Module Code: Pasay –PHILO-Q1- W7-D1

Name:______________________________________________ Grade : _______________

Name of Teacher : __________________________________ Strand : _______________

Department of Education- National Capital Region

Schools Division of Pasay City

MODULE IN INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN

PERSON
First Quarter/ Week 7/DAY 1
___________________________________________________________
THE HUMAN PERSON IN THEIR ENVIRONMENT

Lesson Objective:

➢ Notice disorder in an
environment

“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 broguht up
approximately 600 B.C.E in the Western
Ionia seaport town of Miletus across the
Aegean Sea from Athens, Greece. Because
Ionia was a meeting place between the East
and West. Greek philosophy may have
oriental as well as egyptian and babylonian influences. In both east and west, philosophers
were asking questions about the universe we live in our place in it. Eastern sages probed
nature’s depths intuitively thorugh the eyes of spiritual sages, while Greek thinkers viewed
nature through cognitive and scientific eyes (Price 2000).
The speculations of the pre-Socratic philosophers represent a paradigm-shift- a
change from the mythical explanation of the origins of the cosmos to a more rational
expalanation. The philosophers were looking for the unfderlying laws of nature. They
wanted to understand the process by studying nature itself, not by listening to stories about
the gods. Though not as sophisticated in the 21st century standard, the pre-Socratic
philosophers do represent the first intellectual and scientific attempt to understand the
origins of the universe.
Today, there has been a growing concern for the environment in the past 40 years.
This concern has prompted groups from scientists, philosophers, conversationists,
environmental activists and so forth to propose different ways and approaches in this
observed disorder in the environment.
For further enhancement:
➢ https://www.youtube.com/watch?v=Qk2gUv3L8yI Be an active citizen for the environment | Barbara
Buffaloe | TEDxCoMohttps://www.slideshare.net/ChristineEndriga/human-person-in-the-
environment#:~:text=Environment%20The%20sum%20total%20of,as%20of%20danger%20and%20damage.

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 Module Code: Pasay –PHILO-Q1- W7-D1

Name:______________________________________________ Grade : _______________

Name of Teacher : __________________________________ Strand : _______________

MOTIVATIONAL ACTIVITY:
Below is the lyrics of the song “What A Wonderful World”. You can also listen to
the song in YouTube (https://www.youtube.com/watch?v=A3yCcXgbKrE).
Answer the questions that follows after listening and singing the song together
with the members of your family.

Questions:
What a
1. How did the song regard the environment? Wonderful
________________________________________
________________________________________ World
________________________________________ Louis Armstrong
________________________________________ I see trees of green, red roses too
I see them bloom for me and you
________________________________________
And I think to myself what a
wonderful world
2. How did the song see the human person in the I see skies of blue and clouds of
white
environment?
The bright blessed day, the dark
________________________________________ sacred night
________________________________________ And I think to myself what a
________________________________________ wonderful world
________________________________________ The colors of the rainbow, so
________________________________________ pretty in the sky
Also on the faces of people going
by
3. Which lyrics serve as most meaningful? Why? I see friends shaking hands,
________________________________________ saying how do you do
________________________________________ They're only saying I love you
________________________________________ I see babies crying, I watch them
________________________________________ grow
________________________________________ They'll learn so much more than
I'll ever know
________________________________________ Then I think to myself what a
________________________________________ wonderful world
________________________________________ The colors of the rainbow, so
________________________________________ pretty in the sky
Also on the faces of people…

Name of Student: ___________________________ Date:

___________________________

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 Module Code: Pasay –PHILO-Q1- W7-D1

Name:______________________________________________ Grade : _______________

Name of Teacher : __________________________________ Strand : _______________

Task 1: ACTIVITY
1. List the things that you did the whole day today. Take now of the
products you used, the things you bought, things you threw away.
Which among them do you think had an impact on the environment
(either positive or negative)?

My Activities Products Used/ Impact on the

Threw Away Environment

1.

2.

3.

4.

