Self-Learning Module: Grade 12

Department of Education
Region IV-A - CALABARZON

Schools Division of Calamba City
SELF-LEARNING MODULE
GRADE 12
INTRODUCTION TO PHILOSOPHY OF THE

HUMAN PERSON
Quarter 1 – Module 1
Module Development Team
Writers: Mark Earvin M. Cervantes

Urayjan Borlaza
Reviewers: Cristeta M. Arcos
Heidi C. Lantacon
Karl Angelo Laa
Layout: Ren Mac Mac G. Motas
Management: SDS Susan DL Oribiana
ASDS Rogelio F. Opulencia
CID Chief Dolorosa S. De Castro
EPS-LRMDS Cristeta M. Arcos
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Office Address: DepEd Bldg., City Hall Compound, Brgy. Real, Calamba City
Landline: 049–554 9830 loc. 14
Email Address: lrmds.depedcalamba@deped.gov.ph
For DepEd Calamba City USE only. We Value your feedback and recommendations.
WEEK
1 I DOING PHILOSOPHY
Philosophy calls every people to think grandly. As a learner who

begins his journey of science and art of wandering, it is important to
gear him/herself up with the fundamental approach of thinking which
philosophy calls everyone. In this module, learners will be oriented
about Philosophy as human activity rather than an academic
discipline. The subject is already a human activity in which everyone
usually engages her/himself constantly. Importantly, this module will
let discover the marvels of thinking holistically. This lesson is focused
on the general overview of Philosophy and understanding of what
Philosophy offers about the Holistic Approach to thinking.
Learning Task 1: VLOG ANALYSIS. In understanding the Holism or

Holistic Approach of thinking offered by philosophy, it is important to
have an overview of Philosophy both as a discipline as a way of life.
To get acquainted, kindly watch the vlog created by Leloy Claudio of
De La Salle University as he discusses the importance and role of
Philosophy.
Link: https://www.youtube.com/watch?v=-H910KLJvkA
Right after watching answer the questions below.
1. What is Philosophy and how it helps daily human activities?

__________________________________________________
__________________________________________________
2. As a discipline, what are the goals of Philosophical Inquiry?
__________________________________________________
__________________________________________________
3. Explain the value of philosophy as presented in the vlog?
__________________________________________________
__________________________________________________
4. How does the guest speaker interpret the Philosophy by wonder?
__________________________________________________
__________________________________________________
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5. What are your realizations after watching the video?

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__________________________________________________
__________________________________________________
Learning Task No. 2: SENTENCE COMPLETION. Choose the letter
of the best answer to complete the statement
1. Philosophy is defined as _________________
a. Philosophy is the science of the ultimate causes through the
light of human reason alone.
b. Philosophy is the science of the ultimate causes through the
light of faith and human reason.
c. Philosophy is the study of arts and culture.
d. Philosophy is the science of the ultimate causes through
the light of faith
2. The etymology of Philosophy is best explained as ___________

a. Philosophy comes two Greek words "Philo" means wisdom
and "Sofia" means love.
b. Philosophy comes two Greek words "Philia" means love and
"Sofia" means wisdom.
c. Philosophy comes two Greek words "Philo" means love and
d. Philosophy comes two Latin words "Philo" means love and
3. Michael strongly believes in honesty and tries to tell the truth in

every situation; however, he also thinks that it is correct to lie to
avoid hurting people's feelings. This is an example of _____.
a. Absurdism
b. Belief
c. Justification
d. Metaphysics
4. Don Ramon and Don Samson are engaged in a heated discussion.

The two are arguing about the most valuable of all. Don Ramon
argues that the most important of all is to love and to be loved. On
the other hand, Don Samson argues that what is important is to be
intelligent and be recognized as such. This kind of Philosophical
problem is called __________________
a. Axiology or Philosophy of Values
b. Philosophy of Mind
c. Logic
d. Metaphysics
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5. Mark and Christine are classmates in Law school, and they are
given the task of writing a legal position about the constitutionality
of the new amendments in the civil procedure. Mark argues that
they have to write a position paper deductively, while Christine
argues that they have to present the paper inductively. Because
the two do not agree about the system of presentation or thinking,
they just decided to drink coffee and return to the said task right
after. This philosophical problem is called ___________________.
a. Axiology or Philosophy of Values
b. Philosophy of Mind
c. Logic
d. Metaphysics
D
This lesson describes the characteristics of the holistic
thinking approach of thinking. It will also help the learner to
determine how important the holistic thinking approach of thinking in
his/her daily living.
PICTURE A PICTURE B
Learning Task No 3. PICTURE ANALYSIS. Describe how the two

pictures presented Rizal Park.
1. Which of the picture present a better view of the entire Rizal Park?
______________________________________________
______________________________________________
2. For you, what are the advantages of seeing things in its entirety?
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______________________________________________
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______________________________________________
3. Do you think, it is always better to have a large view of things all
the time? Why or why not?
_____________________________________________________________________________
What is Holism?
The concept of “whole as greater than the sum of its parts” has
ancient roots. But the term “holism” (more reasonably but less often
spelled ‘wholism’) as fully developed rarely appears in anyone’s
conversation except somewhat narrowly in that of the philosophers or
sociologists. It is a scholarly word that originated from the Greek
‘holos’, meaning ‘whole’. In its present context, as defined by General
Jan Christian Smuts (1870-1950), 4th Prime Minister of South Africa
and a British Commonwealth military leader, statesman and
philosopher conceived “holism” as “The tendency in nature to form
wholes that are greater than the sum of the parts through creative
evolution.” Smuts, arguing in the Holism and Evolution (1926) says:
“This factor, called Holism in the sequel, underlies the synthetic
tendency in the universe, and is the
principle which makes for the origin and progress of ‘wholes’ in the
universe. . . this whole-making or holistic tendency is fundamental,
that it has a well-marked ascertainable character, and that Evolution
is nothing but the gradual development of progressive series of
wholes, stretching from inorganic beginnings to the highest levels of
spiritual creation.”
The holistic concept in ancient theological belief, per Heraclitus

(c.535-475 BCE), was strongly reflected in the concept of Logos and
Pantheism. The Chinese philosopher Zhuangzi (c. 369-286 BCE) was
an exponent of the holistic philosophy of life, projecting a way of
understanding that is uncommitted to a fixed system, a way that is
fluid and flexible, and that maintains a pragmatic attitude towards the
applicability of the “multiplicity of diverse modes” of realization among
different creatures, cultures, and philosophical outlooks. Philosophers
and thinkers even before Socrates (c.469-399 BCE) have rationally
as well as theologically speculated that wholes, both animate and
inanimate, are real, while parts are abstract analytical distinctions,
and that wholes are flexible patterns, not simply mechanical
assemblages of self-sufficient elements. Implicit in this view is that,
when individual components of a system are put together to produce
a large functional unit, a holistic quality develops which is not
predictable from the behavior of the components in their capacity.
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Along genuine holistic paths, whether theistic or non-theistic,
and whatever they are called, there is a potential evolutionary
movement in the consciousness of the human being. It is a
movement from the ordinary level of being, doing, and having that
most of us know in our daily lives to something more fulfilling. The
ordinary level is one where exist many misunderstandings, frequent
periods of frustration and stress, remittent moments of happiness
and pleasure, a somewhat scattered attention, and for some an
underlying sense that we are not living as fully as we might until it is
too late. The holistic path—which is a mystical path for a theistic and
an evolutionary for a non-theistic—is intended to help us experience
another level where life reveals a much deeper inner meaning,
where our thoughts, feelings, and actions are integrated by a clear
intelligence and knowledge, and a feeling of intimacy and
participation with something greater than our normal selves occurs.
A theistic describes it as a level where a profound spiritual
dimension appears. But Plato called it higher knowledge.
Many great artists tell of mysterious creative moments.

