Senior High School

Introduction to the
Philosophy of the
Human Person
Quarter 2 – Module 2:
Intersubjective Human Relations
Introduction to the Philosophy of the Human Person – Grade 12
Quarter 2 – Module 2: Intersubjective Human Relations
First Edition, 2020

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 Senior High School

Introduction to the
Philosophy of the
Human Person
Quarter 2 – Module 2:
Intersubjective Human Relations
Introductory Message
For the facilitator:
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 at home.
Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different
activities in the module.
As you go through the different activities of this module be reminded
of the following:
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 Let Us Try before moving on to the other
activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking
your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are
done.
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!

1
 Let Us Learn

This material was designed and written with you in mind. It is here to
help you master the Intersubjective Human Relations. The scope of this
module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The
lessons are arranged to follow the standard sequence of the course. But the
order in which you read them can be changed to correspond with the
textbook you are now using.

The learners: (based on MELCs)

6.1 Realize that intersubjectivity requires accepting differences and
not imposing on others,

6.2 Explain that authentic dialogue means accepting others even if

they are different from themselves,

6.3 Perform activities that demonstrate an appreciation for the talents

of persons with disabilities and those from the underprivileged sectors
of society.

After going through this module, you are expected to:

1. Understand the main requirement of intersubjectivity,

2. Realize intersubjectivity involves accepting differences,

3. Articulate the true meaning of dialogue by accepting other persons,

4. Present a Slogan-poster showing his/her appreciation for the

capability of persons with disabilities and underprivileged sectors of
society.

This module focuses on the topic Intersubjective Human Relations, which

will be the focus for the whole week.

2
 Let Us Try

Below are uncategorized words or phrases. Categorize by writing them

on the box of your choice. A particular word belongs to one category only.

POSSIBILITIES LIMITATIONS
(Write your answers here in any (Write your answers here in any
order) order)

1. __________________________ 9. ___________________________

2. __________________________ 10. __________________________

3. __________________________ 11. __________________________

4. __________________________ 12. __________________________

5. __________________________ 13. __________________________

6. __________________________ 14. __________________________

7. __________________________ 15. __________________________

8. __________________________ 16. __________________________

Good Thinking! Congratulations for giving your best!

3
 Let Us Study

Before you proceed to the next lesson, you have to recall the previous
lesson which is about FREEDOM. According to Maboloc (2016), freedom is
embedded in one’s being that makes one a dignified person. It helps a
person to be human and humane in dealing with others (p.83).
What is freedom? Is freedom absolute or limited? To answer the
questions, you have to remember Jean Paul Sartre on the concept of
absolute freedom (Being and Nothingness, 1984), and John Kavanaugh
(Philosophy of the Human Person, 2012). On one hand, freedom has no
limitation and a human person destined to be free (Barnes, 1984). On the
other hand, it is not absolute for the fact that human freedom and
structures (may it be buildings or laws) are complementary. They are related
in the sense that freedom becomes functional based on the given structure
(Maboloc, 2016).
Intersubjectivity and Authentic
Dialogue
The Face of the Other
In this part of the module, you can
read the topic about Intersubjectivity, which “The best way to
is based on the Philosophy of the Face by encounter the Other is
Emmanuel Levinas and authentic dialogue not even to notice the
according to the Philosophy of Martin Buber. color of his eyes. The
Specifically, this topic is subdivided into four relation of the face can
(4) subtopics. First part is the introduction. be surely dominated
Second part is all about acceptance of the by perception, but
face of the person as basic requirement of what is specifically the
Intersubjectivity. Third part talks about face is what can’t be
ethical responsibility as a manifestation of a reduce to that. It is
relationship without imposition. Finally, it is exposed, menaced, as
about authentic dialogue or communication if inviting us to an act
that accepts others without prejudice and of violence. At the
discrimination. same time, it is what
forbids us to kill.”
A. Introduction
(Levinas, 1985, p.85)
Human person, in his/her effort to
survive, lives with different facets of
relationship. As a rational and emotional, at
the same time, he/she has to balance
his/her dealings with others, including the mother nature. Balancing one’s
needs and the needs of others demands serious practice yet the reward
becomes the major source life’s meaning. Indeed, it is rewarding when one’s