5.

6.
7.

8.

9.

10.

2. Looking back at your activities today, what would you have done otherwise to
reverse whatever you did that harmed the environment?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
___________________________

_______________________________________________________________________________________________

References:
Introduction to the Philosophy of the Human Person Textbook (R. Abella)
Introduction to the Philosophy of the Human Person (Christine Carmela R. Ramos, PhD, Rex Book Store)
Introduction to the Philosophy of the Human Person (LORIMAR Publishing)

Writer:
Marra Alyssa P. Santiago
Teacher II – PCEHS

Page 3 of 12
 Module Code: Pasay –PHILO-Q1- W7-D2

Name:______________________________________________ Grade : _______________

Name of Teacher : __________________________________ Strand : _______________

Department of Education- National Capital Region

Schools Division of Pasay City

MODULE IN INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN

PERSON
First Quarter/ Week 7/DAY 2
___________________________________________________________
THE HUMAN PERSON IN THEIR ENVIRONMENT

Lesson Objective:

➢ Notice disorder in an
environment

DISCUSSION:
Consider these two frameworks (Payne 2010):

Human
Culture
Individualism
Mind There are different views or concepts on nature or the
Calculative environment from which debates or researches can be
framed and reframed. Based on the anthropocentric model,
Human over/against environments
humans are superior and central to the universe. Ecocentric
Global/ technological model, the ecological or relational integrity of the humans,
provides meaning of our morals and values. Ecological
Figure 4.1 Anthropocentric Model positioning occurs in the past, present and future, and their
environmental settings with regard to our identifications,
relations and attachments in, about, with or for various
Nature
natures (Payne 2009).
Wild According to Payne (2009), classrooms cannot set
Holism aside the importance of aesthetics as well as the environment
Nature/ cosmos that suggests valuing that include: aesthetic appreciation;
enjoyment, relaxation, satisfaction, calm, peace, social
Body
interaction, growth toward holism and self-understanding.
Relational Every day, we experience or hear of how nature is destroyed
Earth/ wisdom and thus, there are floods, flash floods and landslides, among
Ecology over/ against humans others.
Figure 4.2 Ecocentric Model

For further enhancement:

https://www.youtube.com/watch?v=Qk2gUv3L8yI Be an active citizen for the environment | Barbara Buffaloe | TEDxCoMo
https://www.slideshare.net/ChristineEndriga/human-person-in-the-
environment#:~:text=Environment%20The%20sum%20total%20of,as%20of%20danger%20and%20damage.

Page 4 of 12
 Module Code: Pasay –PHILO-Q1- W7-D2

Name:______________________________________________ Grade : _______________

Name of Teacher : __________________________________ Strand : _______________
Our limited understanding of our environment opens for a need for philosophical
investigation of nature, applying aesthetic and theological dimensions, as well as appreciating our
philosophical reflections with the concept of nature itself. In the earlier chapters, we have the
underlying qualities of human being as holistic and transcendental. Not only should we value the
concepts of other people but to consider carefully, the moral, ethical, political, cultural and
ecological realities of where we are situated in.
To quote the English poet John Donne, “No man is an island, entire of self; every man is a
piece of the continent, a part of the main.” This means that as human persons, we interact not only
with our fellow human beings but also with the other living and non-living elements in our
environment.
Humankind is part of the world, and we significantly affect our environment in the same way
that changes in our environment affect us.

HOW DOES PHILOSOPHY DEFINE THE PERSON’S RELATIONSHIP WITH THE

ENVIRONMENT?