Speaking holistically, we might say that the ordinary daily level that
most of us know is fragmented and partial, one where experiences
are driven by one part or another, such as a strong desire, a
thought, or a physical urge. The higher level is experienced as more
whole, more free, where fragments of formerly disparate and
conflicting physical, emotional, intellectual, and spiritual energies are
unified by a love-wisdom of the heart and a new sense of inner unity
and oneness arises. The spirit is now filled with love and emerges
as an active, creative, participating force in life. One must learn to
distinguish the permanent transformation to a higher level from a
temporary or gradual change.
Holism Today
The modern proposition of holism stems from an old idea that

existed spontaneously in the ancient cultures of the Chinese,
Babylonians, Egyptians, Indians, and Homeric Greeks. It viewed the
human being as a compound of body and soul. With physical death,
the soul was considered no longer an alert consciously living entity. In
some cultures, it would become a pathetic shade or ghost doomed to
reside in a gloomy underworld. In other cultures, it would reincarnate in
another body, and for still others, on account of being no longer whole
without a body, the soul would dissolve into nothingness. This theme of
a soul unable to function without a physical body, still holding ground in
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the modern age, impregnated itself especially into most of the

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monotheistic faiths within the concept of an eschatological (religious

belief of judgment and destiny) resurrection as a basic theological
concern with death, destiny and day of judgment. Historically, these
theological considerations,
originating from Zoroastrianism, entered first into Judaism when the
Jews, during their Babylonian exile, came into contact with the
Zoroastrian culture. From Judaism, this idea passed on to Christianity
and Islam where it formed into a belief that a human being is a
compound whole of body, mind, and soul (or spirit), and that not one of
these by itself is fully alive and whole without the other two.
Though the concept of holism was vividly and concisely

reflected by Aristotle (384-322 BCE) in his Metaphysics (1045a10)
that, “The whole is more than the sum of its parts” but holism in the
mystical dimension of western philosophy and sociology emerged
strongly when Baruch de Spinoza (1632-1677) developed a holistic
philosophy in a way reminiscent of Parmenides (c. 515-450 BCE).
Spinoza conceived that all the visible divisions and differences in the
world are in fact aspects of an invisible single substance. He
speculated that there is only one substance, “God, or Nature”, as
nothing finite is self-subsistent. His holistic view proposed a
pantheistic religious experience that was already being reflected in
the mystical thinking of many religious traditions as “spiritualism.
After Spinoza, George Wilhelm Friedrich Hegel (1770-1860),

based on his holistic philosophy that nature consists of one timeless,
rational and spiritual reality and state—reflected a mystical vision of
the invisible unity underlying all visible objects. Hegel’s underlying
invisible, unitive state is quasi-mystical collectivism of an “invisible
and higher reality.” The whole is identified by Hegel as the Absolute
in a spiritual sense. All modern exponents of collectivism in the
political and social sciences, including even Karl Marx (1818-1883),
stress some higher collective reality—a unity, a whole, a group—
though nearly always at the cost of minimizing the importance of the
role of the part and the individual. Against individualism, they
emphasize the social whole or social forces that somehow possess
a character and a will that is greater than or over and above the
characters and wills of the individual members summed up together.
Thus, in the past hundred years, holism has tended to represent
collectivism and to sometimes be perceived as opposed to
individualism
In the second half of the twentieth century, the concept of holism

began to inspire broader thinking that the wholes, whether in a
biological organism, medicine, science, art, individual behavior,
philosophy of language, cultures, etc., are much more than the sum of
their parts. In the philosophy of history and social science, holism
asserts that the objects of social inquiry are collectives rather than
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individual actions. In Gestalt psychology, it sets the focus on

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“Gestalt”—an organized whole that is perceived as more than the sum

of its parts—not on isolated or separate elements. In the philosophy of
biology, holism opposes mechanism and vitalism, maintaining that life
consists of the dynamic system of the organism. In the realm of
physics, the holistic concept is reflected in the modern quantum field
theory that describes all existence as an exhortation of the underlying
quantum vacuum, as though all existing entities are like ripples on a
universal pond—a very modern theory yet remarkably similar to a very
ancient Indian theory that likens all entities to waves forming and un-
forming on the surface of a vast and deep ocean.
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Learning Task No.4: POEM INTERPRETATION. Read the poem
written by John Godfrey Saxe’s on the Indian legend of the Six
Blind Men and the Elephant and answer the following questions
right after. See rubrics for learning tasks for your guidance.
SIX BLIND MEN AND THE ELEPHANT
It was six men of Indostan, to learning much

inclined, who went to see the elephant (Though all
of them were blind),
that each by observation, might satisfy his mind.
The first approached the elephant, and, happening to

fall,
against his broad and sturdy side, at once began to
bawl:
'God bless me! but the elephant, is nothing but a wall!'
The second feeling of the tusk, cried: 'Ho! what have we

here,
so very round and smooth and sharp? To me tis mighty
clear,
this wonder of an elephant, is very like a spear!'
The third approached the animal, and, happening to

take,
the squirming trunk within his hands, 'I see,' quoth he,
the elephant is very like a snake!'
The fourth reached out his eager hand, and felt about
the knee:
'What most this wondrous beast is like, is mighty plain,'
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quoth he;
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'Tis clear enough the elephant is very like a tree.'
The fifth, who chanced to touch the ear, Said; 'E'en the
blindest man
can tell what this resembles most; Deny the fact who
can,
This marvel of an elephant, is very like a fan!'
The sixth no sooner had begun, about the beast to

grope,
than, seizing on the swinging tail, that fell within his
scope,
'I see,' quothe he, 'the elephant is very like a rope!'
And so these men of Indostan, disputed loud and

long, each in his own opinion, exceeding stiff and
strong, Though each was partly in the right, and all
were in the wrong!
So, oft in theologic wars, the disputants, I ween,

tread on in utter ignorance, of what each other mean,
and prate about the elephant, not one of them has seen!
- Brenda B. Corpuz
Questions:
1. What is the meaning of the phrase “might satisfy his mind” in the last
line of the first stanza of the poem?
_______________________________________________________
_______________________________________________________
2. What do you think are the bases of the blind men in giving their
conclusions about the Elephant? Do these help them in giving the
right conclusion? Why?
_______________________________________________________
_______________________________________________________
3. In the context of the poem, how does a holistic point of view differ
from a partial point of view?
_______________________________________________________
_______________________________________________________
4. In the case the blind men, what do you think is the importance of
seeing things from a broad perspective?
_______________________________________________________
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_______________________________________________________
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5. In the last stanza of the poem the author relates the story into a
dispute that was happening during his time, what do you think is the
problem he wants to convey? Do you think this poem offers a solution
to the problem he is referring to? How?
_______________________________________________________
_______________________________________________________
Learning Task No. 5: CONCEPT ANALYSIS. Below is a statement coming

from the book of The History of Filipino People written by Teodoro A.
Agoncillo. Classify whether his claims are conceived through a holistic
approach of thinking or not. Justify your answer based on the discussed
concepts above. See rubrics for learning tasks for your guidance.
The Filipino is naturally fatalistic. No amount of expostulation on

the virtues of science or logic can dislodge him from his idea of fatalism.
He believes that whatever happens to him is the work of fate. This
fatalism is best symbolized in the phrase “Bahala na,” a phrase that
defies translation but which may be rendered loosely as “come what
may.” Can you go through a wall of fire? Bahala na. Are you sure you
can convince him to give up his plan of leaving home? Bahala na. There
are dangers ahead, don’t be foolish as to rush in where angels fear to
tread. Bahala na. This is the last morsel we have; where do we get
tomorrow’s food? Bahala na. Don’t gumble your last peso: you might go
home with pockets inside out. Bahala na. Such fatalism has been bred in
the Filipino a sense of resignation. It is thus that he faces disaster or
tragedy with resignation. He appears indifferent in the face of graft and
corruption. He appears impassive in the face of personal misfortune. Yet
this “Bahala na” attitude prevents him from being a crockpot.
Teodoro A. Agoncillo.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
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A
Learning Task No. 6: CASE ANALYSIS. Read the following cases
below and determine if the problem presented in the scenario is
viewed holistically or partially. Explain your answer and provide
possible solutions that can solve the problem. See rubrics for
learning tasks for your guidance.
1. Atty. Reyes is a legal officer of DepEd Mindanao. In his office, there

is a complaint filed against Mr. Tuazon a well-known hardworking
teacher who is allegedly charged with collecting money from his
students. This act is against DepEd Order Number 41, s. 2012
which prohibits any compulsory collection of money from the
students. After the presentation of the pieces of evidence done by
those who filed against him; Atty. Reyes announced that he (Mr.
Tuazon) is liable for the offense. Thus, he should face an
administrative case in a lower court.
_________________________________________________
_________________________________________________
_________________________________________________
2. Currently, the Government of the Republic of the Philippines faces

different accusations due to its alleged sponsorship of indiscriminate
killings of supposedly drug addicts and pushers. According to some
international reports, there are instances when the government’s
police department hires vigilantes just to perform such killings.
These reports concluded that this Philippine government’s campaign
against illegal drugs would never become successful and would only
result in fear among its citizenry.
_________________________________________________
_________________________________________________
_________________________________________________
3. Mang Dindo is a father to eight children. He earns their living through

farming in the hacienda of a rich young man in San Pablo City. His
son, Levy, is an incoming grade 11 student; but Mang Dindo doesn’t
want to send his son into Senior High school, because he believes that
enrolling in senior high school is just a waste of time and money.
Instead, Mang Dindo urges his son levy to just help him in doing farm
chores so that he (levy) can help his father to raise their family.
“Education” according to Mang Dindo “is just for those who can
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afford it.”
_________________________________________________
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_________________________________________________
_________________________________________________
4. Aling Mareng belongs to the marginalized sector of society. She
believes that she becomes poor because the government fails to help
her in finding a decent job. She wasn’t able to graduate from college
because of early pregnancy, and couldn’t able to find a decent job that
she wants; because she lacks the skills needed in the industry.
_________________________________________________
_________________________________________________
_________________________________________________
5. Leo is a graduating student of BS Information Technology in a state

college in Laguna. His parents provide all his needs by working in a
government office in the said province. In finishing his course
requirements for graduation, Leo needs to upgrade his Laptop’s
operating system so that he can finish the project. However, upon
requesting to his parents, he is denied of such request, because his
parents believe that as an IT student, he should know how to
maximize the system in his old Laptop.
_________________________________________________
_________________________________________________
_________________________________________________
Learning Task No 7. SELF CHECK.Think of one instance in your

life when you judged someone or something erroneously because
you failed to see the whole context of the issue. Provide a
hypothetical conclusion if before you did those actions, you have
already learned about holism or holistic approach of thinking. See
rubrics for learning tasks for your guidance.
______________________________________________________
______________________________________________________
______________________________________________________
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RUBRICS FOR LEARNING TASKS
Performance Very Needs Score

Outstanding Satisfactory
Areas Satisfactory Improvement
4 2
3 1
Ideas This paper is This paper is The writer is The topic is not
clear and mostly focused beginning to well-defined
focused. It holds and has some define the topic, and/or there
the reader's good details and even though are too many
attention. quotes. development is topics.
Relevant details still basic or
and quotes general.
enrich the central
theme.
Organization The organization Paper (and The Sentences
enhances and paragraphs) are organizational within
showcases the mostly structure is paragraphs
central idea or organized, in strong enough make sense,
theme. The order, and to move the but the order of
order, structure of makes sense to reader through paragraphs
information is the reader. the text without does not.
compelling and too much
moves the reader confusion.
through the text.
Sentence The writing has The writing The text hums The text seems
Fluency an easy flow, mostly flows and along with a choppy and is
rhythm, and usually invites steady beat but not easy to
cadence. oral reading. tends to be read orally.
Sentences are more
well built, with a businesslike
strong and varied than musical,
structure that more
invites expressive mechanical than
oral reading. fluid.
Conventions The writer The write The writer The writer
demonstrates a understands shows seems to have
good grasp of good writing reasonable made little
standard writing conventions and control over a effort to use
conventions (e.g., usually uses limited range of conventions:
spelling, them correctly. standard writing spelling,
punctuation, Paper is easily conventions. punctuation,
capitalization, read and errors Conventions are capitalization,
grammar, usage, are rare; minor sometimes usage,
paragraphing) touch-ups would handled well grammar,
and uses get this piece and enhance and/or
conventions ready to publish. readability; at paragraphing
effectively to other times, have multiple
enhance errors are errors.
readability. distracting and
impair
readability.
Presentation The form and The format only The writer's The writer's
presentation of has a few message is message is
the text enhance mistakes and is understandable only
the ability of the generally easy to in this format. understandable
reader to read and occasionally,
understand and pleasing to the and the paper
connect with the eye. is messily
message. It is written.
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pleasing to the
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eye.
References
BOOKS:
Agoncillo, T.A. (2012). The history of the Filipino people 8th
edition. Quezon City: C& E Publishing Corp.
Artigas, M. (2006). Philosophy: an introduction translated by Fr.
M. Guzman. Makati City: Sinag-tala Publishers Corpuz,
B.B., Ruben A.C., Maria Lovelyn C.P., Socrates, O.P., (2016).
Introduction to the philosophy of the human person
for senior high school. Quezon City: Lorimar
publishing, Inc.
Bauzon, P.T. (2012). Handbook in social philosophy (with
review materials in social philosophy of education for
LET) 2nd Edition. Mandaluyong City: National Book
Store.
Bernardo, J.P.V. (2016). Introduction to the philosophy of
the human person. Pasay City: JFS Publishing Services.
Copus, B.B. et al. (2016). Introduction to the philosophy of
the human person. Quezon City: Lorimar Pub.
Krapiec, M. I. (1985). I – man: an outline of philosophical
anthropology abridged version by Francis J. Lescoe and
Roger B. Duncan. New Britain: Mariel Publications.
Maboloc, C. R. (2016). Introduction to the philosophy of the
human person. Quezon City: The Inteligente Publishing
Inc.
Mercado, L.N. (1988). Applied Filipino philosophy. Tacloban
City: Divine Word University Publication.
Wallace, W.A. (1977). The elements of philosophy. New
York City: Society of St. Paul.
Ramos, C.C. (2016). Introduction to the philosophy of the
human person. Manila: Rex Publishing House
Socio, M.P.G. and Ignatius H.V. (2016). Introduction to the
philosophy of the human person. Quezon City: Vibal
Group Inc.
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JOURNALS:
Gaardner, J. (2007). A user manual for our planet. UNESCO:
the courier. No. 9 ISSN.
1993- 8616. 4 – 5.
United Nations Education Scientific and Cultural Organization.

(2009). Teaching
philosophy in Asia – Pacific. Bangkok: author.
ONLINE SOURCES:
http://sutterfield.weebly.com/uploads/1/2/6/8/12686139/discussi
on_questions_for_plato_cave.pdf
https://outre-monde.com/2010/09/25/platonic-myths-the-sun-
line-and-cave/
http://blogphilosophy2.blogspot.com/2007/11/phenomenology.h
tml
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WEEK
2
I Theory of Knowledge and Truth
Due to technological advancement, the flow of and access to
information in the world is fast and easy. With just some clicks on
computers, people can now gain new information. But some may be
guilty of not validating first the information we found on the web.
Some seldomly inquire if their knowledge of anything is valid and
true. If what we get on the internet is wrong, then what we know is
not regarded as knowledge. This pitfall of misinformation is possible
nowadays that is why it is important to always have things verified
first before believing them as true. This process of verification is vital
in the acquisition of true knowledge.
Learning Task 1: PRE-TEST. This initial activity is a review of your

general knowledge. Make sure you don’t consult any book or the
internet in answering the questions. Choose the letter of the correct
answer.
1. Who is the first man who landed on the moon?

a. Neil Armstrong
b. Scott Kelly
c. Andrew Morgan
d. Christopher Cassidy
2. Which of the following is NOT an element?

a. Helium
b. Ammonium
c. Magnesium
d. Sodium
3. What is the value of pi?

a. Approximately 3.15
b. Approximately 3.13
c. Approximately 3.14
d. Approximately 4.15
4. When is the celebration of Philippine Independence Day?

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a. June 11
b. June 13
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c. June 14
d. June 12
5. In what country can we find Honolulu?
a. Jamaica
b. Hawaii
c. Sri Lanka
d. Maldives
Learning Task No. 2: PROCESSING. Let us process how you

responded to the general knowledge questions by briefly answering
the following:
1. Did you find the questions difficult to answer? Why or why not?
________________________________________________
________________________________________________
2. Do you have 100% confidence that your answer in any question
is correct? If you do, what helped you to gain that confidence?
If you don’t, what do you think is the reason?
_______________________________________________
________________________________________________
3. Do you think that your knowledge is enough? Do you believe
that all you know is true and correct? Defend your answer.
_______________________________________________
________________________________________________
D
THEORY OF KNOWLEDGE: Propositional Knowledge
The drills you performed a while ago contribute to the
awareness of the nature of knowledge. To dig deeper in and find
definitive answers to the intricacies of knowledge, here is a crash
course video on knowledge:
https://www.youtube.com/watch?v=kXhJ3hHK9hQ
Learning Task No 3. SIMPLE RECALL. Choose the letter of the

correct answer.
1. What do we call a linguistic act that is either spoken or written and
has a truth value?
a. Proposition
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b. Assertion
c. Justification
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d. Belief
2. What is the state of being either true, or false, or indeterminate?
a. Judgment
b. Moral Value
c. Aesthetic Value
d. Truth Value
3. What do we call the content of an assertion or the underlying of

what we say?
a. Proposition
b. Assertion
c. Justification
d. Belief
4. What do we call it when we take a propositional attitude of truth?

a. Proposition
b. Assertion
c. Justification
d. Belief
5. What is the term that refers to justified true belief?

a. Knowledge
b. Belief
c. Opinion
d. Data
6. What do we call evidence or other support to ones’ belief?

a. Proposition
b. Assertion
c. Justification
d. Knowledge
7. When we take someone’s word (which s/he perceives and

believes), what do we call it?
a. News
b. Testimony
c. Gossip
d. Communication
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8. Where does first-person observation primarily base?
a. Own senses
b. Others’ testimonies
c. Ones’ Imagination
d. Book we read
9. What do we call the situations in which one can have justified true
belief but not knowledge?
a. Prettier Cases
b. Attaché Cases
c. Gettier Cases
d. Givier Cases
10. Who proposed the Gettier Case of the sheep in the field?
a. Edmund Gettier
b. Roderick Chisholm
c. Rene Descartes
d. John Locke
Acquisition of Knowledge
The discussion on knowledge falls on the branch of philosophy we
call Epistemology which came from two Greek etymons, episteme and
logos that can be translated as “knowledge” and “word/principle/study.”
Deriving from these Greek terms, Epistemology is understood as the
philosophical inquiry on the theory of knowledge. This branch of
philosophy specifically includes the discussion on (1) the nature of
propositional knowledge which was shown in the video you saw a while
ago, (2) how we gain knowledge, and (3) the limits of human knowledge.
You already gained an understanding of the nature of
propositional knowledge as being justified true belief in the video that
you saw. This time, let us take a closer look at how philosophers
demonstrate the acquisition of knowledge.
In the history of philosophy, two schools of thought had an
enduring debate on the issue where knowledge comes from. They are
the Rationalists and the Empiricists.
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Rationalism came from the Latin term, ratio, or “reason/mind.”
This is an epistemological view that dwells on the idea that the mind is
the primary source of knowledge. For rationalists, some propositions
are knowable only by intuition (a form of rational insight) alone and
other propositions are knowable by being deduced from intuited
propositions. When we say intuition, it refers to the natural grasping
capacity of the mind to “see” something to be true as a warranted
belief. While the deduction is the way how we derive conclusions from
our intuition. For example, we “intuit” that some apples are ripe. From
this intuition, we can deduct the conclusion that some apples are
unripe. Intuition and deduction thus provide us a priori knowledge -
independent from the sensory experience.
Another argument of the rationalist is the “innateness of
knowledge.” This has roots in the Socratic-Platonic philosophy which
maintains that we, human beings, originally have knowledge when we
are still in the ideal world and we only forgot it when we were
transported to the material world. This same idea of Plato and Socrates
is still carried out by rationalists. For them, knowledge is part of our
nature. It is either given to us by God, or achieved in our previous
existence, or a product of natural selection.
One of the most notable rationalists is Rene Descartes (1596—
1650). Yes, the inventor of the Cartesian plane. Descartes is a French
philosopher who is regarded as the Father of Modern Philosophy. In his
rationalistic thought, he starts with maintaining a skeptic attitude – having
doubts about the existence of everything to ascertain the truth. This
attitudinal systematic doubt led him to a conclusion that (1) he cannot trust
his senses because there are cases where they are defective; (2) he is
prone to interchange dream and reality, thus, may not be sure of what is
real; and lastly (3) a deity may be playing tricks on him by showing false
reality and so it is impossible to know the truth. By doubting everything, he
goes back to an empty starting point where only one thing is for sure -that
he is doubting! Since doubting is a certain kind of thinking therefore
thinking is the only thing that cannot be denied.
From ascertaining the fact that he is thinking, he concludes that
he has a mind where thinking happens. He even believes that he exists
just as a mind (res cogitans). And from this idea of res cogitans, he
proceeds in knowing who the source of minds is -God. Now, he is sure
that there is God, an intelligent and all-powerful being who can cause
his existence (mind and body) and the other created beings as well.
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On the other hand, there is Empiricism, which rejects the main
tenets of intuition/deduction and innateness of human knowledge. It is
reactionary to the rationalistic claim that the mind is the only means and
source of knowledge. It rather upholds the belief in the sensory
experience is the only source of knowledge.
Empiricists treat knowledge as a posteriori or a product of
observation of reality. One of the most prominent empiricists is John
Locke.
John Locke (1632-1704) is an English philosopher and the
founder of British Empiricism who holds the presupposition that the
mind is a blank sheet (tabula rasa) and it only acquires knowledge
primarily through the senses which allow a man to have experiences of
two kinds: outer experience and inner experience. Outer experience is
based on the traditional five senses. With these senses, we experience
the external world and thus gaining knowledge. Inner experience, on
the other hand, refers to reflection. According to Locke, the mind is
incredibly active that it constantly operates after gaining knowledge
from the senses. It can perform even when sensing already took place
be it in the form of remembering, imagining, desiring, doubting, judging,
and choosing.
Nonetheless, Locke subscribes to the rationalistic notion of Intuition
and Deduction when it comes to knowledge of God’s existence. And both
Descartes and Locke have similar views on the nature of
ideas, however, Descartes relies heavily on innate knowledge
and Locke maintains the sensory experience as the root of knowledge.
Learning Task No.4: COMPARATIVE ANALYSIS. Based on the

discussion on Rationalism and Empiricism, create a Venn Diagram.
Rationalism Empiricism 21
Page
This rubric will serve as a guide for scoring your Venn Diagram.
4 2
3 1
Concept Each section Each section of Each section Each section
Arrangement of the the diagram of the diagram of the diagram
diagram contains three contains two contains very
contains four facts easily facts that are few facts that
facts easily identified. somewhat are not easily
identified. identified. identified.
Primary The student Student The student Student
Source exhibits illustrates a displays a shows little or
Content mastery of firmer limited no
the material understanding understanding understanding
as evidenced of most of the of some of the topic.
by attention similarities and details on the There are a
to detail. differences subject few details.
brainstormed. matter.
Linking Reflects Most of the Reflects some Contains non-
Content factual information is factual factual
together information factual and information information
that seemingly and attempts that does not
corresponds corresponds to put it in the correspond to
with the with the corresponding the
appropriate appropriate section of the appropriate
section of the section of the diagram. section of the
diagram. diagram. diagram
E
THEORIES OF TRUTH
St. Thomas Aquinas laid down a balanced definition of truth as

“the conformity of the mind and the reality,” which was basically
inspired by Aristotle’s assertion in his book of Metaphysics: “to say that
what is that is not, or of what is not that it is, is false; while to say of
what is that it is, and of what is not that it is not, is true.” Generally, this
agreement of truth to objective reality is undeniably a compelling one
but as the history of philosophy unfolds, philosophers also came up
with other theories that may, in one way or another, challenge or
complement this traditional theory on truth.
1. Correspondence Theory – (Aristotelian-Thomistic) proposes

the idea that what we believe or say is true if it corresponds to
22
the way things really are. There is a necessity for an

appropriate entity to exist in order to verify the truth of a belief.
Page
For example, if we believe or say that a cat can jump three

times its own height, we must look for a cat which can perform
such ability. The correspondence of the belief or statement to
reality should be established to prove its truthfulness.
2. Coherence Theory – (monistic-idealistic) offers an analysis

of the nature of truth rather than serving a criterion for truth.
It bases on the epistemological motivation of justifying
something as part of a coherent system of beliefs. Any belief
stands in relation to another belief. The properties of system
of beliefs are taken as conditions for justification. A good
example of this is parenthood. We can only claim that
somebody is a parent under the consideration of the idea of
offspring. Both terms are understood in relation to one
another and without one, the other cannot exist.
3. Pragmatist Theory – (pragmatic) can be understood in two

senses. Firstly, truth can only be accepted “at the end of
inquiry” and secondly, truth must come with a certain
pragmatic value, meaning to say, it must be useful at any
degree. It maintains that true statements must be useful to
believe after a thorough examination guided by a standard of
warranted assertibility.
Learning Task No. 5: IDENTIFICATION. Identify which theory of truth

that best fit for the following statements:
1. The court demands compelling proofs of the assassination of the

leader of an activist group to determine the guiltiness of the
accused cops.
2. John saw in the news that there is already an approved vaccine for
COVID-19.
_____________________________________________________
3. To make sure Maria is in the right direction in her research, she

looks for studies related to hers.
23
___________________________________________________________
Page
4. NASA is exploring Mars for the hope of terraforming it; thus, it can
be the second home of humans.
_____________________________________________________
5. Thomas said that he will only believe that the Lord has truly risen if
he can insert his fingers in His side.
6. Rodney said that gasoline could be used as a disinfectant. But his

friend, Len-Len, a chemist, proved he was wrong by demonstrating
how germs can thrive after the application of gasoline in a petri dish.
7. My boss reminded me of my job description when he caught

me doing another’s job. He said I should only do something
about what I am expected to do.
_____________________________________________________
8. Experimentation is needed to validate a hypothesis.
_____________________________________________________
9. We call a baby goat a kid and its mother is called a doe or nanny.
_____________________________________________________
10. Data show that 91% of Filipinos wear face masks
when going outside of their homes.
_____________________________________________________
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A
TRUTH AND OPINION
Another thing to consider in studying epistemology is drawing a

demarcation line between truth and opinion. As a student of philosophy,
it is important to know how to decipher truth from opinions in order to
secure certainty in all our intellectual dealings.
If truth is the conformity of the mind and the reality and it can be
proven through material proofs, can be supported by propositions, and
can have useful impact, opinion on the other hand only expresses a
belief, a feeling, idea, view, or judgment about someone or something.
Truth is objective while opinion is subjective.
Learning Task No. 6: REFLECTION. Write an essay containing your

thoughts on how we could surpass the present pandemic caused by the
contagious disease, COVID-19. Include your personal opinions and facts
that support your proposal to the problem.
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__________________________________________________________________________________
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__________________________________________________________________________________
This rubric will serve as a guide for scoring your essay.
4 2
3 1
and quotes general.
enrich the central
theme.
through the text.
Sentences are more
structure that more
impair
readability.
26
pleasing to the
Page
eye.
References
ONLINE SOURCES:
https://iep.utm.edu/descarte/#H3
https://iep.utm.edu/gettier/
https://iep.utm.edu/locke/
https://plato.stanford.edu/entries/epistemology/
https://plato.stanford.edu/entries/knowledge-analysis/#TrutCond
https://plato.stanford.edu/entries/rationalism-empiricism/
https://plato.stanford.edu/entries/rationalism-empiricism/#Empi
https://plato.stanford.edu/entries/truth/
https://plato.stanford.edu/entries/truth-pragmatic/
http://www.philosophypages.com/hy/4c.htm
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WEEK
3 I Human Person as Embodied Spirit
The 21st-century community defines excellence as reaching

the top. In classrooms, students are always ranked from top to
bottom. In the industrial world, being the number one says
everything. Reaching the top entails one certain thing – to push
one’s self beyond his limits.
Every day people are faced with almost the same question –
shall we stay our comfort zone or take another step forward and fight
inside the courage zone? Like our world is facing right now due to the
proliferation of the deadly virus – COVID – 19, everyone is called to
leave the past life and push forward as people are forced to embrace
the new normal. Indeed, what everyone experiences right now is
another story of the human race dealing with transcendence.
This module aims to simplify the discussions about the deep

philosophical study about Human Person as an Embodied Spirit. A
review of this philosophical topic shows how deep the scholarly
discussion is and as students of philosophy, the reader of this
material is aided to understand the topic without sacrificing the
richness of the philosophical inquiry. However, like other modules,
the concept of simplicity varies from one subject to another.
Learning Task 1: COMPLETE THE CHART BELOW. Make sure

you consult your parents or any adult who have witnessed your
development and reflect before you write your answer. Copy and fill
out the chart in your notebook.
Age Things I can do Things I cannot do
0-3 1. 1.
2. 2.
3. 3.
4-7 1. 1.
2. 2.
3. 3.
8-11 1. 1.
2. 2.
3. 3.
12-15 1. 1.
2. 2.
3. 3.
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16 and up 1. 1.
2. 2.
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3. 3.
Learning Task No. 2: PROCESSING. Answer the following
questions based on how you answered the activity above.
1. What are your limitations as a person? What are the things you
consider as difficult to accomplish or believe in?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
2. What are your strengths as a person? What are the possible things
or status that can reach or achieve in the future?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
3. What are the factors affecting your limitations? How about your
possibilities?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
4. 5 years from now, what are the things you can improve on?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
5. Do you think you can go beyond or transcend your limitations? How?

_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
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D D
Learning Task No 3. PICTURE ANALYSIS
PICTURE A PICTURE B PICTURE C
1. Why do you think people have invented those in the pictures?

____________________________________________________
____________________________________________________
2. What do you think are the human limitations on these inventions?

What these do represent in terms of human limitations?
____________________________________________________
____________________________________________________
3. Do you think, humanity can always go beyond its limitations?

Justify your answer.
____________________________________________________
____________________________________________________
What do we mean by Human Person as Embodied Spirit?
One of the dominant themes in the course Introduction to the

Philosophy of the Human Person is the idea that the human person is
an embodied spirit. But first of all, there is a need to define terms here
because, as it appears, the meaning of the concept “embodied spirit”
is not directly clear to students who do not have a strong background
and orientation in philosophy. So, what does “embodied spirit” mean?
30
The most direct connotation that comes to mind when someone

Page
says something is “embodied” is that it is being materialized or

incarnated. Hence, when one says, “embodied spirit”, it is normally
thought of as a spirit being incarnated. However, the idea of the human
person as an “embodied spirit” does not necessarily refer to the
incarnation or materialization of spirit as an immaterial entity. The
embodiment of the spirit in the context of Christian philosophy (as is well
known, the concept of the embodied spirit is specific to Christian
philosophy) specifically refers to the inseparable union of body and soul.
Thus, when we say “embodied spirit” we mean that the body is not
separate from the soul, just as the soul is not separate from the body.
Socrates on Human Person as Embodied Spirit
Socrates was one of the most influential

philosophers of ancient Greece, whose impact
can be traced to the development of western
philosophy. In this regard, his views on the
body and the soul are particularly important
because he was one of the philosophers, who
distinguished clearly the body and the soul.
Socrates stood on the ground that body and
soul are different entities, but he also believed
that the soul gives life to the body. In such a
way, the body and the soul are closely
intertwined, and, despite the existing
difference, the body and the soul interact with
each other. Therefore, Socrates develops theA marble head of Socrates in
the Louvre
concept of the soul that
gives life to the body and this concept became fundamental for many
philosophical views in ancient Greece as well as western philosophy.
On analyzing Socrates’ views on the body and the soul, it is

important to emphasize the fact that Socrates believes in the immortality
of the soul, whereas the body is mortal. Socrates says not only that the
soul is immortal, but also that it contemplates truths after its separation
from the body at the time of death. Needless to say, none of the four
main lines of argument that Socrates avails himself of succeeds in
establishing the immortality of the soul, or in demonstrating that
disembodied souls enjoy lives of thought and intelligence In such a way,
Socrates stresses that the soul is immortal and the body is just a
substance, which the soul gives life. At the same time, this difference
between the soul and the body makes them different because the soul
brings life, while the body brings death because, if the soul is immortal,
then the body is doomed to death. In such a way, the difference is
31
absolute and it is through the unification of these contrasting

Page
characteristics of the body and the soul, the human body gets life, while
the soul gets its substance for existence since with the help of the body
the soul can exist in the real world. Hence, the body becomes a carrier
of the soul.
At the same time, Socrates takes the soul giving life to the body to
show that a creature’s death involves the continued existence of the soul
in question, which persists through a period of separation from the body,
and then returns to animate another body in a change which is the
counterpart of the previous change, dying. According to the last line of
argument that Socrates offers in the Phaedo, the soul is immortal
because it has life essentially, the way fire has heat essentially. It is plain
that both arguments apply to the souls of all living things, including
plants. And in the final argument, Socrates explicitly appeals to the idea
that it is the soul that animates the body of a living thing. Socrates
argues: What is it that, when present in a body, make it live? — A soul. In
such a way, the soul gives life to the body and that makes the body and
the soul dependent on each other but their striking difference reveals that
they are two different substances, which are just united in the body when
the soul gives life to it.
Body as Prison of the Soul
Augustine's views concerning the nature of man and his place in

the universe inevitably underwent profound transformations during his
intellectual journey from Manichaean, through Neoplatonic, to
Christian teaching. The three outlooks differ profoundly in their
estimate of man. In Manichaean doctrine, man is a being torn in two,
or two beings, just as the world itself is divided or thought of as two
worlds, a world of darkness and a world of light.
According to its cosmogonic myth, these are created by different

creators, ruled by their rulers, and are perpetually at war. Man is an
episode in the inter-cosmic warfare: he is the product of emission from
the kingdom of light into that of darkness. The myth pictures him as
the emissary of light devoured by the darkness, kept imprisoned by it,
and prevented from returning to his home. Man is an object, stage,
and agent of this cosmic struggle. The cosmic forces are mobilized to
prevent or to assist his return to his spiritual home; he is himself a
composite of the two worlds which are at war within as well as around
him, and he has some power to co-operate with the forces of darkness
or to resist. In this last capacity, man is not quite a passive spectator
of the conflict: he is called to resist the entanglement with evil, to
repudiate the body, its main agency. Rejection of and liberation from
the body is therefore a vital part of the Manichaean doctrine of
32
salvation: they belong to a realm essentially evil, and are foreign to

man's inmost nature, serving as the prison of his real self.
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The Act-and-Potency Theory applied in Human Transcendence
A fundamental idea within the natural theology and metaphysics of

Thomas Aquinas is the idea of motion or as we would understand it
today, change. What is it about the existence of things that allow them to
change, and yet stay the same? Why is it that a tree has, within its ways
of existing, the ability to go through so much change with the seasons
and yet remain the same tree? Is there some relationship that we can
infer from our experience of change in things that could deductively lead
to the existence of a being that does not change?
The quote above is a concise description of the relationship we

commonly call “change.” Thomas Aquinas, following in the tradition of
Aristotelian metaphysics, argues that things that begin to exist (i.e.,
contingent things), are divided into two aspects of their existence. These
two principles are called act and potency. A clear example of this
relationship can be found in our experience of an oak tree. Its act, as an
existing thing, entails everything that it is as it exists in the immediate: its
branches, color, density, as well as it is potential to be firewood, or a
cabinet, or a wooden table, or a child’s plaything, or a dog’s plaything. All
the aspects that the tree could be in the future but is not immediately is
designated as a thing’s potential or potency.
Thus, Thomas Aquinas describes the change as a thing moving from

potency to act. Or said another way, contingent things change from what is
possible or potential to what exists or are actual. Thomas Aquinas
described the relationship this way, If this
relationship is true, then one can deduce the “Now it is not possible that the
existence of a being that is purely actual, a same thing should be at once
being that without any potential or potency. in actuality and potentiality in
the same respect, but only in
Such a being would be all-powerful becausedifferent respects. For what is
he could not have the potential to gain any actually hot cannot
power. This being would be all-knowing since simultaneously be potentially
it could not gain any more knowledge. Other hot; but it is simultaneously
attributes can be argued from this position, potentially cold.”
but the main contention is that a being that
is pure
actuality must exist necessarily under its essence. This is because a
potency and an act cannot exist in the same being in the same sense.
That is, a log cannot both be actually on fire and have the potential to be
on fire.
Applying this metaphysical concept in Philosophical Anthropology,

33
man is the intertwine of potency and act. Meaning to say, man is in

Page
constant transit from potency and act. From a simple viewpoint, man is
always in the possibility of going higher from his present state. As much
as human physical attributes indicate this constant transit from human
potential to human actuality, so as human condition must. However,
unlike human physical growth which comes into reality by the dictates of
natural law, the human condition moves only at the will of man. The
elevation or emancipation of man’s condition can turn into reality at the
instance when the human person wills it. Volition or human will plays a
vital role in human transcendence. Transcendence is a decision
everyone faces in a world full of potentials and adversities. History can
provide plenty of people who despite the world’s condition or their
condition were able to reach their actuality despite constant hindrance.
E
Learning Task No. 4: VIDEO ANALYSIS. Watch the video clip below and
answer the following questions based on the philosophical teachings
discussed above. See rubrics for learning tasks for your guidance.
Title of Video: Allegory of the Cave
YouTube link: https://www.youtube.com/watch?v=1RWOpQXTltA
Questions:
1. Describe how people in the cave are situated in Plato’s parable.

Why can't they move their legs or necks? What are the only
things that they're capable of seeing? what's the only source
of light?
________________________________________________
________________________________________________
________________________________________________
2. What do these prisoners trapped in the cavern belief is real?

________________________________________________
________________________________________________
________________________________________________
3. If the liberated prisoner goes back into the cave and tries to
explain to his former fellow prisoners, what kind of reaction will
he get and why?
________________________________________________
34
________________________________________________
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Page
4. Relate the story to Augustine’s concept of Body as Prison of the
Soul.
________________________________________________
________________________________________________
________________________________________________
5. How does the theory of Act-and-Potency shown in the story?

________________________________________________
________________________________________________
________________________________________________
Learning Task No. 5: VIDEO ANALYSIS. Watch the video about Hellen
Keller and discuss how did she transcend her situation. If you were given
a chance to talk to someone who is similarly situated with Hellen Keller,
how will you encourage the person using the principles discussed
above? See rubrics for learning tasks for your guidance.
Title of Video: Hellen Keller – Deafblind author and activist

YouTube link: https://www.youtube.com/watch?v=oxiJ02-hpZY
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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A
Learning Task No 6. Multiple Choice. Choose the letter of the
correct answer and write them in your notebook.
1. What is the main thinking of Augustine about the human body?
a. The human body is a source of knowledge.
b. The human body is the tool of the soul to reach its actuality.
c. The human body is the prison of the soul.
35
d. The human body can exist without the soul.

Page
2. What is the notion of Socrates about the nature of Body and Soul?
a. They are inseparable from each other.
b. They are distinct from each other.
c. They are contradicting principles from each other.
d. They are both sources of life.
3. Which of the following is a TRUE assumption from the Act and

Potency theory?
a. Beings are destined to change.
b. Beings are permanent and immutable.
c. Beings stay to what they are.
d. Beings do not have the potential to improve.
4. Which of the following best exemplifies the notion of Tomas Aquinas

about change?
a. Catherine sleeps throughout the day.
b. A coconut tree stands still in the middle of the farm.
c. A young man chisels a log to make a statue.
d. A car being parked inside the house.
5. How does will play in someone’s condition?

a. Will or volition is the factor for a person to change his condition.
b. Will or volition is a hindrance to the uplifting human condition.
c. Without will or volition, humans can still change their condition.
d. Will or volition is destruction for being an attribute of brutes too.
Learning Task No 7. SELF CHECK. After learning the human’s
capacity to transcend, you are tasked to recognize your present
limitations and plan how to improve them. List down five things you want
to change in yourself for the better of yourself and the community. See
rubrics for learning tasks for your guidance.
My Present My Plans to My Desired

Limitations improve Outcome
1.
2.
3.
4.
36
5.
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Questions for Reflection:
1. How did you arrive with your limitations?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. Do you think your plans to improve will be effective? How?

_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
3. Do you think your desired outcomes are fruitful and helpful to the
community? Why or why not?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
37
Page
RUBRICS FOR LEARNING TASKS

4 2
3 1
and quotes general.
enrich the central
theme.
through the text.
Sentences are more
structure that more
impair
readability.
38

Page
pleasing to the
eye.
References
BOOKS:
Agoncillo, T.A. (2012). The history of the Filipino people 8th edition.
Quezon City: C& E Publishing Corp.
Artigas, M. (2006). Philosophy: an introduction translated by Fr. M.
Guzman. Makati City: Sinag-tala Publishers Corpuz,
B.B., Ruben A.C., Maria Lovelyn C.P., Socrates, O.P., (2016).
Introduction to the philosophy of the human person for
senior high school. Quezon City: Lorimar publishing, Inc.
Bauzon, P.T. (2012). Handbook in social philosophy (with review
materials in social philosophy of education for LET) 2nd
Edition. Mandaluyong City: National Book Store.
Bernardo, J.P.V. (2016). Introduction to the philosophy of the
human person. Pasay City: JFS Publishing Services.
Copus, B.B. et al. (2016). Introduction to the philosophy of
the human person. Quezon City: Lorimar Pub.
Krapiec, M. I. (1985). I – man: an outline of philosophical
anthropology abridged version by Francis J. Lescoe
and Roger B. Duncan. New Britain: Mariel Publications.
Maboloc, C. R. (2016). Introduction to the philosophy of the human
person. Quezon City: The Inteligente Publishing Inc.
Mercado, L.N. (1988). Applied Filipino philosophy. Tacloban City:
Divine Word University Publication.
Wallace, W.A. (1977). The elements of philosophy. New York City:
Society of St. Paul.
Ramos, C.C. (2016). Introduction to the philosophy of the
human person. Manila: Rex Publishing House
Socio, M.P.G. and Ignatius H.V. (2016). Introduction to the
philosophy of the human person. Quezon City: Vibal
Group Inc.
39
JOURNALS:
Page
Gaardner, J. (2007). A user manual for our planet. UNESCO: the
courier. No. 9 ISSN.
1993- 8616. 4 – 5.
United Nations Education Scientific and Cultural Organization.

(2009). Teaching philosophy in Asia – Pacific. Bangkok: author.
Augustine. Man: Body and soul. (1967). In A. Armstrong (Ed.), The

Cambridge History of Later Greek and Early Medieval
Philosophy (pp. 354-361).
Cambridge: Cambridge University Press.

doi:10.1017/CHOL9780521040549.023
ONLINE SOURCES:
http://sutterfield.weebly.com/uploads/1/2/6/8/12686139/discussion
_questions_for_plato_cave.pdf
https://outre-monde.com/2010/09/25/platonic-myths-the-sun-line-
and-cave/
http://blogphilosophy2.blogspot.com/2007/11/phenomenology.html
https://philonotes.com/index.php/2018/12/01/the-human-person-
as-an-embodied-spirit/
https://ses.edu/a-summary-of-act-potency/
WEEK
I Human Person and the Environment 4

The realization of the effects of industrial society paved the way to the
rise philosophical study of the relationship of man with the environment in
the early seventies. From then on, it has become one of the favorite subjects
in philosophy. This is due to the fact of its applicability in our man’s life. We
40
can all agree on the environment’s role in our lives, thus, spending
Page
time to expand our knowledge and empathy towards nature is a
worthwhile one. This is the main purpose of this module.
Learners, through this module, are expected to acquire key concepts of

environmental ethics, to appreciate better the importance of the
environment, and to inspire them to manifest simple acts of care towards
mother nature.
Learning Task 1: Environmental Empathy Check: Draw a Like Symbol

if you agree but draw a Dislike symbol if you do not agree with the
statement.
1. Killing pests is okay.
2. Transferring an endangered species from its original

habitat to another place to conserve it is good.
3. Clearing forests through slash and burn techniques to set

up a farm is acceptable.
4. Eating animals for survival is permissible.
5. Transforming a portion of the forest into a floral garden

adds beauty to it and does not destroy the balance in the
ecosystem.
6. As we progress technologically, we cannot avoid the

deterioration of nature.
7. Mining is allowable as long as it has a permit from the

government.
8. If a man is eaten by a lion, it is no big deal.
9. Human beings own natural resources like lands. The land

title is proof of this.
41
Page
10. The trash of my neighbor is none of my business.

Learning Task No. 2: COMPREHENSION CHECK. The questions above
constitute the main problems of environmental ethics. As you observed,
these questions tend to confuse you by way of making you consider the
clashing ideas of intrinsic value of nature and man’s right towards nature.
For you, what are the 3 items that you found hardest to answer? Give a
short explanation for every item.
1. ______________________________________________________
______________________________________________________
_____________________________________________________
______________________________________________________
_____________________________________________________
______________________________________________________
2. ______________________________________________________
______________________________________________________
______________________________________________________
_____________________________________________________
______________________________________________________
_____________________________________________________
3. ______________________________________________________
______________________________________________________
______________________________________________________
_____________________________________________________
______________________________________________________
ETHICAL PERSPECTIVES ON ENVIRONMENT

Anthropocentric Environmental Ethics
42
When we say “anthropocentric,” we mean “human-centeredness”

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based on its Greek etymology, Anthropos, which means human.

Anthropocentric Environmental Ethics holds the belief in the supremacy
of humanity over nature. This presupposes nature as an object of human
consumption and the reason why we take care of nature is to ensure we
have enough resources to continue living.
In this belief, nature is taken as possessing only instrumental
value. In this sense, nature serves only as a means to achieve other
ends (in the case of man, nature just provides our needs). One of the
earliest appearances of this belief can be seen in Aristotle’s Politics. He
said, “nature has made all things specifically for the sake of man.”
However, this theory does not limit itself to the dominion of man
over nature alone. It also includes the moral standing of man to perform
responsible use of nature. It is reasonable enough to always consider
that human beings are the only beings capable of thinking and willing,
thus, only man can consciously execute moral acts towards nature.
According to Brian Snyder, this brand of “environmental ethics assumes
that there are right and wrong ways for humans to interact with the
environment and sets about the task of discovering this right or wrong.”
Since we are all compelled to sustain our lives, we also have to discover
ways to protect the environment to prolong its life for the future ages and
to enjoy it as we live today.
Non-Anthropocentric Environmental Ethics
This counter belief in anthropocentric environmental ethics hinges on
the idea that nature has intrinsic value rather than having instrumental
value only. Here, organisms for example have value in their right
independent from serving other ends such as being food to others. Since
nature has intrinsic value, man as a moral agent has a responsibility to
protect it or at least to not harm it. An example of this thinking can be found
in Aldo Leopold’s Land Ethic where he taught a valuable lesson on the use
of land and resources. For him, “people have the right to use the bounty of
the land, [but] they must ‘limit freedom of action in the struggle for
existence’ while accepting responsibility to treat the soils, waters, plants,
and animals in ways to restore and nurture their well-being.”
Another notable point of view is Peter Singer’s idea of animal
rights in his book, Animal Liberation. He claimed that we should not
harm animals because, even though they do not possess intellect, they
have feelings. We have to acknowledge empathically their existence as
we acknowledge ours. Since we can intentionally hurt animals that have
intrinsic value in themselves, we have the responsibility to protect them.
Christian Environmental Ethics
43
This religious ethics towards the environment has a similarity with

anthropocentric environmental ethics since it also affirms the superiority of
Page
man over nature. It can be seen in Genesis 1: 27–8: “God created man
in his image. And God blessed them, and God said unto them, Be
fruitful, and multiply, and replenish the earth, and subdue it: and have
dominion over fish of the sea, and over fowl of the air, and over every
living thing that moveth upon the earth.”
According to Lynn White, “Christianity bears a huge burden of guilt”
for nature because of the abuse that happened out of embodying this
absolute dominion over all the earth. But another thinker proposed a
solution to this Christian orientation in the person of Holmes Rolston III. For
him, man as the center of creation has given the task as stewards, thus, he
has the moral obligation to protect biodiversity. Failure to perform this
responsibility would amount to disrespecting God’s gift of creation.
Radical Theories on Environment
These theories appeal to man’s effort to cause drastic
development in the environment be it through self-realization, social
awareness, and gender approach.
a. Deep Ecology – the proponent of this movement is Arne Naess. He
argues that when a man chooses to separate himself from the
environment, it is when he leads himself to selfishness and abuse of
nature. This egoism can be combatted through the adoption of
relationalism where man does not only see himself as related to the
environment but he also sees himself as part of the wider
environment. In this sense, what humans do to the environment has
also impact to humanity. This deep understanding of the
inseparable connection of man and nature is the guide to how we
should conduct our actions to the environment.
b. Social Ecology – this is a form of a critical theory of Murray Bookchin

on the environment espouses the idea that the physical world is our
“first nature” as human beings and human culture as our “second
nature.” This means, our awareness of the environment is embedded
in our being and we have to intervene in protecting nature socially. Our
capacity to socialize, communicate and intelligence should be
rendered for the welfare of the environment as well.
c. Ecofeminism – this is a gender critique of the environment stating

that patriarchy or male-dominated society is the source of
environmental exploitation. And to counteract this patriarchal
tradition, there is a need for the other gender – the feminine who is
also abused in human history to make a stand for the environment.
Coming from a dualistic standpoint, the feminists defend their side
which is regarded as the weaker ones in the duality system. The
44
same defense for nature they pursue against patriarchy’s

Page
exploitation of the environment.

Learning Task 3: JUSTIFICATION. After learning the ethical
perspectives on the environment, let us see what added to your
understanding. Analyze the given from Learning Task 1 and identify
which ethical theory/ies that correspond/s to them and give short
justification to your answers.
1. Killing pests is okay.

_____________________________________________________
_____________________________________________________
_____________________________________________________
2. Transferring an endangered species from its original habitat to

another place to conserve it is good.
_____________________________________________________
_____________________________________________________
_____________________________________________________
3. Clearing forests through slash and burn techniques to set up a
farm is acceptable.
_____________________________________________________
_____________________________________________________
_____________________________________________________
4. Eating animals for survival is permissible.
_____________________________________________________
_____________________________________________________
_____________________________________________________
5. Transforming a portion of the forest into a floral garden adds
beauty to it and does not destroy the balance in the ecosystem.
_____________________________________________________
_____________________________________________________
_____________________________________________________
6. As we progress technologically, we cannot avoid the deterioration

of nature.
_____________________________________________________
_____________________________________________________
_____________________________________________________
7. Mining is allowable as long as it has a permit from the government.
45
_____________________________________________________
Page
_____________________________________________________
_____________________________________________________
8. If a man is eaten by a lion, it is no big deal.
_____________________________________________________
_____________________________________________________
_____________________________________________________
9. Human beings own natural resources like lands. The land title is
proof of this.
_____________________________________________________
_____________________________________________________
_____________________________________________________
10. The trash of my neighbor is none of my business.
_____________________________________________________
_____________________________________________________
_____________________________________________________
E
Learning Task 4: CASE ANALYSIS: Based on your learning of
environmental ethics, analyze the case, and give recommendations for
remedy, development, and sustainability. Your essay should be of 300-
words or so and must be written in a separate sheet or be sent digitally.
Environmental Justice for the Navajo: Uranium Mining in the

Southwest
Mining for minerals in the Navajo Nation began around the end of
World War I. The Carrizo Mountain area, about 30 miles west of
Shiprock, New Mexico, was rich in vanadium, an ore first mined in 1918
(Benally Sr., 1995). The mines where vanadium extraction was taking
place were also lined with a soft yellow metal ore that did not seem to
hold much potential. Little significance was attached to uranium in 1918,
it was simply stacked in bags in the mines and pushed to the side.
However, in just a few years, the demand for uranium would begin. No
one could have predicted the increase in demand that would take place
over the next 30 years.
In the early 1920s, the first uranium extraction began on the Navajo
nation, when the United States government opened it up to exploitation.
Wealthy companies with the ability to invest resources were allowed to
46
remove materials. These initial mining facilities ceased operation in 1923

Page
when rich sources of cheap uranium were discovered in the Belgian
Congo (Watson, 1996).
Mining began in earnest in the Southwest United States after

World War II when atomic weapons were being developed. Escalation of
the Cold War between the US and the Soviet Union sent workers to
uranium mines to mine the ore for processing into nuclear weapons.
More than 15,000 people have mined uranium or worked in ore

processing mills in the Southwest since the 1940s (Watson, 1996). Some
13 million tons of uranium were mined while the mines were in operation.
The Vanadium Corporation of America and Kerr-McGee were the principal
owners of these mines, and the ones responsible for the mistreatment of
Navajo workers (Benally Sr., 1995). Not only were Navajos paid low wages,
but they were not informed about the hazardous effects that uranium was
having on their lives (Benally Sr., 1995).
Navajo Attitudes Toward the Resource
In the Navajo creation story, there is mention of uranium. Uranium -

called "cledge" - is from the underworld, and is to be left in the ground
("Uranium, the Pentagon and ..." 1995). According to the creation story, the
Navajo were given a choice between yellow corn pollen and uranium. In
Navajo belief, the yellow corn pollen possesses the positive elements of life
("Uranium, the Pentagon and ..." 1995). The pollen is prayed for and
carried in medicine bags. Uranium was thought of as an element of the
underworld that should remain in the earth. When uranium was released
from the ground, Navajos believed it would become a serpent ("Uranium,
the Pentagon and ..." 1995). Evil, death, and destruction were seen as the
problems the Navajo would face. These problems have become reality to
the Navajo since mining began. Many Navajo see themselves on the brink
of disaster as the removal of uranium suggests will occur to those people
("Uranium, the Pentagon and ..." 1995).
This rubric will serve as a guide for scoring your essay.

4 2
3 1
47

Page

and quotes general.
enrich the central
theme.
order, structure makes sense to reader through paragraphs
of information is the reader. the text without does not.
through the text.
Sentences are more
structure that more
invites mechanical
expressive oral than fluid.
reading.
conventions usually uses limited range of conventions:
(e.g., spelling, them correctly. standard writing spelling,
capitalization, read and errors Conventions capitalization,
grammar, usage, are rare; minor are sometimes usage,
impair
readability.
pleasing to the
eye.
Environmental Aesthetics and Environmentalism
Aesthetics concerns the theory of beauty. It studies how we attain

aesthetic experience from objects based on disinterestedness. Since it is
48
natural to see beauty everywhere, we naturally gain aesthetic experience in

our environment. Though some philosophers may not agree that an
Page
environment is a legitimate object of analysis in Aesthetics, the concept of

beauty is pervading and may appear through nature so there may be cases
that they afford the aesthetic experience. This is supported by Immanuel
Kant in his Critique of Judgment where he said that nature is an exemplary
object of aesthetic experience. He argued that natural beauty is superior to
that of art and it complements the best habits of mind.
Following the belief of Kant in the capacity of nature to afford
beauty, it is reasonable to suppose an aesthetic purpose of the
environment in man’s existence. This beauty we see in the environment
is one of the reasons why we are drawn to touring environmental sites
and landscaping. But here is where an argument arises. Our obsession
with beauty in nature inspires us to custom it. Some environmentalists
uphold that nature must be preserved as it is, that it is beautiful already
on its own. They are against the customization of nature to appeal to our
senses. For them, we have a moral obligation not to make nature only
objects of pleasure just to satisfy our craving for beauty.
Learning Task 5: APPLICATION. Create a slogan, either digitally or

manually with the dimension of 8x11 inches, about frugality and
prudence towards nature. It can be in Filipino or English. And it should
be posted in your social media accounts to promote awareness towards
taking good care of mother nature.
Performance Very Needs
4 2
3 1
Craftmanship The slogan is The slogan is The slogan is The slogan is

exceptionally attractive in acceptably distractingly
attractive in terms of attractive messy.
terms of neatness. Good though it may
neatness. Well- construction be a bit messy.
constructed and and not very
not messy. messy.
Creativity Slogan is Slogan is Slogan is The slogan

exceptionally creative and a creative and does not reflect
creative. A lot of good amount of some thought any degree of
thought and thought was put was put into creativity.
effort was used into decorating decorating it.
to make the it.
banner.
Originality Exceptional use Good use of Average use of No use of new

of new ideas new ideas and new ideas and ideas and
and originality to originality to originality to originality to
create slogan. create slogan. create slogan. create slogan.
49
Page
Grammar
There are no There is 1 There are 2 There are more
grammatical grammatical grammatical than 2
mistakes on the mistake on the mistakes on grammatical
poster. poster. the poster. mistakes on the
poster.
A
Learning Task 6: CONCEPT ELABORATION. Interview your
household or an online interview with a friend about environmental
issues. Choose a topic below and prepare at least 5 questions about it.
1. Air Pollution
2. Water Pollution
3. Deforestation
4. Solid Wastes
5. Destruction of Ecosystem
6. Global Warming
7. Habitat Destruction
8. Extinction of Species
9. Radioactive and Toxic Wastes
10. Visual Pollution
The interview must be documented in a letter-sized white paper.

Include also a short reflection on the conduct of your interview. Use your
knowledge of environmental ethics as much as possible.
Your interview will be graded using this rubric.

Effective Average Needs Score
5 3 Improvement
1
Interview Demonstrated Demonstrated some Demonstrated
Content excellent knowledge about the a lack of
knowledge about organization and/or knowledge
the position, but should about the
organization and have organization
50
the position. prepared more. and/or position.

Asked thoughtful, Asked generic, Did not ask
Page
tailored, mediocre questions questions

relevant questions
Communication Communication Communication Communication
Delivery style, style, style,
grammar or grammar or grammar or
language was language was language was
inappropriate. often good, but appropriate.
Filler words were sometimes Filler words
used minimally. inappropriate. (um, like, uh,
Filler words were right, okay)
used moderately. were used too
frequently.
References
ONLINE SOURCES:
https://iep.utm.edu/envi-eth/
https://plato.stanford.edu/entries/ethics-environmental/
https://plato.stanford.edu/entries/environmental-aesthetics/
https://www.schooldrillers.com/anthropocentrism-in-environmental-
ethics/
https://simplicable.com/new/environmental-issues
http://www.umich.edu/~snre492/sdancy.html
JOURNALS:
Callicott, J. Baird 1987, ‘Conceptual Resources for Environmental

Ethics in Asian Traditions of Thought: A Propaedeutic’, Philosophy
East and West, Vol. 37, No. 2, pp. 115-130.
Frese, Stephen J. 2003, ‘Aldo Leopold: An American Prophet’, The

History Teacher, Vol. 37, No. 1, Special Feature Issue:
Environmental History and National History Day 2003 Prize
Essays, pp. 99-118.
Jenkins, Willis 2009, ‘After Lynn White: Religious Ethics and

51
Environmental Problems’, The Journal of Religious Ethics, Vol. 37,

Page
No. 2, pp. 283-309.

Snyder Brian F. 2017, ‘The Darwinian Nihilist Critique of
Environmental Ethics’, Ethics and the Environment, Vol. 22, No. 2,
pp. 59-78.
Welchman, Jennifer 2012, ‘A Defence of Environmental

Stewardship’, Environmental Values Vol. 21, No. 3, pp. 297-316.
52
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Department of Education

Region IV-A - CALABARZON

INTRODUCTION TO PHILOSOPHY OF THE

Module Development Team

Writers: Mark Earvin M. Cervantes

Department of Education│R4A│Division of Calamba City

Philosophy calls every people to think grandly. As a learner who

Learning Task 1: VLOG ANALYSIS. In understanding the Holism or

Right after watching answer the questions below.

1. What is Philosophy and how it helps daily human activities?

5. What are your realizations after watching the video?

2. The etymology of Philosophy is best explained as ___________

3. Michael strongly believes in honesty and tries to tell the truth in

4. Don Ramon and Don Samson are engaged in a heated discussion.

Learning Task No 3. PICTURE ANALYSIS. Describe how the two

The holistic concept in ancient theological belief, per Heraclitus

Many great artists tell of mysterious creative moments.

The modern proposition of holism stems from an old idea that

the modern age, impregnated itself especially into most of the

monotheistic faiths within the concept of an eschatological (religious

Though the concept of holism was vividly and concisely

After Spinoza, George Wilhelm Friedrich Hegel (1770-1860),

In the second half of the twentieth century, the concept of holism

individual actions. In Gestalt psychology, it sets the focus on

“Gestalt”—an organized whole that is perceived as more than the sum

SIX BLIND MEN AND THE ELEPHANT

It was six men of Indostan, to learning much

The first approached the elephant, and, happening to

The second feeling of the tusk, cried: 'Ho! what have we

The third approached the animal, and, happening to

'Tis clear enough the elephant is very like a tree.'

The sixth no sooner had begun, about the beast to

And so these men of Indostan, disputed loud and

So, oft in theologic wars, the disputants, I ween,

Learning Task No. 5: CONCEPT ANALYSIS. Below is a statement coming

The Filipino is naturally fatalistic. No amount of expostulation on

1. Atty. Reyes is a legal officer of DepEd Mindanao. In his office, there

2. Currently, the Government of the Republic of the Philippines faces

3. Mang Dindo is a father to eight children. He earns their living through

5. Leo is a graduating student of BS Information Technology in a state

Learning Task No 7. SELF CHECK.Think of one instance in your

Performance Very Needs Score

United Nations Education Scientific and Cultural Organization.

Learning Task 1: PRE-TEST. This initial activity is a review of your

1. Who is the first man who landed on the moon?

2. Which of the following is NOT an element?

3. What is the value of pi?

4. When is the celebration of Philippine Independence Day?

Learning Task No. 2: PROCESSING. Let us process how you

Learning Task No 3. SIMPLE RECALL. Choose the letter of the

3. What do we call the content of an assertion or the underlying of

4. What do we call it when we take a propositional attitude of truth?

5. What is the term that refers to justified true belief?

6. What do we call evidence or other support to ones’ belief?

7. When we take someone’s word (which s/he perceives and

Learning Task No.4: COMPARATIVE ANALYSIS. Based on the

St. Thomas Aquinas laid down a balanced definition of truth as

1. Correspondence Theory – (Aristotelian-Thomistic) proposes

the way things really are. There is a necessity for an

For example, if we believe or say that a cat can jump three

2. Coherence Theory – (monistic-idealistic) offers an analysis

3. Pragmatist Theory – (pragmatic) can be understood in two

Learning Task No. 5: IDENTIFICATION. Identify which theory of truth