Immaculada Concepcion College

Of Soldier’s Hills Caloocan City, Inc

Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

FREEDOM OF THE HUMAN PERSON

LESSON CONTENT

Before we talk about what freedom is and what it means for a human person to be free, we need to state and address a view
that rejects the claim that a human person is free. This view is called pan-determinism is “the view which disregards his/her [human]
capacity to take stand toward any conditions whatsoever” (Frankl 1984, 154). Specifically, it states that a human person Is not free
because his/her decisions. Actions, and behavior are determined by his/her biological, psychological, and sociological conditions
(Frankl 1973) Let us analyze this claim.

Biological Determinism
For pan-determinism, human genetic make-up plays a big role in human behavior, attitude, and personality. What humans are
and what they will be is determined by their biological make-up. Humans are biologically pre-disposed to decide, act, or behave in a
certain way. Some humans, for example, are naturally calm, kind, friendly, and sociable; others have the opposite traits. Their
biological make-up explains this. Whether they like it or not, their biological constitution affects the way they decide, act, and behave.
They are simply not free from biological determination. This probably explains why they find it difficult to change their attitude,
behavior and personality no matter how hard they try.

Psychological Determinism
Human actions, according to Freud, are not free. Human actions may appear free, but they are nothing but a manifestation of
the various mental states, which humans are not aware of and have no control. These mental states, in turn, govern human decisions,
actions, and behaviors. To understand this view, let us briefly discuss Freud’s concept of the mind.
According to Freud, there are three levels of the mind: the conscious level, the pre-conscious level, and the unconscious
level. The conscious level pertains to a person’s current awareness. The preconscious level pertains to the memories and stored
knowledge that a person is not currently aware of but can be brought to the present awareness easily by the process of remembering.
The unconscious level pertains to those fears, motives, sexual desires, wishes, urges, needs, and past experiences that a person is not
currently aware of and which cannot be easily brought to the conscious level. Freud likens his concept of the mind to an iceberg. The
conscious level is the tip of the iceberg. The preconscious in in-between the two levels, and the unconscious level is the seat of the
mind, which is concealed, vast, and powerful.
Freedom, for Freud, is an illusion. That is because human decisions, actions, and behaviors are determined by those instincts,
drives, hopes, wishes, and past experiences which humans are not aware of and of which they have no control.

Sociological Determinism
According to B.F Skinner (1971), there is no autonomous agent in humans that determines their actions. Human behavior is
shaped by external conditions and not by the so-called inner self. Actions that produce good consequences are reinforced; conversely,
actions that yield negative effects have the tendency not to be repeated. Positive or negative reinforcement (reward or punishment
mechanism) is, therefore imperative to shaping and changing human behavior. The best way to shape and change human behavior is
through a reinforcing environment. If human behavior is determined by its consequences, reinforced if it has pleasant consequences
and not reinforced if it has unpleasant consequences, then it is externally determined. If human behavior is environmentally
determined, then it makes no sense to claim that the person is free, for to claim that a person is free is to posit an autonomous agent in
human person that decides independently of the consequences of human behavior. Freedom, the, based on this view, is an illusion.
While the pan-determinist are correct in pointing this out, according to Viktor Frankl (1973) they are wrong in claiming that
human behavior is nothing except what is pre-determined by these factors. For Frankl (1973), human freedom does not exist in a
vacuum. To be free means to be free from. Freedom always presupposes a condition or a restriction. Without condition or restriction,
there is nothing from which a person can be freed. A human person, for Frankl, is self-determining. As such, he/she is not reducible to
its genetic constitution nor is he/she just a product of his/her mental states and social conditions. For Frankl, all these condition –
biological, psychological, and social – serve as the springboards of human freedom. (Frankl 1973, 75-76)
Now, having said that a human person has the power to transcend all the factors that condition human freedom, let us
examine the claim of pan-determinism in great detail.

SELF – DETERMINING BEING

Viktor Frankl (1973) says that all persons are biologically, psychologically, and sociologically destined. Biologically, all
persons have individual genetic endowments. Psychologically, they have varying instincts and drives that are part and parcel of their
human nature. And sociologically, they are thrown into different social conditions of which they have no control. While the pan-
determinists are correct in pointing this out, according to Frankl, they are wrong in claiming that human behavior is nothing except
what is pre-determined by these factors (Frankl 1973, 75)

Against Biological Determinism

If we are nothing more than our biological endowment, how can we explain the triumphs in life of those persons who suffer
from physical disabilities, and failures of those who got what it takes to succeed in life? If biological determinism is true, then how do
we explain also the lives of identical twins, who are said to have the same genetic make-up but whom turn out to have different
attitudes, behaviors, and personalities? Physically challenged individuals can go far beyond what their biological conditions permit
them to do. An example of this claim is the life of Nick Vujicic, born without arms and legs but the world’s most popular evangelical
and motivational speaker. Nick’s life is a powerful testimony against the claim of biological determinism. Given a positive mental
attitude, a human person, just like Nick Vujicic, can transcend his/her physical condition in order to succeed in life. Certainly, Nick
Vujicic’s life proves the power of human will and determination.
 Immaculada Concepcion College
Of Soldier’s Hills Caloocan City, Inc
Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

