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Introduction to the Philosophy of the Human Person - GRADE 11 / 12
Alternative Delivery Mode
Quarter 1: Module 4: Freedom of the Human Person
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort
has been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over
them.

Published by the Department of Education

Secretary: Natividad P. Bayubay, CESO VI
Undersecretary: Loida P. Olavario, Ph. D
Felix M. Pamaran

Development Team of the Module

Writer: Archie Mallen Cascara
Content Editor: Leo Andrew B. Diego
Language Editor: Kristine Hemor
Reviewers: Pedro J. Dandal
Management Team: Natividad P. Bayubay, CESO VI
Loida P. Olavario, Ph. D
Felix M. Famaran
Aurelia B. Marquez
Rodgie S. Demalinao
Pedro J. Dandal
Benjamin J. Lamitar, Jr.

Department of Education – MIMAROPA Region – Schools Division of Palawan

Office Address: PEO Road, Barangay Bancao-Bancao, Puerto Princesa City

Telephone: (048) 433-6392
E-mail Address: palawan@deped.gov.ph
Website: www.depedpalawan.com

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Introductory Message
For the facilitator:

Welcome to the Introduction to the Philosophy of the Human Person module 5 –

Freedom of the Human Person

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resources hope to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking consideration their needs
and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners’ progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

Welcome to the Introduction to the Philosophy of the Human Person – Freedom of
the Human Person.
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

What I Need to This will give you an idea of the skills or

Know competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

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 What’s In This is a brief drill or review to help you link
the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.

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 3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

What I Need to Know

To have a clear understanding of what course of action to take will lead you to
a better results or consequences. This is what this module made for—for you to have
a clear and better understanding and realize that all your all actions have
consequences that will later on guide you in the future.
Learning Competencies:
At the end of the module, you should be able to:

1. realize that “all actions have consequences.”

PPT11/12-IIa-5.1
2. define and identify different kinds of actions.
3. demonstrate which actions have moral Implication or consequences
and which have not.
4. formulate set of rules for actions that will eventually promote positive
moral implications or consequences.

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 What I Know

Pre-Test – Multiple Choice

Directions: Read each item carefully and use your notebook to write your answers.

1. Right act is BEST defined as

A. an act that is either morally required for people to do or brings about

positive moral implications and consequences.
B. acts that are permissible one way or the other.
C. an act that people have an obligation not to perform.
D. an act that is bad but not necessarily morally prohibited.
2. An obligatory act emphasizes that a person has a moral obligation to fulfill any
promise he/she has made. This statement is _______________.

A. false C. neither true or false

B. true D. totally false

3. Which of the following best exemplifies supererogatory act?

A. John Richard is doing nothing

B. Agapito is caught in the act of stealing
C. Leo Andrew is a law abiding citizen
D. Ian Anthony risking his life to save his friends from danger.

4. A _______________ is an act that people have an obligation not to perform.

A. morally forbidden act C. obligatory act

B. infravetatory act D. supererogatory act

5. Risking one’s life to help or save others is an example of _______________.

A. obligatory act C. morally forbidden act

B. supererogatory act D. infravetatory act

6. Ian Anthony is a very secretive person. However, he realized that being open to
others can build trust and promotes healthy and friendly environment. Which of
the following would be the result if he decides being open to others?

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 A. He will win the confidence and trust of others
B. He will be gaining more friends
C. He will be better understood by others
D. None of the above

7. Which of the following action DOES NOT imply wrong act?

A. cheating to get a higher score

B. stealing foods to survive
C. extending your hands to help others in their most difficult times
D. breaking government rules all the time

8. Samuel is a good man. He never hesitates to help people in his town especially
those in need by giving whatever available things or foods at his disposal. What
do you thinks exemplify Samuel’s action?

