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Brgy. Narra, Francisco Homes, City of San Jose Del Monte, Bulacan

Basic Education
Grade 12
Learning Module

Course: Introduction to the Philosophy of the Human Person Quarter: 1st

Lesson Number: 3 Topic: Methods of Philosophizing

Session 1 What to Learn

I. Course Learning Outcomes
1. Show an understanding of the activity of doing philosophy of the human person as an
embodied being in the world and the environment

II. Explanation of the Lesson

In the last chapter, the meaning and process of doing philosophy emphasizing the importance of holism
was introduced. This module shall demonstrate the various way of philosophizing. It will discuss two
popular methods of philosophizing, the dialectical method or the Socratic Method and an exercise in
skepticism using Descartes’ method of systematic doubt.

Rene Descartes’ Systematic Doubt

Rene Descartes, in his book, Meditations of First Philosophy (1641)
believed that knowledge can proceed or start from very few
premises or starting points just like his model of mathematics. Once
one is certain about what these starting points of knowledge are, he
can expand it. he saw the structure of knowledge as an inverted
pyramid where a few premises are the starting points for
something to be accepted as a starting point of knowledge, an idea
must be clear, distinct, and certain. He believed that reason is an
important instrument or source in gaining knowledge about reality
because it is reason alone, which can discover the indubitable
premises of knowledge which are self-evidently true and where
other propositions could be deduced, thus, knowledge could
proceed.
The indubitable premises are logically true and non-sensical to
doubt because the moment that you doubt them, you would
contradict yourself. These clear and distinct ideas which Descartes
considered as the starting points of knowledge: the self, God, and
material objects. Hence, they became the three indubitable
premises of knowledge. These three could be discovered using the
method of systematic doubt.
Despite the criticisms hurled against him, Descartes’ legacy of skepticism as a method in philosophy
should not be ignored. This process of doubting or a little amount of skepticism would later on leave us
with a very important life lesson. That is, of never accepting the truth of any statement or belief without
adequate evidence for it. This process of doubting could spell the difference between being a gullible
individual that could be easily fooled and a level-headed person with a knack for investigation and the
habit of looking for evidence before believing in something.

Step-by-step Process of Systematic Doubt

1. Suspension of Judgment: Begin by adopting an attitude of doubt and suspending judgment
about all your beliefs, opinions, and assumptions. Recognize that there may be reasons to
doubt even those beliefs that seem most obvious.

2. Identify All Beliefs: List all the beliefs and assumptions you currently hold, ranging from
everyday beliefs to more complex philosophical or scientific notions. These beliefs can pertain
to the external world, the self, knowledge, reality, and beyond.

3. Hyperbolic Doubt: Apply hyperbolic doubt by considering the most extreme scenarios of
doubt. Imagine the possibility of a powerful, malicious deceiver (sometimes referred to as the
"evil demon") systematically deceiving you about the nature of reality. Contemplate scenarios
where your senses and reasoning could be unreliable.

4. Skepticism of the Senses: Question the reliability of your sensory perceptions. Recognize that
your senses can sometimes deceive you, leading to illusions or misinterpretations of the
external world.

5. Doubt of Dreaming: Consider the possibility that you might be dreaming or in a state of
delusion, where your experiences might not correspond to actual reality.

6. Doubt of Mathematical and Logical Beliefs: Even question seemingly self-evident mathematical
and logical truths. For example, consider whether the sum of two plus three equals five might
be subject to doubt in the context of extreme skepticism.

7. Cogito, Ergo Sum: Amidst this intense doubt, Descartes arrives at his first indubitable truth:
"Cogito, ergo sum," or "I think, therefore I am." Recognize that the act of doubt itself requires a
thinking self. Even if all else is doubted, the existence of the doubting self remains undeniable.

8. Foundation of Indubitable Truths: From the certainty of one's own existence as a thinking
being, begin to rebuild your beliefs on a foundation of indubitable truths. These might include
self-evident mathematical principles (e.g., "two plus three equals five"), which are clear and
distinct perceptions of the mind that cannot be doubted.

9. Gradual Reconstruction: Gradually reintroduce other beliefs, ideas, or concepts, using the
criterion of clear and distinct perception as a guide. Accept only those beliefs that can be
established beyond any reasonable doubt through this rigorous process.

10. Systematic Rebuilding: Construct a systematic framework of knowledge, building upon the
indubitable truths you have established. Apply clear and distinct perceptions to form a
coherent understanding of reality, the external world, and the relationships between various
concepts.
 11. Philosophical Exploration: Use this foundation to explore broader philosophical questions,
such as the existence of God, the nature of reality, and the relationship between mind and
body. Descartes' approach provides a launching point for further inquiries into epistemology,
metaphysics, and ethics.

The Socratic Method—an exercise in dialectics

The Socratic Method is named after the ancient Greek philosopher
Socrates, who is often credited with its development. Socrates (469–399
BCE) did not leave behind written records of his teachings, but his ideas
and methods were documented by his student and close associate,
Plato, in several of his dialogues. These dialogues depict Socrates
engaging in philosophical conversations with various interlocutors,
using a method of questioning and inquiry to stimulate critical thinking
and uncover deeper insights.

Typical Steps Involved in the Socratic Method:

1. Questioning Assumptions:
The Socratic Method begins with questioning assumptions or commonly accepted beliefs.
Socrates often started with a simple question, challenging his interlocutor to define key terms
or concepts. This step helps to uncover any hidden biases or unexamined ideas.

2. Defining Concepts:
Once an assumption or concept is brought into question, the participants are encouraged to
provide definitions. Socrates would then engage in a back-and-forth dialogue, refining and
clarifying these definitions. This step aids in reaching a shared understanding of the topic.

3. Presenting Contradictions:
Socrates would often introduce contradictions or counterexamples to the proposed definitions
or ideas. This creates cognitive dissonance and encourages participants to re-evaluate their
initial positions. It also highlights any inconsistencies or weaknesses in the arguments.

4. Questioning Further:
Through a series of probing questions, Socrates guides the conversation deeper into the
subject matter. He might ask "why" and "how" questions, encouraging participants to think
critically and reflect on the underlying principles and implications of their beliefs.

5. Exploring Hypothetical Scenarios:

Socrates often employed hypothetical scenarios or thought experiments to challenge
participants' ideas. By presenting extreme or imaginative cases, he encouraged them to apply
their beliefs to new situations and consider whether their principles hold up.

6. Arriving at a Paradox:
The Socratic Method can sometimes lead to a point where contradictions or paradoxes emerge.
This can be a crucial moment of realization, prompting participants to recognize the
complexity of the issue and the need for a more refined understanding.

7. Seeking Consensus or Knowledge:

 The ultimate goal of the Socratic Method is to arrive at a more solid, well-founded
understanding of the topic. This may involve revisiting definitions, refining arguments, and
seeking common ground or shared knowledge among participants.

8. Continued Dialogue and Inquiry:

The Socratic Method is not necessarily about reaching a definitive conclusion, but rather about
fostering ongoing inquiry and dialogue. Participants are encouraged to continue exploring the
topic, even after the initial Socratic dialogue has ended.

9. Promoting Self-Discovery:
A key aspect of the Socratic Method is that it encourages participants to discover insights and
knowledge within themselves. Socrates believed that individuals possess innate wisdom, and
the method is designed to draw out this wisdom through thoughtful questioning.

10. Reflecting on the Process:

After the dialogue, participants are encouraged to reflect on the process, the insights gained,
and the evolution of their ideas. This reflection helps deepen the impact of the Socratic Method
and reinforces the habit of critical thinking.

Socratic Method in Action

Socrates: Hello! Today, I'd like to talk about the

concept of courage. What do you think courage is?

Interlocutor: Courage is being brave and not being

afraid of danger or difficult situations.

Socrates: That's an interesting definition. Can you

think of an example where someone is brave and not
afraid?

Interlocutor: Well, a firefighter running into a burning

building to save people is an example of courage.
They're risking their lives to help others.

Socrates: I see. So, if someone is risking their life for

others, is that always an act of courage?

Interlocutor: Yes, I think so. It takes a lot of bravery to

do something like that.

Socrates: Let's consider another scenario. What if someone is jumping off a building for a dare? They're
risking their life, but is that an act of courage?

Interlocutor: Hmm, I'm not so sure. Jumping off a building for a dare seems reckless, not brave.

Socrates: It sounds like you're suggesting that courage involves more than just taking risks. What else
might be important for an action to be considered courageous?
Interlocutor: Well, maybe the intention behind the action matters. If someone is doing something to help
others or to stand up for something they believe in, that seems more like courage.

Socrates: That's an interesting point. So, the intention behind the action plays a role in determining
whether it's courageous or not. But what if someone is doing something out of fear, like fighting because
they're scared of being seen as weak? Is that courage?

Interlocutor: I don't think so. If they're acting out of fear, it's not really courage.

Socrates: It seems we've come to an important distinction – that courage involves both intention and
facing fear. Can we say that courage is doing something that you believe is right, even when you're afraid?

Interlocutor: Yes, I think that's a good way to put it. Courage is standing up for what you believe is right,
even if you're scared.

Socrates: Wonderful! So, we've explored the idea that courage involves acting in the face of fear for a
noble purpose. But what about situations where people do brave things without being afraid? Is that still
courage?

Interlocutor: I'm not sure. Maybe if they're doing something they believe is right, even if they're not
scared, it could still be courage.

Socrates: You bring up an interesting perspective. It seems that courage might involve more than just fear
– it might also relate to one's convictions and values. This discussion has certainly given us a lot to think
about when it comes to understanding courage. What do you think?

Interlocutor: I agree. I've never really thought about courage in such a detailed way before. It's not just
about taking risks, but also about why you're taking those risks and what you believe in.

Socrates: Exactly! Our conversation has helped us delve deeper into the concept of courage. Remember,
the Socratic Method is about questioning and exploring ideas, and it's okay if we don't have all the
answers. The journey of inquiry is just as important as the destination.

III. Read and Learn More

Read your lesson about the approaches in doing philosophy on pages 18-22 of your textbook.

Cartesian Skepticism
CrashCourse Philosophy
https://youtu.be/MLKrmw906TM

This tool will help improve your critical thinking

Ted-ed
https://youtu.be/vNDYUlxNIAA