapiential”, the love of wisdom. Hence it is the love of
God it is then religious.
3.4 Evaluate Limitations (East)
1. Forgiveness – we are freed from our anger and bitterness. The hardness of
our heart is reinforced by whole series of rational arguments.
2. The Beauty of Nature – there is perfection in every single flower; these kinds
of experiences can be truly moment of grace and need to be praise.
3. Vulnerability –To be vulnerable is to be human. Without acknowledging the
help of others is to live without meaning and direction.
4. Failure – it forces us to confront our weaknesses and limitations. Such
acceptance of our failures makes us hope and trust that all can be brought
into good.
5. Loneliness – our loneliness can be rooted from our sense of vulnerability
and fear of death. With our loneliness we can realize that our dependence
on other people or gadgets is possessiveness that we can be free from.
6. Love – to love is to experience richness, positivity, and transcendence. Life
is full of risks, fears and commitment, pain and sacrificing and giving up
things we want for the sake of the one we love. (sources: Ramos, C. 2016 Rex
Publishing, Caraan, A. 2016 DIWA Learning Systems Inc.)
D. Practice
ACTIVITY 1: Write TRUE if the statement is correct and FALSE if not. Write your answer on
the blank before the number.
_____1. We can temporarily remove ourselves from our spatial-temporal situation.
_____2. We should never change our facticity because it is our destiny to have them.
_____3. We always want our thoughts and feelings to be disclosed to everyone.
_____4. In most cases, facticity leaves us little room for change, thus we have no choice but
surrender to them.
_____5. It is physically impossible to be at the same place at the same time.
_____6. Some elements of our facticity can never be changed.
_____7. Having a body as our intermediary to the world gives us a privileged and subjective
perspective of the world.
_____8. Our limitations challenge us to be creative and responsible.
_____9. Language makes us free from our limitations.
_____10. We can truly understand what another person is feeling if we only detach ourselves
from our situation and look at the world using the perspective of the other person.
ACTIVITY 2: Journal Writing

How do you response as a human person based on your intellect, emotion or will when
1. Preparing for an exam?

2. Experiencing financial problems?
E. Enrichment
1. How can faith be translated into action?
2. How do you show love towards others? Friends? Family? People in need?
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Check your progress!
A. Check your knowledge
Answer the following. Avoid erasures.

1. What is the world’s oldest organized religion? __________________________
2. What do you call the oldest Indian sacred texts? _______________________
3. Who constitutes the Trimurti (three Hindu Gods)?
__________________________________________________
4. What is the ultimate goal of Buddhism? _______________________________
5. What does the title Buddha mean? ____________________________________
6. Which belief holds that humanity’s life is a continuous cycle of birth and rebirth?
__________________________________
7. This refers to the things that surround us in the present as being-in-the-world.
_____________________________________
8. An act of rising above something to a superior state. ___________________
B. Check your Understanding
1. Are we pushing the responsibility for our existence on to society, instead of facing
the questions of who we are? Explain.
2. Choose a hero/heroine. It could be based on the film viewed or not. What are the
qualities do you admire from your hero/heroine? Why? You can jot down
memorable lines you find meaningful in the film.
I. Lesson 4: The Human Person in the Environment
III. Learning Outcomes: At the end of the lesson, the learner should be able to:
1. Notice things that are not in their proper place and organize them in an aesthetic way
2. Show that care for the environment contributes to health, well-being and sustainable
development
3. Demonstrate the virtues of prudence and frugality towards environments.
IV. Lesson
Exercise 1: Search for Louis Armstrong’s song What a Wonderful World. Listen and
sing the song.
After singing, answer the following:

a. How did the song regard the environment? How did the song see the
human person in the environment?
b. Which lyric/s serve as most meaningful? Why?
C. Discussion
4.1 Introduction
• What is the world made of?
• How did the world come into being?
• How can we explain the process of change?
In both East and West, Philosophers were asking questions about the universe
we live in and our place in it.
Eastern sages probed nature’s depths intuitively through the eyes of spiritual
sages, while Greek Thinkers viewed nature through cognitive and scientific
eyes.
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The speculations of the pre-Socratic philosophers represent a paradigm shift –

a change from the mythical explanation of the origins of the cosmos to a more
rational explanation.
These philosophers were looking for the underlying laws of nature. They
wanted to understand the process by studying nature itself, not by listening to
stories about gods.
Consider these two frameworks (Payne 2010)
Anthropocentric Model
HUMAN
CULTURE
INDIVIDUALISM
MIND
CALCULATIVE
HUMAN OVER/AGAINST ENVIRONMENT
GLOBAL/TECHNOLOGICAL
Ecocentric Model
NATURE
WILD
HOLISM
NATURE/COSMOS
BODY
RELATIONAL
EARTH/WISDOM
ECOLOGY OVER/AGAINST HUMANS
4.2 Notice the Disorder in the Universe
• The domination of humanity is linked to the domination of nature based

on the anthropocentric model. This means that there is an unfair and
unjust utilization of the environment result to ecological crisis.
• Numerous concepts and indicators have been used to understand
environmental impact such as the carbon footprint (CF)
Carbon Footprint has eight categories:
1. Construction
2. Shelter
3. Food
4. Clothing
5. Mobility
6. Manufactured goods
7. Services
8. Trade
• Humanity needs to develop an “ecological conscience” based on
individual responsibility.
• Ecologist challenge us to adopt a lifestyle that involves simple living that
honors the light of all life forms to live, flourish, and create a rich
diversity of human and nonhuman life.
Examples of Destruction of Property:
1. Devastation brough by Yolanda and Ondoy typhoon
2. War
3. Poverty
4. Soil Erosion linked to decreased in food supply
4.3 Notice the Disorder That are not in their Proper Place and Organize them in an
Aesthetic Way
A. Ancient Thinkers
Anaximander – He employed the term “boundless” to

convey the further thought that Nature is indeterminate
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Pythagoras – described the universe as a living embodiment of nature’s

order, harmony and beauty. He sees our relationship with the universe
involving biophilia (love of other living things) and cosmophilia (love of
other living beings)
B. Modern Thinkers
Immanuel Kant –
- Expresses that beauty is ultimately a symbol of morality.

- The beautiful encourage us to believe that nature and
humanity are part of an even bigger design.
Herbert Marcuse –
- Humanity had dominated nature.

- There can only be change if we will change our attitude
towards our perception of the environment.
George Herbert Mead –
- As human beings, we do not have only rights but duties.

