Senior High School

Introduction to
the Philosophy of
the Human Person
Quarter 2 – Module 6:
Intersubjectivity
Introduction to the Philosophy of the Human Person – Senior High School
Alternative Delivery Mode
Quarter 2 – Module 6: Intersubjectivity
First Edition, 2020

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Published by the Department of Education

May B. Eclar, PhD, CESO III
Rhoda T. Razon, PhD, CESO V
Librada M. Rubio, PhD

Development Team of the Module

Writers: George T. Britos
Content Editors: Angelica M. Burayag, PhD
Reviewers: Ann Christian A. Francisco
Sergio B. Gonzales
John Paul Paje
Language Editor: John Paul Paje
Illustration/ Layout Editor: John Paul Paje
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Layout Artist: Erickson N. Glodo
Management Team: May B. Eclar, PhD, CESO III
Librada M. Rubio, PhD
Angelica M. Burayag, PhD
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Nestor P. Nuesca, EdD
Marie Ann C. Ligsay, PhD
Jayne M. Garcia, EdD
Beverly T. Mangulabnan, PhD

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 Senior High School

Introduction to
the Philosophy of
the Human Person
Quarter 2 – Module 6:
Intersubjectivity
Introductory Message
For the facilitator:

Welcome to the Introduction to the Philosophy of the

Human Person Alternative Delivery Mode (ADM) Module
on Intersubjectivity!

This module was collaboratively designed, developed

and reviewed by educators both from public and private
institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to
12 Curriculum while overcoming their personal, social,
and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

ii
For the learner:

Welcome to the Introduction to the Philosophy of the Human Person Alternative

Delivery Mode (ADM) Module on Intersubjectivity!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to This will give you an idea of the skills or

Know competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the lesson
to take. If you get all the answers correct
(100%), you may decide to skip this module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and skills
of the topic. You may check the answers to the
exercises using the Answer Key at the end of the
module.
What I Have This includes questions or blank
Learned sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will help

you transfer your new knowledge or skill into real
life situations or concerns.

iii
 Assessment This is a task which aims to evaluate your level
of mastery in achieving the learning
competency.
Additional In this portion, another activity will be given to
Activities you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the human person as an embodied spirit. The scope of this module permits
it to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
The module is divided into two lessons, namely:
• Lesson 1 – The Meaning and Dynamics of Intersubjectivity
• Lesson 2 – The Values and Disvalues in Intersubjectivity
After going through this module, you are expected to:
1. discuss the meaning and dynamics of intersubjectivity;
2. realize that intersubjectivity requires accepting differences and imposing on
others;
3. appreciate the talents and contributions to society of persons with disabilities
and those from the underprivileged sectors of society;
4. explain the values and disvalues in Intersubjectivity; and
5. perform activities that demonstrate the talents of a person with disabilities
and those from the unprivileged sectors of the society.

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 What I Know

MULTIPLE CHOICE. Read the following items carefully. Write the letter of the correct
answer on a separate sheet of paper.

1. It is the ability of people to engage in a meaningful interaction resulting to

relationships.
a) Discrimination
b) Inter-barangay
c) International
d) Intersubjectivity

2. Which of the following statements is an example of discrimination?

a) I am special
b) You are not special at all.
c) Leave me alone, I don’t like you.
d) Ilocanos are dark-skinned people.

3. It is a dis-value in intersubjectivity focusing on the origin, color, sexual

orientation of a person.
a) Alienation
b) Discrimination
c) Ethics of Care
d) Rejection

4. Which of the following best describes inter-subjectivity?

a) Two students fighting in the corridor.
b) Students sharing notes in philosophy.
c) The guidance counselor ignored a student with disability asking for help.
d) The guidance counselor actively listened to the problems shared by a
student.

