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Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
CUENCA SENIOR HIGH SCHOOL
LESSON EXEMPLAR WEEK 1 (AUGUST 24-28, 2020)
WEEK 2 (AUGUST 31 - SEPTEMBER 4, 2020)
ACTIVITY SHEET FOR
INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON
INTRODUCTION
Activity 1. ARRANGE ME
Materials: 1 1.5 container
2 large rocks or 3 -5 medium rocks
Small rocks or pebbles
Soil or sand
Water
Direction: Follow the instructions below.
1. Cut the upper lid part of the container, wide enough to place the largest rock
that you chose.
2. Place all the rocks of different size and the soil/sand inside the container.
Make sure that you were able to place all that you have gathered materials
inside the container.
3. Make sure that you were able to take a photo/video of how you were able to
do the activity. This is also a proof that you are honest in doing this activity.
Activity 1.1
Reflection guide:
Answer the following:
1. Where you able to put them all together inside the container? Why or why
not?
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2. Which among the rocks did you put first? The large/medium ones or the small
ones?
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3. What are your feelings during the activity?

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4. The large/medium rocks focus on the most important aspects of our life, this
includes our dreams, aspiration, family and ourselves. The small rocks or
pebbles represents our outside world, our friends, the other factors that
influence us, like gadgets, social media, and the like. And the water
symbolizes the other unnecessary things that we try to prioritize, it may be a
vice or the like.
4.1 Having these representations, which do you think did you prioritize first?
Does this reveal how you prioritize these things in your life?
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4.2 How do you feel right now?

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5. How can we relate this activity on our manner of philosophizing?

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Activity 2. Answer the following:
1. According to Thales “everything must have come from water”. Write a 3-5
sentence idea about this philosophy?
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2. What is philosophy for you?

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3. In your own opinion and observation, how do Filipinos philosophize?

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DEVELOPMENT
Activity 3. Below are different definitions about philosophy. Choose one definition of
philosophy and explain in 5-8 sentences.
1. A human, and consequently a social activity, which consists in a human

person a perennial and a disinterested search for the intelligible structure
of the totality of being. (Borromeo 1998, 2)
2. The sum and summit of human knowledge.
3. Scienta Scientiarium – the science of sciences.
4. The search for meaning
5. The science that by natural light of reason studies the first causes or
highest principle of all things.
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Activity 4.1. Below are the branches of philosophy. Try to complete the diagram.
Choose your answer from the letters provided. Afterwards, define each branches of
philosophy.
a. Aesthetics
b. Epistemology
c. Metaphysics
d. Philosophy of
Psychology
e. Social Philosophy
Activity 4.2. Define the branches given above.
1. Philosophy of thought - ____________________________________________________

2. Epistemology - ____________________________________________________________
3. Logic - ___________________________________________________________________
4. Philosophy of Reality - ______________________________________________________
5. Metaphysics - _____________________________________________________________
6. Theodicy - _______________________________________________________________
7. Cosmology - ______________________________________________________________
8. Philosophy of Psychology - _________________________________________________
9. Social Philosophy - _________________________________________________________
10. Political Philosophy - _______________________________________________________
11. Philosophy of Morality - ____________________________________________________
12. Ethics - ____________________________________________________________________
13. Aesthetics - _______________________________________________________________
14. Philosophy of Man - ________________________________________________________
ENGAGEMENT
Activity 5. Enumerate Filipino philosophies that you know.
1. _____________________________________________
2. _____________________________________________
3. _____________________________________________
Activity 6. Earlier, we encountered Thales’ philosophy that everything came from
water. Now is your time to share your philosophy of “Where everything came from”.
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Activity 7. How Filipinos are philosophizing
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ASSIMILATION
Activity 8. IDEA SHARING
Direction: Using the map and pictures about Miletus below and the information that
you can gather online, share your idea on why philosophy started on Miletus. Let’s
see how good you are in justifying your answer.
Why is Miletus the origin of Philosophy?

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Activity 9. Answer the following.
________ 1. Who is the father of philosophy?
________ 2. Where is the birth place of philosophy?
________3. Give the Greek origins of the word philosophy
________4. This branch focuses on reasoning
________5. Which branch focuses on social organizations?
Activity 10. My philosophy in life.
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LESSON 2: METHODS OF PHILOSOPHIZING
LESSON EXEMPLAR WEEK 3 (SEPTEMBER 7-18, 2020)
INTRODUCTION
ACTIVITY 1. Fact or Bluff?
Identify whether the statement is a Fact or a Bluff.
________1. Manila is the capital of the Philippines.

________2. The sun is the center of the solar system.
________3. Tiktok makes the world a better place.
________4. Strawberry is a fruit.
________5. St. Joan of Arc lead France to victory in its long-running war with England.
________6. Boys are better than girls.
________7. Grades determine intelligence.
________8. An orange is round.
________9. Love is sweeter the second time around.
________10. Philosophy is a science.
Processing Questions:
1. What are the two forms of statements given?
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2. How did you distinguish whether the statement is a fact or bluff?

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3. What examples of fact & opinion can you give based on your real-life
experiences?
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This lesson aims to:

1. Distinguish opinion from truth
2. Realize that the methods of philosophy lead to wisdom and truth
3. Evaluate truth from opinions in different situations using the methods of
philosophizing
INTRODUCTION
ACTIVITY 2. What it feels like
1. Ask someone in your house to describe you or to tell something about you. Write
his/her description below.
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2. How do you feel when you heard an opinion about you? Limit your answer to 3
sentences only.
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3. Why is evaluating an opinion significant in your daily dealings with your

classmates/friends? Teachers? Family members? Community?
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DEVELOPMENT
PRE TEST 2
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. A method of philosophizing focused on distinguishing and describing the nature

of the intentional acts of consciousness and the intentional objects of
consciousness or “being aware of the now”
A. Analytic tradition C. Phenomenology
B. Existentialism D. Post modernism
2. Logic and critical thinking uses tools in reasoning for analysis and construction of
arguments. These tools include:
A. Deductive reasoning C. Both C and D
B. Inductive reasoning D. None of the above
3. It is a defect in an argument other than its having false premises.

A. Argumentun ad ignorantiam C. Logic
B. Fallacies D. Post Hoc
4. When you blame the black cat from your misfortune for the day, you are using
what type of fallacy?
A. Composition C. Hasty generalization
B. Equivocation D. Post hoc
5. An opinion may not have the force to make an influence. This statement is:
A. True C. Confusing
B. False D. Does not make any sense
DEVELOPMENT
ACTIVITY 3. Opinion and Truth
Ano nga ba ang totoo? Fact and Opinion are really different. Identify the
statements that best describe an opinion or a truth.
OPINION TRUTH
Statements:
1. something that is true and can be proved to be true

2. a belief which can be either true or not, but cannot be proved to be true
3. supported by evidence
4. has no backing of any evidence
5. true statements based on objective reality
6. subjective statement which can be an emotional outburst of an individual or
merely an interpretation
7. what all believe to be true
8. a perception of the thoughts and believed to be true only by those who state it
9. the only truth and truth itself
10. a thought or speculation and it can lead to controversies or may tend to dispel
the truth
11. strong statements
12. biased statements
13. always stay back in history
14. views that may not get into history
DEVELOPMENT
ACTIVITY 4. Read and Reflect
Read and understand the following selection. You may take down notes or queries
in your journal as you read the selection and may ask someone at your home to
help you on your queries.
I. Philosophizing
Philosophizing or Pamimilosopo is an act to speculate or theorize, to think or

reason as a philosopher – express oneself in a philosophical manner. Philosophy uses
truth as tool in philosophizing. Hence, there is a need to distinguish the truth. Noble
reasoning and deep understanding will result to knowledge used in philosophizing.
II. Methods of philosophizing
1. Phenomenology “Consciousness is Intentional”

It is the careful inspection and description of phenomena or
appearance. It requires experience. It is scientific study of the essential
structure of consciousness. This is different from the other methods because it
doesn’t require too much analysis but the experiences of a person.
Phenomenology features essence, experience, focusing, group, interviews,
education, discussion, etc. It requires other people and can’t be done in
isolation.
2. Existentialism “Human Relations”

This emphasizes the importance of free individual choice, regardless of
the power of other people to influence and coerce our desires, beliefs, and
decisions.
3. Analytic Tradition “Language as a Social Condition”
It is the conviction that statement is meaningful only if it is proven true
or false through experimentation. It is about having clear language. Those
questions require the process of logic, search for a single truth using scientific
processes, beliefs, and experiment. While postmodernism “limits reason and
objectivism”
In continental philosophy, intuition, human condition, postmodernism,

and literature were used in that statement while in analytic
philosophy, reason, analysis, science, and logic were used. Analytic tradition
features related set of approaches to philosophical problems, dominant in
Anglo-American philosophy from the early 20th century, that emphasizes the
study of language and the logical analysis of concepts.
4. Logic And Critical Thinking “Analysis and Construction of Arguments”

Logic is the truth based on reasoning and critical thinking. It includes
analysis and construction of arguments. It serves as path to freedom from
half-truths and deception.
Deductive vs. Inductive
1. Deductive Reasoning. In this type of reasoning, conclusion comes
first, followed by main points, and the last will be the supporting data, facts,
examples, and evidences. General idea comes first before the specific or
particular idea.
Ex: All men is mortal. Socrates is a man. Therefore, Socrates is mortal.
The first premise states that all objects classified as “men” have the
attribute “mortal”. The second premise states that “Socrates” is classified as a
“man” – a member of the set “men”. The conclusion then states that
“Socrates” must be “mortal” because he inherits this attribute from his
classification as a “man”.
2. Inductive Reasoning. In this type of reasoning, supporting data,

facts, examples, and evidences come first followed by the main points and
conclusion will be the last part. This is the vice versa of the deductive
reasoning because particular idea comes first before the general idea.
Ex: Every tornado I have ever seen in the United States rotated counter
clockwise, and I have seen dozens of them. We see a tornado in the
distance, and we are in the United States. I conclude that the tornado we
see right now must be rotating counter clockwise.
III. Fallacies “A Defect in an Argument other than Its having False Premises”
1. Argumentum Ad Misericordiam (Appeal to Pity)

In offering an argument, pity is appealed to. Usually this happens when
people argue for special treatment on the basis of their need.
Ex: A student argues that the teacher should let him/her pass the
examination because he/she needs it in order to graduate. Of course, pity
might be a relevant consideration in certain conditions, as in contexts
involving charity.
2. Argumentum Ad Ignorantiam (Appeal to Ignorance)

