Introduction To The Philosophy of The Human Person: Quarter 1 - Module 1: Pursuing Wisdom

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Introduction to
the Philosophy of
the Human
Person
Quarter 1 – Module 1:
Pursuing Wisdom
Philosophy – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 1: Pursuing Wisdom
First Edition, 2020
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Introduction to
the Philosophy
of the Human
Person
Quarter 1 – Module 1:
Pursuing Wisdom
Introductory Message
For the facilitator:
Welcome to the Introduction to the Philosophy of the Human Person for Grade 11
Alternative Delivery Mode (ADM) Module on Pursuing Wisdom!
This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
Notes to the Teacher

This contains helpful tips or strategies that will help you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
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For the learner:
Welcome to the Introduction to the Philosophy of the Human Person for Grade 11
Alternative Delivery Mode (ADM) Module on Pursuing Wisdom!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
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This module has the following parts and corresponding icons:
This will give you an idea of the skills or

What I Need to Know
competencies you are expected to learn in
the module.
This part includes an activity that aims to
What I Know
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In
the current lesson with the previous one.
In this portion, the new lesson will be
What’s New
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
This section provides a brief discussion of
What is It
the lesson. This aims to help you discover
and understand new concepts and skills.
This comprises activities for independent
What’s More
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned
sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do
help you transfer your new knowledge or
skill into real life situations or concerns.
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This is a task which aims to evaluate your
Assessment
level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities
to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.
This contains answers to all activities in the
Answer Key
module.
At the end of this module you will also find:
References This is a list of all sources used in developing

this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
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5. Finish the task at hand before proceeding to the next.
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If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
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Module 1:
Pursuing Wisdom
Quarter : First Quarter
Content Standard : The learner understands the meaning and process of
doing philosophy
Performance Standard : The learner reflects on a concrete experience in a
philosophical way
Learning Outcomes (Syllabus): Present a philosophical reflection based on a concrete
situation on the meaning of doing philosophy from a
holistic perspective in a creative way.
Competencies (MELC) : Distinguish a holistic perspective from a partial point of
view
Duration : 1 week
Topics : The meaning of Philosophy
What I Need to Know
As technology enters the larger conversation of humanity, the senior high

school students (young as you are) should understand that education is more than
just simply browsing the Internet.
Here, the philosophical enterprise will be compared and contrasted with

scientific enterprise, highlighting how philosophy’s love of wisdom allows it to love
questions more than answers. You will also be asked to critically reflect upon the so-
called universal questions like, “who am I, really?” Or “Why can’t I stop myself from
asking questions?” In this way you will hopefully see for yourself that there are never
easy answers to seemingly simple questions. To this end you will be taught to
perform phenomenological reflections.
What I Know
1. Have you encountered as wise person? If so, why do you consider him/her wise?
If you have not, how would you recognize one?
2. What do you know about yourself? What do you still have to figure out?
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What’s In
Philosophers have often wondered and argued about the role of philosophy in
man’s life. One view is that each one of us is a philosopher, whether or not we have
studied philosophy. We all have the potential to philosophize since we have the
tendency to wonder and doubt. We possess the capacity to reflect on our
experiences, and we have a never-ending need to learn and discover (Abella 2016).
What’s New
Philosophy has an etymological definition, which states the origin of the term,
and also a real definition, which explains what it actually studies.
1. Etymological Definition of Philosophy: The term philosophy comes from the

Greek words philo, meaning “love,” and sophia meaning “wisdom.” Literally,
philosophy means “love of wisdom.” Thus, a philosopher is a lover of wisdom.
2. Philosophy is also defined as the science that by natural light of reason studies
the first cause or highest principles of all things. Under this definition, four
things are to be considered:
a. Science
It is called science because the investigation is systematic. It follows

certain steps or it employs certain procedures. In other words, it is an
organized body of knowledge just like any other sciences.
b. Natural Light of Reason
Philosophy investigates things, not by using any other laboratory

instrument or investigative tools, neither on the basis of supernatural
revelation, otherwise it becomes theology; instead, the philosopher uses his
natural capacity to think or simply, human reason alone or the so-called
unaided reason.
c. First cause or highest principle
A principle is that from which something proceeds in any manner

whatsoever. The First Principles are the following:
 Principle of Identity – whatever is; and whatever is not is not;
everything is what it is. Everything is its own being, and not being
is not being
 Principle of Non-Contradiction – it is impossible for a thing to be
and not to be at the same time, and at the same respect
 Principle of Excluded Middle – a thing is either is or is not;
everything must be either be or not be; between being and non-
being, there is no middle ground possible.
 Principle of Sufficient Reason – nothing exists without a
sufficient reason for its being and existence.
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d. Study of all things
This sets the distinction between philosophy from other sciences. All
other sciences concern themselves with a particular object of investigation.
For example, anthropologists study human beings in relation with the
society; sociologists study society, its form, structures, and functions;
botanists focus their attention to plants; linguists limit themselves with
language; theologians investigate God; whereas, a philosopher studies human
beings, society, religion, language, God, and plants, among other concerns.
The reason is that philosophy is not one dimensional or partial. In short,

a philosopher does not limit himself to a particular object of inquiry. He
questions almost anything, if not everything. It is multidimensional or holistic.
What is It
Since its beginnings, however, the scope of philosophy has changed. Early
Greek philosophers studied aspects of the natural and human world that later
became separate sciences – astronomy, physics, psychology, and sociology. On the
other hand, certain basic problems – the nature of the universe, the standard of
justice, the validity of knowledge, the correct application of reason, and the criteria
of beauty – have been the domain of philosophy from its beginnings to the present.
Finally, in attaining wisdom, there is a need for emptying. Emptying can be

intellectual. For instance, the Taoist considers an empty cup more useful than a full
one. This means simplicity and humility. Emptying can be also spiritual. For
Christian philosophy, poverty in spirit means compassion. Emptying is also
physical. The Buddhists refrain from misuse of the senses, thereby emphasizing a
unified whole (Elgin 2009). Without the virtue of emptying, students will only learn
partial philosophy that is knowledge-based, without becoming holistic (i.e.,
acquiring wisdom through various dimensions of being human including the
psychological, social, emotional, and moral aspects).
What’s More
1. What does it mean to be a lover of wisdom?
2. What characteristics should a philosopher possess?
3. How do you understand "holism"? Explain in five sentences.
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What I Have Learned
Since ancient times, philosophers have been pondering some of the most
enduring questions regarding human existence. The following are some of them.
What is real?
Are we able to perceive and understand reality and everything in it?
How do we know what we know?
Are the things that we know true?
What is the ultimate cause of all things?
What is our purpose in this world?
To what extent are our choices and actions considered free?
DISCUSS
1. What other philosophical questions have you asked yourself?
2. What led you to ponder those questions?
3. Do you think you will be able to figure out the answers to these questions?
Explain.
What I Can Do
Oral Research Presentation
1. Cite examples of how philosophy can be a principle of sufficient reason or non-

contradiction.
2. Share your concepts about the importance of philosophy. Give examples of

these in politics, sports, law, and daily life.
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Assessment
Multiple Choice. Underline the letter of the best answer. Write the chosen
letter on a separate sheet of paper.
1. An etymological definition states or explains
a. the origin of the term b. what it actually studies
c. the object of the study d. the importance of the study
2. “Philo” is a Greek word which means a. knowledge b. love

c. wisdom d. study
3. “Sophia” is a Greek word which means a. knowledge b. love

c. wisdom d. study
4. Philosophy is because a philosopher does not limit himself to a particular

object of inquiry. a. partial b. dimensional
c. holistic d. certain
5. Philosophy is based on certain knowledge derived from reasoned demonstration

of causes and reduced to a . a. principle b. proposition
c. system d. an argument
6. When knowledge follows procedures, structures, principles, and rules

a. it is false b. it is seemingly true
c. it is seemingly false d. it is systematized
7. It follows certain steps or it employs certain procedures.

a. science b. art c. Palmistry d. horoscope
8. Philosophy investigates things through . It does not use any other laboratory
instrument or investigative tools, neither on the basis of supernatural revelation,
otherwise it becomes theology. a. science b. study of all things
c. argument d. natural light of reason
9. This sets the distinction between philosophy from other sciences. All other
sciences concern themselves with a particular object of investigation.
a. principle of identity b. study of all things
c. reasons, causes & principles d. natural light of reason
10. A thing is either is or is not; everything must either be or not be; between being
and not-being, there is no middle ground.
a. principle of sufficient reason b. principle of non-contradiction
c. principle of identity d. principle of excluded middle
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Answer Key
Make a poster showing a holistic view of your life. Come up with a creative
visualization that will show your life in its totality and how your various experiences
contribute to give meaning to your life.
References:
Abella, Roberto D. 2016. Introduction to the Philosophy of the Human Person.
Quezon City. C& E Publishing, Inc.
Calano, Mark Joseph., et al. 2016. Philosophizing and Being Human: A
textbook for Senior High School. Quezon City. Sibs Publishing
House, Inc.
Camiloza, Loreto., et al. Philosophy of the Human Person. An Introductory text
for Senior High School. Quezon City. Phoenix Publishing House, Inc.
Elgin, Duane. 2009. The living universe. California. Berrett-Koehler
Publishers, Inc.
Palmaniano, Dariel A. 2010. Logic Make Sense. Quezon City. C & E
Publishing, Inc.
Ramos, Christine Carmela. 2016. Introduction to the Philosophy of the Human
Person. Manila. Rex Bookstore, Inc.
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifacio
Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: *
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Module 2:
Facing Challenges in the Twenty-First Century
Content Standard : The learner understands the meaning and process of
doing philosophy
Performance Standard : The learner reflects on a concrete experience in a
philosophical way
Learning Outcomes (Syllabus): Present a philosophical reflection based on a concrete
situation on the meaning of doing philosophy from a
holistic perspective in a creative way.
Competencies (MELC) : (1.) Realize the value of doing philosophy in obtaining a
broad perspective on life; and
(2.) Do a philosophical reflection on a concrete situation
from a holistic perspective
Duration : 1 week
Topics : Lesson 1 – Why become a Philosopher? On Attaining
a Comprehensive Outlook in Life; and
Lesson 2 – Philosophical Reflections
What I Need to Know
This module introduces you to the various viewpoints of philosophy: the

western and non-western, with emphasis on our very own Filipino indigenous
beliefs and finally, going beyond the logical and the technological imperatives of
existence.
What I Know
List the positive and negative Filipino values. Defend your answer.
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Lesson Why Become a Philosopher?
On Attaining a Comprehensive Outlook in
1 Life
What’s In
Expanding our Philosophical Frames: Western and Non-Western Traditions

Many philosophers hold that there are three great original centers of
philosophy in the world – Greek (or Western), Indian, and Chinese. Historically
speaking, Asian classics of the Indians and the Chinese predate the oldest of than
their Greek counterparts (Quito 1991). Before the Greek period, there was hardly an
activity in the West. Greeks before Thales did not have philosophy (Velasquez 1999).
From the time of the Greek triumvirate (Socrates, Plato, and Aristotle), there
was a reversal. The Western thinkers started to indulge in feverish philosophical
speculation, whereas the Asian thinkers began diminishing philosophical activity. In
our present century, almost all the major philosophical ideas emanate from Western
thinkers (Quito 1991).
Certainly, the culture of the “East” is very different from that of the “west”
(primarily Europe and North America), but that does not mean each culture is
incapable of understanding certain features of the other.
What’s New / What is it
There are three attitudinal imperatives that we must bear in mind if we are to
appreciate either the Oriental or Eastern thought vis-à-vis the Occidental or Western
mindset and to situate them in their proper perspective (Quito 1991):
 In contrast to the propensity of the West to think in a linear manner, that is, in
terms of beginning and ending in a straight line, Oriental thought runs in a
circular manner in which the end conjoins the beginning in a cyclic style. In a
manner of speaking, nothing actually begins absolutely or ends absolutely. A
man may have been born at a precise time and may have died at a precise time,
but it cannot be said that his existence can be congealed at a specific time, and
when he dies, his life continues in another form. This is indispensable to the
understanding of samsara or rebirth. There is a cycle of rebirths within the
various spheres of life, the vegetative, animal, and human. The world, in fact, did
not have an absolute beginning but was merely a continuation of an earlier world
in an earlier time. There is, therefore, a succession of worlds and a succession of
lives.
 The attitudinal imperative is the assumption that the East does not make a
rigorous distinction between religion and philosophy. In the East, Philosophy is
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Religion and Religion is Philosophy. The Oriental does not cut off philosophy that
is thought, from religion that is life in action.
 The third attitudinal imperative is the acceptance of the validity of intuition and
mysticism, the readiness to revert to extra logical, if not illogical modes of
thinking. Orientals are perceived of transcending the limitations of the human
intellect and treading on a no-man's land where verification of one's premise is
not possible. Oriental thought does not follow structured mode. By its very
nature, it cannot but be intuitive and mystic.
The West has but to theorize and speculate; no application to life is necessary.
Such are the Platonic, Hegelian, Kantian, and Fichtean theories to which the
Western philosophers render lip service; their application to practice is still being
contested by other Western philosophers (Mitchell 2011).
If logic is no longer able to solve a life problem, Asian mind resorts to

intuition. From the very fact that it thinks in a cyclic all-at-once-ness, it must
resort to means other than the usual mental processes applicable to the
piecemeal and fragmentary. One should not therefore be surprised at its
propensity to mysticism, at its use of super-consciousness, or of the existence of
a third eye or a sixth sense. When the situation demands, it reverses the logical
patterns (Mitchell 2011).
What’s In
Filipino Thinking: From Local to Global

Like any other people, the Filipino must eventually take consciousness of his
own particular life and his world, his society and his gods in the light of Truth, and
thereby realize his proper being (Reyes 1990). However, the pioneering attempts to
formulate a Filipino philosophy share the fate of most pioneering works: the lack of
refined tools and the lack of predecessors upon whom to stand (Mercado 1992).
Filipinos do have their own philosophy. This section draws out elements or
draw sketches of the general lines of Filipino philosophy. The three dimensions of
Filipino thought are: Loob, Filipino Philosophy of Time, and Bahala Na. These
attitudes and values constitute the hidden springs of the Filipino Mind.
1. Loob: Holistic and Interior Dimensions
Kagandahang-loob, kabutihang-loob, and kalooban are terms that show

sharing of one's self to others. For Mercado (1992), interiority manifests itself in
freedom. Loob puts one in touch with his fellow beings. Great Philippine values, in
fact, are essentially interpersonal. The use of intermediaries or go-betweens, the
values of loyalty, hospitality, pakikisama (camaraderie, conformism), and respect to
authority are such values that relate to persons. In short, the Filipino generally
believes in the innate goodness of the human being. Filipino ethics has an internal
code and sanction that flow from within itself. This ethics is more constant than
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other legalistic moral philosophies that are rather negative. The Filipino, who
stresses duties over rights, has plenty in common with his Oriental neighbors such
as the Chinese and the Indian.
In short, the Filipino as individual looks at himself as holistic from the

interior dimension under the principle of harmony. The Filipino looks at himself as
a self, as a total whole—as a "person," conscious of his freedom, proud of his human
dignity, and sensitive to the violation of these two (Mercado 2000).
2. Filipino Philosophy of Time
Moreover, the Filipino proves that he believes in the gulong ng palad

(literally, "wheel of fortune") and hence, looks at life as a series of ups and downs
(Timbreza 1992). This philosophy of life makes the Filipino an unmitigated optimist.
When the so-called wheel of life is on the downtrend, he looks to the future with
hope because life's wheel cannot stay down forever. When one weeps, one will surely
smile. The Filipino looks upon every event, fortunate or unfortunate, as fleeting or
transitory.
Life may be sorrowful, but precisely because suffering is ultimately salutary,

there is hope beyond suffering (Timbreza 1996). Floods, earthquakes, EDSA
revolutions, continuous poverty — all these were seen to be transcended hoping that
one day, the sun would shine and nature would heal itself. As a saying goes, “If one
has reached the lowest ebb, there is no way to go but up.” Time is considered cyclic.
Often, Filipino Time is mistakenly interpreted as always delayed in the

committed time of arrival. This notion can be misleading since the Filipino farmers
are early risers to go to their field and waste no time for work. The concept of "siesta
time" or "power naps" is also important for Filipino culture that must not be
necessarily considered negative.
3. Bahala Na
The Filipino subconsciously accepts the bahala na attitude as a part of life.

Bahala na literally means to leave everything to God who is Bathala in the
vernacular. The bahala na philosophy puts complete trust in the Divine Providence;
it contains the element of resignation. Thus, the Filipino accepts beforehand
whatever the outcome of his problem might be (Mercado 2000).
Bahala na (come what may) nonetheless, is one of the most outstanding

Filipino virtues. It is in one aspect perceived as courage to take risks. For instance,
it could be accounted that not only poverty but also because of bahala na why
millions of Filipinos are working abroad in complicated and high-risk environment
and places. From war-torn to besiege countries, Filipinos will risk their lives just to
be able to support their families back home.
Bahala na, on the one hand, is seen as fatalistic; sort of leaving everything to
God or to chance—such is the uncertainty of life. On the other hand, fatalism is
universal. The will of God/Allah, tao to the Chinese, rta to the Indians and fate in
Buddhism—all signify, in one way or another, fatalism.
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What’s More
1. Philosophical Paper: Compare your initial understanding of "holism" to the

current discussions.
2. Philosophical Paper: If you are entertaining a tourist or balikbayan relative or

friend, how will you introduce the Philippines?
What I Have Learned
Group Activity:
How important are "kagandahang loob" and "kabutihang loob" to being
Pinoy? If your class or batch will sponsor a fund-raising activity for Yolanda
survivors, how can you lend a hand? Conceptualize a fund-raising concert.
What I Can Do
Tracking and Analyzing Your Purpose
Draw a timeline. This exercise aims to examine the wackiest and worst times
in search of the meaning behind your life. This can help you identify more skillfully
the kinds of activities, conditions, locations, and people combinations where your
purpose is well served and where it is abused. Consider your childhood, formal
education experiences, and others. During these times, you experienced very poor
results and very strong dissatisfaction. If you learn something new about your
purpose, make a note of it.
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Happiest Times Worst Times
List the activities, people, locations, List the activities, people, locations,
and conditions in your life you were and conditions in your life when you
most happy. felt dissatisfied.
What did you learn about your What did you learn about your
purpose? purpose?
1. 1.
2. 2.
3. 3.
Lesson
Philosophical Reflection
2
What’s In
This section will emphasize your application of reflection based on a holistic

perspective. Doing a philosophical reflection based on concrete situation from a
holistic perspective could be done through debate, discussions, essays, and other
activities. These reflections will further develop your analytical skills, especially for
evaluating arguments.
Consider the writing assignment in the Proposed Activities below. You should
always consider an agreeable thesis. Support evidence regarding critical claim/s.
You should express reasons in support of a claim's (e.g., why an act is morally "right"
or "wrong").
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1. Choose any topic for your writing assignment
a. Define philosophy. Explain what is unique about philosophical thought.
b. Do you think philosophy is important in the age of globalization? Why or why

not?
2. Photo Essay
Take pictures regarding the events of Earth Hour, an hour where cities and
landmarks turn off their lights. Write insights on your photos regarding this
question: What are the implications of Earth Hour to being interconnected in a
global society?
Assessment
Answer the following questions:
1. What Filipino value puts one in touch with one's fellow beings and is essentially
interpersonal?
Nos. 2-4. Who consist the Greek triumvirate?

