GE105-Social Science and Philosophy-Lesson 1-1 PDF

Lemery Colleges, Inc.
A. Bonifacio St., Brgy. Bagong Sikat, Lemery, Batangas
Academic Year 2020-2021

FIRST SEMESTER
An Instructional Module and

Compilation of Resources in
GE 105: Social Science and
Philosophy
NAME OF STUDENT
YEAR & SECTION
Course Code : GE 105

Course Description : Social Science and Philosophy
Credit Unit : 3 Units
Instructor : Mr. Michael A. Mendoza, RPm
NOTE
No part of this compilation may be reproduced in any form or by any means without prior written
consent of the institution.
SOCIAL SCIENCE AND PHILOSOPHY ▪ PAGE 1

VISION:
“Expanding the Right Choice for Real Life Education in Southern Luzon”
MISSION:
Cognizant to the vital role of real life education, LC is committed to:
1. Provide holistic higher education and technical-vocational programs which are valued by the stakeholders.
(Academics)
2. Transform the youth into world-class professionals who creatively respond to ever changing world of work.
(Graduates)
3. Advance research production to improve human life and address societal needs. (Research)
4. Engage in various projects that aim to build strong community relation and involvement. (Community)
5. Promote compliance with quality assurance in both service delivery and program development. (Quality Assurance)
CORE VALUES:
L- Love of God and Country

C- C’s (Competent, Committed and Compassionate) in service
I- Innovative Minds
A- Aspiring People
N- Noble Dreams

TABLE OF CONTENTS
LESSON TOPICS PAGE
Title Page 1
Preliminaries Lemery Colleges’ Vision and Mission 2
Table of Contents 3
Flexible Learning Design Worksheet (Course Outline) 4
1 INTRODUCTION TO PHILOSOPHY 10
Definition of Philosophy 10
Branches and Fields of Philosophy 12
Significance of Philosophy 16
Activity 1 17
2 ANCIENT GREEK AND SOCRATIC PHILOSOPHERS 19
Thales 20
Anaximander 20
Anaximenes 21
Pythagoras 21
Heraclitus 22
Parmenides 23
Empedocles 23
Anaxagoras 24
Democritus 24
Protagoras 26
Socrates 26
Plato 27
Aristotle 28
Activity 2 29
PRELIMINARY EXAMINATION
Midterms
3 INTRODUCTION TO MEDIEVAL PHILOSOPHY 30
St. Augustine 32
St. Thomas Aquinas 34
St. Anselm 36
Blaise Pascal 37
Activity 3.1 39
Activity 3.2 40
4 INTRODUCTION TO MODERN PHILOSOPHY AND THE ENLIGHTENMENT 40
Rene Descartes 44
Thomas Hobbes 46
Activity 4 49
MIDTERM EXAMINATION
Semi-finals
5 EIGHTEENTH CENTURY: EMPIRICISM
Jean-Jacques Rousseau
John Locke

David Hume
Immanuel Kant
George Wilhelm Friedrich Hegel
Arthur Schopenhauer
Perspectivism, Nihilism and Individualism
Activity 5
6 INTRODUCTION TO CONTEMPORARY PHILOSOPHICAL ISSUES
B.F. Skinner and Operant Conditioning

Ayn Rand and Objectivism
Activity 6
SEMI-FINAL EXAMINATION
Finals
7 FILIPINO INDIGENOUS PHILOSOPHY
Loob and the Filipino Philosophy

Filipino Philosophy of Time
Bahala na
Activity 7
8 INTRODUCTION TO SOCIAL SCIENCES AND ITS BRANCHES
Economics
Anthropology
History
Political Science
Psychology
Sociology
Geography
Demography
Activity 8
FINAL EXAMINATION

