MAN’S MATERIAL COMPOSITION: THE BODY IS AN OBSTACLE:

1. Man is composed of a material component 1. The human body refers to the finitude of
making him a mortal (corporeal) being man in the sense that human bodily
2. Man is a vegetative organism existence is limited by space (we cannot be
3. Man is a sentient (or a conscious) organism present in different places at the same time),
time (we cannot go back nor forward in
ARISTOTLE’S VIEW: RATIONALITY time), and death (an inevitable aspect of life
— Man is a rational animal (pain and pleasure) but that we cannot avoid)
man can be a non-material being or transcend
sentience through rationality, human intellect, and 2. Death
will — the end of man and the end of the body

Transcendent: Non-material nature 3. As an object or as an instrument

— subjectivity and individuality (the “I”) — treating the body as a thing - as an “IT”

MAN’S LIMITATIONS AND POSSIBILITIES: ● Example: Prostitution and child labor

1. Nietzsche's Concept of Ubermensch THE BODY AS A BRIDGE:

(Overman or Superman)
— as a person endowed with reason and 1. “I-It” Subject-Object Relationship
passion to choose whatever goal or purpose
the person has ● The body serves as a medium (the
world becomes “my” world because
● Existentialism; the importance of of my body)
individual experience and the ● My body cannot exist apart from the
freedom of choice in the face of an world
uncertain existence ● Man is a situated being (“beauty is in
the eye of the beholder” and “we are
2. Self-awareness angels with only one wing and we
— recognition of one’s limitations and can fly only by embracing each
possibilities or being conscious of our other”)
subjectivity and individuality; to look at ● The body as a bridge refers to our
oneself of being a person which is central to interaction with other subjects
understanding human limitations and ● The human body as a bridge is a
possibilities gesture of human encounter
● An expression of man as a
Humans conscious self
— material, rational, and transcendent beings,
capable of both acknowledging their constraints
and striving towards higher possibilities through
intellect, will, and self-consciousness
 2. “I-You” Subject-Object Relationship 3. Respect for nature
(Martin Buber) — respect for the creator extends to respect
— a subject-to-subject relationship (S-S); for His creation
co-existence
ENVIRONMENTAL ETHICS:
● The human encounter cannot occur
without the body (when a personal 1. 1971
encounter takes place, my world — in Laudato Si (Praise Be), an encyclical
becomes the world of the other letter, Pope Paul VI warns of ecological
person, and the world of the other concerns as “tragic consequences” due to
person becomes also my world) unchecked human activity

TWO EXAMPLES OF SELF-TRANSCENDENCE: 2. Recent Years

— Pope Francis laments pollution, climate
1. Nick Vujicic change, and loss of biodiversity
— he has no four limbs but is still able to be
successful and have a family of his own; 3. Present
now, traveling the world to inspire people — calls for radical change in human conduct
to address environmental issues
2. Helen Keller
— she was the first both deaf and blind ● NASA Scientists Protest
person to get a bachelor’s degree in art and
was awarded the Presidential Medal of CLIMATE CHANGE AND POLLUTION:
Freedom, one of the United States two
highest civilian honors 1. Atmosphere
— all countries must protect it since it is
● “The best thing in the world cannot crucial for life
be seen or even touched”
2. Global Impact
Environmental Aesthetics — pollution causes local, regional, and
— explores the appreciation of natural and global environmental problems
human-influenced environments that emerged as a
reaction to traditional aesthetics’ focus on art and 3. Health Hazards
now encompasses the aesthetic significance of — atmospheric pollutants pose significant
everyday objects, environments, and activities health risks, especially for the poor

CREATIONIST PERSPECTIVE: LOSS OF BIODIVERSITY:

1. Perfect Creation 1. Human Well-being

— creationist view Earth as originally — biodiversity loss negatively affects food
perfect, designed for human habitation security, disaster vulnerability, and access to
resources
● Gen 2:5, 15
2. Ecosystem Services
2. Stewardship — modifying the ecosystem for one service
— humans are seen as stewards of God’s often degrades others
creation, responsible for its care
 3. Economic Impact Genesis 2:15
— the value of lost services may exceed — The Lord God took the man and put him in the
short-term economic benefits Garden of Eden to work it and take care of it

DRIVERS OF BIODIVERSITY LOSS: GOD’S VIEW OF HIS CREATION:

1. Land Use Change 1. Human as stewards

— conversion of forests to agriculture is a — God appointed humans to work and care
major driver for His creations, giving us authority and
responsibility over it
2. Overfishing
— the main driver of biodiversity loss in the 2. Creation is Good
marine system — God declared everything He made is
good, affirming the value of all creation
3. Climate Change
— exacerbates risks of extinctions, floods, 3. God’s Love for the World
droughts, and disease outbreaks — God loves not just humanity, but the
entire world He created
COGNITIVE VIEWS ON ENVIRONMENTAL
AESTHETICS: 4. Creation Belongs to God
— everything in creation belongs to God,
1. Knowledge-based not us, calling for humanity in our approach
— emphasizes the importance of scientific to the environment
and cultural knowledge in appreciation
5. Everything Was Created to Glorify God
2. Scientific Cognitivism — all of creation exists to bring glory to God
— argues that scientific knowledge reveals and is expected to acknowledge and
nature’s aesthetic qualities appreciate God’s power, majesty, holiness,
wisdom, and love
3. Cultural Approach
— incorporates local narratives and folklore 6. God Reveals Himself Through His
in aesthetic appreciation Creation
— God uses creation to display His
NON-COGNITIVE VIEWS IN ENVIRONMENTAL marvelous qualities and nature; to draw
AESTHETICS: people out of darkness to Himself as people
see His beauty displayed on Earth
1. Aesthetics of Engagement
— immersive experience in nature ● “For since the creation of God’s
invisible qualities, his eternal power
2. Phenomenology-based and divine nature have been seen,
— rejects traditional disinterested being understood from what has
appreciation been made, so that men are without
excuse.
3. Multi-sensory
— emphasizes contextual dimensions of
nature
OUR ROLES AS STEWARDS: 8. Give away your money
— a great solution to overconsumption is to
1. Recognize Environmental Impact be generous
— acknowledge the negative effects of
human activities on creation, such as ELIMINATING TOXIC MATERIALS:
pollution and habitat destruction
1. Healthy Cleaning Supplies
2. Model Reverence for the Creator — use non-toxic cleaning supplies like
— keep the environment clean, care for all baking soda, vinegar, and lemon juice, to
species, and leave the Earth undamaged for reduce harmful chemicals ain the home and
future generations environment

3. Change Daily Choices 2. Organic Products

— adjust our interactions with our — choose organic foods and products to
surroundings to reflect our roles as stewards support farmers who avoid artificial
of God’s creation fertilizers and pesticides, protecting solid
and waterways
REDUCING WASTE:
3. Reduce Fossil Fuel Use
1. Buy Less — conserve energy, use renewable sources,
— good stewardship begins with careful and minimize carbon footprint through
purchasing so analyze before buying efficient transportation and lifestyle choices

2. Choose Reusable Options IMPORTANCE OF ECOLOGICAL EDUCATION:

— analyze purchases carefully and opt for
durable, long-lasting products 1. Family Education
— the family is crucial in teaching love and
3. Buy in Bulk and Reduce Packaging respect for life, proper use of resources, and
— saves both money and packaging and care for the environment
saves trips to the stores
2. School Curriculum
4. Recycle and Repurpose — environmental education should be
— find new purposes for things you no integrated into school curricula, including
longer need outdoor learning and hands-on experiences
3. Green Facilities
5. When you buy, buy quality — promote green schools with
— try to buy things that will last a long time energy-efficient buildings and healthy food
options to create a sustainable learning
6. Buy used instead of new environment
— think soberly about what needs to be
“new” 4. Lifelong Learning
7. Reduce Junk Mail — environmental education extends beyond
— do not receive catalogs that you do not the classroom, encouraging sustainable
need and get your name removed from junk practices in daily life and future careers
mail
IMPLEMENTING ENVIRONMENTAL THE NATURE OF THE WILL:
EDUCATION:
1. Intellectual Tendency
1. Curriculum Integration — toward known goods, not limited by
— incorporate environmental topics into immediate sensed objects
existing subjects and use the local
environment as a learning context 2. Freedom of choice
— can freely choose among limited, finite
2. Experiential Learning goods presented by the intellect
— provide hands-on experiences through
field trips, after-school clubs, and 3. Influenced by Factors
sustainability projects — knowledge, environment, conditioning,
and emotions can shape choices but do not
3. Teacher Training eliminate freedom
— equip educators with the skills and
knowledge to effectively teach Human Acts
environmental studies — acts done with full knowledge and deliberate will,
proceeding from a person as master of their actions
4. Workforce Preparation
— train current and future workers to adapt Acts of Man
to and thrive in a green economy — acts performed without full mastery through
intellect and will, not of moral concern
The Burnt Toast Theory
— each small, everyday inconvenience we ● Natural bodily functions
experience happens for a bigger reason ● Acts of those lacking reasons
● Automatic Reactions
Bless the Broken Road ● Acts under duress

Will MODIFIERS OF HUMAN ACTS:

— a faculty of the mind that motivates purposeful
activity 1. Ignorance
— lack of knowledge can be invincible
Modern Psychology (unavoidable) which eliminates culpability, or
— often considers the concept of will as unscientific vincible (avoidable) which lessens it
(unconscious motivation or psychological influence)
2. Fear
Philosophy — mental agitation from perceived danger;
— the will is an intellectual tendency toward known actions are done because this is voluntary
goods, distinct from sense appetites but may have reduced culpability