Like the physical sciences, philosophy also seeks to

explore the relationship between humanity and the environment.
Environmental philosophy or environmental ethics is the
discipline in the philosophy that studies the moral relationship of
human beings with the environment and its non-human contents.
Environmental philosophers tackle issues such as humanity’s role
in the natural world, the interaction between nature and human
activities, and humanity’s response to environmental challenges.
Philosophers believe that the person has a special
relationship with nature. Unlike other organisms that are merely part of ecosystems and exist to
perform certain biological roles, the person has the ability to change the environment to suit his or
her purposes.
It is in orderly environment where human persons thrive best. Disorder can give rise to
several problems and challenges for humankind. This is the most evident after any natural disaster
which result in great damage to property, injuries and even loss of lives. Normal activities are
disrupted in cities and communities.
As a rational being, the person is not only capable of transforming the world, but also of
understanding the laws which govern nature. It can be said that the world is a text which the person
can read and understand in order to live a better life. Because of this ability to “access” nature, the
role of the person in relation to it can take on different forms. He or she may opt to treat the
environment as an object, as a source of raw materials to be used in any way or she pleases. A
person may also view the environment as something that enveloped and surrounds him or her, and
thus they have a special and unique relationship with it. The raw state of the environment can be
likened to a blank canvas that needs to painted on. Persons have the unique ability of cultivating
nature, bringing it closer to their intended ends. This means that persons can help the environment
become greater than what it originally is if they take the risk.

Three Major views regarding the relationship between humanity and the
environment:
• Anthropocentrism – focuses on the significant role of humankind in the world and
considers nature as means by which humans are able to meet their needs and survive. This
view believes that humans are the most important species on the planet and they are free
to transform nature and use its resources. Humans are transforming the environment to suit
their needs.
Ex: landscapes were reshaped to schools, buildings and other structures can be built on
them.

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 Module Code: Pasay –PHILO-Q1- W7-D2

Name:______________________________________________ Grade : _______________

Name of Teacher : __________________________________ Strand : _______________
• Biocentrism – believes that humans are not only significant species on the planet, and that
all organisms have inherent value and should be protected. This view drives the activities of
humane organizations that advocate the ethical treatment for animals. In fact, our
government has passed laws that recognize the rights of animals to be treated kindly, such
as RA 8485 or “The Animal Welfare Act of 1998.”

• Ecocentrism – places great value on ecosystems and biological communities. This view
believes that humankind is part of a greater biological system or community and that we
have a significant role as stewards or guardians of nature. This view also promotes the idea
that order and balance in nature brings about stability and beauty.

The influence of humanity on the environment can be

best understood if we consider the individual person as
a dynamic source of change within his or her particular
environment.

Remember the time that classes were held in the

classroom, do you consider your classroom clean and
orderly? Will you be able to conduct your activities if your
classroom is messy and disorganized? As a responsible
student and member of the school community, how should
you respond to this situation?
We benefit greatly from a clean and orderly
environment. Clean and orderly surroundings contribute to
safety, well-being, and health, while dirty and disorderly
surroundings result in disease or accidents.

Task 2: Answer the questions:

1. Without going outside your home, observe your community. Can you see evidence
of changes in the environment caused by people? Describe these changes.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
___________________________

2. Can you see evidence of people adapting their activities to your school or
community?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________________________________________________________________________
References:
Introduction to the Philosophy of the Human Person Textbook (R. Abella)
Introduction to the Philosophy of the Human Person (Christine Carmela R. Ramos, PhD, Rex Book Store)
Introduction to the Philosophy of the Human Person (LORIMAR Publishing)

Writer: Marra Alyssa P. Santiago

Teacher II – PCEHS

Page 6 of 12
 Module Code: Pasay –PHILO-Q1- W7-D3

Name:______________________________________________ Grade : _______________

Name of Teacher : __________________________________ Strand : _______________

Department of Education- National Capital Region

Schools Division of Pasay City

MODULE IN INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN

PERSON
First Quarter/ Week 7/DAY 3
___________________________________________________________
THE HUMAN PERSON IN THEIR ENVIRONMENT

Lesson Objective:

➢ Notice things that are

not in their proper
place and organize
them in an aesthetic
way

Notice Things that are not in their

Proper Place and Organize them in an
Aesthetic Way
A. Ancient Thinkers

ANAXIMANDER
• Employed the term “boundless” to convey the further thought that Nature is
interdeterminate – boundless in the sense that no boundaries
between the warm and cold or the moist and dry regions are
originally present within it. (Solomon & Higgins 2010).