5. What value in inter-subjectivity is projected when you show comfort and share
grief with a grieving person?
a) Alienation
b) Empathy
c) Ethics of care
d) Friendship

6. Looking at a person as a mere object or a means to satisfy interest is a disvalue.

What kind of disvalue is it?
a) Alienation
b) Rejection
c) Ethics of Care
d) Embracing diversity

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7. In a birthday party, Carlos felt uneasy because of the presence of his enemies.
However, he managed to smile the whole celebration he needed to. What action
did Carlos show?
a) Alienation
b) Authenticity
c) Discrimination
d) Seeming-action

8. Mrs. Santiago, a guidance counselor needed help in cleaning the guidance office.
Some students volunteered to help her eventually. What value in inter-
subjectivity is displayed by the students?
a) Alienation
b) Availability
c) Rejection
d) Responsibility

9. Mr. Cayabyab is not welcome in his new residence. For him, it is a worse
experience ever. In inter-subjectivity, how do we call his experience?
a) Alienation
b) Availability
c) Discrimination
d) Rejection

10 . Which of the following is an example of ethics of care?

a) Solicitation
b) Cheering for a basketball team
c) Helping a PWD cross the street
d) Helping a sister finish her homework

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 Lesson
The Meaning and Dynamics
1 of Inter-subjectivity
At the end of this lesson you are expected to:

1. discuss the meaning of Inter-subjectivity;

2. analyze the dynamics of Inter-subjectivity; and
3. show appreciation on the importance of intersubjectivity.

What’s In

Hi there! Before jumping to our new lesson, let

us try to answer the following questions.

Identification: Identify the following. Write your answers on

a separate sheet of paper.
1. It is the ability to make choices and perform
actions and is an intrinsic an essential property of an individual.
2. It is also known as a freedom of choice.
3. It refers to the person being accountable for his/her actions and
their consequences.
4. It is the ability to act out of one’s own free will and self-
determination.
5. It is a freedom from any moral obligation.

Notes to the Teacher

Facilitator will instruct the students to answer the given questions
before proceeding to the new lesson!

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 What’s New

Let us ponder:

Think of the people you encounter every day. Identify the persons to whom you
are most likely to say the following statements. Write their names on the blanks. Use
a separate paper.

ACTIVITY I
“How are you today?”
“Did you hear the latest news?”
“I just came back from abroad.”
“I really appreciate everything you have dine for me.” _
“Without you, my life will have no meaning at all.” _

Guide questions for reflections:

1. Who are the people that you consider the easiest to relate to?
2. Who do you find difficult to get along with?
3. What is the importance of having a meaningful relationship with others?

What is It

Humans have the natural tendency to relate, establish attachments and seek
close relationship with other people (Abella, 2016). He further said that it is in this
human nature that people are driven to reach out to other people and interact with
them in a meaningful way. Thus, it is an aspect of being a man is his relatedness
with others. One manifestation of this relation with others is accepting others and
their differences, (Garcia, et. al. 2016).

What is Intersubjectivity?
The interaction between the self and the other is related to the philosophical
concept of intersubjectivity (Abella, 2016). He further explained that there is the
element of a mutual recognition of each other as a person. And that, what is unique
in intersubjectivity is the relationship between two or more distinct subjects. As what
he said, it is the characteristic of a human person to engage in a very intimate and
personal relationship with others who are different form him or her but also like him
or her.

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ACTIVITY 2
Copy the graphic organizer on a sheet of paper. Write in the boxes the names of
four people with whom you have genuine relationships. Write how they have
contributed to your growth as a person.

ME

The Dynamics of Intersubjectivity

According to Abella, 2016, most human interactions are not based on deception.
He further explained that our human nature drives us to uphold dignity and
goodness and our interactions with others are geared toward what is good and
beneficial. Finally, he said that these lead human to strive and achieve deeper and
more substantial interactions and relations with other people

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 According to Mel Garcia, et.al. 2016, the following are given dynamics of
intersubjectivity:

Accepting “Me” is Accepting “You.”

According to him, acceptance means understanding that there are aspects of your
life that you can and cannot change. In other words, some things you have control
over and some you don’t. Accepting yourself means realizing that you are a unique
human being

Accepting others is not to impose on them.

He said that the importance of accepting other’s thoughts and ideas (though they
might be opposed to yours) is another manifestation of accepting others (and their
differences).

Accepting other for what they are is loving them.

And finally, according to him, the theme of accepting others (their differences) is
further developed by connecting it with the act of loving. Beyond the element of
giving, the active character of love becomes evident in the fact that it always implies
certain basic elements, common to all forms of love. These are care, responsibility,
respect, and knowledge.

