Philo Module Booklet

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INTRODUCTION TO
THE PHILOSOPHY OF
THE HUMAN PERSON
SHS GRADE 12 LEARNERS’ MODULE
KHIMBERLY XYLEM B. ORTIZ JOE ANN L. PAGARA, MPA

Guidance Counselor (0916-215-6350) SHS Principal (09518323624)
NANCY C. MAGBANUA, MSIT DR. EUFEMIO D. JAVIER, JR.

Academic Dean (0906-439-3454) School President (09171271902)
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SIBUGAY TECHNICAL INSTITUTE INCORPORATED
Lower Taway, Ipil, Zamboanga Sibugay
Introduction to the
philosophy of the
human person
Module Booklet
Instructor/Module Maker: Jim Paolo T. Abalde, RPM

Facebook Name: Jim Paolo Abalde
Cellphone Number: 09651355191 / 09510701092
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SHS Grade 12 Introduction to the Philosophy of the
Human Person
Table of Contents
UNIT PERIOD
Week 1: Class Orientation and Introduction to Philosophy (Holistic and Partial
Perspective) ----------------------------------------------------------------------------------------------- 6
August 22 – 26, 2022
PHILO ACTIVITY FOR WEEK 1 -------------------------------------------------------------- 11 – 12
Week 2: Introduction to Philosophy (Doing Philosophy in Obtaining a Broad
Perspective on Life) ------------------------------------------------------------------------------------ 13
August 29, 2022 – September 2, 2022
PHILO ACTIVITY FOR WEEK 2 ------------------------------------------------------------------- 18
Week 3: Doing A Philosophical Reflection ------------------------------------------------------- 19
September 5 – 9, 2022
PHILO ACTIVITY FOR WEEK 3 (NONE)
UNIT EXAM WEEK

September 12 – 16, 2022
PRELIM PERIOD
Week 5: Distinguishing Opinion from Truth ------------------------------------------------------ 22
September 19 – 23, 2022
PHILO ACTIVITY FOR WEEK 5 ------------------------------------------------------------ 26 – 27
Week 6: Methods of Philosophy That Leads to Wisdom and Truth, Evaluating Truths
from Opinions -------------------------------------------------------------------------------------------- 28
September 26 – 30, 2022
PHILO ACTIVITY FOR WEEK 6 -------------------------------------------------------------- 30 – 31
Week 7: Transcendence, and its Limitations and Possibilities ----------------------------- 32
October 3 – 7, 2022
PRELIM EXAM WEEK

October 10 – 14, 2022
MIDTERM PERIOD
Week 9: Disorders in Nature and in the Environment ----------------------------------------- 40
October 17 – 21, 2022
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Week 10: Care for the Environment and Virtues of Prudence and Frugality towards the
Environment --------------------------------------------------------------------------------------------- 44
October 24 – 28, 2022
Week 11: The Freedom of the Human Person ------------------------------------------------- 48
October 31, 2022 – November 4, 2022
PHILO ACTIVITY FOR WEEK 11 ----------------------------------------------------------------- 49
MIDTERM EXAM WEEK

November 7 – 11, 2022
PREFINALS PERIOD
Week 13: Intersubjectivity (Accepting Others, Accepting Differences, and Authentic
Dialogue) ------------------------------------------------------------------------------------------------- 51
November 14 – 18, 2022
Week 14: Intersubjectivity (Appreciating and Valuing the PWDs and the
Underprivileged Sectors or Society) --------------------------------------------------------------- 54
November 21 – 25, 2022
Week 15: Recognizing how Individuals Form Societies and how Individuals are
Transformed by Societies ---------------------------------------------------------------------------- 58
November 28, 2022 – December 2, 2022
December 5 – 9, 2022
PREFI EXAM WEEK

December 12 – 16, 2022
FINALS PERIOD
December 19 – 23, 2022
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Weeks 19 – 20: Methods of Philosophy That Leads to Wisdom and Truth, Evaluating
Truths from Opinions ---------------------------------------------------------------------------------- 69
December 26, 2022 – January 6, 2022
PHILO ACTIVITY FOR WEEKS 19 – 20 ---------------------------------------------------- 75 – 76
FINALS EXAM WEEK

January 9 – 13, 2022
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Introduction to the Philosophy of the Human
Person
SHS Grade 12 Module 1
Week 1: Class Orientation and Introduction to Philosophy (Holistic

and Partial Perspective)
Dates: August 22 – 26, 2022

Coverage: UNIT PERIOD. 1st Semester
Teacher: Jim Paolo T. Abalde
Learning Objectives:
1. Distinguish holistic and partial point of views.
2. Value the purpose creating ideas from a holistic perspective.
3. Examine the ideas that Philosophical branches wants to convey.
Welcome to your first ever Philosophy class!

In this class we will be learning how to look at things philosophically,
that is, to look at things holistically. But before we begin, here are some of the
rules that we need to follow in order to have a better and a more organized
class.
THE GENERAL GOLDEN RULES

1. I DEMAND QUALITY WORK – even if you aren’t good at essays, I
encourage you to research and think. Squeez your brains’ creative juices.
2. ANSWERING IN CEBUANO OR TAGALOG IS ACCEPTABLE – this is

a Philosophy class, not a Language class. If you cannot answer in English,
BETTER DO IT IN A LANGUAGE YOU ARE COMFORTABLE SO THAT
YOU CAN DELIVER YOUR IDEAS BETTER.
3. IF YOU CANNOT DELIVER YOUR OUTPUTS PERSONALLY,

DELIVER THEM THROUGH MESSENGER – COVID 19 is present. If you
cannot go to school because of lockdowns or restrictions, better pass your
outputs through Messenger.
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4. DO NOT HESITATE TO ASK FOR ASSISTANCE BUT MAINTAIN
BOUNDARIES – I am your teacher who is more than willing to help you but
maintain boundaries because technically, we aren’t close.
5. I ACCEPT LATES BUT DO NOT ABUSE MY CONSIDERATIONS – give

valid reasons if you pass in late and explain everything well so that there will
be clarifications early on. This is self-explanatory.
6. I DO NOT LIKE DRAMA AND PEOPLE WHO REFUSE CORRECTIONS

– be direct and stop giving me nonsense reasons. If you cannot accept
corrections, especially if you are wrong, then you should not have enrolled
in the first place. Be humble when being corrected.
LESSON PROPER:
THE BLIND MEN AND AN ELEPHANT

What can you analyze from the picture?
The Blind Men and An Elephant is a famous poem by John Godfrey Saxe. It tells
the story of six blind men who went see an elephant despite being blind. Each of them
approached a different part of the elephant, making them perceive the elephant
differently from each other. The six men disputed and each of them were stiff and strong
to each of their opinion. Even though they are partly right, all of them ended up wrong.
If there is one thing that made these characters ended up all wrong despite being
partially right, it is because they ‘saw’ the elephant in a partial perspective instead
of a holistic one. Holistic and partial perspectives are important components doing
philosophy. Learning these two concepts first is critical in determining the limit when we
come up with conclusions about a given concept or situation.
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• Holistic Perspective/Point of View – comes from the Greek word "holos"
which literally means all, entire, totality. Holism is a school of thought that maintains
the interdependence of factors to another agencies of causalities. Holistic
Perspective looks at all aspects of a given problem or situation, and all aspects are
given importance when making conclusions.
• Partial Perspective/Point of View – A partial point of view then is a

perspective that is based on one of the component parts of a whole.
THE MEANING OF PHILOSOPHY

Learning Philosophy will encourage people to open their minds and perceive
everything from all perspective and work on their relationship to come up with a sound,
logical, and valid conclusion. Along the way, it teaches people to develop the skill of
broadly looking at the situation first before concluding anything.
Philosophy comes from the Greek words philo (to love) and sophia (wisdom). It
means “Love of Wisdom”. In a broad sense, attaining wisdom is the goal of Philosophy.
It is also defined as the attitude of the mind that by natural light of reason studies the first
causes or highest principles of all things. Under this definition, four things are to be
considered:
a. Science – Philosophy has a systematic investigation. It follows certain steps; an
organized body of knowledge just like any other sciences.
b. Natural Light of Reason – Philosophy investigates things. Philosophers use their

human reason alone. It does not use any instrument, and does not base itself on
supernatural revelation, otherwise it becomes Theology.
c. Study of All Things – Philosophy studies human beings, society, religion,

language, God, and plants, etc. This separates Philosophy from other sciences.
It is NOT one dimensional or partial, but multidimensional or holistic. Philosophy
questions almost everything.
d. First Cause or Highest Principle – an idea which means something is the main
reason or first cause why an event or a situation took place. A principle that is
from which something proceeds in any manner whatsoever. The First Principles:
• Principle of Identity – whatever is is; and whatever is not is not.
• Principle of Non-contradiction – It is impossible for a thing to be and not be at the

same time.
• Principle of Excluded Middle – A thing is either is or is not; everything must be

either be or not be, 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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In philosophy, a point of view is defined as a way or a method how one sees or
perceives the reality or a phenomenon. Therefore, when one says a partial point of view,
he has clearly stated and admitted that the way he sees reality or certain phenomenon
is based on a single factor or causal agency.
In the beginning, Greek philosophers studied aspects of natural and human world
that later became separate sciences – Astronomy, Psychology, Sociology, etc. However,
certain basic problems – the nature of the Universe, the standards of justice, the validity
of knowledge, love, and etc., remained in the domain of Philosophy since the beginning.
Since the broad sense of Philosophy is love of wisdom, in order to attain it, there
should be emptying – simplicity and humility. Emptying can be spiritual, intellectual,
physical, and etc. Without the virtue of emptying, our learning of Philosophy would only
be partial and knowledge-based.
THE FIVE BRANCHES OF PHILOSOPHY

1. Metaphysics – the branch of philosophy that deals with the basic causes
and nature of things, including abstract concepts such as being, knowing,
substance, cause, identity, time, and space. It is concerned with explaining the
fundamental nature of being and the world. Cosmology and ontology are the two
traditional branches of metaphysics.
Cosmology seeks to understand the origin, evolution, structure, and
ultimate fate of the universe at large, as well as the natural laws that keep it in
order. Ontology is the investigation into what types of things there are in the world
and what relations these things bear to one another. Ontology deals with questions
concerning what entities exist or can be said to exist, and how such entities can be
grouped, related within a hierarchy, and subdivided according to similarities and
differences.
2. Ethics – also known as Moral Philosophy. Its aim is to address questions

regarding morality (concepts of good and bad, right and wrong, justice, virtue,
and etc.). Generally, it is the study of the nature of moral judgments. Ethics has
five main frameworks:
• Divine Command – What does God wants us to do? In this framework, a strong
sense of individualism does not exist, but rather, the collective is emphasized.
• Consequentialism/Utilitarianism – What has the most desirable consequences?

What is good for the greatest number of people is the best choice and the moral
choice.
• Deontological Ethics – Whatever is my moral duty to do. This means that a

person has a moral duty to do what is right regardless of what the person thinks
of feels about the situation.
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• Virtual Ethics – What kind of person I ought to be. This ethical theory ignores the
consequences, duties, and social contracts. Instead, it focuses on character
development of individuals and their acquisition of good virtue ethics.
• Relativism – What does my culture or society think I ought to do? Actions are
morally right within a particular society when they are approved by law, custom,
or other conventions of the society.
3. Epistemology – the branch of philosophy concerned with the nature and

scope (including limitations) of knowledge. It addresses four main questions:
• What is knowledge?
• How is knowledge acquired?
• What do people know?
• How do we know what we know?
NOTE: DO NOT ANSWER THESE 4 QUESTIONS ABOVE! DON’T IMITATE YOUR

OTHER CLASSMATES WHO CANNOT DISTINGUISH THE LESSON PROPER
FROM THE ACTIVITIES!
4. Logic – is the study of reasoning. The science of correct reasoning. Logic

is often divided into two parts, inductive reasoning and deductive reasoning. The
first is drawing general conclusions from specific examples, the second is
drawing logical conclusions from definitions and axioms.
Examples of Inductive and Deductive Reasonings:

• INDUCTIVE: Wearing white and Blue Uniform + Teenager + Goes to STII to
learn = STII STUDENT
• DEDUCTIVE: Lots of students study at STII. Juan studies in STII. Therefore,

Juan is a student of STII.
Logic does not provide us knowledge of the world directly. Logic is just a tool that
indirectly contributes to the content of our thoughts. Logic is not interested in what we
know, rather, it is concerned about the truth or the validity of our arguments regarding
such objects.
5. Aesthetics – is the branch of philosophy dealing with the nature of beauty,

art, taste, and the creation and appreciation of beauty. It is more scientifically
defined as the study of sensory or sensori-emotional values, sometimes called
judgments of sentiment and taste. As a branch of Philosophy, students should
consider the importance of aesthetics because of the following:
➢ It vitalizes our knowledge – it makes our knowledge of the world alive and useful.
As we live each day, we pick up principles and too infrequently see how they are
related.
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➢ It helps us to live more deeply and richly – any piece of art helps us to rise from
purely physical existence into the realm of intellect and spirit. As a being of body
and soul, human beings need nourishment for his higher life as well as his lower.
➢ It brings us in touch with our culture – things about us change so rapidly that we
forget how much we owe to the past. We cannot shut ourselves off from the past
any more that we can shut ourselves off geographically from the rest of the world.
PHILO ACTIVITY #1: 20 Points Total.

