Senior High School

Introduction to the Philosophy

of the Human Person
Module 8:
Perspectives of Human Limitations

AIRs - LM
LU_Introduction to Philosophy_Module 8
INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON
Module 8: Perspectives of Human Limitations
Second Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form without written
permission from the copyright owners.

Development Team of the Module

Author: Tifaith C. Lopez

Editor: SDO La Union, Learning Resource Quality Assurance Team
Content Reviewer: Reina C. Boac
Language Reviewer: Concepcion B. Dulay
Illustrator: Ernesto F. Ramos Jr.
Design and Layout: Ronnel M. Barrientos

Management Team:

Atty. Donato D. Balderas Jr.

Schools Division Superintendent
Vivian Luz S. Pagatpatan, PhD
Assistant Schools Division Superintendent
German E. Flora, PhD, CID Chief
Virgilio C. Boado, PhD, EPS in Charge of LRMS
Lorna O. Gaspar, EPS in Charge of Intro. to Philosophy
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II

Printed in the Philippines by: _________________________

Department of Education – SDO La Union

Office Address: Flores St. Catbangen, San Fernando City, La Union
Telefax: 072 – 205 – 0046
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LU_Introduction to Philosophy_Module 8
 Senior High School

Introduction to the Philosophy of

the Human Person
Module 8:
Perspectives of Human Limitations

LU_Introduction to Philosophy_Module 8
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for you
to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in

each SLM. This will tell you if you need to proceed on completing this module
or if you need to ask your facilitator or your teacher’s assistance for better
understanding of the lesson. At the end of each module, you need to answer
the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are
also provided to our facilitators and parents for strategies and reminders on
how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the exercises
and tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in

answering the tasks in this module, do not hesitate to consult your teacher
or facilitator.

Thank you.

LU_Introduction to Philosophy_Module 8
 Target

This module is designed to help you evaluate the meaning of life and various
perspectives of human limitations such as death.

The learning material is divided into two lessons, namely.

Lesson 1: Traditional and Legal Definition of Death

Lesson 2: Finding One’s Purpose

After going through this learning material, you are expected to:

a. Enumerate the objectives he/she really wants to achieve and to define the
projects he/she wants to do in his/her life. PPT11/12.4Ih.B.1

b. Reflect on the meaning of his/her own life. PPT11/12.4Iih

Subtasks:
a. To legally and traditionally defines death.

b. To enumerate the projects or goals one wants to accomplish in life.

c. To explain the meaning of one’s life

d. To reflect on the meaning of life.

LU_Introduction to Philosophy_Module 8
 Jumpstart

Activity 1: Define Death

Directions: Write an acronym meaning about death. You can put words or
phrase/s based on what you have learned.

D-_________________________________________________

E-_________________________________________________

A-_________________________________________________

T-_________________________________________________

H-_________________________________________________

Rubrics

Category 4 3 2 1
Topic Content is Content is Content is Content is
closely related Nearly somewhat slightly
to the topic. related to the related to the related to the

topic. topic. topic.

Content The statement The The Statement is
is very well statement is statement is slightly
organized. pretty well hard to organized.
organized. understand.

LU_Introduction to Philosophy_Module 8
 Lesson Traditional and Legal
1 Definition of Death

Discover

Traditional Definition
Death was a simply equated to the stopping of heartbeat and breathing.

Legal Definition:
Section 2, paragraph (j) of the Organ Donation Act of 1991 (Republic Act 7170):
“Death”- the irreversible cessation of circulatory and respiratory functions or
the irreversible cessation of all the functions of the entire brain, including the brain
stem. A person shall be medically and legally dead if either:

(1) In the opinion of the attending physician, based on the acceptable

standards of medical practice, there is an absence of natural respiratory
and cardiac functions and, attempts at resuscitation would not be
successful in restoring those functions. In this case, death shall be
deemed to have occurred at the time these functions ceased; or

(2) In the opinion of the consulting physician, concurred in by the attending

physician, that based on acceptable standards of medical practice, there is
an irreversible cessation of all brain functions; and considering the
absence of such functions, further attempts at resuscitation or continued
supportive maintenance would not be successful in restoring such natural
functions. In the case, death shall be deemed to have occurred at the time
when these conditions first appeared.

