S- enior High School

Introduction to the
Philosophy of the
Human Person
Quarter 2 – Module 2
for Weeks 3 & 4

Intersubjectivity

Image Credit: echopen.wordpress.com

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 Quarter 2 – Module 2 for Weeks 3 & 4
Intersubjectivity
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Published by the Department of Education - CEBU CITY DIVISION

Region VII

Development Team of the Module

Complier/Contextualizer:
Edwin L. Perino, J.D., Apas National High School

Editors / Reviewers:
John Paul D. Lesondato, Senior Education Program Specialist
Gerlie N. Alberio, MT1, Abellana National School

Management Team:
RHEA MAR A. ANGTUD, EdD
Schools Division Superintendent

DR. GRECIA F. BATALUNA

Chief, Curriculum Implementation Division

DR. LUIS DERASIN, Jr.

EPS- Araling Panlipunan/SHS Division Coordinator

VANESSA L. HARAYO, LLB

EPS-in-charge of LRMS

Department of Education – School Division of Cebu City,

Region VII Office Address: New Imus Ave., Barangay Day-as
Cebu City Telephone No: (032) 253 2559
E-mail Address: cebu.city@deped.gov.ph

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 Quarter 2 - Module 2 – Week 2 for Weeks 3 & 4
Intersubjectivity
Quarter : Second Quarter

Content Standard : The learner understands intersubjective human relations.

Performance Standard : The learner performs activities that demonstrate an

appreciation for the talents of persons with disabilities
and those from the underprivileged sectors of society.

Competencies (MELCs) : 1. Realize that intersubjectivity requires accepting

differences and not imposing on others.

2. Perform activities that demonstrate the talents of persons

with disabilities and those from the underprivileged
sectors of society.

Learning Outcomes : 1. Write a Reflective Journal on the plight of street children,

on Michael Jackson’s “Man in the Mirror”, and Freddie
Aguilar’s “Bulag, Pipi, Bingi”.

2. Create either a brochure, a poster, or a collage to

feature only one (1) PWD or any individual from the
marginalized sectors in your locality (sitio or
barangay).

3. Write a Graphic Organizer with four boxes and fill it

out with four people whom you are having genuine
relationships.

What I Need to Know

Truly, we are all unique individuals. Most of the time, we look at our differences
and may have "labels" toward one another. You can be a "misfit," a "loner," a
"partygoer," or "easy-go-lucky." In our lives, somehow, we have collected and given
labels ourselves toward others.

Though we are part of our society, we are still different individuals living
in this society. Each of us will have different appearances or points of view.

The module contains the following lesson for discussion:

Intersubjectivity

After going through this module, you are expected to:

1. Write a Reflective Journal on the plight of street children, on Michael

Jackson’s “Man in the Mirror”, and Freddie Aguilar’s “Bulag, Pipi, Bingi”.
2. Create either a brochure, a poster, or a collage to feature only one (1)
PWD or any individual from the marginalized sectors in your locality (sitio
or barangay).
3. Write a Graphic Organizer with four boxes and fill it out with four
people whom you are having genuine relationships.

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 What I Know

MULTIPLE CHOICE

Instructions: Choose the letter that best corresponds to your answer and use a
separate sheet of paper for your answers.

1. . Which among of the following refused to regard the human person as

a composite of some kind of dimensions, such as animality and
rationality?
A. Martin Buber and Karol Wojtyla
B. B. Martin Heidegger and Martin Buber
C. Karol Wojtyla and Martin Heidegger
D. Karol Wojtyla and Martin Heidegger

2. The social dimension of “We relation” that views the human person as total, not
dual belongs to______.
A. Karol Wojtyla B. Martin Heidegger C. Martin Buber D. John Dewey

3. Intersubjectivity arises due to the .

A. interaction between the self and the other.
B. this the “I-It relationship,” a person to a thing, subject to an object.
C. humans who merely experiencing and using.
D. Individuals lacking directedness and mutuality.

4. A genuine human interaction used in the concept of intersubjectivity is called

_________.
A. Inequality B. Labelling C. Dialogue D. Exclusivity

5. Martin Buber’s “Ich und Du” book presented a kind of relationship that is described
by mutuality, directness, presentness, intensity, and ineffability termed as .
A.I-You relation B. We-relation C. I-Me relation D. I-It relation

6. This is referred to as the interaction between the self and the other based on the
mutual recognition of each other as persons in a philosophical concept termed as
_______.
A. Intrasubjectivity C. Intersubjectivity
B. Radioactivity D. Plausibility

7. When asked as to how keenly aware you are of people, colors, noises, and
objects around, your response has something to do with_________.
A. Sensitivity C. Intensity
B. Persistence D. Perceptiveness

8. Born in Poland, Saint Pope John Paul II or Karol Wojtyla was an architect of
communism's demise (death) in his country. Which of the following was his
criticism of the traditional definitions of a human person contained in his
encyclical letter, “Fides et ratio”?
A. Political animal C. Rational animal
B. Social animal D. Spiritual animal

9. Persistence has something to do with_____.

A. Your strength in dealing with emotional disturbances.
B. Your awareness of people, colors, noises, and objects around.
C. Your being always on the move and busy to keep things done.
D. Your awareness of slight noises, emotions, differences in temperature,
taste, and textures.