The truth of a claim is established only on the basis of lack of evidence
against it. This occurs when someone asserts a claim that must be accepted
because no one else can prove otherwise.
Ex: People have been praying to God for years. No one can prove He
doesn't exist. Therefore, He exists.
Since the students have no questions concerning the topics discussed
in class, the students are ready for a test.
3. Equivocation
Putting forward an argument where a word changes meaning without
having it pointed out.
Ex: Some philosophers argue that all acts are selfish. Even if you strive to
serve others, you are still acting selfishly because your act is just to satisfy your
desire to serve others. But surely the word "selfish" means differently in the
premise and the conclusion - when we say a person is selfish we usually mean
that he does not strive to serve others. To say that a person is selfish because
he is doing something he wants, even when what he wants is to help others, is
to use the term "selfish" with a different meaning.
4. Composition (opposite of division)

The whole is assumed to have the same properties as its parts.
Ex: Anne might be humorous and fun-loving and an excellent person
to invite to the party. The same might be true of Ben, Chris and David
considered individually. But it does not follow that it will be a good idea to
invite all of them to the party. Perhaps they hate each other and the party will
be ruined.
5. Division (opposite of composition)

The parts of a whole is assumed to have the same properties of the
whole. It is possible that, on a whole, a company is very effective, while some
of its departments are not. It would be inappropriate to assume they all are.
6. Argumentum Ad Hominem (Against the Person)

A theory is discarded not because of any evidence against it or lack of
evidence for it, but because of the person who argues for it. Example:
Ex: The Government should enact minimum-wage legislation so that
workers are not exploited.
Nonsense. You say that only because you cannot find a good job.
7. Argumentum Ad Baculum (Appeal to Force)
When force, coercion, or even a threat of force is used in place of a
reason in an attempt to justify a conclusion. If you don’t accept X as true, I will
hurt you.
Ex: Melvin: Boss, why do I have to work weekends when nobody else in
the company does?
Boss: Am I sensing insubordination? I can find another employee very
quickly, thanks to Craigslist, you know.
Explanation: Melvin has asked a legitimate question to which he did
not get a legitimate answer, rather his question was deflected by a threat of
force (as being forced out of his job).
8. Argumentum Ad Papulum (Appeal to The People)

The truth of a claim is established only on the basis of its popularity and
familiarity. This is the fallacy committed by many commercials. Surely you
have heard of commercials implying that we should buy a certain product
because it has made to the top of a sales rank, or because the brand is the
city's "favourite".
9. Post Hoc (False Cause: literally, "after this, therefore because of this")
This occurs when it is assumed that, because one thing happened
after another, it must have occurred as a result of it.
Ex: Right when I sneezed, the power went off. I must've caused the
outage.
Mary wore her favorite necklace today and aced her spelling test.
That necklace must be lucky.
10. Hasty Generalization

This type of informal generalization makes an assumption based on a
small sample and can lead to stereotypes.
Ex: My brother eats cheeseburgers and pizza. He is thin. Cheeseburgers
and pizza aren’t the cause of obesity.
Four out of five doctors recommend “Heal” brand lotion for patients. It
must be the best.
11. Petitio Principii (Begging the Question)
In arguing for a claim, the claim itself is already assumed in the
premise. Example: "God exists because this is what the Bible says, and the
Bible is reliable because it is the word of God."
Give an example for each methods of philosophizing:
1. Phenomenology
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2. Existentialism
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3. Analytic Tradition
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4. Logic and Critical Thinking

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DEVELOPMENT
ACTIVITY 5. Evaluating an Argument
It is important to have a strong argument in philosophizing. Here are some tips

to identify opinions from truth and on evaluating an argument.
How to Evaluate Opinions

1. Source
- Reputation
- Audience – intended to
- Authentic Documents presented
2. Reliability
- How reliable the person
- Experience and knowledge
3. Purpose
- Why it is given?
- Information – convince or persuade
4. Bias
- Does the author give partiality, preference or prejudice for or against and
idea/subject matter?
5. Assumption
- - Idea or principle that a person accepts as true but makes no effort to prove
or substantiate
Tips for Reading and Examining Arguments Effectively
1 Read once for an initial impression.
2 Read the argument several more times; identify the claim and support.
3 Annotate as you read – record your thoughts.
4 Highlight key terms; look up familiar words.
5 Draw a diagram or map to analyze the structure (how details relate to one
another).
Criteria in Evaluating an Argument (FELT Argument)
1. Fairness- Is the argument fair and balanced, or does it contain bias? Is the
argument overly emotional and filled with loaded language? Is the argument
one-sided? Are there alternative points of view not addressed?
2. Evidence- Are the given premises reliable and relevant?
3. Logic- Are the arguments thoroughly explained? Do they contain gaps in
reasoning or logical fallacies?
4. Tone- Is the attitude of the writer appropriate for the content?
Give an example for each fallacy that can be used as an argument:
FALLACY EXAMPLE
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
1. How did you come up with your examples of arguments?
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2. Why is it important to learn the criteria in evaluating arguments?
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3. How would you apply your knowledge on evaluating arguments in your daily life?
In what particular situations do you deem it useful?
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ENGAGEMENT
ACTIVITY 6 Flash News!
Read, listen or watch daily news. Identify which is a fact and opinion from the
statements by news anchors. Write at least 10 facts and 10 opinions. Indicate the title
of the source or program you chose and its date and/or time.
Source (Newsprint/Website/Radio/TV Program):
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Date and/or Time: ____________________________________________________________
FACTS OPINION
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10. 10.
Processing Questions:
1. How did you feel after doing the activity?

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2. How did you assess the words or statements uttered by the newscasters/
reporters/writers if it is a fact or opinion?
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3. How do we evaluate opinion?

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ENGAGEMENT
ACTIVITY 7. We Vary Much
A. In this activity, ask at least 3 people near you, from different age groups, to
answer the following questions below.
Options for age groups:
School age (6-12 years old) Adulthood (25-60 years old)
Adolescence (12-19 years old) Old age (60 years old above)
Young Adulthood (20-25 years old)
1. What are some instances in your life that you used fact? Opinion?
Arguments?
Interviewee 1 Interviewee 2 Interviewee 3
Age group: Age group: Age group:
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2. What are the common reasons why people tend to tell opinions? Arguments?
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3. What instance in your life you find truth to be really essential/ significant?
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ENGAGEMENT
ACTIVITY 8 Agree to Argue
Write your own realization from the answers of the interviewees above in
connection to Lesson 2: Methods of Philosophizing and your own opinion or
argument about philosophizing. (8-10 sentences)
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ASSIMILATION
POST TEST
paper.
1. A method of philosophizing focused on distinguishing and describing the nature

of the intentional acts of consciousness and the intentional objects of
consciousness or “being aware of the now”
2. Logic and critical thinking uses tools in reasoning for analysis and construction of
arguments. These tools include:
A. Deductive reasoning C. Both C and D
B. Inductive reasoning D. None of the above
3. It is a defect in an argument other than its having false premises.

A. Argumentun ad ignorantiam C. Logic
B. Fallacies D. Post Hoc
4. When you blame the black cat from your misfortune for the day, you are using
what type of fallacy?
A. Composition C. Hasty generalization
B. Equivocation D. Post hoc
5. An opinion may not have the force to make an influence. This statement is:
A. True C. Confusing
B. False D. Does not make any sense
Additional items:
6. Which among the methods of philosophy focuses on the freedom and search for
truth or reason of being?
7. Analytic tradition uses language to find meaning. This statement is:

A. True, it is always true C. False, it uses emotions
B. False, it uses sensations D. Both S and T
8. A student was answering a mind riddle given by his classmate. He is using what
method of philosophizing?
B. Existentialism D. Logic and critical thinking
9. To win the debate, Kris stated Boy’s family problem to make it appear that Boy is
not reliable in his stand about divorce. This as an example of:
A. Appeal to ignorance C. Against the issue
B. Appeal to people D. Against the person
10. The following are criteria in evaluating an argument except:

A. Fairness C. Logic
B. Emotion D. Tone
ASSIMILATION
ACTIVITY 9. Philosophized
Write a reflection paper about philosophizing. Focus on the how and why of
distinguishing opinion from truth, using methods of philosophy to lead to wisdom and
truth, and evaluating truth from opinions in different situations using the methods of
philosophizing.
Rubric for Individual Work (Reflection Papers)

Exemplary Sufficient Minimal Beginning
(5pts) (4pts) (3pts) (2pts)
Self- Student demonstrates an Student demonstrates a Student demonstrates a Student demonstrates a
disclosure/ in-depth reflection on, general reflection on, minimal reflection on, lack of reflection on, or
Depth of and personalization of and personalization of, and personalization of, personalization of, the
reflection the theories, concepts, the theories, concepts, the theories, concepts, theories, concepts,
and/or strategies and/or strategies and/or strategies and/or strategies
presented in the course presented in the course presented in the course presented in the course
materials. Viewpoints materials. Viewpoints materials. Viewpoints materials. Viewpoints
and interpretations are and interpretations are and interpretations are and interpretations are
insightful and well supported. Appropriate unsupported or missing, inappropriate,
supported. Clear, examples are provided supported with flawed and/or unsupported.
detailed examples from from personal arguments. Examples are Examples are not
personal experiences are experiences, as not provided or are provided
provided, as applicable. applicable. irrelevant to the
assignment
Connection Student makes in-depth Student goes into some Student goes into little Student merely identifies
to outside synthesis of thoughtfully detail explaining some detail explaining some some general ideas or
experiences selected aspects of specific ideas or issues specific ideas or issues issues from outside
experiences related to from outside experiences from outside experiences experiences related to
the topic and makes related to the topic and related to the topic and the topic
clear connections makes general m very few connections
between what is learned connections between between what is learned
from outside experiences what is learned from from outside experiences
and the topic. outside experiences and and the topic.
the topic
Connection Student makes in-depth Student goes into more Student goes into little Student identifies some
to readings synthesis of thoughtfully detail explaining some detail explaining some general ideas or issues
selected aspects of specific ideas or issues specific ideas or issues from readings related to
readings related to the from readings related to from readings related to the topic. Readings are
topic and makes clear the topic and makes the topic and makes only those assigned for
connections between general connections general connections the topic.
what is learned from between what is learned between what is learned
readings and the topic. from readings and the from readings and the
Includes reference to at topic. Includes reference topic
least two readings other to at least one reading
than those assigned for other than those
class. assigned for class.
Connection Student synthesizes, Student synthesizes Student attempts to Student has difficulty
to analyzes and evaluates clearly some directly synthesize some directly restating some general
discussions thoughtfully selected appropriate ideas or appropriate ideas or ideas or issues from the
and unit aspects of ideas or issues issues from the class issues from the class class discussion as they
objectives from the class discussion discussion as they relate discussion as they relate relate to this topic.
as they relate to this to this topic. to this topic.
topic.
ASSIMILATION
ACTIVITY 10. FELT Framework
As an adolescent and Senior High learner, your opinion is significant. Below
are three (3) arguments in the context of the political, economic, socio-cultural, and
environmental situations in the Philippines. Choose one topic and write your own
CONCISE and MEANINGFUL argument about it using the FELT Framework. Your
argument is limited to 5-8 sentences only.
“We should
“Divorce is
exhaust all “Political dynasty
beneficial for a
possible is the root cause
better family
resources from of poverty,”
relation.
nature,”
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Prepared by:
RICA ANNE L. HIDALGO

Teacher II
Noted:
NERRISA E. MANILA
Master Teacher II
Approved by:
RITCHELL G. SERRANO
Principal II

LESSON 3: HUMAN PERSON AS AN EMBODIED SPIRIT
LESSON EXEMPLAR WEEK 5 (SEPTEMBER 21-25,2020)
WEEK 6 (SEPTEMBER 28-30, OCTOBER 1-2, 2020)

INTRODUCTION
ACTIVYT 1: SELF CHECK
Direction: Read and share your ideas about this excerpt.

AKO AY AKO
…kaya kong itapon o wasakin ang hindi akma
At panatilihin ang mga akma

At lumikha o kumatha ng mga bago, kahit ng mga itinapon o winasak.
Ako ay nakakikita, nakaririnig, nakadarama, nakaiisip, nakapagsasalita at

nakagagawa.
Ako ay may kakayahan upang mabuhay at maging malapit sa kapwa.
Maging kapaki-pakinabang at makaimpluwensya sa mga tao at mga bagay.
Ako ang nagmamay-ari sa akin, samakatwid kaya kong pamahalaan ang aking
sarili,
Ako ay ako, at ako ay okay.
1. What is the excerpt all about?

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2. How do you see yourself as you read the excerpt?
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3. What is your greatest achievement/s? How do you feel about this?
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4. How did you handle difficult situations?
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This lesson aims to:
a. Recognize how the human body imposes limits and possibilities for
transcendence. PPT11/12-If-3.1
b. Evaluate own limitations and possibilities for their transcendence.
PPT11/12-Ig-3.2
ACTIVITY 2: WORD SEARCH
Direction: Look for the words below. Tell something that you know about each word
afterwards.
1. ___________________________________________________________________________
___________________________________________________________________________
2. ___________________________________________________________________________
___________________________________________________________________________
3. ___________________________________________________________________________
___________________________________________________________________________
4. ___________________________________________________________________________
___________________________________________________________________________
5. ___________________________________________________________________________
___________________________________________________________________________
6. ___________________________________________________________________________
___________________________________________________________________________
7. ___________________________________________________________________________
___________________________________________________________________________
8. ___________________________________________________________________________
___________________________________________________________________________
9. ___________________________________________________________________________
___________________________________________________________________________
10. ___________________________________________________________________________
___________________________________________________________________________
11. ___________________________________________________________________________
___________________________________________________________________________
12. ___________________________________________________________________________
___________________________________________________________________________
13. ___________________________________________________________________________
___________________________________________________________________________
14. ___________________________________________________________________________
___________________________________________________________________________
15. ___________________________________________________________________________
___________________________________________________________________________
DEVELOPMENT
PRE-TEST
Direction: Match the names of the different philosophers in Column A with the
given philosophies in Column B.
Column A Column B
1. Protagoras a. Nothing exist, if it existed it

could not be communicated
2. The Sicilian Gorgias b. Know thyself
3. Socrates c. Human being is imprisoned
in
the world of opinion
4. Plato d. Man is the measure of all
Things
5. Hindu e. Self-hood
ACTIVITY 3: MY PATH TO RIGHTEOUSNESS
Direction: Below is a table that consists the Buddhist belief of the Eightfold path.
Complete the table by providing actions that you think you can cultivate in
improving yourself.
THE PATH PALI MEANING WHAT CAN I DO TO

ORIGINAL CULTIVATE MY
ACTIONS
(1) Right View Samma-ditthi Awareness of the law of

karma and the Four
Noble Truth
(2) Right Thought Samma- Avoiding thoughts of

sankappa anger, greed, and illicit
desire
(3) Right Speech Samma-vaca Avoiding lies, unkind

speech, and frivolous
talk
(4) Right Action Samma- Avoiding evil acts, those

kammanto against the Five
precepts
(5) Right Samma-ajivo Avoiding lifestyles and

livelihood occupation that harm
oneself and others
(6) Right Effort Samma- Doing one’s best in

vayamo doing good things at the
right time
(7) Right Samma-sati Learning to be attentive

Mindfulness to the present moment
(8) Right Samma- Training the mind to be

Concentration samadhi focused and calm
ACTIVITY 4: MY ACTIONS
According to St. Thomas Aquinas, there are THREE (3) determinants of a moral
action. The first determinant is the “end” of the action or the purpose of the action.
The second determinant is the “circumstance” or event. And the third on is the
doer’s “intention”, why will you do the act.
Example: Pagpapakopya sa kaklase.

End: Matuturuan ko si classmate na mali ang maprioritize (Bad)
Circumstance: Hindi nakapag-aral si classmate dahil napuyat sya sa pag-ML (Bad)
Intension: Matulungan si classmate pumasa sa activity (Good)
Direction: Think of THREE (3) events in your life. Enumerate what happened, what
you did and what is the outcome of the event. In the end tell whether you realize
that your action is good or bad.
1. Event:
End:
Circumstance:
Intension:
2. Event:
End:
Circumstance:
Intension:
3. Event:
End:
Circumstance:
Intension:
ENGAGEMENT
ACTIVITY 5: FAITHFLIX
Direction: Interview a faithful and ask them regarding their philosophy or religion.
You may ask them virtually (through direct message) or personally (if they are near
your community).
Guide questions:
1. What is faith?
___________________________________________________________________________
___________________________________________________________________________
2. Who is God in your life?

___________________________________________________________________________
___________________________________________________________________________
3. Cite three (3) things that you think is necessary for the salvation of
humanity.
___________________________________________________________________________
___________________________________________________________________________
ACTIVITY 6: SPIRITUAL CHECK
Direction: Reflect on your relationship with the Supreme Being. Use the following
questions as your guide.
1. How is your relationship with the Supreme Being?
___________________________________________________________________________
___________________________________________________________________________
2. Can you say that your relationship with the Supreme Being is seen in your
actions? How?
___________________________________________________________________________
___________________________________________________________________________
3. How can you improve your relationship with your Supreme Being?
___________________________________________________________________________
___________________________________________________________________________
ACTIVITY 7: SPIRITUAL TIMELINE
Direction: Draw a timeline about your spiritual journey. You may recall your past
experiences and include your life’s highest and lowest points that made you
discover yourself and your faith. You are free to use different timeline styles as long
as it can help you express yourself better.
ACTIVITY 8: SELF-REPRESENTATION
Direction: Get an empty bottle that will serve as a representation of yourself.

Through the use of different colors, fill the bottle with colors that represents the
different emotions that you discovered within yourself. You may paint the bottle or
put the colors inside the bottle. Emotions that you know you have; you were able to
reflect that you have and/or able to feel. Make sure to make a legend about the
color and the emotions that they represent.
Reflective guide:
1. What is the most dominant color of your bottle (of yourself)?

___________________________________________________________________________
___________________________________________________________________________
2. How does this dominant color affect you and others?
___________________________________________________________________________
___________________________________________________________________________
3. Are there new emotions that you discovered about yourself? What made you
feel this/these emotion/s?
___________________________________________________________________________
___________________________________________________________________________
4. How does this/these new emotion/s affect you?
___________________________________________________________________________
___________________________________________________________________________
5. What can you do to better know your emotions and yourself?
___________________________________________________________________________
___________________________________________________________________________
ASSIMILATION
ACTIVITY 9:
Direction: Explain St. Thomas Aquinas’ philosophy “To one who has faith, no
explanation is necessary. To one without faith, no explanation is possible.”
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
ACTIVITY 10: ASSESSMENT

POST-TEST
Direction: Match the names of the different philosophers in Column A with the
given philosophies in Column B.
Column A Column B
1. Protagoras a. Nothing exist, if it existed it

could not be communicated
2. The Sicilian Gorgias b. Know thyself
3. Socrates c. Human being is imprisoned in
the world of opinion
4. Plato d. Man is the measure of all things
5. Hindu e. Self-hood
ACTIVITY 11: GRATITUDE CHECK

Direction: Think of the people who always got your back. Make a thank you poster
for them. Be as creative as you can be in making your poster. Take a photo of your
poster with you and upload it in your social media platform. Tag those people
whom you are thankful for if possible. You may also use thankful hashtags for your
post.

WEEK 7 - 8
LESSON 4: THE HUMAN PERSON IN THE ENVIRONMENT
INTRODUCTION. What I need to know?

ACTIVITY 1. KAPALIGIRAN (30 minutes)
Listen to the song “Masdan Mo Ang Kapaligiran,” also known as “Kapaligiran.” It is
a 1978 song performed by the Filipino folk-rock group Asin. As one of the last
Hippie generation musical pieces, the narrator tackled environmental issues during
the Bagong Lipunan era of the Marcos regime and urged both the Philippine
government and the private sector to adopt sustainable and green policies that will
help the environment. You may search or ask someone in your home to sing it for
you if they know this song.
Processing Question:
Can you still relate to this song performed in 1978? If yes, elaborate the
reasons why. If no, explain what had changed after 4 decades.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
After going through this learning activity sheets (LAS), you will acquire the following
learning competencies:
1. Notice things that are not in their proper place and organize them in an
aesthetic way
2. Show that care for the environment contributes to health, well-being, and
sustainable development
3. Demonstrate the virtues of prudence and frugality towards environments
INTRODUCTION. What’s New?

ACTIVITY 2. SONG ANALYSIS (10 minutes)
Answer the following based on how you interpret the song.
What signs of disorder in the environment do you see?

What is the world made of?
How did the world come into being?
How can we explain the process of change?
How did the song regard the environment?
How did the song see the human person in the environment?
What is the tone of the song?
Which lyrics serve as most meaningful? Why?
DEVELOPMENT. What I know?
PRE-TEST (10 minutes)
paper.
1. According to this model, humans are the most important species with a
superior worth than other species.
A. Biocentrism C. Environmentalism
B. Ecocentrism D. Anthropocentrism
2. This view believes that humankind is merely a portion of the biological system.
3. What is the role of the environment in achieving sustainable development?
I. It can reproduce resources.
II. The present do not compromise the future.
A. I C. Neither I nor II
B. II D. Both I and II
4. What may be a sign of an environmental disorder?
A. Lack of material things C. Lack of friends
B. Lack of resources D. Lack of space
5. It is the interaction between a person and his environment, with respect to
beauty.
A. Environmental aesthetics C. Ecofeminism
B. Environmental Philosophy D. Social Ecology
6. It seeks to correct the damage of the environment and prevent its future
destruction.
7. This theory applies when a rich man continues his mining operation for his own
profit despite the danger it can cause to nature.
A. Deep Ecology C. Ecofeminism
B. Social Ecology D. Environmentalism
8. Which of the given statements is true about frugality?
I. It is only limited to tangible or solid materials
II. It applies to a select few.
A. I C. II
B. Both I and II D. Neither I nor II
9. In which of the following scenarios is prudence demonstrated?
A. Ordering food that you can consume C. Keeping the lights on all day
B. Searching assignment on the internet D. Being friendly to neighbors
10. The following are related to the functions of Fromm’s envisioned society
EXCEPT:
A. Enthusiasm C. Joy
B. Happiness D. Naive
DEVELOPMENT. What’s in?
ACTIVITY 3. TIMELY REMINDER (20 minutes)
The nature nurture concept has always been used in the field of philosophy and
psychology. It is believed that one can understand a person based on the
environment that he/she came from. Nature can live without man, but man cannot
live without nature. The need of man is provided by nature. Sadly, the wants and
drives of man are also being provided by nature, because of this, destruction of
natural resources occurs.
The song is a timely reminder that we must act very soon before we totally destroy
the only nature that we have. Now, take a few moments to reflect on why these
natural calamities and environmental problems are happening.
1. What has been causing all of these?
2. What environmental disorders have you observed in our community?
3. Are you pleased with what is happening? What do you think must be done to
improve the current state of our environment?
DEVELOPMENT. What is it?

ACTIVITY 4. Read and Reflect
Read and understand the following selection. You may take down notes or queries
in your journal as you read the selection and may ask someone at your home to
help you on your queries.
1. Notice things that are not in their proper place and organize them in an
aesthetic way (1 hour)
“What is the world made of?” “How did the world come into being?” and “How can
we explain the process of change?” were philosophical questions already brought
up approximately 600 B.C.E. (before the common era) in the Western lonian
seaport town of Miletus across the Aegean Sea from Athens, Greece.
Environmental philosophy is the discipline that studies the moral relationships of

human beings with the environment and its non-human contents. Philosophers
believe that the human person has the ability to change the environment to suit his
purposes. It will enable them to become aware of their relationship and its related
issues in our society and their impact on the lives of human persons. There are
three major perspectives in environmental ethics:
Anthropocentric Model focuses on man and his relationship to the world. Based
on the anthropocentric model, humans are superior and central to the universe,
thus, it is human centered. Humans are the most important species with a
superior worth than other species. This view mainly focuses on humans and puts
the other entities of the natural world at the background. As value is focused on
humans alone, all other things of the natural world are considered of lesser
significance. As a result, human beings continually destroy and consume natural
resources for their own interest to the point of degradation, and worst to extinction.
In opposition, biocentrism claims that humans are not the only important species
on the earth and that they are not inherently greater to other living things. It
suggests that humans are equal members of the environment and that humans
and other living things are interdependent.
Ecocentric Model focuses on the relationship of the environment towards men. It
is the ecological or relational integrity of the humans that provides meaning of our
morals and values and it is nature centered. Devoted to preserving the totality of
Earth’s biodiversity and the functioning of its life –supporting system. This view
believes that humankind is merely a portion of the biological system or community
and that we have an vital role as stewards of nature. Ecocentrism tells us that both
living and non-living organisms are reliant on the processes in the ecosystem.
HUMAN NATURE
(subject) (object)
NATURE HUMAN
(object) (subject)
ANTHROPOCENTRISM ECOCENTRISM
We all play a significant part in the environment and in our hands lies the future of
the Earth. We are all stewards and we can be the catalysts of change in our
particular setting.
In order to create a clean and orderly environment, we can make use of the
principles of environmental aesthetics. Environmental aesthetics is one of the
new areas of aesthetics that focuses on issues concerning appreciation of the
environment. Environmental aesthetics can be defined as the interaction between a
person and his environment, with respect to beauty. This philosophical view
asserts that improving the natural beauty of the environment will contribute to the
well-being of the people and other living organisms.
Disorders in the Environment and Aesthetic Organization:
Noticing disorder in the environment is relatively straightforward. People are

required to employ observation to determine whether an environment is organized
or not.
However, there may be signs that may easily point to environmental
disorganization, such as:
• Lack of resources: The environment is both a producer and consumer for all
species. The unavailability of a particular local byproduct may imply
excessive disturbance that is not at par with its reproduction.
• Things are not in place: The environment exhibits a sense of chaos or
confusion. It does not create a place of comfort and warmth.
ACTIVITY 4.1 THEN AND NOW

Interview someone who is 45-60 years old and be guided by the following
questions:
1. What are the things that you remember in your environment when you were
young?
2. What are the positive and negative changes in the environment?
3. Who do you think is responsible for these changes?
4. Do you think environment plays a vital role in a person development? Why? Or
Why not?
2. Show that care for the environment contributes to health, well-being, and
sustainable development (1 hour)
A. Ancient Thinkers
• Anaximander, a pre-Socratic philosopher and scientist, said about the
creation-Destruction. According to him, the sketch of the genesis of the world
(cosmology), the evolution of the world begins with the generation of opposites
in certain region Nature. Nature is indeterminate-boundless in the sense that
no boundaries between the warm and or the moist and dry regions are
originally present within.
• Pythagoras: Universe is a living embodiment of nature’s order, harmony, and
beauty. He sees relationship with the universe involving biophilia (love of
other living things) and cosmophilia (love of other living beings)
B. Modern Thinker
• Immanuel Kant: Beauty is ultimately a symbol of morality (goodness). He
believes that the orderliness of nature and the harmony of nature with our
faculties guide us toward a deeper religious perspective
• Herbert Marcuse said about the power of humans over nature, while George
Herbert Mead tackled about our duties and responsibilities.
An unfair or unjust utilization of the environment results to ecological crisis. There

are numerous theories to show care for the environment aside from the ecocentric
model such as deep ecology, social ecology and ecofeminism to name some.
• Deep Ecology – Ecological crisis is an outcome of anthropocentrism. The

controlling attitude of humankind is extended to nature, when in fact,
humanity is part of nature. Deep ecologists encourage humanity to shift away
from anthropocentrism to egocentrism.
• Social Ecology – Ecological crisis from authoritarian social structures.
Destroying nature is a reflection wherein few people overpower other by
exploiting the environment for profit or self-interest. Social ecologists call for
small-scale societies, which recognizes that humanity, is linked with the well-
being of the natural world in which human life depends.
• Ecofeminism – Ecological crisis is a consequence of male dominance. In this
view, whatever is “superior’ is entitled to whatever is “inferior”.
Environmentalism, as an ideology, seeks to protect and conserve the earth’s

ecosystem and the living organisms, together with its habitats. Environmentalism
seeks to correct the damage of the environment and prevent its future destruction.
One key perspective of environmentalism is environmental ethics that views how
we relate with Earth and all that is in it. It sets a critical understanding of how we
create an impact on the environment we live in.
A vital idea that fall in with environmentalism is sustainability which desires to

have a society where naturals resources are utilized to meet human needs without
damaging the wellbeing of the natural system. Sustainable development is geared
towards development that meets the needs of the present without compromising
the ability of future generations to meet their own needs. Sustainable development
is what the present time needs not just for the survival of humankind but also for
its future security. We should not only focus on today but also let’s think about the
generations to come.
ACTIVITY 4.2 I AM ORGANIZED
Consider how you can organize the following situation aesthetically.
Situation What to do?

Stinky comfort room
Plastic wastes clogging the canals
Vandalism
Garbage dumped on sidewalks
Stagnant water in bottles and containers
3. Demonstrate the virtues of prudence and frugality towards environments (1

hour)
There are virtues that can help us contribute to improving the state of our
environment namely, prudence and frugality.
Prudence is defined as the ability to have good judgment that allows avoidance of
dangers and risks. It covers good judgment, considering the consequences of an
action, using common sense and discretion, exercising caution, and conforming to
reason and decency. To be prudent is to be wise in terms of decision-making. He
acts and shows care for the future by checking your resources first before
spending.
Meanwhile, frugality is the act of using money or other resources wisely and
practically. It is the quality of being thrifty, sparing, or economical in the
consumption of resources and avoiding waste, lavishness, or extravagance. If put in
the context of the environment, this would mean conserving as well as protecting
the environment, not just for the present but also in the years to come. A frugal
person continually discovers a means to reduce the financial cost of his action.
Arising from the discussions, Fromm (2013) suggested a new society that should
inspire the development of a new human being that will nurture prudence and
fairness or frugality towards environment.
These are some of the functions of Fromm’s envisioned society:
1. Enthusiasm to offer up all forms of having, in order to fully be.

2. Being fully present where one is.
3. Trying to lessen greed, hate and illusions as much as one is adept.
4. Making the full growth of oneself and of one’s fellow beings the utmost goal
of living.
5. Not deceiving others, but also not being deceived by others, one may be
called acquitted, but not naïve.
6. Freedom that is not uncertainty but the possibility to be oneself, not as a
bundle of greedy desires, but as a carefully balanced structure that at any
moment is threatened with the alternatives of growth or decay, life or death
7. Happiness in the manner of ever-growing aliveness, whatever the extreme
point is the destiny permits one to reach, for living as full as one can be so
agreeable that the concern for what one might not attain has little chance to
develop.
8. Joy that comes from giving and sharing, not from hoarding and
manipulating.
9. Developing one’s capacity for love, together with one’s capacity for critical,
unsentimental thought.
10. Shedding one’s narcissism and accepting that catastrophic boundaries
inherent in human survival
ACTIVITY 4.3 MY VIEW

Review on the key perspectives in environmental ethics and share your personal
views in ONE of the following environmental issues. (5-7 sentences)
a. Do we need to convert agricultural lands to residential to
accommodate the growing population?
b. Should we use less energy because it is harming the planet?
DEVELOPMENT. What’s more?

ACTIVITY 5. CHIEF SEATTLE (20 minutes)
In 1854 Chief Seattle gave a moving speech about the sacredness of the land and
the need for cautious stewardship of it. Below is a famous line from his speech. Try
to reflect and analyze the message that he wanted to convey and answer the
questions that follow.
“Man did not weave the web of life. He is merely a strand in it.
Whatever he does to the web, he does to himself.”
1. What is the message that Chief Seattle wanted to convey?

2. Do you agree that we are just merely a strand in the web?
3. Why do we need to care for the environment?
ENGAGEMENT. What I can do?

ACTIVITY 6. ANALYSIS (30 minutes)
Observe and analyze the practices in our community. Complete the table below by
listing at least (5) sustainable practices that are beneficial to the environment in
the first column and non-sustainable practices in the second column.
Sustainable Practices/ Activities Non-sustainable Practices/Activities
ACTIVITY 7. MY PROGRAM (30 minutes)
If you were asked to be a community leader, what specific program or projects

would you implement to nourish and preserve the environment?
PROGRAM TITLE: _______________________________________
Objectives Project / Persons Materials / Source of Time

Activity Involved Budget Fund Frame
1.
2.
3.
ACTIVITY 8. MY FUTURE SELF (30 minutes)
Imagine that you are in the year 2040 and you are writing a letter to your younger
self in the year 2020, what message will you write to make sure that world is still a
better place to live in in the year 2040?
ENGAGEMENT. What other enrichment activities can I engage in?

ACTIVITY 9. TEN COMMITMENTS (60 minutes)
Create your TEN COMMITMENTS. List down 10 commitments that you can do to
show care for the environment.
ASSIMILATION. What I have learned?

ACTIVITY 10. REFLECT AND PHILOSOPHIZE (30 minutes)
Five minutes’ essay: Write your thoughts regarding these passages. For each
passage below you are given five minutes to complete the task.
a. The controlling attitude of humankind is extended to nature, when in fact,
humanity is part of nature.
b. Destroying nature is a reflection wherein few people overpower others while
exploiting the environment for profit or self-interest.
c. Fromm argues that as humans, it is also inherent in us to escape the prison
cell of selfishness.
POST TEST (10 minutes)
paper.
1. According to this model, humans are the most important species with a
superior worth than other species.
2. This view believes that humankind is merely a portion of the biological system.
3. What is the role of the environment in achieving sustainable development?
I. It can reproduce resources.
II. The present do not compromise the future.
A. I C. Neither I nor II
B. II D. Both I and II
4. What may be a sign of an environmental disorder?
A. Lack of material things C. Lack of friends
B. Lack of resources D. Lack of space
5. It is the interaction between a person and his environment, with respect to
beauty.
A. Environmental aesthetics C. Ecofeminism
B. Environmental Philosophy D. Social Ecology
6. It seeks to correct the damage of the environment and prevent its future
destruction.
7. This theory applies when a rich man continues his mining operation for his own
profit despite the danger it can cause to nature.
A. Deep Ecology C. Ecofeminism
B. Social Ecology D. Environmentalism
8. Which of the given statements is true about frugality?
I. It is only limited to tangible or solid materials
II. It applies to a select few.
A. I C. II
B. Both I and II D. Neither I nor II
9. In which of the following scenarios is prudence demonstrated?
A. Ordering food that you can consume C. Keeping the lights on all day
B. Searching assignment on the internet D. Being friendly to neighbors
10. The following are related to the functions of Fromm’s envisioned society
EXCEPT:
A. Enthusiasm C. Joy
B. Happiness D. Naive
Prepared by: Noted: Approved by:
RICA ANNE L. HIDALGO NERRISA E. MANILA RITCHELL G. SERRANO

Teacher II ‘ Master Teacher II Principal II
WEEK
Republic of the Philippines 3-4


Quarter II: Lesson 6. Intersubjectivity
MELCs:
1. Realize that intersubjectivity requires accepting differences and not imposing on
others
2. Explain that authentic dialogue means accepting others even if they are different
from themselves
3. Performs activities that demonstrate an appreciation for the talents of persons with
disabilities and those from the underprivileged sectors of society
After going through the lesson, learners are expected to:

1. Define intersubjectivity and authentic dialogue
2. Perform task that will express appreciation for the talents of persons with disabilities
and those from the underprivileged sectors of society
3. Appreciate the value of intersubjectivity in day-to-day life
Let’s Connect
In Lesson 5: Human in the Society, we were able to explore the different philosophies
about the freedom of the human person and we had a chance to reflect on our actions and
its impact to others. In this Lesson, we will discover what are the different relations in the
society that we have and how we apply it in our day-to-day encounter with different human
persons. You will learn on the importance of others in one’s life given our differences and
limitations, and on recognizing the talents and skill of others especially the underprivileged.
Remember
A. Intersubjectivity
Intersubjectivity is a coined word from the prefix “inter” which connotes “among and
between” and the philosophical term “subject” that is equivalent to a conscious being. Thus,
intersubjectivity would mean in the general sense as “sharing of subjective states by two or
more individuals.” (Scheff 2006).
Intersubjectivity is the condition of man, a subject, among other men, who are also
subjects. It refers to the shared awareness and understanding among persons. It is made
possible by the awareness of the self and the other. As humans, we have the natural and
universal tendency to relate, to establish attachments and seek close relationships with other
people. Our human nature drives us to reach out to other people and interact with them in
meaningful ways. As one of the main ideas of Confucianism, “Ren” or human-heartedness
calls every man to love the other through actions, not through thoughts.
IPHPQ2L6W3-4 RLH │ 39
Martin Buber is an Austrian-born Israeli Jewish philosopher best known for his
philosophy of dialogue. According to him: “The world is not comprehensible, but it is
embraceable: through the embracing of one of its beings.”
A good way to think of intersubjectivity is to imagine how one relates to their family
and friends. For example, a family member loves to sing. She always enjoys time spent with
her mother as they enjoy practicing how to sing. When she grew up, she decided to join
different singing contest and eventually became a well-known singer. If her mother had not
enjoyed practicing how to sing with her growing up, she may not have grown as a great
singer. The experience with singing can be called intersubjective because it was influenced
by another person.
Exercise 1. Think of a particular person who made an influence in your life and how did it
change you as a person.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.
B. Authentic Dialogue
Let us first define social vs. interhuman. The social refers to the life of a group bound
together by common experiences and reactions. The interhuman refers to the life between
and among persons; it refers to the interpersonal, that is, a life of dialogue. Therefore, a
dialogue is an interaction between persons that happens through speech or the use of
words, expressions, and body language. It occurs when two persons “open up” to each
other, give, and receive one another in their encounter.
Authentic Dialogue is a deep and genuine relationship between persons. It happens
when two persons truly acknowledge each other’s presence and treat each other as equals
and when persons are willing to share themselves with one another. The awareness of each
other’s presence as a true person is defined by the acceptance of each other’s uniqueness
and differences.
For Martin Buber, human intersubjectivity is a true encounter through the three
spheres of dialogue that “I” engages in:
1. Ich-Es (I-It) relationship
It refers to the world of experience and sensation where there are objects. The
beings do not actually meet. An individual treats other things, people, etc., as objects to
be used and experienced. Essentially, this form of objectivity related to the world in terms
of the self – how an object can serve the individual’s interest. It is in fact a relationship
with oneself; it is not a dialogue, but a monologue. Example: “Ako at ang aklat.”
2. Ich-Du (I-Thou) relationship

It refers to the world of encounters and relationships where there are persons. It
is a concrete encounter without any qualification or objectification of one another. It is the
encounter between man and man where language is exchanged and is described as
always mutual, real, and direct; it is an evidence of the reality of human intersubjectivity
through language. Example: “Mahalaga ka kaya kailangan kita, hindi mahalaga ka lang
dahil kailangan kita.”
3. “We” relationship
For Karol Wojtyla (St. John Paul II), human reality is about being with others, so
our actions are also directed towards others, or what we call “participation”. Man is a
member of the community of person, a community of “I-You” or “We”. It is our notion of
the “neighbour” and “fellow member” by participating in the humanness of the other
person. Example: “Ito ang ating kapaligiran.”
Exercise 2. Give one personal experience in each three spheres of dialogue.
“I-It” “I-Thou” “We”
C. Accepting Differences and Accepting Others

Important values related to intersubjectivity include acceptance of differences and
embracing diversity. We understand that each person is unique, therefore, differences will
exist among groups of people. We must accept that people have different views and beliefs.
What unites us all is our shared humanity and dignity. These drives us to extend assistance
and act with concern towards others, especially towards individuals or groups that
experience hardships and discrimination.
For instance, those who are physically and mentally challenged often experience
hardships because of their condition. Despite their limitations, many of them have
successfully transcended their disabilities to become productive and happy individuals.
The self and others are a pair that shares each other’s experiences. This is much like
the concept of empathy or “being in the shoes” of others. Everyone has the power to
understand relationships and interactions that occur in the society with little regard to social
or physical differences. In effect, people who are from the underprivileged sectors of society
may still be significant contributors to society through their talents, skills, and capabilities.
Intersubjectivity facilitates interaction among individuals which makes us treat each other as
real persons. We look at others equally, regardless of their physical and socio-economic
status and make us realize that anyone can contribute to the society. With this, it promotes a
sense of community and unity among individuals.
Exercise 3. In what way are you unique or different from others? Give at least 5 answers.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.
Exercise 4. Write at least 3 examples of people with disability and the underprivileged
sectors of society
1. People with disability
a. ______________________________
b. ______________________________
c. ______________________________
2. Underprivileged sectors of society
a. ______________________________
b. ______________________________
c. ______________________________
Exercise 5. Briefly narrate your firsthand encounter or experience with people with disability
or underprivileged sectors of society. If none, share the experiences that you heard from
others. You may ask members of your family or friends near you. (5 sentences only)
Guide: What happened? How did you feel? What did you do? Any realizations?)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.
ACTIVITY 1: Thoughts
A. Define the following terms briefly. (2 points each)
1. Intersubjectivity - __________________________________________________
2. Authentic Dialogue - ________________________________________________
3. “I-Thou” - ________________________________________________________
4. “We” - ___________________________________________________________
5. Empathy - ________________________________________________________
B. Answer the question in 5 sentences only. Make sure to base your answer on
our topic and mention at least 5 concepts. (10 points)
Why do you need to accept others’ point of view, action, or differences?
ACTIVITY 2: Feelings
A. Analyze the caricature below. Relate this to the concept of intersubjectivity.
Explain in 5 sentences only. (15 points)
https://pin.it/7fgpPfV
B. The following are some authentic examples of disadvantaged individuals who have
significantly contributed to society. Choose one among them. You may search and
read more about the life of your chosen individual. Write a letter to that person
expressing how you feel after knowing his/her story (5pts) and what you
learned from his/her story (5 pts). (10 points)
1. Stephen Hawking - He is a physicist and cosmologist who, despite his rare

medical condition called amyotrophic lateral sclerosis (ALS), made significant
contributions to contemporary studies of relativity and quantum physics.
2. Oprah Winfrey - As a child, Oprah Winfrey experienced living in a poor

household and was sexually abused. Despite this, she motivated herself to
succeed and did so by being one of the riches women alive today.
3. Helen Keller - (1880-1968) She was an American author, political activist, and
the first deaf-blind person to earn a bachelor’s degree.
4. Nicholas James “Nick” Vujicic - He is an Australian evangelist and motivational

speaker who was born with phocomelia, a condition in which a person is born
with no arms and legs.
5. Roselle Ambubuyog - She is the first visually impaired Filipino to graduate

summa cum laude from Ateneo de Manila in 2001. Despite her handicap (loss of
vision), she was a consistent honors student.
ACTIVITY 3. Action for Differently Abled!

Express your appreciation for the talents of persons with disabilities and those from
the underprivileged sectors of society through the following tasks (30 points). Choose
ONE that suits your talent and resources. You may ask help or assistance from people you
are living with.
A. Language. Compose a song for them. Submit your written work.
B. Music. Sing a song of appreciation for them. You may choose any song, tagalog or
English, or you may collaborate with your classmate if you can sing his/her
composition. You may submit your video recording via messenger. (1-2 minutes)
C. Arts. Create a painting that expresses appreciation for them. Use short bond paper
and any art materials.
D. Kinesthetic. Present a lyrical dance of appreciation for them. You may submit your
video recording via messenger. (1-2 minutes)
Rubrics for Activity 2.A. 5pts 3pts 1pt

Relevance Mentioned at least 3 related Mentioned at least 2 related Mentioned at least 1 related
concepts from the topic. concepts from the topic. concept from the topic.
Content and Analysis Expressed his/her ideas Expressed his/her ideas Expressed his/her ideas
clearly and was able to somewhat clearly and was unclearly and was unable to
explain detailed parts of the able to explain some parts explain detailed parts of the
caricature. of the caricature. caricature.
Grammar and Usage Minimal grammatical errors Some grammatical errors Too many grammatical
and the message is still and the message is errors and the message
understandable. somewhat understandable cannot be understood.
Rubrics for Activity 3 10pts 8pts 5pt
Content/Message Was able to fully express Was able to somewhat Failed to show appreciation
appreciation for the talents express appreciation for the for the talents of persons
of persons with disabilities talents of persons with with disabilities and those
and those from the disabilities and those from from the underprivileged
underprivileged sectors of the underprivileged sectors sectors of society
society of society
Creativity Shown excellent output Shown good output based Merely shown an output
based on the chosen task on the chosen task based on the chosen task
Technicality (based on Followed technical Followed some technical Did not followed technical
Language, Music, Arts, or standards based on the standards based on the standards based on the
Lyrical Dance) chosen task chosen task chosen task
Wrap it up!
Each person is just as important as you are. This means that you learn to accept
your life as worthwhile. The bottom line is, there will be things in your life that you will not be
able to change and there will be things that you can. Our character, attitude, intellect, and
the way in which we interact with others are all things we can change and improve!
REFLECTION
Three things I learned ______________________________________________
Two things I found interesting ________________________________________
One question I still have _____________________________________________
References:
Abella, D. (2016). Introduction to the Philosophy of the Human Person. Quezon City: C&E Publishing Inc. pp.93-110
Department of Education. (2016). Introduction to the Philosophy of the Human Person. pp. 13-14.
WEEK

Introduction to the Philosophy of the Human Person

QUARTER II – WEEK 5-6
The Human Person in their Society

1) Recognize how individuals form societies and how individuals are transformed by
societies. PPT11/12-IIf-7.1
2) Compare different forms of societies and individualities (eg. Agrarian, industrial, and
virtual). PPT11/12-IIg-7.2
3) Explain how human relations are transformed by social systems. PPT11/12-IIg-7.3
WHAT IS SOCIETY?
Have you ever pondered how your world has defined you? Have you ever thought about
your place in this world and among the people you interact with every day? Have you ever
reflected on how your presence has affected the world and people around you?
The human person exists to relate with others. The person is by nature a social being
because he or she has a tendency to go out of himself or herself to form bonds and
relationships with others. Throughout a person's life, he or she experiences a variety of
relationships that help shape him or her as a person. As we grow into adulthood, our
relationships and responsibilities also change because we play more significant roles in the
communities, we live in.
Our freedom gives us the opportunity to pursue various activities to achieve our goals and
attain well-being or happiness. As we live our lives and expand our experiences, we also
encounter other people who are acting in similar ways. However, the pursuit of our goals is
made easier by the fact that we do not need to do our activities alone, that we can live our
life and pursue our happiness with other people by other people by our side.
The tendency to form groups is not exclusive to human beings. other animals also form
groups for mutual protection and survival.
Humans, however, are the only beings capable of establishing a SOCIETY, which is an
organized group of people whose members interact frequently and have a common territory
and culture. Society also refers to a companionship or friendly association with others, an
alliance, a community, or a union. Society and its various aspects provide supports that
ensures the development of the human person. For instance, your education first starts at
home with your family members teaching you the rudiments of speech, reading and writing.
This education continues and is further developed as you go to school and interact with
other children, your teachers, and other people in the school.
Society also provides you opportunities to further your growth in the coming years. An
evident influence of society on individuals is the emergence of specific traits and
characteristics unique to a certain society which are manifested by its members. For
example, we Filipinos values our ties with family members. This is seen in our practice of
taking care of our elderly family members.
THE SOCIAL CONTRACT THEORY

Enlightenment philosophers such as Thomas Hobbes, John Locke, Jean Jaqcues Rousseau
were among the most prominent social theorists who tackled the origins of human society.
To fully understand the true character of society, they imagined humans as living in a so
called "natural state," removed from modernity and civilization.
For Thomas Hobbes, persons in their natural states are governed by their desires and these
often conflict with their fellowmen. Society, therefore is the means by which people seek to
control their natural tendencies and impose order. Individuals who establish societies enter
into "social contract"- an agreement where individuals sacrifice an amount of their freedom
and submit to a higher authority. in this way, society is able to function and meet the needs
of the many, ensuring the survival of humanity.
John Locke proposed his own ideas on the social contract with a different assumption.
Unlike Hobbes, Locke considered persons in their natural state as more cooperative and
reasonable, and that society is formed through the consent of the individuals that organized
it.This concept is known as consent of governed. Locke's social contract is a covenant
among individuals to cooperate and share the burden of upholding the welfare of society.
Jean Jacques Rousseau's ideas on the social contract led him to advocate the concept of
"general will." Rousseau believed that even if the people are the ones who organized society
and established an authority or government, in extreme cases, the government is able to
impose its will on people. this is based on the assumption that the people have empowered
the government to act on their behalf, and that it is considered to be the best judge of what is
most beneficial for society.
John Rawls redefined the social contract and explained that human beings approach social
cooperation in a rational manner in order to meet their individual self-interests. Rawls
introduced a version of the natural state which he called the original position to explain social
formation. He imagined humans as having a "veil of ignorance," or no knowledge of one's
own characteristics such as gender, race or social status. In this state, humans would
naturally seek a just and fair society in an effort to look out for their own interests.
David Gauthier described people's self-interest as a significant factor building and
maintaining societies. People choose to cooperate since it is beneficial to meet their self-
interests. But this selfish interest benefits society as a whole, since the actions of individuals
in meeting their individual needs also further the interests of the other members of society.
Although there are variations on the social contract theory, perhaps one common feature
they all have is the fact that the different individuals enter into a kind of agreement with one
another to form a society. Individual members put aside their self-interest to create a
community where they may live in harmony with others. It is important to note that in a
society, one is not compromised for the sake of the other: the individual is not in any way
violated for the sake of the community and vice versa.
IPHPQ2L7W5-6 JLC │ 46
It is important to note that society is founded on the concept of the common good.
Philosophers who discussed origins of society traced the emergence of society to the human
desire to achieve the goal of survival. Apart from this, human beings are compelled to come
together, establish relationships with each other, and work together as a united group
because of the natural desire for goodness. Our nature as human persons drive us to do
what is good, and we recognize that other persons also desire goodness as well.
Hunting and Gathering Society

Societies that rely primarily or exclusively on hunting wild animals, fishing, and gathering wild
fruits, berries, nuts, and vegetables to support their diet. Until humans began to domesticate
plants and animals about ten thousand years ago, all human societies were hunter-
gatherers. Given the close relationship between hunter-gatherers and their natural
environment, hunting and gathering tribes such as the Bushmen and the Pygmies may
provide valuable information for anthropologists seeking to understand the development of
human social structures. Recognized as the earliest and simplest form of society.
Pastoral Society
this type of society is characterized by the domestication of animals for food for a more
stable and predictable food supply. Pastoral communities have larger populations than
hunting and gathering societies remain longer in one place. In addition, pastoral societies
often produce surplus food and resources, which they trade with other societies. This relative
prosperity enables the people to engage in other activities apart from those necessary for
survival, such as handicrafts.
Horticultural
Around the same time that pastoral societies were on the rise, another type of society
developed, based on the newly developed capacity for people to grow and cultivate plants.
Previously, the depletion of a region’s crops or water supply forced pastoral societies to
relocate in search of food sources for their livestock. Horticultural societies formed in areas
where rainfall and other conditions allowed them to grow stable crops. They were similar to
hunter-gatherers in that they largely depended on the environment for survival, but since
they didn’t have to abandon their location to follow resources, they were able to start
permanent settlements. This created more stability and more material goods and became
the basis for the first revolution in human survival.
Agricultural
While pastoral and horticultural societies used small, temporary tools such as digging sticks
or hoes, agricultural societies relied on permanent tools for survival. Around 3000 B.C.E., an
explosion of new technology known as the Agricultural Revolution made farming possible—
and profitable. Farmers learned to rotate the types of crops grown on their fields and to
reuse waste products such as fertilizer, which led to better harvests and bigger surpluses of
food. New tools for digging and harvesting were made of metal, and this made them more
effective and longer lasting. Human settlements grew into towns and cities, and particularly
bountiful regions became centers of trade and commerce.
This is also the age in which people had the time and comfort to engage in more
contemplative and thoughtful activities, such as music, poetry, and philosophy. This period
became referred to as the “dawn of civilization” by some because of the development of
leisure and humanities. Craftspeople were able to support themselves through the
production of creative, decorative, or thought-provoking aesthetic objects and writings.
As resources became more plentiful, social classes became more divisive. Those who had
more resources could afford better living and developed into a class of nobility. Difference in
social standing between men and women increased. As cities expanded, ownership and
preservation of resources became a pressing concern.
Feudal
The ninth century gave rise to feudal societies. These societies contained a strict
hierarchical system of power based around land ownership and protection. The nobility,
known as lords, placed vassals in charge of pieces of land. In return for the resources that
the land provided, vassals promised to fight for their lords.
These individual pieces of land, known as fiefdoms, were cultivated by the lower class. In return
for maintaining the land, peasants were guaranteed a place to live and protection from outside
enemies. Power was handed down through family lines, with peasant families serving lords for
generations and generations. Ultimately, the social and economic system of feudalism failed and
was replaced by capitalism and the technological advances of the industrial era.
Industrial Society
In the eighteenth century, Europe experienced a dramatic rise in technological invention,
ushering in an era known as the Industrial Revolution. What made this period remarkable was
the number of new inventions that influenced people’s daily lives. Within a generation, tasks that
had until this point required months of labor became achievable in a matter of days. Before the
Industrial Revolution, work was largely person- or animal-based, and relied on human workers or
horses to power mills and drive pumps. In 1782, James Watt and Matthew Boulton created a
steam engine that could do the work of twelve horses by itself.
Steam power began appearing everywhere. Instead of paying artisans to painstakingly spin wool
and weave it into cloth, people turned to textile mills that produced fabric quickly at a better price
and often with better quality. Rather than planting and harvesting fields by hand, farmers were
able to purchase mechanical seeders and threshing machines that caused agricultural
productivity to soar. Products such as paper and glass became available to the average person,
and the quality and accessibility of education and health care soared. Gas lights allowed
increased visibility in the dark, and towns and cities developed a nightlife.
One of the results of increased productivity and technology was the rise of urban centers.
Workers flocked to factories for jobs, and the populations of cities became increasingly diverse.
The new generation became less preoccupied with maintaining family land and traditions and
more focused on acquiring wealth and achieving upward mobility for themselves and their
families. People wanted their children and their children’s children to continue to rise to the top,
and as capitalism increased, so did social mobility.
It was during the eighteenth and nineteenth centuries of the Industrial Revolution that sociology
was born. Life was changing quickly and the long-established traditions of the agricultural eras
did not apply to life in the larger cities. Masses of people were moving to new environments and
often found themselves faced with horrendous conditions of filth, overcrowding, and poverty.
Social scientists emerged to study the relationship between the individual members of society
and society as a whole.
It was during this time that power moved from the hands of the aristocracy and “old money” to
business-savvy newcomers who amassed fortunes in their lifetimes. Families such as the
Rockefellers and the Vanderbilts became the new power players and used their influence in
business to control aspects of government as well. Eventually, concerns over the exploitation of
workers led to the formation of labor unions and laws that set mandatory conditions for
employees. Although the introduction of new technology at the end of the nineteenth century
ended the industrial age, much of our social structure and social ideas—like family, childhood,
and time standardization—have a basis in industrial society.
Postindustrial Society
Information societies, sometimes known as postindustrial or digital societies, are a recent
development. Unlike industrial societies that are rooted in the production of material goods,
information societies are based on the production of information and services. Digital technology
is the steam engine of information societies, and computer moguls such as Steve Jobs and Bill
Gates are its John D. Rockefellers and Cornelius Vanderbilts. Since the economy of information
societies is driven by knowledge and not material goods, power lies with those in charge of
storing and distributing information. Members of a postindustrial society are likely to be employed
as sellers of services—software programmers or business consultants, for example—instead of
producers of goods. Social classes are divided by access to education, since without technical
skills, people in an information society lack the means for success.
Activity 1. Idea Sharing
1. From the different forms of society that is discussed above, which society do you
think is the best, and why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. If you are given a chance to live in any of the societies above, in what form of society
do you want to live in? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Activity 2. Deepening
Direction: Choose one philosophy about the society and explain:
2.1 Therefore the state is committed to the protection of his dignity, by uncompromisingly
ensuring his basic freedom no matter what – Immanuel Kant
2.2 Each person possesses an inviolability founded on justice that even the welfare of
society as a whole cannot override (mining at the expense of tribal: FILIPINOS: War against
Drugs – John Rawls
2.3 Society should have the virtues of Wisdom (Ruler), Courage (Soldier), and Temperance
(Merchants) to attain justice. – Plato’s destiny a choice or a chance?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Activity 3: Essay. Read the following situations below and answer the questions thereafter.
In answering the questions try to appreciate the situations using the social norms you
remember.
Situation Number 1: A Very good friend of yours visits you and your family in your house.
Your mother who was delighted by her presence cooks her best dish for your friend. Your
friend loved the whole lunch that she kept complementing your mother for being such a good
cook. At the end of her visit, she expresses her gratitude to the whole family. Before she
leaves, she approaches your mother and asks, “how much do I pay you for the lunch you
cooked for me? (Ariely, 2010)
Situation Number 2: You are going through a very rough time. You feel so down that you
need some one to talk to, you send a text message to your friend asking her if she could
come over to make you feel better. Your friend gives you a call then tells you she will be
there in 20 minutes. You are so happy to see her; you gave her a big hug and then pour your
heart out. After crying to her for 30 minutes, she gives comforting piece of advice. You finally
say that you feel so much better. Your friend then says, “That’s good to know, now that we’re
done, could we settle my expenses for this – 20 pesos for the phone call, 35 pesos for the
tricycle ride going here, 20 pesos for the tissue paper you drew from my pocket and 500
pesos for the time I lost to working productivity because I had to come here. Thanks!”
Questions:
1. Is there something wrong with the friend’s response to your mother’s hospitality?
2. Is there something problematic about your friend asking for payment for her loving
presence?
3. What makes these two reactions awkward for you?
4. By making a reference to the society where you belong, what is your initial response upon
reading the situations?
Activity 4: Using an overlapping Venn diagram, learners must analyze all the differences
and similarities of the 3 major historic societies. Use the rubrics as guide for answering.
This rubric will serve as a guide for scoring your Venn Diagram.
Performance Outstanding 4 Very Satisfactory 3 Satisfactory 2 Needs Improvement 1
Areas
Concept Each section of the Each section of the Each section of the Each section of the
Arrangement diagram contains diagram contains diagram contains two diagram contains very
four facts easily three facts easily facts that are few facts that are not
identified. identified. somewhat identified. easily identified
Primary Source The student exhibits Student illustrates a The student displays Student shows little or no
Content mastery of the firmer understanding a limited understanding of the
material as of most of the understanding of topic. There are a few
evidenced by similarities and some details on the details.
attention to detail. differences subject matter.
brainstormed
Linking Content Reflects factual Most of the Reflects some factual Contains nonfactual
together information that information is factual information and information that does not
corresponds with and seemingly attempts to put it in correspond to the
the appropriate corresponds with the the corresponding appropriate section of the
section of the appropriate section of section of the diagram
diagram. the diagram. diagram.
Activity 5. My Point of View

Direction: Write a reflection on how you can change your behavior according to the society
that you are in?
___________________________________________________________________
___________________________________________________________________
References:
Introduction to the Philosophy of the Human Person, Christine Carmela R. Ramos, Ph.D.
Understanding the Human Person: Introduction to the Philosophy of Persons for Senior High School Students,
Lionel E. Buenaflor, Ph.D. et.,al
The Meaning of Human Existence, Lionel E. Buenaflor, Ph.D.
https://prezi.com/p/jdbtclupy2gi/the-human-person-in-
society/#:~:text=The%20human%20person%20exists%20to,or%20her%20as%20a%20person.
https://courses.lumenlearning.com/sociology/chapter/types-of-societies/
WEEK


Quarter II: Lesson 8. Meaningful Life
MELCs:
1. Enumerate the objectives he/she really wants to achieve and to define the projects
he/she really wants to do in his/her life
2. Reflect on the meaning of his/her own life

1. Explain the significance of death in the existence of the person and recognize that
death is inevitable
2. Create a creative presentation about objectives wanted to achieve, projects wanted to
do, and reflection on the meaning of life
3. Appreciate the meaning of life
Let’s Connect
From the 7 Lessons we have studied, we were able to recognize the ability of the
human person to philosophize, how to philosophize, and its application to the soul,
environment, society. We also learned about the responsibility in the freedom that we have,
accepting and appreciating differences, and how we become part of the society. These
concepts helped us understand human nature, relationships, and things that influenced our
development as a human person.
In this lesson, we will explore the essence of living. As we understand human person,
we are aware of the cycle of being born, growing up, getting old, being sick and dying. One
important reality at some point of our human condition is “we are temporal beings” which
means that we are human beings oriented towards impending death. The very thought of
death, its mystery and cause of grief and anxiety to human beings may make thinking about
death as inappropriate and unnecessary. This idea may make you a bit uncomfortable, but it
is an essential element of the human condition. Only in reflecting on the reality of death can
we begin to explore and understand the meaning of our own and very existence
Remember
A. Phenomenological Notion of Death
According to Martin Heidegger (1889-1976) in his book Being and Time, death is (a)
certain, (b) indefinite, (c) one’s property, (d) non-relational, and (e) not to be outstripped.
Death is certain. As part of humanness, we are all born (in Heideggerian sense, we
are “thrown”) in the world. The world is governed by time. We, humans, are existing in time,
thus, as being thrown in the world, we have beginning and since we are finite beings, we
also have end – death. Birth and death are two things we cannot remove from our existence.
Whether we like it or not, we will die.
Death is indefinite. While death is sure to come, it is however indefinite as to when it
will come. Death is impending, meaning to say, it can happen anytime. We do not know
exactly when. That is why, we should try to live the best life that we can for we never know
the day of our end.
Death is one’s property. The death of the person belongs to him. Nobody can
experience his death except himself. There can be no proxies or substitutes for a person in
experiencing death.
Death is non-relational. This means that when we die, we die alone. We have no
choice but to face it on our own. Death also removes all our relations to others. In
contemplating death, we realize our own individuality and independence from the world.
Death is not to be outstripped. Death cannot be taken away from a person. Even the
person himself cannot remove the possibility of death in his life. One cannot make himself
live forever. Even though we see in fiction movies the idea of immortality, death, in real life is
a definite reality which we nothing can be done to be outstripped.
Authenticity is an idea mostly used in existentialism which means having true and
meaningful existence. According to Soren Kierkegaard, we have to avoid the crowd – the
majority of the society which we think that should be the pattern of our lives. For example,
we see people marrying, therefore, we also have to marry. But authenticity is not like that.
We have to freely choose marrying. The intention to marry should not come from the crowd
as we usually hear but it should come from our deliberate choice.
Another reason why we fail to lead an authentic life is fear. Just because we are
afraid of the possible consequences and what others might say, we fail to pursue what we
truly want in life. This challenge of authenticity is one of the important messages of death. As
we accept death, we realize the value of having a true life – an authentic life!
Exercise 1. In one sentence, what did you realized about death after reading the material?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.
B. Life is Happiness and Suffering

Suffering is generally viewed as a state of feeling discomfort or pain. It can come in
the form of physical suffering when one experiences bodily pain, example, injury or it may be
a mental suffering when it involves our minds and emotions, such as depression or
loneliness. Humans as we are, we normally experience pain and we often view it as
necessary to help as grow and become a strong person and find the deepest meaning of our
lives.
Exercise 2. When was the last time you were in a very problematic situation? What was the
reason behind it? How did you overcome it?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.
What makes us happy? Happiness is a state of being (over all physical condition of a
person), not just only an emotion or a decision. We do not choose happiness because we
feel it, we do not choose happiness because we need it, but happiness is the totality of who
we are as human beings. As an embodied spirit, we must also consider the goods or
sources of our happiness.
Kinds of Good
1. Noble good is one which is pursued for its own sake, example is love and friendship.
2. Useful good is found only from what it can provide, example, money is good as it
can buy you something.
3. Pleasurable good is good so long as it provides some form of pleasure, though it
does not have to be physical.
Whatever the source of our happiness right now, let us see to it that it is real and meaningful.
Exercise 3. List down three things that makes you happy and identify what kind of good they
are.
Makes Me Happy Kind of Good

1.
2.
3.
Exercise 4. How would you have turned out as a person if you have not experienced
happiness and have not gone through any suffering in life?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.
C. Meaning of Life
Nothing lasts forever (“Walang forever”). The cycle of being born, growing up and
growing old and dying is a reality. We have limited time here on earth and whether we like it
or not, we are bound to die. Death is real. It is a part of our being. Death is commonly
understood as the end of bodily functions. It also refers to the separation of body and spirit.
Everything that exists in this universe comes to an end and we humans are not exempted.
The acceptance of being a temporary individual in this world gives us a clearer vision on how
to live life to the fullest and understand the meaning of our existence. We have the freedom
to choose a well-lived life; doing good and doing what is right.
In life, we experience both happiness and suffering. Whatever experiences we have,
let us make it sure that it helps us lived the life worth remembering; that we could be a better
version of ourselves. Life is a gift, live it.
Exercise 5. What does living a meaningful life mean to you?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.
ACTIVITY 1: Thoughts
A. Define the following terms briefly. (2 points each)
1. Death - ________________________________________________________
2. Authenticity - ____________________________________________________
3. Suffering - ______________________________________________________
4. Happiness - ____________________________________________________
5. Kinds of Good - __________________________________________________
B. List down the three things you truly want in life, the challenges you see in
pursuing your goals and the possible solutions to these challenges. (5 points
each)
GOALS CHALLENGES SOLUTIONS
ACTIVITY 2: Feelings
A. “My Bucket List”:
Make a personal “Bucket List” of what you wish to do or accomplish in life. List them
based on the easiest to do and last would be the most difficult to do (5 points)
Write at the bottom of your bucket list the reason why you choose these things to be
in your “Bucket List” and why certain things in the list is easy or difficult. (5 points)
B. Reflection: If you are to leave a legacy (pamana or mana) in this world before you
die, what would it be? Elaborate about it in 10 sentences only. (15 points)
ACTIVITY 3. Meaning of My Life

Based on the concepts in this lesson, produce a video clip on the things which
make your life meaningful and present your OWN PHILOSOPHY IN LIFE. (1-2minutes only).
You may ask help or assistance from people you are living with. Submit your video
presentation via messenger or any platform agreed upon.
Rubrics for Activity 2.B. 5pts 3pts 1pt
Relevance and Originality Mentioned at least 3 related Mentioned at least 2 related Mentioned at least 1 related
concepts from the topic and concepts from the topic and concept from the topic and
presented original ideas presented original ideas. ideas are not original.
Content and Analysis Expressed his/her ideas Expressed his/her ideas Expressed his/her ideas
clearly and was able to give somewhat clearly and was unclearly and was unable to
a concrete legacy able to give a concrete give a concrete legacy.
legacy.
Grammar and Usage Minimal grammatical errors Some grammatical errors Too many grammatical
and the message is still and the message is errors and the message
understandable. somewhat understandable cannot be understood.
Rubrics for Activity 3 10pts 8pts 5pt

Content/Message The message is relevant to The message is somewhat The message is not relevant
the topic and has lessons to relevant to the topic and has to the topic and/or did not
learn related to the other lesson to learn related to the include lesson to learn.
topics in this subject. other topics in this subject.
Creativity and Originality The video is originally The video is originally The video is not fully original
produced and shown produced and shown some and/or shown lack of
excellent creativity. creativity. creativity.
Overall Visual Quality Excellent Very good Good
Wrap it up!
We may accept the reality of death as it is, but it also reminds us that we have to
value life while we have it. Since we cannot control it, things that remain within our control
are those which belong to life. While still alive, we have choices to take. The question now is
not focused on death but on how we live in the world. Let us ask ourselves before we die.
Did we ever truly live?
REFLECTION
Three things I learned ______________________________________________
Two things I found interesting ________________________________________
One question I still have _____________________________________________
References:
Abella, D. (2016). Introduction to the Philosophy of the Human Person. Quezon City: C&E Publishing Inc. pp.93-110
Ramos. (2016) Introduction to the Philosophy of the Human Person. Quezon City: Rex Book Store, Inc., 163-176

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Republic of the Philippines

LESSON EXEMPLAR WEEK 1 (AUGUST 24-28, 2020)

WEEK 2 (AUGUST 31 - SEPTEMBER 4, 2020)

ACTIVITY SHEET FOR

INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON

Materials: 1 1.5 container

2 large rocks or 3 -5 medium rocks

Small rocks or pebbles

Direction: Follow the instructions below.

Answer the following:

3. What are your feelings during the activity?

4.2 How do you feel right now?

5. How can we relate this activity on our manner of philosophizing?

2. What is philosophy for you?

3. In your own opinion and observation, how do Filipinos philosophize?

1. A human, and consequently a social activity, which consists in a human

Activity 4.2. Define the branches given above.

1. Philosophy of thought - ____________________________________________________

Activity 5. Enumerate Filipino philosophies that you know.

Activity 7. How Filipinos are philosophizing

Activity 8. IDEA SHARING

Why is Miletus the origin of Philosophy?

________ 1. Who is the father of philosophy?

________ 2. Where is the birth place of philosophy?

________3. Give the Greek origins of the word philosophy

________4. This branch focuses on reasoning

________5. Which branch focuses on social organizations?

Activity 10. My philosophy in life.

INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON

LESSON EXEMPLAR WEEK 3 (SEPTEMBER 7-18, 2020)

Identify whether the statement is a Fact or a Bluff.

________1. Manila is the capital of the Philippines.

2. How did you distinguish whether the statement is a fact or bluff?

This lesson aims to:

3. Why is evaluating an opinion significant in your daily dealings with your

1. A method of philosophizing focused on distinguishing and describing the nature

3. It is a defect in an argument other than its having false premises.

1. something that is true and can be proved to be true

Philosophizing or Pamimilosopo is an act to speculate or theorize, to think or

II. Methods of philosophizing

1. Phenomenology “Consciousness is Intentional”

2. Existentialism “Human Relations”

In continental philosophy, intuition, human condition, postmodernism,

4. Logic And Critical Thinking “Analysis and Construction of Arguments”

2. Inductive Reasoning. In this type of reasoning, supporting data,

1. Argumentum Ad Misericordiam (Appeal to Pity)

2. Argumentum Ad Ignorantiam (Appeal to Ignorance)

4. Composition (opposite of division)

5. Division (opposite of composition)

6. Argumentum Ad Hominem (Against the Person)

8. Argumentum Ad Papulum (Appeal to The People)

10. Hasty Generalization

Give an example for each methods of philosophizing:

4. Logic and Critical Thinking

It is important to have a strong argument in philosophizing. Here are some tips

How to Evaluate Opinions

1. How did you come up with your examples of arguments?

2. Why is it important to learn the criteria in evaluating arguments?

Source (Newsprint/Website/Radio/TV Program):

Date and/or Time: ____________________________________________________________

1. How did you feel after doing the activity?

3. How do we evaluate opinion?

Options for age groups: