School Grade Level 11

DAILY LESSON LOG INTRODUCTION TO THE PHILOSOPHY OF

Department of Education Teacher Learning Area
THE HUMAN PERSON
Teaching Dates and Time Week 5 Quarter First Quarter |1st Semester
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
A. Content Standards The learner demonstrates various ways of doing philosophy.

B. Performance Standards The learner evaluates opinions.

Recognize how the human body imposes limits and possibilities for transcendence:
1. Understand how the human body shapes the possibilities and limitations of transcendence.
C. Learning
2. Recognize the interplay between physicality and transcendence.
Competencies/Objectives
3. Reflect on the relationship between the physical and the metaphysical in the pursuit of transcendence.
4. Explore philosophical and spiritual perspectives on transcending the human body.

II. CONTENT
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources
IV. PROCEDURES
 Begin the lesson by briefly
reviewing the previous lesson's key
concepts related to the nature of
A. Reviewing previous lesson or transcendence and its significance in
presenting the new lesson philosophical inquiry.
 Recap the importance of exploring
the relationship between the human
body and transcendence.
 State the objective of the lesson: To
understand how the human body
shapes the possibilities and
limitations of transcendence.
B. Establishing the purpose of the
 Explain that by exploring the
lesson
physicality of the human body, we
can gain insights into how it
influences our experiences and
perceptions of transcendence.
C. Presenting examples/instances of  Present examples or instances where
the new lesson the human body plays a role in
Modules in Introduction to the Philosophy of the Human Person
Today, we will be discussing the
interplay between physicality and
transcendence. In our previous lesson, we
explored how the human body shapes the
possibilities and limitations of
transcendence. Today's lesson will delve
deeper into the relationship between our
physical existence and the pursuit of
transcendence.
By the end of this lesson, students will be
able to recognize the interplay between
physicality and transcendence and
understand how our physical experiences
and perceptions influence our
understanding of transcendental
concepts.
 Examples of how physical
experiences, such as pain, pleasure,
 Recap the previous lesson on the
 Ask the students to recall the
physical and metaphysical aspects of
previous lesson about the physical
transcendence.
and the metaphysical and how they
 Connect the previous lesson to the
relate to the pursuit of
new topic by explaining that today's
transcendence.
lesson will focus on exploring
 If this is the first lesson on the topic,
philosophical and spiritual
briefly introduce the terms 'physical,'
perspectives on transcending the
'metaphysical,' and 'transcendence.'
human body.
 Explain that the purpose of this
Explain that the lesson aims to help lesson is to expose students to
students reflect on the relationship different philosophical and spiritual
between the physical and the perspectives on transcending the
metaphysical in the pursuit of human body.
transcendence and how this  Emphasize the importance of
understanding can apply to their daily understanding these perspectives and
lives. their implications for personal
growth and the pursuit of meaning.
 Present a multimedia presentation  Use multimedia resources to present
that shows examples of people different philosophical and spiritual

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
experiences of transcendence, such
as meditation, religious rituals, or
physical challenges.
 Discuss how different physical
sensations, bodily functions, and
limitations impact our ability to
transcend everyday experiences and
connect with something greater.
 Introduce the concept of
embodiment, explaining it as the
idea that our experiences and
understanding of the world are
shaped by our physical bodies.
 Discuss how embodiment relates to
the possibilities and limitations of
transcendence.
 Engage students in a class
discussion, asking them to share
their thoughts on how their own
bodies may influence their
experiences and perceptions of
transcendence.
 Introduce the concept of
transcendental experiences,
explaining them as moments or
states of consciousness that surpass
ordinary perception and
understanding.
 Discuss how different bodily
experiences, such as pain, pleasure,
or altered states of consciousness,
can impact our transcendental
experiences.
 Engage students in a class
discussion, encouraging them to
reflect on how specific bodily
sensations or functions may enhance
or hinder their ability to transcend
everyday experiences.
 Divide students into small groups
and assign each group a specific
bodily experience, such as pain,
pleasure, or altered states of
or sensory perception, can impact
our understanding of transcendence.
 Instances where physicality is a
barrier to transcendence, such as
when bodily limitations hinder
spiritual practices or experiences.
 Examples of individuals who have
explored the connection between
physicality and transcendence in
their works or beliefs.
 Define the concepts of physicality
and transcendence.
 Explore how physical sensations and
experiences can shape our
understanding of transcendence.
 Discuss the ways in which
physicality can act as both a
facilitator and a hindrance to
transcendental experiences.
 Analyze the role of bodily practices,
such as yoga or dance, in
transcendent experiences.
 Examine the impact of altered states
of consciousness, such as through
meditation or psychedelics, on our
perception of physicality and
transcendence.
 Reflect on how physicality
influences our interpretations of
mystical or religious experiences.
In pairs or small groups, students will
engage in a role-playing activity. Each
group will be assigned a scenario where
they have to navigate a physical
challenge while maintaining a sense of
pursuing transcendence through
physical activities like yoga,
meditation, and fasting.
 Discuss how these activities are
rooted in both the physical and the
metaphysical aspects of human
nature and how they can lead to a
deeper understanding of the self and
the universe.
 Introduce the concept of the 'body-
mind' problem, which refers to the
philosophical inquiry into the
relationship between the physical
body and the non-physical mind or
soul.
 Ask the students to reflect on how
their physical bodies shape their
experiences of the world and how
their minds or souls are involved in
the pursuit of transcendence.
 Provide sample quotes from famous
philosophers like Plato, Aristotle,
and Descartes, which reflect on the
relationship between the physical
and the metaphysical in the pursuit
of transcendence.
 Ask the students to analyze and
interpret these quotes in relation to
their own experiences of physical
and metaphysical transcendence.
 Divide the students into small groups
and assign them a scenario where
they need to apply their
understanding of the physical and
perspectives on transcending the
human body.
 Include quotes or excerpts from texts
by philosophers and spiritual leaders
such as Plato, Buddha, and Eckhart
Tolle.
 Discuss the main ideas and key
concepts presented in each
perspective.
 Facilitate a class discussion on the
various philosophical and spiritual
perspectives presented.
 Encourage students to share their
thoughts and reflections on the ideas
presented.
 Guide the discussion to explore
questions such as: What is the nature
of the human body? How can one
transcend or go beyond the
limitations of the body? What are the
potential benefits and challenges of
transcending the body?
 Provide handouts containing quotes
from different philosophical and
spiritual texts on transcending the
human body.
 Assign small groups of students to
analyze and interpret the quotes.
 Ask each group to present their
findings to the class and engage in a
discussion about the similarities and
differences among the perspectives
explored.
 Divide the students into groups.
 Assign each group a philosophical or
spiritual perspective on transcending
the human body.

G. Finding practical applications of
concepts and skills in daily living
H. Generalizing and abstractions
about the lesson
I. Evaluating Learning
consciousness.
 Instruct the groups to discuss and
analyze how their assigned bodily
experience may shape or influence
the possibilities and limitations of
transcendence.
 Each group should prepare a short
presentation summarizing their
findings and insights.
 After the presentations, facilitate a
class discussion to synthesize the
different perspectives and explore
commonalities or contradictions
among the groups' findings.
 Lead a class discussion on the
practical applications of
understanding the relationship
between the human body and
transcendence in students' daily
lives.
 Prompt students to reflect on how
this understanding can enhance their
self-awareness, personal growth, and
ability to engage in spiritual or
philosophical practices.
 Guide a class discussion to
generalize and abstract the key
insights from the lesson.
 Encourage students to reflect on how
the understanding of the human
body's influence on transcendence
can deepen their philosophical
exploration and promote a holistic
understanding of human experience.
 Assign a short written reflection
where students analyze a personal
experience in which they observed
the influence of their body on their
perception or experience of
transcendence.
 Collect and review the written
reflections to assess students'
understanding of the relationship
transcendence or spiritual awareness.
They will discuss and reflect on the
interplay between physicality and
transcendence within their assigned
scenario.
Students will brainstorm and share
practical ways to integrate the interplay
between physicality and transcendence
into their daily lives. This can include
practices such as mindfulness,
movement-based activities, or engaging
with nature to enhance their awareness of
the interconnectedness of the physical
and transcendent realms.
Students will engage in a class discussion
to synthesize their learning and identify
broader implications of the interplay
between physicality and transcendence.
They will explore how this understanding
can contribute to their personal growth,
relationships, and engagement with the
world.
The teacher will assess students'
understanding of the concepts through a
written reflection or a class discussion,
where they will be asked to articulate
their insights on the interplay between
physicality and transcendence.
the metaphysical in the pursuit of
transcendence. For example, a
student may have to provide advice
on how to balance physical health
with mental and spiritual well-being.
 Ask the groups to present their
scenarios to the class and engage in a
discussion of how the physical and
the metaphysical are interrelated in
the pursuit of transcendence.
Ask the students to reflect on how their
understanding of the relationship
between the physical and the
metaphysical can be applied to their daily
lives. For example, how can they balance
physical health with mental and spiritual
well-being, or how can they use physical
activities to deepen their spiritual
practice?
 Summarize the key points discussed
in the lesson and emphasize the
importance of understanding the
relationship between the physical
and the metaphysical in the pursuit
of transcendence.
 Encourage the students to continue
reflecting on this topic and exploring
ways to integrate physical and
metaphysical practices in their
pursuit of transcendence.
Conduct a quiz or a class discussion
where the students can demonstrate their
understanding of the concepts discussed
in the lesson.
 Instruct the groups to create a visual
representation, such as a poster or a
concept map, that captures the main
ideas and key concepts of their
assigned perspective.
 Ask each group to present their
visual representation to the class,
explaining the perspective they
focused on and its significance in
understanding the relationship
between the human body and
transcendence.
 Engage the students in a reflective
activity where they can apply the
insights gained from the different
perspectives to their own lives.
 Ask them to write a short journal
entry or participate in a class
discussion, sharing how these
perspectives can inform their
personal growth, self-understanding,
and pursuit of meaning.
 Summarize the key points discussed
in the lesson, highlighting the
diversity of philosophical and
spiritual perspectives on
transcending the human body.
 Encourage students to embrace
intellectual openness and explore
these perspectives further in their
own philosophical inquiries.
 Assess the students' understanding of
the lesson through a written
reflection or a class discussion where
they can express their thoughts,
insights, and questions regarding the
explored perspectives on
transcending the human body.
 between the human body and
transcendence.
Students can research and present on
other examples of physical limitations
and their effects on transcendence. They
J. Additional Activities for
can also engage in a guided meditation or
Application or Remediation
spiritual practice that takes into account
the role of the body in achieving
transcendence.
Students can research and present on the
viewpoints of different philosophers,
religious traditions, or contemporary
thinkers who have explored the
relationship between physicality and
transcendence. They can also create
artwork, poems, or short stories that
express their personal interpretations of
the interplay between these concepts.

V. REFLECTION

A. No. of learners who earned 80%

in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?