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10. Which of the following statements is inconsistent with intersubjectivity?
A. It is a unique relationship between distinct subjects.
B. It does not allow a person to become closer to, agree, and cooperate with
others.
C. Every human person has an inner life of interiority which allows him or her
to give himself or herself to others.
D. It has the characteristic of the human person to engage in a very intimate
and personal relationship with others who are different from him or her but
who are also like him or her.

11. Intersubjectivity constitutes a level of self-other interaction by_____.

A. Seeing oneself as existing for and with others.
B. Dehumanizing others through catcalling or labeling.
C. Conducting oneself in a messy and disorganized manner.
D. Inflicting more harm to the environment through acts of imprudence.

12. Which of the following is the position of Pope John Paul II about the human
person?
A. The human person is born free and good.
B. The human person exists solely for himself or herself.
C. The human person, by nature, is selfish, cruel, and nasty.
D. The human person is the one who exists and acts (conscious
acting, has a will, has self-determination).

13. For Wojtyla, action through participation reveals the nature of the person as
a human agent. Which of the following statements is a negation to this?
A. Participation explains the essence of the human person.
B. Through participation, the person can fulfill one's self.
C. The human person is a world existing only by himself or herself.
D. The human person is oriented toward relationships and sharing in the
communal life for the common good.

14. A dialogue has something to do with the following, EXCEPT_______.

A. An interaction between persons that happens through speech or use
of words, expressions, and body language.
B. Expressions are made to convey a person’s inner life.
C. Words, expressions, and body language becoming a means by which he or
she can express a part of himself or herself to another person.
D. Being insensitive towards others’ way of thinking and feeling.

15. Martin Buber explained the “I-It” relation as_____.

A. The relationship of a person to a thing, subject to an object that is
merely experiencing and using; lacking directedness and mutuality
B. The notion of concrete experience/existence of the human person
C. He conceives the human person in his/her wholeness, totality, concrete
existence, and relatedness to the world.
D. The human person is oriented toward relationships and sharing in the
communal life for the common good.

What’s In

HOW DO WE AS HUMAN PERSONS RELATE WITH OTHERS?

We have the natural tendency and universal tendency to relate, to establish

attachments, and to seek close relationships with other people. This human nature
drives us to reach out to other people and interact with them in meaningful ways.
These meaningful interactions with other people are rooted in our capacity for
self-awareness and transcendence (to go beyond our limits). Interpersonal relations are
made possible when the self becomes aware of the other, which includes everyone
and everything outside of the self.

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 Take a moment to look at your neighbor. Are you aware of his or her existence?
The answer is yes since you perceived your neighbor through your senses. Remember,
your neighbor or anyone there near you is the other or a being that exists outside of
yourself.
We need to relate meaningfully with others because we consider ourselves as
essentially the same. This notion (idea) of recognizing the self in the other is how
philosophers define interpersonal relations. Intersubjectivity arises due to the
interaction between the self (your self) and the other. You and others must have
“shared” knowledge or “shared” emotions such as grief, joy, and love.
A deeper level of interaction between the self and the other is your awareness of
the self as being seen by others. This happens when others, strangers, for instance, are
looking in your direction. Imagine if someone close to you is doing as the stranger
does. Did the stranger or your friend have the same thoughts of who you are?
Also, the self in the other is an important element of interpersonal interactions.
The way we act with other people is often influenced by our ideas of how these people
see us. Therefore, if we have the idea that our parents think of us as compassionate,
helpful, or obedient, we often act that way with them. When our friends see us as
outgoing and boisterous, we adjust our behavior to conform with how we think they
expect us to act. Now, is this true in the social context that your behavior is
different from the way you behave at a lively party?

ACTIVITY 1: MY GENUINE (MEANINGFUL) RELATIONSHIP WITH OTHERS

Instructions: Mark check (√) on Columns 2 - 6 on who among the group of people often
said endearing statements or asked you the questions on Column1. After
checking, write the name(s) of these people. This activity is worth twenty
(20) points based on. Number 1 is done for you as a guide. Use a
separate sheet of paper for your answers.

Questions Parents Siblings Neighbors Friends Romantic Acquaintances

Partner
1. How are √ Maria √ Jessie √ Rudy
you today?
2.Did you
hear the
latest news?
3.I just came
back from a
party last
night.
4.What do
you think I
should do
with my life?
5.I appreciate
everything
you have
done for me.
6.Without
you, my life
will have no
meaning.
7.I am very
sad today.

