SYLLABUS FOR CORE CURRICULUM

A. COURSE INFORMATION

COURSE Philo 11.05 NO. OF 3

NUMBER UNITS

COURSE TITLE The Human Condition (Political Track)

PREREQUISITE/S None

DEPARTMENT/ Philosophy SCHOOL SOH

PROGRAM

SCHOOL YEAR 2020-2021 SEMESTER 2nd

INSTRUCTOR/S Earl A. P. Valdez

VENUE ONLINE SECTION SCHEDULE 3rd Quarter

F/G/I TTH
9:30-11:00 (F)
11:00-12:30 (G)
14:00-15:30 (I)

B. COURSE DESCRIPTION

Philo 11 is a course designed to introduce students to philosophical modes of

inquiry, characterized by reflection, critique, and logical argumentation aimed at broad
synthetic claims and presuppositions, about human nature, which is intrinsically socio
politico-ethical.

It addresses the fundamental question “What does it mean to be human?” by discussing

crucial themes such as intellect and will, agency and freedom in the face of
determination, the dialectic between individual identity and sociality, and the finitude of
human existence and the possibility of transcendence.

This particular track has two focal points, namely (a) one’s own realization of
personhood as an embodied existence, and (b) the reality of co-existence, toward fully
appreciating what it means “to exist with (and for) others.” From there, questions on the
nature of politics as a common human activity may be explored and taken into
consideration.

WHERE IS THE COURSE SITUATED

WITHIN THE FORMATION STAGES
IN THE FRAMEWORK OF THE LOYOLA SCHOOLS CURRICULA

X FOUNDATIONS: Exploring and Equipping the Self

X ROOTEDNESS: Investigating and Knowing the World

X DEEPENING: Defining the Self in the World

LEADERSHIP: Engaging and Transforming the World

C. COURSE LEARNING OUTCOMES

Alignment of the Course to the Core Curriculum Learning Outcomes

The Ideal Ateneo Graduate: A Person of

Conscience Competence Compassion Commitment

CCLO CCLO CCLO CCLO CCLO CCLO CCLO CCLO

1 2 3 4 5 6 7 8

X X X

By the end of this course, students should be able to:

COURSE LEARNING OUTCOMES

CLO1: Identify philosophical modes of inquiry, contrast philosophy with other forms of
inquiry, and articulate the value of philosophical thinking.

CLO2: Develop skills in reading philosophical texts, i.e., extracting and explaining the
main point and central argument of philosophical texts, state implicit presuppositions
in philosophical texts, and critically respond to them.

CLO3: Identify and define the different concepts, ideas, and arguments that
philosophers have developed in the exploration of the human condition.

CLO4: Discuss specific philosophical issues about human existence in such a way
that demonstrates familiarity with the strengths and weaknesses of different positions.

CLO5: Formulate one’s own philosophical insights on the human condition, and
articulate and defend a well-considered philosophical judgment about issues raised in
the course

D. COURSE OUTLINE and LEARNING HOURS

Course Outline CLOs Estimated

Contact
or Learning
Hours

I. Doing Philosophy in the Time of Pandemic: CLO 1, 2 10

A Course Introduction

II. What Does It Mean to “Do” Philosophy? CLO 1, 2, 3 12

III. The Embodied Self as a Starting Point CLO 2, 3, 4 12

IV. “I Am (Not) Alone:” Being-with-and-for- CLO 1, 2, 3, 4 12

Others

V. What Am I To Do?: A Synthesis CLO 1,4, 5 10

TARGET COMPETENCE: To constantly reflect philosophically on what it means to be

human and derive a fundamental ethico-political stance through which the issues of
one’s historical context come to light, are analyzed, and responded to.

E. ASSESSMENTS AND RUBRICS

 Assessment Assessment CLOs
Tasks Weight

Quizzes / Checks for Understanding 5 1

Discussion Exercises 10 2, 3, 4

Journal Writing Exercises 15 1, 2, 3, 4

Critical Paper 45 (15 *3) 2, 3, 4

Oral Examination / Creative Project 30 1,2,3,4,5

In general, every after a lecture is a short quiz composed of objective items for
purposes of checking comprehension; the LMS locks after 2 minutes per item and the
grade is immediately made accessible to the student.