What happens to the human person after death? Concepts of life after death
in Christianity
The Christian end-time expectation is directed not only at the future of the
church but also at the future of the individual believer. It includes definite
conceptions of the personal continuance of life after death. Many baptized early
Christians were convinced they would not die at all but would still experience the
advent of Christ in their lifetimes and would go directly into the Kingdom of God
without death. Others were convinced they would go through the air to meet Christ
returning upon the clouds of the sky: “Then we who are alive, who are left, shall be
caught up together with them in the clouds to meet the Lord in the air; and so, we
shall always be with the Lord” (1 Thessalonians 4:17). In the early imminent
expectation, the period between death and the coming of the Kingdom still
constituted no object of concern. An expectation that one enters into bliss or
perdition immediately after death is also found in the words of Jesus on the cross:

LU_Introduction to Philosophy_Module 8
“Today you will be with me in Paradise” (Luke 23:43). In the Nicene Creed the life
of the Christian is characterized as “eternal life.” In the Gospels and in the apostolic
letters, “eternal” is first of all a temporal designation: in contrast to life of this world,
eternal life has a deathless duration. In its essence, however, it is life according to
God’s kind of eternity—i.e., perfect, sharing in his glory and bliss (Romans 2:7, 10).
“Eternal life” in the Christian sense is thus not identical with “immortality of the
soul”; rather, it is only to be understood in connection with the expectation of the
resurrection. “Continuance” is neutral vis-à-vis the opposition of salvation and
disaster, but the raising from the dead leads to judgment, and its decision can also
mean eternal punishment (Matthew 25:46). The antithesis to eternal life is not
earthly life but eternal death.

Eternal life is personal life, and precisely therein is fulfilled the essence of
humanity created according to the image of God. Within eternal life there are
differences. In the present life there are variations in talent, duty, responsibility, and
breadth and height of life, just as there are also distinctions in “wages” according
to the measure of the occupation, the sacrifice of suffering, and the trial (1
Corinthians 3:8). Correspondingly, the resurrected are also distinguished in eternal
life according to their “glory”.

Other Beliefs:

Reincarnation
It is the philosophical or religious concept that an aspect of a living being
starts a new life in a different physical body or form after each biological death.
How can we know for certain?
“No man knows whether death may not even turn out be the greatest blessing
for a human being; and yet people fear it as if they knew for certain that it is the
greatest of evil” –Socrates

Socrates on Death
Death is either:
-Possibility #1- dreamless sleep
- Possibility #2-Passage to another life
Therefore, either way, death is nothing to fear.
“After all, to the well-organized mind, death is but the next great adventure.”
-Albus Dumbledore, Harry Potter and the Sorcerer’s Stone
But what if there is no afterlife?
Would you still fear death?
Maybe what we fear is the process of dying. How does death feel?
Epicurus on death
- All sensation and consciousness end with death.
- When a man dies, he does not feel the pain of death because he is no
longer is and therefore feels nothing.
- Fearing nonexistence gets in the way of enjoying life

LU_Introduction to Philosophy_Module 8
Who am I? What is the meaning of life?

A. Socrates
Socrates, a great teacher in Athens around 469 BC, believes that knowing
oneself is a condition to solve the present problem (Berversluis 2000).
Socrates in Clouds is the head of the school; the work of the school comprises
research and teaching. Socrates has two different ways of teaching. His expository
method answers the student’s direct or implied questions, fills the void ignorance
with information, proceeds by analogy and illustration, or clears the ground
for exposition by demonstrating that some of the beliefs hitherto held by the student
are irreconcilable with other beliefs or assumptions. His “tutorial” or well-known
Socratic method is: (1) to assess by questions the character of the student; and (2)
to set him problems, exhort him to reduce each problem to its constituent elements,
and criticize the solution that he offers.
The first process is also called ironic process, a process that serves the learner
to seek for knowledge by ridding the mind of prejudices and then be humbly
accepting his ignorance. The second process has cleared the mind of the learner of
the ignorance, and then draws truth out of the learner’s mind. This can be done by
means of a dialog or a conversation. This method considers, examines, compares,
and studies the similarities and dissimilarities of the idea being discussed, so that
the clear and precise notion of the idea is achieved.