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GUIDE QUESTIONS:

1. As you checked the questions and look into who among were able to ask or said
this to you, what sets apart the people whom you are close to from the casual
acquaintances in your life?
2. Are there people that you consider the easiest to relate to? Whom do you find
difficult to get along with?
3. What does “having” a meaningful relationship with others mean to you?

ACTIVITY 2: DOING A REFLECTION

Instructions: Guided by the questions below the table, react reflectively on the different
scenarios on Column A by writing your comments on Column B. This activity is worth
ten (10) points where each number is graded with three (3) points for the substance of
ideas, and two (2) points for the organization of thoughts. Write your answers on a
separate sheet of paper.

Nos. COLUMN A. COLUMN B.

Situations Responses in sentence form
1. You begin talking to your mother,
telling her about a funny experience
you had in school.

2. You begin talking to the charger of your

android phone, telling it about a funny
experience you had in school.

Guide Questions:

1. Is your mother, the other “self” or a being that exists outside of your “self?”
2. Is your charger, the other “self” or a thing that exists outside of your “self?”
3. Which, between your mother and charger, is more reasonable to interact with?
4. Which of the two statements above describes a logical human act?

What’s New

LABELING

Labels could be negative or limiting. You may be called “impatient”,

“whiny”, or “stubborn”. Nevertheless, we could go beyond the labels, for as
emphasized in this subject, as humans, we are holistic. As humans, we are to be
regarded in our totality. Thus, we can redesign the labels to something new and
exciting. So, instead of labeling or calling others as “impatient”, say, you are
“compelling”. If one is “whiny”, say, you are “analytical”, and if one is “stubborn”,
say, you are “assertive” or “persistent.”
What if your schoolmates stop to call each other by their names and instead
choose to highlight their physical flaws. Those with dark skin will be called “Negro”

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 or “Negra”, those with a speech impediment will be called “Ngongo”, those who lack
height will be called ”Potot”, and those not attractive will be called “Batig Nawong.”
If the negative labels can be contagious, so can the positive ones. Let us focus on
the positive, for these labels can strengthen not just your relationships among your
friends, but most especially with your family.
Instead of labeling, endeavor yourself to a deeper and more genuine interaction
with others through dialogue. Dialogue happens when the self realizes that the other is a
genuine and unique individual. When two individuals begin to view each other as an
“other”, that is, truly acknowledging each other’s existence
– then that is the beginning of an authentic relationship and dialogue. Most human
interactions should not be based on deception since we strive to uphold our and
others’ dignity and goodness, such that our interactions are always geared toward
what is good and beneficial.

ACTIVITY 3: TEMPERATURE CHECK

Instructions: Use a separate sheet of paper for your answers. Kindly assess your
temperament by putting a checkmark (√) after the highlighted words on
the box by using the scale of 1-4 below. This activity is worth twenty-
five (25) points.

The scale is interpreted as follows:

4-very effective
3-effective
2-less effective
1-ineffective

4 3 2 1
1. Loyalty. Is betraying others’ trust and confidence inimical to
genuine relationships?
2. Persistence. If you are involved in an activity, would you
endeavor to pursue it despite some initial setbacks or failures?
3. Sensitivity. Do you consider others’ emotions or their
uniqueness as different from yours?
4. Perceptiveness. Are you keenly aware of people’s attitude or
their thoughts?
5. Adaptability. Do you quickly adjust to situations like
meeting new faces, new challenges, or the new distance
learning system?
6. Energy. Do you always exhibit a life of vigor in all things that
you do?
7. First Reaction. How do you usually react to new places,
people, or any activity?
8. Approachability. Are you a person who can be easily
reached out to?
9. Intensity. How strong are your emotional reactions? Do you
find yourself becoming easily upset or indifferent?
10. Empathy. Do you always put yourself in the shoes of others
when the latter are on grief, pain, or stress?

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 What is It

INTERSUBJECTIVITY: THE SOCIAL DIMENSIONS OF THE SELF

How is intersubjectivity viewed in human nature? Is he or she a self to his/her

self? Is he or she is a self to the “other”? Or, is he or she is a self as seen by others? Is
there a need to involve others? Can that involvement with others be made more
meaningful?
Does intersubjectivity require you to connect yourself with others? Will
intersubjectivity also pleads you to have empathy or genuine concern for others
especially those living at the margins of society such as the needy, the weak, the
oppressed? Will, your heart bleed out for the elderly, the abused women, or the
neglected children?
For this topic, Martin Buber' s and Karol Wojtyla's views will be used
as the main framework in understanding intersubjectivity. Both philosophers were
influenced by their religious background. They believed in the notion of concrete
experience/existence of the human person. They also think that one must not lose
sight of one's self in concrete experience. Both refused to regard the human person as
a composite of some kind of dimensions, such as animality and rationality.