I. In a clean sheet of paper, WRITE YOUR NAME, STRAND, GRADE AND
SECTION, AND THE LABEL “PHILO ACTIVITY 1”. (10 Points)
NOTE: IF YOU HAVE ANSWERED ON PAPER THEN YOU DON’T

NEED TO DO THIS IN GOOGLE CLASS, AND VICE VERSA.
II. Answer directly. Just write the letters of the answer. (10 Points)
____ 1. What principle of philosophy states that it is impossible for a thing to be and not
be at the same time?
A. Excluded Extremes B. Non-contradiction

C. Contradictory Reasoning D. Aesthetics
____ 2. The word Philosophy came from the Greek words “philo” and “sophia” which
means…
A. To love and Wisdom B. To choose and Knowledge

C. Wisdom and Knowledge D. To love and Knowledge
____ 3. The other term for simplicity and humility.
A. Emptying B. Reducing C. Cleansing D. Grounding
____ 4. It is the attitude of the mind that by natural light of reason studies the first causes
or highest principles of all things.
A. Psychology B. Philopsychology C. Philosophy D. Pathophilosophy
____ 5. The goal of Philosophy is to attain _________.
A. Knowledge B. Critical Thinking C. Love D. Wisdom
____ 6. Ethics is also called ______________?
A. Right Philosophy C. Moral Philosophy

B. Balanced Philosophy D. The process of texting your friend
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____ 7. The school of thought that maintains the interdependence of factors to another
agency of casualties is called the ________ perspective.
A. Subtle B. Precise C. Holistic D. Appropriate
____ 8. Philosophers use ___________ alone and not any instrument, and do not base
itself on supernatural revelation, otherwise it becomes Theology.
A. Human Reasoning C. Carefully calibrated experiments

B. Evidence-based answers D. Religious Experiences
____ 9. The branch of Philosophy that involves deductive and inductive reasoning is
called ________?
A. Logic B. Epistemology C. Aesthetics D. Metaphysics
____ 10. The opposite of Holistic Perspective is _______________.
A. Incorrect Perspective C. Partial Perspective

B. Evident Perspective D. Limited Perspective
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Person
Week 2: Introduction to Philosophy (Doing Philosophy in Obtaining

a Broad Perspective on Life)
Dates: August 29, 2022 – September 2, 2022

1. Classify the Eastern, Western, and Filipino Philosophy.
2. Value the importance of abundance.
3. Integrate the learnings in philosophy to obtain a board perspective in
life.
LESSON PROPER:
Philosophy isn't just the most valuable way to obtain a broad perspective in life,
it IS obtaining a broad perspective in life. It is encouraged that we see things from a
wider, more holistic perspective.
Philosophy is the love of knowledge, the pursuit of truth, and the questioning of
all ideas. By studying, discussing, or just thinking about the many ideas in the world,
you can find questions you had never thought to ask, or perspectives you had never
considered before. Or perhaps, you could find a theory or idea you had already been
thinking about on your own, and read about the perspectives and arguments of others
who thought along similar lines.
We live in a society where ideas are decontextualized today. Philosophy helps in
organizing and understanding oneself and what we call the external world.
EASTERN AND WESTERN PHILOSOPHIES

Since we live in a wide world full of diverse cultures, beliefs, and ideas. Let us
expand a bit into a global scale, into the ideas of Eastern and Western Philosophies.
Educational challenge in the 21st century entails appropriate acceptance of
cultural and racial multiplicity. Written below are various viewpoints of Philosophy:
Western and Non-Western, with emphasis on Filipino Philosophy. Here is a table that
summarizes the differences between the two philosophies:
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A. WESTERN AND NON-WESTERN TRADITIONS
Fragmentary vs. Holistic
In Western philosophy, people prefer focusing on the important parts instead of
looking at it as a whole. They break down ideas as much as they could and used lots of
logic, reasoning, and categorizations. They see things like the brain and body as
separate identities, rather than viewing the two parts as equal. The mentality has now
been passed on into politics an even religion. In Eastern philosophy, people look at the
issue as a whole and, generalize ideas and look at its similarities. Unlike the West, the
East does bit make a rigorous distinction between religion and philosophy. Its basic
philosophical concepts are shrouded in religious beliefs and myths. In the East,
philosophy is religion and religion is Philosophy. Their teachings are not meant to take
you to separate truths but the parts would eventually lead to one truth.
Western philosophy was built on the idea of difference and separation so they will
not try and settle for common ground. Some philosophers will use heavy debate to try to
convince the audience which opinion is superior. Meanwhile in East they will usually find
common group, a perfect example of this is the Ying and Yang. Yin symbolizes feminine,
dark, cold, and yielding. Yang symbolizes masculine, bright and advancing. These might
be separate ideas in Western Philosophy, buy in the East equal amounts of both ideas
are of importance that together create a whole.
Western Philosophy thinks in a linear manner, in terms of beginning and ending
in a straight line. Oriental thought runs in a circular manner where in the end conjoins
the beginning in a cycle. Nothing begins and end absolutely. This is indispensable to the
understanding of rebirth. There are cycles of rebirths within various spheres of life.
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Individualism & Collectivism
Individualism is highly praised in the West. Mostly in the West, there is a great
amount of importance on being your own person and deciding things for yourself.
Meanwhile in the East, collectivism and connected is more apparent. The ideas such as
social obligation to moral righteousness. Things like helping people and respecting other
is a great reflect on Confucian and Taoist ideals. But the Western idea of individualism
got out of hand in the past, but the Eastern idea of collectivism has in the past became
damaging. For example, Communist leaders have attacked people from Cambodia to
Korea.
Western Philosophy (Ancient Greeks, Europeans and Americans) usually focused
on five categories (Metaphysics, Epistemology, Ethics, Politics, Aesthetics). Eastern
Philosophy (mostly China and India), also tackled these five categories but they don’t
really make a distinction on Metaphysics and Epistemology, and Philosophy and
Religion).
Linear and Circular Mindsets

Western mindset is linear. There is a beginning and an end. Eastern
mindset is circular and cyclical; nothing actually begins or ends absolutely.
When something ends, that something continues in another form. This is
indispensable to the understanding of samsara or rebirth.
B. FILIPINO THINKING: FROM LOCAL TO GLOBAL

The Philippines could not very well speak of a tradition such that of China, India,
or Greco-Roman, yet there has to be a "Filipino though" or none at all. Pioneering
attempts to formulate a Filipino Philosophy lacked refined tools and the lack of
predecessors upon whom to stand, nevertheless, Filipinos do have their own
Philosophy. The three dimensions of Filipino thought are: Loob, Filipino Philosophy of
Time, and Bahala Na.
1. Loob
Kagandahang-loob, kabutihang-loob, and kalooban are terms that
show sharing of one's self to others. We Filipinos value smooth interpersonal
relationships. Loob puts one in touch with his fellow beings. Also, Great
Philippine values, in fact, are essentially interpersonal. The use of go-
betweens, the values of loyalty, hospitality, pakikisama, and respect to
authority are such values that relate to persons. In short, the Filipino generally
believes in the innate goodness that flow from within itself.
2. Filipino Philosophy of Time

Filipinos believe in Gulong Ng Palad or Wheel of Fortune. Life is being
perceived as a series of ups and downs. When the Gulong Ng Palad is on
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the downtrend, the Filipino looks at the future with the hope that the time will
come wherein he will be at the top. This philosophy makes Filipinos an
absolute optimist. When one cries, one surely smiles because the Filipino
perceives all ups and downs as temporary or transitory. Gulong ng Palad
blends well with the Indian concept of Karma and the Yang and Yin of the
Chinese. Generally, it blends well with the Eastern Philosophy that the
journey of mankind is cyclical.
Filipino time is mistakenly interpreted as always delayed in the committed
time of arrival (Mañana Habit that the Spanish influenced the Filipinos). This
idea is misleading since Filipino farmers are early risers as they work in their
fields and wastes no time for work. The concept of “siesta time/power naps”
is also important for Filipino culture that must not be necessarily considered
negative.
3. Bahala Na
Pre-Spanish Filipinos believed in Bathala. Filipinos seem to signify that
ultimately in life, we have to reckon not only with our human nature, but also
with the cosmic presence of spirits. Bathala is not an impersonal deity but
rather a personal being that keeps balance in the universe. Bathala is
endowned with a personality and the Filipino put their entire trust in this
Bathala or God.
The Bahala Na attitude are subconsciously accepted into the minds of
Filipinos. Bahala Na means leaving everything to God, or come what may
and accepts beforehand whatever the outcome of his problem might be. The
Bahala Na is nonetheless one of the most outstanding Filipino virtues
because in one aspect, it is perceived as the courage to take risks. An
example of this are the OFWs who risk their lives and comfort just to work
abroad in order to provide for their family way back home.
On the other hand, it is perceived as fatalistic, like leaving everything to
God or chance. 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.
C. FILIPINO THOUGHTS AND VALUES: POSITIVE AND

NEGATIVE ASPECTS
It is believed that Philippine values and system, in line with Filipino philosophy,
needs to be used as a positive motivation. The Filipino sees himself in a dyadic,
pyramidal fashion. He identifies himself vertically, with authority figures distinguished by
their power, age, and wealth. He receives protection from above and must do the same
to those below him. Reciprocating debts of gratitude between his superiors and
subordinates is called Utang Na Loob.
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However, as we do our duty, it should not be bounded by Utang Na Loob
(indebtedness to patrons) but to help to uplift the life not only if one's own family (micro
perspective) but of others as well (macro perspective).
In this vein, we should stress other positive Filipino values such as bayahihan
(helping others in times of need). Deep down in the minds of Filipinos, there exists the
belief that whatever good one has done will redound to one's benefit because a Supreme
Judge will dispense just compensation whether in this life or in the next.
D. PHILOSOPHY: TRANSCENDING AND AIMING FOR A LIFE

OF ABUNDANCE
Abundance comes from the Latin term ‘abundare’, meaning, “to overflow
nonstop”. It is outflowing rather than incoming. It is not about amassing material things
or people but our relationship with others, ourselves, and with nature.
1. Abundance is not we gather but what we scatter.

Today, abundance is often being associated with acquiring lots of things and
materialism, but it is not. It is when we raise our empty hands and surrender, when we
don’t grab or stay unattached to anything and anyone, and when we offer oneself – these
are all abundance.
2. Abundance is not what we keep but what we give away.

To live life in abundance, one must pursue one’s desires and inner self. One must
go after what fulfills, before making more money. It is truly paradoxical because to be
able to have, we must first let go. To be able to acquire, we must first control ourselves.
Our appetites and desires impact other peoples’ lives.
3. Abundance is not what we hold but what we share.

Money may be a big thing in our world today, but it is worth reminding that money
should not matter much since every moment is a blessing even if a person does not have
money. Abundance is more than our ambitions. There are more precious things such as
people that matter.
4. Abundance is a choice.
As we pursue our dreams, there are negative people and things that will come
our way. Negative thoughts, emotions, and people should be avoided for they only affect
peoples’ goals. As we aspire for our dreams, we should surround ourselves with positivity
from people and things. When we look down, we only see misfortunes, but when we look
up, we realize that we are more fortunate than others.
Abundance is more of an effort of the heart than the mind. To achieve, one must
commit, Abundance is a choice which translates into commitment, determination, and
perseverance.
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5. Abundance is to evolve into a higher being.
Abundance covers both external and internal life. Material thing are important in
our lives, but it isn’t just about material things. Values, for instance, also matter. Living
an abundant life also means evolving into a higher being in following one’s mission: A
deliberate or conscious desire to act upon what we can make us and others happy.
As we are bombarded by negative people or moods, it becomes our choice to
adopt an abundant disposition.


II. Answer these two items. (20 Points)
1. Relate Abundance and Emptying (from our first module).
2. From the list of themes written below, choose one and write a holistic
philosophical opinion about it. ANSWERING IN CEBUANO OR
TAGALOG IS ACCEPTABLE IF YOU ARE NOT GOOD IN ENGLISH. NO
USING OF BIBLE OR RELIGIOUS REFERENCES! These are the themes:
Global Warming The Importance of Activism
Same-sex Marriage The War on Drugs
Being a part of the LGBTQIA+ The COVID-19 Pandemic
Marcos Dictatorship and Historical Student Life in the new normal
Revisionism
The Philippines’ issue with the West The looming threat of World War 3
Philippine Sea
Rubrics:
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Person
Week 3: Doing a Philosophical Reflection
Dates: September 5 – 9, 2022

1. Discuss the importance of doing a philosophical reflection.
2. Value the importance of doing reflection.
3. Develop the learners’ skills in making holistic philosophical reflections.
LESSON PROPER:
IN DOING PHILOSOPHY
Doing philosophy means asking valid or intelligent questions, doing meditative
reflection, and formulating and evaluating arguments. Doing philosophy does not mean
that a person should graduate with a degree in philosophy. As long as a person could
raise a valid and intelligent question, reflects meditatively, and argues in a logical
manner.
In doing philosophy, one should master the important skill of doing a philosophical
reflection. Philosophical reflections are deeply personal and it varied from every
individual. Philosophical reflections are deeply anchored on a person’s day-to-day
existence. According to Gabriel Marcel, a philosopher, philosophical reflections are first
and foremost the act of giving time to think about the meaning and purpose of life. There
are two types of reflection:
➢ Primary Reflection – a kind of thinking that calculates, analyzes, or recounts past

events. Primary reflection is a fragmented and compartmentalized thinking. It
cannot be a genuine thinking because it failed to make sense of the whole, of the
mystery of life. In other words, primary reflection is selfish thinking because it is
instrumental thinking, a ‘means-end’ thinking. Instrumental thinking thinks only of
what it can practically get in a relationship.
➢ Secondary Reflection – characterized by the act recapturing the unity of the

original experience by gathering back together what has been separated by
primary reflection, allowing us to think holistically. In this way, secondary reflection
enables us to integrate our fragmented and compartmentalized experience into a
coherent whole. This gives us the impression that secondary reflection for Marcel
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is genuine or unselfish thinking. Applied to human relations, secondary reflection
does not think of what it can practically get in a relationship. Here, the human
person establishes a relationship with the other not because of what she can get,
but is premised on the idea that the other is a human person that deserves respect,
care and love. Marcel speaks of “philosophical reflection”, he specifically refers to
“secondary reflection”.
Philosophical reflection provides us with a holistic picture of reality. It is a tool that
enable individuals to see the interconnectedness and interdependence of peoples, their
actions, and events, as well as their direct relation to each other. Philosophical reflections
allow us to deepen our understanding of ourselves, as well as our role and place in the
world.
CONSTRUCTING AND EVALUATING ARGUMENTS

Marcel’s notion of primary reflection can be expressed most visibly in our ability to
think logically, that is, in the ability of the mind to construct and evaluate arguments. For
this reason, although it may appear as a kind of selfish thinking when applied to human
relations, primary reflection can be considered as another important tool in doing
philosophy.
One important characteristic of doing philosophy properly is the ability to express
and support one’s claim rationally. If we are not able to justify our views or claims, then
we are not doing philosophy. For this reason, in doing philosophy, we must learn how to
construct and evaluate arguments properly for it is with the use of arguments that we are
able to express our thoughts in a clear and logical manner. In this way, we do not only
promote agreement and harmony, but also objective thinking. For example:
Premise 1: All human beings are mortal.
Premise 2: But the President of the Republic of the Philippines is a human being.
Conclusion: Therefore, the President of the Republic of the Philippines is mortal.
In this argument, we can see that if the premises are assumed to be true, then the
conclusion must also be true. That is, if all human beings are indeed mortal and that the
President of the Republic of the Philippines is a human being, then we have to accept
the conclusion that the President of the Republic of the Philippines is mortal. If we reject
the conclusion, then we are making a logical error since it is what the premise entails.
Since the premises of this argument inevitably lead us to this particular conclusion, then
the argument is valid or a sound argument.
Indeed, both philosophical reflection and the construction and evaluation of
arguments are some of the necessary skills that we need in doing philosophy. To
reiterate, philosophical reflection, on the one hand, enables us to look deeper into our
experiences and see the bigger picture of reality. On the other hand, the construction
and evaluation of arguments allows us to express our ideas in a systematic and logical
way. Furthermore, the ability to construct and evaluate arguments allows us to examine
the ideas of other people. In the end, these are some of the benefits of being able to do
philosophy in a meaningful way.
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NOTE: YOU HAVE AN EXTRA 50 POINTS IF YOU WERE
ABLE TO SUBMIT YOUR PHILO ACTIVITY #1 AND #2,
SO BETTER PASS THEM.
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Person
Week 5: Distinguishing Opinion from Truth

Coverage: PRELIM PERIOD. 1st Semester
1. Examine the difference between fact and opinion.
2. Discriminate facts and opinions.
3. Develop the skill of differentiating facts and opinions in the pursuit of
truth.
LESSON PROPER:
Every day, we encounter various ideas. Some ideas support each other while
others do not. Some ideas contrast. Since we were young, we are already taught to
differentiate facts from opinion. Separating these two concepts might sound easy, but
in reality, it is not. How do we really differentiate the two? More than that, how can
distinguishing facts from opinions will lead us to the truth?
THE APPROACHES OF DISTINGUISHING FACTS AND

OPINIONS
Many think that facts are states of affairs – occurrences that are there in the
world regardless of what anyone may think about them. Opinions, on the other hand,
are just mental states or beliefs about state of affairs. If we are to distinguish the two
concepts using this idea, we could use the “Whose?” test; an idea by Perry Weddle. It
always makes sense to ask “Whose opinion is it?” but never “Whose fact is it?”
However, if we do this method of contrasting, the difference between facts and
opinion only becomes blurrier. 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 fact vs. statements of
opinion, or factual claims vs. opinion claims, and so forth.
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DISTINGUISH FACTS AND OPINIONS (TRUE OR FALSE)
When we narrow our inquiry to statements, we ask for the difference between facts
and opinions, but in reality, we are actually asking for the difference between statements
of facts and statements of opinions.
Example:
FACTS OPINIONS
There is beer in my refrigerator. Wine tastes better than beer.
The earth revolves around the sun. The earth was created by an omnipotent God.
Thousands were killed in Darfur. Genocide is wrong.
The current US president is a A Democrat will win the presidency in 2016.
Democrat.
The Marcoses have plunder and The Marcoses are good people.
corruption case records in court.
When we are asked for the principle of distinction between the two concepts, we
are often tongue-tied. Some experts argued that facts are true. However, opinions are
typically put forth as true, and some factual beliefs turn out to be false. The fact/opinion
distinction varies independently from the true/false distinction.
DISTINGUISH FACTS AND OPINIONS (OBJECTIVE AND

SUBJECTIVE IDEAS)
Some 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 or person believes. Neither does it help when
others say that factual statements are concrete and opinions are abstract. That answer
would render all mathematical statements non-factual, since mathematics involves
abstract concepts (e.g. numbers).
DISTINGUISH FACTS AND OPINIONS (UNCONVENTIONAL

IDEAS)
There are suggestions that the difference between facts and opinions is that
factual statements are uncontroversial (not giving rise or likely to give rise to public
disagreement). 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 but not for medieval ones; “God created
the earth” would be a fact for believers but not for sceptics.
DISTINGUISHING FACTS AND OPINIONS (DIRECT

EXPERIENCES AND STATEMENT OF BELIEFS OR FEELING)
The Critical Thinking Across the Curriculum Project website stated that:
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“Fact: statement of actuality or occurrence. 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 a 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 for those statements.
Perhaps more confusing is its labelling opinions as “statement(s) of belief.” All
statements express beliefs, and our task is to determine which of them express factual
beliefs and which express opinions.
DISTINGUISHING FACTS AND OPINIONS (FACTS AS PROVEN

TRUE, OPINIONS AS EXPRESSIONS OF BELIEF OR FEELING)
Some argues that facts are statements that can be shown to be true or can be
proved, or something that really happened. Opinions express how a person feels about
something – opinions do not have to be based upon logical reasoning. For example:
You can look up facts in an encyclopedia or other reference, or see them for yourself.
For example, it is a fact that broccoli is good for you (you can look this up in books about
healthy diets). It is an opinion that broccoli tastes good (or bad).”
Both of these connect fact with provability. But in common parlance, “provability”
seems audience-relative as well: While one person might find Anselm’s ontological
argument to be a sufficient proof for God’s existence (thus rendering “God exists” a fact
for that person); others may not.
Some argues that an opinion expresses someone’s belief ... about something.” So
if a person believes that there’s beer in his refrigerator, is that just an opinion? The
distinction between fact and opinion becomes muddier when there is a claim that one
can look up facts in an encyclopaedia (Always? Facts already existed before books.),
and by including an evaluative notion (“good for you”) among examples of facts.
DISTINGUISHING FACTS AND OPINIONS (BELIEFS AND

REALITY)
Let us take the familiar philosophical distinction between belief and reality. In
common understanding, there’s a world (reality), and then there are our representations
of that world (beliefs: sometimes true, sometimes not). A person might believe that
there’s beer in his refrigerator, whether or not there’s any there. A person might believe
that God created the earth, whether or not God did – indeed, whether or not God exists
at all. Generally, we strive to make our beliefs as accurate as possible in representing
reality, but that doesn’t remove the gap (some would say “gulf”) between the two.
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The problem, obviously, is that attempts to bridge that gap always proceed via our
own fallible cognitive capacities. Beliefs about reality are still beliefs, and some of them,
despite our best efforts, turn out to be false. In other words, both facts and opinions can
be either successful or unsuccessful in representing reality, and thus the fact/opinion
distinction is not the same as the belief/reality distinction.
DISTINGUISHING FACTS AND OPINIONS (DESCRIPTIVE AND

NORMATIVE)
Finally, consider the descriptive/normative distinction. Descriptive statements
describe or represent the world; normative statements evaluate it. For example:
The statement that “Thousands were killed in Darfur.” is descriptive; the statement
that “Such killing was wrong.” is normative.
The descriptive/normative distinction is sometimes called the fact/value

distinction, which might lead it to be confused with the fact/opinion distinction. But it’s
controversial whether all normative claims are matters of opinion. Moreover, many of the
standard “opinion” examples are not normative: consider “God exists” or “A Democrat
will win the presidency in 2016”. If the fact/opinion distinction were identical to the
fact/value distinction, then once again we would need to revise our common thinking
about facts and opinions.
THE CONJECTURE
The fact/opinion distinction is ambiguous, and in trying to explain it, people
typically combine it with other distinctions in the neighborhood.
CONCLUSION
Having teased apart these various distinctions, and looking back over the several
attempts to explain the difference between fact and opinion, we might propose the
following definitions:
• A statement of fact is one that has objective content and is well-supported
by the available evidence.
• A statement of opinion is one whose content is either subjective or else not
well supported by the available evidence.
These definitions have several advantages:

1. They capture some of the concerns that lead people to insist on the fact/opinion
distinction in the first place – in particular, the concern that claims not be accepted
without good evidence.
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2. They explain why some objective matters – in particular, controversial matters such
God’s existence or predictions about the future – get placed in the category of opinion,
despite their objective content.
3. They avoid the sloppiness of some of the earlier proposals. That said, they are still
somewhat revisionist: They do 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.
Indeed, the “opinion” label is used not only to belittle others’ 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, “I 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 dangerous 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
reservation 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. Either 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. Categorising these issues as “matters of opinion” doesn’t make them
any less urgent or vital.
The author proposes that we abandon the ambiguous fact/opinion distinction, and
especially the dismissive retort “That’s just your opinion.” We should focus instead on
whether people can offer good reasons for the claims they make – reasons that might
compel us to share their views. That’s the author’s opinion, anyway. If you think yours is
better, don’t merely say so: Say why.


II. Answer these four items. (50 Points)
1. In your own words, differentiate facts from opinion.

2. Why is it important to differentiate facts and opinion?
3. How can you maintain your patience when confronted with a strong-willed person
with a different opinion?
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4. In the context of historical revisionism, you think people who use Tiktok and other
sources without proper evidence are ignorant? Why or why not?
Rubrics:
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Person
Week 6: Methods of Philosophy That Leads to Wisdom and Truth,

Evaluating Truths from Opinions

1. Explain the importance of critical thinking.
2. Evaluate the learners’ critical thinking skills.
3. Integrate the learners’ ideas in some of the issues in our society today.
LESSON PROPER:
For Double (1999), although philosophy in 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 enduring intellectual interest to human beings.
Philosophers use critical thinking as their method of addressing philosophical

questions. Critical thinking is the careful, reflective, rational, and systematic approach to
questions of very general interest. Critical thinking means questioning beliefs, ideas,
claims, and opinions. Its goal is to know the reason behind everything and understands
the impact of that realization to one’s life. Critical thinking means understanding
philosophy through careful thought and reasoning through argumentation, instead of
merely giving claims.
If one wants to become a philosopher, that person should possess and cherish
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 wildest 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, analysing, and devising solutions

• Arriving at reasonable and informed conclusions
• Applying understanding and knowledge to new and different problems
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• Willing to change one’s point of view
• Continually examining and re-examining ideas
• Willingness to say “I don’t know.”
When a person admits that he does not know, he is doing an honest appraisal of,
for example, solving a problem. People could achieve the truth if they are willing to
change their point of view based on new evidence and continuous re-examining of ideas.
Critical thinking is a lifelong learning, a commitment to achieve better social
conditions and broader participation in unfolding the future. These are the traits that one
should possess to be a critical thinker:
• Looks for evidence to support assumptions and beliefs
• Adjusts opinions
• Looks for proof
• Examines problem
• Rejects irrelevant and incorrect information
Aristotle posits that in order to further attain practical wisdom or the habit of making
sound judgments to choose effective means in achieving worthy goals, courage is also
required. When it comes to art, like painting, music, and dancing, critical thinking means
enlightened sensitivity in order to appreciate the art.
If a person accepts his limitations or is courageous enough to say ‘I don’t know.”,
then it becomes an honest appraisal of say, solving a problem. If one could only able
and willing to change his point of view based on arising evidence, and continues to re-
evaluate his ideas, then more holistic his perspective would be. He becomes nearer to
the truth.
EVALUATING OPINIONS
It was written above that the necessary tools to differentiate facts from opinions
are critical thinking and logic. An opinion can be a belief or judgement that rests on
grounds insufficient to produce complete certainty. Opinions are personal views, attitude,
or appraisal or personal feelings. An opinion can be insisted on another person even
though the opinion itself is either false or sometimes malicious. Here are some examples
of opinions:
• Lo (2014) advised ways to repay debts to attain financial freedom:
“Do the same for credit card debt. Start by paying off the card with the smallest
balance, and always pay over the minimum. Pay only the minimum on the other card.
Focus all your effort on that one card and attack it. Take no prisoners. Once you pay off
the first card, move on to the next card and repeat the process.”
• Galdon (1995), on the other hand, expressed his personal feelings regarding
happiness:
“When we look back over the past and reflect upon our lives, we realize that we were
truly happy in those moments when we were doing something for others. We realize that
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our truly miserable moments in life were those when we were demanding selfishly
instead of giving generously. When we do something especially for others, especially for
those who are helpless, or in need, we become truly happy people.”
• In the reflections of Alinsangan (2017), he shared his thoughts about the

Transfiguration:
“Indeed, the mountain of transfiguration stands for our deep encounter and
experience of divine grace. But that experience is not for us alone. Pope Francis says
that we are called to carry the fruits of the experience we have with God to our troubled
brothers and sisters, sharing with them the treasures of grace received.”
The examples cited are views, approach, or feelings toward relevant issues. In
these examples, value claims assess the worth or merit of an idea, object, or practice
according to the criteria supplied by the arguer. Values are either positive or negative,
and they claim focus on values held by the participants in an argument. Value claims
indicate what we ought to do. Values could also mean a person’s deeply held ideas or
beliefs. Those ideas and beliefs determine one’s morality and what is right in that
person’s life. As such, our values strongly drive our decisions, choices, and behavior.
Assessing arguments and statements, looking for evidence to support assumption
and beliefs, and deciding rationally what to believe or not are important in evaluating
opinions.
People may disagree about facts. Here is an example:
The “War on Drugs” of the Duterte Administration elicited agreement and
disagreement in attitude and belief. Some agreed that there is a link between terrorism
and crime, specifically the manufacturing and trafficking of illegal drugs. The opposition
pointed out the alleged summary executions of drug suspects.
Where the object is to overcome disagreement, one must take into account the
real nature of the conflict. In this case, what is “right” or “wrong” tends to elicit strong
emotions (Copi and Cohen, 2005). That is why when dealing with opinions and
arguments, we must analyse the facts and handle the emotion that goes along with the
facts. Often, an argument is not just about the resolution of disagreements but also about
the class of strong emotions.


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1. Why do we need to change our ideas, opinions, or beliefs when faced with facts?
2. Why do many people keep on defending certain people or ideas even if they are
being faced with facts? Are they considered as ignoramuses? Why or why not?
Rubrics:
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Person
Week 7: Transcendence, and its Limitations and Possibilities
Dates: October 3 – 7, 2022

1. Analyze the importance of transcendence.
2. Evaluate the reasons that would prevent the learners from reaching
transcendence.
3. Specify the learners’ reason why they need to attain transcendence.
LESSON PROPER:
WHAT IS TRANSCENDENCE?
In philosophy, the adjective “transcendental” and the noun “transcendence”
convey the basic ground concept of the world’s literal meaning (from Latin) of “climbing
or going beyond”, with varying connotations in its different historical and cultural stages,
and beliefs. Appreciating art has transcendent existence. Knowledge and law also
require transcendence, as well as scientific laws and knowledge. Humans have a soul
capable of experiencing profound and hidden values that the flesh and senses cannot
encounter alone. The spirituality in us is identified with the divine image in our soul.
A person who has fulfilled his goal entailed transcendence since he have achieve
a state of thinking, feeling, and experience that there is something more in his life than
just mere physical and material things. Similar to Abraham Maslow’s concept of Self-
Actualization (the realization or fulfilment of one's talents and potentialities, especially
considered as a drive or need present in everyone), transcendence is a state of being
innately satisfied with life regardless of physical and tangible factors.
THE HUMAN PERSON AS AN EMBODIED SPIRIT

In totality, a man is a physical body, a living soul (the inner self; mortal), and a
spirit (the life-force; immortal). The spirit takes form through the mortal, physical body to
represent its qualities in the conscious, physical world. Each body part has its worldly
function that is communicated in an expressive and understandable form.
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For Aristotle, a human person is a personal being that possesses its intellectual
nature in a natural unity with a material body. “Man is a rational animal.” For St. Thomas
Aquinas, the total vision of man would be the “embodied spirit”.
RECOGNIZING HOW THE HUMAN BODY IMPOSES LIMITS

AND POSSIBILITIES FOR TRANSCENDENCE
As much as humans would like to attain transcendence, we could not deny the
fact that humans are imperfect and limited. Limitations in our environment and society
also hinder us in reaching it. At some point, each of us will encounter hindrances that
will halt us in our journey towards transcendence. Here are some examples:
• Mental and Emotional Disabilities (like anxiety and intellectual disabilities)
• Physical Disabilities (like deaf-muteness, blindness, and physical amputations)
• Diseases
• Failures and Painful Experiences
• Socioeconomic Status
• Our Environment and Society (like disorganized and violent neighbourhood)
• Abusive Relationships (like emotional abuse and toxic relationships with other
people)
• Negative Influences (like drugs)
On the religious perspective of Hinduism, Buddhism, and Christianity, this is how

they recognize how the human body imposes limits and its possibilities for
transcendence:
HINDUISM’S REINCARNATION AND KARMA

An interesting Hindu belief is the transmigration of the soul, reincarnation, or
“metempsychosis”. Essential Hinduism is based on the belief in karma. It is believed that
everything in this life is a consequence of actions performed from previous existence.
Only by building up a fine record or karma can final salvation be achieved. The main
point is that our actions affect our lives. Negative actions will lead to negative karma,
while constantly doing positive actions will bring good karma.
BUDHISSM’S NIRVANA
Nirvana is the state which one is absolutely free from all forms of bondage and
attachment, overcoming and removing all the causes of suffering. Nirvana is also the
state of perfect insight into the nature of existence. The Buddhists see one who has
attained Nirvana as one who is free of debt and burden from all the chains that bind a
human being into existence (like wealth). He has perfect knowledge, perfect peace, and
perfect wisdom (Aguilar, 2010).
A false conception regarding Nirvana is when one attains it, that person cuts
himself from the world of toil, tears, and turmoil and spends his life in a state of total
inactivity and indifference to the world around him. The Buddha wasn’t living a passive
life when he had reached his enlightenment until his death. The Buddha was surrounded
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by people. Thus, it is absurd to describe Nirvana as a state of inactivity, stupor, and
indifference. One who has attained enlightenment is a non-attachment. As one attains
wisdom, he desires nothing for himself but always works for the well-being and liberation
of others.
Buddha teaches that wisdom consist of walking the Middle Way. Treading the
Middle Way means avoiding the extreme side of abstinence, inactivity, and indifference,
and the extreme side of mindless activity and the mindless pursuit of pleasure.
ST. AUGUSTINE OF HIPPO AND AQUINAS’ TEACHING ABOUT WILL

AND LOVE (CHRISTIANITY)
For St. Augustine, we are physically free, but morally bound to obey the law – the
Eternal Law which is God Himself. This Law states that humanity must do well and avoid
evil. This moral obligation is present in all human being. St. Augustine believed that
humans follow the laws of morality in the same way all objects on earth obey the law of
gravity. The Soul naturally wishes to be moral, but since humans have free will, this
natural moral law becomes violated. Therefore, humanity must do its best to correct this
inner flow and maintain obedience to the moral law, which is ultimately obedience to God
and goodness towards all men. Christian life is not easy. No human being should
become an end to himself. We are all responsible to our neighbours as we are to our
own actions.
The truth about St. Augustine’s teaching is still present today. Innocence and
purity of the heart can only be achieved by God’s grace. God can easily give that gift
instantly or to others at the end of their life’s struggles. That gift itself is a major triumph.
Through prayer, modesty, fasting, and other sound measures that the Church
recommend or God provides can purify the heart, mind, and body be maintained and
lived daily (Johnston, 2006).
Having a chaste life is difficult and all humans are called to live it, either married
or single. Being pure and chaste also means being holy, even if we are called to live
different lifestyles. It is not pleasing to God to see humans living their lives without purity,
holiness, and chastity. St. Augustine believed that although 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).
CONCLUSION
Even though a person is still young, he is not prevented from further understanding
himself. Transcendence is even more possible when he begins to understand that he
can beyond his limitations if he only sets his mind on his goals. Here are some points to
remember when someone goes beyond his limits:
• Each of us is connected to the external or eternal world.
• Challenges are learning opportunities.
• A person’s goal is more important than his fears.
• Think outside the box.
• Realize that everyone has fears.
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LIMITATION AND POSSIBILITIES OF TRANSCENDENCE
As much as people would like to attain transcendence, there are limitations in
achieving it because humans are not perfect and are limited in power. Limitations in our
environment and society also hinder us in reaching it. At some point, each of us will
encounter hindrances that will halt us in our journey towards transcendence. Here are
some limitations and possibilities for transcendence:
Limitations
• May not occur to everyone
• Does not come at a specified period
• Varies across people
• May coincide with physical limitations of the body
Possibilities
• Developing a positive outlook
• Working towards reaching a goal
• Learning from experiences
It is also necessary for us to know that transcendence may be applicable to

present worries by living in the present. This means that life is lived from moment to
moment in a carefree and lively manner where concerns for stress are reserved for the
future, and regrets or guilt feelings are kept in the past.
OVERCOMING LIMITATIONS
Bodily limits can be tested by trying on new experiences and working on
challenges that increases levels of difficulty. The human body can reach its goal with
efficiency, if given enough exposure to any situation.
On the other hand, social and environmental limitations are harder to overcome
since they involve influences from others and from the external world. But, a person with
proper mindset and clearly defined goals could rise above challenges, if there is enough
motivation to it. With this, one can successfully overcome his limitations.
EVALUATING ONE’S OWN LIMITATIONS AND THE

POSSIBILITIES FOR THEIR TRANSCENDENCE
Based on the previously discussed topics, how we are able to transcend our
limitations can be based on many experiences that emerge from deep within and from a
sense of being in tune with our own being, and with the mystery of life that transcends
us. Consider the examples below:
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Forgiveness
When one learns to forgive, he is freed from his anger and bitterness because of
the actions and/or words of other people. On the other hand, the hardness of one’s heart
is reinforced by a whole series of rational arguments.
Negative minds, feelings, and attitudes are signs of masochism, enemies of the
human body. It is ironic that we do not like them, and yet we do not let them go. Hatred
is a form of anger that is directed inward, a suicidal act and causes more harm than good
not just for ourselves but for others as well. Relaxation and imagery can help in healing
our body. Sebatu (2009) recommend different methods of forgiveness and healing:
Counselling – requires active listening and allowing the counsellee to talk and vent
out his feelings will help him let go of all negativity that he has. Nonverbal or physical
reactions are good clues that they are dealing with painful emotional hurts. Examining
responses, understanding responses, and paraphrasing are important in this session.
Paraphrasing serves as a mirror in this process whereby it establishes the counsellor-
counsellee understanding of the problem.
Talking to God – short breathing exercises. Reliving the event or situation that
caused hurt or regression takes place. God is presented to the counsellee. Handing a
pillow to the counsellee to talk to Jesus as an alternative. All hurts are expressed by
relating to God all the traumatic events of that problem. The counsellor assesses the
situation where the counsellee has calmed down and that he did not hurt himself. Asking
forgiveness by talking to God is the healing process.
Emmaus Method – in the Bible, it was said that Jesus opened the eyes of the
disciples on their way to Emmaus. While walking, Jesus let them encounter His death,
and then by breaking of the bread, peace and love were encountered. As a result, the
disciples became strong enough to face the task of self-evangelization (read Luke 24:
13-35). The road to Emmaus is about establishing self-identity. When Jesus asked “Who
do you say I am?”, He points toward self-examination. This process makes us reflect on
our hurts and obstacles (like pride) as we aspire to be good. This method highlights the
social dimension of healing and reconciliation.
Forgiveness Method – first of all, forgiveness starts by teaching the counsellee to
relax through breathing method. Clearing the mind by looking at the past and what is
happening at present is realized. Confession is administered by a priest or sins can be
directly confessed to God. Through imagery, we ask forgiveness about people who have
caused us hurt. The counsellor and counsellee end with thanksgiving and concluding
prayer. Forgiveness is difficult but, at the end of the day, if hatred overcomes us, it would
affect our relationship with other people, our sleep, and our health.
The Beauty of Nature

“There is perfection in every single flower.” This is what the philosophies of St.
Aquinas, St. Anselm, and the Taoists believe. Miracles occur in every hug, kisses,
sunrise and sunset, and in every family bonding. These kinds of experiences can truly
be moments of grace as it deeply touches every people’s heart, spontaneously lifting it.
During these experiences, we need to offer praise.
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St. Aquinas, the existence of God or the Unmoved Mover originates change.
Unmoved Mover means that the universe did not began in motion. There should be
someone who initiated the movement of things, and that is the Unmoved Mover, or the
Prime Mover.
Vulnerability
To be invulnerable is somehow inhuman; to be vulnerable is to be human. The
experience that we need the help of other people is frightening. But living life without
acknowledging the help of others is like living without meaning and direction. We need
to acknowledge the help of others in our lives. Such moments of poverty and
dependence on others are not a sign of weakness but being true to ourselves.
Among all of God’s creatures, only humans have the unique power to change
themselves and the things around them for the better. St. Aquinas considered human
beings as moral agents (can decide between right and wrong). Humans are both the
spiritual and body elements; the spiritual and material. The unity of both elements helps
us understand our complexity as human beings. Our spirituality separates us from
animals; it describes the moral dimension of our fulfilment in an action. Through our
spirituality, we have a conscience that is why whether we choose to be “good” or “evil”
becomes our responsibility.
Human beings, therefore, has a supernatural, transcendental destiny. Humans
can rise above their ordinary being or self to a highest being or self. This is in line with
St. Aquinas’ idea in the plan of God – a human being has to develop and perfect himself
by doing his daily tasks. Hence, if a human being perseveringly lives a righteous and
virtuous life, he transcends his mortal state of life and soars to an immortal state of life.
The power of change can be done by humans alone. It is achieved in cooperation
with God. Between humanity and God, there is an infinite gap which God alone can
bridge through His power. Perfection by participation here means that it is a union of
humanity with God. Change should promote not only any purely private advantage, but
also the good of the community.
Failure
Our defeats and failures force us to confront our weaknesses and limitations.
When we fail to achieve our goals and desires, we are forced to surrender to a mystery
or look upon a bigger world. Acceptance of our defeats allows us to hope and believe
that all can be brought into good. Even if a person who has committed sins, just like St.
Augustine, there is hope and forgiveness.
In Buddhism, there is this concept of Four Noble Truths, teaching that all of life is
suffering. Sufferings are caused by desires, and the only way to alleviate it, as the
Buddhists taught, is by “putting an end to desire.” Our egoism (believing that the world
revolves around us) gives us an illusion that others are separated from us, our rivals in
achieving the satisfactions that we crave. In fact, they are manifestations of the same
fundamental reality that we are. We only thought that they are separate from us and
therefore, we imagine that we can further the aims of our own will at their expense. It
results in our desires leading us to harm each other.
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Loneliness
Our loneliness stems from our vulnerability, weakness, and fear of death. This
experience is common. Although, it is up to us whether to live an impossible life where
in we are always happy, or we can accept a life where solitude and companionship have
a part. Our loneliness makes us realize that our reliance on others or gadgets is a form
of possessiveness that we can be free from.
Our minds should not acquire a depersonalized (deprived of human
characteristics or individuality), regarding people as merely sentient. Our mind’s powers
should be tools of compassion, give care, and instill optimism and hope.
For example: while walking on your way home, you saw a street child. Would you
spare the child some coins or think that he or she is a part of a syndicate? Could it be
that the beggar is a victim of poverty and exploitation?
Love
Our self-preoccupation (absorbed in oneself, self-absorbed) must be regulated by
temperance (control, abstinence). As we get to know ourselves, we acknowledge the
innate goodness of our nature and share it to others.
Loving is to experience richness, positivity, and transcendence. Whether in times
of hardships or in happiness, the love for a friend or family, or a significant person can
give us strength and courage. Life if full of risks, fears, commitment, pain, and sacrificing
and giving up the things we want for the sake of those we love. In Buddhist perspective,
the more a person loves, the more risks and fears are in his life (Aguilar, 2010).
In Christian perspective, the human soul is like a lover who longs to return to God.
In the case of St. Augustine’s conversion, love is in union with God. In unity with God, a
person does not assert or claim his will, but he is sensitive to the secret guidance of the
Spirit deeply in his heart. He waits for the Spirit to move him from within (Johnston, 1973).
In Confucian philosophy, the jen (pronounced as ren, human heartedness;
goodness; benevolence, man-to-man-ness) is equal to Christian love. Jen deals with
relationships that root from the love of one’s parents, brothers, and sisters, incorporating
the self with the right conduct. Just like Jesus’s teachings, jen teaches us to love others
as we love ourselves.
In Hindu perspective, the union between the self and Brahman is finding the real
self which is pure. The self overcomes worldly attachments until it becomes one with the
Brahman. Buddhism practices the four states of noble condition: love, sorrow of others,
joy in the joy of others, and calmness as regards on one’s own joy and sorrow. Like other
religions, Buddhism is a matter of practicing one’s faith.
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39
Person
Week 9: Disorders in Nature and in the Environment

Coverage: MIDTERM PERIOD. 1st Semester
1. Examine the disorders that humans have inflicted to the environment
2. Evaluate the consequences of ruining nature
3. Compose ways in order to help preserve, conserve, and heal the
environment
LESSON PROPER:
I am sure almost all Filipinos have encountered the song “Masdan Mo Ang
Kapaligiran” by Asin at least once. The song talks about our environment, how we ruined
it, and possible suggestions and philosophical ideas on how we could become aware of
our environmental problems so that we can fix them. It is a Filipino classic! Here are the
song’s lyrics:
MASDAN MO ANG KAPALIGIRAN by ASIN
Wala ka bang napapansin sa iyong mga kapaligiran?

Kay dumi na ng hangin pati na ang mga ilog natin
Hindi nga masama ang pag-unlad at malayu-layo na rin ang ating narrating
Ngunit masdan mo ang tubig sa dagat dati'y kulay asul, ngayo'y naging itim
Ang mga duming ating ikinalat sa hangin sa langit, 'wag na nating paabutin
Upang kung tayo'y pumanaw man sariwang hangin, sa langit natin matitikman
Mayro'n lang akong hinihiling, sa aking pagpanaw, sana ay tag-ulan
Gitara ko ay aking dadalhin upang sa ulap na lang tayo magkantahan
Ang mga batang ngayon lang isinilang may hangin pa kayang matitikman?
May mga puno pa kaya silang aakyatin? May mga ilog pa kayang lalanguyan?
Bakit 'di natin pag-isipan ang nangyayari sa ating kapaligaran
Hindi nga masama ang pag-unlad kung hindi nakakasira ng kalikasan
Darating ang panahon, mga ibong gala ay wala nang madadapuan
Masdan mo ang mga punong dati ay kay tatag, ngayon'y namamatay dahil sa ating
kalokohan
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Lahat ng bagay na narito sa lupa, biyayang galing sa Diyos kahit no'ng ika'y wala pa
Ingatan natin at 'wag nang sirain pa ‘pagkat 'pag Kanyang binawi, tayo'y mawawala na
Mayro'n lang akong hinihiling, sa aking pagpanaw, sana ay tag-ulan
Gitara ko ay aking dadalhin upang sa ulap na lang tayo magkantahan
If you still haven’t guessed it, our topic for this module will be about the
environment and our relationship with it, along with some philosophical ideas related to
preserving the environment. Because obviously, we live in a disorganized world.
As you can see, there is a dynamic interplay between humans and the
environment. Being aware of this will enable the students to become aware of their
relationship and its accompanying responsibilities towards the environment. This topic
will also present the current environmental issues in our society and its impact to human
lives. More than that, this and the succeeding modules, will present various philosophical
views on the environment that will help students understand their role as preservers of
the environment and conservation of natural resources. Lastly, this and the succeeding
modules hope that the students become aware of the various risks in healing the
environment; it also hopes that the students will learn to formulate alternative ideas that
could preserve the environment further.
Currently, several views or concepts about nature or the environment from which
debates or researchers can be framed and reframed. There are two main frameworks:
• Anthropocentric Model – based on the idea that humans are essential and
central to the universe. This model regards humans as separate and superior to
nature, and holds that human life has innate value while other entities (including
animals, plants, mineral resources, and so on) are resources that may justifiably
be exploited for the benefit of humankind. This is a basic belief embedded in many
Western religions and philosophies.
• Ecocentric Model – holds that Earth’s ecology and ecosystems (including its
atmosphere, water, land, and all life forms) have innate value — meaning they
should be protected and valued even if they can’t be used by humans as
resources.
The human understanding about the environment is limited, opening a need for
philosophical investigation of nature, applying aesthetic and theological dimensions, as
well as appreciating our philosophical reflections on the concept of nature itself.
NOTICING DISORDER IN THE UNIVERSE

The domination of humanity is linked to the domination of nature based on the
anthropocentric model. The wrong and misused utilization of the environment resulted
in our current ecological crises and disasters. In this perspective, it follows that human
arrogance toward nature is justifiable in order to satisfy human interests. Sometimes,
humans have this tendency to exploit the environment whenever nature is seen as a
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mere instrument for one’s profit or self-interest. Examples of these include quarrying or
cutting age-old trees.
Many researches show the implications for both abuses of natural resources and
of the generation of wastes and emissions. Lots of ideas have been used in order for us
to understand environmental impact such as carbon footprint (CF, the amount of carbon
dioxide and other carbon compounds emitted due to the consumption of fossil fuels by
a particular person, group, etc.).
For instance, emissions of greenhouse gases like carbon dioxide, methane,
fluoride, and nitrous oxide are part of the production of the goods and services consumed
in many countries. Several studies revealed that the higher the income, there is a
substantial change in consumption patterns, which results in higher CF. Carbon footprint
has 8 categories:
1. Construction
2. Shelter
3. Food
4. Clothing
5. Mobility
6. Manufactured goods
7. Services
8. Trade
The ecocentric model contrasts the anthropocentric model, because this model
puts the ecosystem first and assumes that the natural world has innate value. The
environment is not valued for the benefit of humans; the environment itself is invaluable.
For example, humans have a responsibility toward the land, but anthropocentric value
makes humans claim ownership and authority over the land. In the perspective of
ecocentric value, the environment should be treated with love and respect, and there
should be high regard for its innate value.
If humanity overworks the soil and places domesticated animals and plants there,
human-made changes compromise the health of nature. Human interventions could
compromise evolutionary processes and could give swift and even violent effects on
nature. A study from the World Wildlife Fund blamed human activities for the drastic
decline in wildlife population. 52% of wildlife population deteriorated due to hunting and
fishing (Associated Press, 2014). Whether nature can adapt to these changes and self-
heal or not, this becomes a debatable issue.
The study also builds the idea that the damage is not unstoppable but a
consequence for humanity’s choices. Also, humanity needs to develop an ‘ecological
conscience’ based on individual responsibility. Ecologists challenges us to adapt a
simple lifestyle that honors the right of all forms of life- the right to live, flourish, and
create a rich diversity of human and nonhuman life. The right to live should not only be
for humans but for the environment and its inhabitants as well. This awareness roots
from the truth that we depend to other forms of life. Our relationship to nature is not a
master-slave relationship.
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1. Other than “Masdan Mo Ang Kapaligiran” by Asin, find another song that speaks
about taking care of the environment or how beautiful the environment is and
write your reflection about it. Write the song title, singer, and lyrics before
writing your reflection. (50 Points)
2. After writing your reflection, write your ideas on how could you protect, conserve,
and restore our environment. (20 Points)
Rubrics:
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Person
Week 10: Care for the Environment and Virtues of Prudence and
Frugality towards the Environment

1. Analyze the importance of taking care of the environment
2. Value the importance of taking care of the environment
3. Develop the necessary traits needed in preserving, conserving, and
caring for the environment
LESSON PROPER:
CARING FOR THE ENVIRONMENT CONTRIBUTES TO
HEALTH, WELL-BEING, AND SUSTAINABLE DEVELOPMENT
Lots of studies have shown the relationship of global warming with the causes of
typhoons and other natural calamities in our world. Many studies have also informed us
about the connection of the melting ices in the North and South Pole with changes in the
jet stream and the weather patterns.
Compared before, the strongest rains are happening more frequently at present.
A once in 1, 800 years of flooding is reduced to once every 300 years due to warmer air
holding more water and changes in storm.
Other than the ecocentric model, climate change different ideas and perception
regarding environmental theories that show care for the environment. Here are they:
Deep Ecology
This theory says that ecological crisis is the result of anthropocentrism. Humans are so controlling
and exploitive of the environment where in fact humanity should be part of nature. Deep ecologists
encourage humanity to shift to ecocentrism.
Social Ecology
This theory says that ecological crisis resulted from authoritarian social structures. Few people
exploit the environment while overpowering others for the sake of profit or self-interest, resulting in the
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destruction of nature. 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.
Ecofeminism
This theory mirrors the anthropocentric model with male traits while ecocentric model mirrored
female traits. This theory says that the “superior” is above the “inferior”. Ecological crisis is the result of
male domination. Domination works by forcing the inferior to conform to the superior; nature should be
tamed and submit itself to the power of the superior. Advocates of this view believe that in order to free
nature, humanity must remove the superior versus inferior in human relations. There must be equality
and fairness instead.
IDEAS FROM ERICH FROMM

The theories written above value the care, preservation, and conservation of the
environment. As we search for the meaning of our lives, we must also explore the call
for a new socio-economic order. Erich Fromm, a German humanistic philosopher
believes that humans should also recognize the world around him and not just himself.
Fromm also believes that our urge to survive makes us selfish and lazy. He also argues
that humans have a natural instinct to escape the prison cell of selfishness.
The human desire to experience connection and bond with others is one of the
strongest motivations that humans have in their desire to live. From these two powerful
instinctive desires strive in every human being, it follows that the social structure, its
values and norms, decide which of the two becomes dominant. Cultures that breed
greediness 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).
OTHER IDEAS FOR GLOBAL ENVIRONMENTAL HEALTH AND

SUSTAINABLE DEVELOPMENT
Economic development requires a healthy population. The poorest on our plant tend to
suffer the most health hazards due to their exposure of environmental hazards. Being
exposed to these hazards gives diseases to the population, slowing economic
development. In addition to that, illnesses contribute to the financial burden of the people
in the form of healthcare expenditures and loss of productivity.
How does economic development affect environmental health?

Economic development contributed to the improvements of one’s well-being, but
usually at the expense of the environment. Industrialization contributed to water and air
pollution, changing dietary patters, and shifting patters of transportation and land use.
Exposures to air and water pollutants directly increase disease. Similarly, dietary
changes and decreased levels of physical activity, resulting from transportation and
other work and lifestyle changes, are contributing to global epidemics of obesity,
diabetes, and associated diseases. Globalization and the large geographic scale over
which rapid industrialization is occurring make these environmental health problems
global health problems.
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What is sustainable development?
Sustainable development is frequently defined as development that meets the
needs of present generations without compromising the ability of future generations to
meet their own needs. As widespread environmental destruction and its effects becomes
more evident, communities and governments are placing greater emphasis on assuring
that economic development is achieved in a sustainable way.
How can environmental health be integrated into sustainable

development?
Protecting and creating healthy environments is a critical component of
sustainable development. Environmental health can be integrated into sustainable
development by:
• Improving environmental quality for the poorest populations with the greatest
burden of environmental diseases, by reducing exposures to air pollution in homes
and villages from biomass burning, and providing clean water and sanitation.
• Identifying efforts to address environmental problems that can also provide health
benefits. For example, creating environments that encourage biking and walking
for transportation reduces greenhouse gas and toxic air pollution emissions
(environmental benefit) and increases physical activity (health benefit).
• Recognizing that some policies, practices, and technologies designed to promote

sustainability and economic development may have unintended adverse
environmental health effects, and attempting to prevent or mitigate these before
they are implemented.
DEMONSTRATING THE VIRTUES OF PRUDENCE AND

FRUGALITY TOWARD THE ENVIRONMENT
Because of technology and modernization, human lives became easier. At the

same time, it greatly affected the political, social, and environmental sectors. The
seemingly simple task of demonstrating prudence and frugality towards the environment
becomes a challenge. Prudence is the ability to have good judgment that allows us to
avoid dangers and risks, such as thinking before you speak. Frugality means using our
money or other resources wisely and practically.
The virtues explained above should not only apply to us but towards the
environment as well, in order for it to function efficiently and productively. People have
the responsibility to exercise prudence and frugality not just within themselves, but also
in taking care of the environment. We must realize that the process involved in the
environment is not occurring as fast modern technologies do. Looking deeper, exercising
prudence and frugality towards the environment is both personal and collective
responsibility. Here are examples:
• Cooking and consuming food with little to no leftovers
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• Planting trees in replacement of cut-down ones
• Employing waste segregation and recycling strategies in the community
• Realizing that joy comes from giving and sharing, not from exploiting, greed, and
hoarding
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Person
Week 11: The Freedom of the Human Person
Dates: October 31, 2022 – November 4, 2022

1. Analyze the importance of freedom
2. Value the importance of freedom
3. Develop the necessary traits needed as one exercises freedom
LESSON PROPER:
THE FREEDOM OF CHOICE AND ITS LIMITS
Freedom is a part of what makes us human, and it is also a part of our
transcendence. Freedom consists of going beyond situations such as physical or
economic. For example, a poor, young person could still be able to go to school and
achieve his ambitions despite his age and economic status.
Freedom is the power or act to act, speak, or think as one wants without
hindrances or restraint. As discussed in the previous lessons, critical thinking is an
important tool toward freedom and truth. The ability to exercise one’s freedom in any
manner is called freedom of choice. By law, all human beings are entitled to make
decisions for themselves whatever they choose to.
The only exception to this rule is when an absolute choice harms or delimits the
self and others. It can be compared to a cause-and-effect relationship where a decision
concludes with a corresponding effect on the person or the environment. The freedom
of choice also includes the way one acts towards another. All forms for actions are
brought about by a person’s decision to accomplish them. All decisions, whether big or
small, have corresponding consequences which are good or bad.
EVALUATING AND EXERCISING PRUDENCE IN CHOICES AND

ITS CONSEQUENCES
Prudence is an act of making good judgment that allows a person to avoid risks. It
is necessary that one should be prudent at all times to prevent causing harm that a
decision may cause.
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As we make decisions, it is important that we determine its aversive effects first in
order to avoid greater risks. Many of our decisions have lifetime consequences.
Imprudence might lead us to a lifetime of suffering and struggle, or a lifetime of peace
and bliss. Being prudent in our choices signifies that we already criticized all options
available to us and a well-thought-of choice has been made.
Since making choices involved choosing from different options, it should be
remembered that as you choose a decision some things or the other options must be
given up. It is necessary that we should learn first how to weigh our decisions and its
consequences before arriving at a final choice. Nevertheless, all of our decisions will
result in a particular effect that us, the decision-makers, must be ready to face.
Freedom can be accessed by all people, but it is important that decision-making
is a linear and complex task because it requires accountability, commitment, and
responsibility.


1. How will you achieve your dreams based on the topic about freedom?
2. How will you correct your previous mistakes in relation to our lesson for today?
3. What do you think the world would look like if all people are literally free to
everything that they want to do?
4. If all our actions are controlled by someone, how would we attain freedom?
Rubrics:
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50
Person
Week 13: Intersubjectivity (Accepting Others, Accepting

Differences, and Authentic Dialogue)
Dates: November 14 – 18, 2022

Coverage: PREFINALS PERIOD. 1st Semester
1. Appraise the need for intersubjectivity in our society
2. Support the importance accepting others despite differences
3. Develop the ability of dialoguing with other people despite our
differences
LESSON PROPER:
REALIZING THAT INTERSUBJECTIVITY REQUIRES
ACCEPTING DIFFERENCES AND NOT TOO IMPOSING ON
OTHERS
This lesson will talk about strength building despite individual differences of each
person. One aspect of our uniqueness is our talents, that if cultivated, will allow each
person to gain self-respect (Fromm, 1976). Even though all of us are a part of the society,
we are still different individuals living in this society. Each of us have different points of
view.
Indeed, we are unique individuals. In most times, we look at our differences and
we might have given other people labels. As we are labeled by other people or as we
are labeled by others, we can either be a “misfit”, “loner”, “party-goer”, etc.
Labels can be negative, however, since human beings are holistic, we could go
beyond the labels placed upon us. Human beings are to be regarded in their totality.
Because of this, we could redesign labels and change them into positive ones:
“Impatient” could be “Compelling”, “Whiny” could be “Analytical”, and so on. If negative
labels are contagious, so could positive ones. Positive labels can strengthen not only
our relationships among our peers, but most especially to our family.
THE MEANING AND PROCESS OF INTERSUBJECTIVITY

Each person has a subjective experience of the world, but because of this, one
cannot know which events occur in reality or which are products of self-perception. Our
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interactions with other individuals enable us to determine real events that occur in our
society. This happens through comparison, agreement, and confirmation of each other’s
perceptions.
The idea written above is called intersubjectivity, or the shared perception of reality
between or among two or more individuals. One of the important tools in intersubjectivity
is communarization, a social process wherein the community of other people are seen
as embedded within the self. This process initially occurs with the idea that other
individuals are extensions of the self and serve as “alter-ego” of a person’s being. The
self and others are therefore seen as a pair that shares each other’s lived experiences.
This is much like the concept of empathy or “being in the shoes” of others.
THE APPLICATION OF INTERSUBJECTIVITY TO SOCIETY

Since intersubjectivity looks at others as embedded within the self, it is safe to say
that this concept also promotes a view that all people are equal. This implies that people
from other sectors of the society, like the LGBTQIA+, the PWDs, and the marginalized
poor, are seen as individuals with the same potential and talents as anybody else.
Since intersubjectivity is unbiased, all people have the power to understand
relationships and interactions occurring within society with little regard to social or
physical deficiencies. As a result, people who are marginalized can still be seen as
significant contributors to the society through their talents, skills, and capabilities.
Examples of these people are Stephen Hawking, Apolinario Mabini, and Oprah Winfrey.
EXPLAINING THE AUTHENTIC DIALOGUE THAT IS ACCEPTING

OTHERS REGARDLESS OF INDIVIDUAL DIFFERENCES
We Are a Conversation
Martin Heidegger wrote in his essay that humankind is a conversation.
Conversation is not just mere talking – it is a dialogue, meaning, humanity is
progressively attuned to communication about its being. Language, as one of human
possessions, creates a human world. It is a tool for communication, information, and
social interaction; it can also be amazement.
A dialogue is a conversation that is attuned to each other and to whatever the
participants are talking about. Mutual tuning is perfected in the attunement. Heidegger
(1997) believed that all conversations are just one conversation, and is subject is Being
(may be God, the Universe/Tao, or Yahweh).
For Heidegger, a conversation attempts to clearly express who and what we are,
not as individuals but as human beings. We are human beings who cares about more
than information and gratification.
For Buber, a life of dialogue is a natural sharing of our inner selves. When two
person dialogues, there is mutual awareness of each other as they avoid objectification.
A human being presents what one really is to the other one’s real self. Dialoguing entails
the affirmation of the other person and his uniqueness; there is acceptance, and
unfolding the other actualizes the self.
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Having an authentic dialogue entails a person-to-person, mutual sharing of selves,
acceptance, and sincerity. This relationship is the I-Thou Relationship. I-You of Wojtyla
(Pope John Paul II) is the interpersonal which fulfills and actualizes oneself.
The human person attains fulfillment in the realm of the interpersonal, in meeting
the other; thus, there is a genuine dialogue. Wojtyla also stated that through participation,
we share in the humanness of the other. We can’t escape a world that is also inhabited
by others.
All of the philosophers mentioned talk about the same type of relation, that is a
dialogue of human being is based on mutual sharing of selves, acceptance, and
sincerity.


II. Answer these three items. (30 Points)
1. Share a story where in you were accepted by other people for who you are despite
being different from others.
2. How can you be able to have a dialogue, or accept, or at least give respect to those
people whom you cannot accept and perceive as different?
3. If you find it hard to accept or forgive certain people, share your reason why.
Rubrics:
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Person
Week 14: Intersubjectivity (Appreciating and Valuing the PWDs and

the Underprivileged Sectors or Society)
Dates: November 21 – 25, 2022

1. Appraise the need for intersubjectivity in our society
2. Support the importance accepting and valuing the marginalized people
of our society
3. Develop the need of dialoguing with the marginalized people of our
society
LESSON PROPER:
APPRECIATING THE TALENT AND CONTRIBUTIONS OF THE
UNPREVILAGED AND THE PWDs
On PWDs
When parents recognize that their children are PWDs, their reactions are usually
feelings of shock, bewilderment, disappointment, sorrow, anger, and guilt. Today, it is
highly encouraged to address handicapped people with positivity while stressing their
personhood. Instead of “Disabled Person” and “Special Children”, the more appropriate
term would be “PERSONS with disabilities” and “PERSONS/CHILDREN with special
needs”. When it comes to deaf-mute children or children with special needs, the first
common reaction is denial. During diagnosis, isolation of affect occurs when the parents
intellectually accept deafness of their child. The loss should require mourning or grief;
otherwise, something is seriously wrong.
Feelings of weakness and impotence or questioning “Why me?” are some feelings
of ambivalence regarding a child’s condition. Other parents turn to religion and perceive
their children as “heavenly-sent blessings in disguise”, however, this denies the real
implications of the disabilities (Mapp, 2004). Additional reactions of parents include fear
of the future when they worry regarding their child’s condition, because it might affect
their child’s productivity or the child (or the child’s condition) might become a lifelong
burden. Parents having their children diagnosed with special needs have to let go of their
dream child.
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Realization and grief can blind parents of their child’s uniqueness. Other
categories of PWD include the hearing impaired, diabetic, asthmatic, or cystic fibrotic
persons. A study in North America shows that 50% of deaf children read less than normal
children. Total communication is needed for the audio impaired children; it included
traditional methods with fingerspelling and sign language.
Children with special needs and children with ADHD (Attention Deficit
Hyperactivity Disorder) are different. A spirited perceptive child will notice everything
going on around her but will be able to process that information quickly and will be able
to select the most important information to listen to. An ADHD child will find it difficult to
focus or complete a task, despite best efforts.
Negative attitudes of family members or the society contributes to the poor
academic and vocational outcomes of PWDs. Parents are called to reach a point of
constructive action. They could restructure certain areas of their lifestyle to better attend
to the needs of their children with special needs. Community sensitivity via positive and
supportive attitudes toward PWDs are also an important component (Mapp, 2004).
On Poverty
Poverty is not one-dimensional – it is multidimensional. A poor person is poor not
just because he does not have money, food, or other material things, that person could
be poor because he was deprived of education, love, and relationships. Lots of ideas
that measure poverty relate to its various dimensions. Each of these dimensions has the
common characteristic of representing deprivation that encompasses: income, health,
education, empowerment, and working condition.
The most common measure of the underprivileged is income poverty, which is
defined in terms of consumption of goods and services. In short, poor because there’s
no cash in the pocket and there is no job or business to generate money. There is lack
of goods and services. The World Bank categorized poverty in two levels: poor (living
below 2 Dollars/day) and extremely poor (living below 1.25 Dollars/day). If the poorest
countries like the Philippines continue to sink more and more dramatic poverty, then
social and political convulsions will take an unpredictable course.
Other than income poverty, poor health is also an important aspect of poverty.
Poor health is almost the direct result of income poverty. Millions die because of HIV –
AIDS, Ebola, tuberculosis, and malaria as well as a number of infant deaths from largely
preventable causes of diarrheal diseases. Health deprivation had become the focal point
for the underprivileged.
Human rights are also relevant to issues of global poverty; it focused on the
shortfalls in basic needs. Extending human rights into the realm of foreign direct
investment is also of direct importance. The Church, in its pro-poor stance, is constantly
challenged wherein justice is being denied to sectors like farmers, fisherfolk, indigenous
people, and victims of calamity and labor.
On the Rights of Women

1712, Jean-Jacques Rousseau, a Genevan philosopher, argued that women
should be educated to please men, be useful to men, take care and make the lives of
men easy, and agreeable.
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NOTE: Rousseau lived in a time where in the society is patriarchal – the
society is more in favor of the men than women.
Mary Wollstonecraft, in her book Vindication on the Rights of Women (1782),
counterargued Rousseau’s idea. She said that such idea would only produce women
who were mere propagators of fools. She argued that women should be in union with
men in wisdom and rationality. She further said that society should allow woman to have
equal rights with men in terms of education and philosophy. Women aren’t only valued
until their beauty fades. She maintained that women must learn to defend and nourish
their dignity and self-respect. In addition to that, men’s vanity should not be based on
the vanity of women and their ability to give birth for it would only degrade women as
mere dolls. During Wollstonecraft time, women on the upper class are also oppressed.
In the Philippines, women are subjected to oppression, among others of class and
sex. “Babae” is a song by Inang Laya that problematizes the gender role assigned by
the social order to women since their childhood. The song sends out a message that
gender roles, as social constructs from the interplay of power relations in a particular
historical area, are also arenas for struggle. The song is about Filipino women who are
not simply oppressed but have been actively participating in movements that seek
empowerment for their sector and other marginalized groups.
PERFORMING ACTIVITIES THAT DEMONSTRATE THE

TALENTS OF PWDs AND UNDERPREVILAGED SECTORS OF
SOCIETY
The Philippine government supports PWDs by helping them find employment and
approving laws that will protect them. It is a negative perception that PWDs are less
productive. However, PWDs do face a lot of barriers in finding a job, whether in terms of
transportation in the workplace, discrimination, and negative perception of their capacity.
As of 2014, the National Statistics Office estimated that around 1.44 million Filipinos
have some form of disability in the employable 15 – 64 years old age bracket.
The Philippines has enough laws to protect the PWDs, but they are hardly
implemented. EO 417 mandates all national government agencies and state-run
corporations to allot at least one percent of their annual budget for programs that will
benefit the sector. Furthermore, it addresses the need for the government to provide
capitalization for PWD livelihood activities, which include support for technical skills
through the labor department.
Although, one major reason why lots of PWD enterprises fail is because the lack
of market for their products. Disability is considered a development issue because of its
relationship to poverty. Poverty can increase the risk of disability. PWDs suffer additional
expenses to achieve a good standard of living similar to those without disabilities such
as healthcare services, costlier transportations, and special diets, among others.
In addition to poverty, human trafficking has become a form of modern-day
slavery; assaulting its victims’ human dignity. Globally, men, women, and children are
forced into prostitution, cybersex, pornography, and other forms of exploitation. Millions
of poor and helpless Filipinos become a part of this criminal enterprise. Pope Francis
calls this as “crimes against humanity” and has called upon many to fight for human
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dignity and the sacredness of life. This is what Buber called the I-It Relation, where the
other human being is perceived as an object rather than as a human being.


1. How can we be more sensitive of others’ needs?

2. Recall your relationships with at least three people in your life. Is it one-sided
understanding or mutual acceptance of one another? Mention the peoples’
names.
Rubrics:
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Person
Week 15: Recognizing how Individuals Form Societies and how

Individuals are Transformed by Societies
Dates: November 28, 2022 – December 2, 2022

1. Explain how can individuals change societies and how societies can
form an individual
2. Criticize how does modern technology influence an individual
3. Integrate genuine dialogue when learners handle modern technology
LESSON PROPER:
Study the images below:
I know many of us here desired to be famous, sometimes even desiring to the

point where in we dreamed of having our faces imprinted on money! Some of us desired
to be great and influential just like our favorite vloggers, influencers, actors, and
actresses. Lastly, many of us here wanted to “own” the school where we study into by
being popular, and by being a part of the school’s elites!
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What you are desiring is totally understandable. All of us wanted to become well
known, to feel important, and to feel significant. However, in order to be significant, first
we need to work hard in order to be amazing.
Living in another community constitutes an entirely social environment that may
be different from one’s beliefs and culture. Immersing oneself in a new society, therefore
exhibits a change in both the community and the person.
SOCIAL INFLUENCES AND TRANSFORMATION

Individuals are the building blocks of society. They take on various social roles to
ensure the smooth flow of social processes that regularly occur within the community.
However, it is the collective action of individuals that mainly influence how society is
formed and structured. For example:
If many inhabitants in a community see catcalling as offensive, then the society will
have an unwritten norm that such an act is unacceptable. With the repetition of this
process, a community can form and develop its culture and character.
Reciprocally, society also transforms individuals into social and cultural beings. As
a part of society, individuals experience enculturation – the process where people
acquire knowledge, skills, attitudes, and culture embedded in society. Social and cultural
qualities vary across cultures since they are created and influenced by human action. As
such, you may notice that different communities have unique cultures and customs.
Examples are:
• The openness of Thai people to gender differences has made their country diverse
in terms of social partnerships and preferences.\
• If making slurping sounds in the Philippines are perceived by Filipinos as a sign of

disrespect, not by the Japanese. In Japan, doing the same act is a positive way of
expressing satisfaction with the food
WHEN INDIVIDUALS FORM SOCIETIES (IN THE CONTEXT OF

THE MODERNIZATION OF OUR TECHNOLOGY TODAY)
Many great-minded individuals contributed significantly big ideas to our society.
Some of them included Jesus Christ who founded the world’s largest religion which is
Christianity, a religion that changed the landscape of many peoples’ faith and history.
There was Jose Rizal who planted the ideas of nationalism and patriotism to our
ancestors, inspiring them to fight for our liberty. There are people like Bill Gates, Steve
Jobs, and Elon Musk who are constantly changing the landscape of our technology today
even if Steve Jobs already passed away. Lastly, there are people like Mark Zuckerberg
who connected millions of people through his Facebook.
Our technology today focused more on computer hardware, software, systems,
and programs; these upgraded technologies are used by our society as the basic tools
that enable fast and better way to transfer information. In the past, personal computers
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are for word processing and documentation only. Now, portable computers (like laptops)
are used anywhere to transact business or do work better.
As time goes on, our technologies constantly upgrade itself that in can now be
used for communication and connection with other people, thus the birth of social medias
like Facebook, Twitter, Tiktok, and etc. It did its job very well at first, but eventually as
humans became accustomed to overuse and overexpose themselves to these social
medias, research suggested that it may lead to depression. We live in a society where
the youth are into social medias.
HOW INDIVIDUALS ARE TRANSFORMED BY SOCIETIES (IN

THE CONTEXT OF HOW THE YOUTH RESPOND TO THEIR
SOCIEITY THAT IS HEAVILY INFLUENCED BY SOCIAL MEDIA)
As social medias become the current trend online especially for the youth, many
people post their picture-perfect selfies, travel destinations, meals, beautifully-written
love lives, and video-perfect dance skills. In doing so, they unconsciously build
themselves a perfect online public image that millions of their followers admire.
We, the simple and common followers of these people look up to them, and
unwittingly compare ourselves to them, leaving us feeling less significant and less
attractive – insecure of our statuses. Because of this, we have this tendency to “improve”
ourselves online so that we can “compete and overpower” them. As we compare the
reactions that they receive with ours, we become more dissatisfied. Studies have
indicated that our social networking sites may even disconnect us from other people
rather than connect with them (Ramos, 2003).
This teaches us that limiting our interactions online may hinder us from maintaining
physical contact with our friends and family where we could find real love, acceptance,
and self-esteem. In others, we must continue to nurture our relationships and connection
with people in the physical world even as we use social media.
If Soren Kierkegaard is correct, we have this tendency to conform in an image,
belief, or idea associated with being a certain type of person. For Kierkegaard, we are
reduced to mediocrity. Our modern era remains an era of increasing dullness,
conformity, and lack of genuine individuals (Soccio, 2007). Meaning, there is a
decreasing number of people who are not brave enough to pursue their dreams, beliefs,
and values even though there are only a few people that believes in them and many
opposes them.
Philosophically, our totality, wholeness, or “complete life” relies on our social
relationships. Aristotle said that friends are two bodies with one soul. For Buber, the
human person attains fulfillment in the realm of the interpersonal, in meeting the other,
through genuine dialogue. But interpersonal relationships will only acquire meaning and
value if an individual has his identity and personhood to share with other individual, and
vice versa.
Interpersonal relationships are nothing if a person uses other people to fill up the
emptiness he feels in his life (like constantly needing the approval of others, following
and imitating others for direction). Wojtyla, through participation, we share the
humanness of others. Aristotle, Buber, and Wojtyla stressed that the concreteness of
our experiences and existence is directly linked to our experience with others. Thus, if
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one has meaningful relationships, aside from enjoying one’s blessings, then, as Aristotle
concurs, he is truly the one may be rightly be happy.


II. Answer these five items. (25 Points)
1. What are your desires that you think would make you feel significant, needed, and
important?
2. What are your insecurities and who are the people that you envy the most?
3. List down 10 blessings or strengths that you have in your life.
4. What steps would you do in order to attain real and genuine interpersonal
relationships with other people?
5. How could you protect yourself from the negative influences of our technology
today?
Rubrics:
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Person

Dates: December 5 – 9, 2022

1. Differentiate the different types of society
2. Evaluate the influences that social systems might inflict on human
relations
3. Hypothesize the possible effects that might happen if the social
systems change
LESSON PROPER:
In the Philippines, provincial life is way different from those that live in the cities.
As buildings and technologies constantly upgrade themselves in cities, it is an opposite
for those that live in rural areas. Provincial life tends to be less industrialized, but rich in
natural resources and local produce. People who grew up in cities have personalities
that are totally different from those that grew up in rural areas.
Socioeconomic, technological, and environmental differences in societies may
dictate cultural differences among individuals since different societies exist. Therefore, it
is already expected that there are various societal differences among individuals as well.
Individuals are social animals who need the society for nourishment, education, support,
and protection. A society is a collection of individuals shaped by social relations and
interactions.
As such, individuals and society have symbiotic relationship in order to function
properly. That relationship is improved and influenced by culture and social institutions.
As a result, societies and individuals all around the world develop varying cultures and
practices.
THE DIFFERENT TYPES OF SOCIETIES

We live in a world where all people are socially connected with each other. It
breaks down into specific societies where people with a common culture carry on a
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shared life based on their interdependence. Different societies litter the world, and each
society differ from each other throughout human history.
There are 3 main types of society: Tribal (like African societies), Agrarian (like the
Indian society), and Industrial (like the American society). Due to modernization and
technological advancement, a fourth type of society slowly emerged – the Post-
Industrial/Information society. Here are the brief differences of each:
Tribal Societies
A tribe is a group of persons having a common definite territory, common dialect,
common name, common religion, and a common culture. They are united by blood
relationship and have a peculiar political organization or at least a feeling of common
determination against strangers.
Agrarian Societies
Societies are classified based on what dominant type of economic activity that
society is into. Economic activities are either agrarian (agricultural) or industrial (more
on factory production, etc.). Despite our modern world, 2/3 or 3/4 of our world’s people
live in agrarian societies.
From living tribal lives, people slowly learned to improve their tools enough for
them to be able to domesticate animals and plants (through farming). Social structures
and institutions were altered as agriculture becomes more developed. The new form of
economy resulted in rapid population growth and the foundation of settlements and
villages. Doing so, there is a need for new forms of social structure and control.
Industrial Societies
The Industrial Revolution greatly altered the structure of societies all throughout
the world. Prior to the Industrial Revolution, workers toiled from their homes with their
own tools and raw materials. Family members inherit their parents’ work and legacy, and
at the same time, they took pride of the fine quality products that they alone can do.
Workers lived simply and controlled by traditional community norms and mores.
Eventually, an individualist capitalist, armed with intelligence and ambition, came
in and took over some of the operations. Securing the raw materials and studying the
market, he then took workers from their homes to build things in his factory for it to be
sold. The independent workers became laborers. Factory production, fixed capital, and
free labor were the characteristics of this revolution.
Because of the Industrial Revolution, big and important alterations occurred in
social structures. The Industrial Society was born.
Post-Industrial/Information Societies
In addition to the ideas written above, the further development of technology
resulted in the post-industrial/information societies. If industrial societies are rooted in
the production of material goods, information societies produce information and services.
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Digital technology power information societies and is driven by knowledge. Power
lies with those in charge of storing and distributing information. Members of this society
are usually employed as sellers of services, like software programmers, business
consultants, etc.
Social classes are divided by access to education. People without technical skills
lack the means for success.
Apart from the ideas written above, other types of societies include pastoral,
hunting and gathering, and feudal. However, these models no longer exist at present.
HOW SOCIAL SYSTEMS TRANSFORM HUMAN RELATIONS

A social system is the structure of society where in individuals interact and related
in a shared cultural and symbolic environment. Individuals act as the backbone of a
larger social system and are moderated and formed by social institutions like the family,
education, religion, economy, and government.
In this sense, each person belonging to a society plays a social role that is at par
with social norms and institutions. An individual’s role may encompass any single
organization at once that he is altogether a student, son, layperson, and playmate.
It is with these roles that appropriate human behavior and relationships are defined
and acted out in society. The social system is dictated by the norms and institutions how
an individual can relate and interact with others.
TYPES OF INDIVIDUALS IN SOCIETY

The socioeconomic conditions and capability of an individual determine his social
class. Every individual belongs to a certain social group or class of other individuals who
has the same levels of wealth and status.
• Lower Class – Experiences poverty, homelessness, and unemployment. Tends to
be relatively higher in numbers in developing countries.
• Working Class – People with blue-collared jobs (waiters, drivers, salesperson,

etc.). Usually experiences low career opportunities and minimal wage.
• Middle Class – People with white-collared jobs (doctor, lawyers, engineers, etc.)
that are able to survive with relatively minimal material difficulties. They provide
professional services as sources of income.
• Upper Class – Few individuals who are born into aristocratic families and has large
businesses and ventures.
THE IMPORTANCE OF HUMAN RELATIONS IN SOCIETY

Human relations make up patterned interactive relationships which are the most
powerful unit of the social system. Participation in these interactions establishes an
individual’s social role and status in forming collective, innate characteristics of society.
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Without human relations, institutions and the system itself would cease to exist.
DIFFERENT INDIVIDUALS AND SOCIETIES IN THE SOCIAL

SYSTEM
The social system indicates the whole society that is comprised of individuals and
institutions interacting with the same structure. Despite differences in classifications, all
types of individuals co-exist and interact with the social system. Various combinations of
individuals and societal models can happen in a social system. In turn, culture is
developed through simultaneous societal interactions.
Members of different social classes can interact with one another but it will not
change their social class. It will only change depending on the changes of an individual’s
socioeconomic capabilities.
All individuals can only be in a specific social class at a specific point in time,
depending on his socioeconomic capabilities. Although, individuals in a certain social
class can live in a different type of society (like an upper class haciendero in an agrarian
society). It is important to note that a social system goes beyond the individual and
society because it includes culture, institutions, and interactions among these factors.

ABLE TO SUBMIT YOUR PHILO ACTIVITY #7, #8 AND #9,
65
Person

Dates: December 19 – 23, 2022

Coverage: FINALS PERIOD. 1st Semester
1. Examine the meaning of life
2. Value the need to find the meaning of life
3. Compose ideas how could a person achieve meaning in life
LESSON PROPER:
Life is full of surprises, and it is short. Many people say that they have a purpose
in living, and as they go through life, they slowly discover their real purpose. However,
many people still cannot understand their lives and they cannot form meaning out of it.
THE ORIGIN OF LIFE

There are arguments regarding where life did really begin.
The evolutionists believed that life began because of the interaction of matter.
They initially believed in spontaneous generation, that living things can arise from non-
living materials. For example, worms, flies, or even mice could develop from grain, meat,
or other materials. On the other hand, the creationists believed that life came from a
supernatural being or from a god. They use scriptures instead of scientific evidences for
proof. The most common example of this is the story of creation in the Bible.
THE SIGNIFICANCE AND MEANING OF LIFE

There are two reasons that attempted to give life meaning. The first is religious,
where in life has meaning because we are created by God and we are supposed to
worship Him. However, religious belief slowly declined, along with it the meaning that
religion tries to convey. Modern science attempted to give life meaning. Science tells us
that life came from the random interplay of chemicals and gases, thus giving life
meaning. But this idea is rather bleak, relentless, and narrow. For other humans and
other forms of life, even the tiniest amoeba, says that life is about survival and
multiplication of species. It is true, but it seems futile and sad.
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Many people say that life has no meaning because of various forms of
unhappiness that affect each and everyone of us. For example:
• You are in a relationship but the intense feeling you have felt before has long gone
and interacting with your partner seems boring.
• You have many friends but as you talk to them, the conversation seems shallow.
• You are in school but you do not have the drive to continue studying because you
often feel confused about who you are and you don’t know what you want. You
see the lessons as dull and lifeless, complaining that life has no meaning.
Now, many people believe that life has no meaning or significance because it is
either:
1. Brought about by a god.
2. Developed by modern science.
In both scenarios, life would be certainly meaningless if the person does not
believe in a god or modern science. Although, several theorists go against this believe.
They posited that life indeed has meaning. Using the theoretical concept of meaning,
theorist and philosophers specified that “life must be embedded in communication,
understanding, service, and love.”. As such, life’s meaning becomes centralized in doing
acts of integration, selflessness, and love.
The meaning of life is incredibly significant because it is believed to balance the
good-and-evil relationship within the self. It is established as a collective defense against
psychological problems like aggression and divisiveness. People who have found
meaning in their lives therefore seem happier, more approachable, and more
understanding that those who have not.
THE ACCOMPLISHMENT OF PERSONAL GOALS

Discovering the meaning of life constitutes people to live life to the fullest. As
such, they engage in various activities as much as possible, and they immerse
themselves with what life has to offer.
Studies revealed that 1 out of 5 people are convinced that they are living their
lives to the fullest and that majority of all individuals who want to live life to its fullest
are longing for excitement. These activities are reflected in a bucket list – a list of all
goals, dreams, and achievements that one wants to attain before death.
THE ENDPOINT OF LIFE

Physical life acquired origin, meaning, and purpose because it has an end.
Physical death is a state that all living beings will encounter at the end of their lives. Many
are afraid to die because it means the end; death is an irreversible state of reality that
leads to another path or journey. Since each person desire consciousness, memory,
personhood, and love, to be experienced consciously, the unconscious state of death
becomes a fearful fate.
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Many are concerned about their death because it may come unexpectedly. Some
die young. Because of this, many choose to achieve their goals as early as possible so
that they don’t miss it out before death.
The quality of life may play a significant role in the life experiences of many people.
There are those who said that those who live a poor quality of life die younger compared
to those who can satisfactorily live them. More than anything, no matter how poor or
great one lives his life, each person is capable of creating goals for their lives.
Finding meaning in life is not only for people who possesses high quality of life.
Every person, despite sociodemographic, socioeconomical, and personal factors, are
capable of discovering the meaning of their own life.
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Person
Weeks 19 – 20: Recognizing how Individuals Form Societies and

how Individuals are Transformed by Societies
Dates: December 26, 2022 – January 6, 2022

Coverage: FINALS PERIOD. 1st Semester
1. Examine the meaning of life
2. Value the need to find the meaning of life
3. Integrate ideas from other philosophers in order to reflect about the
learners’ meaning of life
LESSON PROPER:
In connection with our lesson in the last module, the students are encouraged to
reflect on the meaning of their life. Note that the majority of this topic is most likely
subjective because it requires deep, personal reflection and an integration of the past
topics that the class have discussed in order to come up with an answer or an idea.
Let us have some concepts from certain philosophers in order to help us reflect
on the meaning of life.
THE MEANING OF LIFE
Friedrich Nietzsche
In his book “Twilight of the Idols,” Nietzsche takes aim at all philosophers, from
Socrates to those of his day, saying that their emphasis on reason and systematic
thinking is a retreat from actual living. By accepting Aristotle’s view of the meaning of
life, he believes that we stop with our responsibility to evaluate our own lives and live
according to our conscience. For him, answers to philosophy’s ultimate questions do not
exist; in fact, in asking such questions, we abandon the real purpose of life, which is to
live creatively and boldly.
Nietzsche absolutely rejected of truth seeking. He states, “There is a great deal I
do not want to know: wisdom sets bound even to knowledge.” He turned his back on
tradition and science. But he saved his most damning critique for religion. For him,
religion is a decadence that removes us from the natural world into the world of the
69
supernatural. By embracing religion, we deprecate the very world we live in. He
dramatically asks, “Is man only God’s mistake or God only man’s mistake?”
Instead of adhering to the democratic principles exalted by modernity, Nietzsche
rejects western ideas of freedom and equality. Freedom is shallow; the only freedom for
him is the freedom from conformity, freedom to rise above the herd. Democracy is a
disaster for humanity because it treats everyone as equal when they are not. Laws,
morality, and a uniform ideology restrain the person who wants to move ahead. Power,
as exercised by the individual, is the only true destiny for any human being. As you may
have guessed, Nietzsche is a proud elitist.
As for our principal inquiry into the meaning of life, Nietzsche’s answer can be best
understood if we envision him as a frustrated artist. Great art, he asserts, only arises
from struggle. The meaning of life comes from our choice not to be dictated to by society
or religion. A meaningful life is one that strives for self-expression. There is no afterlife
or God but only what we have in the here and now. Comfort is not important; only self-
expression must be pursued.
The reason Nietzsche is considered an existentialist is because his emphasis is
on existence rather than essence. Personal choices are not constrained by moral
philosophy or objective forms of truth. In Nietzsche’s ideal world, we would return to
nature and welcome the chance to be creative every moment that we are awake.
Individual freedom found in liberal democracies is rejected in favor of unrestrained
freedom found in individual strength.
For Nietzsche, the meaning of life is to live authentically and powerfully, creating
one’s own goals and values. Those of us who live by a moral code, be it religious or
otherwise, are weak and only get in the way of the “supermen.” His strongly aesthetic
vision perceives life as a work of art and all of us our own artists.
Nietzsche promotes a simple yet profound message, which is that we are all
individually responsible for what we do, who we are, and the world we live in.
Jean-Paul Sartre’s Philosophy

Sartre’s Philosophy is considered to be a representative of (atheistic)
existentialism (Falikowski, 2004). He believed that the human person desires to be God;
the desire to exist as a being that has its sufficient ground in itself. On other words, since
God doesn’t exist, the human person must face the consequences of this and is entirely
responsible of his existence.
Life has no guide posts and it is up to the person to build the road toward his
destiny of choice. The human person is in the midst of a world that silently stares at him.
Sartre is famous for his dualism:
Sartre defines two types, or ways, of being: en-soi, or being-in-itself, and pour-
soi, or being-for-itself.
• En-soi – describes things that have a definable and complete essence yet are not
conscious of themselves or their essential completeness. Trees, rocks, and birds,
for example, fall into this category.
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• Pour-soi – describes human beings, who are defined by their possession of
consciousness and, more specifically, by their consciousness of their own
existence—and, as Sartre writes, by their consciousness of lacking the complete,
definable essence of the en-soi. In addition to that, the world only has meaning
according to what the person gives to it. Compared to en-soi, a person has no fixed
nature. To put it in a paradox: The human person is not what he is.
This state of being-for-itself is not just defined by self-consciousness—it would not

exist without that consciousness. In Sartre’s philosophical system, the interplay and
difference between these two manners of being is a constant and indispensable point of
discussion.
Sartre’s existentialism stems from the principle: existence precedes essence.
Since a person exists, that is the meaning of a person’s life. What he does with his life
is acceptable and correct no matter what this is. The important thing is that the person
approves of this. When a person is born, he grows up and along the way, encounter
ideas that he will use to define himself afterward. The person is nothing else but that
what he makes of himself. The person is given the big opportunity to give meaning to
one’s life and in doing so, he fills meaning to the world.
Freedom is the very core and the door to authentic existence. Authentic existence
is realized only in deeds that are committed alone, with absolute freedom and
responsibility, and which therefore is the character of true creation. The person is what
one has done and is doing, not what he dreams, hopes, and expects.
On the other hand, a person acts in bad faith if he tries to escape his obligations
and strives to be en-soi (using excuses as “I was born this way”, or “I was raised like this
already). Sartre’s essay “No Exit” alleged that “Hell is other people.” Sartre reflects that
when someone looks at other people, they become objects. Sartre believes that there is
no way of coming to terms with the other that does not end in frustration. This explains
why we experience failure to resolve social problems arising from hatred, conflict, and
strife.
Karl Jaspers’ Philosophy

Jaspers was the first German to address the question of guilt: of Germans and
humanity, as implicated by the cruelty of the Holocaust. He believed that caution must
be exercised in assigning collective responsibility since this notion has no sense from
either the judicial, moral, or metaphysical point of view (Falikowski, 2004).
Jaspers’ philosophy places the person’s mortal existence in the face of God.
Transcendence relates us to limit-situations or moments where we are at the “end of the
line”, or some certain situations in which a human being is said to have differing
experiences from those arising from ordinary situations. Fright, guilt, finality and suffering
as some of the key limit situations arising in everyday life. At the limit, a person comes
to grief and becomes aware of the phenomenon of one’s existence.
When a person experiences a limit situation, he has “to go through these alone”,
lonely. One way to guide a person is through the limits of what scientific thinking can do
and let him confront the darkness stretching out from there.
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To live an authentic existence, one is required to do a leap of faith. Authentic
existence is freedom and God. Only freedom can open the door to humanity’s being;
what he decides to be rather than being what circumstances choose to make him. In
freedom, the person becomes aware of God as never before. Freedom reveals itself as
a gift from somewhere beyond itself. Freedom without God will only lead a person to
search for a substitute to God or closer to oneself. Usually, he himself tries to be God.
Jaspers asked that human beings be loyal to their own faiths without challenging
or questioning the faith of others. Preserving openness of communication requires one
to become concerned with historical differences without being untrue to his own
historicity.
Martin Heidegger’s Philosophy

The question about the meaning of life how can a person live an “authentic” life.
Authentic life, meaning, our own life and what we choose with our life and not the one
that other people impose on us by one’s social situation. To live life authentically, a
person must have a plan that will unify one’s life into a organic whole. This is one’s own
plan. So, a meaningful life is one of focused authenticity. “Authenticity is Heidegger’s
accounted of what it is to live a meaningful life.”
Authentic living is being true to your own, deepest self. The level of authenticity is
not something you freely decide out of nothing, but rather something you discover in
connection to your being and facticity.
Later in life, Heidegger proposed a somewhat another view about the meaning of
life. His philosophy stated that humans are the “guardians of the world.” The world is a
sacred place that needs to be understood and appreciated not just by intelligence or
practical stance, but to live with respect and reverence toward the world, most especially
the natural world.
At this point, let us have some brief visits about past

topics in order to aid the learners as they reflect on the
meaning of life.
A Brief Throwback About the Significance and Meaning of Life

There are two reasons that attempted to give life meaning. The first is religious,
where in life has meaning because we are created by God and we are supposed to
worship Him. However, religious belief slowly declined, along with it the meaning that
religion tries to convey. Modern science attempted to give life meaning. Science tells us
that life came from the random interplay of chemicals and gases, thus giving life
meaning. But this idea is rather bleak, relentless, and narrow. For other humans and
other forms of life, even the tiniest amoeba, says that life is about survival and
multiplication of species. It is true, but it seems futile and sad.
Many people say that life has no meaning because of various forms of
unhappiness that affect each and everyone of us. For example:
72
• You are in a relationship but the intense feeling you have felt before has long gone
and interacting with your partner seems boring.
• You have many friends but as you talk to them, the conversation seems shallow.
• You are in school but you do not have the drive to continue studying because you
often feel confused about who you are and you don’t know what you want. You
see the lessons as dull and lifeless, complaining that life has no meaning.
Now, many people believe that life has no meaning or significance because it is
either:
1. Brought about by a god.
2. Developed by modern science.
In both scenarios, life would be certainly meaningless if the person does not
believe in a god or modern science. Although, several theorists go against this believe.
They posited that life indeed has meaning. Using the theoretical concept of meaning,
theorist and philosophers specified that “life must be embedded in communication,
understanding, service, and love.”. As such, life’s meaning becomes centralized in doing
acts of integration, selflessness, and love.
The meaning of life is incredibly significant because it is believed to balance the
good-and-evil relationship within the self. It is established as a collective defense against
psychological problems like aggression and divisiveness. People who have found
meaning in their lives therefore seem happier, more approachable, and more
understanding that those who have not.
A Brief Throwback About Reflection

In doing philosophy, one should master the important skill of doing a philosophical
reflection. Philosophical reflections are deeply personal and it varied from every
individual. Philosophical reflections are deeply anchored on a person’s day-to-day
existence. According to Gabriel Marcel, a philosopher, philosophical reflections are first
and foremost the act of giving time to think about the meaning and purpose of life. There
are two types of reflection:
• Primary Reflection – a kind of thinking that calculates, analyzes, or recounts past
events. Primary reflection is a fragmented and compartmentalized thinking. It
cannot be a genuine thinking because it failed to make sense of the whole, of the
mystery of life. In other words, primary reflection is selfish thinking because it is
instrumental thinking, a ‘means-end’ thinking. Instrumental thinking thinks only of
what it can practically get in a relationship.
• Secondary Reflection – characterized by the act recapturing the unity of the

original experience by gathering back together what has been separated by
primary reflection, allowing us to think holistically. In this way, secondary reflection
enables us to integrate our fragmented and compartmentalized experience into a
coherent whole. This gives us the impression that secondary reflection for Marcel
is genuine or unselfish thinking. Applied to human relations, secondary reflection
73
does not think of what it can practically get in a relationship. Here, the human
person establishes a relationship with the other not because of what she can get,
but is premised on the idea that the other is a human person that deserves respect,
care and love. Marcel speaks of “philosophical reflection”, he specifically refers to
“secondary reflection”.
A Brief Throwback About Transcendence

As much as humans would like to attain transcendence, we could not deny the
fact that humans are imperfect and limited. Limitations in our environment and society
also hinder us in reaching it. At some point, each of us will encounter hindrances that
will halt us in our journey towards transcendence. Here are some examples:
• Mental and Emotional Disabilities (like anxiety and intellectual disabilities)
• Physical Disabilities (like deaf-muteness, blindness, and physical amputations
• Diseases
• Failures and Painful Experiences
• Socioeconomic Status
• Our Environment and Society (like disorganized and violent neighbourhood)
• Abusive Relationships (like emotional abuse and toxic relationships with other
people)
• Negative Influences (like drugs)
Even though a person is still young, he is not prevented from further understanding
himself. Transcendence is even more possible when he begins to understand that he
can beyond his limitations if he only sets his mind on his goals. Here are some points to
remember when someone goes beyond his limits:
• Each of us is connected to the external or eternal world.
• Challenges are learning opportunities.
• A person’s goal is more important than his fears.
• Think outside the box.
• Realize that everyone has fears.
A Brief Throwback About Authentic Dialogue

Martin Heidegger wrote in his essay that humankind is a conversation.
Conversation is not just mere talking – it is a dialogue, meaning, humanity is
progressively attuned to communication about its being. Language, as one of human
possessions, creates a human world. It is a tool for communication, information, and
social interaction; it can also be amazement.
A dialogue is a conversation that is attuned to each other and to whatever the
participants are talking about. Mutual tuning is perfected in the attunement. Heidegger
(1997) believed that all conversations are just one conversation, and is subject is Being
(may be God, the Universe/Tao, or Yahweh).
For Heidegger, a conversation attempts to clearly express who and what we are,
not as individuals but as human beings. We are human beings who cares about more
than information and gratification.
74
For Buber, a life of dialogue is a natural sharing of our inner selves. When two
person dialogues, there is mutual awareness of each other as they avoid objectification.
A human being presents what one really is to the other one’s real self. Dialoguing entails
the affirmation of the other person and his uniqueness; there is acceptance, and
unfolding the other actualizes the self.
Having an authentic dialogue entails a person-to-person, mutual sharing of selves,
acceptance, and sincerity. This relationship is the I-Thou Relationship. I-You of Wojtyla
(Pope John Paul II) is the interpersonal which fulfills and actualizes oneself.
The human person attains fulfillment in the realm of the interpersonal, in meeting
the other; thus, there is a genuine dialogue. Wojtyla also stated that through participation,
we share in the humanness of the other. We can’t escape a world that is also inhabited
by others.
All of the philosophers mentioned talk about the same type of relation, that is a
dialogue of human being is based on mutual sharing of selves, acceptance, and
sincerity.


1. WRITE AND ANSWER THIS ON A DIFFERENT PAPER:
75
2. Have you lived your life to the fullest? Why or why not?
3. How can you live life to the fullest and what prevents you from achieving it?
4. What is the purpose and meaning of your life?

ABLE TO SUBMIT YOUR PHILO ACTIVITY #10, SO
BETTER PASS THEM.
76
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%20and%20sanitation
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Human Person | Ch 3. (2018, July 23). [Video]. YouTube.
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of-societies/
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• The Gift and Curse of Freedom. (n.d.). Https://Www.Sparknotes.Com. Retrieved

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• One’s Limitations and Possibilities for Transcendence | Intro to the Philosophy of

the Human Person. (2018, July 9). [Video]. YouTube.
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life#:~:text=Individual%20freedom%20found%20in%20liberal,one’s%20own%20
goals%20and%20values.
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,Heidegger,with%20the%20meaning%20of%20life.&text=To%20live%20a%20life
%20of,is%20one%20of%20focused%20authenticity.
Prepared by:
JIM PAOLO T. ABALDE

Teacher
Reviewed and Checked by: Approved by:
80
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BACHELOR OF SCIENCE IN SOCIAL WORK
BACHELOR OF SCIENCE MAJOR IN MULTIMEDIA ARTS
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TECHNOLOGY BACHELOR OF SCIENCE IN COMPUTER
SCIENCE
BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION MAJOR IN
HUMAN MANAGEMENT
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1. ANIMAL SCIENCE
2. CROP SCIENCE
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EDUCATION MAJOR IN:
1. AUTOMOTIVE TECHNOLOGY
2. FOOD AND SWERVICE MANAGEMENT
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MANAGEMENT BACHELOR OF SCIENCE IN
CRIMINOLOGY
STII TRAINING & ASSESSMENT CENTERS

AGRICULTURAL CROPS PRODUCTION NC II
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BARTENDING NC II
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DRIVING NC II
ELECTRONIC PRODUCTS ASSEMBLY SERVICING NC
II EVENTS MANAGEMENT SERVICES NC III
FOOD AND BEVERAGE SERVICES NC II
FRONT OFFICE SERVICES NC II
HEAVY EQUIPMENT OPERATOR (HYDRAULIC EXCAVATOR) NC II
HOUSEKEEPING NCII
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MOTORCYCLE/SMALL ENGINE SERVICING NC
II ORGANIC AGRICULTURE PRODUCTION NC II
PHARMACY SERVICES NC III
RUBBER PRODUCTION NC II
SHIELDED METAL ARC WELDING NC
I SHIELDED METAL ARC WELDING
NC II TRAINERS METHODOLOGY
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SERVICING NC II HEALTH CARE
SERVICES NC II
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II MOTORCYCLE/SMALL ENGINE SERVICING NC II
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BARTENDING NC II
SENIOR HIGH SCHOOL (VOUCHER PROGRAM)

INDUSTRIAL ARTS
➢ DRIVING NC II
➢ SHIELDED METAL ARC WELDING NC II
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HOME ECONOMICS
➢ FRONT OFFICE SERVICES NC II
➢ HOUSEKEEPING NC II
➢ FOOD AND BEVERAGES SERVICES NC II
➢ BREAD AND PASTRY PRODUCTION NC II
➢ INFORMATION AND COMMUNICATION TECHNOLOGY
➢ 2D ANIMATION NC III
➢ COMPUTER SYSTEM SERVICING NC II
➢ ELECTRONIC PRODUCTS ASSEMBLY SERVICES NC II
AGRICULTURAL TECHNOLOGY STRAND

➢ ANIMAL PRODUCTION (POULTRY CHICKEN) NC II
82
➢ ANIMAL PRODUCTION (RUMINANTS) NC II
➢ ANIMAL PRODUCTION (SWINE) NC II
➢ RUBBER PRODUCTION NC II
➢ ORGANIC AGRICULTURAL PRODUCTION NC II
ACADEMIC TRACK
HUMANITIES AND SOCIAL SCIENCES
➢ FRONT OFFICE SERVICES NC II
➢ EVENTS MANAGEMENT NC III
ACCOUNTANCY BUSINESS AND MANAGEMENT

➢ BOOKKEEPING NC III
SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS

ELECTRONIC PRODUCTS ASSEMBLY SERVICING NC II
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SIBUGAY TECHNICAL INSTITUTE INCORPORATED

Lower Taway, Ipil, Zamboanga Sibugay

School President: 0917-127-1826/0917-127-1902 Academic Dean: 0906-439-3454

SHS GRADE 12 LEARNERS’ MODULE

KHIMBERLY XYLEM B. ORTIZ JOE ANN L. PAGARA, MPA

NANCY C. MAGBANUA, MSIT DR. EUFEMIO D. JAVIER, JR.

Instructor/Module Maker: Jim Paolo T. Abalde, RPM

UNIT EXAM WEEK

PRELIM EXAM WEEK

MIDTERM EXAM WEEK

PREFI EXAM WEEK

FINALS EXAM WEEK

Week 1: Class Orientation and Introduction to Philosophy (Holistic

Dates: August 22 – 26, 2022

Welcome to your first ever Philosophy class!

THE GENERAL GOLDEN RULES

2. ANSWERING IN CEBUANO OR TAGALOG IS ACCEPTABLE – this is

3. IF YOU CANNOT DELIVER YOUR OUTPUTS PERSONALLY,

5. I ACCEPT LATES BUT DO NOT ABUSE MY CONSIDERATIONS – give

6. I DO NOT LIKE DRAMA AND PEOPLE WHO REFUSE CORRECTIONS

THE BLIND MEN AND AN ELEPHANT

• Partial Perspective/Point of View – A partial point of view then is a

THE MEANING OF PHILOSOPHY

b. Natural Light of Reason – Philosophy investigates things. Philosophers use their

c. Study of All Things – Philosophy studies human beings, society, religion,

• Principle of Identity – whatever is is; and whatever is not is not.

• Principle of Non-contradiction – It is impossible for a thing to be and not be at the

• Principle of Excluded Middle – A thing is either is or is not; everything must be

THE FIVE BRANCHES OF PHILOSOPHY

2. Ethics – also known as Moral Philosophy. Its aim is to address questions

• Consequentialism/Utilitarianism – What has the most desirable consequences?

• Deontological Ethics – Whatever is my moral duty to do. This means that a

3. Epistemology – the branch of philosophy concerned with the nature and

NOTE: DO NOT ANSWER THESE 4 QUESTIONS ABOVE! DON’T IMITATE YOUR

4. Logic – is the study of reasoning. The science of correct reasoning. Logic

Examples of Inductive and Deductive Reasonings:

• DEDUCTIVE: Lots of students study at STII. Juan studies in STII. Therefore,

5. Aesthetics – is the branch of philosophy dealing with the nature of beauty,

PHILO ACTIVITY #1: 20 Points Total.

NOTE: IF YOU HAVE ANSWERED ON PAPER THEN YOU DON’T

A. Excluded Extremes B. Non-contradiction

A. To love and Wisdom B. To choose and Knowledge

____ 3. The other term for simplicity and humility.

A. Emptying B. Reducing C. Cleansing D. Grounding

A. Psychology B. Philopsychology C. Philosophy D. Pathophilosophy

____ 5. The goal of Philosophy is to attain _________.

A. Knowledge B. Critical Thinking C. Love D. Wisdom

____ 6. Ethics is also called ______________?

A. Right Philosophy C. Moral Philosophy

A. Subtle B. Precise C. Holistic D. Appropriate

A. Human Reasoning C. Carefully calibrated experiments

A. Logic B. Epistemology C. Aesthetics D. Metaphysics

____ 10. The opposite of Holistic Perspective is _______________.

A. Incorrect Perspective C. Partial Perspective

Week 2: Introduction to Philosophy (Doing Philosophy in Obtaining

Dates: August 29, 2022 – September 2, 2022

EASTERN AND WESTERN PHILOSOPHIES

Linear and Circular Mindsets

B. FILIPINO THINKING: FROM LOCAL TO GLOBAL

2. Filipino Philosophy of Time

C. FILIPINO THOUGHTS AND VALUES: POSITIVE AND

D. PHILOSOPHY: TRANSCENDING AND AIMING FOR A LIFE

1. Abundance is not we gather but what we scatter.

5. The goal of Philosophy is to attain _____.

6. Ethics is also called __________?

10. The opposite of Holistic Perspective is ___________.