4
self and others are being treated equally. “It is the source of personal joy,
and comfort which becomes the experience of intersubjectivity. The notion of
intersubjectivity revolves on the act of a person for the good of the other. It
goes beyond space and time, status and position in life” (Maboloc, 2016, p.
103).
As intersubjectivity requires one to accept the other person
unconditionally, the human face reflects the real needs of a person.
According to Emmanuel Levinas, (Totality and Infinity, 1961. p. 85), “the
best way to treat the face of the person is through ethics. The face, as naked
and destitute, should not be dealt phenomenologically or experientially. Due
to the fact that only ethics can value the presentation of a day to day
experience of the other person, while phenomenology or experience
describes the physical appearance of the face.”
Born with Jewish parents, Emmanuel Levinas was born in Lithuania
in 1906. His experience with World War I includes migration of his family.
And his memories of 1917 revolution immerges with his father's bookshop
in Kovno. As a Jew, he acquired the highest spiritual level in Lithuania. He
was considered as the 18th century Talmudist of genius (Hand, 1989, p.1).
B. Acceptance of the Face of the Other Person

Intersubjectivity requires a phenomenological encounter with the face

of the other person. Phenomenology, according to Large (2015, p.4) is
understood as “philosophical requirement to go back to its origins and
beginnings. It is experiential, which becomes the foundation of his/her
world experience. This philosophical requirement becomes possible through
subjectivity.” Man/ woman has to necessarily claim his/her own
subjectivity, i.e. he/she has to manifest him/herself to other person as a
human being.
The manifestation of the other is through the human face, particularly
through the eyes. It is seeing through the eyes that one can determine
his/her relationship with the other person. Levinas defines “the term 'face'
as a reality in which one presents his/her notion of the person. The distance
(physical or relational) between the two faces should not hinder the very
need of the other person. However, it should create a relationship that is
anchored on a judgement of finitude and a commandment.” (Hand, 1989,
p.5).
Oftentimes, looking through the eyes of a person, e.g. Person with
Disability (PWD), makes one either sympathetic or indifferent. Neither, the
physical appearance of the person makes him/her pitiful and unacceptable.
Nor, it makes one nonchalant to his/her situation. On one hand, to pity a
person, e.g. person with disability, implies a judgment that he/she has no
bright future at all. It is like putting a person in box that makes him/her
limited.

5
 On the other hand, being indifferent is just like killing a person by not
helping. Seeing the face of the other, “there is a sign of his/her right to exist,
and an ethical call: 'You shall not kill.' Upon seeing a person (pitiful or not)
calls for closeness to his/her human essence, and of the world. It means
going beyond physical relationship and realizes one’s relationship with the
Supreme Being in a person who is unworthy of acceptance” (Hand, 1989,
p.5).

C. Ethical Responsibility Without Imposing on Others

The face of the other person puts one in a superior position. Whereby
the superior person has the capability to dominate. A superior person’s
problem often his/her domineering tendency and to impose what he/she
thinks as limitations and possibilities. In the case of a Person with Disability
(PWD), it becomes so easy to determine his/her limitations and possibilities.
However, it does not help him/her when judgments are imposed to him/her.
According to Levinas, “the face of the other person unfolds the reality
that he/she is different from the rest. The face is supposedly naked because
it is open for endless possibilities (infinite). The possibilities (infinite) of the
face of the person hides in the physical or external appearance. It stops the
superior person from dominant but allows him/her to find transcendence,
and responsibility for the other person” (Hand, 1989, p.5).
Transcendence implies equality in treating oneself and the other self,
which means that neither the latter is inferior nor the former is superior.
Indeed, that is being responsible without imposing on others. Responsibility
(Levinas, 1961, pp.95-96) is the foundation and necessary subjectivity
structure, which is intertwined with ethics. It is understood as an ethical
concern without imposing oneself on others. It is not just as simply as being
able to respond to one’s need. Instead, it sets a fix reminder that proximity
(physical or relational) does not guarantee imposition.
D. Authentic Dialogue with the Other Person

Authentic dialogue becomes possible when people relate with one

another as a community of persons. Martin Buber talks of “I-Thou” and “I-It”
relationships. He presents people’s attitudes interacting with one another (I-
Thou) and person relating to objects (I-It). He argues that these two attitudes
show the social situation and the ‘world of Thou’ and the ‘world of It’. Only
through person to person (I-Thou) relationship that authentic dialogue can
be achieved (Smith, 1986, p. vi).
One of the types of communication, according to Buber, is genuine or
authentic dialogue, which arises when the speaker and the listener actively
participates, and think of each other in their midst to establish a mutual
relationship. This genuine or authentic dialogue naturally happens when

6
both persons are open to the possibilities brought about by human spirit. It
breaks the common, and familiar scenario in communicating with others.
However, authentic dialogue implies extra ordinary communication
and interaction with one another. The other person is perceived to be
different e.g., Persons with Disability (PWD) or even those who belong to the
underprivileged of the society (Arett, 1986, p.19).
The authentic dialogue, as implicated by Martin Buber, begins with
the ‘I”. Yet, it is not enough. The “We” in dialogue must also be activated for
building a community of persons. This “We” unites the “I” and the “Thou”,
the self and the other self, the person and the situation in which each
person is available to the other. The essential “We,” as it unifies the person
with others, points to the essential “Thou” whom being considered as the
underprivileged in the society. The “We” is the members of a community,
who have realized their full responsibility without bias and prejudice (Smith,
1986, pp.158-159).
Authentic dialogue is described as a type of communication that
demands new outlook from a perspective after trusting the other person.
Indeed, trusting someone takes some time especially a person character and
background are unknown and questionable. Yet, Buber explains how the
sacrifices of some people can invite the “We” of community. He believes that
sacrifice is necessary for a healthy community relationship. He denies
sacrifice for the sake of martyrdom. For him, sacrifice answers the call of
depressing situation that demands time and energy. (Smith, 1986, pp.160-
16).
During this Pandemic, there are a lot of heroic acts being reported.
Heroism, indeed, is in the human system which, is very visible in the
Filipino culture. One of these heroes is a “nurse named Lorraine Pingol who
had just passed by in the street of Makati City, able to help a homeless and
pregnant woman, considered by the report as pregnant woman, as a hero”
(GMAnews online, 2020). Here in Davao Region, “front liners are considered
as modern day heroes. They serve as soldiers and as first line of defense”
(SunStar Davao, 2020).
Indeed, as a product of authentic dialogue, demands sacrifice without
the intention of becoming a martyr. It shows the members natural capability
to accept and even help everybody, including strangers, without bias and
prejudice.

7
 Let Us Practice

To start with this lesson, you have to read one of the success stories
of a Person with Disability (PWD). Read the article and answer the activity
found on the next page.

Person with Disability (PWD) in the Philippines: Inspiring Story

Published by Kabibrr.com on October 13, 2015

Search for Ana Kristina Arce on

YouTube and you'll find video upon video
of commencement speeches. Without a
sound, she is able to communicate
passion and hope in her speeches.
Deaf since she was born, Ana's
hearing disability didn't stop her from
unstoppable yearning to learn. She was
awarded class valedictorian at the
Philippine School for the Deaf and her
success in the academe went on from
https://www.kalibrr.com/sites/default/file
there.
In 2009, she graduated magna cum laude from the De La Salle -
College of Saint Benilde (CSB) with a degree in Applied Deaf studies. Her
focus was on the multimedia arts and she went on to become a graphic
artist at her alma mater, CSB.
Blazing the trail, she continued on to study abroad to pursue a
Master's Degree. She earned her MA in Deaf Studies from the Gallaudet
University, Washington D.C., one of the world's most prominent universities
in the field of deaf studies. She is the first Filipino to be sent to Gallaudet
University with a World Deaf Leadership Scholarship.
Why all the studying? Ana says she wants to give back. On the New
Internationalist Blog she said:
"I hope to not only help them (the deaf) go through college, but also
make them good researchers, and active advocates in their respective
communities. In my advocacy, I’m looking at opportunities to bring the
needs of the Deaf into the consciousness of society, especially the hearing
people. I aim to help integrate the Deaf and the hearing together in unity,
bridge the communication gap, increase awareness of the Deaf culture, and
raise the respect for the natural sign language of the Filipino Deaf – the
Filipino Sign Language."

