OLIVAREZ COLLEGE-TAGAYTAY

PROGRAM: Humanities and Social Sciences

COURSE SYLLABUS
OLIVARIAN PHILOSOPHY OF EDUCATION PROGRAM OUTCOME
Course Code: PHILO001 Hours: 80/Semester
Introduction to the Philosophy of the Human Person
Olivarian education endeavors to combine the best in human Course Title
and Christian tradition with awareness of and involvement in the Senior High School (SHS) refers to Grades 11 and 12, the last
present day demand of human, national, and global development. COURSE OUTCOMES: two years of the K to 12 Basic Education Program. In SHS, students
The earnest striving for self-realization, is therefore, directed to are required to go through a core curriculum and subjects under a
find its fulfillment in responsible service that will significantly
contribute to the common efforts towards national development. A. Terminal: At the end of the course, the track of their choice. The SHS Curriculum, as part of the K to 12
students shall demonstrate a capacity Program, aims to produce graduates who have the following
SCHOOL MOTTO for a critical and analytical reflection characteristics:
from the perspective of a holistic and
“Educating the MIND, BODY & SOUL” goes the Olivarian  Holistically developed;
profound vision of life.
Motto. These words capsulate the Olivarian Philosophy of
Education committed to the development of the critical mind B. Enabling: At the end of the course the  Equipped with 21st century skills (i.e., learning and
capable of intelligent decision-making and analysis; physically fit student shall have: innovation skills, life and career skills, communication
body that is well versed with arts, skill and athletics. A sound mind skills, and information media and technology skills); and
make up a total person with a spirit that is in communion with 1. Demonstrate understanding of the
Christian ideals, and one who is dedicated in the service of God, following :  Personal development is an area of great importance for the
country and men. a. The concepts of politics and religious education program.
governance
CORE VALUES b. Political ideologies
c. power
HONESTY d. States, Nations and Globalization
EXCELLENCE e. Philippine democratic politics
ACCOUNTABILITY
f. Branches of the government
RESPONSIBLE INQUIRY
g. Decentralization and local governance
TEAMWORK
h. Elections and political parties
i. citizenship
2. Further imbibe Olivarian culture of
excellence in education and research
adherent to the context of the institutional
philosophy and objectives.

CARLA JOY Q. GOZAR ELIESER D. NICOLAS LPT CLARENCE CASTILLO LPT MS. EFANNY F. AMPARO LPT, MEM DR. ERIC L. OLIVAREZ
Faculty Strand Coordinator &Faculty Academic Coordinator SHS Principal VP. for Academic & Services

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 I. COURSE DESCRIPTION Grade Composition:
The course explores the main tenets and practices of major world religions: Judaism, Christianity, Islam, Hinduism, Written Performance = 25%
Theravada Buddhism, Mahayana Buddhism, Confucianism, Taoism and Shintoism. It aims to help learners understand the Performance Task = 45%
historical contexts of nine religions, appreciate their uniqueness and similarities and promote mutual understanding among Quarterly Assessment = 30%
believers of different faiths. They are expected to demonstrate understanding and appreciation of one’s faith and that of 100%
others.

CONTENT STANDARD TOPIC / CONTENT TIME TEACHING/LEARNING LEARNING

LEARNING COMPETENCY
ALLOTMENT ACTIVITIES ASSESSMENT MODE
The learner : Blended
Face-to-Face Blended Learning Face-to-Face
Learning
1.1 Give example of a belief
system or a worldview
Communicate her
understanding of her religion. 1. Definitions of Terms
--- 1st-2nd week The learners
* Refers to all genders prepares
1.1 Developing Beliefs and character
The learner demonstrates Worldview sketches of a
understanding of belief system or 1.2 Definition and Nature of person who is
worldview*, Religion, Spirituality, Religion spiritual but not Group Activity/
Philosophy of Religion, and 1.2. Differentiate religion from: religious and a Quiz
Theology. a. Spirituality person who is
b. Theology religious but not
c. Philosophy of Religion spiritual.
___ *The elements of religion, belief
system and spirituality must be
discussed here.

