INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN

PERSON

CONTENT Human Persons are Oriented Toward Their Impending Death

LESSON NAME CONTENT The Meaning of Life
STANDARDS The learner understands human beings as oriented towards their impending death. The learner writes a philosophical reflection on
PERFORMANCE STANDARDS the meaning of his/her own life.
LEARNING COMPETENCIES Explain the meaning of life (where will all these lead to)
Reflect on the meaning of his/her own life.
SPECIFIC LEARNING OUTCOMES Read, understand, and explain the meaning of life through the selections of Arthur Schopenhauer, Martin Heidegger, and Jean-
Paul Sartre
Create and reflect the meaning of life through vision and mission statements
180 minutes
TIME ALLOTMENT

LESSON OUTLINE:
During the lesson, the learners will:
1. Introduction: Review of the previous lesson.
2. Motivation: Fill Me/Posing a Question/Interactive Work (Video Presentation on
3. Instruction/Delivery: Lecture/Question-Discussion
4. Practice: Formative assessment and Drafting epitaph
5. Enrichment: Small group sharing and reflecting
6. Evaluation: Performance Task

MATERIALS
RESOURCES

PROCEDURE MEETING THE LEARNER’S NEEDS

INTRODUCTIONTeachers’ Tip:
Review of the previous lesson.
MOTIVATION
Option 1: Finish these phrases and share your thoughts to the class: I find life as My goal is to
 Death is
Option 2: How do you describe your life now?
Option 3: Video Presentation on Extra-Judicial Killings
INSTRUCTION/DELIVERY Teacher’s Tip
A. Lecture/Question-Discussion • The teacher will pose questions using Guided Generalization for Understanding.
Arthur Schopenhauer
•

The essay of Schopenhaur begins with the predicament of all the self with its
struggles and its destiny: What am I? What shall I do with my life? We have to be
Arthur Schopenhauer Martin Heidegger Jean-Paul Sartre
responsible for our own existence. Each of us knows that he is a unique person, but
1. What is the main idea of 1. What is the main idea of 1. What is the main idea of the
few have the energy, courage, or insight to throw off the husks of convention and the the
passage?
passage? passage?
achieve a sincere realization of their potentialities, and no one can do that for us.
However, unless we do “become ourselves,” life is meaningless. 2. Give supporting details 2. Give supporting details 2. Give supporting details

3. Explain the supporting details 3. Explain the supporting details 3. Explain the supporting
• Martin Heidegger
In Heidegger’s analysis, human existence is exhibited in care. Care is details Similarities of the three contexts

understood in terms of finite temporality, which reaches with death. Death is a Summary (where will all these lead to)
possibility that happens; all possibilities are evaluated in this light, when one lives with
a resoluteness, which brings unity and who leness to the scattered self. Eternity does
not enter the picture, for wholeness is attainable within humanity’s finite temporality.

•Jean-Paul Sartre
The person, first of all exists, encounters himself, surges up in the world, and
defines himself afterward. The person is nothing else but that what he makes of
himself. The person is provided with a supreme opportunity to give meaning to one’s
life. In the course of giving meaning to one’s life, one fills the world with meaning.

HIGHEST ENABLING STRATEGY AND TEACHING STRATEGY

PRACTICE
Option 1: Formative Assessment (Essay)(Holistic Rubric)
Option 2: The students shall complete the phrase as their own epitaph:
In loving memory of (Name) : a .

In loving memory of Juan dela Cruz: a responsible husband and loving

father .
 ENRICHMENT
Option 1: Small group sharing on one’s epitaph.
Option 2: Reflect the epitaph in real life
EVALUATION
Final Performance Task of the Course: We are about to finish the course and is now ready to live a more meaningful life. As a mature individual, create your own vision and mission statements that specify how you a

Rubric for Final Output:

Criteria Unacceptable (0)
Comprehensiveness (50%) No statements included.
do
Realistic (30%) The student’s vision and
mission statements are
not realistic and practical
and do not seem well
thought out.
Visual Presentation (20%) Unfinished product.
Not Yet Meets
Expectations (1 point)
Statements are vague –
not provide a clear vision
or mission for what
student wants to
accomplish.
Some of the elements are
not realistic in nature.
Messy, difficult to read. No
graphics included.
Spelling/grammarerrors
interfere with reader’s
understanding of the text.
Minimally Meets
Expectations (2 points)
Statements have features
that lack desired
accomplishment.
The student’s vision and
mission statements are
decently realistic but
difficult to achieve.
Somewhat messy. Has
graphics that do not
match the statements.
Very little effort put into
creating a neat product.
Fully Meets Expectations
(3 points)
Statements are clear and
concise considering the
previous lesson tackled in
the course, thus stating
what student wants to
accomplish.
The student’s vision and
mission statements are
realistic in that they seem
lofty but achievable.
Vibrant and easy to read
and understand. Graphics
creatively enhance the key
features of the
statements.
Exceeds Expectations (4
points)
Statements are not only
clear and concise but in
depth insight to the extent
that the content 1 -7 are
applied ,thus stating what
student wants to
accomplish
The student’s vision and
mission statements are not
only realistic but unique in
the sense that it is not
common to the life of
others but achievable.
Vibrant, creative, easy to
read and understand.
Graphics creatively
enhance the key features
of the statements. Student
put exceptional effort into
completing the product.