What’s More

ACTIVITY 3: The Positive of Me

Use the table below to list your positive traits and abilities. Please use a separate
sheet in this activity.

Positive Personality/Character Traits Some of The Things I do Well Are

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 What I Have Learned

1. What is Intersubjectivity?
2. How do we as human persons relate with others?
3. What are the dynamics of intersubjectivity?
4. What characterizes a genuine human interaction?

What I Can Do

CASE STUDY:
Read carefully. Please use a separate sheet for this activity.
George is new to the school. He is from another country. He dresses and talks in
a way that is different from most kids. He also wants different kinds of foods for
lunch. Some of the kids tease him. They call him names like ‘weirdo’. They never
include him in activities. In PE class, he is never picked for a team. He sits alone at
lunch. Now, answer the following questions thoroughly.
1. In what ways is George different?
2. How do the kids treat George?
3. Why do you think they don’t treat George well?
4. What kind things do you think you could do to help you get to know George
better?
5. What are some of the things you could do that might make George
uncomfortable, and make it harder for you and Abdul to become friends?
(Garcia, et al. 2016).

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 Additional Activities

Fill in the chart below. On the left side, write a list of some of the things you can
control, and on the right side, a list of some of the things you cannot control.
Please use a separate sheet in this activity.
These Are Things I Can Control These Are the Things I Cannot Control

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 Lesson
The Values and Dis-values in
2 Intersubjectivity
At the end of this lesson you are expected to:

1. Identify the values and disvalues in Intersubjectivity;

2. Appreciate the significance of Values in our lives as a Social being; and
3. Evaluate how intersubjectivity define our interactions with others

What’s In

Good day! It is a wonderful day to start our new lesson, but

before going in to it, let us have a short review of our
previous lesson.

Reflect on the following:

1. Why is so hard to open up to others?

2. What is the difference between social and interhuman?
3. Sometimes you need to lose everyone to find yourself again.
4. What is the importance of dialogue?

Notes to the Teacher

Facilitator will instruct the students to answer the given question
before proceeding to the new lesson!

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 Did you make it? Great job! We can now move
forward to your new lesson!

What’s New

According to Abella, 2016, Philosophers agree that it is important for humans to

pursue and achieve genuine relationships to attain development. He further
explained that human persons naturally seek and are able to achieve and maintain
genuine, meaningful relations with each other.

He mentioned that not all human interactions are positive. He even explained that
there are those who view other people negatively and consider human actions as
being influenced by selfish interest. The pessimistic view considers human
relationship frustrating and often inauthentic or deceptive, according to him.

What is It

According to Abella, 2016, the following are the basic Values in Intersubjectivity
1. Empathy – the ability to share emotions. It is an important aspect in
intersubjectivity. The emotion is driven by the person’s awareness that the
other is a person with thoughts, and feelings. It enables us to experience
another person’s emotion, such as happiness, anger, sadness and grief.
Example.
a. Basketball enthusiasts celebrating their favorite team’s victory.
b. Parents taking pride with the achievement of their children.
c. Sharing with the grief of a friend whose parents died.
2. Availability – is the willingness of a person and be at the disposal of
another.
Example.
a. Helping a friend fix his broken bicycle
b. Having time to listen to a friend’s problem
c. Making yourself available in a community service

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 3. Ethics of Care – is an ethical theory that emphasizes the moral dimension
of relationships and interactions. This moral perspective vulnerable.
Proponents of the ethics of care believe that people have moral obligation
to respond to the needs of other people and one cannot turn a blind eye on
the problems of others.
Example.
a. Helping an elderly cross the street
b. Donating blood to a sick person
c. Giving food to a hungry stranger
The following are the basic Disvalues in Intersubjectivity
1. Alienation – arises when a person ceases to view the other as a distinct and
authentic person and merely considers the other person as a mere object or a
means to satisfy personal interest (Abella, 2016).
Example. Being “matapobre,” insulting a service staff in a restaurant.
2. Rejection – can be defined as the act of pushing someone or something away.
One may experience rejection from one's family of origin, a friend, or a
romantic partner, and the resulting emotions can often be
painful. Rejection can be experienced on a large scale or in small ways in
everyday life.
Example. When you are not welcome in a group, organizations, clubs.
3. Discrimination - can be defined as the unjust or prejudicial treatment of
different categories of people or things, especially on the grounds of race, age,
or sex.
Example.
When you are excluded in a group because of the color of your skin, your
place of origin, sexual orientation etc.