FLEXIBLE LEARNING DESIGN WORKSHEET

COURSE
GE 105
CODE
COURSE
SOCIAL SCIENCE AND PHILOSOPHY
TITLE
This course introduces students to the main debates in philosophy and social sciences. Departing from questions about the nature of society and our knowledge of it, we will address
COURSE
issues such as the nature of social facts and human action, the possibility for explanation in the philosophy and social sciences. We will discuss questions including: what could be
DESCRIPTION
an appropriate method of the philosophy of the social sciences; how to explain and predict social phenomena and the laws in the social sciences.
TEACHING AND LEARNING ACTIVITIES WAYS OF
(PREFERRED DELIVERY) ASSESSING THE
WEEK/
LEARNING OBJECTIVE/S TOPICS VIDEO/
MODULAR OBJECTIVES LEARNING RESOURCES
SESSION NO. VIRTUAL
CLASSROOM
RECORDED
ELECTRONIC PRINTED
(ASSESSMENT
LECTURE TASKS)
▪Lemery Colleges’
▪Internalize and uphold the Vision, Mission, ▪Short essays
▪Lemery Colleges’ Vision, Mission, Mission, Goals
Institution’s vision and mission Goals, and (Students submit
1 ✓ ✓ and Objectives
▪Understand the college goals Objectives written work
and program objectives ▪ Introduction electronically)
about the subject
▪Voice over
narrated
Social Science and Philosophy Module-Lesson 1-
powerpoint
ppt
Explain the meaning of presentation
Philosophy and its related ▪ Introduction to ▪Video Clip
2 ✓ ✓ https://www.youtube.com/watch?v=nRG-
branches and importance in the Philosophy Presentation
rV8hhpU&t=49s
society ▪Assignments
▪Short Essays
https://www.youtube.com/watch?v=-H910KLJvkA
▪Worksheets/
Activity Sheets
▪ Ancient Greek
3-4 Discuss how the philosophy ▪Voice over
and Socratic ✓ ✓ Social Science and Philosophy Module-Lesson 2-
started in the world through the narrated
Philosophers ppt

contributions of Ancient Greek powerpoint

and Socratic Philosophers presentation https://www.youtube.com/watch?v=uk1fA5nDP88
▪Video Clip
Presentation https://www.youtube.com/watch?v=iYHdfuJOKHs
▪Assignments
▪Short Essays
▪Worksheets/
Activity Sheets
5 PRELIMINARY EXAMINATIONS
Describe the overview of the
▪ Introduction to
philosophies of the different
Medieval
medieval philosophers ▪Voice over
Philosophy
narrated
Identify the biography and powerpoint Social Science and Philosophy Module-Lesson 3-
▪ St. Augustine
contributions of St. Augustine and presentation ppt
St. Thomas Aquinas in the ▪Video Clip
6-7 ▪ St. Thomas ✓ ✓
emergence of philosophy in the Presentation https://www.youtube.com/watch?v=yStlBaGAFjg
Aquinas
world ▪Video Reporting
▪Worksheets/ https://www.youtube.com/watch?v=A3-SZv3UJTw
▪ St. Anselm
Explain the biography and Activity Sheets
contributions of St. Anselm and ▪Reflective essays
▪ Blaise Pascal
Blaise Pascal in the emergence
of philosophy in the world
▪ Introduction to
Discuss the overview of the ▪Voice over
Modern
philosophies of the different narrated
Philosophy and
modern philosophers powerpoint
the Social Science and Philosophy Module-Lesson 4-
presentation
Enlightenment ppt
8-9 Explain the biography and ✓ ✓ ▪Video Clip
contributions of Rene Descartes Presentation
▪ Rene Descartes https://www.youtube.com/watch?v=mOHi6-_cZjg
and Thomas Hobbes in the ▪Video Reporting
emergence of philosophy in the ▪Worksheets/
▪ Thomas
world Activity Sheets
Hobbes

10 MIDTERM EXAMINATIONS
▪ Eighteenth
Century:
Empiricism
▪ Jean-Jacques
Understand the empiricism and
Rousseau
the contributions of Rousseau
and John Locke
▪ John Locke
▪Voice over
Explain the biography and
▪ David Hume narrated
contributions of David Hume,
powerpoint
Immanuel Kant and George Social Science and Philosophy Module-Lesson 5-
▪ Immanuel Kant presentation
Wilhelm Friedrich Hegel in the ppt
11-12 ✓ ✓ ▪Video Clip
emergence of philosophy in the
▪ George Presentation
world https://www.youtube.com/watch?v=5C-s4JrymKM
Wilhelm ▪Video Reporting
Friedrich Hegel ▪Worksheets/
Discuss the biography and
Activity Sheets
contributions of Arthur
▪ Arthur
Schopenhauer and the
Schopenhauer
perspectivism, nihilism and
individualism
▪ Perspectivism,
Nihilism and
Individualism

▪ Introduction to
Contemporary
▪Voice over
Philosophical
Describe the overview about the narrated
Issues
contemporary philosophical powerpoint
issues presentation
▪ B.F. Skinner ppt
13-14 ✓ ✓ ▪Video Clip
and Operant
Explain the B.F. Skinner Operant Presentation
Conditioning https://www.youtube.com/watch?v=RuQvCxsa5Ns
Conditioning and the work of Ayn ▪Video Reporting
Rand and the objectivism ▪Worksheets/
▪ Ayn Rand and
Activity Sheets
Objectivism
15 SEMI FINAL EXAMINATIONS

▪ Filipino
Indigenous
Philosophy
▪Voice over
narrated
▪ Loob and the
powerpoint
Filipino
presentation
Recognize the different Filipino Philosophy Social Science and Philosophy Module-Lesson 7-
16 ✓ ✓ ✓ ▪Video Clip
Indigenous Philosophy ppt
Presentation
▪ Filipino
▪Video Reporting
Philosophy of
▪Worksheets/
Time
Activity Sheets
▪ Bahala na

▪Voice over
narrated
powerpoint
Explain the meaning of social presentation
▪ Introduction to ppt
sciences and its related fields and ▪Video Clip
Social Sciences
17 its importance in the society ✓ ✓ Presentation
and its branches https://www.youtube.com/watch?v=AR2s8gcBNwk
▪Video Reporting
▪Assignments
https://www.youtube.com/watch?v=WKw8vscbeX0
▪Short Essays
▪Worksheets/
Activity Sheets
18 FINAL EXAMINATIONS
GRADING SYSTEM:
(LECTURE/ LABORATORY COURSES)
MAJOR EXAM : 60%
CLASS STANDING : 40%
-Assignment
-Seatwork/ Activities
-Project
-Quiz
-Report
-Presentation
-Case Studies
-Problem Analysis
-Other outputs
TOTAL 100%

Lesson 1
TOPIC: INTRODUCTION TO PHILOSOPHY
DURATION: 1 WEEK
PREFERRED DELIVERY: Video/ Recorded Lecture/Printed Module
LEARNING OBJECTIVES
By the end of this module, students will have completed the following objectives:
1. Define the philosophy.
2. Identify the different branches of philosophy.
3. Recognize the significance of philosophy.
TO DO LIST
Reading
o Course Content and Lecture in Module 1 (page 10-16)
Watch Lecture Video

- https://www.youtube.com/watch?v=nRG-rV8hhpU&t=49s
- https://www.youtube.com/watch?v=-H910KLJvkA
Take Activity 1
COURSE CONTENT
There was a time in the history of education, where being educated meant having gone through just a handful of
subjects, among which are music, mathematics, rhetoric and philosophy, with philosophy occupying a certain preimminence.
That time was Medieval Europe, a faraway place in the faraway past. Many changes had occurred since. At present, being
educated means having gone through the evergrowing literature of an ever narrowing discipline, and philosophy is longer
considered preimminent - in fact, far from it. While some students expect to glean exotic knowledge about the nature of the
subject, others are disgusted at the thought of its endless debates (Demetrio, 1997). Taking a course in philosophy is indeed
a little bit different from taking other courses from the languages, mathematics or the natural and social sciences.
The aim of this chapter is to discuss briefly, meaningful aspects and issues of philosophy.
Definition of Philosophy
When humanity began trying to explain the nature and origin of the universe through reasoning and observation, instead of
through poetry and mythology, it is said that humanity was taking the first step in the development of philosophy.
Etymologically, the word "philosophy" comes from two Greek words, philo, meaning "to love," and sophia, meaning "wisdom."
Thus, philosophy originally meant, "love of wisdom," and in a broad sense, wisdom is still the goal of philosophy. This "love
of wisdom is something in which all human nature in some measure at least participates and which predisposes all toward
sympathy for the philosopher s enterprises (Scott, et al., 1993). With this meaning, we realize that there is nothing disgusting
with philosophy. It is not about rummaging through musty manuscripts of great dead men (though this is a part of
"philosophizing"). Rather, philosophy emphasizes our living desire to understand the world that surrounds us and the world
within us (Demetrio, 1997).

The proceeding discussions will have their present purpose if they make clear the point that "philosophers" are not
strange human beings, with interests and ambitions alien to the rest of humankind. Rather, one is a "philosopher" precisely
because one possesses and cherishes above the rest of humankind that "love of wisdom" which is a part of all human nature
and because one more reflectively and critically brings to light and examines the largest and widest implications of the life of
all human beings.
The ancient philosophers understood the term philosophy as the sum total of the main branches of scientific study
(physics, or the study of nature; mathematics, or the science of proportion; metaphysics, or the science of being as such;
logic, or the science of correct inferential thinking; and ethics, or the science of morality). Thus, there is no distinction between
philosophy and science, for the entire body of these sciences constitutes what we call philosophy.
Philosophy is also defined as the science that by natural light of reason studies the first causes or highest principles
of all things. Under this definition, four things are to be considered:
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 science.
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. For example, anthropologists study human beings in relation with the society; sociologists study
society, its form, structures, and functions; botanists focus their attention to plants; linguists limit themselves with language;
theologians investigate God; whereas, a philosopher studies human beings, society, religion, language, God, plants, and
many more. In short, a philosopher does not limit himself to a particular object of inquiry. He questions almost anything, if not
everything.
4. First Cause or Highest Principle
A principle is that from which something proceeds in any manner whatsoever.
4.1 The First Principles
a. Principle of Identity - states that, whatever is, is; and whatever is not, is not; everything is what it is. Everything is its
own being, and not being is not being
b. Principle of Noncontradiction - states that it is impossible for a thing to be and not to be at the same time,and at the
same respect.
c. Principle of Excluded Middle - a thing 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.
d. Principle of Sufficient Reason - nothing exists without a sufficient reason for its being and existence.
4.2 A cause is defined as that from which in any way whatsoever exerts a positive influence in the production of
thing. The main kinds of causes explain the how and the why of a being.
a. Material Cause - is that out of which something is made.

b. Formal Cause - is that through which something is made.
c. Efficient Cause - is that by which something is made.
d. Final Cause - is that on the account of which something is made.

Since its beginnings, however, the scope of philosophy has changed. Early philosophers studied aspects of the
natural and human world that later became separate sciences astronomy, physics, psychology, sociology. On the other hand,
certain basic problems-the nature of the universe, the standard of justice, the validity of knowledge, the correct application of
reason, and the criteria of beauty - have been the domain of philosophy from its beginnings to the present. These problems
are the subject matter of the five branches of philosophy-metaphysics, ethics, epistemology, logic, and aesthetics. Other than
these branches, there are also special branches of philosophy like, philosophy of science, philosophy of state, philosophy of
politics, philosophy of mathematics, philosophy of education, philosophy of law, philosophy of language, and others.
For Double, (1999), although, philosophy is an organized body of knowledge, the subject matter of philosophy is
questions, which have three major characteristics: (1) philosophical questions have answers, but the answers remain in
dispute; (2) philosophical questions cannot be settled by science, common sense, or faith; (3) philosophical questions are of
perennial intellectual interest to human beings. The methodology or method that philosophers use to address philosophical
questions is critical thinking that comes from the word "criticize." Critical thinkers criticize the beliefs of everyone, including
themselves. By "criticize," Double means the careful, reflective, rational, and systematic approach to questions of very general
interest. Critical thinking means understanding of philosophy and refraining from merely giving claims but through careful
thought, one reasons through argumentations. Though not every philosopher shares Double's beliefs, different philosophers
have their views of what philosophy is and should try to do.
Four main branches of Philosophy

1. Metaphysics
The investigation of the nature of being- the cause, the substance, and the ultimate meaning or purpose of things -is
the province of metaphysics. Despite its profound, occult, and mysterious sound, the word "metaphysics" resulted from a
misunderstanding by an editor. Aristotle wrote a series of books dealing with nature that he called the Physics (from the Greek
word physis, "nature"). An even more fundamental inquiry, he thought, was the nature of ultimate reality. Aristotle called this
inquiry "first philosophy." However, when his editor, several decades after Aristotle's death, was sorting through his works and
giving them titles, he came to the batch of writings that followed the Physics. The editor did not know what to call them so he
invented the word- After Physics (7meta meaning "after," and physica meaning "physics"). Metaphysics asks such questions
as: What are space and time? What is a thing and how does it differ from an idea? Is a human being free to decide his fate
or do circumstances determine his actions?
Perhaps the simplest distinction in the world is that between persons and things. Persons move at their own will.
Things do not move unless they are acted upon. Philosophers who see the world as made up entirely of things, or matter, are
called materialists. Those who believe that the world of reality is primarily mind are called idealists. Although the philosophical
pursuit of metaphysics is a specialized and often highly technical discipline, metaphysics is really only an extension of a
fundamental and necessary drive in every human being to know what is real. One of the most important tasks each of us
faces in our lives is sorting out the differences between appearance and reality, the phony and the genuine, the mask and the
substance. In fact, everyone distinguishes appearance from reality, though not usually in a very systematic way. Most of us
simply rely on the appearance-reality distinction that we were taught by our parents and teachers at an early age. Throughout
our formative years we are taught to distinguish fiction from fact, film, and dramatic representation from reality. Consider the
expressions like "this is only make believe," "it is only a movie," "it is just a play; they are only acting." Similarly, most of us
learn fairly early the difference between telling a joke and telling a lie. If you are chased by a shadow, but at the last moment
find yourself lying in your own bed at home, you realize that the shadow was "not real" but was "only a dream."
As we grow older we may begin to modify what have been taught is real and unreal, selecting our own personal views
about reality in the light of our experiences and beliefs. The examples reveal a lot about the metaphysician's search for reality,
and we can learn from it if we reflect on it philosophically. We experience things in daydreams, fantasies, wishing, playacting,
but these are usually discounted as unreal.
Sub-branches:
• Ontology – nature and existence of being.

• Cosmology – nature and origin of the universe.

• Theology – nature of God and religious beliefs.
2. Epistemology
How often have entire societies found themselves deluded about the valid sources of knowledge and truth? For
several hundred years, European society and science believed that the earth was flat and that it lay at the center of the
universe. Everyone believed that the sun, planets, and stars revolved around the earth. When Copernicus, Galileo, and others
suggested that this was a mistake, they were condemned and persecuted by church authorities. Church authorities believed
that the Scripture is the only source of true knowledge. According to the Scripture, they claimed, the earth lies at the center
of the universe. Today, "creationists," who believe that the Bible account of how God created the world as literally true, are
sometimes attacked by biologists who believe in the theory of evolution. During the Nazi era, German society claimed that it
was a "scientific fact" that the Germanic races were superior to all others. In the recent past, reputable scientists claimed that
women were inferior to men and that society should treat them as such (Velasquez, 1999).
All these events demonstrate the critical importance both to us personally and as society of looking carefully at the
issues of truth and knowledge. What is knowledge? What is truth? How do we tell the difference between the scientific
knowledge and doubtful pseudo-science? What are valid sources of knowledge and truth? One of the fundamental branches
of philosophy is epistemology the study of human knowledge and the conditions that make knowledge possible. Specifically,
epistemology deals with nature, sources, limitations, and validity of knowledge (Velasquez, 1999).
Epistemological questions are basic to all other philosophical inquiries. Everything we claim to know, whether in
science, history, or everyday life, amounts to little if we are unable to support our claims. Thus, neither a concept of human
nature and self, a theory of the universe, nor an assertion of an ordinary event ("It is sunny" or This mango tastes sweet")
escapes the need for justification. Epistemology presents us with the task of explaining how we know what we claim to know,
how we can find out what we wish to know, and how we can judge someone else's claim to knowledge. Epistemology
addresses a variety of problems: the reliability, extent, and kinds of knowledge; truth; language; and science and scientific
knowledge.
How do we acquire reliable knowledge? What is the source or basis of our knowledge? Human knowledge may be
regarded as having two parts. On the one hand, he sees, hears, and touches; on the other, he organizes his mind what he
learns through the senses. Philosophers have given considerable attention to questions about the sources of knowledge.
Some philosophers think that the particular things seen, heard, and touched are more important. They believe that general
ideas are formed from the examination of particular facts. This method is called induction, and philosophers who feel that
knowledge is acquired in this way are called empiricists. Empiricism is the view that knowledge can be attained only through
sense experience. According to the empiricists, real knowledge is based on what our sight, hearing, smell, and other senses
tell us is really out there, not what people make up in their heads.
Other philosophers think it is more important to find a general law according to which particular facts can be
understood or judged. This method is called deduction; its advocates are called rationalists. For instance, what distinguishes
real knowledge from mere opinion, in the rationalist view, is that real knowledge is based on the logic, the laws, and the
methods that reason develops. The best example of real knowledge, the rationalist holds, is mathematics, a realm of
knowledge that is obtained entirely by reason that we use to understand the universe (Velasquez, 1999). A newer school,
pragmatism, has a third approach to these problems. Pragmatists believe that value in use is the real test of truth and meaning.
In other words, the meaning and truth of an idea are tested by its practical consequences. Thus, it derived from the Greek
word “episteme” meaning knowledge or understanding and “logos” meaning study. In other words, it is the study of the nature
and scope of knowledge.
3. Axiology
Axiology derived from the Greek words “axios” meaning worthy and “logos” meaning study. It is the study of principles
and values. Axiology is the branch of philosophy that considers the study of principles and values. These values are divided
into two main kinds: ethics and aesthetics. Ethics is the questioning of morals and personal values. Aesthetics is the
examination of what is beautiful, enjoyable, or tasteful. In axiology education is more than just about knowledge but also
quality of life.

Ethics is the branch of philosophy that explores the nature of moral virtue and evaluates human actions. It is generally
a study of the nature of moral judgments. Philosophical ethics attempts to provide an account of our fundamental ethical
ideas. Whereas religion has often helped motivate individuals to obey the moral code of their society, philosophy is not content
with traditional or habitual ethics but adopts a critical perspective. It insists that obedience to moral law be given a rational
foundation. In the thought of Socrates, we see the beginning of a transition from a traditional, religion-based morality to
philosophical ethics (White, 1991).
Virtually, all societies have developed rules and regulations, in particular, about how business should be transacted
and how business organizations should be managed. For instance, food service institutions that intend to participate in the
"global marketplace," must first know the rules. In this case, the "sine qua non" for "Business Ethics" is undeniable. Business
ethics is a specialized study of moral right or wrong. It is generally a study of moral judgments in a business context or
environment. Specifically, it analyzes the different ethical issues arising from the conduct of doing business in its various forms
and levels (White, 1993).
Why be ethical? And, what does being ethical really mean? Socrates and Plato answered the first question by
asserting a close relationship between moral virtue and the healthy human personality. They argued that no matter what vice
looks like on the surface or what it achieves - wealth, power, fame, romance it is actually a sign of weakness, not strength.
Aristotle answered the second question by stressing the inner dimension of human action. Virtue depends on character, not
deeds, and our character is shaped by every action that we perform.
The ideas of these three thinkers thereby underscore the relationship between ethics and the very core of our being.
Socrates, Plato, and Aristotle showed that what we do helps or hurts ourselves as much as, if not more than, the people with
whom we deal. These philosophers therefore forcefully demonstrated that our welfare is ultimately in our own hands; they
argued for the seriousness of taking care of the moral character of our actions; and they gave an interesting twist to what it
really means to "look out for number 1". In contrast to the pervasive belief in our culture that satisfying an ever expanding list
of physical and material wants will lead to happiness, Socrates and Plato suggested precisely the opposite. Their ethical
outlook then, is a sobering caution about the difficulty of remaining in control of our lives. By making our character, will, and
intentions central elements of moral virtue, Aristotle pointed out how critical it is to study our motivations and master the inner
forces that could lead to moral compromise (White, 1993).
There is a fundamental distinction in philosophical ethics. (1) The moral discourse or normative ethics underpins what
people ought to do. The person who engages in this discourse is a moralist and moralizes in a non-pejorative sense. A moralist
is someone who uses moral language to what may be called a first-order way. The moralist engages in reflection, argument,
or discussion of moral judgments, that is, a particular group of normative judgments that is concerned with what is morally
right or wrong, good or evil. Finally, he talks about what people ought to do.
Metaethics is interesting not only due to its connection with normative ethics, but because it connects metaphysics
and value theory. Scientific realism yields subjectivism about many of the common sense properties of the physical objects.
This metaphysical subjectivism provides a model for subjectivism regarding value. For instance, there is a natural inclination
for philosophers who think that redness exists only in the consciousness of the perceivers to take a similar view toward
evaluative properties such as goodness. Thus, subjectivism in metaethics is supported by scientific realism in metaphysics
and in turn supports subjectivism in the free will problem.
As soon as human beings have comfortable homes to live, enough food so that they are not endangered of starving,
they begin to ask questions which concern moral or ethical values and which give rise to religion. The first of these is
humanity's desire to find order in the universe that they seek through philosophy, religion, and science. Human beings desire
to find meaning in what they do. They can find fulfillment in the great literature of the world that records the adventure of the
human soul. When humanity has learned to make something that is useful to them, they begin to plan and dream how to
make it beautiful. What therefore is beauty? The establishment of criteria of beauty is the function of aesthetics. Aesthetics is
the science of the beautiful in its various manifestations-including the sublime, comic, tragic, pathetic, and ugly.
Beauty is defined as the capacity of an object aesthetically contemplated to yield feelings that are pleasant. This
definition cannot be characterized simply either as objective or as subjective. Even where beauty was most honored and most
produced- in ancient Greece philosophers were helpless to pierce the secret of its lure. Pythagoras began the game of
aesthetics by reducing music to a mathematical relation and ascribing a subtle harmony to the spheres. The pre Socratic

Greeks sought to define beauty in spatial and quantitative terms: music was a regularity of sounds and plastic beauty was a
regularity of proportions.
4. Logic
Logic introduces us to the abstract thinking of philosophy and familiarizes us with some of its technical terminologies.
It is the study of the methods and principles used to distinguish correct reasoning from incorrect reasoning (Copi and Cohen,
1998). There are objective criteria with which correct reasoning may be defined. If these criteria are not known, then they
cannot be used. The aim of the study of logic is to discover and make available those criteria that can be used to test
arguments and to sort good arguments from bad ones.
Reasoning on every subject matter is the concern of the logician: reasoning in science and medicine, in ethics and
law, in politics and commerce, in sports and games, and even in the simple affairs of everyday life. Very different kinds of
reasoning may be used, and all are of interest to the logician.
How often it happens that we have a vague suspicion that something is wrong with an argument or even know for
certain that it is invalid and yet cannot state precisely what is wrong with it. The study of logic will enable us to pinpoint the
defects of faulty arguments - to explain exactly what is wrong with them and to give the flaw a name. Logic, then, has the very
practical purpose of helping us think with order and ease and without error. It should enable us to discover defects in the
thinking of others and to avoid defects in our own thinking.
The strictly philosophical portions of logic, which show the connection of the laws of logic with the basic principles
underlying them, should give us a deep understanding of the conditions of sound argument and therefore a profound trust in
the competence of the human mind, as well as great mental satisfaction.
The term "logic" comes from the Greek word "logike" and was coined by Zeno, the Stoic (c.340-265 B.C.).
Etymologically, it means a treatise on matters pertaining to the human thought. Itis important to underpin that logic does not
provide us knowledge of the world directly, for logic is considered as a tool, and therefore does not contribute directly to the
content of our thoughts. Logic is not interested in what we know regarding certain subjects. Its concern rather, is the truth or
the validity of our arguments regarding such objects
Specific fields in Philosophy.
1. Philosophy of Education
It deals with how children should be educated, what they should be educated in, and what the ultimate purpose of
education should be for society.
2. Philosophy of Mind
It deals with the consciousness and how it interacts with the body and the outside world.
3. Philosophy of History
It is a relative minor branch in the field of philosophy, focusing on the study of history, writing about history, how
history progresses, and what impact history has upon the present day.
4. Philosophy of Science
It is concerned with how science operates, what the goals of science should be what relationship science should have
with society, the differences between science and other activities.
5. Philosophy of Law
It explores such topics of what law is, what kinds of laws there are, how law is or should be related to morality, and
what sorts of principles should govern punishment and criminal justice in general.
6. Philosophy of Language

It has close ties to both epistemology and metaphysics. It treats a broad spectrum of questions about language, the
nature of meaning, the relations between words and things, the various theories of language learning, and the distinction
between literal and figurative uses of language.
Significance of Philosophy
1. Critical Thinking and General Problem Solving
2. Communication Skills
3. Persuasive Powers
4. Writing Skills
5. Probe into the Meaning and Value of Life
6. Help Paved the Way Towards Self-development and Self-discovery
7. Creation of our Own Philosophy in Life
REFERENCE/S (minimum of 5 references)
• Ramos, C. C. (2004). Introduction to Philosophy. Manila: Rex Book Store, Inc.

• Ramos, Christine Carmela R (2016). Introduction to Philosophy of Human Person. Manila, Philippines. Rex
Bookstore Inc.
• http://www.philosophy-index.com/philosophy/branches/
• https://philosophy.lander.edu/intro/what.shtml
• https://www.youtube.com/watch?v=nRG-rV8hhpU&t=49s
• https://www.youtube.com/watch?v=-H910KLJvkA

ACTIVITY #1
NAME DATE
YEAR & SECTION SCORE:
DIRECTION: Answer the questions below. Write your answers legibly on the space provided.
1. Why is it important to study philosophy?

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2. How can you apply the four main branches of philosophy in your own chosen field?
Metaphysics
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Epistemology
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Axiology
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Logic
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Lemery Colleges, Inc.

A. Bonifacio St., Brgy. Bagong Sikat, Lemery, Batangas

Academic Year 2020-2021

An Instructional Module and

Course Code : GE 105

SOCIAL SCIENCE AND PHILOSOPHY ▪ PAGE 1

L- Love of God and Country

SOCIAL SCIENCE AND PHILOSOPHY ▪ PAGE 2

2 ANCIENT GREEK AND SOCRATIC PHILOSOPHERS 19

4 INTRODUCTION TO MODERN PHILOSOPHY AND THE ENLIGHTENMENT 40

SOCIAL SCIENCE AND PHILOSOPHY ▪ PAGE 3

6 INTRODUCTION TO CONTEMPORARY PHILOSOPHICAL ISSUES

B.F. Skinner and Operant Conditioning

Loob and the Filipino Philosophy

8 INTRODUCTION TO SOCIAL SCIENCES AND ITS BRANCHES

SOCIAL SCIENCE AND PHILOSOPHY ▪ PAGE 4

FLEXIBLE LEARNING DESIGN WORKSHEET

SOCIAL SCIENCE AND PHILOSOPHY ▪ PAGE 5

contributions of Ancient Greek powerpoint

SOCIAL SCIENCE AND PHILOSOPHY ▪ PAGE 6

SOCIAL SCIENCE AND PHILOSOPHY ▪ PAGE 7

15 SEMI FINAL EXAMINATIONS

SOCIAL SCIENCE AND PHILOSOPHY ▪ PAGE 8

SOCIAL SCIENCE AND PHILOSOPHY ▪ PAGE 9

Watch Lecture Video

SOCIAL SCIENCE AND PHILOSOPHY ▪ PAGE 10

a. Material Cause - is that out of which something is made.

SOCIAL SCIENCE AND PHILOSOPHY ▪ PAGE 11

Four main branches of Philosophy

SOCIAL SCIENCE AND PHILOSOPHY ▪ PAGE 12

• Cosmology – nature and origin of the universe.

SOCIAL SCIENCE AND PHILOSOPHY ▪ PAGE 13

SOCIAL SCIENCE AND PHILOSOPHY ▪ PAGE 14

SOCIAL SCIENCE AND PHILOSOPHY ▪ PAGE 15

REFERENCE/S (minimum of 5 references)

• Ramos, C. C. (2004). Introduction to Philosophy. Manila: Rex Book Store, Inc.

SOCIAL SCIENCE AND PHILOSOPHY ▪ PAGE 16

YEAR & SECTION SCORE:

1. Why is it important to study philosophy?

SOCIAL SCIENCE AND PHILOSOPHY ▪ PAGE 17

SOCIAL SCIENCE AND PHILOSOPHY ▪ PAGE 18

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