For both views, the human person is total, not dual. For Wojtyla, the social
dimension is represented by 'We relation' and for Buber, the interpersonal is signified
by the 'I-You relation.'
Martin Buber is a Jewish existentialist philosopher. He
was born in Vienna and was brought up in the Jewish
tradition. In his work l and Thou (Ich and Du) (1923), he
conceives the human person in his/her wholeness, totality,
concrete existence, and relatedness to the world. Martin Buber
Saint Pope John Paul II or Karol Wojtyla was born in
Wadowice, Poland. He was elected to the Papacy on October
16, 1978 (264th pope) and was considered a great pope (88%)
during his lifetime. He was also an architect of Communism's
demise in Poland. In his encyclical letter, Fides et ratio,
criticized the traditional definition of the human as a "rational
animal.” He maintains that the human person is the one who
exists and acts (conscious acting, has a will, has self-
determination).
For Wojtyla, action reveals the nature of the human Pope John Paul
agent. Participation explains the essence of the human
person. Through participation, the person can fulfill one's self. The human person is
oriented toward relationships and sharing in the communal life for the common good.
As St. Augustine of Hippo said, "No human being should become an end to him/herself.
We are responsible to our neighbors as we are to our actions.”

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 We participate in the communal life (We). Our notion of the "neighbor" and
"fellow member" is by participating in the humanness of the other person (I-You). The
neighbor takes into account humanness.
A person “I” endeavors himself or herself to participate in the work of the
community (say, barangay where people live). The “I” here merges as one with the
people, “We”, in the barangay to become united through involvement in civic works
like the proper disposal of garbage or greening the community by planting trees. This
is the “I-We” relation.
Martin Buber's I-thou philosophy is about the human person as a subject,
who is a being different from things or objects. The human person experiences his
wholeness, not in virtue of his relation to one's self, but virtue of his relation to another
self. The human person establishes the world of mutual relation, of experience.
The human persons as subjects have direct and mutual sharing of selves.
This signifies a person-to-person, subject-to-subject relation or acceptance,
sincerity, concern, respect, dialog, and care. The human person is not just being-
in-the-world but being-with-others, or being-in-relation.
A person “I” engages the other person/s “Thou or You” in meaningful human
interactions. The person here feels the feeling of the passing (death) of his or her
friend’s parent. This is empathy, that is, a person is putting himself or herself in
the shoes of the other-self. This is the “I-Thou” relation.

In contrast, to the realm of meeting and dialog, Buber cites the I-It relationship.
This I-It relationship is a person to a thing, subject to an object that is merely
experiencing and using; lacking directedness and mutuality
(feeling, knowing, and acting).
A person “I” is treating his or her neighbor, not as a person but as a thing or
object “It”, when that person only uses that neighbor for his or her interests. Or when
you disrespect, shame, or cast aspersions on his or her personality, this is the “I-It”
relation.

INTERSUBJECTIVITY DEFINES OUR INTERACTIONS WITH OTHER PERSONS

Simplifying Wojtyla’s “I-We” and Buber’s “I-You” relations can be in the context
of a self to another through the pursuit and achievement of genuine relationships to
attain development. The human person is considered as a “being with others,” which
means that his or her identity and destiny are shaped by relating with others.
Human existence is a continual dialogue with the other, and that the self becomes whole
through interaction with the other people and his or her surroundings.
Empathy, or the ability to share emotions, is an important aspect of
intersubjectivity. This emotion is driven by a person’s awareness that the other is a
person with thoughts and feelings. Empathy enables us to experience another
person’s emotions, such as their happiness, their anger, and their sadness. To
differentiate, sympathy is “feeling with” and empathy is “feeling in.” For instance,
how would you react to a friend who just informed you of his or her mother’s death?
Empathy enables you to not only share your friend’s grief but also feel the grief of
that person even if it wasn’t your own relative’s death.
Is empathy the basis of genuine friendship? Are you “feeling in” the feelings of your
true friend? Is his or her joy, yours too? Does his or her feeling of sadness become
yours as well?
Availability, or the willingness of a person to be present and be at the disposal
of another, is another aspect of intersubjectivity. You may have encountered a
situation where you needed help. For instance, you went to an unfamiliar place and
cannot locate the place where you are supposed to go.
Will you ask for directions from people living in the area? What if those asked kept
ignoring you? What if a stranger instead approaches you in the street asking for help,
what will be your first reaction? Will you help or ignore that person instead?

THE ETHICS OF CARE

This is an ethical theory that emphasizes the moral dimension of relationships and
interactions. This moral perspective encourages individuals to
help other people, most especially the vulnerable. People have a moral obligation to
respond to the needs of other people, and one cannot turn a blind eye to the problems
of others.