8
 Write your descriptions here.

Based on 1
the article
above, give
at least ten 2
(10)
descriptions
that 3
characterize
the
personality 4
of Ms. Ana
Kristina
Arce. Please 5
write them
in simple
and 6
complete
sentences.
7

10

9
 Let Us Practice More
In your own words, write one simple sentence that would define the
following concepts. And another one simple sentence as example of the said
concepts.
CONCEPT DEFINITION
A. Intersubjectivity
B. Ethical
responsibility
C. Authentic dialogue
Score Content
Answer is proper to the
question. Content is
5 factually correct. Specific
example is clearly
mentioned
Answer is proper to the
question. Content is
4 factually correct. The
example given is not
specific and not clearly
explained.
Answer is proper to the
question. Content may
3 have one or two factual
errors. The example is
just being mentioned.
Content is not related to
the question; contains
2 significant factual errors.
No example being
mentioned.
Content not related to
question. No example
1 being mentioned.
EXAMPLE
1. 2.
3. 4.
5. 6.
Organization Development Use of Language
Organization is clear. Develops each point Uses technical
Starts with a topic with specific details. appropriately and
sentence. Supporting Answers question correctly. No major
points are presented in completely. grammatical or
a logical progression. spelling errors.
Clear sense of order. Develops each point Uses technical
Begins with a topic with specific details. appropriately and
sentence. Supporting Answers question correctly. No major
points are presented in completely. grammatical or
a logical progression. spelling errors.
Lack a thesis sentence, Each point supported Accurate word
but points are with evidence. All choice. No more than
presented in a logical important points 2 major errors and a
progression. included. few minor errors.
Argument is illogical. No clear supporting Ordinary choice of
Points presented in a evidence. Question only words. Some serious
seemingly random partially answered. errors
fashion, but all support
argument.
Argument is Statements are Limited vocabulary,
disorganized. Reader unsupported by sentences are
explanation. Illogical erroneous.
is confused. development of the
answer.
10
 Let Us Remember

FILL IN THE BLANKS: On the space provided, please supply the missing
word or phrase.

(1) _________________________ requires a phenomenological

encounter with the face of the other person. (2)
________________________ is understood as philosophical requirement to
go back to its origins and beginnings. It is (3) _______________________,
which becomes the foundation of his/her world experience. This
philosophical requirement becomes possible through subjectivity.

Levinas defines (4) ________________________ as a reality in which

one presents his/her notion of the person. The distance between the
two faces should not hinder the very need of the other person. However,
it should create a (5) ____________________ that is anchored on a
judgement of (6) ____________________________________ and a (7)
_________________________.

The face is supposedly naked because it is open for endless (8)

______________. The possibilities (infinite) of the face of the person hides
in the (9) ___________________ appearance. It stops the superior person
to be (10) _________________________, but allows him/her to transcend
in order to find his/her (11) _______________________ for the other
person.

Martin Buber talks of (12) _______________________ and (13)

_________________ relationships. He presents the real attitudes of
persons interacting with one another and person relating with object.
He argues that these two attitudes show the human situation and the
(14) _________________________ and the ‘world of It’. Only through a
person to person relationship that authentic (15) _____________________
is achieved.

11
 Let Us Assess

Multiple Choice. Choose the letter of the best answer. Then, encircle the LETTER of
your answer. Please minimize erasures.

1. What is the main requirement of intersubjectivity?

A. Acceptance without prejudice
B. Acceptance without condition
C. Acceptance without the imposition
D. Acceptance without discrimination

2. What does authentic dialogue mean?

A. Communicating with others authentically
B. Talking with others with respect and reverence
C. Relating to other persons through his/her face
D. Accepting others who are different from themselves

3. Why does the human face of the other become the focus in accepting the
other? It is because of the human face. . .
A. Identifies the human person
B. Represents the human person
C. Reflects the real needs of a person
D. Satisfy the needs of the human person

4. According to Levinas, what is the best way to treat the human face?
A. Through ethics
B. Through intersubjectivity
C. Through authentic dialogue
D. Through acceptance without the imposition

5. Why does the face of the other should not be dealt with phenomenologically?
It is because
A. phenomenology experiences the face
B. phenomenology only describes the physical appearance
C. phenomenology accepts the other person unconditionally
D. phenomenology treats the face of the human person as naked

6. The following are implications when a Person with disability (PWD) is treated
as pitiful or indifferently, EXCEPT:
A. It implies that a person is limited.
B. It implies that a person is being boxed.
C. It implies that a person has a lot of possibilities
D. It implies a judgment that he/she has no bright future at all.

7. What does it mean to have an ethical relationship with the face of the other?
It means that
A. it is ethical not to help him or her.
B. one’s relationship should be based on morality.
C. one’s relationship should go beyond physicality.
D. one’s relationship should be based on one’s status in life.

12
8. What does the superior person capable of?
A. The superior person has the capability to dominate.
B. The superior person has the capability to help the inferior one.
C. The superior person has the capability to control the inferior one.
D. The superior person has the capability to take care of themselves.

9. When does the superior person become responsible for others?

A. If he/she finds transcendence.
B. If he/she finds his/her superiority
C. If he/she finds endless possibilities
D. If he/she finds his/her domineering capability

10. What does it mean to transcend in relating to everyone?

A. It means that everyone is treated equally
B. It means that everyone is treated minimally
C. It means that everyone is treated objectively
D. It means that everyone is treated subjectively

11. Why do ethics and responsibility should go together according to Levinas? It

is because
A. They are a necessary foundation of subjectivity.
B. They are the foundation structure of subjectivity.
C. They are the inseparable structure of subjectivity.
D. They are the solid foundation or structure of subjectivity.

12. When does authentic dialogue in a community happen?

A. It is when members relate to one another as a utility
B. It is when members relate to one another as a commodity
C. It is when members relate to one another due to religious belief
D. It is when members relate to one another as a community of persons

13. Which among the two relationships does an authentic dialogue happen?
A. It is through the I-It relationship
B. It is through the I-Thou relationship
C. It is both the I-It and It-Thou relationships
D. it is neither nor the I-It nor the I-Thou relationships

14. The following are the attitudes of persons having authentic dialogue. Which
one does not belong to attitudes?
A. He/she is actively communicating
B. He/she thinks and intends to establish a mutual relationship
C. He/she perceives everybody as different and underprivileged
D. He/she welcomes possibilities brought about by the human spirit.

15. Why do the sacrifices of other people become an invitation to authentic

dialogue?
A. Because sacrifice demands time and energy
B. Because sacrifice is necessary for the sake of martyrdom
C. Because sacrifice answers the call of a depressing situation
D. Because sacrifice is necessary for a healthy community relationship

13
 Let Us Enhance

CEBU CITY, Philippines–Almost everyone is complaining about how hard our

current situation is right now with the implementation of the enhanced
community quarantine and the lockdowns in some areas around the metro.
But this photo of a person with disability (PWD) food delivery driver is speaking
volumes and sparking inspiration online.

Ronald Anthony “Arar” Ouano, 39, was the netizen who posted a photo of a
PWD delivery food driver in one of the fast-food restaurants in Mandaue.

He chanced upon the driver while he and his family were ordering at the drive-
thru at the same fast-food chain when he noticed that this driver was having a
hard time disembarking from his bike.

“I noticed a guy on motorbike parking and seemed to be taking time to go down

from his bike. As he stood up, I realized that he was physically disabled with
only one leg and saw that on the back of his bike was a Food Panda food
delivery box,” he said.

Ouano posted the photo yesterday, April 18 because he wanted to share with
the world how this one PWD delivery food driver touched his heart.
“ I immediately called the attention of my wife and we both felt deep respect
and admiration for the man because despite his disability he was still working,
risking his health to feed his family and serving people with food deliveries,”
said Ouano.
The photos he took serve as a great lesson to those who are complaining about
the current situation but has the luxury to just stay home, unlike this delivery
driver who is missing a limb but still works and functions better than those
who have complete body parts.
The post caught the netizen’s attention that as of today, April 19, the post has
already been shared 2,600 times with 2,100 reactions.

To this food delivery driver, you are one heck of a hero and inspiration to
everyone. Stay safe our dear frontliner.

14
Instructions in performing this activity:

1. Read the news feature entitled “Food Delivery Driver Seen Working amid
Covid 19 in Mandaue City.” (You can also read and view some pictures from
this link: https://cebudailynews.inquirer.net/303684/pwd-food-delivery-
driver-seen-working-amid-covid-19.

2. Compose a Slogan-poster to show your support to the Persons with

Disability (PWD). Write or print your Slogan-poster in a long bond paper
(landscape). Make your Slogan-poster visible by writing or printing it with a
large font size. Use your creativity by decorating it with some artistic
designs.

3. Let somebody take pictures of you while raising your Slogan-poster as a sign
of appreciation to PWD and those who are underprivileged sectors of our
society.

4. Print and paste at least two (2) pictures on a separate paper.

Rubrics for checking the slogan-poster

Category/ Graphics Graphics Artwork Grammar

Score Clarity Relevance Quality
The poster is All images and The poster is No grammatical
4 visible or can graphics are attractive in errors on the
be read easily. related to the terms of layout, poster.
topic. &design.
The poster is Most images and The poster is The poster
3 visible or can graphics are attractive. 1 or contains one
be read related to the 2 errors are grammatical
somehow. topic. visible. error.
Part of the Some images Several The poster has 2
2 slogan can be and graphics are mistakes are grammatical
easily read related to the visible. errors.
from a topic.
distance.
The slogan The images and The poster is The poster has a
1 can be easily graphics are not messy and lot of
read from a related to the unfinished. grammatical
distance. topic. errors.

15
 Let Us Reflect

Covid Frontliner’s Face Splashed with Bleach

John Henry Dodson Published by Tribune.net.ph on March 28, 2020

The attack was apparently motivated by the fear and paranoia that
frontline workers dealing with COVID-19 patients and those under monitoring
and investigation for possible virus infections are carriers themselves.
The management of the St. Louis Hospital in Tacurong, Sultan Kudarat
is demanding immediate justice and the protection of health workers after one
of its healthcare personnel was viciously attacked by five men on 27 March.
The attack was apparently motivated by the fear and paranoia that
frontline workers dealing with COVID-19 patients and those under monitoring
and investigation for possible virus infections are carriers themselves.
In a public advisory, the hospital said the attack happened on Friday at
around 5 p.m. as the personnel was on his way to report for duty when he
was ganged upon by the men near the President Quirino public market.
“Outnumbered and alone, he was helpless as these vile individuals
splattered Zonrox (bleach) all over his face, which could have caused
irreparable and permanent damage to his sight,” the hospital said.
The victim was, fortunately, able to rush himself to the hospital where
he was given prompt treatment.
“Our personnel is a breadwinner, as many of our frontliners are, who in
the present pandemonium, chose to bravely continue their duties to the
community. They remained unfazed by the discrimination that healthcare
workers now face on a daily basis,” the medical center added.
“We demand justice for our healthcare personnel. He heeded the call of
duty when others would not. As we remain steadfast in the service of the
community, we likewise shall show resilience in this pursuit of justice. We
believe that justice will prevail and we will hold those accountable to the full
extent of the law.”
A Facebook user, one Earl Sunday Perez, shared a photo of the victim
after asking permission from the latter. Perez narrated that doctors at the
emergency unit of the hospital had to undertake irrigation protocol on the
victim’s eyes, along with visual acuity tests. He was administered with anti-
inflammatory and antibiotics eye drops.

16
Case Analysis: In this part, you articulate your ideas about authentic dialogue
without discriminating others by making an ETHICAL DECISION about the case of
a frontliner who was splashed with bleach. Below are some guide questions.
1. Is there a possibility that the health care frontliner mentioned above could
be a virus carrier? Yes or No? Why?

2. As a health care frontliner during this pandemic, should he be splashed with

bleach due to the possibility of being a virus carrier? Why? Or why not?

3. Is there a possibility that the attackers were just concerned about the health
of the community members? Yes or No? Why?

4. As concerned members of a community, should the attackers who splashed

bleach on the health care frontliner be ethically condemned because of what
they did? Why? Explain your answer.

5. Applying the lesson on authentic dialogue, how will you reconcile the “safety
of the health care frontliner,” and the “fear of the community for possible
contamination? Please cite a specific situation to substantiate your answer.

Rubrics for Checking the Case Analysis

Criteria/ Content Organization Explanation Use of

Rating Language
The guide The answers are The answers No major
20 questions are fully logically written are explained grammatical or
answered with and examples are intelligently spelling errors.
specific and presented in and
related examples. clearly. subjectively
Some of the guide Most answers are Most answers With at least
15 questions are logically written. are explained five (5)
answered with Examples are intelligently grammatical
specific and presented clearly. and and spelling
related examples. subjectively errors.
Few of the guide Most answers are Some answers With six (6) to
10 questions are not presented are explained ten (10)
answered with logically. intelligently grammatical
general and Examples are and spelling
unrelated unclear. errors.
examples.
The guide All answers are All answers are With more than
5 questions are not incoherently not explained ten (10)
answered and no written No well. grammatical
example given. example given. and spelling
errors.

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 19
Let us Let us Let us assess Let us remember
reflect enhance 1. C 1. Intersubjectivity
(possible 2. D 2. Phenomenology
(answers may answers) 3. Experiential
3. C
vary) 4. Face
4. A
1. I am one 5. B 5. Relationship
with you! 6. C 6. Finitude
7. C 7. Commandment
2. You can 8. A 8. possibilities
make it! 9. A 9. External
10. A 10. Dominant
3. Keep safe 11. B 11. Responsibility
always! 12. D 12. I-Thou
13. B 13. I-It
14. D 14. World of Thou
15. D 15. Dialogue
Let us practice more Let us practice Let us try (In any order:
(possible answers) (possible answers) Possibilities 1-8,
1. It means accepting 1. Ana is deaf since birth. Limitations 9-16)
other persons without 2. Ana is eager to learn. 1. Genes
bias. 3. Ana is very intelligent.
2. Parents
2. Best friends who take 4. Ana is a graduate of DLSU-
CSB.
3. Culture
care each other 4. Religion
5. Ana finishes a degree in
3. It is a moral concern 5. Family Tradition
Applied Deaf studies major in
without bias. multimedia arts. 6. Morality
4. Home for the Aged that 6. Ana earns MA in Deaf 7. Laws
houses the poor and Studies from the Gallaudet 8. Rules and
abandoned elderly University, Washington D.C. regulations
without asking any 7. Ana is the first Filipino to
9. Career
amount. be sent to Gallaudet
University with a World Deaf 10. Goals
5. It happens only after 11. Freedom
Leadership Scholarship.
trust and confidence. 12. Reason
8. Ana wants to help the
6. Interreligious dialogue
deaf community. 13. Technology
9. Ana wants to teach the 14. Spirit
deaf persons to be 15. Skills
researchers. 16. Talents
10. Ana aims to unite the
deaf communities.
Answer key to Activities
 References

Arnett, Ronald C., Communication and community: implications of Martin Buber’s

dialogue. USA: Southern Illinois University Press. 1986.
Barnes, Hazel. (trans.). Jean Paul Sartre’s Being and Nothingness: A
Phenomenological Essay on Ontology. USA: University of Colorado. 1984.
Lachica, Immae. PWD food delivery driver seen working amid COVID-19 in Mandaue
City. General Assignments Reporter/CDN Digital|April 19,2020 Accessed
August 20, 2020. https://cebudailynews.in quirer.net/303684/pwd-food-
delivery-driver-seen-working-amid-covid-19.

Large, William. Levina’s Totality and Infinity. UK: Bloomsbury Publishing, Plc.
2015.

Levinas, Emmanuel. The Reader. Edited by: Sean Hand. UK: Basil Blackwell, Ltd.
1989.

Levinas, Emmanuel. Ethics and Infinity. Translated by: Richard A. Cohen. USA:
Duquesne University Press. 1985.

Maboloc, Ryan. et.al. Introduction to the Philosophy of the Human Person: A Senior
High School Course Module. Davao City, Philippines: SMKC PrintShoppe.
2016.

Smith, Ronald Gregor. (trans.). Martin Buber: I and Thou. Edinburgh, UK: Raphael
Buber. 1986.

https://www.kalibrr.com/advice/2015/10/3-inspiring-people-with-disability-pwd-
in-the-philippines. (Accessed August 26, 2020).

https://www.gmanetwork.com/news/news/metro/751954/nurse-who-was-just-
passing-by-helps-homeless-woman-give-birth-in-makati-city/story/
Accessed August 26, 2020).

https://www.sunstar.com.ph/article/1850541/Davao/Feature/Frontliners-
Modern-day-heroes. (Accessed August 28, 2020).

https://tribune.net.ph/index.php/2020/03/28/covid-frontliners-face-splashed-
with-bleach/. (Accessed August 28, 2020).

20
For inquiries or feedback, please write or call:

Department of Education – Davao City Division

Elpidio Quirino Ave., Poblacion District, Davao City, 8000 Davao del Sur

Telefax: (082) 224-3274, (082) 222-1672

E-mail Address: davao.city@deped.gov.ph

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