- We are not only citizens of the community but how we react to
this community and in our reaction to it, change it.
There are numerous theories to show care for the environment aside from the ecocentric
model, such as deep ecology, and ecofeminism to name some:
A. DEEP ECOLOGY
- Deep ecologists encourage humanity to shift away from
anthropocentrism to ecocentrism
B. SOCIAL ECOLOGY
- Destroying nature is a reflection wherein few people overpower
others while exploiting environment for profit or self-interest.
C. ECOFEMINISM
- Freeing nature and humanity mean removing the superior vs.
inferior in human relations.
4.4 Demonstrate the Virtues of Prudence and Frugality toward Environment
Erich Fromm –
- A German humanistic philosopher, believes that it is about time that

humanity ought to recognize not only itself but also the world around it.
- As human beings, our biological urge for survival turns into selfishness and
laziness.
- Below are some functions of Fromm’s envisioned society:
1. The willingness to give up all forms of having, in order to fully be.
2. Being fully present where one is.
3. Trying to reduce greed, hate, and illusions as much as one is capable.
4. Making the full growth of oneself and of one’s fellow beings as the supreme goal of
living.
5. Joy that comes from giving and sharing, not from hoarding and exploiting
6. Developing one’s capacity for love, and for critical, unsentimental thought.
7. Not deceiving others, but also not being deceived by others;
8. Shedding one’s narcissism and accepting that tragic limitations inherent in human
existence.
(source: Ramos, C. 2016 Rex Publishing)
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D. Practice: Independent Research

1. Research about animal rights. In your opinion, do animals deserve respect? Why or
why not?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. How do you understand the meaning of frugality and prudence toward the
environment? Cite two (2) examples
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
E. Enrichment
1. Based on your own understanding, compare (same) and contrast(differences) the

Anthropocentric and Ecocentric models. Write your answers inside the Venn Diagram.

1. What are the different environment theories discussed in this lesson?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. What is carbon footprint?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
B. Check your Understanding: Essay

Write your thoughts regarding these passages.
a. The controlling attitude of humankind is extended to nature, when in

fact, humanity is part of nature
b. Destroying nature is a reflection wherein few people overpower others

while exploiting the environment for profit or self-interest.
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Second Grading Period: Human Living

Standard Content: The learner is able to show an understanding of philosophy within the
context of human person as free, intersubjective, and immersed in society and oriented
toward death.
Fundamental Concept: The learner is able to understand that doing philosophy within the
context of the human person as free, intersubjective and immersed on society and oriented
toward their impending death will lead to a deep understanding of the human person.
Lesson 5: Freedom of the Human Person

Objectives:
4. To realize the consequences of one’s actions.
5. To evaluate and exercise prudence in one’s choice.
Activity 1:
Concept mapping. Write your concepts about freedom.
(image from concept map templates)
Activity 2:
1. When was the last time you felt free?
2. When was the last time you felt unfree?
Discussion:
Introduction
This lesson highlights freedom from the intellectual political, spiritual and
economic aspects. To be free is part of humanity’s authenticity. In one way,
understanding freedom is part of our transcendence. Freedom consists of going beyond
situations such as physical or economic. For instance, students can be young and poor,
but they can still pursue their dreams of becoming a doctor, teacher, or a stage actor. As
discussed in the last lesson, critical thinking is an important tool toward freedom and
truth.
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5.1 All Actions Have Consequences
ARISTOTLE - "The Power of Volition"
• Reason can legislate, but only through will can its legislation be translated into action.
• The task of practical intellect is to guide will by enlightening it.
• If there will be no intellect, there would be no will.
• Moral Acts, particular acts are in power and we are responsible for them.
• Our characters or habits is not an excuse for immoral conduct.
ST. THOMAS AQUINAS: Love is Freedom
• Of all creatures of God, human beings have the unique power to change themselves and the
things around them.
• Spirituality separates us from animals; it clearly shows our fulfillment in an action.
• A human being has supernatural destiny.
St. Aquinas' Four Classification of Law
1. Human Law - as being rational, have laws that should not only be obeyed but also obeyed
voluntarily and with understanding.
2. Natural Law - applies only to human beings. The principle of the natural is that good is to be
sought after an evil avoided.
3. Divine Law - it deals with interior disposition as well as external acts and it ensures the
final punishment of all evil doings.
4. Eternal Law - is the decree of God that governs all creation. It is, "That Law which is the
Supreme Reason cannot be understood to be otherwise than unchangeable and eternal.
For Aristotle, the purpose of a human being is to be happy. To be one, one must live a
virtuous life.
For St. Thomas, he follows the same line of thinking, but points to a higher form of
happiness that could be found in God alone.
ST. THOMAS AQUINAS: Spiritual Freedom
St. Thomas Aquinas establishes the existence of God as a first cause. Of all God's
creations, human beings have the unique power to change themselves and things around
them for the better. As humans, we are both material and spiritual. We have a conscience
because of our spirituality. God is Love and Love is our destiny.
JEAN PAUL SARTRE: Individual Freedom
Satre's philosophy is considered a representative of existentialism (Falikowski

2004). For Sartre, the human person desires to be God: the desire to exist as a
being which has its sufficient ground in itself.
Sartre’s existentialism stems from this principle: existence precedes essence.
• The person, first, exists, encounters himself and surges up in the world then
defines himself afterward. The person is nothing else but that what makes
himself.
• The person is provided with a supreme opportunity to give meaning to one’s

life.
• Freedom is the very core and the door to authentic existence. Authentic
existence is realized only in deeds that are committed alone, in absolute
freedom and responsibility.
• The person is what one has done and is doing.
• On the other hand, the human person who tires to escape obligations and
strives to be being in itself (en-soi) , (i.e., such as “I was born this way” or “I
grew up in a bad environment”) is acting on bad faith (mauvais foi)
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THOMAS HOBBES – Theory of Social Contract

A Law of Nature is a precept or general rule established by reason, by which a person is
forbidden to do that which is destructive of his life or takes away the means of preserving the same;
and to omit that by which he thinks it may be best preserved.
Hobbes concluded that in order to preserve our lives:

1. We should seek peace (firsts law of nature)
2. Mutually divest ourselves of certain rights (CONTRACT)
3. That person be willing when others so too
4. To lay down this right to all things
5. And be contented with so much liberty against other people, as he would allow other
people against himself.
In Leviathan Hobbes asserts: “The fundamental law of nature seeks peace and follows it,
while at the same time, by the sum of natural right, we should defend ourselves by all means that we
can.
The third natural law of nature is that human beings perform their covenant made. It is
necessary that there should be a common power or government backed by force and able to punish.
This means that the plurality of individual should confer all their power and strength upon one
human being (appoint one man) thereby a commonwealth is created.
Commonwealth (a political community founded for the common good) by institution and by
acquisition
1. A commonwealth is said to exist by institution when it has been established

through the covenant of every member of a multitude with every other member. The multitude
of human beings subjects themselves to a chosen sovereign from fear of one another.
2. A commonwealth is said to exist by acquisition when the sovereign power has been
acquired by force.
Sovereign (a supreme ruler, especially a monarch) is inalienable. One of the prerogatives of a