There are discussion exercises at the end of modules as a way for students to
summarize and make further sense of the inputs in the modules. They demand active
participation from students in the course. These usually come in understanding prompts
that enable the student to critique and evaluate certain points and perspectives relevant
to the course. The quality of their responses will be graded, and they are encouraged to
comment and build up on their classmates’ comments.

Journal writing exercises are regular reflection inputs that help students track their
progress in this philosophy course. The class will be grouped and will be asked to
create a blog as an online journal. For every class week, the group will be asked to
come up with two brief journal entries. While the work of maintaining the journal will be
distributed to the members (the post should have a by-line to indicate which group
members will be submitting an entry for the week), the group has a responsibility to edit
or refine the post in order to improve content.
Critical papers enable the student to deepen their initial insights after having gone
through parts of the module. There will be three papers in the whole course, and it is a
proper and scholarly discussion which answers a particular question. It may come in the
form of a critique or evaluation of a particular material, or in the form of a “mini-
synthesis” work that is about the theme of one or two modules. In this way, we see how
relevant our discussions and the themes that we tackle not only in certain elements of
human personhood and experience, but moreso in our own lives, as we experience
this pandemic.
 The paper is a formal academic paper and therefore must adhere to the common
rules, style and format of academic writing. It must be typewritten on an A4
(210x297mm) bond paper, with around 1,000 – 2,500 words (approximately 4-6 pages,
double spaced) and with a one-inch margin on all sides, using Times New Roman or
Calibri Light font, size 12. The soft copy must be submitted in the LMS; unless with
permission, no hard copies are to be submitted via document delivery. Papers that
exceed deadlines are to incur a failing grade.
A synthesis will be required by the end of the semester. As of now, what is
recommended is to take a twelve to fifteen minute oral examination that covers the
major themes of the course will be held. However, given the limitations, alternative
projects or paperwork may be considered; in fact, the creative use of media available
(podcast, videos, and the like) may be used to fulfill this requirement. Students may
suggest any final alternative requirement (e.g., group project, publication material in the
time of COVID-19, post-COVID action plans, etc.), and would require constant
consultation with the online coach / teacher. This final requirement will be presented /
discussed during the last week of classes.
Kindly see appendices for the rubrics of each requirement to be followed in this
course.

F. TEACHING and LEARNING METHODS (Tentative Course Outline and

“Schedule”)

Course Outline (Module Numbers) Instructional Materials (Primary Reading)

Introduction (Rules, Roles, Routines)

I. Doing Philosophy in the Time Craig, “Time Isn’t Supposed to Last This
of Pandemic: A Course Long”
Introduction

Module Competencies:
 Articulate and derive
conclusions regarding the
current situation (the COVID-19
pandemic and the “new normal”
way of living”, and how it affects
our human existence as a
whole).
 Raise questions that can be
 answered on the level of
personal reflection, as a
launching pad to do philosophy
and deeply (and continually)
reflect on these questions

II. What Does It Mean to “Do” New York Times, “Read the Full Transcript
Philosophy? of Barack Obama’s High School
Commencement Speech”
Module Competencies: Ferriols, “Insight”
 Read, interpret, and critique a
philosophical text
 Derive sound, philosophical
conclusions from non-
philosophical texts, that can be
followed as guides for daily
living.
 Reflect on daily experiences
from the point-of-view of
philosophy both as an academic
discipline and a way of living.

III. The Embodied Self as a Descartes, “Meditations on the First

Starting Point Philosophy” I-II

Module Competencies: Marcel, “The Mystery of Being Vol. 1”

 Develop an understanding of
what it means to be a person,
specifically as an embodied
subjectivity
 Critique particular views of
personhood with the notion of
embodied subjectivity in mind
 Evaluate present conditions in
which different ideas and
notions of personhood are
emerging and prevalent,
especially when it concerns
people marginalized by virtue of
 race, culture, gender, and class.

IV. “I Am (Not) Alone:” Being- Descartes, “Meditations,” III

with-and-for-Others Ricoeur, “Socius and the Neighbor”

Module Competencies
 Develop a basic awareness and
consciousness of other persons
as “neighbors,” more than just
being a social unit
 Understand the notion of
authentic solidarity as means to
build society and community,
given the current issues at hand
and available responses

V. What Am I To Do?: A Burkeman, "Life in a post-coronavirus world:

Synthesis will it feel so very different?"

Module Competencies
 Determine the importance of
action in the whole process of
doing philosophy, given the
understanding of personhood
that is discussed in the previous
modules.

G. PRIMARY / REQUIRED MATERIALS

Burkeman, Oliver. “Life in a Post-Coronavirus World.” The Guardian, 2020.

https://www.theguardian.com/lifeandstyle/2020/jun/19/life-in-a-post-
coronavirus-world-will-it-feel-so-very-different.

Craig, Megan. “Time Isn’t Supposed to Last This Long.” The New York Times,
2020. https://www.nytimes.com/2020/12/21/opinion/time-coronavirus.html.

Descartes, René. Meditations on First Philosophy, with Selections from the

Objections and Replies. Translated by Michael Moriarty. Oxford: Oxford,
2008.
 Marcel, Gabriel. The Mystery of Being, Vol. I: Reflection and Mystery. Translated
by G.S. Fraser. Chicago: Henry Regnery Company, 1950.

Ricoeur, Paul. “Socius and the Neighbor.” In History and Truth, translated by
Charles A. Kebley, 98–109. Evanston: Northwestern University Press, 1965.

The New York Times. “Read the Full Transcript of Obama’s High School
Commencement Speech.” The New York Times, 2020.
https://www.nytimes.com/2020/05/16/us/obama-graduation-speech-
transcript.html.

H. SECONDARY READINGS (tentative, may be expanded by including several

sources and multimedia in the course of the semester)

Anderson, Thomas C. Commentary on Marcel’s Mystery of Being. Milwaukee:

Marquette, 2006.

Critchley, Simon. “What Is A Philosopher?” The New York Times, 2010.

https://opinionator.blogs.nytimes.com/2010/05/16/what-is-a-philosopher/.

________. The Book of Dead Philosophers. New York: Vintage Books, 2008.

de Botton, Alain. “Why You Will Marry the Wrong Person.” The New York Times,
2016. https://www.nytimes.com/2016/05/29/opinion/sunday/why-you-will-
marry-the-wrong-person.html.

Francis. “Fratelli Tutti.” The Holy See, 2020.

http://www.vatican.va/content/francesco/en/encyclicals/documents/papa-
francesco_20201003_enciclica-fratelli-tutti.html; §§50-86.

Luijpen, William. “To Be Man Is to Exist.” In Existential Phenomenology, 6th ed.

Pittsburgh, PA: Duquesne University Press, 1960.

Peperzak, Adriaan. “Philosophia.” In The Quest for Meaning: Friends of Wisdom

from Plato to Levinas, 7–10. New York: Fordham University Press, 2003.

Pieper, Josef. Leisure, the Basis of Culture. Translated by Gerald Malsbary.

South Bend: St. Augustine’s Press, 1998.

Rilke, Rainier Maria. Letters to a Young Poet. Translated by M. D. Herter Norton.

New York: W. W. Norton & Company, Inc., 1954.

Wallace, David Foster. “This Is Water.” FS, 2005. https://fs.blog/2012/04/david-

foster-wallace-this-is-water/.

I. GRADING SYSTEM
 Short quizzes, written exam, movie paper assignments, group oral examinations,
and the final oral exam are graded using alphabets with designated numeric
equivalents, as indicated in Appendix A; the final grade is computed using the
percentage equivalent and the pre-set criteria below:

A 3.75- Excellent. Shows an excellent grasp of the subject matter as a

4.0 whole; clear, straightforward, and concise, and at the same time
manifesting remarkable precision, originality, and ability to engage
in critical thinking.
B+ 3.25- Very Good. Minor imprecisions are present in one’s work, and
3.74 shows a certain level of originality in insight.
B 2.75- Good. Shows a good grasp of the subject matter, with a sense of
3.24 the whole but needs to be fully developed, vis-à-vis minor details
that need precision.
C+ 2.25- Satisfactory. Needs to work on certain details despite having a
2.74 vague sense of the whole, with little evidence of an original insight
grounded on one’s experience and thought/
C 1.75- Sufficient. Requirements are met and questions are correctly
2.24 answered, but were left without much articulated reflection.
D 1.00- Passing. There is barely a grasp of understanding the subject
1.74 matter, and questions were not answered well, or topics were not
tackled well.
F 0.99 Failing. There is barely no evidence of understanding the matter,
below and ideas were not expressed well.

J. CLASS POLICIES
a. Following the rules established by the Ateneo de Manila University,
alongside the privileges that are given to the institution, this course uses
the full version of Canvas as our learning management system (LMS).
General rules concerning learning tasks are enumerated and given in
Canvas, and so are announcements that are relevant to the class (which
includes but are not limited to modules proper, necessary synchronous
sessions, materials not included in this syllabus, and adjustments to
originally planned material). Even if we have our respective e-mail
addresses, announcements, replies, and materials sent and received are
going to be coursed through Canvas. Each student is expected to take a
great deal of responsibility in following the progress and flow of the course
by diligently monitoring our LMS.

Access to the Canvas platform will be coursed through your official

university e-mails (@obf.ateneo.edu). Kindly check your inbox as soon as
classes begin.
 Course topics are given in the form of modules, and all the materials and
assessments are given to you gradually. There are five modules
constructed in such a way that the student gets to finish one module within
the six-hour learning period for the course. This means that learning is
asynchronous, that is, it depends on your own pace and capacity on
finishing this course.

Given the limitations in terms of internet use, the instructor decided that
materials will be handed over in easily downloadable files, and will not
take up as much space and bandwidth as possible. This means that the
course will have materials in PDF or DOC/X format, and will be submitted
in those formats as well. Of course there will be materials that needed to
be streamed (as with YouTube videos or legally available movies), but will
be duly considered depending on a general evaluation of each student’s
internet connection and capacity. If there are still problems with this, the
instructor recommends addressing the student’s concern through the
University’s offices responsible for distinct considerations regarding this
matter. Kindly check the specific guidelines uploaded in the LMS.

b. The primary rule of this course is that it should be finished within due time,
following the instructions stipulated in modules and the established
parameters in the course. The learning hours stated above are only
recommended times in which one can focus on the course work at hand,
given other subjects and equally valuable matters at hand.

If there is anything that is problematic regarding the online course (e.g.,

Canvas doesn’t load properly, poor internet connection, needed
adjustments because of other priorities), kindly inform the teacher as soon
as possible. The teacher’s contact information is indicated below.

c. Reading is a must for this class, and everybody is expected to read and at
least try to understand the assigned primary texts, with some comments
and questions regarding the topic. The student might want to consult
secondary texts for more information and as an aid toward greater insight
in order to participate more fully and actively. One has to understand that
the course requires one to read various lengthy texts. However, while the
class would mainly “scratch the surface” and cover the essentials, the
student is expected to see deeper and exercise critical thinking in dealing
with the major requirements of the course, which in turn demands going
beyond class discussion and notes and engaging in research.
 d. There may be synchronous sessions (i.e. live video conferences) that will
be scheduled to help us in going through the course. These are highly
optional, and within certain dates and timeslots. These will be recorded
for those who will not be available. In any case, the sessions will be
recorded and uploaded for everybody/

e. We will be using English for this class. Make sure you employ correct and
proper English speaking and writing. Unnecessary code-switching is
highly discouraged.

f. Part of intellectual training is fidelity to the truth, not to mention that it is an

essential trait for one to possess academic honesty and integrity. Thus,
any act of cheating, which involves plagiarism among others, will be dealt
with in strict accordance with the student handbooks. If the student
commits such in any of these course requirements, which are considered
major ones, it would amount to automatically getting a grade of F for the
course.

Remember that plagiarism consists in not only, whether intentionally or

unintentionally, failing to recognize ideas and concepts borrowed, but also
and more importantly, failing to cite them properly. Please refer to the
standard method of citation used in this course. A quick guide for such
citation methods can be found in http://owl.purdue.edu. Since the topics
and method of this course belong to the humanities, the course will have
to use the latest edition of the Chicago Manual of Style (or put simply, the
Turabian method).

g. Take advantage of all the means necessary to learn from this class, from
our Online Classroom, to opportunities for deepening through online
consultation, group discussion, or attendance of school events or
webinars relevant to topics discussed.

K. CONSULTATION HOURS

NAME OF FACULTY EMAIL DAY/S TIME

09h00-10h00
Earl A. P. Valdez eavaldez@ateneo.edu Mondays 11h00-12h00
or, by appointment
APPENDIX 1. Rubrics for Course Requirements

SHORT QUIZZES

Criteria for Needs Meets Standards Exceeds

Judgment Improvement Expectations
Clarity and Answers were
correctness of questioned
answers correctly, in line
with the objective
content of the
material covered

DISCUSSIONS and JOURNAL ENTRIES

Criteria for Needs Meets Standards Exceeds

Judgment Improvement Expectations
Clarity of Ideas Question is clearly
and Insight and duly answered
Reflection and Understanding of
Application philosophical
concepts and how
they are present
(or absent) in
certain situations
and issues are
evident
Form Discussion points
are written with
proper grammar
and syntax;
sources are cited.

CRITICAL PAPERS

A B+ / B C+ / C D/F
Philosophical The question The question There is an The question
Insight (70%) has been has been attempt to has not been
answered in a answered in a answer the answered,
personal and personal and question, but regressing to
reflective reflective reached only mere sharing
 manner, manner, but to answers that of personal
carving an still needs to are left experiences or
understanding carve an unexplained objective data.
centered on a understanding and
single personal centered on a unprocessed
theme. Original theme. Original (or barely).
insight is not insight seems There is no
only present to be present insight, and
but also but has not there is no
connected to been fully trace of an
the materials articulated. attempt to do
covered it.
(primary and
secondary
literature,
personal
experience),
pushing the
main question
even further to
other
questions and
attempting to
answer them
through the
use of
personal
experience
and knowledge
gained from
the class.
Use and Concepts have Concepts have Concepts have Concepts have
Application of been applied been applied been applied not been
Concepts properly, and properly, but by way of applied well.
Covered in there is an has not been broad strokes
the Course attempt to deepened and and not
(20%) mold them and connected well deepened to
build up on to personal life. help one in
them through forming an
personal adequate
 experience. understanding
Organization Concepts are Concepts are Concepts are Concepts are
and Form well-organized. organized, but scattered, scattered, with
(10%) There is a flow needs to be needing obvious errors
of thought. rearranged or established in terms of
Little to no revised. Little connections. style and
errors in terms errors in terms Various errors writing.
of style and of style and in terms of
writing (or oral writing. style and
delivery). writing.

ORAL EXAM & SYNTHESIS

A B+ / B C+ / C D/F
Clarity of A central idea A central idea There is an A central idea
Understanding is clearly is expressed, attempt to is not
and Insight expressed, but needs to develop a developed
(70%) well grounded be greater central idea, completely,
on major grounding and but contains regressing to
philosophical explanation elements that mere sharing
themes that using are left of personal
are part of the philosophical unexplained experiences or
course. Part of themes. and objective data.
this central Original insight unprocessed
idea is an seems to be (or barely).
original insight present but There is no
that sheds new has not been insight, and
light on fully there is no
philosophical articulated. trace of an
concepts attempt to do
discussed in it.
class.

Use and Concepts have Concepts have Concepts have Concepts have
Application of been applied been applied been applied not been
Concepts properly, and properly, but by way of applied well.
Covered in the there is an has not been broad strokes
Course (20%) attempt to deepened and and not
mold them and connected well deepened to
build up on to personal life. help one in
 them through forming an
personal adequate
experience. understanding
Organization Concepts are Concepts are Concepts are Concepts are
and Form well-organized. organized, but scattered, scattered, with
(10%) There is a flow needs to be needing obvious errors
of thought. rearranged or established in terms of
Little to no revised. Little connections. style and
errors in terms errors in terms Various errors writing.
of style and of style and in terms of
writing (or oral writing. style and
delivery). writing.

APPENDIX 2. Reference for Core Curriculum Learning Outcomes

LEGEND:
CCLO Demonstrate effective communication skills (listening and speaking, reading
1 and writing) in English and Filipino.
CCLO Evaluate information and issues in various spheres of life using mathematical
2 reasoning and statistical tools to process and manage data.
CCLO Propose ways to address pressing social and ecological problems using
3 appropriate critical approaches and scientific thinking
CCLO Develop a creative and moral imagination that is responsive to contemporary
4 global realities and challenges, but also deeply rooted in local histories,
conditions, norms, and institutions.
CCLO Internalize the significance and value of her/ his unique existence and
5 purpose in life in light of Christian faith.
CCLO Discern life choices with a keen awareness of ethical dilemmas and
6 considerations.
CCLO Exemplify a commitment to enhancing human life and dignity, especially
7 those who are excluded and in greatest need.
CCLO Practice a vision of leadership and committed citizenship rooted in Christian
8 humanism.