Can you put yourself in the shoes of frail and blind old persons, persons with
disabilities, abused women, and abandoned children?

Human interactions, however, can be negative when people consider these as

being influenced by selfish interests. This pessimistic view considers human
relationships frustrating, inauthentic, and deceptive. A person adopting this negative
view is said to be experiencing alienation where the person ceases to view the other
as a distinct and authentic person and merely considers the other person as a mere
object or a means to satisfy personal interests.

Is this the “I-It relation”, where you view the other person only as an object? When
you shame or treat others with disrespect, aren’t you equating them to things?

Have you heard of the term “matapobre”, used to describe well-off people who
look down on others? How about watching a customer berating the serving staff and
even insulting them for committing a mistake? How did you feel when you
encountered these situations? Our human nature drives us to feel indignation
against these kinds of behavior as these are an insult to human dignity. Alienation
goes against the concept of personhood because this view discounts the humanity and
dignity of a person and leads to dehumanization.
How did you feel when you encountered these situations? Don’t you feel indignant
about these kinds of behavior?
ACCEPTANCE OF OTHER’S DIFFERENCE AND EMBRACING DIVERSITY

Important values related to intersubjectivity include acceptance of differences

and embracing diversity. We understand that each person is unique, therefore,
differences will exist among groups of people. When we look at physical traits and even
behavior, we can see that no two persons look and think the same.
When we consider views, beliefs, and ideas, the differences become much more
pronounced. We have to accept that people will have different views and beliefs. What
unites us all is our shared humanity and dignity.
The recognition of our shared humanity and dignity is what drives us to extend
assistance and act with concern towards others, especially toward individuals or groups
that experience hardships and discrimination.
Can you sympathize with the hardships experienced by the people belonging to the
marginalized or underrepresented sectors of society who are vulnerable to abuse and
oppression, or being subjected to forms of discrimination?
But, have you come to know people who have successfully transcended their
disabilities to become productive and happy individuals?

THE FOLLOWING PEOPLE WHO HAVE SUCCESSFULLY RISEN ABOVE THEIR

PHYSICAL LIMITATIONS

1. Stephen Hawking, one of the most well-known physicists in the world, was
diagnosed with Amyotrophic Lateral Sclerosis (ALS), a progressive nervous
system disease that affects nerve cells in the brain and spinal cord, causing loss
of muscle control. He spoke with the assistance of a computer in the later years of
his life and was a full-time powerchair user since the 1980s. He was best
remembered for his in-depth studies of the universe, specifically the framework of
general relativity and quantum mechanics.
2. Roselle Ambubuyog became the first visually-impaired Filipina to emerge as a
summa cum laude graduate of the Ateneo de Manila University (ADMU).
3. Andrea Bocelli, an Italian opera tenor, and multi-instrumentalist, was diagnosed
with congenital glaucoma at 5 months old, and became completely blind at age
12, following a football accident. Have you heard his “The Prayer” with Celine
Dion?
4. Stevie Wonder, the legendary musician, singer-songwriter, was born blind, due to
being six weeks premature and the blood vessels at the back of his eyes not having
yet reached maturation. Have you heard him sing “I Just Called to Say I Love You”
and “Lately?”
5. Nicholas James Vujicic is an Australian American Christian
evangelist and motivational speaker born with tetra-amelia syndrome, a rare
disorder characterized by the absence of arms and legs.
6. Helen Keller, an American author, political activist, and lecturer, was the first deaf
and blind person to earn a Bachelor of Arts degree. Her story was famously
portrayed in the play and film, “The Miracle Worker”.
7. John Forbes Nash Jr., a 1994 Nobel Prize laureate for Economics, was an American
mathematician who made fundamental contributions to game theory, differential
geometry, and the study of partial differential equations. In 1959, Nash began
 showing clear signs of mental illness and spent several years at psychiatric
hospitals being treated for paranoid schizophrenia. His struggles with his illness
and his recovery became the basis for the film “A Beautiful Mind” starring Russell
Crowe as Nash.
8. Franklin Delano Roosevelt is considered being one of the greatest American
presidents. FDR was perhaps one of the most famous wheelchair users in history,
having contracted polio while drinking water at a campground.
9. Nonoy Zuniga, a Filipino musician, television presenter, and medical doctor is
an amputee, having lost his right leg in a bombing incident during the Martial
Law era while he was preparing for a concert. Have you heard of his “Never Ever
Say Goodbye”?
10. John Hockenberry, an American journalist and author, four-time Emmy Award
winner, and three-time Peabody Award winner, is one of the most successful
journalists in history working with a visible disability on an American network. He
was a wheelchair user due to a spinal cord injury.

What’s More

ACTIVITY 4: TRUE OR FALSE

Instructions: Write your answer on a separate sheet of paper. Write T if the statement is
true, and F if it is false.