• Creation and Destruction. According to Anaximander’s

sketch of the genesis of the world (cosmonogy), the evolution of
the world begins with the generation of opposites in a certain
region of Nature; a portion of the boundless first differentiates
itself into a cold-moist mass surrounded by a roughly spherical
shell of the warm-dry. Once the warm-dry has been separated
out, surrounding the cold-moist, it begins to evaporate the
moisture of the latter, and this process forms a vaporous
atmosphere. Eventually, the expanding vapor or steam bursts
the enclosing fiery shells into rings, and rushing outward,
envelops them. The opposite forces caused an imbalance that
necessitated their ultimate destruction (Price 2000). What
appear to us as heavenly bodies are in reality parts of the fiery
rings that we glimpse through openings left in their steamy, vaporous
envelopes. The revolution of the stars, sun and moon around the central
earth is in reality the rotation of the vapor-enveloped rings of fire.

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 Module Code: Pasay –PHILO-Q1- W7-D3

Name:______________________________________________ Grade : _______________

Name of Teacher : __________________________________ Strand : _______________

PYTHAGORAS
• Described the universe as living embodiment of
nature’s order, harmony and beauty. He sees our
relationship with the universe involving biophilia (love for
other living things) and cosmophilia (love of other living
beings).

• The Chinese cosmic conception, on the other

hand, is based on the assumption that all that happens in
the universe is a continuous whole like a chain of natural
consequences. All events in the universe follow a
transitional process due to the primeval pair, the yang
and the yin. The universe does not proceed onward but
revolves without beginning or end. There is nothing new
under the sun; the “new” is a repetition of the old (Quito
1991). Human being’s happiness lies in his conformity with nature or tao; the
wise, therefore, conforms with tao and is happy.

B. MODERN THINKERS

IMMANUEL KANT

• Critique of Judgment. Immanuel Kant

expresses that beauty is ultimately a symbol
of morality (Kant 1997). According to Kant,
we must ignore any practical motive sor
inclinations that we have and instead
contemplate the object without being
distracted by our desires (Goldblatt &
Brown 2010). For instance, one should not
be tempted to plunge into the water in
seascape portrait. In a sense, therefore, the
stance that we take forward the beautiful
object is similar to that which we take toward
other human beings when we are respectful
of their dignity.
• The beautiful encourage us to believe that
nature and humanity are part of an even
bigger design. This sense of order in a
beautiful object is not translatable into a
formula or a recipe. Rather, the concept of a larger design, the belief in an
ultimate goal in which every aspect of the sensible world has its place in a
larger purpose, draws our thoughts toward a supersensible reality. Ultimately,
Kant believes that the orderliness of nature and the harmony of nature with
our faculties guide us toward a deeper religious perspective. This vision of the
world is not limited to knowledge and freedom or even to faith, in the ordinary
sense of the term. It is a sense of cosmic harmony.

Page 8 of 12
 Module Code: Pasay –PHILO-Q1- W7-D3

Name:______________________________________________ Grade : _______________

Name of Teacher : __________________________________ Strand : _______________

TASK 2: Answer how you can organize the following images in a more
aesthetic way? Draw and discuss your drawings.

1.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

2.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

3.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

4.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
References:
Introduction to the Philosophy of the Human Person Textbook (R. Abella)
Introduction to the Philosophy of the Human Person (Christine Carmela R. Ramos, PhD, Rex Book Store)
Introduction to the Philosophy of the Human Person (LORIMAR Publishing)

Writer: Marra Alyssa P. Santiago

Teacher II – PCEHS

Page 9 of 12
 Module Code: Pasay –PR2-Q1- W7- D4

Name:______________________________________________ Grade : _______________

Name of Teacher : __________________________________ Strand : _______________

Department of Education- National Capital Region

Schools Division of Pasay City

MODULE IN INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON

First Quarter/ Week 7/DAY 4
___________________________________________________________
THE HUMAN PERSON IN THEIR ENVIRONMENT

Lesson Objective:

➢ Notice things that are

not in their proper
place and organize
them in an aesthetic
way

TASK #3: Examine an ecosystem.

Answer the graphic representation of
this ecosystem for further interpretation
of your concepts. Tell a story of how
each element/inhabitant interacts, co-
exists and mingles together in order
that they could be considered as a holistic ecosystem. A short explanation of the reason why this is
considered as a complete ecosystem is necessary.

Individual

https://tr.pinterest.com/pin/359162139029208428/

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
For further enhancement:
https://www.youtube.com/watch?v=Qk2gUv3L8yI Be an active citizen for the environment | Barbara Buffaloe | TEDxCoMo
https://www.slideshare.net/ChristineEndriga/human-person-in-the-
environment#:~:text=Environment%20The%20sum%20total%20of,as%20of%20danger%20and%20damage.

Page 10 of 12
 Module Code: Pasay –PR2-Q1- W7- D4

Name:______________________________________________ Grade : _______________

Name of Teacher : __________________________________ Strand : _______________

The task of the student of philosophy of the human person in relation to the environment is to
constantly examine his dominant approach. We need this to complement the sciences that
address environmental issues from a purely technical perspective.

ASSESSMENT: Encircle the letter of the correct answer.

1. This is the branch of Philosophy that is concerned with the natural environment and humanity’s place in
it.
A. Environmentalism B. environmental philosophy C. environmental aesthetics D. environmental justice

2. This view considers man the most important species on the planet.
A. Biocentrism B. ecocentrism C. anthropocentrism D. environmentalism

3. This view believes that all organisms have inherent worth and should be valued and protected.
A. Anthropocentrism B. environmentalism C. biocentrism D. ecocentrism

4. This view places great value on ecosystems and biological communities.

A. Ecocentrism B. biocentrism C. environmentalism D. anthropocentrism

5. Which of these statements about humankind and nature is NOT TRUE?

A. Humankind can use natural resources without regard for the consequences
B. Humankind has a unique relationship with nature
C. Humans are able to transform and change the environment.
D. Humans are steward of nature

6. This perspective advocates action to address environmental problems.

A. Biocentrism B. environmentalism C. ecocentrism D. anthropocentrism

7. This is a moral approach in analyzing the relationship between humans and the environment.
A. Environmental justice C. environmental philosophy
B. Environmental aesthetics D. environmental ethics

8. Which of these statements does NOT reflect environmental ethics?

A. Man must take action to solve environmental problems
B. Natural disasters are unrelated to human activities
C. We should reflect on how our actions show regard for nature
D. We must uphold the welfare of the environment and everything in it.

9. This concept refers to the fair distribution of environmental benefits and the burden of addressing
environmental challenges.
A. Environmental aesthetics C. environmental ethics
B. Environmental justice D. environmental philosophy

10. Which of these statements is NOT related to sustainable development?

A. Human activities must not negatively impact the environment
B. Natural resources must be used wisely and efficiently
C. Resources must be conserved for other people
D. Humankind must use up all-natural resources

Page 11 of 12
 Module Code: Pasay –PR2-Q1- W7- D4

Name:______________________________________________ Grade : _______________

Name of Teacher : __________________________________ Strand : _______________
REFLECT:
Do you believe that humankind has done enough to address the challenge of climate change? What more
should we do to ensure that climate change will be resolved?

References:
Introduction to the Philosophy of the Human Person Textbook (R. Abella)
Introduction to the Philosophy of the Human Person (Sioco, Vinzons VIBAL Publishing)
Introduction to the Philosophy of the Human Person (Christine Carmela R. Ramos, PhD, Rex Book Store)
Introduction to the Philosophy of the Human Person (LORIMAR Publishing)

Writer:

Marra Alyssa P. Santiago

SHS Teacher II, PCEHS
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