A. morally neutral actions C. right acts

B. wrong acts D. obligatory acts

9. Spreading fake news is an example of wrong act. This statement is

_______________.

A. totally false C. false

B. true D. neither true or false

10. A _______________ is either an act that is morally forbidden for people to do.

A. supererogatory act C. wrong act

B. obligatory act D. none of the choices

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 Lesson
Realize that “All actions have
5 consequences”

You have heard it said, “You will reap what you sow” This maxim is a great
reminder that whatever a person think, say and do in life will have a consequences
that ultimately affect us and those of others. Like a man risking his health by giving
food packs to the poor in the midst of COVID-19 pandemic truly increases the
wellbeing of others. Or take the case of a man who was immediately arrested without
warning by the Philippine National Police (PNP) for breaking the rules of Enhance
Community Quarantine (ECQ) ended up getting arrested or worst put behind bars.
Each man receives the reward according to his deeds. You may either suffer from
your action or will benefit from it. It must be clear in one’s mind that all actions have
consequences.

What’s In

Notes to the Teacher

Begin the lesson by letting the students do Activity No. 1 as a
review. Allow the student to answer the given worksheet which
will explore their prior knowledge on topic.

Activity 1: Warming up!

Directions: Observe and analyse the pictures below and give the appropriate action
and consequences of the shown image in the pictures based on your
observation. Choose the appropriate action and consequences in the box.

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 ACTION CONSEQUENCES

• Cleaning ▪ Increase the possibility of getting a

• Wandering around
• Studying
• Cutting classes
highest score during in examination
▪ Poor performance in school and will be
under or subject to disciplinary action.
▪ You will have a clean and comfortable
classroom.
▪ Arrested for breaking the rules of
Enhance Community Quarantine
(ECQ).

1._____________ during class hour 2.______________ his

lessons
Consequence:___________________
Consequence______________________
_______________________________
________________________________
_______________________________
________________________________

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 3.__________the classroom 4. __________ breaking
the ECQ rules
Consequence:_____________________
Consequence:____________________
________________________________
_______________________________
________________________________
_______________________________

What’s New

Activity 2: Read and analyse the story below!

Right and Wrong

When Bankei held his seclusion weeks of meditation, pupils from many
parts of Japan came to attend. During one of the gatherings a pupil was
caught stealing. The matter was reported to Bankei with the request that the
culprit be expelled. Bankei ignored the case.
Later the pupil was caught in a similar act, and again Bankei
disregarded the matter. This angered the other pupils who drew up a petition
asking for the dismissal of the thief, stating that otherwise they would leave in
a body.
When Bankei had read the petition he called everyone before them.
‘You are wise brothers,’ he told them, ‘You know what is right and what is not
right. You may go somewhere else to study if you wish, but this poor brother
does not even know right from wrong. Who will teach him if I do not? I am
going to keep him here even if all the rest of you leave.’

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 A torrent of tears cleansed the face of the brother who had stolen. All
the desire to steal had vanished.

Senzaki, S., & Reps P. (trans. 1957). Zen flesh, Zen bones; A collection of Zen
and pre-Zen writings. Rutland, VT: Charles E. Tuttle.
Activity 3: Pika-Pika DATA RETRIEVAL CHART
Directions: After reading the story, complete the data retrieval chart below by identifying all
actions, their categories and consequences stipulated in the story and answer the
guide questions below.

Category of Actions
Actions Consequences Right Wrong

Answer the following Questions:

1. What is the story all about?

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
__________________________________________________________

2. What do you feel after reading the story?

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
__________________________________________________________

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3. Based on the data retrieval, do you realize now that ‘all actions have consequence?’
Elaborate and justify your answer.
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
__________________________________________________________

4. How are you going to improve yourself from what you have learned in the story to show
your affection act of compassion with others?
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
__________________________________________________________

5. What conclusion can you make on the information you have gathered on the retrieval
chart?
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
__________________________________________________________

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 What it is?

Activity: Read me!

What is action? What does it mean to say that a person is acting? While these
questions may invite the typically commonsensical answer from people, they are at the
same time two concerns that are at the center of the branch of philosophy called
philosophy of action. It is therefore not surprising that these questions elicit different
answers from different philosophers. Nevertheless, this does not have to stop from
providing our own criteria of what counts as action based on common understanding and
experience from the universally accepted principle of moral action to arrive a descriptive
definition of action. Here are the criteria that define action:

• First criterion is that something counts as action if it involves some sort of

physical movement. Thinking for instance is not usually considered as an action.
You are not acting just by being deep in thoughts.

• Second criterion is that action involves people’s belief and desires. Once one
identifies the right beliefs and corresponding desires, one can see whether the
action is rational or irrational. A belief that fails to lead the satisfaction of desires
may be irrational depending on the context. For instance, if one desires to
quench thirst, it would be irrational to address that desires by believing that dry
leaves would quench thirst and acting on that belief. The belief and desire must
be distinctively appropriate for one another to make the action rational.

When we are faced with a morally significant situation, we often turn to the nature of
the action and decide whether the action done is right or wrong. Although these two
categories are common in moral discourse, they can mean different things and can be
categorized in several ways. Let us move forward to the categories of right and wrong
action:

1. A right act - An act is right if it maximizes good Bentham (1907). It just seems
more appropriate that when we talk about right actions, we are talking about
actions that bring about a certain good or produce morally significant
consequences. With that in mind, there are two kinds of right actions:

• An obligatory act - is an act where one is morally duty bound to perform;

it is not permissible for one to refrain from doing it according to Sidgwick
(1907). Examples of such act are act of kindness, act of giving, act
helping, caring for the family etc.
• A supererogatory act - is an action that is commonly known as heroic
acts or a “meritorious non duties” in the words of Feinberg (1968). These
are actions that are highly esteemed as good beyond the call of duty. The
first example given in the begin part of this lesson is a supererogatory act.

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 The act of giving in the midst of pandemic while risking one’s life to save
others from inevitable hunger is an act of utmost good but is not
obligatory.

2. A wrong act - is commonly understood as an act that is morally forbidden for

people to do.

• A morally forbidden act - is an act that people have an obligation not to

perform. These are actions that we ought not do; it is not permissible for
us to do them. Examples of such acts are cheating, stealing, murder etc.

Whatever course of action a person wants to take it involves affecting some states of
affairs in the world. It is inevitable that the action of any individual would produce some
consequences, however inconsequential. And since human beings are naturally
designed to value some goods and avoid others, human actions can either increase or
decrease the wellbeing of others, and this fact make us accountable for our actions by
other human beings. It means that our actions have consequences that make us morally
responsible for them.

Now that you have read and understood the meaning action its criteria, categories and
the consequences it may bring show your learning through the following activities

What’s More

Activity 4: DO’S and DON’TS!

Directions: Go back to the story entitled RIGHT AND WRONG then formulate and list all
possible DO’S and DON’TS actions you can possibly ever think of
stipulated from the story that bring about moral implications or
consequences.

DO’S
✓ Action:_______________________
Cons.:_______________________
_____________________________
_____________________________
DON’TS
▪ Action:_______________________
Cons.:_______________________
_____________________________
_____________________________

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 ✓ Action:_______________________ ▪ Action:_______________________
Cons.:_______________________ Cons.:_______________________
_____________________________ _____________________________
_____________________________ _____________________________

✓ Action:_______________________ ▪ Action:_______________________
Cons.:_______________________ Cons.:_______________________
_____________________________ _____________________________
_____________________________ _____________________________

✓ Action:_______________________ ▪ Action:_______________________
Cons.:_______________________ Cons.:_______________________
_____________________________ _____________________________
_____________________________ _____________________________

✓ Action:_______________________ ▪ Action:_______________________
Cons.:_______________________ Cons.:_______________________
_____________________________ _____________________________
_____________________________ _____________________________

Guided question:

1. What can you say about your work?

2. Do you agree or disagree at one point that there are actions to some degree like act
of compassion or act of giving can lessen the destructive effect of the consequences
caused by wrongdoings or wrong acts? Justify your answer.

3. Based on your work do you really believe that your Do’s and Don’ts can somehow
provide you set of guidelines or set of standards for action to prevent you from
unnecessary trouble or consequences in the future? Justify your answer

What I Have Learned

Activity 5 : Compare and Contrast

Directions: Study and analyse the pictures below. Elaborate your observation
through writing the differences and similarities of two pictures using
Venn diagram and using your gathered data answer the following
guide questions:

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 PICTURE A PICTURE B

PICTURE A PICTURE B

SIMILARITIES

Guide Questions:

1. What are your major observations in your output?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________

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 2. As a Senior High School student, how can you use your observation to promote
actions that bring about positive moral implications or consequences?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. As a student, how can you help other student realize that all actions have
consequences? Elaborate your answers.

What I Can Do

Activity 6: You Complete Me!

Directions: Now that you are in this phase, go back to the previous activities. Read me and
Do’s and Don’ts then complete the sentences in the table below.

What I learned What I felt What I can contribute

I learned that_____________ I feel that_____________ I can contribute___________

_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_____________________ _______________________
_____________________ _______________________
_____________________ _______________________
_____________________ _______________________
_____________________ _______________________
_____________________ _______________________
_____________________ _______________________
_____________________ _______________________
_____________________ _______________________
_____________________ _______________________
_____________________ _______________________

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 Assessment

How are you? I hope you enjoyed the lesson 1. Okay let’s see how much you
have learned.
Write your answer on your test notebook.

Post-Test: True or False

Directions: Read the statements carefully and determined whether it is true or false.
Write T if the statement is true and F if the statement is false.

_____1. A wrong act is an act that is morally forbidden for people to do so.
_____2. Risking your life to save others from inevitable dangers is an
example of a wrong act.
_____3. No one is morally required to act heroically and forfeited one’s life as
a consequence from such act to save others from danger or death.
_____4. Giving food packs in the midst of pandemic is against the established
standard of ethical principles.
_____5. Jeno exhausts all the means to get medicines to cure his sick
mother but all to no avail. No other option left for him but to steal
the medicines from a pharmacy. His action, in this case, is morally
justified since to do it (stealing) was his only and last option.
_____6. Taking advantage of the crisis situation by offering your help to your
neighbour and expecting something in return is considered a right action.
_____7. Murder is an example of right action.
_____8. Doing things right falls under the category of right act.
_____9. All actions have consequences that make us morally responsible for
others.
_____10. Stealing is right as long as you will not be caught.

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 Additional Activities

Activity 2: Cross Word Puzzle

Directions: Use the key terms/concepts/informations below to solve the crossword puzzle.
3
1 4

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ACROSS DOWN

1. Something that happens as a result 3. An act that people have an obligation

of a particular action or set of conditions not to perform.

2. an act that is morally forbidden for 4. Is an action that is commonly known

for people to do. as heroic act.

5. An act that is morally required for people 6. One that morality requires you to
to do. perform; it is not permissible for you to
refrain from doing it.
7. Involves some sort of physical movements.

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Answer Key

Pre-Test (Individual Work)

1. a 6. c
2. b 7. c
3. d 8. a
4. a 9. b
5. b 10. a

Activity 1: Warming up!

Cutting classes – Poor performance in school and will be under or subject to

Activity 2: Crossword Puzzle

Across Down

1. Consequences 3. Morally forbidden Act

2. Wrong Act 4. Supererogatory Act

6. Obligatory Act 5. Right Act

7. Action

Activity 3: DATA RETRIEVAL CHART

1. disciplinary action.
2. studying – Increase the possibility getting a highest score during examination
3. Cleaning – You will have a clean and comfortable classroom necessary in learning.
4. Wandering around – Arrested for breaking the rules of Enhance Community Quarantine
(ECQ).

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Answers may vary

Activity 4: DO’S and DON’TS

Answers may vary

Activity 5: Compare and Contrast

Answers may vary

Activity 6: You Complete me!

Answers may vary

Post-Test (Individual Work)

1. T 6. F
2. F 7. F
3. T 8. T
4. F 9. T
5. F 10. F

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References

Bentham, Jeremy. An Introduction to the Principles of Morals and Legislation.

Oxford: Clarendon Press, 1907.

Feinberg, Joel. “Supererogation and Rules.” In Ethics, ed. Judith J. Thompson and
Gerald Dworkin. New York: Harper and Row 1968.

Senzaki, S., & Reps P. (trans. 1957). Zen flesh, Zen bones; A collection of Zen and
pre-Zen writings. Rutland, VT: Charles E. Tuttle.
Sidgwick, Henry. The Method of Ethics. London (7th ed.): Macmillan, 1907.
(n.d.). Dictionary by Merriam-Webster: America’s most-trusted online dictionary.
Retrieved from https://www.merriam-webster.com/dictionary

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For inquiries or feedback, please write or call:

Department of Education – SDO Palawan

Curriculum Implementation Division Office

2nd Floor Deped Palawan Building
Telephone no. (048) 433-3292

Learning Resources Management Section

LRMS Building, PEO Compound
Telephone np. (048) 434-0099

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