Intersubjectivity

Module in Introduction to the

Philosophy of the Human Person
1st Semester, Second Quarter/Week 3
and Week 4

CRISELDA C. FERNANDEZ
VICTOR A. FERNANDEZ
Developers

Department of Education,Schools Division of Baguio City

 Republic of the Philippines
DEPARTMENT OF EDUCATION
Cordillera Administrative Region
SCHOOLS DIVISION OF BAGUIO CITY
Military Cut-off, Baguio City

Published by:
Learning Resource Management and Development System

COPYRIGHT NOTICE

2020

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency of office wherein the work is
created shall be necessary for exploitation of such work for profit.”

This material has been developed for the implementation of K-12 Curriculum
through the Curriculum Implementation Division (CID)—Learning Resource
Management and Development System (LRMDS). It can be reproduced for
educational purposes and the source must be acknowledged. Derivatives of the work
including creating an edited version, an enhancement or a supplementary work are
permitted provided all original work is acknowledged and the copyright is attributed.
No work may be derived from this material for commercial purposes and profit.

ii
 PREFACE
This module is a project of the Curriculum Implementation Division
particularly the Learning Resource Management and Development Unit,
Department of Education, Schools Division of Baguio City which is in
response to the implementation of the K to 12 Curriculum.

This Learning Material is a property of the Schools Division of Baguio

City . It aims to improve students’ performance specifically in Introduction
to the Philosophy of the Human Person.

Date of Development : December 2020

Resource Location : San Vicente National High School,
Schools Division of Baguio City
Learning Area : Introduction to the Philosophy of the Human
Person
Grade Level : Senior High School-Grade 11/12
Learning Resource Type : Module
Language : English
Quarter/Week : Q2/W3 and W4
Most Essential Learning Competencies/Codes:

-Realize that intersubjectivity requires accepting differences and not

imposing on others. - PPT11/12-llc-6.1
-Explain that authentic dialogue means accepting others even if they are
different from you. - PPT11/12-lld-6.2
-Perform activities that demonstrate an appreciation for the talents of
persons with disabilities and those from the underprivileged sectors of
society. - PPT11/12-lld-6.3

iii
 ACKNOWLEDGEMENT

We wish to express our gratitude to our children, Charice and Trixia,

for serving as our inspiration in constantly doing the best that we can in life,
in general, and in our work, in particular.
We are also thankful to our children for allowing us the time that we
needed in developing this module. The fulfillment of this learning resource
would not have been possible if our children required more time from us
than they did.
Our gratitude is likewise imperative to madam Nora Dalapnas, the
Education Program Supervisor in Edukasyon Sa Pagpapakatao, not only for
her pinning trust and confidence on us that we can develop a module on the
concept of intersubjectivity, but also for finding time to go through the drafts
of our work. Her patience in perusing, and her commitment to help us
improve our output, deserves commendation.
Finally, our deepest acknowledgement is proper to madam Vicente
Danigos, our regional level evaluator. Undoubtedly, our module has been
refined because of her logical and sound comments and suggestions, not to
mention that she did her work demonstrating her technological competence.
Without her unselfishly sharing her time, even during this December 2020
break, and her expertise, our module would have not reached its present
form.

DIVISION LRMDS STAFF

Loida S. Mangangey EPS-LRMDS

Christopher David G. Oliva Project Development Officer II – LRMDS
Priscilla A. Dis-iw Librarian II
Lily Mabalot Librarian I

CONSULTANTS:

JULIET C. SANNAD, EdD

Chief, Curriculum Implementation Division

SORAYA T. FACULO, PhD

Office of the Assistant Schools Division Superintendent

MARIE CAROLYN B. VERANO, CESO V

Schools Division Superintendent

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 TABLE OF CONTENTS

COPYRIGHT NOTICE.........................................................................ii
PREFACE.........................................................................................iii
ACKNOWLEDGEMENT......................................................................iv
TABLE OF CONTENTS.........................Error! Bookmark not defined.
What I Need to Know.........................................................................2
What I Know......................................................................................3
Pre-assessment.................................................................................3
What’s In...........................................................................................4
Review...............................................................................................4
What’s New........................................................................................5
Activity 1...........................................................................................5
What Is It..........................................................................................6
What’s More......................................................................................9
Activity 2...........................................................................................9
Assessment of Activity 2..................................................................11
Activity 3.........................................................................................12
Assessement of Activity 3.................................................................12
Activity 4.........................................................................................13
Assessement of Activity 4.................................................................13
What I Have Learned.......................................................................14
Activity 5.........................................................................................14
What I can do..................................................................................15
Activity 6.........................................................................................15
Activity 7.........................................................................................15
Post Assessment..............................................................................16
Additional Activities.........................................................................17
Activity 1.........................................................................................17
Activity 2 ........................................................................................18
ANSWER KEY..................................................................................19
REFERENCES.................................................................................20

v
 Intersubjectivity
A Module in Introduction to the
Philosophy of the Human Person
1st Semester, Second Quarter/Week 3
and Week 4

CRISELDA C. FERNANDEZ
VICTOR A. FERNANDEZ
Developers

vi
 What I Need to Know
This module was developed for you to understand that we, human
beings, are by nature relational beings. To be human means, among others,
that it is innate for us to relate, and endeavor to come up with authentic
and meaningful relationships with our fellow human beings.

How To Use This Module

To the Facilitator:

The following are what are expected from you:

1. Read the entirety of this module from its first page to its last page
before asking your learners to start answering the pre-assessment.
This is for you to have a comprehensive understanding regarding what
this module is about.
2. Explain clearly the activity instructions for your learners.
3. Answer thoroughly the question/s of your learners, about anything
that is included in this module.
4. Assist your learners in attaining the skills/competencies that they are
expected to achieve through this module.

To the Learner:

The following are what are expected from you:

1. Use this module developmentally. This means that you have to go
through the module from its first page to its last page. Do not start
answering from any part or activity written in the middle pages.
2. Before doing an activity, make sure that the activity instructions are
clear to you.

It is hoped that through this module you will be able to enhance and
learn knowledge on the following competencies.

A. The Most Essential Learning Competencies (MELC’s) on which the

development of this module was anchored are:
1. Relate that intersubjectivity requires accepting differences and not
imposing on others. PPT11/12-llc-6.1
2. Explain that authentic dialogue means accepting others even if
they are different from you. PPT11/12-lld-6.2
3. Perform activities that demonstrate an appreciation for the talents
of persons with disabilities and those from the underprivileged
sectors of society.

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B. Learning Objectives
At the end of this module, you should be able to:
1. discuss what intersubjectivity is, and that intersubjectivity
necessitates the acceptance of differences between “selves”/subjects
or necessitates the avoidance of imposing some things by a
self/subject to an other/object.
2. explain that authentic dialogue springs from your accepting
others/other “selves” even if they are different from you.
3. demonstrate your recognition and appreciation of the talents and
contributions to society of persons with disabilities and of persons
from the underprivileged sectors of society.

What I Know

Pre-assessment
Direction: Write a check mark (/) in the box before the number if the
sentence in the number is true about the concept of intersubjectivity. Do not
write anything in the box before the number if the sentence in the number is
not true about the concept of intersubjectivity. Number 1 is done to serve as
an example for you.
/ 1 An intersubjective human relationship does not just happen.
2 It takes time and effort for an intersubjective human
relationship to take shape, develop, deepen, take root and
flourish.
3 We human persons are essentially the same.
4 Because an intersubjective human relationship is a subject-
to-subject relationship, the human persons in the
relationship mutully recognize and respect each other’s/one
another’s personhood.
5 An interpersonal human relationship is founded not only on
respect but also on love.
6 An intersubjective human realtionship is more profound
than an interpersonal human relationship.
7 There can be an intersubjective human relationship without
love.
8 A subject-to-subject relationship is a relationship of human
persons who are not equals.
9 The giving of one’s whole being to another and the receiving
of this by the other is free/voluntary.
10 The human persons in an I-thou relationship respect, accept
and love each other’s/one another’s entire being, including
their distinctions/differences.

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 11 It, in an I-it relationship, is always inferior to I.
12 The I-it relationship is an object-to-object relationship.
13 A human person is regarded as an object when he/she is
related to for business issues.
14 In a subject-to-subject human relationship, somebody is
used to serve the personal interests of somebody else.
15 The I-thou relationship is a dehumanizing relationship.

What’s In
In Lesson 3, The Human Person as an Embodied Spirit, you learned
about the notion of the self/interiority, and about the notion of the other/
externality. Show how much you can still recall about your lesson regarding
these by accomplishing the table below.

Review
Direction: Carefully read the list of words and phrases inside the box below.
Select the words and phrases that have something to do with “the self” and
write these in the self/interiority column below the box. And then select the
words and phrases that have something to do with “the other” and write
these in the other/externality column below the box.

emotions
asking existential questions
feelings of guilt
interaction
personal thoughts and ideas
beyond the limits of the subject
meditation
inner life
reflection
freewill

The Self (interiority) The Other (externality)

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 Did you find it easy to identify which of the words and phrases in the
box have to do with the self, and which have to do with the other? What
made it easy/difficult for you?
Keep in mind the concepts of the self/subject looking within
him/herself, and the other/the fact of existing outside the perceiving subject
because these will help you understand what intersubjectivity is.

What’s New
In this module, it is going to be reiterated that we, human beings, are
by nature relational beings, and that it is innate for us to endeavor to come
up with authentic and meaningful relationships with our fellow human
beings. Here, you will read and know about what intersubjectivity is. Let us
begin delving into this concept with you doing the picture analysis activity
that follows.

Activity 1
Picture Analysis
Directions: Analyze the picture below and answer the questions about it on
the lines that are provided.

FacebookTwitter LinkedInPinterestShare via EmailPrint

The image is from https://www.communicationtheory.org/wp-content/uploads/2014/09/I-
and-you.jpg

x
 1. What does the difference between the size of the stickman and the size
of the hand mean?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. Do you have a personal experience/know an experience that can be

connected to what the image above means? (yes or no)
_________________

3. Is the image above about subject-to-subject relationship? Or is it

about subject-to-object relationship? (subject-to-subject relationship
or subject-to-object relationship)
_______________________________________

What Is It
We, human persons, are innately beings with others, our fellow
creations. We were created to relate not only with our fellow living beings
but also with the non-living things. We are, by nature, relational beings.

How many human relationships are you into? You cannot count them
with just the fingers of a hand of yours, can you? You are into far more than
just five human relationships. Among your human relationships are those
with your parents and/or your guardian/s, your sibling/s, if you are not the
sole child, your paternal and maternal grandparents, aunts, uncles and
cousins, not to mention your neighbors, teachers, classmates, schoolmates
and your thousands of online friends. Indeed, you are into innumerable
human relationships. Now, the question is how many of the human
relationships that you are into are intersubjective. Can you readily tell the
exact number of the human relationships that you are into, that are
intersubjective, even if the concept of intersubjectivity is not crystal clear to
you? The answer to this question is no, isn’t it? Hence, let us turn inside out
what intersubjectivity means.

In Lesson 3, The Human Person as an Embodied Spirit, you learned

about the concepts of the self, the other, among others. Also, we had a
second look at these ideas in the What’s In portion of this module. So, we
now take up what intersubjectivity is by clarifying how a human
relationship becomes intersubjective especially because an intersubjective
human relationship does not just happen. Since an intersubjective human
relationship is a quality connection between human persons, it takes time
and effort for it to take shape. And it takes even more time for it to develop,
deepen, take root, and flourish.

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 Necessarily, at the outset of an intersubjective human relationship is
self-awareness. No intersubjective human relationship can come into
existence without awareness of the self. The awareness of one’s self/the
sense of self is that which defines a person’s individuality.

Likewise, no intersubjective human relationship can come into

existence without awareness of the other, specifically without awareness of
the self in the other.

Abella, in the Introduction to the Philosophy of the Human Person

which was published in 2016, writes about the levels of self-other
interaction, namely, the simple awareness of the existence of the other, the
awareness of the self as being seen by the other, and the awareness of the
self in the other.

The simple awareness of the existence/individuality of the other

follows self-awareness which, as we already indicated, is at the beginning of
any intersubjective human relationship. At the start of any intersubjective
human relationship, any/each of those who are in the intersubjective
human relationship was simply aware of the existence of the other. Each of
them became conscious that he/she was not the only unique human person
that there is.

And then awareness of the self as being seen by the other comes next
before an intersubjective human relationship is formed. Put in another way,
first, the two human persons are of awareness of each other’s existence.
Take note that this is merely one-way. And next, at least the self has the
awareness of being seen by the other. Notice that the awareness has become
two-way.

Third, there is awareness of the self in the other, the recognition of

the self that the other human person is also a self. There is the
understanding that we, human persons, are essentially the same. Thus, like
the self, the other has thoughts and feelings too. We are different in terms of
intelligence, ability, skills, attractiveness, and the sort but alike by virtue of
our dignity. Recognizing the self in the other, including the people with
handicaps or disabilities, is how philosophers define interpersonal
relationships.

You should not fail to notice that for an interpersonal human relation
to come to be the self should not just have a simple awareness of the
existence of the other (one-way). Here, only the self has an awareness of the
existence of the other. The self remains totally unnoticed by the other.

When there is an awareness of the self as being seen by the other/an

awareness that the other is aware of your existence (self-consciousness), is

xii
there an interpersonal human relationship already? While both the self and
the other have awareness of the existence of each other, no one of the two
already has awareness of him/herself in the other. We repeat, recognizing
the self in the other is how philosophers define interpersonal relations.

An interpersonal human relationship, not yet an intersubjective

human relationship, is prompted into existence when both the self and the
other are in the third level of self-other interaction. They acknowledge not
only their own existence but also each other’s presence, and that both the
self and the other concede that they are essentially the same. The self has
awareness of him/herself in the other, and the other has an awareness of
him/herself in the self. There is mutual recognition and respect of each
other’s personhood that is anchored on human persons’ inherent dignity.

When does an interpersonal human relationship become an

intersubjective human relationship? This question implies or denotes that
an intersubjective human relationship is more profound than an
interpersonal human relationship. An interpersonal human relationship is
founded on respect alone, and an intersubjective human relationship is
hinged on respect and love. Can there be an interpersonal human
relationship, therefore, without human love? The answer to this question is
affirmative. But intersubjectivity cannot be separated from the concept of
human love.

From this point, we explain when/how an interpersonal human

relationship becomes an intersubjective human relationship by discussing
Martin Buber’s I-thou philosophy.

According to Buber, human persons have two attitudes: I-thou and I-

it. I-thou is a subject-to-subject relationship. It is a unique relationship
between distinct subjects. I-it, on the other hand, is a subject-to-object
relationship. It is a relationship of two who are not equals.

I-thou relationship is born in the third level of self-other interaction,

where the self and the other recognize and respect each other’s personhood.
Thus, it becomes easier for the self and the other to choose to share to one
another each other’s interiority or inner life and engage in a personal and
authentic dialogue/meeting to get to know one another better. Next, it also
becomes effortless for them to choose to nurture one another and grow and
develop with one another in the between sphere. Take note that the giving
and receiving of one another’s whole being are done freely/voluntarily. A
friendship/love relationship is not forced upon anyone.

While the subjects in the I-thou relationship remain to have

distinctions/differences, they transcend these by respecting, accepting, and

xiii
loving one another’s entire being, which signify a sense of care for,
commitment to and responsibility for one another.

Unlike in an I-thou relationship, the I, in an I-it relationship does not

convey something from his/her inner world to it. This is because he/she
looks on it as different from/inferior to him/her. It is regarded by I as an
object. Thus, it is not surprising that in an I-it relationship, the I and the it
do not have a unity of beings. The being of it belongs both to I and to it; but
the being of I belongs to I only. It does not also belong to it.

How is it when a human person is regarded as an object? Like we

interact with objects only when we use them, a human person is regarded
as an object when he/she is related to for business issues. The self reduces
the other into an object when the self imposes his/her whims on the other
and uses the other to serve his/her own interests. The I-it relationship is
undoubtedly a dehumanizing relationship.

What’s More
Activity 2
Directions: Read, and understand “4 Things I Have Learned from Being
Married to a Disabled Man”. Disability Horizons 24/04/2019

Sadly, not many people think an able-bodied person would marry a

disabled person. But they do and, in many ways, their relationships are
no different from anyone else’s. In some cases, they may be stronger and
better. To prove it, dating website Disabled Mate shares the story of Sarah,
who has learnt four valuable lessons from being married to a wheelchair
user.
Let’s face it, dating is hard, whether you’re disabled or not. To me, it
sometimes felt like my chances of meeting someone were slim.
Despite this, I never widened my search and used disabled singles
dating or even considered dating someone with a disability. Not because I
was avoiding it, but it was just something I overlooked.
But, eventually, after many unsuccessful dates, the moment hit
where I started to think about why I wasn’t meeting someone I could
connect with. It was because I was subconsciously creating self-limits,
thinking my partner needed to look a certain way or be a set type to get
my stamp of approval.
Inevitably, I was preventing myself from finding the right person for me.
So, I then really started dating seriously. And with time, I eventually

xiv
found my match, who happened to be disabled.
We are now married and, I can tell you, there’s a lot I’ve learned
from being in an interabled marriage.
1. We treat each other as equals
If you are with someone disabled, your relationship isn’t going to be
exactly the same as other peoples’. Since my partner is in a wheelchair,
there are limitations to what he can do. But this doesn’t mean I treat him
like a child when I need to give him a helping hand.
Yes, there are some things he cannot do. But just because he has a
disability, it doesn’t mean we’re not equal partners in our relationship.
There were, and still are, occasional times I go into ‘mommy mode’. But
these are the times when I need to check in with myself and give him the
respect he deserves.
2. There’s never enough time – but we’re learning ways to be efficient
Because I’m also his caregiver, time flies. If we need to go out, it takes time
to get two people ready. Add working, cooking, and cleaning to the
equation and your time becomes tight. This is usually why we’re always
late to almost everything.
But, as a fairly newly married couple, we’re always learning together tricks
and creative ways to cut down on prep time. A few more hours would still
help though. Who do we speak to about that?!
3. Communication is essential
What I’ve learned, and am still learning, is the importance of
communication. When you’re in a relationship, in general, communication
is crucial for understanding your partner and vice versa. But when there’s
a disability involved, you really need to learn to express yourself.
There are some days when I feel overwhelmed or tired, and this is when I
really need to let my husband know how I am feeling. If I don’t, I become
cranky and irritable towards him – and I can’t blame him when he didn’t
do anything wrong.
By expressing how I feel, he’ll try to give me an extra hand and relieve
some of my stress. We’re a team, and if you want to be in a strong team,
the members need to communicate.
4. People are going to ask a lot of questions
The outside world doesn’t see many couples like us. That means we’re

xv
 seen as something different to the norm. When we go out and people see
us kissing or holding hands, all eyes are on us.
I’m not upset about it as I completely understand that people aren’t
exposed to this very often. So, people are going to ask a lot of questions –
they’re curious.
Friends and family want to know how our relationship functions, while
strangers have been known to ask intimate questions. I usually have a
couple of jokes lined up and keep the topic light-hearted.
By talking about our relationship, people understand how normal the
relationship actually is.
No one said marriage was easy. And when you’re in an interabled
marriage, things are a little different. But my husband and I have
experienced happiness and connection, something I was searching for.
Sure, we could use a couple of extra hours in our day, but we love each
other. And what I’ve learned from our relationship are things everyone will
experience in their own relationship. At the end of the day, we’re not so
different.
By Disabled Mate

Source: https://disabilityhorizons.com/2019/04/4-things-i-have-learned-from-
being-married-to-a-disabled-man/

Assessment of Activity 2
Direction: Reflect on “4 Things I Have Learned from Being Married to a
Disabled Man” by answering the following questions on the lines that are
provided.

1. Are you among the people that do not think that an able-bodied
person would marry a person with disability? Why are you one or not
one of these people?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Do you think that an able-bodied person may establish a friendship
with a person with disability? What are the reasons for your answer?
_____________________________________________________________________
_____________________________________________________________________

xvi
 _____________________________________________________________________
_____________________________________________________________________
3. What make a human relationship a love relationship/friendship?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Activity 3
Directions: Fill the hurdle images with the obstacles that are preventing you
from being able to form meaningful relationships/friendships with others.
And then write a way through which you can at least reduce each of these
barriers to meaningful relationships/friendships with others. An example is
given for you to find it easier to accomplish this activity.

ex. of the hurdles- fear of rejection- can be overcome through evaluating my

attitude, and finding out which aspect of it renders me to be unlikeable

can be overcome through

hurdle 1

can be overcome through

hurdle 2

can be overcome through

hurdle 3

can be overcome through

hurdle 4

can be overcome through

hurdle 5

Assessment of Activity 3
Direction: Answer the following questions on the lines that are provided.

xvii
 1. Why is it important that you can identify the obstacles that are
preventing you from being able to form meaningful
relationships/friendships with others?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Why is it significant that you know a way through which you can at
least reduce each of the barriers to your being able to form meaningful
relationships/friendships with others?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Activity 4
Direction: Ponder on the following quotes:

1 “People were created to be loved; things were created to be used. The

reason why the world is in chaos is because things are being loved
and people are being used.”-John Green

2 “Some people will only love you as much as they can use you.
Their loyalty ends where the benefits stop.”-Tamara Renaye

3 “People don’t abandon people they love. They abandon people they
were using.”-Shravya Sweetie

Assessment of Activity 4

Direction: Choose one of the two, and accomplish it.

1. Write about an instance when you considered another as a mere

object, a means to satisfy a personal interest of yours.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Write an instance when you were considered by another as a mere
object, a means to satisfy his/her personal interest.

__________________________________________________________________
__________________________________________________________________

xviii
 __________________________________________________________________
__________________________________________________________________
__________________________________________________________________

What I Have Learned

Activity 5
Direction: Complete the flow chart below. Select your answers from the box.
The flow chart presents the stages of the growth into an intersubjective
human relationship.

self-awareness interpersonal human intersubjective human

relationship (founded relationship (hinged on
on respect) respect and love)
awareness of the other the meeting
- the awareness of the self as being seen by the the dialogue
other

awareness of the other

- the simple awareness of
the existence of the other

awareness of the other

subject to subject or I-thou
- the awareness of the self
relationship
in the other

xix
 What I can do
Activity 6
Direction: Fill each box with an action that you can do to make others aware
of and understand intersubjectivity.

1 2

Activity 7
Direction: Fill each box with an action that you can do to demonstrate your
appreciation for the talents of persons with disabilities and those from the
underprivileged sectors of society.

1 2

xx
Post Assessment
Direction: Write a check mark (/) in the box before the number if the
sentence in the number is true about the concept of intersubjectivity. Do not
write anything in the box before the number if the sentence in the number is
not true about the concept of intersubjectivity. Number 1 is done to serve as
an example for you.
/ 1 At the outset/beginning of an intersubjective human
relationship is self-awarenss.
2 Sometimes, it takes time and effort for an intersubjective
human relationship to take shape, develop, deepen, take
root and flourish.
3 We human persons are essentially the same.
4 Because an intersubjective human relationship is a subject-
to-subject relationship, the human persons in the
relationship mutully recognize and respect each other’s/one
another’s personhood.
5 An interpersonal human relationship is founded not only on
respect but also on love.
6 An intersubjective human realtionship is always more
profound than an interpersonal human relationship.
7 There can be an intersubjective human relationship without
love.
8 A subject-to-subject relationship is a relationship of human
persons who are equals.
9 The giving of one’s whole being to another and the receiving
of this by the other is free/voluntary.
10 The human persons in an I-thou relationship respect, accept
and love each other’s/one another’s entire being, including
their distinctions/differences.
11 It, in an I-it relationship, is always superior to I.
12 The I-it relationship is an object-to-object relationship.
13 A human person is not regarded as an object when he/she is
related to for business issues.
14 In a subject-to-object human relationship, somebody is used
to serve the personal interests of somebody else.
15 The I-thou relationship is a humanizing relationship.

xxi
 Additional Activities
Activity 1
Directions: On a short bond paper, draw and color what having a
meaningful relationship with others/friendship is to you. Also, label your
drawing with a word, a phrase or a simple sentence. The rubrics below serve
as your guide.

attractive extraordinarily satisfactorily acceptably

presentation attractive in attractive in attractive in
terms of design, terms of design, terms of design
layout and layout and and layout but a
neatness neatness bit messy
(5 points) (4 points) (3 points )
relevance to All of the Not all of the The illustartion
what a illustrations are illustrations are does not depict
meaningful relevant to what relevant to what what a
relationship a meaningful a meaningful meaningful
with others/ relationship with relationship with relationship with
friendship is others/friendship others/friendship others/friendship
is. is. is.
(5 points) (4 points) (3 points )
clarity of the The drawing has A part of the The drawing is
message a very clear drawing is not not about what a
message about clearly about meaningful
what a what a relationship with
meaningful meaningful others/friendship
relationship with relationship with is.
others/friendship others/friendship (3 points )
is. is.
(5 points) (4 points)

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Activity 2
Directions: Name the three individuals who are closest to you. And then
write three reasons why you consider each of them as closest to you.

1. Name

2. Name

3. Name

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 REFERENCES

Buber's dialogical philosophy

Pettersen
http://kaaretorgnypettersen.blogspot.com/2012/03/bubers-dialogical-
philosophy.html

4 things I have learned from being married to a disabled man

Disability Horizons
https://disabilityhorizons.com/2019/04/4-things-i-have-learned-from-
being-married-to-a-disabled-man/

Textbook

Abella, R. D. (2016). Introduction to the Philosophy of the Human Person.

Quezon City: C and E Publishing.

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For inquiries or feedback, please write of call:
Department of Education-Schools Division of Baguio City
(Office Address, No. 82 Military Cut-Off, Baguio City)
Telefax: 074-442-43-26
Email Address: depedbaguiocity@gmail.com

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