Happiness
For Socrates, for a person to be happy, he must live a virtuous life. Virtue is
not something to be taught or acquired through education, but rather it is merely an
awakening of the seeds of good deeds that lay dormant in the mind and heart of a
person. Knowing what is in the mind and heart of a human being is achieved through
self-knowledge. Thus, knowledge does not mean only theoretical or speculative, but
a practical one. Practical knowledge means one does not only know the rules of right
living, but one lives them. Hence, for Socrates, true knowledge means wisdom, which
in turn, means virtue.
Socrates’ major ethical claims were: (1) happiness is impossible without moral
virtue; and (2) unethical actions harm person who performs them more than the
people they victimize. Although it is not totally clear what Socrates meant by these
notions, he seems to have believed that an unethical person is weak, even
psychologically unhealthy. He apparently thought that we, today, would call that
cognitive and non-cognitive capacities are harmed as the unethical person gives into
his or her desires and ultimately becomes enslaved by them.

Someone in the grip of corruption can no longer be satisfied and endlessly

seeks new pleasures. In addition, the individual’s intellect and moral sense are
impaired. Socrates, thus, saw someone steeped in vice as lacking the freedom, self-
control, and intellect clarity that are needed to live happily. The immoral person
literally become a slave to his desires.

LU_Introduction to Philosophy_Module 8
B. Plato
Contemplation in the mind of Plato means that the mind is in communion
with the universal and eternal ideas. Contemplation is very important in life of
humanity because this is the only available means for mortal human being to free
himself from his space-time confinement to ascend to the heaven of ideas and their
commune with the immoral, eternal, and the infinite, and divine truths. This
contemplation does not mean passive thinking or speculation, or knowing and
appreciating what is good; rather, it is doing well in life. Human beings, therefore,
are in constant contemplation of the truth, since the things we see here on earth are
merely shadows (one appearance) of the truth (reality) in the world of ideas; the good,
since here on earth, the body is inclined to evil things; the beauty, since the things
we see here on earth are not fair or foul to others. Hence, humanity should
contemplate beauty that is absolute, simple, and everlasting.

Plato’s Theory of Immortality

According to Plato, the body is the source of endless trouble to us by reason
of the mere requirement of food, and is liable also to disease, which overtake and
impede us in the search after true being it fills us full of love, lusts and fears, and
fancies of all kinds, and endless foolishness. For example, when war comes, money
must be acquired by and for the sake of the body. The body, for Plato, causes us
turmoil and confusion in our inquiries. Thus, to see the truth, we must quit the body-
the soul cannot have pure knowledge.

C. Aristotle
Realizing Your Potential
Aristotle’s account for change calls upon actuality and potentially (Hare et al.
1991). For Aristotle, everything in nature seeks to realize itself- to develop its
potentialities and finally realize its actualities. All things have strived toward their
“end”. A child strives to be an adult; a seed strives to be a tree. It is the potentiality
to be changing. Aristotle called the process entelechy, a Greek word for “to become
its essence”. Aristotle has much more to say about change. Change takes place in
time and space. Since space and time are infinitely indivisible, Aristotle analyzed the
notion of infinity.
Entelechy means that nothing happens by chance. Nature not only has a
built-in pattern, but also different levels of being. Some creatures, such as humans,
have more actuality than potentiality and some, such as bees, have more potentiality
than actuality. However, for the world of potential things to exist at all, there must
first be something actual (form) at a level above potential or perishing things (matter).
Aristotle divided everything in the natural world into to two main categories:
nonliving things and living things (Price 2000). Nonliving things such as rock, water,
and earth have no potentiality for change. They can change only by some external
influence. Water changes into ice, for instance, when the external temperature
reaches freezing. However, living things do have the potentiality for change.
At the top of the scale is the Unmoved Mover (God), pure actuality without any
potentiality. All things in the world are potentially in motion and continuously
changing. Therefore, said Aristotle, there must be actual motion, and which is moved
by nothing external. He called this entity the Unmoved Mover.

LU_Introduction to Philosophy_Module 8
 For Aristotle, all things are destructible, but the Unmovable Mover is eternal,
immaterial, with pure actuality or perfection, and with no potentiality. Being eternal,
it is the reason for and the principle of motion to everything else. Because motion is
eternal, there never was a time when the world was not. The Unmoved Mover has
neither physical body nor emotional desires. Its main activity consists of pure
thought can only be itself.
Striving to realize themselves, objects and human beings move toward their
divine origin and perfection. Our highest faculty is the reason, which finds its
perfection in contemplating the Unmoved Mover. Aristotle explained how an
Unmoved Mover cause motion of the world and everything in it by comparing it to a
beloved who “moves” its lover by the power of attraction. The object of love is the
cause of a change in the lover, without itself being changed. Similarly, God is the
object of the aspirations of other substances but is not Himself susceptible to change
or motion (Here et al.1991) As the “form” adult is in the child directing it toward its
natural end, the Unmoved Mover is the form of the world moving it toward its divine
end. The highest human activity resembles the activity of the Unmoved Mover. Just
as the Unmoved Mover think about perfection itself. According to Aristotle, the most
pleasant activity for any living creature is realizing its nature; therefore, the happiest
life for humans is thinking about the Unmoved Mover (Price 2000).

LU_Introduction to Philosophy_Module 8
 Explore

Activity 1: My Life
Direction: Finish the phrases below that best suits your experiences in life. You
can also use another sheet of paper on this activity.

1. I find life as
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

2. When it rains,
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

3. My goal is to
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

4. If someone gives me joy, I

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

5. Death is
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Rubrics

Category 4 3 2 1
Topic Content is Content is Content is Content is
closely related nearly somewhat Slightly
to the topic. related to the related to the related to the
topic. topic. topic.
Content The statement The The Statement is
is very well statement is statement is Slightly
organized. pretty well hard to organized.
organized. understand.

LU_Introduction to Philosophy_Module 8
 Deepen

Activity 1: The Bucket of Life

Directions: Fill out the bucket list below by answering the column A guide
questions in relation to the column B. You can use another paper for this
activity. Bucket list – It refers to a list of things that one has not done before
but wants to do before dying. (www.meriam-webster.com)

Things that you have Things you wish you

done…… have done… but did
not

Family

Education

Spiritual

2. From the bucket list above, write down what you have realized.

LU_Introduction to Philosophy_Module 8
 Lesson
Finding One’s Purpose
2

Discover

Meaning of Life (Where Will This Lead To?)

Tragedy, according to Nietzsche, grew from his unflinching recognition and the
beautification, even the idealization, of the inevitability of human suffering (Johnston
2010)

Our true existence is not our individual lives but our participation in the drama
of life and history

Realizing ones "higher self” means fulfilling one’s loftiest vision, noblest ideal.
On his way to the goal of self-fulfillment.

A. Friedrich Nietzsche

The individual has to liberate himself from environmental influences that are
false to one's essential beings, for the "unfree man" is "a disgrace to nature'.'

The free human being still must draw a sharp conflict between the higher self
and the lower self, between the ideal aspired to and the contemptibly imperfect present.

• Unless we do "become ourselves," life is meaningless.

• total reality = phenomenal realm (highly differentiated world of material objects

in space and time) + noumenal realm (single, undifferentiated something that is space
less, timeless, non-material, beyond the reach of causality) which is inaccessible to
experience

B. Arthur Schopenhauer

The noumenon cannot cause the phenomenon –– so Schopenhauer concludes:

the noumenon and phenomenon are the same reality apprehended in two
different ways: the noumenon is the inner significance, the true but hidden and
inaccessible being, of what we perceive outwardly as the phenomenal world.

Schopenhauer's ethics: humans are separate physical objects in space and

time, temporary manifestations in the phenomenal world, of something noumenal ––
this implies that in the ultimate ground of our being we are the same something –– so
the wrongdoer and the wronged are in the last analysis the same –– this explains
compassion.

10

LU_Introduction to Philosophy_Module 8
 Schopenhauer contends that all of life is suffering caused by desire. Our desires
lead us to harm each other ultimately, amounting harm to ourselves.

