INTRODUCTION OF PHILOSOPHY IF THE HUMAN PERSON

LESSON #1: THE BIRTH OF THE MIND LESSON #2: THE MIND’S FIRST STEP
WHAT IS HUMAN PHILOSOPHY? LOGIC

Love for Wisdom  Use of the arguments also called premises.

The mother of all sciences
 ARGUEMENTS AND REASONING:
PHILO = LOVE Accordance with certain principle and methods to arrive at the
SOPHIA = WISDOM truth.

 India, East Asia, and the Middle East boast philosophical ARGUMENT IS COMPOSED BY:

traditions. Premises and Conclusion.

 Man was free to think leisurely and ask so-called “deep” TYPES OF ARGUMENT:
questions about the world and his place in it.
I. DEDUCTIVE ARGUMENTS
 Man started to wander about the world he is into, he now
General to Specific
had the time to stop for a while and ask questions such as:
- deals with certainties (you can’t change)
- Valid or Invalid
o What are the things of the world made of?
o Where did the world come from? [e.g]
o Who am I?
VALID: the premises guarantee the certainty of the conclusion.
o Is there a God?
o Is there life after death? Premise 1: All dogs are mammals.
Premise 2: Lassie is a dog.
 Thingking about questions is important, rather than finding Conclusion: Therefore, Lassie is a mammal.
the answer.
INVALID: the premises doesn’t guarantee the certainty of the
BRANCHES OF PHILOSOPHY
conclusion.
1. Metephysics:
Premise 1: All dogs are mammals.
- nature of the world and everything that exist.
Premise 2: Dumbo is a mammal.
2. Epistemology:
Conclusion: Dumbo is a dog.
- Study of Knowledge and Knowing
3. Logic:
VALID BUT NOT TRUE:
- Formulation of correct arguments
Premise 1: All birds can fly.
Premise 2: An ostrich is a bird.
I. Axiology ( Value Theory )
Conclusion: An ostrich can fly.
- how we live and act.
- deals with how and why people value things
II. INDUCTIVE ARGUEMETNS
and ideas.
Specific to General
- deal with probability and likehood
 Ethics: how man lives and acts, how man lives and
- predictive power
acts as a member of a society, as a relational creature.
- Strong or Weak
 Aesthetics: beauty as the main concern and whether
it is possible to actually have a standard of beauty at
[e.g]
all.
STRONG: “proofs” presented in the premises are strong
enough to lead us to believe that the conclusion is likely.

Premise 1: Most Filipinos have black hair.

1ST S E M E S T E R – PRELIMINARY EXAM

PREPARED BY: QUEEN DUQUE DALIGDIG
12 C - S T E M
Premise 2: Pedro is Filipino.
Conclusion: Pedro has black hair.

Premise 1: Grey clouds usually bring heavy rains.

Premise 2: Clouds are grey today.
Conclusion: It will most likely rain today.

WEAK: the premises doesn’t support the likelihood of the

conclusion.

Premise 1: Most Filipinos have black hair.

Premise 2: Pedro has black hair.
Conclusion: Pedro is Filipino.

Premise 1: Mike just moved here from the United States.

Premise 2: Mike has blonde hair.
Conclusion: Most people from the United States have blonde
hair.

III. FALACY - ERROR

- not sure, not believable, there is a wrong

LESSON #3: OUR MINDS AT WORK

TRUTH VS. BELIEF

“Allegory of the Cave” This allegory serves as a metaphor for

the separation between the true world and the world of
appearances. Those who are entrapped in ignorance and only
have a superficial understanding of the world are represented
by the prisoners in the cave.

- Plato, Greek Philosopher

TRUTH
- statements backed with evidence that correspond with
reality.

BELIEF
- acceptance that a statement is true or something exist.

1ST S E M E S T E R – PRELIMINARY EXAM

PREPARED BY: QUEEN DUQUE DALIGDIG
12 C - S T E M
INTRO TO PHILOSOPHY 1ST SEM PRELIMS September 18 2023 7:20 - 8:00
COVERAGE: INTRO, BRANCHES OF PHILO, ALLEGORY OF THE CAVE 12C Salinas, Lizbeth Lhen L.

Philosophy LOGIC
The use of arguments and reasoning are in
accordance with certain principles and methods
Introduction to arrive at the truth

An initiation to the activity and process of ARGUMENT

philosophical reflection as a search for a synoptic composed of premises and conclusion
vision of life. may be presented deductively or inductively
Human experiences of embodiment, being in the
world with others and the environment, freedom, DEDUCTIVE ARGUMENTS - deal with certainties
intersubjectivity, sociality, being unto death. valid / invalid
Do the premises guarantee the certainty of the
PHILOSOPHY conclusion? if yes - valid, if no - invalid
General to Specific
The mother of all sciences All dogs have ears; golden retrievers are dogs,
Philo - “to love” therefore they have ears.
Sophia - “wisdom”
Philosophy - Love of wisdom INDUCTIVE ARGUMENTS - deal with probability and
likelihood
SCIENCE - investigation is systematic strong / weak
NATURAL LIGHT OF REASON - uses natural capacity to Do the premises support the likelihood of the
think conclusion compared to other possible
STUDY OF ALL THINGS - multidimensional or holistic conclusions? if yes - strong, if no - weak
Specific to General
Branches of Philosophy The first lipstick I pulled from my bag is red. The
second lipstick I pulled from my bag is red.
Therefore, all the lipsticks in my bag are red.
METAPHYSICS
nature of the world and FALLACY
everything that exists An error in deductive reasoning
The erroneous argument itself

EPISTEMOLOGY Allegory of the Cave

knowledge and knowing
Plato’s allegory of the cave
Allegory - form of storytelling that uses
symbolism to represent larger or complex ideas
LOGIC A powerful tool that storytellers have been using
formulation of correct Plato - Greek philosopher
arguments In ancient Greece, Allegory of the Cave is a
selection from a larger work called “The
AESTHETICS Republic”
beauty The Republic - Plato, 375 BCE
AXIOLOGY
how we live and act Seminal piece of writing with profound
ETHICS philosophical questions about the nature of
how man lives human perception
and acts

Pakisabi po if may mali. Thank you and do well ! 1/2

INTRO TO PHILOSOPHY 1ST SEM PRELIMS September 18 2023 7:20 - 8:00
COVERAGE: INTRO, BRANCHES OF PHILO, ALLEGORY OF THE CAVE 12C Salinas, Lizbeth Lhen L.

ALLEGORY OF THE CAVE TAKEAWAYS FOR WRITERS

Group of prisoners who have lived their entire Concise illustration of a three-act structure
lives in a cave Act 1 Inciting incident - imprisonment
Chained to a wall unable to turn their heads Act 2 Rising Action - departure
All they see is a wall onto which shadows are Act 3 Climax - return
projected Characters, plots, imagery
Above and behind them - a fire
Statues and figures of animals - puppet show or INSPIRED FILMS
silhouette The Truman Show, Room, and Us - direct inspired
Shadows - perceived reality by the allegory of the cave
One of the prisoners set free - see the fire Snowpiercer - segregation and inequality
Prisoner - was told that the shadows were just an between socio-economic classes *
illusion Zootopia - prejudice and stereotyping
Brightness of the fire hurts his eyes - struggles to The Lobster - conformity and social norms
perceive new reality
True reality - far more real than the one he knew
before
Returns to share this enlightenment with his
fellow prisoners - blind again, no longer
accustomed to the darkness
Blindness - prisoners thought that he has
completely lost his mind
Mock him - leaving the cave, vow to kill him if he
tries to make them do the same
End of story

MEANING AND INTERPRETATION

The quest for enlightenment
The nature of reality
Overcoming those who would keep us in the dark
Plato describes the journey from ignorance to
enlightenment
“The journey upwards is the ascent of the soul
into the intellectual world” - Plato
Those who seek and attain this enlightenment
would understand greater truths about our
existence
Plato argues that in order to create a utopian
society, we should be rules by those who have
seen the light
Prisoners - us
Shadow makers and puppeteers - authority or
power structure

Pakisabi po if may mali. Thank you and do well ! 2/2

 UNDERSTANDING CULTURE, SOCIETY, AND POLITICS

Anthropology: Study of Man Sex Gender System

“HUMAN NATURE”
 In a society with a sex-gender system, males are
ANTROPOS = MAN typically expected to be masculine and females to be
LOGOS = STUDY feminine. However, these expectations are now
challenged, especially in contemporary and modern
FOUR FIELDS OF ANTHROPOLOGY societies.
1. PHYSICAL ANTHROPOLOGY  Gender and Gender Roles are associated with one’s
- biological aspects; talks about the body. biological sex.
- Natural Science
Culture, Society, and Gender
2. ARCHAELOGY ANTRO.
 Culture is largely involved in defining gender in
- life, culture of human in past evolution.
societies.
- artifacts
- The cultural construction of gender entails that different
3. LINGUISTIC ANTRO.
societies, having different cultures, will have varying
- language ( how does the language affects the people )
definitions of masculinity and femininity.
- can be powerful yet conserative.
- The concept of gender as a cultural construction tells us that
4. CULTURAL ANTRO.
gender is a product of how societies and their culture adapt to
- society and culture
the conditions of their natural and social environment.
- shared interest
 Gender is more malleable and changing
LESSON #1: CULTURAL VARIATIONS AND SOCIAL across societies.
DIFFERENCES IN GENDER
SEX AND GENDER  As culture dictates appropriate characteristics for each
gender, society propagates these definitions and
 SEX:
characteristics.
- refers to biological differences that distinguish
humans and other animals into two main categories: - Through socialization among different social groups,
(1) male - XY members of society can learn and shape their conceptions and
(2) female -XX expectations of what is feminine and what is masculine.

 GENDER:
- encompasses all the social, cultural, and psychological GENDER EQAULITY
characteristics that a culture assigns to males and
 According to the United Nations International
females. It categorizes which behaviors and traits are
Children's Emergency Fund (UNICEF):
appropriate for men and women.
- GENDER EQUALITY is equal rights and
There are two main types of gender: opportunities for girls and boys that help all
(1) masculine children fulfill their potential. Therefore,
(2) feminine gender inequality is the absence of gender
equality, and it has many faces still reflected in
GENDER ROLES: Culturally-assigned tasks and activities to the
our society.
sexes.

[e.g.,] Social Constructs

 Only males can handle physically demanding
activities.
 Females should handle domestic tasks.

1ST S E M E S T E R – PRELIMINARY EXAM

PREPARED BY: QUEEN DUQUE DALIGDIG
12 C - S T E M
 LESSON #2: CULTURAL VARIATIONS AND SOCIAL KARL MARX
DIFFERENCES IN SOCIOECONOMIC CLASS
- He believe that capitalism is the evil in society.
SOCIOECONOMIC CLASS - Karl Marx proposed a socioeconomic class system that
delineates the bourgeois and the proletariat
 Socioeconomic class
Books:
- category that groups people into similar economic, social, - Communist Manifesto
cultural, and political status. - Das Kapital
 Economic status
- refers to the ranking of people based on their income ● Bourgeoisie
classification. ○ owner of the means of production or the
monetary, land, and technological capital
- family with lower income puts one in a lower economic
○ do not have to work yet they accumulate
status while those who have higher income advances
wealth.
people to a higher status.
 Different occupations and educational attainment ● Proletariat
- have an attached value that influences an individual’s ○ do not own the means of production
position in a socioeconomic class. ○ must work and sell their labor power in
- In those who attain undergraduate or higher academic order to survive.
○ They must work to survive.
degrees are admired in society. The lack or absence of
formal education invites disapproval from societal
TYPES OF CAPITAL
members.
 Economic imperialism
THE CASTE SYSTEM OF INDIA:  Capitalism

I. ECONOMIC CAPITAL
- refers to financial resources that an individual possesses.

[e.g]
 include money, assets, properties, and savings.

II. SOCIAL CAPITAL

- collection or network of an individual’s social relations
with people that may be of help in the future.

[e.g]
 include relationships with peers, friends, family,
Citizens from higher classes receive more job opportunities in teachers, fellow alums, colleagues, employers, and
community members.
the government than lower caste members.
III. CULTURAL CAPITAL
- combination of knowledge, behaviors, and skills that
an individual has acquired to demonstrate one’s
cultural competence and, in turn, determine one’s
social status in society.

[e.g]
 include material capital (sources of
knowledge like books and computers)
 nonmaterial capital (academic degrees, job
titles, religious titles, and other social roles).

 Understanding and recognizing this social concept is vital

in exposing each level's social, cultural, economic, and
political restrictions.
1ST S E M E S T E R – PRELIMINARY EXAM
PREPARED BY: QUEEN DUQUE DALIGDIG
12 C - S T E M
  The hierarchy established in socioeconomic classes
propagates inequality among members of society in terms
of acquiring essential resources and economic
opportunities.
 The existence of socioeconomic classes also impacts
power relations. Since people in the highest
socioeconomic levels are more wealthy, prestigious, and
powerful, they can influence the political arena more.
LESSON #3: CULTURAL VARIATIONS AND SOCIAL
DIFFERENCES IN ETHNICITY AND RELIGION
ETHNIC GROUP
 Refers to a specific group of people with similar
characteristics and a distinct cultural identity, which
distinguish them from other groups in the community
or society.
The largest ethnic groups in the Philippines:
Tagalog, Cebuano, Ilocano, Bicolano, Maranao, Maguindanao,
and Tausug.
i. Ethnicity: denotes the shared culture of these groups, which
includes cultural heritage, language or dialect, religion,
traditions and rituals, norms, values, beliefs, and other
practices.
● Having an ethnicity makes it easy for people to feel
that they can identify with an ethnic group.
● The shared culture (or ethnicity) of a group of people
is what solidifies their identity as an ethnic group.
● It is also ethnicity that enables an individual to
separate and distinguish himself from other groups
of which he is not part.
ii. Race: is a socially constructed category attributed to people
with the same biological traits or attributes.
● based on physical characteristics like skin color, facial
features, and hair texture and color.
● Race is based on biological characteristics, the
concept is still socially constructed.
1ST S E M E S T E R – PRELIMINARY EXAM
PREPARED BY: QUEEN DUQUE DALIGDIG
12 C - S T E M
iii. Ethnolinguistic groups: are ethnic groups with their own
language.
“In Cordillera alone, there are several ethnic groups, such as
the Bontoc, Ibaloi, Ifugao, Ikalahan, Isneg, Itneg, Kalinga, and
Kankanaey.
iv. Religion: is a system of beliefs, worldviews, and practices
related to humanity and spirituality.
● Religion, as part of one’s culture, can also be
considered as one aspect of an individual’s ethnicity.
Among the religions of today are Christianity, Islam, Judaism,
Hinduism, Buddhism, Confucianism, Taoism, and Shintoism.”
v. Animism: is the belief that spiritual forces reside in natural
elements of the physical world (e.g., trees, oceans, wind).
One of the earliest recorded religions in society is animism
among hunting and gathering societies.
● The concept of “God” and “gods” eventually
developed in horticultural and agricultural societies.
As ethnicity propagates the idea of being the same as people
with whom you share cultural traits, it also strengthens
differences among ethnic and cultural groups.
I. Prejudices
 are negative attitudes, beliefs, and judgment
towards categories of people and their individual
members.
 Prejudices are based on preconceived assumptions
and not on reason or evidence.
II. Stereotypes
 are faulty generalizations and oversimplified
assumptions about an entire group of people that
are based on little or no evidence.
III. Minority Groups
 collective groups of people singled out,
distinguished, and treated as subordinates or
inferior by the dominant or majority group because
of their physical or cultural characteristics.
 Group, whose members are considered to be
subordinate and have significantly less power or
control over their own lives, and others. The
minority group typically experiences. unequal
treatment from other members of society.
MEDIA & INFORMATION LITERACY 1ST SEMESTER PRELIMS EXAMINATION 12C Cagampan, Lee Alexander

COMMUNICATION MODELS
MEDIA & INFORMATION SHANNON AND WEAVER MODEL
refers to a two-way process that reinforces that the

LITERACY message needs to be deconstructed if there is a

greater noise or disturbance to lessen ambiguity.

How media and information

affect communication
NOTES:
Media shape realities and perceptions in people’s
lives.
there has been a paradigm shift that media and
CHARLES OSGOOD’S MODEL
information providers influence the way people
explains the circular process in which the roles of
think, behave and act.
being a source and a receiver can be interchanged
acquiring necessary skills and right attitude on how
and done simultaneously with the help of a feedback
to navigate and operate in this information-driven
mechanism.
society is recognized now as a fundamental learning

COMMUNICATION

5 C’s in 21st Century skills

Creativity
creativity is the ability to come up with new and
original ideas, solutions, or ways of doing things that
are valuable and meaningful.
SCHRAMM’S MODEL
Collaboration
emphasizes the shared experiences and
teamwork where people join forces to achieve
understanding between the sender and the receiver.
something together

Critical Thinking
thinking carefully and logically to understand,
analyze, and solve problems

Connection
understanding how different pieces of information
relate to each other, recognizing patterns, and
seeing the bigger picture to make informed and
meaningful interpretations
Source - the point of reference from where or from
Communication whom the message is crafted
has a crucial role in every aspect of human life Message - the heart of the communication process
regardless of age, origin, and nature of work. that connects the source to the audience. Without
It comes from the Latin word communis, which the message or the content, there is nothing to
means “common.” This involves the process of discuss or to learn.
transmitting and delivering information to an Channel/Medium - the tool used to deliver the
intended audience. message from the source to the receiver
Pakisabi po if may mali. Thank you and do well !
 MEDIA & INFORMATION LITERACY 1ST SEMESTER PRELIMS EXAMINATION
Mass media - designed to reach large audience with
the aid of technology
Receiver - refers to the people who will decode the
message. Ideally, the way the source understood the
message should be the same way the receiver will
interpret the content
Noise - refers to the unwanted yet unavoidable
element in communication flow. This can be
classified as either external or internal that impedes
comprehension.
The invention of the printing press by Johannes
Gutenberg in the 15th century paved the way for
various technological products that have been
instrumental in changing the face of communication.
What is media and
information literacy?
The following are the key concepts for media literacy:
All media are constructions.
Media constructs versions of reality.
Audiences give meaning to media content.
Media have commercial implications.
Media content contains ideological and value
messages.
Media messages and content contain social and
political implications.
Form and content are closely related in media
messages.
Each medium has a unique aesthetic form.
Literacy
refers to one’s cognitive ability to process
information using written materials in various
contexts.
Information Literacy - refers to one’s ability to search,
access, consolidate, utilize, and create relevant
information for varying purposes.
Pakisabi po if may mali. Thank you and do well !
12C Cagampan, Lee Alexander
Media Literacy - focuses on how a person identifies and
scrutinizes the roles and functions of media institutions,
how he scrutinizes the content and even various
information providers, and how he makes use of media
in a responsible, ethical manner.
Technology Literacy - refers to skills in effectively using
technology, including hardware and software, to
communicate, manipulate, store, and access
information.
Media and Information Literacy - is a set of integrated
skills, attitudes, and competencies that empower
citizens to understand and communicate information
for democratic discourse and to evaluate, produce and
use all of these resources effectively, competently, and
ethically.
UNESCO’S (United Nations Educational, Scientific and
Cultural Organization) MIL FRAMEWORK
Based on UNESCO’s framework, media and
information literacy is essential for the following:
making informed decisions
learning about the world around us
building a sense of community
maintaining public discourse
engaging in lifelong learning
Responsible uses and prudction
of media and information
These issues will challenge an individual to apply what
he or she knows about media and how to understand its
influences on one’s identity, personal choices, and
decisions.
Plagiarism
the act of using someone else's words, ideas, or work
without giving them proper credit, presenting them
as your own.
Intellectual disrespect and dishonesty
encompasses a broader range of unethical behavior
related to intellectual work
MEDIA & INFORMATION LITERACY 1ST SEMESTER PRELIMS EXAMINATION 12C Cagampan, Lee Alexander

Stereotypes like gender or racial bias and Name - Calling

oversimplified generalization attacking opponents or rival ideas using derogatory
refer to believing or assuming things about people language and labels to discredit them and make
based on their gender or race, even if those beliefs them appear less credible.
are not true for everyone in that group.
Testimonials
Disrespect for people’s privacy, feelings, and property featuring endorsements or statements from
non-consensual sharing of personal messages and respected individuals to gain credibility and
private photos online. persuade the audience to adopt a particular
viewpoint.
Unverified sources
information or things we hear or see that we don't Plain - Folks
know for sure are true portraying a person or group as being relatable and
down-to-earth, just like the common people. The
Cyber bullying purpose of this technique is to create a sense of
the use of digital platforms to harass, intimidate, or familiarity and trustworthiness.
harm individuals through hurtful messages, rumors,
or other harmful online actions.
The Canadian Commission for UNESCO provided the
Propaganda
following tips for navigating fake news:
the deliberate spread of information or ideas, often
Be aware.
with a biased or misleading nature, to influence
Be suspicious.
public perception and promote a specific agenda.
Be proactive.
glittering generalities
bandwagon
THE THREE SIEVES:
half-truth or card stacking
Sieve of Truth
appeal to authority
Sieve of Kindness
Sieve of Utility

PROPAGANDA TECHNIQUES COMMONLY USED

IN SOCIAL MEDIA
Appeal to emotion
,
Eliciting strong emotional responses from the
audience to sway opinions, often using imagery,
personal stories, or dramatic music.

Fear - Mongering
Exaggerating potential dangers or threats to create
fear and anxiety among the audience, often to
promote a particular agenda or viewpoint.

Bandwagon
creating the perception that a particular belief or
action is widely accepted and embraced by many,
encouraging individuals to conform to popular
opinions.

Pakisabi po if may mali. Thank you and do well !