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 What’s More

1. Make a checklist of people to whom you experienced the values of

intersubjectivity.
2. Make a checklist of people to whom you experienced the dis-values in
intersubjectivity.

What I Have Learned

1. The basic values in intersubjectivity are empathy,

availability and Ethics of Care.
2. The basic disvalues intersubjectivity are rejection,
discrimination and alienation.
3. Not all human interactions are positive. There are
those who view other people negatively and consider
human actions as being influenced by selfish
interest.

What I Can Do

DIRECTION: On the space provided, answer the questions below.

1. Do you believe that people who are disabled and underprivileged are still able to
contribute to society?

2. Have you had an opportunity to apply the ethics of care in your everyday life?
Describe your experience.

(R. D. Abella 2016)

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You will be graded using these rubrics:

CATEGORY 5 4 3 2 1

EXCELLENT VERY GOOD AVERAGE NEEDS UNACCEPTABLE

IMPROVEMENT

Ideas This paper is This paper is The writer is Topic is not Yet, the paper
clear and mostly focused beginning to well-defined has no clear
focused. It and has some define the topic, and/or there sense of purpose
holds the good details even though are too many or central theme.
reader's and quotes. development is topics. To extract
attention. still basic or meaning from
Relevant details general. the text, the
and quotes reader must
enrich the make inferences
central theme. based on sketchy
or missing
details.

Organization The Paper (and The Sentences The writing lacks

organization paragraphs) are organizational within a clear sense of
enhances and mostly structure is paragraphs direction. Ideas,
showcases the organized, in strong enough make sense, but details, or events
central idea or order, and to move the the order of seem strung
theme. The makes sense to reader through paragraphs does together in a
order, structure the reader. the text without not. loose or random
of information too much fashion; there is
is compelling confusion. no identifiable
and moves the internal
reader through structure.
the text.

Sentence The writing has The writing The text hums The text seems The reader has
Fluency an easy flow, mostly flows, along with a choppy and is to practice quite
rhythm, and and usually steady beat, but not easy to read a bit in order to
cadence. invites oral tends to be orally. give this paper a
Sentences are reading. more fair interpretive
well built, with businesslike reading.
strong and than musical,
varied structure more
that invites mechanical
expressive oral than fluid.
reading.

Conventions The writer The write The writer The writer Errors in
demonstrates a understands shows seems to have spelling,
good grasp of good writing reasonable made little effort punctuation,
standard conventions control over a to use capitalization,
writing and usually limited range of conventions: usage, and
conventions uses them standard spelling, grammar and/or
(e.g., spelling, correctly. Paper writing punctuation, paragraphing
punctuation, is easily read, conventions. capitalization, repeatedly
capitalization, and errors are Conventions are usage, grammar distract the
grammar, rare; minor sometimes and/or reader and make
usage, touch-ups handled well paragraphing the text difficult
paragraphing) would get this and enhance have multiple to read.
and uses piece ready to readability; at errors.
conventions publish. other times,
effectively to errors are
enhance distracting and
readability. impair
readability.

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 Presentation The form and The format only The writer's The writer's The reader
presentation of has a few message is message is only receives a
the text mistakes and is understandable understandable garbled message
enhances the generally easy in this format. occasionally, due to problems
ability for the to read and and paper is relating to the
reader to pleasing to the messily written. presentation of
understand and eye. the text and is
connect with not typed.
the message. It
is pleasing to
the eye.

(www.uen.org n.d.)

