LEARNING MODULE FOR INTRODUCTION TO PHILOSOPHY OF THE HUMAN

PERSON: Grade 11
July 20-24, 2020

Name: Section: Date:

A. OPENING PRAYER:
More prayer; more power!

B. DEVOTIONAL:

Good day, dear student!

Let us start our study today with a message from the

book Education by Ellen White. But before we continue, I
would like you to recall the object of education, at the
same time, the work of redemption. Do you remember it?
It is to restore in man the image of his Maker, to
bring him back to the perfection in which he was created, to promote the
development of body, mind, and soul, that the divine purpose in his
creation might be realized.
Now, let’s continue reading Chapter 1: Source and Aim of Education.
Since God is the source of all true knowledge, it is, as we have seen, the first object
of education to direct our minds to His own revelation of Himself. Adam and Eve
received knowledge through direct communion with God; and they learned of Him
through His works. All created things, in their original perfection, were an
expression of the thought of God. To Adam and Eve nature was teeming with divine
wisdom. But by transgression man was cut off from learning of God through direct
communion and, to a great degree, through His works. The earth, marred and
defiled by sin, reflects but dimly the Creator's glory. It is true that His object
lessons are not obliterated. Upon every page of the great volume of His created
works may still be traced His handwriting. Nature still speaks of her Creator. Yet
these revelations are partial and imperfect. And in our fallen state, with weakened
powers and restricted vision, we are incapable of interpreting aright. We need the
fuller revelation of Himself that God has given in His written word.
 The Holy Scriptures are the perfect standard of truth, and as such should be
given the highest place in education. To obtain an education worthy of the name,
we must receive a knowledge of God, the Creator, and of Christ, the Redeemer, as
they are revealed in the sacred word.
Every human being, created in the image of God, is endowed with a power
akin to that of the Creator— individuality, power to think and to do. The men in
whom this power is developed are the men who bear responsibilities, who are
leaders in enterprise, and who influence character. It is the work of true education
to develop this power, to train the youth to be thinkers, and not mere reflectors of
other men's thought. Instead of confining their study to that which men have said
or written, let students be directed to the sources of truth, to the vast fields opened
for research in nature and revelation. Let them contemplate the great facts of duty
and destiny, and the mind will expand and strengthen. Instead of educated
weaklings, institutions of learning may send forth men strong to think and to act,
men who are masters and not slaves of circumstances, men who possess breadth
of mind, clearness of thought, and the courage of their convictions.
Such an education provides more than mental discipline; it provides more
than physical training. It strengthens the character, so that truth and uprightness
are not sacrificed to selfish desire or worldly ambition. It fortifies the mind against
evil. Instead of some master passion becoming a power to destroy, every motive
and desire are brought into conformity to the great principles of right. As the
perfection of His character is dwelt upon, the mind is renewed, and the soul is re-
created in the image of God.
Higher than the highest human thought can reach is God's ideal for
His children. Godliness—godlikeness—is the goal to be reached. Before the
student there is opened a path of continual progress. He has an object to achieve, a
standard to attain, that includes everything good, and pure, and noble. He will
advance as fast and as far as possible in every branch of true knowledge. But his
efforts will be directed to objects as much higher than mere selfish and temporal
interests as the heavens are higher than the earth.

C. PRAYER:
Our Master Teacher, thank You for this brand new day you have given us.
Thank You for reminding us that You are the source of wisdom. Thank You for
teaching us Your words that guide us in our day to day living. We praise You for
Your love and mercy that cover our sinfulness before Your holy presence.
We commit our lives to You today as we start our class. May Your Spirit guide
our students so that they will be inspired to learn their lessons. Above all, may we
always show the love of Jesus to others, and be a blessing to them.
Thank You for listening to our prayer. In Jesus’ sweetest name we pray.
Amen.

D. MODULE NUMBER 3: / WEEK NUMBER: 3

E. INTRODUCTION AND FOCUS QUESTIONS:
Philosophizing is to think or express oneself in a philosophical manner. It
considers or discusses a matter from a philosophical standpoint. In this lesson, you
will learn the various ways of doing philosophy. This lesson focuses on the following
guide questions:

1. What is the difference between fact and opinion?

2. How do you recognize situations that show truth and opinion?

F. OBJECTIVES AND COMPETENCY CODE (WITH IFL and CORE VALUE)

Distinguish opinion from PPT11/12-Ic-2.1 Speak the truth/Honesty

truth.
Analyze situations that PPT11/12-Id-2.2
show the difference
between opinion and
truth.

G. LESSON PRESENTATION

As we start this lesson, think of the many times you said the truth
and expressed your opinion.

Did you ever realize what you said? Was it true or not? Was it based
on facts or mere opinion?

Activity 1: Define It

*Choose a word from the box below. Write it at the center of the mind map.
*Write down other related words or ideas that you can think of in relation to
the word you have chosen.
*Write outwards in all directions all ideas that you can connect and associate
with the word. Write as many as you can until you are satisfied.
Mind Map:

Activity 2: Fact versus Opinion Sort

Write the following descriptions in the correct column.

*information that is true *feelings that may or may not change

*something that cannot be proven *statements that can be proven

*can be looked up in a reference book *a point that cannot be argued

*ideas that a person thinks *a point often used to make an argument

*can be tested out *used in news reports

*differs from person to person *not debatable

Fact Opinion
 Reflection Checkpoint:

What can you say about the quote below? Write down your thoughts.

See the false as false. The true as true. Look

into your heart. Follow your nature.
-Buddha
___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Let’s take a look at some examples of signal words and phrases being
used in the sentence fragments that often precede a statement of fact or opinion.

Fact
●     The annual report confirms…
●     Scientists have recently discovered…
●     According to the results of the tests…
●     The investigation demonstrated…

Opinion
●     He claimed that…
●     It is the officer’s view that…
●     The report argues that…
●     Many scientists suspect that…
(Source) https://www.literacyideas.com/teaching-fact-and-opinion

Activity 3: Reading Shop

In finding wisdom and truth, the following methods apply:

1. Phenomenology. It is the scientific study of the essential structures of

consciousness. It believes that truth is based on the person’s consciousness. These
are experiences  that we get from the senses - what we see, taste, smell, touch,
hear,and feel.
Example: studying the green flash that sometimes happens just after sunset or just
before sunrise (an event that is seen)

2. Existentialism. It believes that truth is based on exercising choices and

personal freedom. It emphasizes the existence of the individual person as a free
and responsible agent determining his own development through acts of the will. It
holds that existence comes first and essence comes second. This means that we
find ourselves existing in the world, and then we give ourselves meaning, or
'essence'.

Example: Determining your career choice based on what you think is an important
way to spend your future. You realize that your choice will make you happy.

3. Postmodernism. It believes that truth is not absolute; it is based on cultures.

Postmodernists believe that humanity should come at truth beyond the rational
(reasonable) to the non-rational elements of human nature, including the spiritual.
They consider that to arrive at truth, humanity should realize the limits of reason
and objectivism. They value our existence in the world and in relation to it.

Caution: Postmodernism is a direct opposition to Christianity (the word of God).

In today's society, postmodernism has led to relativism, the idea that all truth is
relative. That means what is right for one group is not necessarily right or true for
everyone. The most obvious example is sexual morality. Christianity teaches
that sex outside of marriage is wrong. Postmodernism would claim that such a
view might pertain to Christians but not to those who don't follow Jesus
Christ; therefore, sexual morality has become much more permissive in our society
in recent decades. (Source: https://www.learnreligions.com/what-is-postmodernism-
700692#:~:text=Postmodernism%20says%20there%20is%20no%20such%20thing%20as,this%20philosophy%20is
%20in%20direct%20opposition%20to%20Christianity.

4. Analytic Tradition. It believes that philosophical problems, puzzles and errors

in language can be solved by a sound understanding of language or an analysis of
their terms and pure systematic logic.

Example: “Does truth exist?”

• Analytic philosophy approaches it by saying, “What do you mean by truth?

So, before you can approach the question of the existence of truth, you have
to define your term more clearly.
• Analytic philosophers rely heavily on the vocabulary, assumptions, and
equations of symbolic logic in their arguments.
• The advantage of reading analytic philosophy is that once you understand a
particular author’s terms, and the vocabulary of logical analysis, their
arguments would be clear and precise.
5. Logic and Critical Thinking. Logic is centered in the analysis and construction
of arguments. Logic and critical thinking serves as paths to freedom from half-
truths and deceptions. Critical thinking is distinguishing facts and opinions or
personal feelings.

In making rational choices, first, we suspend beliefs and judgment until all facts
have been gathered and considered. Though facts are important, critical thinking
also considers cultural systems, values and beliefs. Critical thinking helps us
uncover bias and prejudice and open to new ideas.

Examples: (1) Recommending a strategy for quitting smoking after reviewing the
latest studies on smoking cessation.

(2) A person trying to interpret an angry friend’s needs, expressed

through a rush of emotion and snide comments, to give that friend some help and
support.

2 Types of Reasoning:
1. Inductive Reasoning- a reasoning based from observations in order to make
generalizations.

Examples:
(prediction: This student is likely to succeed for I see in him a
determination to study.)
(forecasting: We will feel the increase of temperature in the next two
days. It is because of the warming of the sea breezes.
(behaviour: I heard that this man gives free meals to street children, so
many are waiting for him everyday.)

2. Deductive Reasoning- drawing a conclusion from one broad judgment or

definition (major premise) and one more specific assertion (minor premise)
often an inference

For example:
All philosophers are wise. (Major premise)
Confucius is a philosopher. (Minor Premise)
Therefore, Confucius is wise. (Conclusion)

AACians are service-oriented students. (Major Premise)

Marisheil is an AACian. (Minor Premise)
Therefore, Marisheil is service-oriented. (Conclusion)
Validity and Soundness of Argument:

Based on the examples on deductive reasoning, if the two premises are

constructed logically (shows capability of correct, valid reasoning), the deductive
argument is valid. So, our examples above are all valid because validity comes from
a logical conclusion based on logically constructed premises. But this does not
necessarily mean that the conclusion is true or false. (The conclusion may be
correct or not).

Reflection Checkpoint

Which of the five methods of philosophizing did you do lately? Cite

two methods and explain the situation (experience) that happened.

I say

On the other hand, the usual errors in reasoning and truth are as follows. They
are called fallacies.

1. Appeal to pity (Argumentum ad misericordiam)- a kind of appeal to

emotion in which someone tries to win support for an argument by exploiting
the opponent’s feelings of pity or guilt.

Examples:
 A. I know we don't love each other. But, if we don't get married it will crush
my mother. You know she has a weak heart. Do you really want to do
that to her?

B. If we don't adopt that puppy today, people might put him down. Do you
want to be responsible for that? (Note: These statements/arguments are
based on wrong reasoning).

2. Appeal to Ignorance (Argumentum ad ignorantiam)- a kind of appeal which

asserts that a claim must be accepted because no one else can prove otherwise.

Examples:
A. You can't prove that there isn't a mirror universe of our own, so there
must be one out there somewhere!

B. Since the students have no questions concerning the topics discussed in

class, they are ready for a test. (Note: Wrong way of reasoning)

3. Equivocation- a kind of appeal which gives a reasoning using a term or word

several times, but giving that word a different meaning each time.

Examples: hands, pitcher

A. Human beings have hands; the clock has hands.

B. He is drinking from the pitcher of water; he is a baseball pitcher. (Note:

Reasoning is confusing.)

4. Composition- asserts that something is true of the whole because it is true

of some parts of the whole.

Examples:
A. This tire (part of a car) is made of rubber, therefore the vehicle to which it
is a part is also made of rubber.

B. Each brick in that building weighs less than a pound.  Therefore, the
building weighs less than a pound. (Note: Erroneous reasoning)

5. Division- shows that something which is true of a thing must also be true of
all or some of its parts.

Examples:
A. I heard that the Catholic Church was involved in a sex scandal cover-up. 
Therefore, my 102-year-old Catholic neighbor, who frequently attends
Church, is guilty as well!
 B. His house is about half the size of most houses in the neighborhood.
Therefore, his doors must all be about 3 1/2 feet high. (Note: Erroneous
reasoning)

6. Against the person (Argumentum ad hominem)- connects the validity of a

premise to a characteristic or belief of the person advocating the premise. It occurs
when an acceptance or rejection of a concept is rejected based on its source, not its
merit.

Examples:

A. That face cream can't be good. Kim Kardashian is selling it.

B. Don't listen to Dave's argument on gun control. He's not the brightest bulb
in the chandelier. (Note: Erroneous reasoning)

7. Appeal to force (Argumentum ad baculum)- an argument where force,

coercion, or threat of force, is given as a justification for a conclusion.

Example:
A. Jordan: Dad, why do I have to spend my summer at Bible Camp?
Dad: Because if you don’t, you will spend your entire summer in your room
with nothing but your Bible! (Note: Based on wrong reasoning)

8. Appeal to the people (argumentum ad populum)- an argument that appeals

or exploits people’s vanities, desire for esteem, and anchoring on popularity. It is a
proposition (statement) must be true because many or most people believe it.

Examples:

A. A 2005 Gallup Poll found that an estimated 25% of Americans over the age
of 18 believe in astrology—or that the position of the stars and planets can affect
people's lives.  That is roughly 75,000,000 people.  Therefore, there must be some
truth to astrology!
B. Mormonism is one of the fastest growing sects of Christianity today so that
whole story about Joseph Smith getting the golden plates that, unfortunately,
disappeared back into heaven, must be true! (Note: Erroneous reasoning)

9. False cause (post hoc)- since that event followed this one, that event must
have been caused by this one.

Examples:

A. Watching TV that close will make you go blind, so move back!

 B. Buying indulgences will free your child’s soul from purgatory, so you have to
buy them. (Note: Erroneous reasoning)

10. Hasty generalization- (based on insufficient evidence)- a survey of a small

group fails to sufficiently represent the whole population.

Examples:

A. My father smoked four packs of cigarettes a day since age fourteen and lived
until age sixty-nine.  Therefore, smoking really can’t be that bad for you.

B. Four out of five dentists recommend Happy Glossy Smiley toothpaste brand. 
Therefore, it is great.(Note: Erroneous reasoning)

11. Begging the question (petitio principii/ Circular Reasoning) -the proposition
to be proven is assumed implicitly or explicitly in the premise.

Examples:
A. People like to eat because we are biologically influenced to eat.
B. Everyone wants the new iPhone because it is the hottest new gadget on the
market!

Reflection Checkpoint

What is fallacy? How do you detect it?

I say

Activity 5: Apply Logic and Fallacies in Determining Truth from Opinion

Take note!

The fallacy of the use of emotional words happens when one

carefully employs words and images that are heavy with emotional
connotations in order to secure the sympathy of others. For example,
politicians give speeches that easily arouse the emotions and sympathies of the
listeners, viewers and readers because of the words and symbols they use which
are highly emotional. That is why many of their speeches prove to be fallacies.

Activity 6

Each of the statements below violates at least one of the guidelines for
critical thinking. Identify the guideline that is violated and give a brief explanation
for your choice. Determine whether the statements are expressing opinion or truth.

1. Anna bought a bottle of pain reliever because a TV commercial claimed that most
hospitals prescribe it.

2. I get disgusted with my science classes. We study the “principle of this” and the
“theory of that. Aren’t there any laws? Why can’t scientists make up their minds
and stop acting like they don’t know anything for sure?

Reflection Checkpoint

Based on our discussion, how will you know that a certain situation
shows truth? opinion?

I say
 Activity 7: Let’s Do It:

Think of some experiences when you used fallacies. Consider your childhood,
school life and family life experiences when you said fallacies. Write your answers in
the diagram below. In the big box, write what happened. In the small box, write
your realizations. Indicate whether you learned a lesson out of those fallacies you
said. Use a scratch paper for your draft, then write the final answer below.

When I was a little kid while I and best friend are

I learned that while there
walking in the highway and we saw a 20 pesos in the
is conscience in our
grass, my best friend said “ we will return this 20 pesos
hearts the Holy Spiritis
to the owner because if not Jesus will be sad” and I
still there
replied “ok , we will surely do that”.

When I was in grade 7 we had this mean teacher that

always discuss without making it understandable to us I learned that not all
then it seems that she don’t want to teach and since we teacher are very good in
are afraid of her attitude she will say “ is there no other teaching some are just
questions?(in mean tone voice) ok let’s have a quiz” and force to be a teacher
she most bad thing of all she don’t know how to teach because what the society
and it’s a bit kind of awful. tells.

When I was a little kid my Lola always tells me that if I I learned that this things
don’t go home early monsters will get or even attack that our lola, aunts,
me , as I child you will surely scared. mother and other relative
s do such stories so that
we will go home early .

H. INTEGRATION OF FAITH AND LEARNING (IFL)

 The Bible teaches us to think, act and say the TRUTH. Ephesians 4: 25 says,
“Therefore, having put away falsehood, let each one of you speak the truth with his
neighbor, for we are members one of another.

The ninth commandment also tells us, “Thou shalt not bear FALSE witness
against thy neighbour (Exodus 20:16).

Wherever we are, whatever we do, whether people are looking at us or we

are alone, we should be honest, sincere and true with our words, actions and
thoughts. This shows integrity of character. After all, God will judge us of the words
we utter whether they are true or false.

I. REFERENCES

Book:

Ramos, C.C. (2016). Introduction to the Philosophy of the Human Person. Manila:
Rex Bookstore

Web:

https://www.literacyideas.com/teaching-fact-and-opinion

https://www.learnreligions.com/what-is-postmodernism-

PREPARED BY:

Marisheil Arriesgado-Lauron
Teacher, Adventist Academy- Cebu

Cellphone No. 0922 726 9928

Email Address: lmarhys@ymail.com