1. Karol Wojtyla was a Bishop of Rome.

2. Most people with disabilities cannot work.
3. The Paralympics are for people with disabilities.
4. For Buber, the I-It comes first in human development.
5. Apolinario Mabini’s disability deterred him from achieving his goals.
6. According to Buber, the Thou or You is something that you encounter.
7. If Jen, your classmate, does not exhibit benevolence and care toward others, she
is consumed by her selfishness.
8. Words such as wheelchair-bound, handicapped, or with special needs are acceptable
to use.
9. People with disabilities want to be respected and have the same opportunities as
people without disabilities.
10. Intersubjectivity refers to our relationship with people, emphasizing not
individual experience but social beings.

ACTIVITY 5: GENERATING IDEAS

Instructions: Read the given questions below and answer them comprehensively. Use
a separate sheet of paper for your answers in statement form for each
item.

Criteria for grading

Conformity to the content of ideas – 3 pts.
Organization of thoughts - 2 pts.
Total =5points

1. Describe the I-It relationship compared to I-You. Cite examples.

2. How do you define "existence"?
3. What did you learn from your relationship with your parents, friends,
classmates, teachers, or neighbors?
4. Discuss the concept of intersubjectivity.
5. How does establishing “dialogue” with others benefit a person? Cite a specific
incident to whom you established a “dialogue”.
 What I Have Learned
ACTIVITY 6: REFLECTIVE JOURNAL MAKING

Instructions: Read the questions below and answer them based on your perceptions and
experiences. Use your old notebooks as your reflective journal. Each
item is worth five (5) points based on the criteria below.

Criteria for grading:

Conformity to the content of ideas – 3 pts.

Organization of thoughts - 2 pts.
Total = 5 pts.

1. How do you react when you see street children? Why?

2. Listen to Michael Jackson's "Man in the Mirror". Based on the song, when
does our image become that of our neighbors'?
3. What could be the message of Freddie Aguilar’s song, “Bulag, Pipi, Bingi”?
4. Comment on the wisdom of the passage of the Party-list System Act (Republic
Act No. 7941) which was originally enacted to promote the welfare of the
marginalized or underrepresented community sectors or groups, including labor,
peasant, urban poor, indigenous culture, women, youth, LGBTQ, and other
sectors.
5. To discourage people from giving alms to street beggars, a city ordinance Anti-
Mendicancy Ordinance No. 1631 has been in force and effect. Discuss your
position on this.

What I Can Do

ACTIVITY 7: GRAPHIC ORGANIZER

Instructions: Copy the graphic organizer on a sheet of paper, then fill out names of
four people inside the boxes with whom you have genuine
relationships. Describe how their contribution makes you a better
person.

MY GENUINE RELATIONSHIPS WITH OTHER PEOPLE

ME
Activity 8: THE PHILOSOPHER IN ME

Instructions: Write responses in sentence form to the following statements after

deliberate reflection. Each number is graded with three (3) points for the organization
of thoughts, and two (2) points for the substance/content of ideas. Use a separate
sheet of paper for your answers.

1. Why is the concept of intersubjectivity not evident in the “I-It” relation?

2. Is intersubjectivity possible in both “I-We” and “I-You” social dimensions?
Explain.
3. Compare and contrast empathy from sympathy. Cite real-life situations on
these concepts.
4. Are genuine, authentic, or meaningful human interactions important in the
discussion of intersubjectivity?
5. By applying intersubjectivity, can you better understand and be more
giving to the marginalized groups or sectors of society such as prostituted
women, displaced people due to war or conflict, the weak and the needy,
the fisherfolk, old or sickly people, LGBTQ members, informal settlers,
indigenous peoples, abandoned children, the mentally or physically
challenged, and others?

ACTIVITY 9: PRODUCT ASSESSMENT MAKING

Instructions: Use sheets of bond paper for this activity. Create either a brochure, a
poster, or a collage to feature only one (1) PWD or any individual from the
marginalized sectors who have contributed to your community which is either your
sitio/purok or barangay. Upon submission, the teacher’s impression of the output,
your style and artistry do matter.

Rubrics
3pts 4pts 5pts
Impression Output includes Output includes all Output includes all
required elements; all required elements, all
required elements as
graphics are related graphics are related well as additional
to the topic. One or to the topic and makeinformation, all
two borrowed it easier to
graphics are related
graphics have a understand, andto the topic and make
source citation. some borrowedit easier to
graphics have understand, and all
a
source citation. borrowed graphics
have a source
citation.
Style The output is The output is The output is
acceptably attractive attractive in terms of exceptionally
though it may be a bit design, layout, and attractive in terms of
in disarray. neatness layout, and neatness.
 Assessment

MULTIPLE CHOICE

Instructions: Choose the letter that best corresponds to your answer and use a separate
sheet of paper for your answers.

1. The following are negative labels, EXCEPT ____.

A. Unworthy B. Hopeless C. Loser D. Compassionate

2. A genuine human interaction used in the concept of intersubjectivity is called

_________.
A. Inequality B. Labelling C. Dialogue D. Exclusivity

3. Which of the following is a negative label?

A. Capable B. Achiever C. Fat D. Smart

4. Juana Kurdaping has been in your employ as a household helper. In a fit of

anger, you berated her by calling her names. Which of the following relations
is true to this scenario?
A. I-It relation B. I-We relation C. I-Me relation D. I-Thou relation

5. Born in Poland, Saint Pope John Paul II or Karol Wojtyla was an architect
of communism's demise (death) in his country. Which of the following
was his criticism of the traditional definitions of a human person
contained in his encyclical letter, “Fides et ratio”?
A. Political animal C. Rational animal
B. Social animal D. Spiritual animal

6. Pope John Paul’s assertion that the human person is the one who
exists and acts (conscious acting, has a will, has self-determination) is
illustrative of his_______.
A. I-Thou relation C. I-It relation
B. I-We relation D. I-Me relation

7. Buber’s “I-You relation” has something to do with_____.

A. Disregard of others’ sense of dignity.
B. A relationship that is based on deceptions.
C. Individuals using each other for personal interests.
D. A kind of relationship between persons that is described by mutuality
directness, availability, and intensity.

8. Dialogue that is meaningful and genuine in the concept of intersubjectivity

happens______.
A. When individuals engage in heated verbal tussles.
B. When two individuals begin to view each other as an “other.”
C. When human interactions are based on deceptions.
D. When two individuals truly acknowledge each other’s presence as the
beginning of an authentic relationship.

9. Intersubjectivity constitutes a level of self-other interaction by_____.

A. Seeing oneself as existing for and with others.
B. Dehumanizing others through catcalling or labeling.
C. Conducting oneself in a messy and disorganized manner.
D. Inflicting more harm to the environment through acts of imprudence.

10. A dialogue has something to do with the following, EXCEPT ____.

A. An interaction between persons that happens through speech or use of
words, expressions, and body language.
B. Expressions are made to convey a person’s inner life.
C. Words, expressions, and body language becoming a means by which he or
she can express a part of himself or herself to another person.
D. Being insensitive towards others’ way of thinking and feeling.
 11. Intersubjectivity is referred to as______.
A. The interaction between the self and the other that is based on the mutual
recognition of each other as persons.
B. The depletion of marine resources due to man’s economic activities.
C. The interdependence of countries in globalized economy and culture.
D. The study of the human mind as the consequence of behavior.

12. Which of the following statements is inconsistent with intersubjectivity?

A. It is a unique relationship between distinct subjects.
B. It does not allow a person to become closer to agree and cooperate with
each other.
C. Every human person has an inner life of interiority which allows him or
her to give himself or herself to others.
D. It has the characteristic of the human person to engage in a very intimate
and personal relationship with others.

13. Which of the following statements does not illustrate acceptance of other’s
differences and embracing diversity?
A. Understanding that each person is unique, therefore, differences will exist
among groups of people.
B. When we look at physical traits and even behavior, we can see that no
two persons look and think the same.
C. We consider others’ views, beliefs, and ideas as humans who are born with
diversities.
D. Shared humanity and dignity allow persons to be insensitive to others.

14. For Wojtyla, action through participation reveals the nature of the person
as a human agent. Which of the following statements is a negation to his
position?
A. Participation explains the essence of the human person.
B. Through participation, the person can fulfill one’s self.
C. The human person is a world existing only by himself or herself.
D. The human person is oriented toward relationships and sharing in the
communal life for the common good.

15. Which of the following best expressed the “I-It” relation?

A. The relationship of a person to a thing, subject to an object that is
merely experiencing and using
A. The notion of concrete experience/existence of the human person
B. He conceives the human person in his/her wholeness, totality, concrete
existence, and relatedness to the world.
C. The human person is oriented toward relationships and sharing in the
communal life for the common good.

Additional Activity

ACTIVITY 10: THE RESEARCHER IN ME

Instructions:
Research on a person with a disability who has lived a productive and
meaningful life despite his or her disability. The contents of your research shall include
his or her background, significant achievements, as well as the traits that enabled him
or her to succeed in life. Writing his or her name is optional, instead, indicate her by a
positive label. You need to include her address and date of birth. Convince him or her
that this activity is for academic purposes only.
 This activity is worth fifty (50) points based on timeliness in its submission of
twenty (20) points, style of the research work of fifteen (15) points, and the
organization of thoughts of fifteen (15) points. Use separate sheets of paper for your
research.
 Answer Key

What’s In Act. 1. MY MEANINGFUL RELATIONSHIPS

Mark check (√) the kind of people whom you can relate to in response to the following
statements on the first column. Moreover, write their names after each mark. Your
answers should be responsive to questions on the box below. This activity is worth
twenty (20) points based on the “perceived sincerity” of your responses when evaluated
by your teacher-facilitator. Note: Teacher-Facilitator’s sound discretion in rating student’s work is
advised.

What’s In Act. 2: DOING A REFLECTION

Instructions: React reflectively on the numbered situations on Column A by writing
statements in sentence form on Column B, in response to the following questions on
the box below. This activity is worth ten (10) points where each number is graded with
three (3) points for substance of ideas, and two (2) points for the organization of
thoughts.
Note: Teacher-Facilitator’s sound discretion in rating student’s work is

What’s More Act. 4: True or False

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

Write responses in sentence form to the following statements after deliberate reflection.
Each number is graded with three (3) points for the organization of thoughts, and two
(2) points for the substance/content of ideas. Note: Teacher-
Facilitator’s sound discretion in rating student’s work is advised.

What’s New Act. 3: TEMPERATURE CHECK

Instructions: Kindly assess your own temperament and by putting a check mark (√)
under the highlighted words on the box by using the scale of 1-4 below. This activity is
worth twenty-five (25) points. Note: Teacher-Facilitator’s sound discretion in rating student’s
work is advised.

Activity 5: GENERATING IDEAS

Instructions: Write your responses on the blanks in response to the following questions. Each
response in sentence form must in conformity with the content of ideas of three (3) points, and
the organization of thoughts of two (2) points as criteria for grading. Note: Teacher-Facilitator’s
sound discretion in rating student’s work is advised.

Activity 6: REFLECTIVE JOURNAL MAKING

Instructions: Your old notebooks can serve as your reflective journals where you reduce into
writing your thoughts borne out by deliberate reflection. Each question requires your responses
in sentence form conforming to the content of ideas of three (3) points, and the organization of thoughts
of two (2) points as criteria for grading for each number.
Activity 7: GRAPHIC ORGANIZER
Instructions: Copy the graphic organizer on a sheet of paper and write on the boxes the names of
four people with whom you have genuine relationships. Write also how they have contributed to your
growth as a person. This activity is worth twenty-five (25) points based the organization of your
thoughts of fifteen (15) points, and substance of ideas of ten (10) points. Use a separate sheet of
paper for your answer. Note: Teacher-Facilitator’s sound discretion in rating student’s work is
advised.

Additional Activity 10: THE RESEARCHER IN ME

Research on a person with disability who has lived a productive and meaningful life
despite his or her disability.
This activity is worth fifty (50) points based on timeliness in its submission of
twenty (20) points, style of the research work of fifteen (15) points, and the
organization of thoughts of fifteen (15) points. Note: Teacher-Facilitator’s sound discretion in rating
student’s work is advised.
NOTE: Teacher-facilitator’s sound discretion in grading student’s responses is
advised as ANSWERS MAY VARY.
Activity 8: THE PHILOSOPHER IN ME

Write responses in sentence form to the following statements after deliberate reflection. Each
number is graded with three (3) points for the organization of thoughts, and two (2) points for
the substance/content of ideas. Use a separate sheet of paper for your answers.

Activity 9: PRODUCT ASSESSMENT MAKING

Use sheets of bond paper for this activity. Create either a brochure, a poster, or a collage to
feature only one (1) PWD or any individual from the marginalized sectors who have contributed
to your barangay. This activity is worth fifty (50) points where the output is graded based on
the teacher facilitator's impression of the output of twenty-five (25) points, and the style used of
twenty-five (25) points.
REFERENCES
BOOKS:

1. Abella, Roberto. 2016. Introduction to the Philosophy of the Human

Person.
Quezon City. C & E Publishing, Inc.

2. Calano, Mark Joseph., et al. 2016. Philosophizing and Being Human: A

textbook for Senior High School. Quezon City. Sibs Publishing House, Inc.

3. Camiloza, Loreto., et al. Philosophy of the Human Person. An Introductory

text for Senior High School. Quezon City. Phoenix Publishing House, Inc.

4. Ramos, Christine Carmela R. 2016. Introduction to the Philosophy (2nd ed.)

Manila. Rex Bookstore, Inc.

ONLINE SOURCES:

1.T h e K a h i m y a n g P r o j e c t ( 2 0 2 1 ) . F i l i p i n a w h o e m e r g e d
s u m m a c u m l a u d e , 1-12-2021,
https://kahimyang.com/kauswagan/articles/1036/today-in-philippine-history-
march-24-2001-roselle-ambubuyog-became-the-first-visually-impaired-filipina-who-
emerged-summa-cum-laude

2021, https://www.aaavic.org.au/11-outstanding-people-living-disability

For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph