12] 137 147 158 [59 95 05 09 14 !am a human person. This is myself, Region : From Regi 7 aa Province of ——_— City of Grade ____Section Treside at My Teacher is ENE SUES a as ele This is my philosophy of life:Every student in the Introduction to the Philosophy of the Human Person must be able to understand the meaning and » significance of doing philosophy by reflecting on a concrete situation from a holistic perspective. = Learning Competencies: At the end of the lesson, the students should have learned to: v define philosophy, person, human person, and philosophy of the human person; v distinguish a holistic perspective of the philosophy of the human person from a partial point of view; v recognize human activities and concrete situations froma holistic perspective; yv acquire basic concepts in the importance of study of philosophy of the human person; and v_ realize the value of doing philosophy in obtaining a broad perspective on life.The Meaning of “Philosophy” Philosophy can be defined in its etymological (where the term is derived) and real meaning. Etymologically, philosophy is derived from the Greek word “philos” or “phileim” (10 Joye, to desire) and “sophia” (wisdom). Putting the two words together, we have “philo” + “sophia” or love of wisdom. Thus, a philosopher is a lover of wisdom. Wisdom in philosophy is in how you help yourself think more clearly, precisely and systematically. Itwas Pythagoras (580-500 BC), a Greek mathematician and philosopher who coined the word “love of wisdom’. In one of his travels in an ancient Greek kingdom, he was asked by the king if he was.a sophos (a wise man), he said that he was not but only a “lover of wisdom’. Philosophy in its real meaning has been defined by various authors according to what they think, what they believe and what they think ought to be done in the subject. Philosophy is the sum of all men’s beliefs and views about the world which guide their actions (Ariola 1989). The dictionary defines philosophy as the love or pursuit of wisdom, the search for basic principles. According to Encyclopedia America (2013) philosophy is a rational critical thinking of a more or less systematic kind about the conduct of life, the general nature of the world, and the justification of belief. According to Pinion (1995), philosophy is the science of things by their ultimate principles and causes, as. known.by natural reason alone. Philosophy is the only science that investigates all things in their ultimate causes, views and principles through reason alone. -Meaning of "Person" The term “person” is défined in many ways based on one’s purpose. In law, it refers to a corporation, organization, partnership, association or other entity construed to be governed by a particular law. In grammar, a person is any of the three groups of pronoun with corresponding, verb inflections that distinguish the speaker (first person), the individual addressed (second person) and the individual or thing spoken of (the third person). In Christianity, it is any of the three separate individualities constituting the Trinity: the first person (The Father), the second person (The Son), and the third person (The Holy Spirit). In philosophy, a person is 4 being that has certain capacities or attributes. It is a composite of characteristics that make up an individual a“self”. St Thomas Aquinas. defines person as an individual substance of a material nature. the word persona (Latin) or prosopon (Greek) is referred to the masks worn by actors on Stage. The various masks represented the various “personae” in the stage play: is often used in philosophy and law whereas the Je” is often used in sociology and government to InancientRome, The plural persons word persons or “peop! ft refer to an entire nation or ethnic group. Meaning of "Human" Human is defined as a rational being endowed with composite ental, moral, spiritual, and emotional) as distinct characteristics (physical, m as di inguish it from from lower animals. Human person is used together to dist other kinds of persons such as corporate person, ecclesiastical person, person in grammar, etc. Meaning of "Philosophy of the Human Person” Based on the above definitions, what then is the meaning of philosophy of the human person? Philosophy of the Human Person is the love or desire of a rational being endowed with wisdom. It is one’s desire to know who and what a human person is. Thus, we ask the question “Who is he?” The focal point of study is the human person, the meaning of his existence, his destiny, his relation to others, society and the world. Broadly speaking, philosophy of the human person is a course that deals with the study of human person as an embodied being, immersed in society, the world and the environment and oriented towards death. Thus, the human person/s life existence is fulfilled in various relationships; his relationship to himself, relationship to others, relationship to society, relationship to the world and environment and his impending death. The philosophy of the human person started when the methods of philosophy is applied to find answers regarding the questions and mysteries of human existence. The human person which is formerly used as man (in philosophy of man) is the more applicable term to avoid confusion in a word that applies to both sexes.Wien the object inquired and studied by the philosophy of man? The Britis] Ry sae er Sir Karl Raimund Popper (1902-1994) theorized that man ( ay a person) concurrently exists in three distinct worlds: namely (1) the physical world of nature (that properly belongs to natural/ physical sciences); (2) the internal world of ideas, thoughts and emotions, and the (3) social world of intet-subjectivity- Number two and three worlds belong to the jurisdiction of philosophy. Hence, the philosophy of the human person also includes investigations into such person’s internal world of ideas, thoughts and emstions as well as such person’ social world of inter-subjectivity. The Perspectives of Philosophy of Human Nature There are two perspectives in the study of philosophy. These are the partial perspective and the holistic perspective. Partial Perspective of Philosophy — the focus of philosophy is the human person in relation to self: his intellect and freewill as a unique individual (psychology) limited in his capacity to do good (ethics) and to know (epistemology) and his place in society (political philosophy). Thus the human person is viewed as a collection of parts and studied on a piecemeal basis with one part distinct and independent of the other parts. This means that human nature can only be understood solely in terms of the functioning of its component parts. Inthe philosophy of the human person, the human nature is viewed on a holistic perspective. This means that the human person is seen as a whole or its entire functioning system, not as a collection of parts-that is, their functioning cannot be fully understood solely in terms of their component parts. Human. Activities and Emanating Concrete Situation From a Holistic Perspective The human person is a unique individual different from the rest. He is in charge of his own life, his intellect, freewill, possessing dignity and is “created in the image of likeness of God”.must accept that he is not alone in this world, is oriented towards other people and neq! But the human perso + relate himself in three ways: a social and political being Ne, their company. Hence, he P 1S. 1. He relates himself t othe 2. He relates himself to society and the world. lates himself to the environment. The human person begins hisrelation at birth and continues througho, life. In the process, the human person becomes a social person, for example a recognize Filipino. As a social person he relates himself with Significany neighbors, teachers, political and religious le-] ts, peers, friends, 2 featees Briuesocies among others: Some of the behaviors and values of these people are accepted, adopted and internalized and form part of his personality and character. The human person learns through listening, observing and imitating. The human person does not only relate himself to other people, but also to the society in which he is living. His induction to the society is a long and complicated way where he interacts and learns the physical, intellectual and social skills, values and cultures of the society where he is a member. 3. He rel: There are three (3) reasons why the human person relates himself to society. One reason is survival. No one, even a hermit, can live alone. The care, support and protection extended by society are significant factors for survival. Another reason for bonding together with other groups is gregariousness. People flock together for emotional warmth and belongingness. The need for their understanding, approval and support to which the human person belong is a psycho-social need. Hence, gregariousness tendency become perpetuated from generation fo generation. Among Filipinos, the feeling of gregariousness is found in all levels of society, especially among the lower socio-economic classes. The more the human person is needy, the more he craves sympathy and understanding from someone else, a ne) a ae) ene oneself with society is for specialization. ‘ t © lind among Ilocanos, Bicolanos, Cebuanos, Tagalogs, pngasinenses, Muslim students and other cultural group the desire to form themselves into one association, organization, club, varsitarian or society:Even among prisoners, th mee eee themselves according to similarities Te aeaZation. Professional and Non-professional ®SsOciations to promote and protect their own. groups, form societies a interest cant ee relate himself to a wider society-the world. Bb oe Re Personal frame of reference that consists of his ena ptions and expectations concerning himself, other people and the world. The advancement of science and technology and other factors determine whether he is ‘expected to be globally competitive, optimistic or timid. And they color not only how he sees the world but also how other people treat him. There are five (5) determinants on how the human person relates himself to the world. 1. Genetics - Genetics play only a small role in the human person's relationship with the world. There are good qualities and characteristics as well as things he doesn’t like that were inherited. The human person may just have to learn to live with them. When it comes to personality and character issue, he must work on his weaknesses; when it comes to talent, he must go with his strength. 2. Self-image—A human person find his own level. A human person with a negative self-image will expect the worst, damage relationship and find others similarly negative. On the other hand, those with positive self-image will expect the best for themselves. And those who have both positive and negative self-image are likely to be highly successful, see others, the society and the world is potentially successful. 3. Life-experiences — Life experiences affect his relationships with the world. The human person responds to what he is prepared to believe. The human person may choose the experience he has now. He chooses his careers, He chooses when to take a vacation or work abroad. He chooses when to marry. The human person cannot undo his past experience, but he can reprogram himself using new ones. 4. Attitudes and Choices - The human person has a limited control over his experiences but he has complete control over his attitudes. His attitudes will make or unmake a human person. It’s all his choice. There is a saying “I may not be able to change the world I see atound me, but I can charige what! see within me’.i jates - The human person's friends and associates : Faerie ai tonihips with the world. Fi iends shape the human person. The people he chooses to spend time with will change the human person. The way he views the world is determined by who the person is, no one can get away from this truth. If the human person change himself and become the kind of person he desires to be, he will begin to view others in totality and that will change the way the person interact in all his relationships to the world. The human person must also relate himself to his environment and its effect on health. The environment includes the home, school and the community. Environment is everything around him. ‘Air, water, soil, plant, and animals are all part of the environment. The environment can be harmed by pollution. The human person must protect the environment because it gives him clean air, land or water. Tt offers outdoor places he can enjoy. It is important to keep the environment clean, helpful and friendly. This helps the human person live a healthy life. The Ualue of Doing Philosophy The main purpose in the study of Philosophy of the Human Person is to see human life as a meaningful whole or in its holistic perspective. Since the study of philosophy is universality, unity, and synthesis, the Philosophy of the Human Person seeks to obtain a unified and consistent world view of the human person. Let us pose the question: “What is certain in life?” According to Mark Twain, an American writer, it is death and taxes. On the other hand, * Bernard Russell (1872-1970), a British philosopher concludes that what is certain in life is uncertainty itself - that there is very little, if anything can be considered certain. The Philosophy of the Human Person is of little worth and strength if everything is certain in this world. There is nothing more to study and philosophize. Therefore, the most enduring value of studying the Philosophy of the Human Person lies in the “visions of things large enough to generate a life plan, a direction” on the purpose and existence of the human person. We all become philosophers at any crucial moment in life. The general framework of beliefs and values we profess, the world view that impregnate our experience with meaning are expression of our essential human capabilities that make us distinctly human. Our philosophicalreflection is an important part of our professional growth. What then jg the ce forsee eeppiness and our specific value of philosophy? 1, Philosophy as a subject enables the student to study, lea and master the various branches and divisions of philosophy and the theories and beliefs of philosophers. Philosophy as an activity enables the student to think, conceptualize, analyze, compare, evaluate and understand things. Students philosophize and become wise. In philosophy as a product, the students are able to articulate their understanding of the contributions of each philosopher (traditional and modern) to philosophical problems relating to knowledge, reality and value. vn Philosophy helps the student to develop the ability to form opinions and beliefs. He thinks , evaluates and decides what could be “better “ or “best” for him ; 3. Philosophy helps the student to be resilient and philosophically calm in the face of disorder and doubts, uncertainty, indefiniteness, and chaos. By being flexible, he is able to preserve and put things in their proper perspective and outlook in the face of upheaval. 4, Philosophy deepens the student's self-awareness. A self-aware student does not harbor illusions and rationalizations to justify his beliefs and actions. 5. In relation to deepening of self-awareness, philosophy also increases the student's self-awareness and awareness of the world. When awareness increases, he becomes more dynamic, more critical and more discerning of the significant influence of his life. 6. Philosophy helps the student to be creative. By being creative he develops a philosophical perspective on problems, issues and concerns that is unique and distinctive. He engages his life on a deeper level to give meaning to it. , Philosophy helps the student to be imaginative. By being imaginative, he is able to deal openly with new possibilities and changes in how he sees things. A true philosopher wonders about such questions as “Who am I?”, “Why am I here?”’, “Why is there order in the universe?” etc. He ponders on the meaning of these questions. Philosophy helps the student to develop clear concepts and value system. Concepts and values are found mostin philosophy, art, politics,literature, music and so on. The student's concepts and sychology, i i BE ene ‘dinto aunified coherent, systematicand meaningful values are integrate way. 9, Philosophy provides the student with better intellectual perspective and outlook. He becomes more tolerant, more open-minded, less biased and more sympathetic to views that might even conflict or compete with his own view. He realizes that the belief of one philosopher is not necessarily true or another's false but it is the usefulness of the belief within a given context that is more important. 10, Philosophy gives the student personal freedom-the freedom from the biases, prejudices and convictions, and tyranny of customs that have grown up in his mind. By being free, he can make suggestions and decisions and act according to those decisions. In fact, when the student begins to philosophize, he.will find that even the most everyday things in life may lead to problems to which very incomplete and unsatisfactory answers can be given. 11. Philosophy helps the student to refine his power of analysis-the power to think critically, reason, evaluate, theorize and justify. The powers of analysis are the tools of philosophy. These tools enable him to apply them constructively to his own affairs.1, Explain the meaning of the following terms: 1. Ethnological definition of Philosophy 2. Real definition of Philosophy 3. Meaning of Person in Philosophy4, Meaning of Human Person 5. Meaning of Philosophy of the Human Person 6. Holistic Perspective of the Philosophy of the Human Person 7. Wisdom9. The human person is an embodied subject = & s 8 a a 2 5, 3 a 6 10. Undoing Philosophy2. Critical Thinking Questions 1. Distinguish a holistic perspective of philosophy from a partial perspective of philosophy: 2. On your point of view, discuss the various activities and concrete situations from a holistic perspective of the philosophy of the human person. Be able to give examples. a. The human person relates himself to others b. The human person relates himself to the society where he lives.c. The human person relates himself with the world. d. The human person relates himself to his environment. 3, What is the most important value of the philosophy of the human person to you? Justify your answer. “4. Based on your training and experiences what is “certain” in lifeto you? Support your answer. Se nnn eee 5. What does this statement means? “The way you see your life shapes your life” 6. “Who we are determines how we see others?” CommentGi Philosophical Reflections De Die = class unto five (5) groups. Elect a group leader and secretary a an ne the group into a semi-circle. The leader leads the discussions. The teacher acts as the resource person and facilitator. Each group. is assigned to tackle the following topics for philosophi ; Tt g topics for philosop’ ‘ical reflections. The leader or secretary reports to the class the results of their group work. Group I Group II Group Ill Group IV Group V If asked to write a statement describing human nature and people in general, what would you say? Would you describe your philosophy as optimistic, pessimistic, skeptical etc.? What does your philosophy of the human person concerning, others say about you? Would you describe your attitude as generally positive or negative? Do you see your attitude as a human person as asset or liability? What could you do to improve your relationship with others? Think back to your elementary and junior high school days. What experiences have especially marked you as a human person? Did they inspire you to trust or mistrust people? How has that outlook colored your relationship with others, society and the world? If it has negatively affected your relationships, what positive experiences can you pursue to create a new, more positive relationships? ! Do you agree with the statement that the difference between whom you are today and who you will be after Grade 12 will be the people you spend time with? What other factors do you believe to be equally (or more) important? Think about the personal qualities you would like to cultivate as a human person. List them. Now create a plan for growth to develop those qualities.Name: Score: ite: 5 Date Time: 1. Describe yourself as a philosophi ya pi insi the Box as a philosopher pher. Draw a picture of yourself inside pa eee eh veut tence aE ene a 2. Who is your favorite philosopher? Describe his philosophy of human person. Mount his/her picture inside the box. tg3, Sharpen your Skills Nueva Ecija and built a bamboo house witha ved to ie ms sare window from which he could view hundreds of miles tee ed how he enjoyed the view, he respondeq of range land. Fn is that there’s nothing to see”. About the same ‘ano moved to Isabela and built a bamboo house ae a arge picture overlooking a forest, When asked how he liked ithe said “The only problem with this place is that you cannot see anything around because all those mountains and trees are in the way.” Direction: Please encircle the correct answer. What does the story mean? ‘a. What people see is influenced by who they are. b. People in the same room will look at the same thing. c. People see everything totally different d. Allof the above. e. None of these B. Once upona time, a group of local officials instructed their young shepherd boy, “When you see a wolf, cry “wolf” and welll come with guns and bolos.” | Then the next day the boy was tending his swans when he saw a lion in the distance. The boy cried out loud “lion, lion“! But nobody came. The lion Killed several swans. The shepherd boy was distraught and distressed. “Why didn’t you come earlier when I called,” the boy asked the local officials. “There are no lions in this part of the country”. The local official head replied. “The wolves are what you have to look out for”. Questions: 1. Whatis the main theme of the story?Reflection Figure Direction: Below is a reflection figure that looks like a human figure. Determine what you have learned (the knowledge that serves as your foundation to stand and keep), the things you have realized and appreciated (attitudes toward learning) and the things you have discovered (skills that you will cherish in life) Fill in each part of the reflection figure. Share it to the whole class. Things | have learned (Knowledge) Things | have realized and appreciated (Attitudes) Things | have discovered * (Skills)People passionately defend what they believe to be true. They demonstrate various ways of doing philosophy-realizing that the methods of philosophizing lead to wisdom and truth. |= Learning Competencies At the the end of the lesson, the students. should have learned to: y_ distinguish opinion from truth; v analyze situation that shows the difference between. opinion and truth; v evaluate opinion; and realize that the methods of philosophizing lead to wisdom and truth.Distinction Between “Opinion” and “Truth” Truth is an accepted statement. It agrees with facts and reality. Truth needs to be supported by factual evidence. If there is no evidence, or there is insufficient evidence, then the statement is an opinion. Logic does not prove anything. Many people can play game of rhetoric and logic and suggest as proof. No truth must be verifiable and be able to undergo rigorous testing. Situations That Show the Difference Between “Opinion” and “Truth” It is a fact that the pyramids are in Egypt (geographical truth). It is a fact that raping children is a sin and a crime (moral truth). It is a fact that two plus two is four (mathematical truth), It is a fact that Odysseus’s wife is named Penelope (fictional truth). These situations are facts. The statement that abortion is morally acceptable or that there is no God, these are opinions. Expressing these opinions as if they were facts constitutes a failure to “respect others opinions”. Things which are still socially undecided are opinions. Opinions are putative facts. Truth comes from the heart. Reality follows from the heart. Very often the truth remains suppressed. The reality is you have to know when to listen to your heart. Truth requires courage. Reality reflects convenience. Facing the truth requires courage. More often than not, the convenient thing to do is the cowardly thing to do. Truth is always real. Reality is not always true. At the end of the day, the truth will prevail - itis the ultimate and only reality. There is no second guessing the truth like we can do with reality. What is real to one maybe tnreal to one another? In fact, as Einstein said, “Reality is merely an illusion” until it reveals the truth. The finality of the truth can be summed up in this quotation from The Bhagavad Gita: What is not real never was and never will be. Whatis real always twas and cannot be destroyed. So yes, by all means, keep it real, but always seek the truth!2. What is the moral lesson of the story?nics and other controversial topics, one frequently ust your opinion.” Ttis a pernicious claim, devoid GE dkst Héaning, andiit should be consigned! to! the flames. In calling something an opinion, one presumably wants to contrast it with something that is not an opinion, and the obvious candidate for the contrast class is “fact”. Philosophers might be tempted to draw this contrast by identifying facts as states of affair — occurrences that are there in the world regardless of what anyone may think about them ~ and identifying opinion® as beliefs (or some other mental state) about states of affairs. According to this approach, we can separate facts from opinion by using what Perry Weddle has called the “Whose?” test: It always makes sense to ask “Whose opinion is it?” but never,“Whose fact is it?” : When debating eth hears the claim “That's But this way of drawing the contrast merely pushes the problem back further. For among the beliefs that people have about the world, there are some that people tend to put in the “fact” column and some that they tend to put in the “opinion” column. That is, they contrast factual beliefs from opinions (opinion beliefs), and it is quite appropriate to ask “Whose belief?” in either case. The same goes for expressions of belief: We can talk about statements of facts vs, statements of opinion, or factual claims vs. opinion claims and so forth, and all of these are in the mouths of subjects. Suppose, then, we narrow our inquiry to statements, so that when we ask, “What is the difference between facts and opinions?” what we're really asking is “What is the difference between statements of facts and statements of opinion?” This seems like it should be an easy question, but it actually tends to stump most people, on the street. Mind you, they have no trouble in offering examples of either, or in categorizing others, examples. So for instance, given (1a) There is beer in my refrigerator. (1b) Wine tastes better than beer. (2a) The earth revolves around the sun. (2b) The earth was created by an omnipotent God. (3a) Thousands were killed in Darfur. (3b) Genocide is wrong. (4a) The current US president is a Democrat. (4b) A Democrat will win the presidency in 2016. they Il say that the A statements are facts and the B statements are opinions. When asked to explain the principle of distinction between the RTE aa asst et scene ei sagen cea en aera meraor ren rraRtwo, however-the rule that tells us how to assign statement to one category or the other ~ they often get tongue-tied. Some have tried to explain the distinction by arguing, that facts are true, This answer is not at all helpful, since opinions are typically put forth as true, and some factual claims turn out to be false. For example, most people would say that it’s true that genocide is wrong, and there may or may not be beer in my refrigerator. The fact/opinion distinction varies independently of the true/false distinction. Others say that factual statements are “concrete” rather than “abstract”, but the answer would render all mathematical statements non-factual, since mathematics involves abstract concepts (e.g. numbers). Neither does it help, at least at first glance, to say that facts are “objective” (rather than “subjective”), since at least some statements in the “opinion” column, involve matters that would be true (or false) regardless of what any particular subject believes. For example, whether or not God created the earth is an objective matter, albeit a controversial and difficult-to-prove one. If it happened, it happened whether anyone believes or not. Perhaps the last example suggests a better answer: the difference between facts and opinions is that factual statements are uncontroversial. But this answer doesn’t seem right either, since it would make it audience-relative whether something is a fact: for example “the earth revolves around the sun” would be a fact for modern Europeans and Asians but not for medieval ones. “God created the earth” would be a fact for believers but not for skeptics; “The earth is flat” would be a fact for Flat- Earthers but not for the rest of us. How useful would the fact/opinion distinction be if any statement could count as either one depending on who hears it? If everyday observers are confused about the distinction, “experts” fare little better. Fact: statement of actuality or occurrences. A fact is based on direct evidence, actual experience, or observation. Opinion: statement of belief or feeling. It shows one’s feelings about a subject. Solid opinions, while based on facts, are someone's views on a subject and not facts themselves. This way of drawing the distinction makes “The earth revolves around the sun” an opinion- or at least, not @ fact- since no one directly observes it happening (not even astronauts). It also jumbles together occurrences (what we earlier called “states of affairs”), statements about occurrences, and the evidence of the statements. Perhaps more confusing is its labeling opinions as “statement(s) of belief”. As we've been using the terms, all statements ‘amen ammmmamanmaceneneesesentrs se aieinsuceiinienurenetutaseenei ican nSof some of the earlier proposals. The not fully capture everyday usage (since everyday usage is messy and confused), but instead serve to refine that usage. Why worry about the fact/opinion distinction? One reason is that precise thinking is valuable for its own sake. But there's another, more pragmatic reason. Despite its unclear meaning, the claim “That's just your opinion” has a clear use: It is a conversation- stopper. It’s a way of diminishing a claim, reducing it to a mere matter of taste which lies beyond dispute. (De gustibus non est disputandum: there's no disputing taste.) 'Y are still somewhat revisionist: They do Indeed, the “opinion” label is used not only to belittle other's stances, but also to deflate one’s own. In recognizing that a personal belief differs sharply from that of other individuals and cultures, one may conclude, “1 guess that’s just my opinion-no better than anyone else's’ This conclusion may stem from an admirable humility. On the other hand, it can have pernicious effects: it leads to a kind of wishy-washiness, wherein one refrains from standing up for one’s convictions for fear of imposing “mere opinions”. Such reticence conflicts with common sense: surely some opinions are more thoughtful, more informed, more coherent, and more important than others. This diminishment is especially troubling in moral debates. Moral debates are practical- they're debates about what to do - and they concern our values: things that matter to us. Bither we send troops to Syria or we don’t. Either we allow same-sex couples to marry or we don’t, Either we lie to our parents about what happened to the car or we don’t. Categorizing, these issues as “matters of opinion” doesn’t make them any less urgent or vital. Methods of Philosophizing Most people will passionately defend what they believe to be true= whether it’s true or just an opinion. People state what they believe to be true. They use certain method to defend what they believe-whether true or not. This is what we call the method of “philosophizing”. A method is a general or established way Ot order of doing anything. The method of philosophy is typically employed: by philosophers when they present their ideas, concepts and arguments In an orderly and systematic manner not only in aiding refutation but also to make them less prone to making, flawed arguments.arguments, since we do not find i fi complex enough to require eqn’ these Particularly persuasive or lepths analysis. Melted Oh RULE Doubt. This doubt is not a casual doubt, which is a Ie teenS 3 y Our parents, teachers, relatives and friends. The doubt” as a method of Philosophy is called the methodological doubt or indubitable or sometimes referred to a i s Cartesian doubt advocated by Rene Descartes (1596-1650), a French philosopher. i He said that when we begin to think philosophically, the first thing we should do is to doubt everything of which we cannot be absolutely certain. Since, there are many beliefs (true or false) that surround us, the person must distance himself from the whole mixture of beliefs and then as a fresh start, he may begin intellectually by reasoning the most solid foundation against this method, it is certainly an effective way of overcoming unreflective body of traditional beliefs. Phenomenological Method. This method of philosophy was associated with Edmund Husserl (1859-1938), a German philosopher who _ postulated transcendental phenomenology. The word phenomenon is derived from a Greek word phaenesthai, which means “to appear”. In phenomenological method, we describe ourselves and the world around us on the basis of subjective experience, which is often referred to as “lived experience”. In using this method, we suspend our categorical commitments and describe what appears in this world, such that our observations presuppose our categories and theories. This method is useful when encountering a field of philosophy for the first time. This can be combined with the self-directed deconstruction method. Philosophical Dialogue. A person who employs this method must employ the other methods listed here in order to conduct the conversation. A spoken dialogue is much more effective in giving life to ideas, .The usefulness of this method is that it brings a philosopher into contact with many ideas in a short period of time, especially when there are more than two opinions being argued. It also creates a community mentality in which those of different viewpoints are engaged in teal conversation for the common goal of truth seeking. In other words, people discuss to work outa problem together, rather than in isolation. . Historical Method. In this method, there is value in explaining argument in a society. However, negative the implicati of an iti e implications nply imply an absence of truth nor do positive implications do not simply Ones implv its presence:7. C ‘omparative-Descriptive Method. Thisis a valuable learning tool, since we often come to understand concepts in relations to what we already know. So if someone understands the social contract of Rousseau, you be better able to explain the subtleties of Hubbes argument by comparison. However, this approach is not much useful, since it does not really generate any new knowledge, and though it is a fast-track to understanding, it does not seem to do anything that could not be accomplished by careful reading of original texts. 8. Comparative-Constructive Method. This is a very useful method for creating new ideas, which are extremely important to the process of truth seeking. 9. Deconstructive Method. This method is useful in specific situations. Its value is that it allows a thinker to challenge his own cultural preconceptions and thus gain a somewhat, more objective point of view. What it does not do is to prove an argument incorrect, since it simply points out that there is a reason to doubt. This approach is most commonly used when looking at situations regarding ethics. In closing, Logic does not necessarily prove anything. Many people can play at games of rhetoric and logic and suggest that as proof. This is not true, Truth must be verifiable and be able to undergo rigorous testing. The method of philosophy, thus, can lead to wisdom and truth.he Score: Dates Time: 1, Explain the meaning of the following terms/group of words: 1. Methods 2. Method of Philosophizing 3, Opinions 4. Truth5, Facts 2. Critical Thinking Questions 1. Differentiate truth and opinion. Give an example to illustrate the difference. 2. Give two or more situations that show the difference between opinion and truth.3. Does the method of phil a : rere creer Phlosophizing lead to wisdom and truth? Explain 4. Are opinions acceptable in philosophy? Support your answer. 5. What is the significance of using the methods of philosophizing? Support your answer.6. Based on how you understand the methods of philosophy, describe them briefly and give their uses or importance: a. Conceptual Method b. Logical Analysis c. Method of Systematic Doubt d. Phenomenological Method e. Philosophical Dialoguef. Historical Method g- Comparative Descriptive Method h, Comparative-Constructive Method i. Deconstructive Method Tell whether the statement is an opinion or fact statement. Write your answer before each letter. a. Man is a rational being. ____b. Manis the center of feelings and emotion. ___c. “Only man exists” say Heidegger. ____d. The solar system is made up Of planets and solar system.ANS FGA bartender. Without a word, the bartender reached down under the bar, picked up a wet bar rag, and slapped the man across the face with it. “Hey! What's the idea?” the astonished man said. The bartender smiled. “Well, you don’t have hiccups anymore, do you?” he asked a never did” the man replied. “I wanted something to cure my wife. She’s out in the car.” - John C. Maxwell, “Winning with People”, 2004 Questions: 1. Doyou come toa conclusion long before the problem has been laid out before you? React. 2. What method of philosophy is used in arguing with people such as this in the story? 3.- Is the story a factual statement or an opinion statement? What do you think?___e. Every man is a guilty creature. ____ £. God is good all the time. ____ g. God has nothing to do with human existence. ___h There is a softdrink inside the refrigerator. ____ i, Ice-cold softdrinks taste better than those which are not. _____j. Mars is the hottest planet among the other planets. _____k. There is life in Mars. 4. Evaluate: Read the story well to be able to comprehend it. “Where is the glory of God? Just look around. Everything created by God reflects his glory in surrounding. We see it everywhere, from the smallest microscopic form of life to the vast Milky Way, from sunsets and starts to storms and seasons. Creation reveals our Creator's glory. In nature, we learn that God is powerful, that He enjoys variety; loves beauty is organized and is wise and creative.” — Rick Warren, The Purpose Driven Life, 2002. Questions: 1. Are the above statements factual or opinion? If yes, why? If no, why not? 5. React: Read the anecdote carefully. “A middle-aged man entered a cocktail lounge and walked directly to the bar. “Do you have anything that will cure hiccups?” He asked the6. Philosophical Reflections Direction: Divide the class into two (2) groups. Elect the leader ang secretary/recorder of the group. Arrange the chairs in a semi-circular arrangement. The teacher serves as a resource person and facilitator. Before the end of the period, the leader or secretary of the group reports to the class of the group's own answers. Questions may be entertained. Here are the topics for philosophical reflection. GroupI “What is real to one maybe unreal to somebody else”. As Einstein said, “reality is merely an illusion until it reveals the truth.” Group II As long as we understand philosophy as a “questioning search” and thus “pursuit of knowledge” this search is not the end product of such a search as a bulk of knowledge or information. On the contrary, any pursuit of knowledge, as long as we are infinite, mortal human beings, and it searches for knowledge, this pursuit is rather “endless” process. It is the process starting from “here”, from this starting point of the self-awareness of one’s own ignorance.S 8 [Name: Date: Score: Time: 1 ya of the aed of Philosophizing would you like to use in arguing your reason? Give the reason for choosing it. Make a comic strip of your chosen method and place it inside the box. 2. Some ancient Greek philosophers defined “method” of philosophy as a “the way”. } a. What is “the way” according to Plato? Mount his picture inside the box. PLATO.b. “The way” according to Heraclitus. Mount his picture inside the il HERACLITUS c. “The way” according to Parmenides. Mount his picture inside the box, PARMENIDES d. oe way” according to Hippocrates. Mount his picture inside the OX. Fa ee ean oes oe1 t t t t e. “The way” according to Aristotle. Mount his picture inside the box. See TESTES Lee ETE EN 2s ——— —— Seve es a ARISTOTLE 3, What is the Cartesian doubt? Explain and mount the picture of Rene Descartes inside the box. Evils er aiimOe ONE TES EST RENE DESCARTES