Against Psychological Determinism SELF-DETERMINATION

Freud says that human freedom is impossible because human It is an innate capacity of the human person to
behavior is determined by mental states that human persons have no determine his/her decisions and actions and
awareness and control. Freud is correct that there exists mental state ultimately his/her own life amidst constraining
such as instincts and drives, hopes and wishes, past frustrations and conditions
successes. These mental states condition human behavior, indeed.
However, it is one thing to say that these mental states condition
human behavior; it is another thing to say that they determine human behavior. To condition does not mean to determine. Instincts and
drives are indeed powerful, which may turn our lives up and down. If we allow these drives and past experiences to govern our lives,
then Freud might actually be correct in saying that human behavior is psychologically determined. But we know, based on our
experiences, that we can control process and direct out mental states for whatever purposes. Contrary to Freud, Plato says that reason
has the power to govern both our appetite and emotion. Immanuel Kant states that humans may sometimes act according to the dictate
of their desires but they have the capacity to choose what is right. This capacity is a proof of human freedom. Clearly, psychological
states are real but humans have the power to be aware, to process, and to use them to their advantage rather than being driven by them.
This proves, once again, that a human person is free as opposed to what psychological determinism claims.

Against Sociological Determinism

Karl Marx argues that “it is not the consciousness of men that determines their existence, but their social existence that
determines their consciousness”. This means that a person’s perspectives, attitudes, values, and beliefs, according to this view, are
nothing but a product of his/her social condition.
Frankl negates this idea by saying that while it is true that a person is unavoidably influenced by his/her environment, the
environment does not completely determine his/her behavior. That though some of a person’s behaviors are nothing but responses to
his/her surroundings, he/she cannot be reduced into a mere mechanical object completely determined by the outside world.

Freedom
● The power or right to act, speak, or think as one wants without hindrance or restraint.

● Absence of subjection to foreign domination or despotic government.

● The state of not being imprisoned or enslaved.

Freedom is the power or right to act, speak, or think as one wants without hindrance or restraint, and the absence of a despotic
government.

Exercise Prudence in Human Freedom

All human persons want to be happy. We want to pursue good in a way that will make us happy. This means we have to learn
how to act well which in turn involves an acquisition of virtue. If that sounds complicated, let us put it more simply: virtue is about
doing the right things, and if we do the right things, we will become happy. But what is the first thing we need if we want to do the
right thing? Well, obviously, we need to know what the right thing to do is. This is where prudence comes into the picture.
Prudence is the first of the cardinal virtues because it is the ability to look at a concrete situation and know what ought to be
done. It is the ability to make right judgements. Prudence gives us the knowledge of what must be done when it must be done, and
how it must be done. Prudence is not timidity, an avoidance of all danger, cowardice, lack of initiative, self-preservation, never
spending any money, or an excessive focus on manners.
 Immaculada Concepcion College
Of Soldier’s Hills Caloocan City, Inc
Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

FREEDOM AND RESPONSIBILITY

LESSON CONTENT

All Actions Have Consequences

God confronted Eve, “What is this that you have done?” (Gen. 3:13) He also confronted Cain, “What have you done?”
(Genesis 4:10). A person is responsible for any directly willed act. Also, an action can be indirectly voluntary (from negligence or
ignorance).

A person is not responsible for an evil act if he did not will it and did not intend it as a means to an end. For example, a
person might incur death while trying to help another. A person is responsible if he had not avoided the evil act (as a drunk driver
killing someone). As a general rule, all our actions have consequences. This relationship is as dependable as the ripples created by
throwing a pebble into a lake. Consequences can be either good or bad. Problems arise when we don’t think about or recognize the
consequences of our actions.

A. Freedom Implies Responsibility

In the previous lesson, we stated that a human person is condemned to be free. A human person is not only free to choose
his/her actions, but also, to create meaning in his/her own life. That a human person is nothing in the beginning and he/she becomes
something through his/her actions. It is in his/her actions that he/she becomes who he/she is. It is through his/her freedom to act that
he/she creates and recreates himself/herself. This is the condition of a human person and it demands much from him/her. In this
lesson, we will discuss the view that freedom, as Sartre (1975) argues, implies responsibility.
Because a human person is free, he/she is responsible not only for himself/herself, but also, for humanity. First, a person is
in-charge of his/her own life. A person is the “master of his/her fate and the captain of his/her soul” an adage says. A person has no
excuse; he/she has to live his/her own life. Proxy is not allowed. He/she cannot afford to be complacent and irresponsible. He/she has
to think for everything in his/her own life. The world is not a mother’s womb of comfort and security. It is full of uncertainties and
insecurities and the person has to deal with them alone and without substitute for the rest of his/her life. To be free, the, is to be
responsible for one’s existence. What a person is and how he/she should exist is his/her responsibility.

B. Freedom is doing what is Good as a Matter of Duty

According to Immanuel Kant, freedom is not an act of doing anything one wants. Doing what one wants is not freedom; it is
slavery to one’s appetite or emotion. Freedom does not react; it commands. Freedom is not also doing things because they are
beneficial; it is doing things because they ought to be done (Sandel 2010).

According to Kant, as an autonomous rational being, a person acts freely only if he/she acts for the sake of duty, which
he/she imposes upon himself/herself in accordance with moral laws (Copleston 1994).

Let us dissect this statement. First, there exists a moral law that governs all human persons in the world. This moral law is
universal, that is to say, it applies to all human persons as rational beings regardless of space and time. This moral law is also absolute
in the sense that it requires complete obedience from its subjects. Second, a human person is a rational being and, as such, he/she
should be governed by his/her own reason. This makes him/her an autonomous being, one who performs actions based on his/her/own
will. If this is the case, then there ought to be no authority over him/her. If a human person does something because he/she is
commanded to do it, then he/she is not doing it as an autonomous being but someone who is governed by an authority. To be
autonomous is to be an authority of oneself. To be autonomous is to will one’s actions freely. Third, a human person acts freely only if
he/she acts for the sake of his/her duty, which is self-imposed but in accordance with the moral law. As an autonomous being, a
human person ought to act in accordance only with the commands he/she imposes upon himself/herself. As a moral being, a human
person has an obligation to obey the decrees of the moral law. Hence, a human person has two obligations: to obey the dictates of
his/her reason and to obey the decrees of moral law.
 Immaculada Concepcion College
Of Soldier’s Hills Caloocan City, Inc
Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

INTERSUBJECTIVITY

LESSON CONTENT

Intersubjectivity of Human Beings

Intersubjectivity presupposes human being’s connectivity with other human
beings. It means that we share the same situations wherein we can create shared
meanings. These meanings become basis for our collective actions and beliefs.
Nonetheless, these shared meanings do not eliminate our own individuality. Though
shared meanings become channels of collective actions, they do not demand uniformity
of expressions of these actions. Continuous sharing of meaning leads to open
communication of myself to the other. The unveiling of myself to other human beings
leads me to a deeper knowledge of myself: self-knowledge towards the manifestation
and realization of my selfhood.
Intersubjectivity is, at its simplest, shared understanding that helps people relate
one situation to another.

Human being is a social being

A human being creates his/her world to establish relationship with other created things. He/she has to establish relationship
with the environment for him/her to survive as part of it. Detached from the environment, he/she cannot survive. Moreover, since
he/she is endowed with reason, he/she has to establish relationship with other human beings. Open communication or vocative
situation or dialogue among human beings is an encounter of unique persons in a concrete context or situations in the community.
As social beings, communication among humans is a necessity. It does not only transform the social context but also their
perspective on existence and its meaning. Since communication is a necessity toward intersubjectivity, it also becomes a means
towards meaningful existence.

Human Being is born and creates himself/herself in social interaction.

The existence of human being is the consequence of social interaction particularly between two unique individuals. They
together strengthen this interaction through constant communication. From such communication, they establish communion of lives
that leads to the establishment of family where the basic interactions realized. Such communicative interaction becomes a matrix in
which each person participates, adopts, and absorbs the values, system, belief and world-view that pervade and harmonize among the
individual in the social interaction.

Accepting Differences among People

There is a psychological adage that says. “No two individuals are exactly alike” – even twins are not exactly alike in
physical, mental, social, and emotional behavior. Saying it in another way, there exist individual differences among people in many
ways. Imposing others what are alike is an authoritarian way of dealing with people. It runs contrary to their freedom and choices. We
have to accept differences among people no matter who they are.
 Immaculada Concepcion College
Of Soldier’s Hills Caloocan City, Inc
Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

INTERSUBJECTIVITY:
GENUINE DIALOGUE

LESSON CONTENT

A. Spontaneity in Dialogue

The self-expression of my being carries a lasting communicative manifestation with the other. On the other, the other is also
dependent upon my existence. Martin Buber comments that in this context interpersonal relationship arises between ‘myself’ and the
‘other’ which leads to the experience of communion of selfhood. Karl Jaspers supports this claim. He says that human existence “can
come into its own with other existence” (Jaspers 1950, 55). Unless human being enters into interpersonal relationship, he/she remains
an isolated entity; thus he or she cannot become himself/herself.

In the mutual self-manifestation of selfhood, there is a tendency of organizing and planning about the things to be done and
accomplished. There is a tendency of thinking, of how one acts, and what one says to the other or about the possible result of such
dialogue. There is a tendency to think what language to use in the vocative situation. Such tendencies may lead to the superficiality of
communication. One may not really unveil his/her selfhood to the other.

Spontaneous manifestation or unveiling of one’s self must be a part of process vocative situation. True vocative situation or
open-communication has an element of epiphany; it has an element of surprise. True and liberating vocative situation is not planned at
all. It is more than words and thoughts. As one manifests his/her self-being to the other, he/she surprises the other. Emmanuel Levinas
believes that this is the reason why an element of mystery is a vital element in an interpersonal relationship. Spontaneous revelation of
one’s self-being enriches the other. In such a situation, the other makes a spontaneous response that comes from his/her self-being
which is free from any manipulative tendencies.

Spontaneity reveals the mystery of self-being. Spontaneity leads one towards the experience of one’s selfhood and the other’s
selfhood. Genuine dialogue is not to be planned and directed. It must come from the concrete situations of those who are involved.

B. Overcoming the “I” Centeredness

The communicative manifestation demands surrendering of one’s self-being to the other. It is letting the other be the center of
the vocative situation. This is a risk that confronts human being in order to experience his/her own self-being. As he/she experiences
his/her self-being in the vocative situation with other, he/she also aims that the other also experiences his/her own self-being.