2.
3.
4.
5. Write your insights regarding the meaning of goodness. You can choose a specific
topic regarding "good" and "bad" (e.g., issues on poverty).
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References
Mercado, Leonardo. 2000. Filipino Popular Devotions: The Interior Dialogue
Between Traditional Religion and Christianity. Manila: LOGOS
Publications.
Mitchell, Hellen Buss. 2011. Roots of Wisdom. A Tapestry of Philosophical

Reflections. Boston. Wadsworth.
Quito, Emerita. 1991. The Emerging philosophy of East and West. Manila. De
La Salle University Press.

Timbreza, Fiorentino. 2002. Paghahanap ngKabuluhan. Manila: De La

Salle University Press.
Velasquez, Manuel. 1999. Philosophy: A Text with Readings, Instructor's

Edition, 7th. PA. Wadsworth.

Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonif
Email Address: *
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Module 3:
Methods of Philosophizing – Distinguishing Opinion from Truth

Content Standard : The learner demonstrates various ways of doing
philosophy
Performance Standard : The learner evaluates opinions
Learning Outcomes (Syllabus): Analyze situations that show the difference between
opinion and truth by applying the various ways of doing
philosophy
Competencies (MELC) : Distinguish opinion from
truth Duration : 1 week
Topics : Lesson 1 – Logic and Critical Thinking: Tools in
Reasoning;
Lesson 2 – Fallacies; and
Lesson 3 – Analyze Situations that Show the
Difference between Opinion and Truth
What I Need to Know
This module introduces you the methods or ways of looking at truth and what
will be considered as mere “opinions.” Philosophizing is to think or express oneself
in a philosophical manner. It considers or discusses a (matter) from a philosophical
standpoint. In logic, truth is based on reasoning and critical thinking. Insofar as
fallacy is an error, there is no established classification of the ways in which men
and women commit errors. Hence, there is no universally accepted classification of
fallacies, for no classification of erroneous arguments is entirely satisfactory. It
would be impossible to draw up a complete list of errors, for they are indeed
multiple. Thus, presented in this module are only the most common fallacies.
What I Know
Sensitivity Check:
1. Two Lies and a Truth:
You shall tell two lies and a truth about yourself. Your Classmates (or
parents, brothers or sisters) will guess which one is the truth.
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Lesson Logic and Critical Thinking: Tools in
1 Reasoning
What’s In
In the last module, the meaning and process of doing Philosophy,

emphasizing the importance of holism, as well as learning how to construct
philosophical essays, were introduced. This section shall demonstrate the various
ways of doing philosophy. In search for wisdom, you must evaluate arguments and
ways of expressing your beliefs, emotions, and opinions.
What’s New
Logic comes from the Greek word logike, meaning, “thought,” “reason,” or
“discourse.” It is the science and art of correct thinking (or reasoning).
Logic is centered in the analysis and construction of arguments. Logic

and critical thinking serve as paths to freedom from half-truths and deceptions.
Critical thinking is distinguishing facts and opinions or personal feelings. In
making rational choices, first, we suspend beliefs and judgment until all facts
have been gathered and considered.
What is It
Logicians distinguish between two basic types of argument, namely:

deductive and inductive. Basically, an argument consists of two parts, the
premises and conclusion. The main function of the premise is to provide support
or basis for the conclusion. The conclusion by nature should be derived from the
premises.
In Deductive reasoning or argument, the premises are said to support the

conclusion necessarily or formally. While the essential attribute of deductive
argument is validity, that of Inductive argument is probability.
Take for instance:
All philosophers are wise. (Major premise)

Confucius is a philosopher. (Minor premise)
Therefore, Confucius is wise. (Conclusion)
23
Validity and Soundness of an Argument
Based on the previous example (or syllogism), if the two premises are
constructed logically, then the conclusion must follow logically, the deductive
argument is valid. This does not necessarily mean that the conclusion is true or
false. Validity comes from a logical conclusion based on logically constructed
premises (Reed 2010).
Strength of an Argument
On the other hand, inductive arguments cannot prove i f the

premises are true which will also determine the truth of the conclusion.
Inductive reasoning proves only probable support to the conclusion. An
inductive argument that succeeds in providing such probable support is
a strong argument. While an inductive argument that fails to provide such
support is weak, a strong argument with true premises is said to be cogent.
For example:
Jay: Do you think Congressman Gerry will be re-elected?

Yna: I doubt it. His district has become more conservative in
recent years. Also, 63% of the registered voters in his district
are in the Opposition.
This argument is both a statistical argument and a predictive argument,

which are two common patterns of inductive reasoning. Also, the conclusion does
not follow necessarily from the premises.
What’s More
Guided Learning: Experiential Learning
1. Share your experiences on the times you did not use reason in your life
but rather, you relied more on emotions or opinions of other people.
What did you learn from the experience?
2. Research a topic for class debate. For example: So long as one does not harm
others, an individual should be free to pursue his/her own ends. Agree
/Disagree
3. Determine which are the premises and the conclusion:
a. All known planets travel about the sun in elliptical orbits. Therefore, all
planets travel about the sun in elliptical orbits.
b. You have a very good circle of friends. Therefore, you are very good.
24
c. All oranges are fruits. All fruits grow on trees. Therefore, all oranges grow
on trees.
Lesson
Fallacies
2
A fallacy is a defect in an argument other than its having false premises. To

detect fallacies, it is required to examine the argument’s content. Here are some
of the usually committed errors in reasoning and thus, coming up with false
conclusion and worse, distorting the truth.
a. Appeal to pity (Argumentum ad misericordiam)

A specific kind of appeal to emotion in which someone tries to win
support for an argument or idea by exploiting his or her opponent’s feelings of
pity or guilt.
b. Appeal to ignorance (Argumentum ad ignorantiam)
Whatever has not been proved false must be true, and vice versa.
c. Equivocation
This is a logical chain of reasoning of a term or a word several times, but

giving the particular word a different meaning each time. Example: Human
beings have hands; the clock has hands. He is drinking from the pitcher of water;
he is a baseball pitcher.
d. Composition
This infers that something is true of the whole from the fact that it is true
of some part of the whole. The reverse of this fallacy is division.
e. Division
One reasons logically that something true of a thing must also be true of
all or some of its parts.
f. Against the Person (Argumentum ad hominem)

This fallacy attempts to link the validity of a premise to a
characteristic or belief of the person advocating the premise. However, in
some instances, questions of personal conduct, character, motives, etc., are
legitimate if relevant to the issue.
25
g. Appeal to force (Argumentum ad baculum)
An argument where force, coercion, or the threat of force, is given as a
justification for a conclusion.
h. Appeal to the people (Argumentum ad populum)

An argument that appeals or exploits people’s vanities, desire for esteem,
and anchoring on popularity. Consider this illustration:
i. False cause (post hoc)

Since that event followed this one, that event must have been caused by
this one. This fallacy is also referred to as coincidental correlation, or correlation
not causation. This cartoon is an example:
j. Hasty generalization
One commits errors if one reaches an inductive generalization based on

insufficient evidence. The fallacy is commonly based on a broad conclusion upon
the statistics of a survey of a small group that fails to sufficiently represent the
whole population.
k. Begging the question (25etition principii)
This is a type of fallacy in which the proposition to be proven is assumed

implicitly or explicitly in the premise.
What I Have Learned
Cite examples of how fallacies are used in daily life. For example, when you
watch advertisements based on the popularity of endorsers, do you tend to buy their
product? Did you use the fallacies of ad misericordiam or ad hominem toward
others? How?
26
Lesson Analyze Situations that Show the
3 Difference between Opinion and Truth
Applying Logic and Fallacies in Determining Truth from Opinion:
Christine Ramos (2016) said, the purpose of news reporting and

journalism had irrevocably changed. If the purpose of a sentence is to
inform or state a fact, some of its words must refer to things, events or
properties. In other words, some of its words have cognitive meaning.
However, words also have emotive meaning—that is, they also may have
emotive whether positive or negative overtones.
Con artists take advantage of the emotive side of language in two very
important ways. First, they use emotive meaning masked as cognitive meaning
to whip up emotions so that reason gets overlooked. Secondly, they use
emotively neutral terms of euphemisms to dull the force of what they say and,
thus, make acceptable what otherwise might not be. The fallacy of the use of
emotional words happens when one carefully employs words and images that
are heavy with emotional connotations in order to secure the sympathies of
others. In most political speeches by politicians and activists, words and
symbols have been invested with rich meanings and can easily arouse the
emotions and sympathies of the listeners, viewers, and readers.
Ignorance can be cloaked in a false aura of authority. This fact casts

serious doubt on the general competence of newsmagazine writers who talk so
flippantly on technical matters. Handouts for instance are fed to news
reporters by government agencies and others who speak English. This is why
most news journals or news reports give the same details. Some
correspondents are also culturally incompetent who are not aware of the
language or customs of the countries that they are sent (Copi & Cohen 2010).
What I Can Do
1. Problem-based Activity
Illegitimate generalizations result to stereotypes; it is a distortion

because it creates a false impression of the group that is being
represented. There are stereotypes in television, movies, etc.
a. Watch a film where you can identify generalizations. For instance, Mean
Girls. Why are they "mean" and how did they give false impressions to
others? Discuss.
27
b. Did you experience a stereotyped generalization? Describe the
experience and explain why you believe that you were subjected to
this kind of generalization.
2. Research
Each of the statements below violates at least one of the guidelines for
critical thinking. Identify the guideline that was violated and give a brief
explanation for your choice. Determine whether the statements are
expressing opinions or truth.
a. Anna bought a bottle of pain reliever because a TV commercial claimed

that most hospitals prescribe it.
b. You're either for us or against us.
c. I get disgusted with my science classes. We study the "principle of this"
and the "theory of that” Aren't there any laws? Why can't scientists make
up their minds and stop acting like they don't know anything for sure?
3. Self-evaluation
How do you assess these words: “terrorists,” “pretty,” “gay”? Are your
statements based on unfounded generalizations of facts?
Assessment
Multiple Choice. Underline the letter of the best answer. Write the chosen letter
on a separate sheet of paper.
1. Granting that the premises are true, the conclusion is necessarily also true.
Such an argument is . A. valid b. true c. strong d. cogent
2. It refers to the manner by which the premises necessarily support for the
conclusion. It is an essential attribute of deductive argument.
a. Truth b. validity c. soundness d. probability
3. A valid argument which at the same time consists of all true propositions is said
to be . A. True b. valid c. sound d. probable
4. The premise is false and the conclusion has a strong probability of being false.
This argument is . A. invalid b. unsound c. weak d. false
5. The premise is false but there is a high probability that the conclusion will
come true. This argument is . A. sound b. valid
c. true d. strong
6. The premise is true and the conclusion is highly to be true. This argument is
. A. invalid b. unsound c. false d. cogent
7. It aims to develop the habit of thinking easily, spontaneously, and effectively.
a. Science b. Art c. judgment d. logic
8. Without it, science would not be possible; and without science, human
civilization would not have gone this far.
a. Social Philosophy b. Theology c. logic d. Axiology
9. It enables one to pinpoint the defects of faulty argument.
a. logic b. common sense c. reasoning d. judgment
10. It helps one to explain exactly what is wrong with the arguments and to give the
flaw a name. a. logic b. common sense c. reasoning d. judgment
28
Check Your Understanding
1. Explain the importance of logic and critical thinking.
2. Give five examples of informal fallacies and how they occur in life. How can we
avoid fallacies?
Examples:
Mr. Domingo is not afraid of the dark. But Mr. Domingo is an MIT professor.
Thus, all MIT professors are not afraid of the dark. (Fallacy of Composition).
1.
2.
3.
4.
5.
Apply What You Know
Watch and listen to a session in the senate or congress from Youtube or

any source and evaluate the arguments of the speakers. Are the arguments
sound and valid? Why or why not? Specify fallacies detected. (If the class is unable
to go the senate, the class can also watch televised debates or live privilege
speech. The class can also download the speeches for better clarity).
29
Answer Key
References
House, Inc.

Copi, Irving., and Carl Cohen. 2010. Introduction to Logic. 14th Ed. Pearson.

Reed, Delbert. 2010. Origin of Analytic Philosophy. Kant and Frege.

New York. Continuum.

Email Address: *
30
Module 4:
Methods of Philosophizing – Leading to Wisdom and Truth

Content Standard : The learner demonstrates various ways of doing
philosophy
Performance Standard : The learner evaluates opinions
Learning Outcomes (Syllabus): Analyze situations that show the difference between
opinion and truth by applying the various ways of doing
philosophy
Competencies (MELC) : (1.) realize that the methods of philosophy lead to
wisdom and truth; and
(2.) evaluate truth from opinions in different situations
using the methods of philosophizing.
Duration : 1 week
Topics : Lesson 1 – Realize the Methods of Philosophy that
Lead to Wisdom and Truth; and
Lesson 2 – Evaluate Opinions
What I Need to Know
In this module, your knowledge will be supplemented with different methods

of philosophizing or the various ways people engage in the activity of philosophy.
You may understand them as different paths or approaches to arrive at truth. A
discussion of these methods will provide you with a glimpse at how philosophers
proceed in their search for answers to philosophical questions. We have clarified in
the previous discussions that philosophy is the love of wisdom, it is directed to the
pursuit of truth. Crucial to understanding this idea is knowing the difference
between knowledge and opinion. Luckily for us, philosophy’s history already came
up with set of theories that will help us evaluate truth from opinion.
What I Know
Brain-Teasers: A brain-teaser is a form of a puzzle that requires thought to

solve. It often requires thinking in unconventional ways with given constraints in
mind; sometimes, it also involves lateral thinking, logical puzzles, and riddles.
Examples:
1. Eskimos are very good hunters, but why they never hunt penguins. Why not?
31
2. You are in a cabin and its pitch black. You have one match on you. Which do
you light first, the newspaper, the lamp, the candle, or the fireplace? Explain
your answer.
3. There was an old man who lived by himself. He felt tired so he went to
into the bathroom, went to the toilet, and then turned the light off
before going to bed. The next morning there was a news flash on the
radio that a boat crashed. The man opened the window and jumped
out. Why?
Lesson Realize the Methods of Philosophy that

1 Lead to Wisdom and Truth
What’s In
It is dangerous to mistake an opinion for knowledge. For instance, much may

be at stake when we consult a quack doctor instead of a medical doctor when we are
sick, or just any person instead of a wise one for advice. Quacks do not possess
knowledge about disease and the human body just as some people are most
probably as confused as we are about life and love. Every time we interact with
fellow human beings in this world, we are presented with claims that we can easily
mistake for truth. Television networks would present news that are not really news
and our friends on social media like Facebook would post deceiving updates or
photos. We need a means to identify whether what is presented to us is true
especially since there are people who profit from perpetuating lies. Financial scams,
for instance, have taken away hard-earned money of victims and ruined lives.
Philosophy will show you the path to a good life. The skills and values that
philosophy present will equip you with the mental training required to distinguish
the false from the true (Camiloza 2016).
What’s New
For Double (1999), although philosophy is an organized body of knowledge,

the subject matter of philosophy is questions, which have three major
characteristics:
1. Philosophical questions have answers, but the answers remain in

dispute.
2. Philosophical questions cannot be settled by science, common sense,
or faith.
3. Philosophical questions are of perennial intellectual interest to
human beings.
32
What is It
The methodology or method that philosophers use to address philosophical

questions is critical thinking. Critical thinking is the careful, reflective, rational,
and systematic approach to questions of very general interest. Critical thinking
means understanding of philosophy and refraining from merely giving
claims but through careful thought, one reasons through argumentations. One
tries to become a "philosopher" because one possesses and cherishes above the
rest of humanity the "love of wisdom" which is a part of all human nature and
because one more reflectively and critically brings to light and examines the
largest and widest implications of the life of all human beings.
For Maboloc and Pascua (2008), critical thinking is a lifelong process

of self-assessment that further consists of:
 defining, analyzing, and devising solutions;

 arriving at reasonable and informed conclusions;
 applying understanding and knowledge to new and different
problems;
 willingness to change one point of view;
 continually examining and re-examining ideas; and
 willingness to say " I don' t know."
The attributes of a critical thinker include:
 Looks for evidence to support assumption and beliefs

 Adjusts opinions
 Looks for proof
 Examines problem
 Rejects irrelevant and incorrect information
If one accepts one's limits or has the courage to say "I don't know," then it
becomes an honest appraisal of say, solving a problem. Only if one is able to be
willing to change one's point of view based on arising evidence and
continually re-examining ideas, can a more holistic perspective of truth be
arrived at.
What’s More
a. What makes a person a critical thinker?

b. Who are Bill Gates and Steve Jobs? What do you think are their positive
attitudes that made them successful?
c. What characteristics of a critical thinker do you think you possess or ought
to have?
d. There was a robbery in which a lot of goods were stolen. The robber(s) left
in a truck. It is known that: (1) Nobody else could have been involved other
than A, B and C. (2) C never commits a crime without A’s participation. (3) B
does not know how to drive. So, is A innocent or guilty?
e. If someone in the group disagrees with your ideas, are you open to new
ideas not necessarily in agreement with yours?
33
What I Have Learned
Debate Discussion
Apply the methods of philosophy. Construct arguments or present a
thesis regarding their agreement or disagreement on the given passage. You
can also choose a theme based on the research topic assignment from the
previous section. A student from the agreement or disagreement side will
be chosen. Only three (3) minutes are allotted to articulate or give reasons to
your stand. The class will pick the best and most effective argument. Criteria will
be based on the soundness, validity, and strength of the arguments.
“Computer games, science fiction movies, and virtual communications emulate

the reality of bodies at an imaginary level having no connection with the world of
real bodies. The articulation of the real with fantasy produces cross-effects that
are mostly perverse, such as children imitating the mass murders they have seen
on television. There is cause for serious doubts concerning the long-term
psychological significance of the comic-book culture aimed at young persons: the
mass of fantastic, violent creatures reflects rather a certain poverty of
imagination of their creators than a desire experienced by the children they
target. Children imagine not of world peace but one of terror and aggression that
are products of imaginations that are ultimately poor and sterile.”
Lesson
Evaluate Opinions
2
What’s In
As discussed in the previous sections, critical thinking and logic

are important tools to distinguish facts from opinions. An opinion can be
a belief or judgment that rests on grounds insufficient to produce complete
certainty. It is a personal view, attitude, or appraisal or personal feelings.
Asking relevant questions, assessing arguments and statements, looking for
evidence to support assumption and beliefs, and deciding rationally what to
believe or not are important to evaluate opinions.
What I Can Do
The following is an exercise to evaluate opinions:
34
Use critique as a critical thinking activity. Assess and notate the
positive and negative aspects of them. The class can choose their own topic
for debate. In preparation for debate, divide up into teams. Develop thesis.
Construct arguments. Consider rebuttals and response. Teams not
competing will be judges.
Debate:
I. Team 1 vs. Team 2

II. Team 3 vs. Team 4
III. Pro team opening ( 7 minutes)
IV. Con team opening ( 7 minu tes)
V. Pro team rebuttal ( 5 minutes)
VI. Con team rebuttals ( 5 minutes)
VII. Pro team response ( 3 minutes)
VIII. Con team response ( 3 minu tes)
IX. Competing teams: Closing arguments
Criteria:
Which team gathered more relevant facts? (7 points)
Which team based their arguments on emotions (3 points)

or opinions?
Which group presented a more organized and (7points)

correct arguments?
Eye contact (3 points)
Audience awareness (5 points)
Total 25 points
Assessment
3. How can we differentiate truth from opinion? Explain in 5 sentences.
4. Determine the premise and conclusion of the following quotes. Underline

the conclusion twice.
a. Many people believe that a dark tan is attractive and a sign of good health,
but mounting evidence indicates that too much sun can lead to health
problems. One of the most noticeable effects is premature aging of the skin.
- Joseph Morgan and Michael Morgan
35
b. Every art and every inquiry and similarly every action and pursuit, is thought
to aim at some food; and for this reason, the good has rightly been declared
to be that at which all things aims. – Aristotle
c. The stakes in whistleblowing are high. Take the nurse who alleges that
physicians enrich themselves through unnecessary surgery.
- Sissela Bok
1. Copy an article from the Internet, a newspaper, or magazine. Identify the facts
and opinions presented in the article. Determine how you will verify the facts and
opinions stated. Present your work in class.
2. Research on any idea or claim that is currently circulating in media and on the
Internet. Analyze it and determine if it is true or false. Discuss your analysis in
class.
References
Abella, Roberto D. 2016. Introduction to the Philosophy of the Human Person.
Quezon City. C& E Publishing, Inc.
Aristotle. Translated by Crisp, Rogers. 2000. Nichomachean Ethics.
United Kingdom. Cambridge University Press.
House, Inc.
Camiloza, Loreto., et al. 2016. Philosophy of the Human Person. An
Introductory text for Senior High School. Quezon City. Phoenix
Publishing House, Inc.
Double, Richard. 1999. Beginning Philosophy. New York: Oxford University
Press.
Maboloc, Christopher Ryan and Pascua II Edgar. 2008. Elements of Logic.
Quezon City. Rex Printing Company.

Email Address: *
36
Module 5:
The Human Person as an Embodied Spirit
Content Standard : The learner understands the human person as an
embodied spirit
Performance Standard : The learner distinguishes his/her own limitations and
the possibilities for his/her transcendence
Learning Outcomes (Syllabus): Share experiences that discern one’s limitations and
possibilities in understanding the human person as an
embodied spirit
Competencies (MELC) : Recognize how the human body imposes limits and
possibilities for transcendence
Duration : 1 week
Topics : Recognize how the human body imposes limits and
possibilities for transcendence
What I Need to Know
In philosophy, the adjective transcendental and the noun transcendence

convey the basic ground concept from the word’s literal meaning (from Latin), of
climbing or going beyond, with varying connotations in its different historical and
cultural stage. Appreciating art has transcendent existence. Knowledge and law will
also require transcendence. Scientific knowledge and laws are transcending simple,
phenomenal things to abstract. The fact that we have a soul that is capable of coming
to life and experiencing profound and hidden values, which the flesh and its senses
can never discover alone. This spirituality in us is identified with the divine image in
our soul.
Though there are many aspects of transcendence, this lesson will cover three
main spiritual philosophies, namely: Hinduism, Buddhism, and Christianity.
What I Know
Listening to Music:
a. Choose a Hindu music (preferably, centered on peace). This can be available

online or on music shops.
37
b. Share your insights about the music.
c. How did the music affect you?
What’s In
Human being, has a supernatural, transcendental destiny. This

means that he/she can rise above one's ordinary being or self to a highest
being or self to a highest being or self. For St. Thomas Aquinas, in the plan of
God, a human being has to develop and perfect one's self by doing his/her daily
task. Hence, if a human being perseveringly lives a righteous and virtuous
life, he/she transcends his/her mortal life and soars, to an immortal state of
life.
A. Hinduism: Reincarnation and Karma
An interesing Hindu belief is the transmigration of souls, reincarnation or

"metempsychosis." Essential Hinduism is based on the belief in karma and has
its first literary expression in Upanishads. Everything in this life, say the Hindus,
is a consequence of actions performed in previous existence. Only by building
up a fine record, or "karma," can final salvation be achieved. This doctrine is a
very old one. For the Jains, there is nothing mightier in the world than karma;
karma tramples down all powers, as an elephant to a clump of lotuses
(Puligandla 2007). The Buddhists took it over in large part when they broke
away from Brahmanism.
B. Buddhism: Nirvana
Nirvana means the state in which one is absolutely free from all forms of bondage
and attachment. It means to overcome and remove the cause of suffering. It is also the
state of perfect insight into the nature of existence. The Buddhists see one who has attained
nirvana as one who is unencumbered from all the fetters that bind a human being to
existence (i.e., wealth). He has perfect knowledge, perfect peace, and perfect wisdom
(Aguilar 2010).
When the Buddha was asked whether one who, attains nirvana exists or ceases
to exist after death, he simply refused to answer the question and instead maintained
complete silence. The question is seen as inappropriate that any attempt to answer it
can only lead into the quagmire of idle metaphysical speculations and futile
philosophical disputes. The Buddha did not want his disciples to concern themselves
with purely speculative problems. Further, the Buddha's silence is due to his awareness
that nirvana is a state that transcends every mundane experience and hence cannot be
talked about;
38
for all talk is possible only within the perceptual-conceptual realm. Nirvana is beyond
the sense, language, and thought (Puligandla 2007).
Another false conception regarding nirvana is that one who attains it, cuts
himself/herself off from the world of toil, tears, and turmoil and spends his/her life in a
state of total inactivity and indifference to the world around him. Far from living a passive
life, the Buddha from the day of his enlightenment until death is always surrounded by
people (Puligandla2007). It is, thus, absurd to describe nirvana as a state of inactivity,
stupor, and indifference. One who has attained enlightenment is a non-attachment. This
means that as one attains wisdom, one desires nothing for himself but always works for
the well-being and liberation of his fellow humans.
This way of life conforms to Buddha's teaching that wisdom consists in treading
the Middle Way, avoiding the extreme of asceticism, inactivity, and indifference on the
one hand and that of frantic activity and mindless pursuit of pleasure on the other. The
nirvanic man, according to Puligandla (2007), is the true follower of the Buddha, in
that, he neither always sits absorbed in meditation nor is always involved in
activity. He is the living testimony that the middle way is indeed the way to
enlightenment.
C. St. Augustine and St. Thomas Aquinas: Will and Love
For St. Augustine, physically we are free, yet morally bound to obey
the law. The Eternal law is God Himself. According to this law, humanity
must do well and avoid evil, hence, the existence of moral obligation in every
human being. Christian life is not easy. However, no human being should
become an end to himself. We are responsible to our neighbors as we are to
our own actions.
The truth of St. Augustine's message still rings true to this day. Despite
Augustine's period, which was decadent, are our times any less corrupt?
Innocence of heart and purity can only be gained by God's grace. God alone can
give that gift to some instantly or to others at the end of an entire life's struggle.
That gift, in itself, is a major triumph. Through prayer, modesty, fasting, and
other sound measures that the Church recommends, or God provides, can
purity of heart, mind, and body be maintained and daily lived (Johnston 2006).
39
Definitely, to live a chaste life is difficult. All are called to be chaste
whether married or single. For to be pure is also to be holy. Though all are
called to different lifestyles, all are called to be holy, pure, and chaste within
that lifestyle. Any lifestyle that does not include these virtues, even with
consenting individuals, is not pleasing to God; for it does not lead to holiness,
selflessness, and full honesty. For St. Augustine, though we are physically
free, one does not have a right to do anything if it is not morally right or if one
will hurt another. Rightness means pleasing God. God has given us a choice
to discern between right and wrong though we are often ignorant in this
manner unless we are wholly sincere, honest, and pure (Johnston 2006).
Evil and Suffering
Suffering is close to the heart of biblical faith. In comparison with

the Buddha, who saw life in suffering and tried to control it instead of
cursing it, Job, of the Old Testament, did not just complain. He cursed the
day he was born! In a phenomenological perspective, all of us will continue
to assert our will against others, adding to the overall suffering of human
experience.
In Christianity, suffering leads to the Cross, the symbol of reality

of God's saving love for the human being. Suffering, in Buddhism,
gives rise to compassion for suffering humanity. Compassion is the
heart of religion, but compassion can disappear from it. Religion,
without compassion, becomes law and burden imposed in its
adherents. If there is no compassion, religion can start wars that destroy
enemies. Jesus condemned religion without compassion and
constructed, thus, the parable of the Good Samaritan.
What’s More
1. How do you show love toward others? Friends? Family? People in need?
2. Rightness means pleasing God, can you give examples? If you are non-
Catholic, give examples of doing "right" actions.
3. Choose a song that you can relate to the topics of this section. You can opt
to sing this in class.
40
What I Can Do
Explore your own possibilities for transcendence. Copy and fill out the table
with the appropriate responses.
I want to be… I can achieve this by…
I want to do the following… I can make this happen by…
What I have learned
Choose a hero/heroine. It could be based on the film viewed or not.

What are the qualities do you admire from your hero or heroine? Why? You can
jot down memorable lines you find meaningful in the film.
Assessment
1. How can our attachment to, or craving for worldly pleasures cause
suffering? Cite examples.
2. How can we live a chaste life? How can we practice control?
3. Give examples of how we are physically free but morally bound (St.
Augustin).
41
Apply What You Know
1. Spiritual Practice: Yoga Meditation (Outdoor or Indoor)
Organize a yoga session. (You may invite a yoga teacher or browse

in the internet and be in your most comfortable yoga attire.) After the
session, share your insights and reflections about your experience.
Specifically, share any peaceful or healing moment in this activity to the
class. To share to the community, you can post your pictures or videos
online. (Yoga classes can also be viewed online). Try the sun salutation
(www.adultwellness.com.ph ) for beginners; never force the poses.
2. Interview a priest, a nun, or a Buddhist monk and ask them regarding

their philosophy of religion. Submit the interview in class. Be able to
document the interview. Take pictures with the interviewee. If you are a non-
Catholic, interview a spiritual adviser.
Guide Questions:
1. W hat i s f ai th?
2. Who is God or Buddha in one' s l i fe?
42
3. Cite the three things necessary for the salvation of humanity.
References
Aguilar, Pido. 2010. The Gift of Abundance. Manila. Claretian Publications.

House, Inc.
Johnston, Derek. 2006. A Brief History of Philosophy from Socrates to Derrida.

London. Continuum.
Puligandla, Ramakrishna. 2007. Fundamentals of Indian Philosophy. New

Delhi. Jain Publishing.
Ramos, Christine Carmela R. 2016. Introduction to the Philosophy (2nd ed.)

Manila. Rex Bookstore, Inc.

Email Address: *
43
Module 6:
Human Body Imposes Limits and Posibilities for Transcendence

Content Standard : The learner understands the human person as an
embodied spirit
Performance Standard : The learner distinguishes his/her own limitations and
the possibilities for his/her transcendence
Learning Outcomes (Syllabus): Share experiences that discern one’s limitations and
possibilities in understanding the human person as an
embodied spirit
Competencies (MELC) : Evaluate own limitations and the possibilities for their
transcendence
Duration : 1 week
Topics : Lesson 1 - Recognize the Human Body
Imposes Limits and Possibilities
for Transcendence; and
Lesson 2 - Distinguish the Limitations and Possibilities
for Transcendence
What I Need to Know
This module will initially answer the question “What is to be human?” which
entails having two-dimensional character of being a body (an object) and a soul (a
subject). The body with all its passive desires is responsible for setting limitations to
our life-projects while the soul which is the seat of freedom is responsible for
transcending these limitations and help us pursue persistently our life possibilities.
As there is no unbroken harmony between these two dimensions, each of us has to
struggle between them and ultimately consent to our embodied life and the world as
something we do not fully create. The fragile resolution of this tension ultimately
makes human freedom genuinely our own. This, in the end, gives us our distinctive
identity as being “embodied, free, rational, creative, moral, and finite.”
What I Know
1. Brainstorming: Discuss your views about this excerpt:
Ako ay Ako
… Kaya kong itapon o wasakin ang hindi akma

at panatilihin ang mga naakma
at lumikha o kumatha ng mga bago, kapalit ng mga itinapon o winasak.
44
Ako ay nakakita, nakaririnig, nakadarama, nakaiisip, nakapagsasalita
at nakagagawa
Ako ay may kakayahan upang mabuhay at maging malapit sa kapwa.

Maging kapaki-pakinabang at makaimpluwensiya sa mga tao at mgabagay.
Ako ang nagmamay-ari sa akin, samakatuwid kaya kong pamahalaan

ang aking sarili.
Ako ay ako, at ako ay okay.
2. Brainstorming: Share your greatest achievement/s. How did you handle

difficult situations?
Lesson
The Human Person as an Embodied Spirit
1
What’s In
It should be taken as a humble acceptance of the fact that human

beings alone, without God, are bound to fail. As stated in John 15:5,1 am the vine;
you are the branches. If you remain in me and in you, you will bear much fruit;
apart from me, you can do nothing. Further, to quote Psalms 4: The thoughts are
very deep! The dull man cannot know. The stupid cannot understand this.
In this section, you are expected to understand the human person as

an embodied spirit as well as distinguish his/her own limitati ons and the
possibilities of his/her transcendence.
What’s New
A. St. Augustine of Hippo and St. Thomas Aquinas
St. Augustine
45
For Augustine (354-430 CE), philosophy is amor sapiential, the love of
wisdom; its aim is to produce happiness. However, for Augustine, wisdom is not
just an abstract logical construction; but it is substantially existent as the Divine
Logos. Hence, philosophy is the love of God: it is then, religious.
Teachings of Christianity are based on the love of God, which Augustine's,
Aquinas, and Anselm's arguments are basically rooted.
For Augustine, all knowledge leads to God, so that faith supplements

and enlightens reason that it may proceed to ever richer and fuller
understanding. Indeed, without this enlightenment of faith, reason invariably
sooner or later, goes astray.
As a French poetry laments:
Philosophie
J'ai tout lu. I have everything.

J'ai tout vu. I have seen all.
J'ai tout connu. I knew all.
J'ai tout entendu. I have heard all.
J'ai tout eu. I had it all.
Et je suis... un peu perdu. I had lost... I am a bit lost.
What is It
We must first of all prove that truth is attainable by reason. Does not all
knowledge come from sensation, and does not the sense constantly deceive us?
For St. Augustine, even if we grant that the senses yield no certainty in
themselves so that we can always doubt their reports, one thing we cannot
doubt, and that is the fact that we doubt. Here, then, is absolute certainty.
Now, if we doubt, we are and as doubting we must be living and rational
beings. We have then established with certainty three grades or levels of
existence: mere being, living being, and rational being. This certainty has been
established, not by turning outward through sensation to the external world,
but by turning inward to the soul itself.
The lowest form of knowledge is that of sensation yet as we ascend

higher to knowledge of rational principles, it is the will which directs the mind's
eye to truth, first invading to the mind itself, then upward to the eternal Truth.
In his earlier writings, Augustine speaks in Platonic phrase of humanity as
a rational soul using a mortal body. Later, he favors "man is a rational
substance constituted of soul and body." In both cases, the soul retains its
proper entity, and the soul apart from the body may be considered as a
substance.
Only the pure in heart shall see God; the progress in knowledge and wisdom
is not only speculative, it is more fundamentally practical and moral. Augustine's
theory of knowledge is at one with the procedures of speculative mysticism. From
this mystic love and intuition of God follow all the principles to direct humanity in
all their undertakings.
46
St. Thomas Aquinas
For St. Thomas Aquinas, another medieval philosopher, of all creatures,

human beings have the unique power to change themselves and things
for the better. His philosophy is best grasped in his treatises Summa Contra
Gentiles and Summa Theologica. Aquinas considers the human being as moral
agent. We are both spiritual and body elements; the spiritual and material.
The unity between both elements indeed helps as to understand our
complexity as human beings. Our spirituality separates us from animals;
it differentiates moral dimension of our fulfillment in action. Through our
spirituality, we have a conscience. Thus, whether we choose to be "good"
or "evil" becomes our responsibility. The concept of St. Thomas will be
elucidated in the next lessons.
What’s More
Guided Learning: Homework: Independent Project, Learning Journal
1. Choose a time and place where you can spend a short time quietly alone with
God. Read the brief quotation from this Sunday's scripture readings. Turn it
over in your mind, picture a loving, caring God speaking these words to you
personally. When you are ready, write or share your reflection and then pray.
2. How can faith be translated into action?
3. You can also watch a film that shows how one is able to go beyond one's
selfishness or limitations.
Lesson Evaluate Own Limitations and the

2 Possibilities for their Transcendence
What’s In
Based on the preceding section, let us evaluate our human

limitations and how we can also transcend them. Many of us would experience
any of the following; for emerging from deep within and felt a sense of being
47
in tune with the mystery of our own being, and with the mystery of life that
transcends us.
Let us consider the following examples (Edwards 1983).
A. Forgiveness
When we forgive, we are freed from our anger and bitterness because of
the actions and/or words of another. On the other hand, the hardness of our
heart is reinforced by whole series of rational arguments.
B. The Beauty of Nature
There is perfection in every single flower; this is what the three

philosophies believed. For a hug, for every sunrise and sunset, to eat together as
a family, are our miracles. These kinds of experiences can be truly moments of
grace. They touch us deeply and the human heart is spontaneously lifted. During
this experience, we need to offer praise.
C. Vulnerability
To be invulnerable is somehow inhuman. To be vulnerable is to be

human. Supermen or superheroes are hiding from their true humanity. The
experience that we are contingent, that we are dependent for our existence
on another is frightening. To work in the office or study in school, without
acknowledging the help of others, is to live without meaning and direction.
We need to acknowledge the help of other people in our lives. Such
moments of poverty and dependence on others are not a sign of weakness
but being true with ourselves.
D. F a i l u r e
Our failures force us to confront our weaknesses and limitations.

When a relationship fails, when a student fails a subject, when our
immediate desires are not met, we are confronted with the possibility of our
plans, and yet, we are forced to surrender to a mystery or look upon a bigger
world. Such acceptance of our failures makes us hope and trust that all
can be brought into good. Even if we have sinned, as Augustine had, there
is hope and forgiveness.
E. Loneliness
Our loneliness can be rooted from our sense of vulnerability and fear
of death. This experience is so common. However, it is our choice to live in
an impossible world where we are always "happy" or to accept a life where
solitude and companionship have a part. With our loneliness, we can realize
that our dependence on other people or gadgets is a possessiveness that
we can be free from.
F. Love
48
To love is to experience richness, positivity, and transcendence.
Whether in times of ecstatic moments or struggles, the love for a friend,
between family members or a significant person, can open in us something
in the other which takes us beyond ourselves. Life is full of risks, fears and
commitment, pain and sacrificing and giving up thing/s we want for the
sake of the one we love. In a Buddhist view, the more we love, the more risks
and fears there are in life (Aguilar 2010).
What I can do
Share with your classmate/friend the period that you faced failures.
Guide Questions:
a. How do you view suffering (as a blessing or a curse)?

b. How do you acknowledge the help of others?
c. How can forgiveness free us from anger?
What I Have Learned
Spontaneous Collaboration
Thank-you Cards: Show gratitude to the people who helped you in

times when you needed it the most by creating thank-you cards. Bring your
own creative materials for this activity. The cards should be made by hand;
avoid printouts or ready-made. Give this card personally to the person you
are showing your gratitude to.
Assessment
1. Are we pushing the responsibility for our existence on to society, instead of

facing the questions of who we are? Explain.
2. Explain
"To one who has faith, no explanation is necessary. To one without faith,
no explanation is possible.” - St. Thomas Aquinas
49
1. Research on an individual who has overcome his/her limitations to great

success. Identify the factors that made that individual successful.
2. Make a personal commitment to overcome one of your personal limitations.

Track your progress in overcoming this limitation in your reflection journal.
Give an update on your progress after a month.
References
Aguilar, Pido. 2010. The Gift of Abundance. Manila. Claretian Publications.

House, Inc.
Edwards, Denis. 1983. Human Experience of God. New Jersey. Paulist Press.
Mandane, Orlando M. and Suazo, Ruby S. 2016. Thinking Human. Talamban,

Cebu City. University of San Carlos Press.
Merton, Thomas. 1948. The Seven Storey Mountain. New York: New American
Library.


Email Address: *
50
Module 7:
The Human Person in the Environment
Content Standard : The learner understands the interplay between
humans and their environments
Performance Standard : The learner is able to demonstrate the virtues of
prudence and frugality towards his/her environment
Learning Outcomes (Syllabus): Present a slogan that validates the virtues of
prudence and frugality in understanding the interplay
between humans and their environments
Competencies (MELC) : Notice things that are not in their proper place and
organize them in an aesthetic way
Duration : 1 week
Topics : Lesson 1 – Notice Disorder in the Universe; and
Lesson 2 – Notice Things that are not in Their
Proper Place and Organize Them in an
Aesthetic Way
What I Need to Know
"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. in the Western Ionian 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 and our place
in it. Eastern sages probed nature's depths intuitively through the eyes of
spiritual sages, while Greek thinkers viewed nature through cognitive and
scientific eyes (Price 2000).
What I Know
Search for Louis Armstrong’s song What a Wonderful World. Listen and
sing the song (together with family). You can watch the video clips as guide.
51
After singing, discuss:
a. How did the song regard the environment? How did the song see the
human person in the environment?
b. What is the tone of the song?
c. Which lyrics serve as most meaningful? Why?
Lesson
Notice Disorder in the Universe
1
What’s In
The domination of humanity is linked to the domination of nature

based on the anthropocentric model. An unfair or unjust utilization of the
environment result to ecological crisis. From this view, it follows that human
arrogance toward nature is justifiable in order to satisfy human interests.
Sometimes, humans adopt an exploitative attitude whenever nature is merely
considered as an instrument for one's profit or gain. For example, quarrying
or cutting down age old trees could justify our exploitative attitude toward
nature.
Current researches by Zimmerman (1994), Elgin (2009), and Pettman (2012)

to name a few, exposed the environmental consequence of international politico-
economic specialization for specific countries and global regions.
The study for instance, established that the damage is not inevitable but
a consequence of our choices. Accordingly, humanity needs to develop an
"ecological conscience" based on individual responsibility. Ecologists
challenge us to adopt a lifestyle that involves simple living that honors the
52
right of all life forms to live, flourish, and create a rich diversity of human and
nonhuman life.
Destruction of Property:
Devastation brought by Yolanda and Ondoy
War Poverty
Soil Erosion Linked to Food Supply
What’s More
Guided Learning: Interactive Work
1. In your opinion, how can we protect, conserve, and restore our

environment? You can further assess your answers by planning a nature
walk or a gardening activity.
a. How can you promote the human person in the environment

through nature walk or a gardening activity?
b. Design: Conceptualize your designs if you will choose gardening. If

you choose nature walk, your teacher must suggest a safe place.
2. Based on the previous images, what could be improper? Are you happy
with what you see or experience in nature? How will you organize or
improve the environment or world that you belong to?
53
Lesson Notice Things that are not in Their Proper
Place and Organize Them in an
2 Aesthetic Way
What’s New / What is It
A. Ancient Thinkers
Early Greek philosophers, the Milesians, regarded Nature as spatially

without boundaries, that is, as infinite or indefinite in extent. One ancient thinker,
Anaximander, employed the term "boundless" to convey the further thought that
Nature is indeterminate—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).
Anaximander
Pythagoras
Another ancient philosopher, Pythagoras, described the universe as

living embodiment of nature's order, harmony, and beauty. He sees our
relationship with the universe involving biophilia (love of other living things)
and cosmophilia (love of other living beings). Perhaps, we could consider him
as an ecologist.
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.
54
B. Modern Thinkers
Immanuel Kant
In his third critique, Critique of Judgment, Immanuel Kant expresses

that beauty is ultimately a symbol of morality (Kant 1997). According to
Kant, we must ignore any practical motives or 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 a 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 properly respectful of their dignity.
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.
Understanding our relationship with the environment can also refer to the
human beings with ecology and nature. For Herbert Marcuse, humanity had
dominated nature. There can only be change if we will change our attitude towards
our perception of the environment. Moreover, for Mead, as human beings, we do not
have only rights but duties. We are not only citizens of the community but how we react
to this community and in our reaction to it, change it.
Consider this American Indian prayer (Gallagher 1996):
0 great spirit, whose voice I heard in the winds And whose

breath gives life to the world, hear me. I come to you as one of
your many children...
l am small and weak. I need your strength and wisdom. May I walk in
beauty.
Make my hands respect the things you have made,
55
Make my ears sharp to hear your voice.
Make me wise so that I may know the things that you have Taught your children...
The lessons you have hidden in every leaf and rock...
Make me strong so that I may not be superior to other people, But able to fight
my greatest enemy; which is myself
Make me every ready to come to you with straight eyes So that, when life
fades as the fading sunset,
I may come to you without shame.
What I Have Learned
Guided Learning:
1. Discussion: Compare the importance of nature from the ancient to the modern
era.
2. Self-review: Evaluate your personal views and attitudes toward nature.
What I Can Do
1. Visually Guided Learning:
a) Answer how you can organize the following images in a more aesthetic way?
b) Draw and submit to class.
c) Discuss your drawings in class.
56
Assessment
Check Your Knowledge
1. What is the worldview of the Chinese?

2. Research about animal rights. In your opinion, do animals deserve
respect? Why or why not?
57
References
Elgin, Duane. 2009. The Living Universe. California: Berrett-Koehler
Publishers, Inc.
Goldblatt, David and Brown, Lee. 2010. Aesthetics (3rd ed.) Pearson education.
Gallagher, Rosemary. 1996. American Indian Prayer. Our Lady of Fatima

News. Leeds. Redemptorist Publications.
Kant, Immanuel. Translated by Mary Gregor. 1997. Practical Reason. New
York. Cambridge University Press.
Pettman, Ralf. (ed.). Globalization: Handbook on international political
economy. London: World Scientific Publishing Co. Pte. Ltd.
Price, Joan. 2000. Philosophy Through the Ages. Australia. Wadsworth.
Quito, Emerita. 1991. The Emerging philosophy of East and West. Manila. De
La Salle University Press.

Solomon, Robert and Higgins, Kathleen. 2010. The Big Question. A Short
Introduction to Philosophy. CA. Wadsworth Cengage Learning.
Zimmerman, Michael. 1994. Contesting Earth’s Future. Radical Ecology

and Postmodernism. California. University of California Press.

Email Address: *
58
Module 8:
Demonstrating the Virtues of Prudence and Frugality
toward Environment
Content Standard : The learner understands the interplay between
humans and their environments
Performance Standard : The learner is able to demonstrate the virtues of
prudence and frugality towards his/her environment
Learning Outcomes (Syllabus): Present a slogan that validates the virtues of
prudence and frugality in understanding the interplay
between humans and their environments
Competencies (MELC) : (1.) show that care for the environment contributes to
health, well-being and sustainable development; and
(2.) demonstrate the virtues of prudence and frugality
towards his/her environment.
Duration : 1 week
Topics : Lesson 1 – show that care for the environment
contributes to health, well-being and
sustainable development; and
Lesson 2 – demonstrate the virtues of prudence and
Frugality towards his/her environment.
What I Need to Know
The kind of relationship that human being establishes with the environment
depends on how he/she perceives it. Human being sees and considers the
environment as an erratic and disorderly thing that needs to be analyzed, reformed
and reshaped through the cultural tools of science and technology in the service of
the human self.
What I Know
Interactive Work
Hold each other’s hand and share with the person in your right and left your
visions or how do you imagine the world to be.
59
Lesson Show that Care for the Environment
Contributes to Health, Wellbeing, and
1 Sustainable Development
What’s In
This lesson highlights the early Greek thinkers and Taoists views that
human being is merely a part of nature. Many environmentalists argue for
limiting all types of consumption and economic activity when these damage
the environment. Care and respect for all life forms should not be seen as a fad
but as an imperative. As humanity becomes ever busier, we are reminded of
our dependence on other life forms. Coexistence with community and re-
examining our attitude to nature calls for a new order.
More so, this lesson adheres to coexistence with all things, thus,
enlarging our awareness of the universe. This lesson concurs with Taoist belief
and other thinkers who view humanity as merely one element, no more and no
less important than all the other elements of the natural world.
What’s New
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.
A. Deep Ecology
For this theory, ecological crisis is an outcome of anthropocentrism,

which is already discussed. 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 ecocentrism.
B. Social Ecology
For this theory, ecological crisis results from authoritarian social

structures. Destroying nature is a reflection wherein few people overpower
others while exploiting the environment for profit or self-interest. Social
ecologists call for small-scale societies, which recognize that humanity is
linked with the well-being of the natural world in which human life depends.
C. Ecofeminism
This theory argues that ecological crisis is a consequence of male dominance.

In this view, whatever is "superior" is entitled to whatever is "inferior." Male traits as
in the anthropocentric model are superior as opposed to female traits as in the
ecocentric model. Domination works by forcing the other to conform to what is
superior. Nature must be tamed, ordered, and submit to the will of the superior. For
the adherents of this view, freeing
60
nature and humanity means removing the superior vs. inferior in human relations.
What is It
These theories value the care, conservation, preservation of nature,

and humanity. Our search for the meaning of life must explore not just
our own survival but calls for a new socio-ecological order. Erich Fromm
(2013), a German humanistic philosopher, believes that it is about time that
humanity ought to recognize not only itself but also the world around it. For
Fromm, as human beings, our biological urge for survival turns into selfishness
and laziness. Fromm argues that as humans, it is also inherent in us to escape
the prison cell of selfishness.
The human desire to experience union with others is one of the

strongest motivators of human behavior and the other is the desire for
survival. From these two contradictory strivings in every human being, it
follows that the social structure, its values and norms, decides which of the
two becomes dominant. Cultures that foster the greed for possession are
rooted in one human potential. Cultures that foster being and sharing are
rooted in the other potential. We must decide which of these two potentials to
cultivate (Fromm 2013).
What’s More
Guided Learning: Essay
Write your thoughts regarding these passages of this section.
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.
61
Lesson Demonstrate the Virtues of Prudence and
2 Frugality toward Environment
Erich Fromm
Arising from the discussions, Fromm (2013) proposed a new society that
should encourage the emergence of a new human being that will foster prudence
and moderation or frugality toward environment. These are some of the functions
of Fromm's envisioned society:
1. The willingness to give up all forms of having, in order to fully be.

2. Being fully present where one is.
3. Trying to reduce greed, hate, and illusions as much as one is capable.
4. Making the full growth of oneself and of one's fellow beings as the supreme goal
of living.
5. Not deceiving others, but also not being deceived by others; one may be called
innocent, but not naïve.
6. Freedom that is not arbitrariness but the possibility to be oneself, not as a
bundle of greedy desires, but as a delicately balanced structure that at any
moment is confronted with the alternatives of growth or decay, life or death.
7. Happiness in the process of ever-growing aliveness, whatever the furthest
point is that fate permits one to reach, for living as fully as one can is so
satisfactory that the concern for what one might or might not attain has
little chance to develop.
8. Joy that comes from giving and sharing, not from hoarding and exploiting.
9. Developing one's capacity for love, together with one's capacity for critical,
unsentimental thought.
10. Shedding one's narcissism and accepting that tragic limitations inherent in
human existence.
The ideals of this society cross all party lines; for protecting nature
needs focused conservation, action, political will, and support from industry. If
all these sectors agree on the same goals, the possibility of change would
seem to be considerably greater, especially since most citizens have become
less and less interested in party loyalty and slogans.
What I Have Learned
62
Guided Learning:
1. What is happiness? If possible, relate Fromm's view with other

philosophers discussed.
2. What is freedom? Relate Fromm's view with other philosophers

discussed in previous lessons.
3. What is joy? Do you agree with Fromm's view?
What I Can Do
You observed that your place is lacking trees, and every time heavy rains
come, it floods the whole area. As a young and concerned citizen, what would you do
to address such concerns of the community?
Assessment
Check Your Knowledge
3. What are the different environmental theories discussed in this lesson?
4. Based on your own understanding, compare and contrast the

Anthropocentric and Ecocentric Models. Write your answers inside the circle.
Anthropocentric Model
63
Ecocentric Model
5. How do you understand the meaning of frugality and prudence toward the
environment? Cite three examples.
1. Open Field: Nature Walk
Organize a local tour. Students will have a nature walk where they will
not just be able to exercise by walking but be at one with nature. Teachers or
guardians must be present to assist students. Terrains of the site must be
studied carefully prior to the occasion. Give feedback and reflection on this
activity.
2. Gardening (Optional)
If nature walk is not possible, students can opt for gardening. If the school has
a yard, improve the landscape. If the school has no garden yet, this is the chance to
plant seeds and/or put in pots of flowers or vegetables to create a view of panoramic
"greens!' Design the perimeters creatively (i.e., paint). Take pictures and write your
reflection on this activity.
3. If your class cannot do either of these suggested activities, you can invite
speaker/s from PAWS (The Philippine Animal Welfare Society), WWF (WorldWild Fund
for Nature), or DENR (Department of Environmental and Natural Resources), and hold a
symposium.
64
References
House, Inc.

Erich, Fromm. 2013. To Have or To Be? New York: Harper and Row
Publishers Inc.

Ramos, Christine Carmela R. 2016. Globalization and Technology. Manila.

Rex Bookstore, Inc.

Email Address: *
65

Introduction To The Philosophy of The Human Person: Quarter 1 - Module 1: Pursuing Wisdom

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Published by the Department of Education

Development Team of the Module

Compiler/Contextualizer:Leo S. Villahermosa and Edwin L. Perino

Editors/Reviewers: Alice Ganar, Roy Guarin, John Paul Lesondato,

Management Team: Dr. Rhea Mar A. Angtud, Ed.D

Dr.Luis Derasin Jr.

Mrs. Vanessa Harayo, LLB.

Department of Education – Schools Division of Cebu City, Region VII

Office Address: New Imus Road, Day-as, Cebu City, Philippines

This module was collaboratively designed, developed and reviewed by educators

Notes to the Teacher

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

At the end of this module you will also find:

References This is a list of all sources used in developing

The following are some reminders in using this module:

What I Need to Know

As technology enters the larger conversation of humanity, the senior high

Here, the philosophical enterprise will be compared and contrasted with

1. Etymological Definition of Philosophy: The term philosophy comes from the

It is called science because the investigation is systematic. It follows

b. Natural Light of Reason

Philosophy investigates things, not by using any other laboratory

c. First cause or highest principle

A principle is that from which something proceeds in any manner

The reason is that philosophy is not one dimensional or partial. In short,

Finally, in attaining wisdom, there is a need for emptying. Emptying can be

1. What does it mean to be a lover of wisdom?

2. What characteristics should a philosopher possess?

3. How do you understand "holism"? Explain in five sentences.

1. What other philosophical questions have you asked yourself?

2. What led you to ponder those questions?

Oral Research Presentation

1. Cite examples of how philosophy can be a principle of sufficient reason or non-

2. Share your concepts about the importance of philosophy. Give examples of

2. “Philo” is a Greek word which means a. knowledge b. love

3. “Sophia” is a Greek word which means a. knowledge b. love

4. Philosophy is because a philosopher does not limit himself to a particular

5. Philosophy is based on certain knowledge derived from reasoned demonstration

6. When knowledge follows procedures, structures, principles, and rules

7. It follows certain steps or it employs certain procedures.

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What I Need to Know

This module introduces you to the various viewpoints of philosophy: the

Expanding our Philosophical Frames: Western and Non-Western Traditions

What’s New / What is it

If logic is no longer able to solve a life problem, Asian mind resorts to

Filipino Thinking: From Local to Global

What’s New / What is it

1. Loob: Holistic and Interior Dimensions

Kagandahang-loob, kabutihang-loob, and kalooban are terms that show

In short, the Filipino as individual looks at himself as holistic from the

2. Filipino Philosophy of Time

Moreover, the Filipino proves that he believes in the gulong ng palad

Life may be sorrowful, but precisely because suffering is ultimately salutary,

Often, Filipino Time is mistakenly interpreted as always delayed in the

The Filipino subconsciously accepts the bahala na attitude as a part of life.

Bahala na (come what may) nonetheless, is one of the most outstanding

1. Philosophical Paper: Compare your initial understanding of "holism" to the

2. Philosophical Paper: If you are entertaining a tourist or balikbayan relative or

What I Have Learned

Tracking and Analyzing Your Purpose