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1.3. Infer that:
a. A belief system or worldview is
a particular way of ordering the
realities of one’s world.
b. Religion is the pursuit of
transformation guided by a sacred
belief system.
c. Spirituality is one’s integrative
view of life. It involves a quest for
the meaning and ultimate value of
life as opposed to an
instrumentalist or materialistic
attitude to life.

The elements of religion are:

(a) reflects an effort to elevate
their whole self to a higher
dimension of existence, (b) a
framework of transcendent
beliefs, (c) text or scriptures, (d)
rituals, and (e) sacred spaces (e.g.,
church, temple, mosque,
synagogue).

Understanding the worldview of

each of the world’s major
religions is critical in appreciating
their rituals and practices. These
worldviews are:
All is one (Monistic)
1. Many Gods (Polytheistic)
2. One God (Monotheistic)
3. No God (Atheistic)
The elements of spirituality are:
(a) holistic (fully integrated view
to life), (b) quest for meaning
(including the purpose of life),
(c) quest for the sacred (beliefs

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 about God), and (d) suggests a
self-reflective existence.

Blended
Face-to-Face Blended Learning Face-to-Face
Learning

The learner demonstrates 2.1. Cite regions or places where 2. How World Religions 3rd week The learner Pen and Paper
understanding of historical and specific religions evolved Began conducts a Test
geographical contexts of the different 2.2. Analyze the culture of the group activity Quiz
religions. region that gave rise to specific that
religions demonstrates
2.3. Explain how geography the influence of
influences religion and religion a religion in a
affects culture certain culture.
2.4. Conduct a group activity that
demonstrates the influence of a
religion in a certain culture

The learner
gathers print or
web based
The learner demonstrates 3.1. Identify the positive and articles, photos,
understanding of effects of Religions: negative effects of religions editorial, etc.
positive and negative. 3. Positive and Negative Effect 4th week showing the
3.2. Provide evidence that religion of Religions positive or
brought about an event in history negative effects
of religion.

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 3.3. Justify that religion can have
positive or negative effects on
society

3.4. Gather print or web-based

articles, photos, editorials, etc.
showing the positive or negative
effects of religion
Blended
Face-to-Face Blended Learning Face-to-Face
Learning
4.1. Recite the Ten
The learner demonstrates Commandments as stated in Pen and Paper
understanding of the elements of the Old Testament (Exodus Test
Judaism: 20) The learner Quiz
identifies a story
a. Founders: Abraham (2000 B.C.) 4.2. Identify a Jewish custom from the Old
and/or Moses (1391-1271 B.C.) b. or tradition demonstrated in a Testament that
Sacred texts: Torah, Poetry, Prophets, movie (e.g. Fiddler in the demonstrates the
Talmud, Mishnah c. Doctrines: Ten Roof, Ten Commandments, Jewish belief in
Commandments, 618 Rules d. God: Ben Hur) 4. Judaism one God (e.g.
5th-6h week
Yahweh/Jehovah e. Sects: Orthodox, Story of
Conservative, Reform Liberal f. 4.3. Justify: The core teaching Samson).
Issues: Antisemitism, Zionism, of Judaism is the covenant of
Holocaust one God with a chosen people
vs. other people with many
gods.

4.4. Identify a story from the

Old Testament that
demonstrates the Jewish belief
in one God (e.g. Story of
Samson)
The learner demonstrates 5.1. Recite the Apostle’s Creed, Blended
Blended Learning Face-to-Face
understanding of the elements of The Lord’s Prayer or the Face-to-Face Learning
Christianity: Beatitudes

a. Founder: Jesus Christ (c. 7 BC30 5.2. Interpret the Parable of the The learner Pen and Paper
A.D.) b. Sacred texts: Bible (Old Prodigal Son 5. Christianity th interviews a Test
7 week
Testament and New Testament) c. Christian parent Quiz
Doctrines: Trinity, Virgin Birth, 5.3. Explain: The core teaching of or couple on
Deity of Christ, Resurrection, Last Christianity is the message that a why they are
Judgment d: God: Trinity (Father, loving God sent His begotten Son Christians and
Son and Holy Spirit) e. Sects: Roman in order to redeem humankind what beliefs and
Catholic, Greek/Eastern Orthodox, from eternal damnation.

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Protestantism, etc. f. Issues:
Ecumenism, Sexuality issues (e.g.,
contraception, homosexuality,
ordination of women
5.4. Interview a Christian parent practices they
or couple on why they are adhere to.
Christians and what beliefs and
practices they adhere to
.

The learner demonstrates 6.1. Read the opening lines of

understanding of the elements of Qur’an preferably from an The learners
Islam: English version conduct a panel
discussion on Pen and Paper
a. Founder: Prophet Muhammad (570- 6.2. Retell the life and times of Muslim beliefs Test
632 A.D.) b. Sacred texts: Qur’an, Prophet Muhamma and practices Quiz
Hadith c. Doctrines: Five Pillars of (when possible
Islam (Shahadah-declaring there is no 6.3. Explain: The core teaching of inviting a
other god but Allah and Muhammad is Islam is there is only one God and 6. Islam Muslim)
His messenger, Salat-ritual prayer five Muhammad is His final and
8th week
times a day, Sawm-fasting during greatest messenger.
Ramadan, Zakat-alms giving to the
poor, and Hajjpilgrimage to Mecca at 6.4. Conduct a panel discussion
least once in a lifetime) d. God: Allah on Muslim beliefs and practices
e. Practitioners: Sunni, Shi’ite, Sufi f. (when possible invite a Muslim)
Issues: Gender Inequality, Militant
Islam, Migration

The learner demonstrates 7.1. Identify the uniqueness and

understanding of the three religions in similarities of Judaism, Christianity The learner
the aspects of origin, morality, and Islam conducts a group Pen and Paper
purpose, destiny, and views on comparative Test
women. 7.2. Provide evidence that Judaism, analysis on the Quiz
Christianity and Islam share 9th week doctrines of each
common roots from Patriarch 7. Comparative Analysis of the three
Abraham religions and
compares them
7.3. Justify that Judaism, in the aspects of
Christianity and Islam, as origin, morality,

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 monotheistic religions, have purpose, destiny,
largely influenced the world today. and views on
women.
7.4. Conduct a group research on
the doctrines of each of the three
religions and compare them in the
aspects of origin, morality,
purpose, destiny, and views on
women

The learner demonstrates 8.2. Identify the names of the

understanding of the elements of major Hindu deities as well as their The learner Pen and Paper
Hinduism: corresponding functions or powers simulates a Test
a. Founders: Aryans (1500 B.C.) particular yoga Quiz
b. Sacred texts: Vedas, Upanishads 8.3. Explain: The core teaching of and writes a
and Bhagavad-Gita Hinduism is the attainment of reflection paper
c. Doctrines: Dharma-duty, liberation in the identification of on her insights
Kamapleasure, Artha-wealth, Atman and Brahman through the on Hinduism.
Mokshaliberation, Brahman, Atman, Four Yogas 8. Hinduism
10th Week
the Identification of Brahman and
Atman, the Four Yogas (Yoga of 8.4. Simulate a particular yoga and
Knowledge, Yoga of Work, Yoga of write a reflection paper on your
Devotion or Love, and Yoga of insights on Hinduism
Psychological Exercises)
d. Gods: 33 million gods and
goddesses
e. Issues: Gender Inequality, Caste
System, Poverty
The learner demonstrates 9.1. State the Four Noble Truths The learner Pen and Paper
understanding of the elements of and the Eight-fold path evaluates the Test
Theravada Buddhism: Eightfold Path in Quiz
9.2. Give examples of situations terms of how it
a. Founder: Siddhartha Gautama that demonstrate cravings which achieves the
(563-483 B.C.) b. Sacred texts: may lead to suffering according 11th Week Middle Way.
Tripitaka c. Doctrines: Four Noble to Theravada Buddhism 9. Theravada Buddhism
Truths, Eight-fold Path, Law of
Dependent Origination and The 9.3. Explain: The core teaching
Impermanence of Things d. God: non- of Theravada Buddhism is that
life is suffering; suffering is due

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theistic e. Issue: Territory conflict in
Mainland Southeast Asia
The learner demonstrates
understanding of the elements of
Mahayana Buddhism:
a. Founder: Siddhartha Gautama (563-
483 B.C.)
b. Sacred texts: Sutras
c. Doctrines: Four Noble Truths,
Eight-fold Path, The Six Perfections to
become a Bodhisattva (generosity,
morality, patience, perseverance,
meditation, and insight)
d. God: non-theistic
e. Issues: Tibet invasion, Engaged
activism
f. Universality and growth of sects:
Development of Buddhism to Zen
(Chan) Buddhism as the fruit of its
encounter with Taoism
to craving; there is a way to
overcome craving; and the way
to overcome craving is the Eight-
fold Path, the Middle Way
(between pleasure and
mortification).
9.4. Evaluate the Eight-fold Path
in terms of how it achieves the
Middle Way
10.1. State the three levels of
perfection of Mahayana Pen and Paper
Buddhism (moral discipline, The learner Test
cultivation of virtue, and draws the insight Quiz
altruistic conduct) from the acts of
generosity of
10.2. Give examples of acts of Tzu Chi
generosity of Mahayana Foundation that
Buddhists reflect the core
teaching of
10.3. Explain: The core teaching 10. Mahayana Buddhism 12th week Mahayana
of Mahayana Buddhism is to Buddhism.
seek complete enlightenment for
the benefit of all living beings
through insight and compassion.
10.4. Draw the insight from the
acts of generosity of Tzu Chi
Foundation that reflect the core
teaching of Mahayana Buddhism
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The learner demonstrates 11.1. Identify the uniqueness and
understanding of the three similarities of Hinduism, The learner
religions/philosophies in the aspects of Theravada Buddhism and conducts an Pen and Paper
origin, morality, purpose, destiny, and Mahayana Buddhism interview on the Test
views on women. doctrines of each Quiz
11.2. Provide evidence that of the three
Hinduism, Theravada Buddhism religions/philoso
and Mahayana Buddhism share phies and
common roots from India compares them
in the aspects of
11.3. Justify that Hinduism, 11. Comparative Analysis origin, morality,
13th Week
Theravada Buddhism and purpose, destiny,
Mahayana Buddhism, as Vedic and views on
religions, have largely influenced women.
the world today.

11.4. Conduct an interview on

the doctrines of each of the three
religions and compare them in
the aspects of origin, morality,
purpose, destiny, and views on
women
The learner demonstrates 12.1. Describe the five basic
understanding of the elements of relationships (king to subject,
Confucianism: father to son, husband to wife, The learner Pen and Paper
elder brother to younger brother presents a Test
a. Founder: Confucius (551-479 B.C.) and friend to friend) character sketch Quiz
b. Sacred texts: Confucian Classics of a person who
c. Doctrines: Mandate of Heaven, 12.3. Explain: the Core teaching personifies the
T”ien, Human nature as originally of Confucianism is to be a Confucian
good (Mencius) or evil (Hsun Tze), “gentleman” by following the 12. Confucianism virtues.
14th Week
Rectification of Names, The Moral moral way consisting of the
Way consisting of five cardinal virtues of love, righteousness,
virtues, Filial Piety, and Ancestor wisdom, propriety and loyalty in
Worship order to promote harmony in
d. God: Heaven society
e.Issues: Gender inequality,
Authoritarianism 12.4. Present a character sketch
of a person who personifies the
Confucian virtues

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The learner demonstrates 13.1. State that “Tao is the origin
understanding of the elements of of all beings whose essence is The learner
Taoism: a. Founder: Lao Tzu (604 nothing” identifies the Pen and Paper
B.C. - ?) b. Sacred texts: Tao Te things she can Test
Ching, Book of Chuang Tze c. 13.2. Give examples of acts do without by Quiz
Doctrines: Wu-Wei, Law of showing love and respect of making an
Reversion, Following nature d. Tao as nature and the environment inventory of
the Origin of all Beings, unnameable personal
and eternal e. Issues: Inaction, 13.3. Explain: The core teaching 13. Taoism belongings (e.g.
15th Week
Superstitious practices, of Taoism is becoming one with things in the
Environmentalism ‘Tao.’ bedroom) and
writes a
13.4. Identify the things she can reflection on
do without by making an Taoism based on
inventory of personal belongings the result of the
(e.g. things in the bedroom) and inventory.
write a reflection on Taoism
based on the result of the
inventory
The learner demonstrates 14.1. Narrate the Kojiki creation
understanding of the elements of story
Shintoism: The learner Pen and Paper
14.2. Explain why is it important interprets the Test
a. Founders: Prehistoric Animists of for Japanese people to worship 14. Shintoism Kojiki creation Quiz
Japan b. Sacred texts: Kojiki and gods story creatively.
16th Week
Nihongi c. Doctrines: belief in kami,
divinity of emperors d. Gods: kami 14.3. Evaluate: The core teaching
(animist and nature spirits) e. Issues: of Shintoism is to worship the
Shrine visits of Japanese prime ancestors and forces of nature to
ministers achieve harmony in all
dimensions.
The learner compares the three 15.1. Identify the uniqueness and
religions in the aspects of origin, similarities of Confucianism,
morality, purpose, destiny, and views Taoism and Shintoism The learner Pen and Paper
on women. prepares a Test
15.2. Provide evidence that 15. Comparative Analysis multimedia Quiz
Confucianism, Taoism and presentation on
Shintoism share common traits in 17th Week the perceptions
viewing nature and ancestor of people from
all walks of life
15.3. Justify that Confucianism, on the doctrines
Taoism and Shintoism as East of each of the
Asian religions/philosophies three religions
and compares

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 have largely influenced the world them in the
today. aspects of
individual,
family, society,
15.4. Prepare a multimedia government and
presentation on the perceptions nature.
of people from all walks of life
on the doctrines of each of the
three religions and compare them
in the aspects of individual,
family, society, government and
nature
The learner summarizes the Simulate a panel discussion of The learners
significance of religion and the basic inter-religious dialogue that simulates a
similarities of all religions discussed reflects the following: panel discussion Pen and Paper
within the semester. of inter-religious Test
a. the meaning and ultimate dialogue that Quiz
value of life b. how one is to reflects the
relate to one’s self, family, following:
society and nature c. the way to
achieve personal happiness and a. the meaning
fulfilment 16. Synthesis th and ultimate
18 Week
value of life
b. how one is to
relate to one’s
self, family,
society and
nature c. the way
to achieve
personal
happiness and
fulfilment
REFERENCES :
 Catoir, John T. (1993). World Religions: Beliefs Behind Today’s Headlines . Makati: St. Paul Publications.
 Gaer, Joseph. (1956). How the Great Religions Began . New York: The New American Library, Inc.
 Keown, Damien. (2005). Buddhist Ethics: A Very Short Introduction . New York: Oxford University Press, Inc.
 Lewis, John. (1968). The Religions of the World Made Simple . New York: Doubleday & Company, Inc.
 Markham, Ian S. & Christy Lohr. (eds.). (2009). A World Religions Reader. West Sussex: Wiley-Blackwell.
 Partridge Christopher (3rd ed.) (2005). The World’s Religions (The New Lion Handbook). Oxford: Lion Hudson.
 Saint-Laurent, George E. (2000). Spirituality and World Religions. California: Mayfield Publishing Company.
 Sheldrake, Philip. (2012). Spirituality: A Very Short Introduction . Oxford: University Press.
 Smith, Huston. (1958). The Religions of Man . New York: Harper & Row, Publishers.

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