Additional
Activities

DIRECTIONS: Make a simple POEM about Intersubjectivity. The theme maybe is

about the values or disvalues in intersubjectivity.
Rubrics:
Content- 30
Style - 10
Total - 40
Criteria Basic Competent Proficient Excellent
Level 1 Level 2 Level 3 Level 4
5 pts 6 pts 7 pts 8 pts
Creativity Student passively Student is The student's Student
attempts to fulfill developing an exploration of consistently
assignment without exploration of multiple solutions displays
much thought or possible solutions and thinking like an willingness to try
exploration of and thinking like an artist develops and multiple solutions
possibilities. artist. expands during the and ask thought
project. provoking
Artwork shows little Artwork shows questions, which
evidence of original some evidence of Artwork reflects lead to
thought, or originality and an originality and deeper/more
expansion on the attempt to expand expands on the distinctive results.
original concept. on the original original concept. Artwork shows a
concept. personal vision

Artwork reflects a
high level of
originality and
expands on the
original concept.
Craftsmanship The artwork shows The artwork shows The artwork shows The artwork shows
limited average good craftmanship, outstanding
craftmanship and craftmanship and with some attention craftsmanship with
limited attention to average attention to to control, clear attention to
control, adaptation, control, adaptation, adaptation, control,
selection and selection and selection and adaptation,
experimentation of experimentation of experimentation of selection and
medium/media. medium/media. medium/media. experimentation of
medium/media.

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 Artwork is messy Artwork is Artwork is neatly Students use of
and shows smudge somewhat messy kept. materials is
marks, rips, tears, and shows either innovative
or folds. smudge marks, Art is in
rips, tears, or folds. impeccable
condition.
Effort The student put Artwork is complete Artwork is Artwork is
forth little effort but it lacks some completed in an completed with
required to finish finishing touches or above average excellence and
the project with can be improved manner; yet more exceeded teacher
detail and care; with little effort. could have been expectations.
class time was not Class time was done. Student Student exhibits
used well. used adequately. needs to go one step exemplary
further to achieve commitment to the
Student does just excellence. project.
enough to meet the
requirements. Student is
respectful of the
studio, supplies
and equipment

Student shows
respect to fellow
students and
teacher
(www.rcampus.com n.d.)

Assessment

TRUE OR FALSE. The following are statements about environmental philosophy. On

a separate sheet of paper, write TRUE if the sentence is correct, write FALSE
otherwise.

1. Man has the natural tendency to establish relationships with other

people.

2. We are primarily aware of people as objects and not as persons.

3. The views and ideas of other people, as well as social context, do not
influence behavior as individuals.

4. Intersubjectivity refers to shared awareness and understanding

among people.

5. “Seeming” refers to the capacity of individuals to engage in genuine

interaction with others.

6. An authentic relationship is possible only if individuals acknowledge

each other’s presence as persons.

7. Availability refers to the willingness of a person to make himself

available for another.

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 8. All humans find it difficult to have meaningful relationships with
others.

9. Empathy requires an individual to accept the other as a thinking,

feeling person.

10. Ethics of care believes that persons help one another because of their
selfish interests.

(R. D. Abella 2016)

References

Abella, R. D. 2016. Introduction to the Philosophy of the Human Person. Manila.

Garcia, M. et.al. 2016. Introduction to Philosophy of the Human Person. Manila.

Module 6: Intersubjectivity

Learners from Digitized-Modular and Printed-Modular.

You are required to have a thorough reading for understanding and

mastery, though you will only submit your answers/output based on the
highlighted parts of the module.

Lesson 1: The meaning and Dynamics of Intersubjectivity

Submit not later than May 20, 2022 at 5:00 pm
Lesson 2: Values and Disvalues of Intersubjectivity
Submit not later than May 27, 2022 at 5:00 pm

REMINDERS:
1. Always submit your output via Class Notebook unless other
platform or location is announced (Assignment, MS Forms, etc)
2. Your MS Teams Notebook must have a tabs entitled:OUTPUTS-Q3
and OUTPUTS-Q4; inside every tab, your pages should entitled:
MODULE 5, MODULE 6, MODULE 7, and MODULE 8.
3. Upload your document as Insert- File- Print OUT
4. Those who will not comply will not be checked.
5. Quiz on Friday at 1:00 – 2:00 pm ONLY. Link will be sent 30
minutes before the given schedule. Failure to comply will be given
another set of quiz and schedule.
6. FREQUENTLY READ MS TEAMS VIRTUAL CLASSROOM FOR ANY
ANNOUNCEMENTS.

“True DISCIPLINE gives enthusiastic obedience to instructions even though they do not satisfy the
reason”. MK Ghandi
 For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph