Slm Intro to Philo Salvador

LESSON 1: DEFINITION OF PHILOSOPHY
Content Standard The learners demonstrate understanding of the meaning and

process of doing philosophy.
Performance The learners shall be able to reflect on a concrete experience in a

Standard philosophical way.
Learning The learner:
Competencies 1. Distinguish a holistic perspective from a partial point of view.
2. Realize the value of doing philosophy in obtaining a broad
3. Do a philosophical reflection on a concrete situation from a
holistic perspective.
A. Introduction
Etymological:
The word “PHILOSOPHY” comes from two Greek words, Philo meaning “to love” and Sophia
meaning “wisdom”. Therefore, Philosophy originally means “LOVE OF WISDOM” or “LOVER
OF WISDOM”
Definition:
PHILOSOPHY is defined as the science that by natural light of reason studies the first causes or
highest principles of all things.
1. SCIENCE
It is called science because the investigation is systematic. It follows certain steps or it
employs certain procedures. In other words, it is an organized body of knowledge just like
any other sciences.
2. NATURAL LIGHT OF REASON

Philosophy investigates things, not by using any other laboratory instrument or
investigative tools, neither on the basis of supernatural revelation, otherwise it becomes
theology; instead, the philosopher uses his natural capacity to think or simply, human
reason alone or the so-called unaided reason.
3. STUDY OF ALL THINGS

This sets the distinction between philosophy from other sciences. All other sciences
concern themselves with a particular object of investigation. The reason is that philosophy
is not one dimensional or partial. In short, a philosopher does not limit himself to a
particular object of inquiry. He questions almost anything, if not everything. It is
MULTIDIMENSIONAL or HOLISTIC.
4. FIRST CAUSE OR HIGHEST PRINCIPLE

A principle is that from which something proceeds in any manner whatsoever.
The principles are divided into four categories:
• PRINCIPLE OF IDENTITY- whatever it is; and whatever is not is not; everything
is what is. Everything is its own being, and not being is not being.
INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 1

• PRINCIPLE OF NON- CONTRADICTION- it is impossible for a thing to be and
not to be at the same time, and at the same respect.
• PRINCIPLE OF EXCLUDED MIDDLE- as this is either is or is not; everything
must be either be or not be; between being and not-being, there is no middle
ground possible.
• PRINCIPLE OF SUFFICIENT REASON- nothing exists without a sufficient
reason for it’s being and existence.
B. Pre-Test
C. Explore
5 GENERAL TYPES OF PHILOSOPHY

1. THEMATIC TYPES - These are kinds of philosophy that are distinguished from one
another according to the topic of concern or issues being addressed.
This group is known as “Branches of Philosophies”. It also shows the vast scope of the
discipline and study of Philosophy that gives importance to almost anything whether it may be
existent or non-existent (physical or non-physical).
5 Main Branches of Philosophy
a. Metaphysics - the study of all of reality, visible and invisible
Plato’s Metaphysics:
Two World – Physical (Subject to change) and Intellectual World (Eternal and
changeless)
b. Ethics - the branch of philosophy that explores the nature of moral virtue and evaluate
human actions.
Socrates’ Ethics
To be happy, a person has to live a virtuous life. Not taught, but awakening of the seeds of good
deeds that lay dormant in the mind and heart of the person through self-knowledge. True
knowledge means wisdom, in turn virtue
c. Epistemology - deals with nature, sources, limitations, and validity of knowledge.

Human Knowledge
c.1 Empiricism is that knowledge can be attained only through sense experience.
c.2 Rationalism is that real knowledge is based on the logic, the laws, and the
methods that reason develops.
d. Logic - not interested in what we know regarding certain subjects. It’s concern, rather, is
the truth or the validity of our arguments regarding such objects
Aristotle was the first philosopher to devise logical method. He understood truth to
mean the agreement of knowledge with reality.
e. Aesthetics - the science of the beautiful in its various manifestation – including sublime,
comic, tragic, pathetic and ugly.
Importance of Aesthetics
e.1 It vitalizes our knowledge.

e.2 It helps us to love more deeply and richly.
e.3 It brings us in touch with culture
2. POSITIONAL TYPES - In short, these are philosophies that arouses from different schools
of thought or traditions. It is sometimes seen as “ism/s” which means the tradition/influence. For
every branch of philosophy comes different positional types.
3. METHODOLOGICAL TYPES - These are the movements that arouse from different era
in history. Each study focuses on a specific arena of inquiry or interest. These types are used to
methodologically respond to a certain topic. As an analogy, it is like a reading glass used to see
things.
4. REGIONAL (or GEOGRAPHICAL TYPES) - This part speaks about the distinction
between geographical state, and the world-view of two major philosophical interpretations.
WESTERN PHILOSOPHY and the EASTERN PHILOSOPHY
Western Philosophy gives much emphasis on rationality, strict observance of philosophical
texts, inquiry, reason, critique, ideologies, and things that are beyond comprehension.
Eastern Philosophy gives much emphasis on the way of life, to find fulfillment in virtues, live as
a part of nature, applied social interactions, meaning present in our dealings with others.
a. Filipino Philosophy - Like any other people, Filipino must eventually take consciousness
of his own particular life and his world, his society, and his gods in the light of truth, and
thereby realize proper being. (Reyes, 1990)
Three dimensions of Filipino Thought
a.1 Loob - The Filipino generally believes in the innate goodness of the human
being.
a.2 Philosophy of Time - Gulong ng Palad (Wheel of fortune) – looks at life as
ups and downs (Timbreza, 1992)
a.3 Bahala na - Bahala na means to literally leave everything to God who is
Bathala in vernacular.
5. HISTORICAL TYPES - These are the types of Philosophies that emerges throughout
History. Each Philosophical discourses has its heyday during each Philosophical Era.
a. Ancient Philosophical Era - (585 BC - 400 AD) Main Questions: Where does the World
came from? How do I know that I exist? What is the very nature of existence? How do I
know that I know? etc.
b. Medieval Philosophical Era - (400 AD - 1500 AD) Main Questions: How do we prove of
God’s existence? Can we unite faith with reason? What is suffering and how can we
achieve peace from it?
c. Modern Philosophy - (1500 AD - 1900/2000 AD) Main Questions: How do we acquire
knowledge? What is to exist?
d. Contemporary Philosophy - (1900/2000 AD - present) Main Questions: How we live in
technological era? What is man and what is his purpose in days to come? Modern Just
Society and Absolute Freedom possible? Equality and the abolishment of barriers?
Sources of power?

Activity 1: Who am I?
Through self-reflection, enhance your critical thinking in seeking answers to question of existence
by finding own meaning and purpose.
D. Firm Up
Activity 2: Tracking and Analyzing your Purpose

Draw a timeline. This exercise aims to examine the wackiest and worst times; in search of the
meaning behind your life. This can help you identify more skillfully the kinds of activities,
conditions, locations, and people combinations where your purpose is well served and where it is
abused. Consider your childhood, formal education experiences, and others. During these times,
you experienced very poor results and very strong dissatisfaction. If you learn something new
about your purpose, make a note of it.
Happiest Time Worst Time

List the activities, people. Locations, and List the activities, people. Locations, and
conditions in your life you were most happy. conditions in your life when you feel
dissatisfied.
What did you learn about your purpose? What did you learn about your purpose?
E. Deepen
Activity 3: Define Philosophy

Explain what is unique about philosophical thought.
F. Transfer
Q1PT1: Photo Essay

Take pictures regarding the events of Earth Hour, an hour where cities and landmarks turn off
their lights. Write insights on your photos regarding this question: What are the implications of
Earth Hour to being interconnected in a global society?

G. Summary
Philosophy, by its definition covers a great deal of conceptual, complex, and value-laden
processes. Lessons to be learned go beyond and rise to daunting challenges of modern
experience. "Partial "philosophy is limiting our views about the human person within the
anthropocentric frame and tradition of western philosophy. A more holistic approach that the
lesson presents signals even the non-anthropocentric and eccentric.
In short, a broad understanding of philosophy stressed not just the humans but other living
beings. Though philosophy has many branches and special branches, philosophical introduction
goes beyond partial (i.e., individualism) but stresses holism; beyond mind but the body as well;
beyond global/technological to local and indigenous. The final section highlighted the students'
various methods of concerns and ways of thinking through their own philosophical reflection.
H. Post-Test
A summative quiz will be given on the announced date and time.
I. References
Palmer, D. (2009). Looking at philosophy: The unbearable heaviness of philosophy made lighter.
Ramos, C. (2017). Introduction to philosophy of the human person.
LESSON 2: METHODS OF PHILOSOPHIZING

Content Standard The learners demonstrate various ways of doing philosophy.
Performance
The learners shall be able to evaluate opinions.
Standard
Competencies 1. Distinguish opinion from truth.
2. Realize that the methods of philosophy lead to wisdom and
truth.
A. Introduction
Answer the following questions:

1. What is your idea about truth and opinion?
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2. What is the connection of Philosophy to truth?
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3. Why do we need to distinguish opinion from truth?

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B. Pre-Test
C. Explore
In search for wisdom, the learner must evaluate argument and ways of expressing one’s belief,
emotions and opinions.
Philosophizing - to think or express oneself in a philosophical manner. It considers or discusses
the matter from philosophical standpoint.
1. Phenomenology: On Consciousness
Edmund Husserl founded phenomenology. Phenomenology focuses on careful inspection

and description of phenomena or appearances, defined as any object of conscious
experience, that is, that we are conscious of. (Johnston, 2006)
2. Existentialism: On Freedom
Soren Kierkegaard insisted that the authentic self was the personally chosen self.
Friedrich Nietzche took this view of opposition of the genuine self-versus public herd. Our
search for truth by means of critical thinking is a rational choice. Existentialism, with Jean-
Paul Sarte, emphasizes the importance of free individual choice, regardless of the power
of other people to influence and coerce our desires, beliefs, and decisions.
3. Postmodernism: On Cultures
Reality cannot be known nor described, objectively by postmodernists. They consider that
to arrive at truth, humanity should realize the limits of reasons and objectivism. They value
our existence in the world and in relation to it.
4. Analytic Tradition
Language cannot objectively describe truth. For Ludwig Wittgenstein, an analytic

philosopher, language is socially conditioned.

Analytic philosophy is the conviction that to some significant degree, philosophical
problems, puzzles, and errors are rooted in language and can be solved and avoided by
a sound understanding of language and careful attention to its working.
5. Logic and Critical Thinking: Tools in Reasoning
Logic is centered in the analysis and construction of arguments. Critical thinking is

distinguishing facts and opinions or personal feelings
Two basic types of reasoning

Inductive Reasoning is based from observations in order to make generalizations.
Deductive Reasoning draws conclusion from usually one broad judgment or definition.
6. Fallacies
A fallacy is a defect in an argument other than it having false premises.
a. Appeal to pity (Argumentum ad Misericordiam) - A specific kind of appeal to emotion.

b. Appeal to Ignorance (Argumentum ad ignorantiam) - whatever has not been proved
false must be true; vice versa.
c. Equivocation - Logical chain of reasoning of a term or a word several times.
d. Composition - infers that something is true of the whole from the fact that it is true of
some part of the whole.
e. Division - something true of a thing must also be true of all or some of its parts.
f. Against the Person (Argumentatum ad hominem) - attempts to link the validity of a
premise to a character
g. Appeal to force (Argumentum ad baculum) - force, coercion, or the threat of force, is
given as justification for conclusion.
h. Appeal to the people - appeals or exploits people’s vanities, desire for esteem, and
anchoring on popularity.
i. False cause (post hoc) - coincidental correlation, or correlation not causation.
j. Hasty Generalization - indictive generalization based on insufficient evidence.
k. Begging the question (petition principii) - proposition to be proven is assumed
implicitly or explicitly in the premise.
Applying Logic and Fallacies in Determining Truth from Opinion
Tractatus identifies the relationship between language and reality and to define the limits of
science. It is in the possibility of agreeing and disagreeing with reality, this being true or false, that
the meaning of the picture lies.
Cognitive meaning – the purpose of a sentence is to inform or state a fact, some of its words
must refer to things, events or properties.
Emotive meaning – they may have emotive whether positive or negative overtones.
Realize the Methods of Philosophy that lead to Wisdom and Truth
For Double (1999), the subject matter of Philosophy is questions

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 interest to human beings.
The methodology or method 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 interests.
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.
• Applying understanding and knowledge to new and different problems;
• Willingness to change one point of view;
• Continually examining and re-examining ideas; and
• Willingness to say “I don’t know”
The attributes of a critical thinker include:
• Looks for evidence to support assumption and beliefs
• Adjusts opinions
• Looks for proof
• Examines problem
• Rejects irrelevant and incorrect information
Activity 4: Check your knowledge

List the different methods of philosophy and choose a specific method that is most meaningful for
you.
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D. Firm Up
Activity 5: Interview
Conduct an interview an interview and highlight the question: How do you define freedom?. You
can choose to interview your fellow classmates or employees of the school. The members can
document the interview by taking pictures or video of the entire proceeding. Cite philosophical
insights regarding the interview. Present in class.

E. Deepen
Activity 6: Formulating Opinion

Look at the image below. In 250 words, write your opinion about the picture.
F. Transfer
Q1PT2: Debate
Current social issues: Divide up into teams. Develop thesis. Construct Arguments. Consider
rebuttals and response.
I. Opening Arguments (Pro & Con) – 7 minutes each group
II. Pro team rebuttal – 5 minutes
III. Con team rebuttal – 5 minutes
IV. Pro team response – 3 minutes
V. Con team response – 3 minutes
VI. Closing Arguments (Pro & Con)
G. Summary
We are human beings possessed with reason. We use it when we make decisions or when
we try to influence the decisions of others or when we are engaged in an argument or debate.
Indeed, this lesson presented the general principles involved in reasoning to arrive at truth.
Though emotions can be more persuasive, in the long run, correct reasoning will prove to be the
most solid foundation. The wise thing to do is to be skillful in dismantling ideas and handling the
emotions that come along with ideas and in the debate process. To solely focus on reasoning or
emotional persuasion is wrong and incomplete.
Students should not take the methods of philosophizing for granted. For instance, the
study of logic develops a habit of clear and critical thinking. It helps determine illogical reasoning
or fallacious ones. It builds self-confidence. Finally, through logic and other methods of reasoning,
students are trained various techniques in making assumptions and implications.

H. Post-Test
I. References
Al Franjon, M. V., Enaya, B. P., & Fernandez, E. C. (2020) Introduction to the philosophy of the
human person.
Ramos, C. (2017). Introduction to the philosophy of the human person.
LESSON 3: The Human Person as an Embodied Spirit

Content Standard The learner understands the human person as an embodied spirit.
Performance The learner distinguishes his/her own limitations and the possibilities
Standard for his/her transcendence.
Competencies 1. Recognize how the human body imposes limits and
possibilities for transcendence.
2. Evaluate own limitations and the possibilities for their
transcendence.
A. Introduction
In Philosophy, the adjective transcendental and the noun transcendence convey the basic
ground concept from the word’s literal meaning, of climbing or going beyond. There are many
aspects of transcendence, the lesson will cover three main spiritual philosophies: Hinduism,
Buddhism, and Christianity.
B. Pre-Test
C. Explore
A. Hinduism
Brahman is Self-Hood
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 might become one. Human beings have a dual
nature: spiritual and immortal essence (soul), empirical life and character.

Soul is eternal but bound to law of Karma (action) to the world of matter, which it can
escape only after spiritual progress through endless series of birth. Transmigration or
metempsychosis is a doctrine that adheres to the belief that a person’s soul passes into
some other creature, human, or animal.
Ultimate liberation is achieved the moment the individual attains that stage of life
emancipation, from which inevitably arises a total realization by the individual of spiritual
nature as well as the transient character of the body.
Hinduism places a lot of emphasis on the attainment of self-knowledge.
Primary values
1. Wealth (artha)
2. Pleasure (kama)
3. Duty (dharma)
4. Enlightenment (moksha)
B. Buddhism
Another major Eastern tradition is Buddhism, contained in the teachings of its founder,
Siddhartha Gautama or the Buddha.
FOUR NOBLE TRUTHS, GAUTAMA TAUGHT:
1. Life is full of suffering
2. Suffering is caused by passionate desires, lusts, cravings
3. Only as these are obliterated, will suffering cease
4. Such eradication of desire may be accomplished only by following
the Eightfold Path of earnest endeavor.
THESE EIGHT STEPS ARE:
1. right belief in and acceptance of the “Fourfold Truth”
2. right aspiration for one’s self and for others
3. right speech that harms no one
4. right conduct, motivated by goodwill toward all human beings
5. right means of livelihood, or effort to direct one’s energies by honorable
means
6. right endeavor, or effort to direct one’s energies toward wise ends
7. right mindfulness in choosing topics for thought
8. right meditation, or concentration to the point of complete absorption in
mystic ecstasy.
The way to salvation, in other words, lies through self-abnegation, rigid discipline of mind
and body, a consuming love for all living creatures, and the final achievement of the
state of consciousness.
Before long, the Buddha Found himself surrounded by an increasing number of

adherents-men like himself, willing to leave the comforts of home, don the robe of a

monk and, with staff in one hand and begging bowl in the other, follow their leader as
wandering mendicants.
The following precepts represent the first step that one can take after reading, hearing,
and pondering Buddhist teaching:
1. Refrain from destroying life;

2. Refrain from taking what is not given;
3. Refrain from a misuse of the senses;
4. Refrain from wrong speech
5. Refrain from taking drugs or drinks that tend to cloud the mind
The Buddhist practice the four states of sublime condition: love, sorrow of others, joy in
the joy of others and equanimity as regards one’s own joy and sorrows.
St. Augustine of Hippo and Saint Thomas Aquinas
The Biblical God and Humanity
Philosophical Argument about God’s existence. For St. Augustine of Hippo, Philosophy
is amor sapiental, the love of wisdom; its aim is to produce happiness. Christianity, as
presenting the full revelation of the true God, is only full and true Philosophy. From
mystic love and intuition of God follow all the principles to direct humanity in all their
undertakings.
For St. Thomas Aquinas, Human beings have the unique power to change themselves
and things for the better. Human beings are moral agent. Thus, whether we choose to
be “Good” or “evil” becomes responsibility.
Let us evaluate our human limitations and how we can also transcend them:
A. Forgiveness
When we forgive, we are freed from our anger and bitterness because of the actions
and/or words of another
B. The Beauty of Nature

There is perfection in every single flower; this is what the three philosophies believed.
C. Vulnerability
To be vulnerable is human. To be invulnerable is inhuman.
D. Failure
Our failures force us to confront our weakness and limitations
E. Loneliness
Our loneliness can be rooted from our sense of vulnerability and fear of death.
F. Love
To love is to experience richness, positivity, and transcendence.

Recognize the Human Body Imposes Limits and Possibilities for Transcendence
A. Hinduism: Reincarnation and Karma
Everything in this life, says the Hindus, is a consequence of actions performed in previous
existence.
B. Buddhism: Nirvana
Nirvana means the state in which one is absolutely free from all forms of bondage and
attachment. The Buddhists see one who has attained nirvana as one who is encumbered
from all the fetters that bind a human being to existence.
C. St. Augustine: Will and Love

Physically we are free, yet morally bound to obey the law.
Distinguish the Limitations and Possibilities for Transcendence

Common to all Indian thought:
• It is the spiritual that endures and is ultimately real.
• There is the preoccupation with the inner life
• There is an emphasis on the nonmaterial oneness of a creation.
• There is the acceptance of direct awareness as the only way to understand what is real.
• There is a healthy respect for tradition, but never slavish commitment to it.
For the great thinker of Medieval Philosophy emphatically affirm the principle of the conjunction
of faith and reason, and embody it in their writings.
Indian concept of Brahman has similarity with Ludwig Feuerbach who thinks that the essence of
Christianity, a person is God and God is in the person.
Evil and Suffering:
Suffering is close to the heart of biblical faith. Compassion is the heart of religion.
Activity 7: Guide Questions

1. What are your limitations as a person? What are the things that you consider as
difficult or hard for you to accomplish or believe in?
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2. What are your strengths? What are the possible things or status that you can reach
or achieve in the future?
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3. What are the factors affecting your limitations? How about possibilities?
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4. How can you transcend your current limitations?

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D. Firm Up
Activity 5: Dyadic Discussion

1. In pairs, share with your classmate the period that faced failures.
a. How do you view suffering? (as a blessing or a curse)
b. How do you acknowledge the help of others?
c. How can forgiveness free us from anger?
E. Deepen
Activity 9: Evaluating and Transcending Limitations

Evaluate our human limitation about forgiveness, the beauty of nature, vulnerability, failure,
loneliness, and love. Analyze how we can possibly transcend it.
F. Transfer
Q1PT3: Thank-you Cards

Show gratitude to the people who helped you in times when you needed it the most by creating
thank-you cards. Bring your own creative materials for this activity. The cards should be made by
hand; avoid printouts or ready-made. Give this card personally to the person you are showing
your gratitude to.
G. Summary
Indian thought recognizes the complimentary thought of all systems of belief. Hinduism is
neither rooted in any single doctrine, nor does it claim a monopoly on truth or wisdom. Similarly,
Buddhism preaches tolerance of all sincere viewpoints and includes many of these within its own
spiritual teachings (Shanley, 2001).
For Christian faith, the power of change cannot be done by human beings alone, but is
achieved in cooperation with God. Between humanity and God, there is an infinite gap, which
God alone can bridge through His power. Perfection by participation means that it is a union of
humanity with God. Change should promote not only any purely private advantage, but also the
good of the community.
In this vein, the core of loo for Filipinos deepens and broadens the meaning of God in the
lives of the people. The religious aspiration of loob, as discussed in Lesson 1, cannot be separated
from spiritual enlightenment. In general, Filipinos encounter God in conflicts and sufferings. The

transpersonal worldview of the Filipinos underlies the belief that the individual can go beyond
human limitations such as geography, space, and time. This view encompasses the world as run
by "spirit" or "spirits" such as God, mind, providence, and others.
Therefore, a human person has a supernatural, transcendental destiny. One can rise
above one's ordinary being or self to a highest being or self. For Aquinas, in the plan of God, a
human being has to develop and perfect one's self by doing his daily tasks. Hence, if a human
being perseveringly lives a righteous and virtuous life, he transcends his mortal life and soars to
an immortal state of life.
H. Post-Test
I. References
human person.
LESSON 4: The Human Person in the Environment

Content Standard The learner understands the interplay between humans and their
environments.
Performance The learner is able to demonstrate the virtues of prudence and
Standard frugality towards his/her environment.
Competencies 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.
A. Introduction
Answer the following questions:
1. What is the world made of?

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2. How did the world come into being?

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3. How can we explain the process of change?

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Two Frameworks (Payne, 2010)
Anthropocentric Model Ecocentric Model

Anthropocentric model – humans are superiors and central to the universe.
Ecocentric model – the ecological or relational integrity of the human humans, provides meaning
of our morals and values.
Our limited understanding of our environment opens for a need for philosophical investigation of
nature, applying aesthetic and theological dimensions, as well as appreciating our philosophical
reflections with the concept of nature itself.
B. Pre-Test

C. Explore
Notice Disorder in the Universe
The domination of humanity is linked to the domination of nature based on the anthropocentric
model. An unfair and unjust utilization of the environment result to ecological crisis.
The ecocentric model, in contrast, puts the ecosystem first and assumes that the natural world
has intrinsic values. For instance, humans have responsibility toward the land, but because of
the anthropocentric attitude, humanity claims ownership or authority over land.
Notice things are not in their proper place and organize them in an aesthetic way
A. Ancient Thinkers
1. Anaximander
• emploved the term boundless to convey the further thought that nature is
indeterminate.
• the evolution of the world begins with the generation of the opposites in a certain
region of nature.
2. Pythagoras
• He described the universe as living embodiment of nature's order, harmony and
beauty.
3. Chinese Cosmic
• All that happens in the universe is a continuous whole like a chain of natural
consequence
• Does not proceed onwards but just revolves without beginning or end. New is
repetition of old.
• Human beings’ happiness lies in his conformity with nature or tao; the wise,
therefore conforms with tao and is happy.
B. Modern Thinkers
1. Immanuel Kant - In his third critique, Critique of Judgment, Immanuel Kant expresses
that beauty is ultimately a symbol of morality (Kant, 1997).
2. Herbert Marcuse - humanity had dominated nature. There can only be change if we will
change our attitude towards our perception of the environment.
3. George Herbert Mead - 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.
Show that care for the environment contributes to health, well-being and sustainable
development
There are numerous theories to show care for the environment aside from the eccentric model
such as deep ecology, social ecology and ecofeminism to name some.
A. Deep ecology - For this theory, ecological crisis is an outcome of anthropocentrism,

which is already discussed.
B. Social ecology - For this theory, ecological crisis results from authoritarian social
structures.

C. Ecofeminism - This theory argues that ecological crisis is a consequence of male
dominance.
These theories value the care, conservation, preservation of nature and humanity. Erich Fromm
believes that it is about time that humanity ought to recognize not only itself but the world around
it. For Fromm, as human beings our biological urge for survival turns into selfishness and laziness.
Culture that fosters the greed for possession, are rooted in one human potential. Cultures that
foster being and sharing are rooted in the other potential. We must decide which of these two
potentials to cultivate (Fromm, 2013).
Demonstrate the virtues of prudence and frugality towards environment
Arising from the discussions, Fromm (2013) proposed a new society that should encourage the
emergence of a new human being that will foster prudence and moderation or frugality towards
environment:
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 the supreme goal of living.
5. Not deceiving others, but also not being deceived by others; one may be called innocent,
but not naive.
6. Freedom that is not arbitrariness but the possibility to be oneself, not as a bundle of
greedy desires, but as a delicately balanced structure that at any moment is confronted
with the alternatives of growth or decay, life or death.
7. Happiness in the process of ever-growing aliveness, whatever the furthest point is that
fate permits one to reach, for living as fully as one can is so satisfactory that the concern
for what one might or might not attain has little chance to develop.
8. Joy that comes from giving and sharing, not from hoarding and exploiting.
9. Developing one's capacity for love, together with one's capacity for critical,
unsentimental thought.
10. Shedding one's narcissism and accepting those tragic limitations inherent in human
existence.
Activity 10: Self - review

Review the ecocentric model and evaluate your personal views and attitudes toward nature.
D. Firm Up
Activity 11: Three-minute Essay

Write your thoughts regarding these passages of this section. For each passage below, you are
given three minutes to complete the task.
a. The controlling attitude of humankind is extended to nature, when in fact humanity is part
of nature.
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b. Destroying nature is a reflection wherein few people overpower others while exploiting the
environment for profit or self-interest.
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c. Fromm argues that as humans, it is also inherent in us to escape the prison cell of
selfishness.
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E. Deepen
Activity 12: Open Field: Nature Walk

Organize a local tour. Students will have a nature walk where they will not just be able to exercise
by walking but be at one with nature. Teachers or guardians must be present to assist students.
Terrain of the site must be studied carefully prior to the occasion. Give feedback and reflection on
this activity.
F. Transfer
Q1PT4: Tree Planting / Clean – up drive

If the school has a yard, improve the school’s landscape. Also, other activity of conservation to
the environment. Take pictures and write your reflection on this activity.
G. Summary
This lesson highlights the early Greek thinkers and Taoist's views that the human being is
merely a part of nature. Discussions on early Greek thinkers and Taoist's views exhort that the
human person is but a part of nature. In the age of globalization and technology, many
environmentalists argue for limiting all types of consumption and economic activity when these
damage the environment. Care and respect for all life forms should not be seen as a fad but as
an imperative. As humanity becomes ever busier, we are reminded of our dependence on other
life forms. Coexistence with the community and reexamining our attitude to nature call for a new
order.
Finally, this lesson adheres to coexistence with all things, thus enlarging our awareness
of the universe as with Taoist belief and of other thinkers who view humanity as merely one
element, "a dot in the universe." Humanity is no more and no less important than all the other
elements of the natural world.

H. Post-Test
I. References
human person.
LESSON 5: Freedom of the Human Person

Content Standard The learner understands the human person’s freedom.
Performance The learner shows situations that demonstrate freedom of choice and
Standard the consequences of choices.
Competencies 1. Evaluate and exercise prudence in choices
a. Choices have consequences.
b. Some things are given up while others are obtained in
making choices
2. Show situations that demonstrate freedom of choice and the
consequences of their choices.
A. Introduction
This lesson highlights freedom from the intellectual, political, spiritual, and economic
aspects. To be free is a 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.
B. Pre-Test

C. Explore
A. Aristotle
The Power of Volition
The imperative quality of a judgment of practical intellect is meaningless, apart from will. The will
of humanity is an instrument of free choice. It is within the power of everyone to be good or bad,
worthy or worthless. This is borne out:
(1) By our inner awareness of an aptitude to do right or wrong;
(2) By the common testimony of all human beings;
(3) By the rewards and punishment of rulers;
(4) By the general employment of praise and blame.
Moral acts, which are always particular acts, are in our power and we are responsible for them.
Character or habit is no excuse for immoral conduct.
Human being is rational. Through reason rules over will, our will is an instrument of free choice
turning into action.
B. 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 for the better. Our spirituality separates us from animals; it delineates moral
dimension of our fulfillment in an action. A human being, therefore, has a supernatural,
transcendental destiny.
The power of change, however, cannot be done by human beings alone, but is achieved with
cooperation with God.
Aquinas gives a fourfold classification of law: the eternal law, natural law, human law, and divine
law.
The first principle and precept of the natural law is that good is to be sought after and evil
avoided.
St. Thomas points to a higher form of happiness possible to humanity beyond this life, and that
is perfect happiness that everyone seeks but could be found only in God alone.
St. Thomas wisely and aptly chose and proposed Love rather than Law to bring about the
transformation of humanity.
C. Jean Paul Sartre
Individual Freedom
The human person is the desire 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 of all exists, encounters himself, surges up in the world and defines himself
afterwards.
The person is provided with a supreme opportunity to give meaning to one’s life.
The person is what one has done and is doing, not what he/she dreams, hopes and expects.
Freedom is therefore the very core and the door to authentic existence.
On the other hand, the human person who tries to escape obligations and strives to be en-soi, is
acting on bad faith (mauvais foi).
D. Thomas Hobbes
Theory of Social Contract
Hobbes concludes that we should seek peace. This becomes his first law of nature. The
reasonableness of seeking peace. Indicated by the first law, immediately suggests a second law
of nature, which is that we mutually divest ourselves of certain rights so as to achieve peace.
The mutual transferring of these rights is called a contract and is the basis of the notion of moral
obligation and duty.
The rational pursuit of self-preservation is what leads humanity to form commonwealths or
states. The third law of nature is that human beings perform their covenant made. Hobbes
maintains that human beings seek self-preservation and security; however, they are unable to
attain this end in the natural condition of war.
They must appoint one man (or woman), or assembly of human beings, to bear their person, a
person being defined as “he whose words or actions of another human being, or of any other
thing, to whom they are attributed, whether truly or by fiction.” Neither of these commonwealths
affects the sovereignty. The subjects of a sovereign cannot either change the form of
government or repudiate the authority of the sovereign: sovereignty is inalienable.
One of the prerogatives of the sovereign enumerated by Hobbes is judging what doctrines are fit
to be taught.
E. Jean-Jacques Rousseau
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. Both have one thing in common, that is, human beings have to form a
community or civil community to protect themselves from one another.
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.
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.

Activity 13: Oral Research Presentation
1. Relate peace and freedom as necessary for the state.
2. Despite our genetic defects, are we free? Defend your answer.
3. To what extent does the environment affect our choices? Cite examples.
D. Firm Up
Activity 14: Assessment

Read and understand carefully the tasks below. Follow the tasks mindfully.
1. Set your goal in life. You may choose your goal as a student, as a child, or just as a human
person.
2. List down five (5) concrete actions that will help you reach your chosen goal.
3. For each concrete action, list down all possible consequences. The more list of
consequences, the better.
4. In at least one paragraph, explain how you will face all the challenges of the
consequences.
E. Deepen
Activity 12: Essential Questions
a. Sartre’s claim that we must recognize the moral choices we make for all humankind and
must resist the urge to escape this responsibility for all humankind.
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b. Hobbes who argued that humans are fundamentally predisposed to selfishness and “state
of nature”.
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c. Aristotle’s belief that is based on reason.

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F. Transfer
Q2PT1: Role Play

Write a short dialog based on a morality play. Show the value of freedom and responsibility in this
play.
G. Summary
Freedom should not be squandered but taken as a wonderful gift that must be nurtured
and protected, not impinging the rights or freedom of others. Therefore, it is not enough that the
human person is free but that one is responsible for the consequences of one's choice.
Rabindranath Tagore once said, "Let me not crave in conscious fear to be saved, but hope
for the patience to win my freedom." Darkness and bondage symbolize the opposite of freedom
or liberation. Freedom should not be taken for granted, but earned and protected. Freedom is
spiritual. Hence, we should not be enslaved by our self-interests but to be truly free, we should
be one with each other and the environment.
H. Post-Test
I. References
human person.
LESSON 6: Intersubjectivity
Content Standard The learner understands intersubjective human relations.
Performance The learner performs activities that demonstrate an appreciation for
Standard the talents of persons with disabilities and those from the
underprivileged sectors of society.
Competencies 1. Realize that intersubjectivity requires accepting
differences and not imposing on others.
2. Explain that authentic dialogue means accepting others
even if they are different from themselves.
3. Performs activities that demonstrate an appreciation for
the talents of persons with disabilities and those from the
underprivileged sectors of society.

A. Introduction
This lesson focuses on building strength despite our various differences. Though we are
part of our society, we are still different individuals living in this society.
Labels could be negative or limiting. As humans, we are to be regarded in our totality.
Thus, we can redesign the labels to something new and exciting. Instead of "impatient," you are
"compelling." If one is "whiny," you are "analytical," and if one is "stubborn," one is "assertive" or
"persistent."
If the negative labels can be contagious, so can the positive ones. Let us focus on the
positive for these labels can strengthen not only your relationships among your friends, but most
especially to your family.
We should realize that intersubjectivity requires understanding, accepting, and
respecting differences.
B. Pre-Test
C. Explore
Intersubjectivity as Ontology: The Social Dimensions of the Self

A. Martin Buber
In his work I and Thou (Ich and Du) in 1923, he conceived the human person in his wholeness,
totality, concrete existence, and relatedness to the world. The human person experiences one's
wholeness not in the virtue of his relation to one's self, but in virtue of one's relation with another
self. Buber believed that a human being does not exist in isolation and separation from the
situations and people around him. The human person is not only being-in-the-world, but also
being-with- others or being-in-relation.
In contrast to the realm of meeting and dialogue, Buber cited the I-It relationship.
B. Karol Wojtyla
In his encyclical letter, Fides et ratio, he criticized the traditional definition of human as "rational
animal." For Wojtyla, action reveals the nature of the human agent. We are what we do.
The human person is oriented toward relation and sharing in the communal life for the common
good. We participate in the communal life (We). Our notion of the "neighbor" and "fellow member"
is by participating in the humanness of the other person (I-You).
Loob has been inseparable from religious concerns. The basis of Christian value of gratitude and
sensitivity to the needs of others is traced in loob. A person can claim to be free but should be
aware of his social responsibility. Our ties go beyond family or close friends or tayo-tayo or kami-
kami mentality. The essence of loob is emphasized in I-thou and I-We relations that reach to
support and sustain the community. It broadens and deepens the meaning of God in the lives of
people (Alejo, 1990).
Christianity's God is similar to the Brahman of India. There is no distinction between God and His
people. In Hinduism, the Vedantist observes the three stages to commune with God: faith (spirit),
reason (intellect), and experience (physical) body).

Utang na loob means shifting of obligation to other persons upon repayment (Church, 1986). In a
Filipino family, upon receiving the favor, the beneficiary has an utang na loob to the giver and in
exchange, the beneficiary bestows everlasting obligation which further knits the family.
Appreciating the Talents and Contributions of Persons with Disabilities (PWDs) and Those
from the Underprivileged Sectors of Society
A. On PWDs
For parents with PWD children, the process of recognizing and identifying the handicap will
include feelings of shock, bewilderment, sorrow, anger, and guilt. Realization and grief can blind
parents to their child’s uniqueness.
B. On Underprivileged Sectors of Filipino Society
The notion of poverty is not one-dimensional; rather, it is multidimensional. Each of these
dimensions has the common characteristic of representing deprivation that encompasses:
• Income;
• Health;
• Education;
• Empowerment; and
• Working condition.
C. On the rights of women
In 1712, Jean-Jacques Rousseau said that women should be educated to please men. Mary
Wollstonecraft, in Vindication on the Rights of Women (1782), argued that such education would
produce women who were mere propagators of fools. Further, for Wollstonecraft, women are
not only to be valued until their beauty fades; it is the fate of the fairest of flowers to be admired
and pulled to pieces by the careless hand that plucked them. In the Philippines, women are
subjected to oppression, among others, of class and sex.
Explaining the Authentic Dialogue that is Accepting Others Regardless of Individual

Differences
We Are a Conversation
In his essay, Martin Heidegger said that humankind is a conversation. Conversation is more
than an idle talk but a dialogue. A dialogue is a conversation that is attuned to each other and to
whatever the participants are talking about. In a conversation, there could be a "stammer,"
which is trying to express the unnamable.
For Buber, a life of dialogue is a mutual sharing of our inner selves in the realm of the
interhuman. Between two persons is a mutual awareness of each other as persons avoiding
objectification.
I-You of Wojtyla refers to the interpersonal which fulfills and actualizes oneself. The human
person attains fulfillment in the realm of the interpersonal, in meeting the other; thus, there is a
genuine dialogue.
All of the philosophers mentioned talk about the same type of relation, that is, a dialogue of
human beings based on mutual sharing of selves, acceptance, and sincerity.

Faces of Intersubjectivity
We are innovating in the exciting world of information technology, but we should not forget that
as humans, we are unique because of our many-sided associations, thus, gaining new
dimensions of self- realization.
Performing Activities That Demonstrate the Talents of PWDs and Under- privileged
Sectors of Society
The Philippine government supports persons with disabilities (PWDs) by helping them find
employment. People with disabilities incur additional expenses to achieve a standard of living
similar to those without disabilities such as healthcare services, costlier transportation options,
and special diets, among others. In relation to poverty, human trafficking has become a form of
modern- day slavery.
Activity 16: Discussion

1. How can we be sensitive of other people’s needs?
2. Recall your relationship with others. Is it a one-sided understanding or mutual acceptance
of one another? Cite examples.
3. For existentialists: “ We are responsible for more than what becomes of us; we are also
responsible for what becomes of others.” Explain.
D. Firm Up
Activity 14: Philosophizing

Explain in your own words your understanding of the following lines of the philosophers.
1.Man is this plural and collective unity in which the unity of destination and the
differences of destinies are to be understood through each other (Paul Ricoeur).
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2. The content and relation of these two worlds is the theme of I and Thou. The other
person, the Thou, is shown to be a reality – that is- it is given to me, but it is not
bounded by me (Martin Buber).
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3. To approach the Other in conversation is to welcome his expression, in which at each

instant he overflows the idea a thought would carry away from it. It is therefore to

receive from the Other beyond the capacity of the I, which means exactly: to have the
idea of infinity. But this also means: to be taught (Emmanuel Levinas).
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E. Deepen
Activity 12: Short Essay
a. Who are the underprivileged sectors in the society? How similar or different are we with
another? How can you show sensitivity to PWDs? The underprivileged? How do you
respond to them when you interacted with them in the activities?
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b. How can you be a “whole” person in your relationship to others?

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F. Transfer

Q2PT2: Video Documentation
Based on the activity for the PWDs and underprivileged, submit a video documentation of the
events as part of your requirement in this lesson.
G. Summary
In participation, we share the humanness of others. As a famous Christian song goes,

"Walang sinoman ang namamatay para sa sarili lamang. Walang sinoman ang nabubuhay para
sa sarili lamang." Being human means, we are in relation with other human beings who might be
different from us. Yet, regardless of the differences, our humanness is enriched as we participate
in our community. This relationship can be fruitful if based on mutuality, sincerity, and acceptance.
Buber, Woityla, and various philosophers dreamed of equality, actualization, and participation.
The Confucian jen is similar to Christianity's concept of love. Jen can be rooted from love
of one's family. Jen is to respect other so the other will reciprocate. In Hinduism, faith, reason,
and experience are paths observed by the Vedantist to commune with God:
Faith accepts the laws of nature as expression of divine existence. Reason attempts to
understand these laws by rational and logical process; though God is beyond the power of any
created intellect to comprehend. Through experience, the seeker overcomes the illusory world.
Similarly, Hinduism's concepts of spirituality are comparable to Ludwig Fuerbach's essence of
Christianity: unity between God and human persons.
For the Filipinos, as discussed in Lessons 1 and 5, the basis of Christian value is sensitivity
to the needs of others and gratitude through "loob." "Loob" deepens and broadens the meaning
of a Personal God. Filipinos focus on harmony and cultivating themselves to share with others
one's resources and abilities. To existentialists, "We are responsible for more than what becomes
of us; we are also responsible for what becomes of others." On the other hand, the fundamental
goodness of our nature, according to Ayn Rand, is autonomy.
Finally, in this lesson, there are multidimensional approaches to coexist with others as we
acknowledge our imperfect existence and work hard to improve it. As we undergo the process of
knowing ourselves, we become responsible for ourselves.
H. Post-Test
I. References
human person.

LESSON 6: The Human Person in the Society
Content Standard The learner understands the interplay between the individuality of
human beings and their social contexts.
Performance The learner evaluates the formation of human relationships and how
Standard individuals are shaped by their social contexts.
Competencies 1. Recognize how individuals form societies and how
individuals are transformed by societies.
2. Compare different forms of societies and individualities.
(e.g., Agrarian, industrial and virtual)
3. Explain how human relations are transformed by social
systems.
A. Introduction
The Human Person in the Society plays a vital role in promoting the universal idea that
humans have roles and responsibilities in their respective community and in the society as a
whole.
What is society?
What drives human beings to establish societies?

The human person by nature is a “social being”.
Throughout a person’s life, he or she experiences a variety of relationships that help shape
him or her as a person.
• SOCIETY- an organized group of people whose members interact frequently and have a
common territory and culture.
• Society also refers to a companionship or friendly association with others, an alliance, a
community, or a union.
• Philosophers consider society as the product of deliberate actions by individuals who
come together in pursuit of a common goal.
• As individual persons, members of society are able to transform themselves and attain
development through their interactions within society. In turn, humans are also able to
influence society through their actions.
• Society and its various aspects provide support that ensures the development of the
human person.
• Society also provides opportunities to further growth in the coming years.
B. Pre-Test

C. Explore
• The Social Contract Theory

During the Age of Enlightenment, social philosophers studied the natural laws that govern
human societies.
Enlightenment philosophers such as Thomas Hobbes, John Locke, and Jean Jacques
Rousseau were among the most prominent social theorist who tackled the origins of human
society.
• “Social contract”- an agreement where individuals sacrifice an amount of their freedom
and submit to a higher authority.
Social Contract Theory according to Thomas Hobbes

• Persons in their natural states are governed by their desires and those often lead to
conflict with their fellowmen.
• Society is a means by which people seek to control their natural tendencies and impose
order.
• Individuals who establish societies enter into a “social contract”- an agreement where
individuals sacrifice an amount of their freedom and submit to a higher authority.
Social Contract Theory according to John Locke
• Persons in their natural states are more cooperative and reasonable, and that society is
formed through the consent of the individuals that organized it (consent of the governed)
• Locke’s social contract is a covenant among individuals to cooperate and share the
burden of upholding the welfare of the society.
• People have the rights to overthrow a failed government.
Social Contract Theory according to Jean Jacques Rousseau
• Based on the assumption that the people have empowered the government to act on
their behalf, and that it is considered to be the best judge of what is most beneficial for
society.
Social Contract Theory as viewed by John Rawls
• Human beings approach social cooperation in a rational manner in order to meet their
individual self-interests.
• Introduced the concept of original position in which he imagined humans as having a
“veil of ignorance” –no knowledge of one’s own characteristics such as gender, race or
social status. In this state, humans would naturally seek a just and fair society to look out
for their own interests.
• Although there are variations on the social contract theory, one common feature they all
have is that different individuals enter into a kind of agreement with one another to form
a society.
• Individual members put aside their self-interest in order to create a community where
they may live in harmony with others.
• It is important to note that society is founded on the concept of the common good
• The common good refers to the social conditions which enable persons and groups to
fulfill their goals and achieve well-being.
• Example: peace within community, clean and safe public spaces, efficient transport
system, and efficient public service

What are the different forms of societies?
Hunting and Gathering Society

• Recognized as the earliest and simplest form of society
• Nomadic
• Members are generally treated equally and decisions are based on consensus.
Pastoral Society
• Characterized by the domestication of animals for food for a more stable and
predictable food supply.
• Pastoral societies often produce surplus food and resources.
• Leads to the emergence of specialized tasks in the community.
Horticultural Society
• Primarily engages in the small-scale cultivation of plants, fruits, and vegetables and the
domestication of animals.
• Semi-nomadic
• The assignment of tasks and occupations were often based on gender.
Agrarian or agricultural society
• Involves the large-scale and long-term cultivation of crops and domestication of animals.
• Characterized by improved technology and the use of tools to aid in farming.
• Give rise to a growing population and a more structured social system.
Feudal society
• Based on the ownership of land.
• Originated during Medieval Age in Western Europe
• Members of society are organized based on status
• Social relations are characterized by dependence.
Industrial society
• Based on the use of specialized machinery in the production of goods and services.
• “Industrial Revolution”
• Technological advances in this period resulted in improved trade and commerce.
• Work is done in factories
• Lead to greater inequalities in wealth, power, and influence.
Post- Industrial society
• Marked by the establishment of societies based on knowledge, information, and the sale
of services.
• Trend has shifted has shifted from industry to the generation, storage, manipulation,
and sale of information
• “Virtual Society”
• A digital citizen is a person who is knowledgeable and responsible enough to effectively
use different social platforms in the internet. They often engage in useful topics and
issues that will help build a better society, politics and government.
How does society influence our development as persons?

• The person and the society have a very dynamic relationship in which one cannot exist
without the other.
• Society influences our development as persons in various ways.

• Society influences the interactions of its members through the establishment of norms-
set of traits and behavior that society considers acceptable.
• When members of a society do not conform to establish norms, one can experience
negative consequences, such as punishment or social stigma.
Norms- are one of the ways that society regulates the behavior to establish social order.
Laws- more formal and stringent norms that establish and define acceptable behavior of
citizens.
Folkways- are fewer formal norms that arise from tradition and do not result in punishment
when violated. (Ex: dress code)
Social System- an organized or patterned set of relationships among individuals and groups
that compose a society.
Social Role- are actions and behaviors expected of a certain individual. (Ex: being a father,
son, daughter, teacher, etc.)
Social groups or Social classes- group of individuals who share similar backgrounds or
perform similar roles. (Ex: rich, middle class, poor)
Social institutions- groups that perform vital functions in society. (Family, school, government,
religion)
• Society also transforms human relations, which leads to the transformation of its
members.
Social values -are actions or ideals that are considered important by society. (Cooperation,
obedience to the law, concern for other, respect for others
Generation Gap- conflict among people of different ages when discussing certain topics.
How does society enable me to become a better person?

• We have the freedom to rise above circumstances and make ourselves into something
different or better.
• Society recognizes the capability of the person to develop, and provides its members
with opportunities to better themselves
• Persons can also undertake to contribute to society through their decisions and actions
Social movement- a large-scale action done by various groups and organizations in pursuit of
a common goal to bring about change. (Environmental, Youth, Gender, Clean Governance)
Activity 16: Dyadic Discussion

In pairs, answer some of Carol’s noteworthy suggestions for reflections on friendship.
1. Who is a “friend”?
2. Do you appreciate your friends?
3. Is it possible to listen and affirm than to blame?
D. Firm Up
Activity 14: Philosophical Journal

Choose a topic from the choices below, then answer in essay form. Do not plagiarize.
Review your work before submitting.

1. Should we consider as wrong those who might not get into the “bandwagon” of
technological advancements?
2. Should we be afraid of technology? Or should we be awed by it?
3. Is technology neutral?
E. Deepen
a. Express your view/opinion on the saying “No Man is an Island”. Expound your answer.
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b. For Paul Ricoeur, man is a being whose being is social for man lives and exists with and
for the others. Man is a moral subject. As such, his social nature implies an obligation to
the other. How do you personally understand this passage? Expound your answer.
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c. Make a short reflection on 1 Corinthians Chapter 13 that is found in the conclusion of this
chapter. In your reflection, relate the message of this bible chapter to the lesson on “The
Human Person in Society”.
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F. Transfer
Q2PT3: Dance Show

Dance using 10 different steps. Teach this to the class. You may sell tickets for the dance show.
Invite your family and friends.
G. Summary
Each person inevitably generates a different position and attitude toward the prospects of
change in society. Globalization, for instance, is praised by some commentators as a beneficial
process, leading to increased wealth. Others view it as regretful, eroding national sovereignty,
destroying local culture, and marginalizing much of the world's population (Goldin & Reinert,
2012). Globalization evolved from the different periods from the Agrarian period to the present.
Multidimensional influences of various periods (e.g., policy-making) were analyzed in this lesson.
Some may see these transformations of social systems as path to leisure and prosperity; while
others may view their effects to human beings as socially divisive and may also lead to
environmental degradation.
As new knowledge, policy-making, economic/social realms, and technology exert a major
influence in our lives, we should continue to ask questions and reflect, or our discoveries and
innovations will overtake our concept of the "human person." Finally, we should view a wider
context of our attempts to live well and create good societies (Germain, 2000).
H. Post-Test
I. References
human person.

LESSON 8: The Human Person are Oriented toward their Impending
Death
Content Standard The learner understands human beings as oriented towards their
impending death.
Performance The learner writes a philosophical reflection on the meaning of his/her
Standard own life.
Competencies 1. Enumerate the objectives he/she really wants to achieve
and to define the projects he/she really wants to do in
his/her life
2. Reflect on the meaning of his/her own life
A. Introduction
Death -is commonly understood as the end of bodily functions which signals the end of a
person’s life.
• It also refers to the separation of the body and the spirit.
The body, being material, is bound by laws of time and space and is subject to growth,
death, and decay.
• We are born into human life, we grow and age, and we eventually die. This paradox
defines the uniqueness of human existence.
• We must embrace the fact that death is an integral part of our life.
• Acceptance of our temporality can give us a clearer purpose and focus on our activities.
Self-determination- is the capacity to choose and act for oneself. A person can still exercise
freedom in choosing how to face the reality of death in their lives.
• We can choose to spend our lives doing good and reasonable things. The person is the
author and protagonist who determines the development and conclusion of his/ her
story.
B. Pre-Test
C. Explore
What is the end of this life?

• Man is put on this earth to live a meaningful life, to be virtuous and achieve excellence
We can look at two experiences which make us reflect on the meaning of life: happiness
and suffering.
Ancient Greek philosophy considers happiness as an achievement and must be gained by living
a productive and moral life.
Happiness is a “whole-life satisfaction” based on our evaluation of our overall life experiences.

Happiness is a state of being and not merely an emotional experience or a chosen mental
attitude.
The goods or sources of happiness

• Noble good- is one which is pursued for its own sake; it is good in itself
(Examples: love & friendship)
• Useful good- is considered good so long as it serves as a means to an end; its
goodness is found only from what it can provide
(Example: money)
• Pleasurable good - is good so long as it provides some form of pleasure, though it does
not have to be physical
(Netflix subscription, Mobile Legends)
Suffering- takes place when we patiently endure unpleasantness, discomfort, and pain
It may come from:
1. Physical suffering (discomfort, hunger, distress, & pain)

2. Mental suffering (depression, anxiety, fear, loneliness & grief) Sufferings are necessary,
without it, we are unable to grow and improve.
Remember that difficulties are not without reason. The pursuit of happiness requires that we go
through the effort to achieve it. Efforts are often marked by difficulties and discouragement. The
reality of death means that our existence is unique and that we will not always get another
chance to do the things we want in this life. Therefore, we should not easily give up on the
pursuit of good things.
How do happiness, suffering, and death give meaning to your life?

Reflecting on the reality of death enables us to think of how we can best live a
meaningful life. We can strive to leave behind a legacy either in the form of an inheritance, a
reputation, or a significant achievement. Because of our freedom, how we choose to live our
lives is entirely up to us. Life is a gift given to each person and it is important to turn this life into
a gift for others as well.
Activity 16: Individual Presentation

1. How do you understand the concept of “care” by Heidegger?
2. In your view, how can one attain a “higher self”?
3. Share an event in your life where you had to face a situation alone (requiring a leap of
faith)
D. Firm Up
Activity 14: Research Paper / Drawing

Choose an activity. If you choose to write a research paper, be able to write in essay form.
If you choose drawing, be able to exert effort to show your creativity.
1. Why do you think Marcel believed that the question “What am I?” cannot be fully
answered on a human level?
2. Compare Jaspers and Marcel Philosophies. What are their similarities and
differences?
3. Write your own quote about life. You may opt to draw a simple cartoon that mirrors the
meaning of life.
E. Deepen
a. What is your personal definition of life? How do you appreciate life?

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b. Will a person feel regret if there is no death?

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c. Express your view and opinion on this statement: “A man who knows death, also knows
life. The converse is true, too: the man who is forgetful of death, is forgetful of life also.” –
Ladislaus Borros, S.J.

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F. Transfer
Q2PT4: Recollection / Overnight Retreat

With the assistance of the school, organize a recollection or overnight retreat. Invite a priest, nun,
life coach, youth leader, parent, or an alumnus or alumna to share his / her failures in life and how
he / she overcame the challenges in his / her life. The speaker should motivate the students to
reach their potential and guide them in their search regarding life. This activity can be school-
bound or in a retreat house.
G. Summary
The attitudes or outlooks in life of the philosophers discussed in this lesson are not from
a formal system. Rather, understanding the meaning of life is not just based on pure rationality.
An emphasis on individual experience and use of various literary forms and other unorthodox
methods may lead to discovering the meaning of life. Existence, freedom of choice, individuality
and subjective experience, possibility and contingency, authenticity, negation, and personal
responsibility are their main areas of concern tackled in this lesson.
H. Post-Test
I. References
human person.

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LESSON 1: DEFINITION OF PHILOSOPHY

Content Standard The learners demonstrate understanding of the meaning and

Performance The learners shall be able to reflect on a concrete experience in a

2. NATURAL LIGHT OF REASON

3. STUDY OF ALL THINGS

4. FIRST CAUSE OR HIGHEST PRINCIPLE

INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 1

5 GENERAL TYPES OF PHILOSOPHY

c. Epistemology - deals with nature, sources, limitations, and validity of knowledge.

INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 2

INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 3

Activity 2: Tracking and Analyzing your Purpose

Happiest Time Worst Time

Activity 3: Define Philosophy

Q1PT1: Photo Essay

INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 4

A summative quiz will be given on the announced date and time.

LESSON 2: METHODS OF PHILOSOPHIZING

Answer the following questions:

INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 5

3. Why do we need to distinguish opinion from truth?

Edmund Husserl founded phenomenology. Phenomenology focuses on careful inspection

Language cannot objectively describe truth. For Ludwig Wittgenstein, an analytic

INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 6

5. Logic and Critical Thinking: Tools in Reasoning

Logic is centered in the analysis and construction of arguments. Critical thinking is

Two basic types of reasoning

A fallacy is a defect in an argument other than it having false premises.

a. Appeal to pity (Argumentum ad Misericordiam) - A specific kind of appeal to emotion.

INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 7

Activity 4: Check your knowledge

INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 8

Activity 6: Formulating Opinion

INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 9

A summative quiz will be given on the announced date and time.

LESSON 3: The Human Person as an Embodied Spirit

INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 10

Hinduism places a lot of emphasis on the attainment of self-knowledge.

Before long, the Buddha Found himself surrounded by an increasing number of

INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 11

1. Refrain from destroying life;

St. Augustine of Hippo and Saint Thomas Aquinas

The Biblical God and Humanity

B. The Beauty of Nature

INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 12

C. St. Augustine: Will and Love

Distinguish the Limitations and Possibilities for Transcendence

Activity 7: Guide Questions

INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 13

4. How can you transcend your current limitations?

Activity 5: Dyadic Discussion

Activity 9: Evaluating and Transcending Limitations

Q1PT3: Thank-you Cards

INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 14

A summative quiz will be given on the announced date and time.

LESSON 4: The Human Person in the Environment

Answer the following questions:

1. What is the world made of?

INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 15

2. How did the world come into being?