sovereign is to judge what doctrines are fit to be taught. The power of the sovereign being to all
intents and purposes unlimited, brings forth the question of freedom to be possessed by the subjects.
JEAN-JACQUES ROUSSEAU
Rousseau is one of the most famous and influential philosophers of the French Enlightenment
in the 18th century. In his book “The Social Contract”, he elaborated his theory of human nature. In
Rousseau, a new era of sentimental piety found its beginning. According to Hobbes and Rousseau,
the state owes its origin to a social contract freely entered into by its members. The two philosophers
differed in their interpretations. Hobbes developed his idea in favour of absolute monarchy, while
Rousseau interpreted the idea in terms of absolute democracy and individualism.
Both have one thing in common, that is, human beings have to form a community or civil
community to protect themselves from one another, because the nature of human beings is to wage
war against one another, and since by nature, humanity tends toward self-preservation, then it
follows that they have to come to a free mutual agreement to protect themselves.
Hobbes thinks that to end the continuous and self-destructive condition of warfare, humanity
founded the state with its sovereign power of control by means of a mutual consent. On the other
hand, Rousseau believes that a human being is born free and good. Now he is in chains and has
become bad due to the evil influence of society, civilization, learning, and progress. Hence, from these
come dissension, conflict, fraud, and deceit. Therefore, a human being lost his original goodness, his
primitive tranquillity of spirit.
In order to restore peace, bring back to him his freedom, and return to his true self, he saw
the necessity and came to form the state through the social contract whereby everyone grants his
individual rights to the general will. The term of Social Contract is not an actual historical event. It is
a philosophical fiction, a metaphor, and a certain way of looking at a society of voluntary collection of
agreeable individuals. The Constitution and the Bill of Rights constituted, as an instance of a social
contract, however, is not a metaphor, but an actual agreement and actually “signed” by the people or
their representatives (Solomon and Higgins,1996).
5.2 Evaluate and exercise prudence in choices

For B.F. Skinner, the environment selects which is similar with natural selection. We
must take into account what the environment does to an organism not only before, but also
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after it responds. Skinner maintains that behaviour is shaped and maintained by its
consequences. Behaviour that operates upon the environment to produce consequences
(operant conditioning) can be studied by arranging environments in which specific
consequences are contingent up on it. The second result is practical, the environment can
be manipulated.
The question of freedom arises. Can an individual be free? According to Skinner, our
struggle for freedom is not due to a will to be free as for Aristotle or Sartre, but to certain
behavioural processes characteristic of the human organism, the chief effect of which is the
avoidance of or escape from “aversive” features of the environment.
The feeling of freedom, according to Skinner becomes an unreliable guide as soon as
would-be controllers turn to non-aversive measures, as they are likely to do to avoid the
problems raised when the controller escapes or attacks. For example, a skillful parent
learns to reward a child for good behaviour rather than punish him for bad. Control
becomes necessary in the issue of freedom.
The issue is controllability. We cannot change genetic defects by punishment; we can
work only through genetic measures that operate on a much longer time scale. What must
be changed is not the responsibility of autonomous individual but the conditions,
environment or genetic, of which a person’s behavior is a function (Gines, 1998). Example, a
student was praised by a teacher who said to him “Very good!” for a solution to a problem or
for giving the correct answer to a question.
Skinner thinks that the problem is to free human beings not from control but from
certain kinds of control, and it can be solved only if we accept the fact that we depend upon
the world around us and we simply change the nature of dependency. Skinner proposed
that to make the social environment as free as possible of aversive stimuli, we do not need
to destroy the environment or escape from it. What is needed, according to Skinner, is to
redesign it.
In the spirituality of imperfection, we learn to accept that life, our environment, is
both “evil” and “good”. In recognizing life’s open-endedness, we learn to be flexible and
adaptable. B.F. Skinner believes that morality is a conditioned response impressed on the
child by society. Despite this view, however, creating a static environment e.g. controlled
environment is not applicable in the realities of everyday world.
Skinner is right, however, in pointing out the influence of environment especially in

the socialization of children. Unfortunately, there is an emphasis today in the acquisition of
money, property and prestige, regardless of values or lack of those children learns.
The theory of freedom has negative and positive tasks. Our lives should not be merely
controlled by rewards and punishments. As human beings, we are capable of reaching
different level of heights and ideals. According to Yelon (1996) punishment is an educative
measure, and as such is a means to the formation of motives, which are in part to prevent
the wrong doer from repeating the act and in part to prevent others from committing a
similar act. Analogously, in the case of reward we are concerned with incentive.
However, much more important than the question of when a person is said to be
responsible is that of when he himself feels responsible. Evidently, not merely that it was he
who took the steps required for its performance; but there must be added awareness that he
did it “independently”, “of his own initiative” or whatever the term is. This feeling is simply
the consciousness of freedom, which is merely the knowledge of having acted of one’s own
desires. And of “one’s own desires” are those which have their origin in the regularity of
one’s character in the giving situation and are not imposed by an external power e.g.
stimulus.
The environment plays a significant part in our lives. However, since the Stone Age
we had proven that we are not completely under its mercy. We have and shall continue to
tame and adapt to the changes in the conditions of the environment. As Plato believes, the
soul of every individual possesses the power of learning the truth and living in a society that
is in accordance to its nature.
We are responsible, whether we admit it or not, for what is in our power to do; and
most of the time we cannot be sure what it is in our power to do until we attempt. In spite of
the alleged inevitabilities in personal life and history, human effort can redetermine the
direction of events, even though it cannot determine the conditions that make human effort
possible. (sources: Ramos, C. 2016 Rex Publishing,
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D. Practice
Direction: Answer in complete sentence and should not be less than three (3) sentences.
Critique
1. Explain Sartre’s belief: “Human being is free, human being is freedom.”
2. To what extent does the environment affect our choices? Cite examples.
E. Enrichment
Reflective Journals:
Journal 1: In your view, what consists “free choice”? Cite examples in the current situation.
Journal 2: Are you a slave to something (e.g., technology)? Why or why not?
Check your progress!