In this vocative relation, it involves reciprocal effect. As one finds and realizes his/her self-being in the vocative situation, the
other is also summoned to find and realizes his/her self-being. Leonardo Mercado affirms that human beings influence each other;
both are open to each other. They both experience the meaning and power of vocative situation toward the realization of their own
selfhood. This occurs every time the “I” chooses to lose itself in the depth of vocative situation. De-centering the “I” for the other
leads to the unveiling and realization of its selfhood, as the other also unveils and realizes his/her selfhood.

Overcoming the “I” centeredness is not simply a matter of reciprocity. As the one leaves himself/herself as the center of
vocative situation, he/she consider the other as more important than himself/herself. It means that when a human being gives love to
the other, he/she does not expect the other to love him/her the way he/she does (Timbreza 2008). Human being sees the other with a
sense of reverence and awe.

C. Relational Responsibility

Human being is essentially relational. Gabriel Marcel affirms that human is not some disconnected, completely self-standing
being. Other human beings are involved in his/her existence and in the process of realizing his/her selfhood. This is the expression of
human being’s relational responsibility to the other. Through his/her active engagement in the vocative situation, he/she finds and
realizes his/her selfhood. And through his/her active engagement, the other also finds and realizes his/her selfhood.

Relational responsibility is concretely expressed through the following: knowledge, respect, care and confirmation. These
elements are means for the participants of the vocative situation to be responsible for each other. One is responsible for the other. This
responsibility is not temporary. It is characterized by constancy. It comes from the core of self which is its freedom.

Knowledge is a vital aspect for the realization of communicative manifestation between and among the human beings. As
one enters into the depth of relation and unveils his/her self-being, he/she is known. And the knowledge about the other will serve as
an epiphany or a sign of how one responds to the other. Knowledge is other oriented. It must not be used against the other. Knowledge
about the other must not be utilized to control the other. It is an instrument to be more responsive and responsible for the other.

Respect is a response of acceptance of the whole being of the other, of his/her realities and possibilities, of his/her
individuality and uniqueness (Erich Fromm, Art of Loving). As the “I” accepts the whole of the other, he/she begins to entrust his/her
self-being to the other. In this context of acceptance and trust, both the “I” and the other learn to surrender their individuality and
 Immaculada Concepcion College
Of Soldier’s Hills Caloocan City, Inc
Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

experience the unity of their self-being. But neither the “I” nor the other absorb each other’s self-being. Each self-being remains in the
vocative situation.

Another vital response in the dialogue is care. Erich Fromm posits that this care for another person is an active concern for
the other. Response to the other in the dialogue is not limited to linguistic expressions of caring. Human being acts every time he/she
recognizes the need of the other. This is even extended to the context of economy. It is not just a sacrifice of time for the other. It is
also reaching out, stretching hands to the other for help.

A more enriching dialogue unfolds every time the “I” confirms the whole being and possibility of the other. The “I”
recognizes the goodness and beauty in the other and that the other also recognizes what you have recognized as good and beautiful is
his/her self-being.
 Immaculada Concepcion College
Of Soldier’s Hills Caloocan City, Inc
Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

INTERSUBJECTIVITY:
APPRECIATING THE TALENTS OF PERSONS WITH DISABILITIES AND UNDERPRIVILEGED PERSONS

LESSON CONTENT

Persons with Disabilities (PWD)

This term (formerly disabled persons) refers to those persons with impairment and obstacles such as physical barriers and
prevailing attitudes that prevent their participation in society. The more obstacles there are the more disabled a person becomes. Under
RA 10524, Persons with disabilities have long-term physical, mental, intellectual, or sensory impairments. Some people may have
more than one form of disability and many, if not most people, will acquire a disability at some time in their life due to physical
injury, disease or aging.

Besides the obvious problem of putting a price tag on the basic human rights for a significant segment of the population, it
turns out that it is actually good economics to ensure that persons with disabilities are able to live up to their potentials. When there
are no obstacles in their way, persons with disabilities can become employees, entrepreneurs, consumers, taxpayers, along with
everybody else.

Persons with disabilities can contribute a wide array of expertise, skills, and talents. While persons with disabilities face
higher unemployment rates than the rest of the population in virtually every country, studies show that the job performance of persons
with disabilities is as good, if not better, than the general population. High retention rates and less absenteeism have more than offset
fears that it is too costly to accommodate the needs of persons with disabilities add significant cost to employers are overblown. A
2003 survey reported that employees with disabilities did not require any special accommodation.

The seven types of disabilities mentioned in RA No. 7277 are psychosocial disability, disability due to chronic illness,
learning disability, mental disability, visual disability, orthopedic disability, and communication disability. They are defined in
Department of Health A.O. No.2009-0011 as follows:

Psychosocial Disability — any acquired behavioral, cognitive, emotional, social impairment that limits one or more activities
necessary for effective interpersonal transactions and other civilizing process or activities for daily living, such as but not limited to
deviancy or anti-social behavior.

Chronic Illness — a group of health conditions that last a long time. It may get slowly worse over time or may become permanent or
it may lead to death. It may cause permanent change to the body and it will certainly affect the person’s quality of life.

Learning Disability — any disorder in one or more of the basic psychological processes (perception, comprehension, thinking, etc.)
involved in understanding or in using spoken or written language.

Mental Disability — disability resulting from organic brain syndrome (i.e., mental retardation, acquired lesions of the central nervous
system, or dementia) and/or mental illness (psychotic or non-psychotic disorder).

Visual Disability — impairment of visual functioning even after treatment and/or standard refractive correction, with visual acuity in
the better eye of less than 6/18 for low vision and 3/60 for blind, or a visual field of less than 10 degrees from the point of fixation. A
certain level of visual impairment is defined as legal blindness. One is legally blind when the best corrected central visual acuity in the
better eye is 6/60 or worse or side vision of 20 degrees or less in the better eye.

Orthopedic Disability — disability in the normal functioning of the joints, muscles or limbs.

Communication Disability — an impairment in the process of speech, language or hearing, further broken down into two types: (a)
Hearing Impairment is a total or partial loss of hearing function which impede the communication process essential to language,
educational, social and/or cultural interaction; and (b) Speech and Language Impairment means one or more speech/language
disorders of voice, articulation, rhythm and/or the receptive or and expressive processes of language.

People with Disabilities and Less Fortunate in Life but Creative and Talented:

Sudha Chandran is an inspiring woman. When she was only 16 years old, she met with
a horrific accident which resulted in the amputation of her right leg. She is widely known
for her accomplishments as a Bharatanatyam dancer, she also acted in several films like
Mayuri and Nache Mayuri. Once she said that “Once I stepped on the stage, I got my
soul back”.
 Immaculada Concepcion College
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Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

Stephen Hawking
The person whose genius enables him to be named after Albert Einstein was Stephen
Hawking. His works have been ground-breaking, to say the least. “A Brief History of Time”
is one of his famous books. After he became paralyzed, he spent the rest of his life in a
wheelchair. His view on life is evident from his quote “Life would be tragic if it weren't
funny”.

George Washington
If a person who suffered from dyslexia throughout his life can become the first president of the
United States, then no PwD should ever be criticized or deprived of any opportunity as
greatness lies within the soul. George Washington once said, "99% of failures come from
people who make excuses."

Ludwig Van Beethoven

The famous German musician’s hearing became impaired in the later stages of his life. He
succumbed to hearing disability by the age of 44 but this did not stop him from composing
brilliant music. One of his brilliant work, the Moonlight Sonata has composed during this time
and also 6 other symphonies. His passion for music can be seen when he said: “Music is a
higher revelation than philosophy.”

Nicholas James Vujicic

When Nicholas was born, it was found that he had an exceedingly rare disease called
phocomelia. This disorder caused him to be born without his four limbs, also known as Tetra-
Amelia syndrome. This major disability could not stop him from being one of the most famous
motivational speakers. The power in his heart is evident when he says, “If you can't get a
miracle, become one.”
 Immaculada Concepcion College
Of Soldier’s Hills Caloocan City, Inc
Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

HUMAN PERSONS AS ORIENTED TOWARDS THEIR IMPENDING DEATH

The Certainty of Death

We have no personal experiences of death. But we are sure that sooner or later we will die. Our knowledge of our death may
not be experiential, but it is with certainty – perhaps the only certainty we can speak of – that we will die. We are certain about our
death because history attests that no one who had lived in the far past still exists today. We are also certain about death because
science tells us that anything that comes also goes. That nothing remains the same forever – this is the law of entropy. Finally, we are
certain about death because we have seen people die. We have seen old people die, and young people too. The sick people die as well
as the healthy ones. Some people die in the battlefields, some die in their own homes, and some inside their mothers’ wombs. The
poor and the rich, the frustrated and the successful are destined to die. Death does not choose our age, our physical condition, our
decision, or our position in life.
Death, it is said, is the greatest equalizer in life. The politicians and the religious cannot aspire for more power than what are
inscribed in their epitaphs. The poor and rich possess no more lands than six feet below the ground. No one claim supremacy over
death. All have to bow down their heads and be ready to face their ultimate destiny. Everyone dies. It is an ultimate truth, a truth that
no one can deny and no one can defy. The unfortunate thing about this truth, however, is that, it remains to be revealed.

The Uncertainty in Death

Aside from the certainty of death as human event, there is another certainty in death: it is a permanent cessation of physical
life. A dead person does not breathe, his/her blood stops to circulate, his/her organs cease to function and his/her brain no longer
operates. Death, certainly, is that which anything physical in a human person comes to an end. But as to when life will come to an end
is beyond human will (except in the case of intentional death). Death is expected from old and sick, but young and the healthy can die
unexpectedly. While some people die at birth, and others due to old age and sickness, there are some who meet death through
accident. Death is uncertain as to its time, place, and the way it happens. It always catches people unaware as the Boholanos observes
“Death comes to us whether we are standing or sitting” (Timbreza 2008, 35)
If there are two things certain about death, there is one thing uncertain about it and that is, we do not know whether life
continues after death. And so, we ask, does the death of our body mean the death of our life? Or is there a truth to the promise that
there is life after death?
This question has occupied our minds from the day we have become conscious of our existence up to the present time when
we have discovered ways to cure terminal illnesses and prolong lives. This question has perplexed philosophers, making philosophy
initially as the search for answer to this question. In fact, for great ancient philosopher Socrates, “To philosophize is to learn how to
die.” One who is wise is always ready to die.

There are two general views of death: the materialist and the spiritual. The materialists believe that a human person is
nothing but a material entity. A human person does not have a spirit or soul. Belief in the existence of the spirit or soul is considered
an illusion. When the body dies, nothing exists after it. Everything in life ends in death.
There are differing theories constituting the spiritual view about death. Plato’s concept of life and death has become the most
influential one. According to Plato, a human person is composed of body and soul. In fact, for him, a human person is a soul in a body.
When the body dies, the soul continues to live. Through death, the soul is liberated from the trap of the body. If we believe in this, we
will not be afraid to die, but rather, we will welcome and even celebrate death. This concept of life and death is said to have influenced
the Christian perspective about death. For the Christians, a human person is also composed of body and soul and death ushers the
journey of the soul back to his/her Creator. To die is to be home in Heaven with God. Dying, then, is supposed to be embraced with a
joyful heart.

The Eastern people also have their own views of death. The Hindus also believe in the existence of the eternal soul. For
them, when a human dies the atman (human soul) is either reincarnated to another being or is reunited with Brahman (The Supreme
Being) depending on his/her state of mind. If a human person had been enlightened before his/her death he/she will be directly
reunited with Brahman. But if he/she was deluded at the time of his/her death he/she will be reincarnated into other beings until such
time that he/she finds enlightenment. Reincarnation, therefore, is both an imprisonment and an opportunity for enlightenment.

The Buddhists, on the other hand, do not believe in the existence of the permanent soul of the Hindus. They believe that just
like anything in the world a human person is impermanent and hence does not possess any enduring substance in him/her. For them, to
believe in the permanent and eternal soul is a product of ignorance and ignorance is the root cause of human suffering. We suffer,
according to them, because we believe in the existence of the self (atman) and this belief makes us crave, cling, and be attached to life.
But life will always frustrate our desires for there is no such thing as permanent self. The Buddhists believe that when we die there in
no permanent self that endures. There is nothing left and we should not expect, for it is our expectation that makes us suffer. The way
out of suffering, according to the Buddhist, is to expel any beliefs in the permanence and eternity of the soul. We have to understand
the truth that there is nothing permanent in this world, and that includes us. We have to realize that we, just like anything in the world,
will die and there is nothing else to be expected. Without expectation, we will not be frustrated and we will not suffer.

These are the main views about life and death. There are surely other views and these views are dependent on culture,
religion, education or experiences in life. No one can say with authority, however, that his/her view is better than that of others. And
as there are many views on death, it only follows that we are not certain what happens after death. And this unfortunate truth: death is
certain and yet it brings us so much uncertainty.
 Immaculada Concepcion College
Of Soldier’s Hills Caloocan City, Inc
Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

ATTITUDES TOWARD DEATH

LESSON CONTENT

DEATH is an impending reality for each of us. All of

what we have done, the lives we have valued and
cherished, will ultimately be gone because of death.

The thought of death, then, begets in us anxiety,

the fear of something unknown. It makes us
uneasy and sometimes psychologically paralyzed
up to extend of committing suicide

Because of this, we resort to various ways of

dealing with the terror of death.

STORY- TELLING
...is one of these and there are four main stories
according to Stephen Cave (2013)

The story of magical elixir

or fountain of youth
Any substance that enables
one to stay young forever
The story of resurrection
The belief that a human body
can rise up again after it dies
An example is the story of
Jesus
The story of soul
The soul will continue exist
when the body dies.
The story of legacy
The belief that human person
attains immortality in the
legacies he created for
humanity.

The best way to deal with our fear of death is through affirming life itself. For Socrates, we are afraid of death because we
think that death is evil bit believing that death is evil is believing in something that we do not know. In other words, we are afraid of
death not because death is evil but because we think that it is evil – that sort of thinking according to Socrates is based on ignorance.
(For no one know what lies beyond death; we only assume (hence ignorance) that it is evil.) And if ignorance is the root cause of the
fear to death, then knowledge must be its antidote. This is the reason why Socrates says, “Know thyself”

A human person, according to Socrates, is soul temporarily residing in the body. The soul is eternal and the body is temporal.
When the body dies the soul is liberated from it and it continues to exist. One must be able to realize this truth rationally.

Just like Socrates, Gautama Buddha also believes that we are afraid of death because of our ignorance of our human nature.
Because of this ignorance according to him, we crave for life; we cling and attach to it. It is because of this craving, clinging, and
attachment to life that makes us afraid to die and makes us suffer. Just like Socrates, Buddha believes that the way out of fear of death
is through understanding human nature. But unlike Socrates, Buddha believes that belief in eternal soul is product of ignorance.
 Immaculada Concepcion College
Of Soldier’s Hills Caloocan City, Inc
Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

One good way to welcome death is to stretch our arms in the same way Jesus did on the cross. Jesus embraced his death with
the last words, “It is finished.” The Bible says that Jesus came to the world to save humanity. He came to Earth for a mission and He
knew His mission would require suffering and ultimately death.

ACTIVITIES FROM WEEK 9 TO WEEK 16 ( PARA SA GUSTONG HUMABOL)

Title: Intersubjectivity
Using the power organizer, write the most important details about the
nature and goals of Anthropology, Sociology and Political Science in your activity
notebook.

Questions:
1. How do you find the activity?
2. What are the important details you find out about the topic?
3. Do you find it helpful to know about the details of the topic?

Activity 2. Jumbled Letters

Directions:
There are five words that you can find below; however, the letters are
jumbled. A short description is provided to help you identify the words. Kindly write
the correct word/phrase on the blanks provided. Write your answer in your
notebook.

1. GYOLOPORTHAN -Scientific study of man or human beings.

__ __ __ __ __ __ __ __ __ __ __ __

2. GYOLOICOS -Study of human social relationships and institutions.

__ __ __ __ __ __ __ __ __
3. CALITILOP ECNEICS - A social science that deals with humans and their
interactions.
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Instructions: Define intersubjectivity by reading the sentences below. Put a check (/) if the statement defines
intersubjectivity.

1. Intersubjectivity is about humans treat plants.

2. It is a state of sharing subjective states by two or more individuals.
3. We can put ourselves in the shoes of others.
4. You disregard others as much as you want.
5. We cannot help but we must be sensitive with the existence of other.

Title: Yes, You Can

Instructions: Below are some of societal problems that we face in present time. Realize how intersubjectivity accepts
individual difference by giving concrete solutions from intersubjective point of view. Write your answer in a one whole
sheet of yellow paper.

1. Instead of showing mercy, many people make fun of persons with disabilities.
2. Regarding rape issue, women are blamed because of the type of clothes they wear.
3. Indigenous people have their own culture others do not understand and some make fun of them.
4. Nowadays, some people think that psychological problems are just excuses people do to justify their weaknesses.
5. Many say that poor people are poor because of their mentality.
 Immaculada Concepcion College
Of Soldier’s Hills Caloocan City, Inc
Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

Title: Be Genuine
Instructions: Define genuine dialogue by reading the sentences below. Say “SHEESH” if the statement shows genuine
dialogue and “SKRRT” if the statement does not.

1. Man has the natural tendency to establish relationship with other people.
2. We are primary aware of people as objects and not as persons.
3. An authentic relationship is possible if only individuals acknowledge each other’s presence as persons.
4. The views and ideas of other people, as well as social context, do not influence our behavior as individuals.
5. All humans find it difficult to have meaningful relationships with others.

Title: Great Power, Great Responsibility

Instructions: Identify what elements of relational responsibility is defined in each sentence.
1. It is not just a sacrifice of time for the other. It is also reaching out, stretching hands to the other for help.
2. It is a response of acceptance of the whole being of the other, of his/her realities and possibilities, of his/her
individuality and uniqueness.
3. It is a vital aspect for the realization of communicative manifestation between and among the human beings.
4. It recognizes the goodness and beauty in the other and that the other also recognizes what you have recognized as good
and beautiful is his/her self-being.
5. It is an instrument to be more responsive and responsible for the other.

Title: Hephep! Hooray!

Instructions: Define disabilities and its types. Say “LOVE” if the statement is TRUE and “RESPECT” if the statement is
FALSE. Raise your hand if you want to answer.

1. Disability refers to those persons with impairment and obstacles such as physical barriers and prevailing attitudes that
prevent their participation in society.
2. Under RA 10542, persons with disabilities have long-term physical, mental, intellectual, or sensory impairments.
3. Mental disability is a disability resulting from organic brain syndrome (i.e., mental retardation, acquired lesions of the
central nervous system, or dementia) and/or mental illness (psychotic or non-psychotic disorder).
4. Psychosocial disability is any acquired behavioral, cognitive, emotional, social impairment that limits one or more
activities necessary for effective interpersonal transactions.
5. Learning disability is impairment in the process of speech, language or hearing.
6. Communication disability is any disorder in one or more of the basic psychological processes (perception,
comprehension, thinking, etc.) involved in understanding or in using spoken or written language.
7. Person that has chronic illness may experience a slowly worse condition over time or may become permanent or it may
lead to death.
8. The seven types of disabilities mentioned in RA No. 2777.
9. Orthopedic disability is a disability in the normal functioning of the joints, muscles or limbs.
10. Communication disability are broken down into two types; Hearing Impairment and Speech/Language Impairment.

Title: What is Freedom?

Using the power organizer, write the most important details about the
nature and goals of Anthropology, Sociology and Political Science in your activity
notebook.
 Immaculada Concepcion College
Of Soldier’s Hills Caloocan City, Inc
Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

Questions:
1. How do you find the activity?
2. What are the important details you find out about the topic?
3. Do you find it helpful to know about the details of the topic?

Activity 2. Jumbled Letters

Directions:
There are five words that you can find below; however, the letters are
jumbled. A short description is provided to help you identify the words. Kindly write
the correct word/phrase on the blanks provided. Write your answer in your
notebook.

1. GYOLOPORTHAN -Scientific study of man or human beings.

__ __ __ __ __ __ __ __ __ __ __ __

2. GYOLOICOS -Study of human social relationships and institutions.

__ __ __ __ __ __ __ __ __
3. CALITILOP ECNEICS - A social science that deals with humans and their
interactions.
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Instructions: Provide five sentences that define freedom. Write your answers on a ¼ sheet of paper. (5pts)

1.
2.
3
4.
5.

Title: Understanding Freedom as Self-Determination

Using the power organizer, write the most important details about the
nature and goals of Anthropology, Sociology and Political Science in your activity
notebook.

Questions:
1. How do you find the activity?
2. What are the important details you find out about the topic?
3. Do you find it helpful to know about the details of the topic?

Activity 2. Jumbled Letters

Directions:
There are five words that you can find below; however, the letters are
jumbled. A short description is provided to help you identify the words. Kindly write
the correct word/phrase on the blanks provided. Write your answer in your
notebook.

1. GYOLOPORTHAN -Scientific study of man or human beings.

__ __ __ __ __ __ __ __ __ __ __ __

2. GYOLOICOS -Study of human social relationships and institutions.

__ __ __ __ __ __ __ __ __
3. CALITILOP ECNEICS - A social science that deals with humans and their
interactions.
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
 Immaculada Concepcion College
Of Soldier’s Hills Caloocan City, Inc
Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

Instructions: To understand freedom as self-determination, choose the most appropriate answer for each question. Write
your answers on a ¼ sheet of paper. (8pts)

1. What is self-determination in the context of freedom?

a. Acting without any consideration
b. Making choices based on external influences
c. Making choices based on one's own will and values
2. In the concept of self-determination, freedom is linked to:
a. Total isolation from others
b. The ability to make choices in alignment with one's values
c. Conforming to societal expectations
3. Which statement best reflects the idea of being a self-determining being?
a. Following orders without question
b. Making decisions autonomously based on personal values
c. Doing what others expect without consideration for personal beliefs
4. Freedom as self-determination implies:
a. A lack of responsibility for one's actions
b. The ability to choose one's path and take responsibility for the consequences
c. Strict adherence to external rules and regulations
5. What role does personal will play in the concept of self-determination?
a. It has no relevance to freedom
b. It is the driving force behind making choices that align with one's values
c. It is a hindrance to true freedom
6. According to the idea of self-determination, freedom involves:
a. Conforming to societal norms
b. Making choices that resonate with one's authentic self
c. Avoiding decision-making altogether
7. Which scenario best exemplifies self-determination?
a. Following a predetermined life plan set by others
b. Choosing a career path that aligns with personal interests and values
c. Accepting limitations imposed by external forces without question
8. The essence of being a self-determining being is:
a. Having decisions made by external authorities
b. Making choices that reflect one's own will and values
c. Ignoring the consequences of one's actions

Title: Think!
Instructions: Write R if the situation recognizes the meaning of one’s life and N if it does not. Write your answers on a ¼
sheet of paper. (10pts)

1. Imagine a person who discovers a deep passion for a creative pursuit, such as writing, painting, or composing music.
2. A person who dedicates their life to serving others.
3. Consider someone who embarks on a spiritual journey, seeking a deeper understanding of themselves and their
connection to the universe.
4. A person stuck in a monotonous and unfulfilling daily routine without any sense of passion or excitement may feel a
lack of meaning in their life.
5. Someone who experiences profound isolation and loneliness, lacking meaningful connections with others, may struggle
to find a sense of purpose.
6. A person going through an existential crisis, grappling with questions about the nature of existence and the absence of
clear purpose, may feel a lack of meaning.
7. The joys, challenges, and responsibilities of raising children become the focal point of their existence.
8. Someone using substances or engaging in constant escapism to avoid facing reality might experience a void in their life,
as these activities often don't contribute to a deeper sense of purpose.
9. Being in toxic or unfulfilling relationships that lack mutual respect and support can contribute to a feeling of emptiness
and a lack of purpose.
10. An entrepreneur who establishes a successful business and positively impacts the lives of customers and employees
can find meaning in the creative process, problem-solving, and the ability to make a lasting difference.

Title: Think!
 Immaculada Concepcion College
Of Soldier’s Hills Caloocan City, Inc
Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

Instructions: “All actions have consequences.” Provide ten scenarios that shows the importance of being responsible.
Write your answers on a ½ sheet of paper. (10pts)

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Performance Standards
Show situations that demonstrate freedom of choice and the consequences of their choices.

PERFORMANCE/MINI TASK: "Choices and Consequences"

Modality: Face to Face

Instructions: The students will be divided into five groups. Each group should consider three different scenarios that
depict three distinct choices in their lives and prepare three possible consequences.

Goal: To engage students in understanding the impact of freedom of choice in different scenarios and reflecting on the
consequences of their decisions.

Role: Encouraging students to take an active role in decision-making fosters independence, critical thinking, and a sense
of responsibility for their own lives. It prepares them for the challenges and opportunities they will encounter in their
educational journey and beyond.

Audience: School peers

Situation: Consider that you are good at decision making; then, you are given the opportunity to make your own choice
about your life's goals or desires, and you are aware of the potential consequences of your choices. Show your peers the
various scenarios and the serious consequences you could face if you did not choose wisely.

Product: By actively participating in the activity, students can gain practical insights into the complexities of decision-
making, the consequences of their choices, and the skills necessary for thoughtful and responsible decision-making in
various aspects of their lives.

Standards:
The students will be evaluated by the rubrics below.
 Immaculada Concepcion College
Of Soldier’s Hills Caloocan City, Inc
Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

Since wala na po tayong klase, videoclip nalang po ang gagawin nyo, by GROUP po ito. (Performance Task)