The person who wickedly exerts his will against others suffers too. (Solomon &
Higgins 1996)

Schopenhauer's ethics: humans are separate physical objects in space and

time, temporary manifestations in the phenomenal world, of something noumenally –
– this implies that in the ultimate ground of our being we are the same something ––
so the wrongdoer and the wronged are in the last analysis the same –– this explains
compassion.

Human existence is exhibited in care. Care is understood in terms of finite

temporality, which reaches with death. Death is a possibility that happens

C. Martin Heidegger

Threefold structure of care:

Possibility. Humanity gets projected ahead of itself. Entities that are
encountered are transformed merely as ready-to-hand for serviceability and out of
them. Humanity constructs the instrumental world on the basis of the persons'
concerns.
Facticity. A person is not pure possibility but tactical possibility: possibilities
open to him at any time conditioned and limited by circumstances. A person's situation
as a finite entity
Fallenness. Humanity flees from the disclosure of anxiety to lose oneself in
absorption with the instrumental world, or to bury oneself in the anonymous is thrown
into a world where he/she must project his/her possibilities not disclosed by
theoretical understanding but by moods. impersonal existence of the mass, where no
one is responsible. Humanity has fallen away from one's authentic possibility into an
authentic existence of irresponsibility and illusory security. Inauthentic existence,
thus, is scattered and fragmented. D. Jean-Paul-Sartre
For Sartre, the human person desires be God; the desire to exist as a being that
has its sufficient ground in itself (en sui causa).
For an atheist, since God does not exist, the human person must face the
consequences of this.
The human person is entirely responsible for his/her own existence.

Sartre’s dualism

En-soi (in itself) — signifies the permeable and dense, silent, and dead. From
them comes no meaning, they only are. The en-soi is absurd, it only finds meaning
only' through the human person, the one and only pour-soi. the world only has
meaning according to.

Pour-soi (for-itself) the world only has meaning according to what the person
gives to it. Compared with' the en-soi, a person has no fixed nature. To put it in a
paradox: the human person is not what he/she is.

11

LU_Introduction to Philosophy_Module 8
 For Sartre, there is no way of coming to terms with the other that does not end
in frustration. This explains why we experience failure to resolve social problems from
hatred, conflict, and strife

E. Karl Jaspers
Freedom reveals itself as a gift from somewhere beyond itself.
Freedom without God only leads to a person’s searching for a substitute to God
closer to oneself, usually, he himself tries to be God.
Jaspers asked that human beings be loyal to their own faiths without impugning
the faith of others.

F. Gabriel Marcel
Philosophy's starting point is a metaphysical "disease.
Secondary reflection – process in which the search for a home in the wilderness,
a harmony in disharmony, takes place
Marcel's Phenomenological Method
Primary Reflection – this method looks at the world or at any object as a
problem, detached from the self and fragment. This is the foundation of scientific
knowledge. Subject does not enter the object investigated. The data of primary
reflection lie in the public domain and are equally available to any qualified observer
Secondary Reflection – Secondary reflection is concrete, individual, heuristic,
and open. This reflection is concerned not with object but with presences. It recaptures
the unity of original experience. It does not go against the date of primary reflection but
goes beyond it by refusing to accept the data of primary reflection as final
This reflection is the area of the mysterious because we enter the realm of the
personal. What is needed in secondary reflection is an ingathering, a recollection, a
pulling together of the scattered fragments of our experience.

12

LU_Introduction to Philosophy_Module 8
 Explore

Enrichment Activity 1: What I want in life

Direction: List at least 10 goals you want to accomplish in life. It can be long term or
short-term goals.

1.

2.
3.
4.
5.
6.
7.
8.
9.
10.

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LU_Introduction to Philosophy_Module 8
 Deepen

Activity 2: Reflect on the meaning of your life.

Directions: After learning from the views of the philosophers, write down your own
short reflection regarding the meaning of life. There should only be 3-5 sentences.

Reflect: Who am I?

1. “You only live once – but if you work it right, once is enough.” –Joe E. Lewis
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

2. “Twenty years from now you will be more disappointed by the things you didn’t
do than by the ones you did do. So, throw off the bowlines. Sail away from the
safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover” –
Mark Twain
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

3. “Unless you try to do something beyond what you have already mastered, you
will never grow.” –Ronald E. Osborn
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

4. “We are not a position in which we have nothing to work with. We already
have capacities, talents, direction, missions, and callings.” –Abraham H.
Maslow
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Rubrics
Category 4 3 2 1
Content is Content is Content is Content is
closely r e l a t e d Nearly somewhat not
to the topic. related to the related to the related to the
topic. topic. topic.
Content
The answer The The Answer is
is very well answer i s answer is not
organized. pretty well hard to organized.
organized. understand.

14
LU_Introduction to Philosophy_Module 8
 Gauge

Directions: Read and understand each question. Select and write the capital
letter of your answer on the space provided before the number.

1. Death was a simply equated to the stopping of heartbeat and

breathing. This meaning is meaning of death.
A. Dictionary B. Traditional
C. Legal D. Webster

2. Based on Section 2, paragraph (j) of the Organ Donation Act of

1991 (Republic Act 7170) a person is considered dead, if?
A. The attending physician declared the person death based on the
acceptable standards of medical practice.
B. The nurses or any of the medical practitioners give
resuscitation to the patient and the patient is still unconscious.
C. The attending physician finds out that the person has no pulses.
D. The patient looks pale.

3. A lady after suffering from 5 years of fighting for her life because
leukemia, meets the creator on her 35th birthday. This lady is a
Christin believer, what do you think is she expecting on her afterlife?
A. To be reincarnated B. To be another person
C. To have an eternal life D. To be born again

4. This pertains to the personal life, and precisely therein is fulfilled the
essence of humanity created according to the image of God.
A. Eternal life B. Death
C. Reincarnation D. Transcendence

5. According to Aristotle everything strives towards the end, what

Greek word did he use to describe the process which means “to become
its essence?
A. Entelechy B. Enthelenchy
C. Entilenchy D. Entelency

6. This reflection is concerned not with object but with presences. It

recaptures the unity of original experience. It does not go against the
date of primary reflection but goes beyond it by refusing to accept the
data of primary reflection as final.
A. First Reflection B. Primary Reflection
C. Second Reflection D. Secondary Reflection

15
LU_Introduction to Philosophy_Module 8
7. This method looks at the world or at any object as a problem,
detached from the self and fragment. This is the foundation of scientific
knowledge. Subject does not enter the object investigated. The data of
primary reflection lies in the public domain and are equally available to
any qualified observer.
A. First Reflection B. Primary Reflection
C. Second Reflection D. Secondary Reflection

8. Signifies the permeable and dense, silent, and dead. From them
comes no meaning, they only are. The en-soi is absurd, it only finds
meaning. only' through the human person, the one and only pour-soi.
The world only has meaning according to_____________.
A. Self-Care B. En-soi
C. Careful D. Pour-soi

9. The world only has meaning according to what the person gives to it.
Compared with' the en-soi, a person has no fixed nature. To put it in a
paradox: the human person is not what he/she is.
A. Self-Care B. En-soi
C. Careful D. Pour-soi

10. “Much more than he appears to ‘make himself’ man seems ‘to be
made ‘by climate and the earth, race, and class. Language, the history of
collectivity of which he is a part, heredity, the individual circumstances
of his childhood, acquired habits, the great and small events of his life.”
A. False B. Fallenness
C. Facticity D. True

16
LU_Introduction to Philosophy_Module 8
Answer Key

10.C
9. D
8. B
7. B
6. C
5. A
4. A
3. C
2. A
1. B

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LU_Introduction to Philosophy_Module 8
References
Books
Ramos, Christine Carmela R. (2016). Introduction to the Philosophy, First
Edition, Rex Bookstore, Manila Philippines

Website:

https://www.britannica.com/topic/Christianity/Concepts-of-life-after-

death https://www.slideshare.net/kazekage15/human-persons-as-

oriented-toward-their-impending-death

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LU_Introduction to Philosophy_Module 8
 For inquiries or feedback, please write or call:

Department of Education – SDO La Union

Curriculum Implementation Division
Learning Resource Management Section
Flores St. Catbangen, San Fernando City La Union 2500
Telephone: (072) 607 - 8127
Telefax: (072) 205 - 0046
Email Address:
launion@deped.gov.ph
lrm.launion@deped.gov.ph

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LU_Introduction to Philosophy_Module 8