a. What is intellectual freedom?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
b. What is spiritual freedom?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
c. What is political and economic freedom?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
B. Check Your Understanding
Learning journal: Choose a concept and expound.
a. Respect for self, respect for others, and responsibility for your actions.
b. The future is fixed; how one’s life unfolds is a matter of destiny. Agree or disagree?
I. Lesson 6: Intersubjectivity
1. To understand intersubjectivity.
2. To Realize that intersubjectivity requires accepting differences and not to imposing on
others.
3. To demonstrate a situation that reflects intersubjectivity.
Lesson Outline
A. Sensitivity Check
1. How do you define a “human being”?
2. Answer the following as honestly as you can and learn more about your temperament
and sensitivity in dealing with others. Your scores will be interpreted by your teacher.
24 | P a g e
1. Intensity
How strong are your emotional reactions? Do you find yourself becoming easily
upset or more low key? Answer between 12345 (1 =mild reaction, 5=intense
reaction)
Answer: ______
2. Persistence
If you are involved in an activity and you are asked to stop, can you do so easily?
When a task is frustrating, do you find yourself letting go easily or pushing to
continue? Answer between 12345 (1=easily let go, 5=don’t let go)
Answer: _____
3. Sensitivity
How aware are you of slight noises, emotions, differences in temperature, taste,
and texture? Do you react easily to certain foods, tags in clothing, or irritating
noises? Answer between 12345 (1=usually not sensitive, 5=very sensitive)
Answer: _____
4. Perceptiveness
How keenly aaware are you of people, colors, objects, and noises around you? Do
you frequently forget to do what you were going to do because something else has
caught your attention? Answer between 12345 (1=hardly ever notice, 5=very
perceptive)
Answer: ____
5. Adaptability
Do you quickly adapt to changes in your schedule or routine? How do you cope
with surprises? Answer between 12345 (1= adapt quickly, 5=slow to adapt)
Answer: ___
6. Regularity
How regular are your eating times, sleeping period, and other bodily functions?
Answer between 12345 (1=regular, 5=irregular)
Answer: ____
7. Are you always on the move and busy or quiet? Do you need to run and exercise in
order to feel good? Answer between 12345 (1=quiet, 5=active)
Answer: ___
8. First Reaction
How do you usually react to new places, people or activity? Answer between 12345
(1=jump right in, 5=reject at first)
Answer: ___
9. Mood
Do you feel mostly happy compared to the analytical and serious? Answer between
12345 (1=usually positive, 5=more serious and analytical)
Answer: ___
C. Discussion
6.1 REALIZE THAT INTERSUBJECTIVITY REQUIRES ACCEPTING DIFFERENCES AND NOT
TO IMPOSE ON OTHERS
In our lives, we have collected and formed labels and titles of our own such as the cool,
spunky, spirited types as well as the misfit, loner, partygoer, or easy-go-lucky. Having labels are
not necessarily a good thing as there are also negative sides to it. Some may be called impatient,
whiny, or stubborn. But as humans, we are holistic. We redesign labels to make it new and
exciting. Examples would be: Impatient -> compelling, Whiny -> analytical, Stubborn ->
assertive/ persistent. These negative labels are can be contagious, but it does not mean that we
should focus on them. We should be more into the positive labels as it strengthens our
relationships with family as well as our friends. We are all unique individuals with our own faces
and perspectives. Everyone is different and amazing in their own way.
Intersubjectivity is the interchange of thoughts and feelings, both conscious and

unconscious, between two persons or “subjects”. It is also the cognitive agreement between
individuals or groups. This term is coined by Edmund Husserl.
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INTERSUBJECTIVITY AS ONTOLOGY: THE SOCIAL DIMENSIONS OF THE SELF
Martin Buber and Karol Wojtyla

Commonality:
1. Both were influenced by religious background
2. They both believed in the notion of concrete experience/existence of the human person
3. They also think that one must not lose the sight of one’s self in concrete experience.
4. Both refused to regard the human person as a composite of some kind of dimensions, such as
animality and rationality
5. The human person is total not dual.
DIFFERENCES/FACTS
A. KAROL WOJTYLA – the social dimension is represented by “WE RELATIONS”
– was born in Wadowice, Poland. He was elected to thePapacy on Oct. 16, 1978 (264th pope)
- was considered the great pope during his lifetime. An architect of Communism’s demise in
Poland
In his encyclical letter Fides et ratio, he criticized the traditional definition of human as “rational
animal”. He maintains that the human person is the one who exists and acts (conscious acting,
has a will, has self-determination). For him, actions reveal the nature of human agent.
PARTICIPATION explains the essence of the human person. Through participation the person is
able to fulfil one’s self. The human person is oriented toward relation and sharing in the
communal life for the COMMON GOOD.
B. MARTIN BUBER- believes that interpersonal is signified by “I –YOU relation

– is a Jewish existentialist philosopher.
– He was born in Vienna and was brought up in the Jewish tradition.
– His famous work is I and THOU (Ich and Du)- he conceives the human person in his/her
wholeness, totality, concrete existence and relatedness to the world. His I-THOU philosophy is
about the human personas a subject, who is a being different from things or from objects. The
human person experiences his wholeness not in virtue of his relation to one’s self, but in virtue
of his relation to another self. THEHUMAN PERSON ESTABLISHES THE WORLD OFMUTUAL
RELATION, OF EXPERIENCE. (Meeting &dialogue)
In contrast, He cites the IT–relationship. This IT RELATIONSHIP is a person to thing, subject to

object that is merely experiencing and using; lacking directedness and mutuality (feeling,
knowing, and acting)
6.2 A. ON PWD – Persons with Disabilities: (Categories: hearing impaired, diabetic, asthmatic,
cystic fibrotic.)
WHAT PARENTS/SOCIETY CAN DO?

1. Parents need to reach the point of constructive action.
2. They can decide to restructure certain aspects of their lifestyle in order to accommodate the
communicative as well as the educational needs of their child with disability.
3. Community sensitivity, through positive and supportive attitudes toward PWD’s.
B. UNDERPRIVILEGED SECTORS OF SOCIETY

DIMENSIONS OF POVERTY
The notion of poverty is not one dimensional, rather it is multidimensional. A number of

different concepts and measures of poverty relate to its various dimensions. Each of these
dimensions has the common characteristics of representing deprivation that encompasses:
• Income
• Health
• Education
• Empowerment
• Working condition
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The most common measure of the underprivileged is income poverty, which is defined in
terms of consumption of goods and services. The World Bank categorizes poverty in two
levels: poor and extremely poor.
C. ON THE RIGHTS OF WOMEN
In 1712 – Jean Jacques Rousseau said that women should be educated to please
men. He believes that women should be useful to men, should take care, advise, console
men and to render men’s lives easy and agreeable.
Mary Wollstonecraft in VINDICATION ON THE RIGHTS OFWOMEN (1782) argued

that such education would produce women who were mere propagators of fools. She
believes that women must be united to men in wisdom and rationality. In the Philippines,
women are subjected to oppression, among others of class and sex.
EXPLAIN THE AUTHENTIC DIALOG THAT IS ACCEPTING OTHERSREGARDLESS OF
INDIVIDUAL DIFFERENCES
In his essay – MARTIN HEIDEGGER says that humankind is a conversation

which is more than an idle talk but a dialog. This means that humanity is progressively
attuned to communication about Being. Language creates human world. It is a tool for
communication, information and social interaction.
A dialog is a conversation that is attuned to each other and to whatever they are
talking about. Mutual tuning is perfected in the attunement. For Heidegger, conversation
attempts to articulate who and what we are, not as particular individuals but as human
beings. We are beings who care about more than information and gratification.
For Buber, a life of dialog is a mutual sharing of our inner selves in the realm of
interhuman. Between two persons is a mutual awareness of each other as persons; avoiding
objectification.
An authentic dialogue entails a person-to-person, a mutual sharing of selves,
acceptance, and sincerity. This relationship is the I-thou relationship. I-You of Wojtyla refers
to the interpersonal which fulfills and actualizes oneself. (sources: Ramos, C. 2016 Rex Publishing,)
D. Practice
Direction: Answer in complete sentence.
1. Describe the I-It relationship compared to I-You. Cite examples.
2. How do you define “existence”?
3. How can we be sensitive of others’ needs?
E. Enrichment
Reflective Journals
Choose one topic and write reflections. Should not be less than 350 words.
a. How do you react when you see street children? Why?
b. “We are responsible for more than what becomes of us; we are also responsible for
what becomes of others.” Explain.
A. Check Your Knowledge

True or False. Write your answer before the number.
1. Most people with disabilities cannot work.
2. Words such as wheelchair-bound, handicapped, or with special needs are acceptable to
use.
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3. The Paralympics are for people with disabilities.

4. People with disabilities want to be respected and have the same opportunities as people
without disabilities.
5. Apolinario Mabini’s disability deterred him from achieving his goals.
6. According to Buber, the Thou or You is something that you encounter.
7. Intersubjectivity refers to our relation with people, emphasizing not individual experience
but social beings.
8. For Buber, the I-It comes first in human development.
9. Karol Wojtyla was a Bishop in Rome.
10. Jen does not exhibit benevolence and acre toward others. It is focused on selfishness.

Short Essay
1. How can you show sensitivity to PWDs and the underprivilege? How do you respond to
them when you interacted with them in the activities?
2. How can you be a “whole” person in your relationship to others?
I. Lesson 7: The Human Person in Society

1. To realize the interplay between the individual of human beings and their social
contexts
2. To evaluate the formation of human relationships and how individuals are shaped by
their social contexts
3. To compare different forms of societies and individualities
IV. Lesson Outline
Sensitivity Check
Discuss the following in 2-3 paragraphs.

a. What are the advantages and disadvantages of using social media?
b. How can you be responsible in using online activities?
Lesson Discussion
7.1 Recognize How Individuals Form Societies And How Individuals Are Transformed By
Societies
The information superhighway that we know todays gives more focus on computer
hardware, software, and systems in terms of contribution to society as the basic tools enabling
fast and efficient transfer of information. Before, personal computers were mainly used for word
processing. Nowadays, the emergence of portable computers enables many people to transact
business anywhere.
Researchers suggested, however, that Facebook and other social media might lead to
depression. Most of the time, we post smiling faces, favorite foods, and perfect vacation. We look
at idealized versions of our online friends leaving us feeling less attractive and lss secure about
our own status. We tend to compare how many “likes” our posts generated. Due to the
comparisons, we become more dissatisfied.
Due to the comparisons, we become more dissatisfied. Therefore, studies indicate that
our social networking sites may disconnect users rather than connect people.
If Soren Keikegaard is correct, rather than being ourselves, we tend to conform to an

image or idea associated with being a certain type of person. E.g. if we create the people we want
to be or the ideal version of ourselves in our Facebook profiles, then we conform to a pattern.
Philosophically, our totality, wholeness, or “complete life,” relies on our social relations.
Aristotle said that friends are two bodies with one soul. Mutual sharing, acceptance, and
sincerity.
For Buber, the human person attains fulfillment in the realm of the interpersonal, in
meeting the other, through a genuine dialog. For Wojtyla, through participation, we share in the
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humanness of others. Aristotle, Buber, and Wojtyla stress that the concreteness of our
experiences and existence is directly linked to our experience with others.
7.2 Compare Different Forms Of Societies And Individualities

A. Medieval period (500-1500 ce)
Some historians say that the middle ages began in AD 476 when the barbarian
Odoacer overthrew Emperor Romulus Augustulus, ending the Western Roman Empire; still others
say about AD 500 or even later. Historian s say that the middle ages ended with the fall of
Constantinople.
The invaders, however, lacked the knowledge and skills to carry on Roman
achievements in art, literature, and engineering. In effect, highly developed systems of Roman law
and government gave way to the rude forms of the barbarians. Thus, the early Medieval Period is
sometimes referred to as the Dark Ages.
In the reign of Clovis, Christianity began to life Europe from the Dark Ages. Many
barbarians had become Christians earlier though mostly hold the Arian belief, a doctrine that holds
the conviction that the Son of God is finite and created b God the Father and, thus, condemned as
heresy by the church.
Arian – of or relating to Arius or his doctrines especially that the Son is not of the same
substance as the Father but was created as an agent for creating the world.
Christianity`s influence widened when the great Charlemagne became king of the
Franks who founded schools in monasteries and churches for both the poor and nobility (the group of
people who are members of the highest social class in some countries)
The way of life in the Middle Ages is called feudalism, which comes from medieval
Latin feudum, meaning property or possession. Peasants, about nine-tenths of them, are farmers or
village laborers. All peasants – men, women and children worked to support their lord. Many
peasants built their villages of huts near the castles of their lords for protection in exchange of their
services.
Besides labor, peasants had to pay taxes to their lord, in money or produce. In
addition, they had to give the tithe to the church for instance, every tenth egg, wheat. Etc. famines
were frequent. Plagues cut down the livestock. Floods, frosts and droughts destroyed the crops.
However, with the growth of commerce and towns, feudalism as a system of

government began to pass. As changes in business, government, and social customs steadily shaped
a new life in Europe, rising interest in artistic and intellectual achievements reached a peak in the
Renaissance – a revival of classical learning.
The Middle Ages employed pedagogical methods that caused the intercommunication
between the various intellectual centers and the unity of scientific language. In all schools,
philosophy was taught in the Latin language. Philosophical works were written in Latin.
B. Modern Period (1500-1800)
The modern period is generally said to begin around 1500. less than a decade the
arbitrary date Christopher Columbus had landed his ships in the new world, altering not only the
geography but the politics of the world forever.
Only a decade after, Martin Luther would tack 95 theses to the door of the church at
Wittenberg and initiate the reformation, which would case several centuries of upheaval in Europe,
change the nature of Christian religion, and eventually change conceptions of human nature.
Human Being is the Most Interesting In Nature During The Modern Period
Leadership in art and literature reached peak in the Renaissance period. The result is the
revival of ancient philosophy and European philosophers turning from supernatural to natural
or rational explanations of the world
Experimentation, observation and application of mathematics in the natural sciences set

standards for philosophic inquiry. Discoveries of Copernicus, Galileo, Kepler and Newton
influenced the thinking of philosophers.
Nonetheless, we should not overemphasize the triumphs of modern science in the history
of modern philosophy.
Globalization and Technological Innovations

Globalization is not a one-way process, but comprises the multilateral interactions among
global systems, local practices, transnational trends, and personal lifestyles.
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The process of globalization however, had already begun long before the 21st century.
Globalization, in the sense of adoption and acceptance of some standards in the various aspects
of life.
The introduction of new inventions in science eventually led to the industrial revolution
in the eighteenth century, and since then western society has taken off on a journey through the
endless world of science to bring society into the developed conditions that can be today.
The industrial revolution is a movement in which machines changed people`s way of life
as well as their methods of manufacture.
Significant changes that brought about the industrial revolution were (Germain 2000)
• The invention of machines in lieu of doing the work of hand tools;

• The use of steam and other kinds of power, the muscles of human and animals;
• The embracing of factory system.
As technology advanced, more and more automatic machines were invented to handle the
jobs with supervision by human beings.
Everywhere, the computer is assuming an increasingly central place in scientific research

and data processing is becoming all important. The Google`s current mission is to fulfill a search
engine that is Artificial intelligence complete or one that is smarter than people. AI – is a branch
of computer science or the study and design of intelligent agents where an intelligent agent is a
system that perceives its environment and takes actions that maximize its chances of success.
Messages and data can travel in a big office through the use of local and wide area
network. The emergence of notebooks or portable computers enables business and learning to
occur in an airplane or anywhere. Nonetheless, we should not overemphasize the triumphs of
modern science in the history of modern philosophy. As technology is exploited, it becomes
easier for those already wealthy to maintain their advantage.
7.3 Explain How Human Relations Are Transformed By Social Systems

Change As a Condition of Modern Life
As industry changed social and political conditions transformed. European farmers and
artisans flocked to the manufacturing centers and become industrial workers. Cities grew
quickly as the percentage of farmers in the population declined.
A. New Knowledge
“know thyself” is the main idea of Socrates of good living.
Socrates lived around 469 BC in Greece. His saying “knowledge is virtue; ignorance is
vice” is a summation of what he wants to teach about how human beings should live
a good life.
Humanity has met with increasing success in understanding the secrets of nature
and applying this new knowledge to human affairs.
B. Policy Making
At present one of the most important consequences of the application of this new
knowledge to human affairs has been increased integration of policy making. In the
private realm, system of transportation, communication, business, and education
have tended to become larger and more centralized.
Most communication at the national level have become unified, and many are now
organized on a worldwide basis. In the public realm, governments have increasingly
tended to accumulate functions formerly performed by the province, district, tribe or
family.
As life has become more complex, the legal system has also grown to the point where
almost all human activities come in contact with the law in one form or another. This
integration of policy making has brought people within states into an unprecedentedly
closer relationship and has resulted in a greater complexity of social organization.
C. Economic Sphere
The effects of new knowledge have been partially noticeable in the economic sphere.
Technical improvements have made possible a mechanization of labor that has
resulted in mass production. A greater quantity of goods has been produced during
the past century in the entire preceding period of human history.
D. Social Realm
Equally important are the changes that have taken place in the social realm.
Modern knowledge and the technology it has created have had an immense impact on
this traditional way of life.
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In a modern society, 2/3 or more of the population lives in cities, and literacy is
virtually universal. Health has also greatly improved.
This complex and interrelated series of changes in humanity`s way of life is generally
known as Modernization. Modernization has changed the power relationships among
societies by rapidly strengthening the position of some at the expense of others.
At the same time, societies have become more interdependent, and the conduct of
their relations has been transformed.
Modernization is seen as part of the universal experience, and in many respects, it is
one that holds great hope for the welfare of humanity. Yet, it has also been in many
respects a destructive process. It has destroyed traditional patterns of life, which had
evolved through the centuries many humane values.
E. Technology
The more society is influenced by technology, the more we need to consider the
social, ethical, and technological, and scientific aspects of each decision and
choice.
Science has greatly influenced the picture we have of human existence and what
is essential to humanity. Therefore, the difficulty to the period of rapid change
challenges us to discover more about what is fundamental to our existence.
In the present era, humanity does not live according to the natural cycles
regulated by natural rhythms anymore (Germain 2000). Instead, it is governed by
a second nature that is an artificial environment characterized by the results of
technology.
F. On (Women’s) Friendship
Women`s friendship has a unique quality that may only exist between women.
There`s sexual attraction between a man and a woman (eros), which is another
completely different thing.
According to Joy Carolin her book, The Fabric of Friendship. Women`s friendships
are special. girls` and later women, can discuss with each other anything or
everything – whether dreams, fears, children, boyfriends, or dying. There is a
quality of friendship between women offering sympathy, learning, validations, and
advices.
D. Practice
1. How do you understand the “rebellious” spirit that defines the modern period?
2. How does technology transform the way we live?
E. Enrichment
Self-Evaluation: Explain the following
1. Who is a ‘friend”? Do you appreciate your friends?
2. Is it possible to listen and affirm than blame?
True or False. Write your answer before the number.

1. In the medieval era, faith and reason were separate.
2. Geometry became predominant in the 18th Century.
3. The method of doubt by Descartes deals with the supernatural.
4. In the 19th century, manufacturing changed the way humans interact with one
another.
5. Changes in the society remained simple.
6. At present, modern success is measured by how one masters technology and
science.
7. Science and technology have become an attitude in the present era.
8. Globalization is both beneficial and destructive.
9. Friends are important for they know and accept us for who we are. However, we
end up pleasing them.
10. Soldiers ought to have political power.

1. In two to three sentences, define modernization.
2. What is globalization? How does it affect us?
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I. Lesson 8: Human Persons are Oriented Toward Their Impending Death

1. To reflect on the meaning of one’s life.
2. To explain the meaning of one’s life.
3. To enumerate the projects or goals one wants to accomplish in life.
IV. Lesson Outline
Sensitivity Check
1. Finish these phrases and share your thoughts.
I find life as ____________________________________________.

When it rains, __________________________________________.
My goal is to ____________________________________________.
If someone gives me candy, I ____________________________.
Death is ________________________________________________.
2. How do you make life choices? Do you make them clearly and consciously, or do
other people influence?
C. Discussion
Introduction
8.1 Who am I? What is the meaning of life?
This chapter shall evaluate the meaning of life and various perspectives of human
limitations such as death. It is vital that the learners contribute to identifying their own
goals and to be aware of the meaning of life.
“what is the meaning of life?”, pertains to the significance of living in general. The
meaning of life as we perceived it is derived from the philosophical and religious
contemplation of, and scientific inquiries about existence, social ties, consciousness, and
happiness.
A. Socrates
• Great teacher in Athens
• Believed that knowing oneself is a condition to deal with life’s problems
• Had two different ways of teaching: The Expository and Socratic Method.
The first process is called ironic process, a process that serves the learner to seek for
knowledge by ridding the mind of prejudices and then by humbly accepting his/her lack
of information and insight.
The second process is the maieutic process, the process of making the person realize the
full meaning of his thoughts that is employed after the first process has cleared the mind
of the learner of ignorance, then draws out the truth out of the learner’s mind. This can
be done by means of a dialog or a conversation.
Happiness
• State of mind
• He or she is happy or “is in a good mood”
• Having a satisfying life that goes well for the person living it.
• Eudaimonia (good spirit) – person’s state of well-being or happiness.
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According to Socrates, for a person to be happy, he must live a virtuous life. Virtue is
an awakening of good deeds that lay dormant in the mind and heart of a person. Knowing
what is in the mind and heart of a human being is achieved through self-knowledge.
Practical knowledge means that one does not only know the rules of right living, but one
lives them. Hence, for Socrates, true knowledge means wisdom, which in turn, means
virtue.
Socrates Major Unethical Claims
• Happiness is impossible without moral virtue

• Unethical actions harm the person who performs them more than the people
they victimize.
B. Plato
For Plato, contemplation means that the mind is in communion with the universal
and eternal ideas. According to Plato, the body causes the turmoil and confusion in
our inquiries.
To see the truth, we must quit the body --- the soul in itself must behold things in
themselves. Knowledge, however, can be attained after death: for while in the
company of the body, the soul cannot have pure knowledge.
C. Aristole
Aristotle’s account for change calls upon actuality and potentiality (Hare et al. 1991).
• Change is natural/good part of the form of something.

• Potentiality is the quality something possesses, something it can do if the
conditions are right.
• If the conditions are right then the potentiality becomes actuality when it
achieves its purpose.
• This state of actuality then has the potential to change – continuous cycle of
change and motion and Aristotle called this process “entelechy”, a Greek word
for “to become its essence.”
• If something can change, it exists in one ‘actual’ state and has the ‘potential’ to
become another state.
For Aristotle, all things are destructible but the Unmoved Mover (God) is eternal,
immaterial, with pure actuality or perfection, and with no potentiality. The Unmoved
Mover has neither physical body no emotional desires. Its main activity consists of
pure thoughts (Nous).
Human beings’ highest faculty is the reason, which finds its perfection in
contemplating the Unmoved Mover. According to Aristotle, the most pleasant activity
for any living creatures is realizing its nature; therefore, the happiest life for humans
is thinking about the Unmoved Mover.
8.2 Meaning of Life (where will this lead to?)
A. Friedrich Nietzsche
Nietzsche’s first book, The Birth of Tragedy, analyzed the art of Athenian tragedy
as the product of Greek’s deep and non-evasive thinking about the meaning of life in the face of
extreme vulnerability. The Greek tragedy provided an experiential reinforcement of insights from
Greek religion—that we can nonetheless marvel at beauty within life, and that our true existence
is not our individual lives but our participation in the drama of life and history.
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Realizing one’s “higher self” therefore means fulfilling one’s loftiest vision, noblest
ideal. The individual has to liberate himself from environmental influences that are false to one’s
essential beings, for the “unfree man” is “a disgrace to nature”.
B. Arthur Schopenhauer
Schopenhauer utilized Kant’s distinction between the noumenal and the
phenomenal realms to explain the source of human ignorance. As part of the natural world we
are, we are motivated by our inclinations. We ourselves as part of a casual system in which
things casually related to us, and so we busy ourselves in a multitude of practical projects,
plans, and desires. The phenomenal world is a world of illusion, according to Schopenhauer.
For Schopenhauer, the Will is neither peculiar to human agents, nor does each
agent have his or her own Will. There is but One Will, and it underlies everything. Every being in
the phenomenal world manifests the Will in its own way: as a natural force, as instinct or, in our
case, as intellectually enlightened willing. He sees the willful nature of reality—a reality that has
no point and cannot be satisfied, as the grounds for his well-known pessimism
(Solomon&Higgins 1996)
According to Schopenhauer, our egoism produces the illusion that other people
are separate and opposed beings, in competition for the satisfactions we crave. In fact, they are
manifestations of the same fundamental reality that we are.
C. Martin Heidegger
In Heidegger’s analysis, human existence is exhibited in care. Care is understood
in terms of finite temporality, which reaches with death. Death is a possibility that happens; all
possibilities are evaluated in this light, when one lives with a resoluteness, which brings unity
and wholeness to the scattered self. Eternity does not enter the picture, for wholeness is
attainable within humanity’s finite temporality (Falikowski 2004)
Care has a threefold structure:
a. Possibility. Humanity gets projected ahead of itself. Entities that are

encountered are transformed merely as ready-to-hand for serviceability and
out of them. Humanity constructs the instrumental world on the basis of the
person’s concerns.
b. Facticity. A person is not pure possibility but factical possibility: possibilities
open to him at any time conditioned and limited by circumstances.
c. Fallenness. Humanity flees from the disclosure of anxiety to lose oneself in
absorption with the instrumental world, or to bury oneself in the anonymous
impersonal existence of the mass, where no one is responsible.
Heidegger claims that only by living through the nothingness of death in

anticipation do one attain authentic existence. Death is non-transferable. Death is not
accidental, nor should be analyzed. It belongs to humanity’s facticity (limitations). Anyone who
experienced death of a loved on seems to be robbed of the possibility of understanding and
analyzing it. One ceased to be disclosed to one’s self, there is no possibility of understanding
what one’s death has been.
D. Jean-Paul Sartre
For Sartre, death is not a possibility but the cancellation of possibility (Landsburg
2009). Satre's philosophy is considered a representative of existentialism (Falikowski 2004). For
Sartre, the human person desires to be God: the desire to exist as a being which has its
sufficient ground in itself. (en sui causa). This means that for an atheist, since God does not
exist, the human person must face the consequences of this. The human person is entirely
responsible for his/her own existence.
Sartre is famous for his dualism:
a. En-soi (in-itself) – signifies the permeable and dense, silent and dead. From
them comes no meaning, they only are. The en-soi is absurd, it only finds
meaning only through the human person, the one and only pour-soi.
b. Pour-soi (for itself) – the world only has meaning according to what the person
gives to it. Compared with the en-soi, a person has no fixed nature. To put it in
a paradox: the human person is not what he/she is.
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In Sartre’s essay, No Exit, he alleges, “Hell is other people.” Sartre reflects that
when someone looks at other people, they become objects. For him, there is no way of coming to
terms with the other that does not end in frustration. This explains why we experience failure to
resolve social problems arising from hatred, conflict, and strife.
E. Karl Jaspers
As one of the very few Christian intellectuals in Germany, Jaspers (1883-1968)
resolutely opposed Nazism. He concluded that caution must be exercised in assigning collective
responsibility. Jasper’s philosophy places the person’s temporal existence in the face of the
transcendent God, an absolute imperative. Transcendence relates to us through limit-situation
(Grenzsituation). In the face of sickness, unemployment, guilt or death, we are at the end of our
line. At the limit, one come’s to grief and becomes aware of the phenomenon of one’s existence.
To live in an authentic existence always requires a leap of faith. Authentic

existence (existenz) is freedom and God. Freedom alone opens the door to humanity’s being. In
freedom, the person becomes aware of God. Jaspers asked that human beings be loyal to their
own faiths without impugning the faith of others.
F. Gabriel Marcel
For Marcel, philosophy has the tension (the essence of drama) and the harmony
(that is the essence of music). Philosophy’s starting point is a metaphysical “disease”. The search
for a home in the wilderness takes place through process that Marcel calls secondary reflection.
Marcel’s Phenomenological Method
a. Primary reflection. This method looks at the world or at any object as a problem,
detached from the self and fragment. This is the foundation of scientific knowledge.
Subject does not enter into the object investigated. The data of the primary reflection
lie in the public domain and are equally available to any qualified observer.
b. Secondary reflection. Secondary reflection is concrete, individual, heuristic, and
open. This reflection is concerned not with object but with presence. It recaptures the
unity of original experience. It does not go against the date of primary reflection but
goes beyond it by refusing to accept the date of primary reflection as final.
The question “What am I?” cannot be fully answered on human level. The question
that proved unanswerable on the human level turns into an appeal. Beyond one’s experience,
beyond the circle fellow human beings, one turns to the Absolute Thou, the unobjectifiable
Transcendent Thou. When a person loves and experiences the inevitable deficiencies of human
love, he or she sees the glimpse of an absolute I-Thou relationships between the totality of one’s
being. Thus, in this sense, philosophy leads to adoration.
PRACTICE:
1. Why do you think Marcel believes that the question “What am I” cannot be fully
answered on a human level?
2. Compare Jasper’s and Marcel’s philosophies. What are their similarities and
differences?
ENRICHMENT:
After learning from the views of the philosophers, write your own short reflection
regarding the meaning of life. There should only be 3-5 sentences.
Reflect: Who Am I? (Sino Ako)
You only live once – but if you work it right, once is enough. – Joe e. Lewis
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Twenty years from now you will be more disappointed by the things you did not do than by
the ones you did do. So throw off the bowlines. Sail away from the safe harbor. Catch the
trade winds in your sails. Explore. Dream. Discover. – Mark Twain
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Unless you try to do something beyond what you have already mastered, you will never grow.
– Ronald E. Osborn
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1. Who among the philosophers discussed believes that existence means knowing
God?
2. For Heidegger, which part of human existence does death belong to?
3. Who among the philosophers adhered to practical knowledge as rightful living?
4. Who is the philosopher who believes in actuality and potentiality that constitute
change in life?
5. Who among the philosophers discussed Will as being grounded in our life and has
no purpose?
6. What is Marcel’s method that looks at the world with openness?
7. What is Jasper’s belief regarding existence?
8. And 9. List Marcel’s phenomenological methods

1. Cite Socrates and Plato’s contribution’s in understanding the meaning of life.
2. How did Schopenhauer explain the meaning of life? In your understanding, is it a
negative or a positive view?

Philo Module

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TIMELINE FOR SUBMISSION OF ACTIVITIES FOR INTRODUCTION TO PHILOSOPHY

Lessons Answer Sheets to be Deadline of Remarks

Lesson 1 – Doing Philosophy • Pre-test August 30, 2021

Second Quarter Examination

Andres Soriano Colleges of Bislig

Name: ____________________________________________ Section: _______________________

Subject: Introduction to the Philosophy of the Human Person

Direction: Write the letter of your answer before the number.

____2. Which branch of philosophy that deal with arguments?

____3. Which branch of philosophy evaluates human actions?

____5. This principle states that a statement is either true or false.

____9. Reasoning based from specific observations in order to make generalizations.

____10. This reasoning draws conclusion from one broad judgment.

____11. “Share a Coke, Share Happiness”, is under which type of Fallacies?

____15. “Killing people is wrong, so the death penalty is wrong”.

____16. An enlightened state where one attains true self hood.

____18. Which is the world’s oldest practice of tradition/religion?

____21. Which is a common characteristic of philosophical questions?

____22. What is the world’s oldest organized religion?

_____25. Buber’s notion of intersubjectivity is best seen in which kind of situation?

_____28. In K to 12 curricular revisions, the Humanities are gradually replaced by technical

Module 1: Introduction to the Philosophy of the Human Person

II. Time Frame: 3 days

a. Science. It is called science because the investigation is systematic. It follows certain

1.1 The First Principles

Holistic and Partial Point of View

Partial perspective→ particular / specific. It is specified or stated manner of consideration,

1.2 Branches of Philosophy

2.0 Filipino Thinking: From Local to Global

1. Loob: Holistic and Interior Dimensions

2. Filipino Philosophy of Time

4. Filipino Thought and Values

1. Philosophical Paper: If you are entertaining a tourist or balikbayan relative

Happiest Times Worst Times

Check Your Progress

A. Check your Knowledge

1. Which branch of philosophy deals with arguments? _____________________

2. Which branch of philosophy evaluates human actions? __________________

4. Etymologically, what does philo means? _________________________

5. “Virtual Reality vs The Real Thing” is under which brand of philosophy?

A. Define Philosophy. Explain what is unique about philosophical thought.

I. Lesson 2: Methods of Philosophizing

II. Time Frame: 5 days

IV. Lesson Outline

a. What do you observe in the equation? Do you think it is correct?

➢ Validity and Soundness of an Argument – validity and soundness of an argument

➢ Strength of an Argument – an inductive argument that succeeds in providing such

Example: Jay: Do you think Congressman Gerry will be re-elected?

• applying understanding and knowledge to new and different problems;

The attributes of a critical thinker include:

• Looks for evidence to support assumption and beliefs

Check your Progress!

Boss: Am I sensing insubordination? I can find another employee very quickly.

4. A dog howls in the distance, and then someone dies. _____________________________

I. Lesson 3: The Human Person as an Embodied Spirit

II. Time Frame: 5 Days

• As to the appearance and subjectivity, we have unique value and dignity

3.2 Limitations of the Human Person as an Embodied Spirit

3.3 TRANSCENDENCE in GLOBAL AGE (East)

• An act of rising above something to a superior state.

• Hinduism is one of the oldest Eastern traditions practiced by

Name: ______________________ Section: _