● Self-control 3. Passion
● Voluntary Attention — strong feelings or desires

● Antecedent Passions; lessen

freedom
● Consequent Passions; may
increase voluntariness
 4. Violence and Habits 2. Duty to Form
— eternal force or ingrained behaviors can — have a responsibility to form according to
affect voluntariness and culpability of objective moral truth
actions
3. Judgement in Circumstances
DETERMINANTS OF MORAL ACTION: — helps apply moral principles to specific
situations and
1. Object circumstances
— what is done, determining objective
morality; some actions are inherently good 4. Culpability
or evil — level of responsibility depends on how
diligently we seek to form the conscience
2. End (Intention)
— the purpose or motive for acting HUMAN DIGNITY AND MORAL
RESPONSIBILITY:
● Good intentions; cannot make an
evil act good 1. Source of Dignity
● Bad intentions; can make a good — our intelligence and freedom as persons
act subjectively wrong capable of self-determination through
choices
3. Circumstances
— specific conditions of the act that modify 2. Shaping Our Lives
its moral quality, but cannot make an evil act — we give ourselves dignity by freely
good choosing to act in accordance with moral
truth
Objective Morality
— based on eternal law and the nature of reality; 3. Judgment
some actions are inherently good or evil regardless — God knows our hearts and judges, our
of intentions or circumstances intentions, including our intention to seek
the truth
Subjective Morality
— relates to personal culpability based on 4. Rational Obligation
knowledge intentions and circumstances; can — as rational beings, we must seek and act
reduce responsibility for objectively wrong acts according to moral truth

Conscience ACTIONS AND CONSEQUENCES:

— a judgment of reason, closely tied to natural law
and revealed truths; we are obliged to follow and 1. Positive and Negative
form our conscience according to objective truth — actions have both good and bad
consequences
THE ROLE OF CONSCIENCE:
2. Result or Effect
1. Obligation to Follow — consequences are the outcomes of our
— always obliged to follow in moral actions
decisions
 3. Positive Behavior
— strive for actions with positive Determinism
consequences — all events, including human actions, are casually
determined
DECISION-MAKING PROCESS:
● Hard determinism; no free will exists, and all
1. Determine Goal actions are predetermined
— identify what you want to achieve ● Implications; challenges concepts of moral
responsibility and choice
2. Evaluate Options
— examine available choices to reach your BIOLOGICAL DETERMINISM:
goal
1. Genetics
3. Choose Best Option — inherited traits influence behavior
—select the option most likely to meet your
goal 2. Neurobiology
— Brain structure affects decision-making
4. Learn and Adjust
— use outcomes to improve future 3. Endocrine System
decisions — hormones impact behavior and choices

TYPES OF FREEDOM: PSYCHO-SOCIAL DETERMINISM:

1. Physical Freedom 1. Psychological Factors

— the absence of physical restraint, like — drives and tendencies, motives and
prison walls desires, character traits

2. Moral Freedom 2. Social Factors

— absence of moral obligations or laws — environmental pressures, education and
upbringing, cultural influences
3. Psychological Freedom
— ability to choose between different INTERSUBJECTIVITY
actions — the shared or mutual understanding among
agents which is considered person to person
ARGUMENTS FOR FREE WILL:
1. Relatedness to other
1. Common Consent — being with others
— most people believe in free will
2. Emotional Apsect
2. Psychological Awareness — the ability to experience life deeply, to
— aware of freedom when making decisions relate to one another and the world on a
feeling level
3. Ethical Implications
— morality and responsibility require free Man as Social Animal
will — he loves to live in a society with other human
beings; a general conception about his basic
behavior being
 the problem to them is how to be loved, how
UNDERSTANDING ACCEPTANCE: to be lovable

1. Things we can’t change 2. Theory of Love’s Crystallization

— genetic traits, birthplace, parents, and (Stendhal)
age or predetermined aspects of lives — our fixation on the choice of “love object,”
has seeded a kind of “confusion between
2. Things we can change the initial experience of falling in love, and
— our efforts, studies, and choices or within the permanent state of being in love, or
our control to our shape standing in love”

HOW DO WE BECOME SELF-ACCEPTING: 3. The Peril of Mistaking the Spark of

Substance
1. Accepting ourselves unconditionally would
have been almost automatic if we had ● The miracle of breaking down walls,
grown up in a generally supportive feeling close, and feeling one in love
environment ● Being “crazy” in love is a proof the
2. If deep within us we’re ever to experience, degree of their preceding loneliness
as our normal state of being, personal
fulfillment and peace of mind, we must first STEPS TO AVOID FAILING LOVE:
rise to the challenge of complete,
unqualified self-acceptance 1. Mastery of Theory
2. Mastery of Practice
The positive side of me 3. Mastery of Putting the Art as The Ultimate
— positive people can inspire and influence others Concern
to reframe and to think about things differently
which can be infectious in a gd way Manuel Dy
— “There is no shop in the world that sells love”
Loving Encounter
— a meeting of persons; when two persons or more Empathy
who are free to be themselves choose to share — accepting others for who they are
themselves
Accepting others is not impose to others
Acceptance — everyone is different in one way or another; once
— most often painful and hard but above all, it’s you understand this truth, you can stop trying to
also peace so we must understand each other change theme into people you want them to be and
start accepting them from who they are
Erich Fromm
— “Love is not a sentiment which can be easily FIVE WAYS OF ACCEPTING OTHERS:
indulged in by anyone, regardless of the level of
maturity reached by him” 1. Don’t try to control the feelings of others
2. Allow others to be different
1. Love’s Necessary Yin-Yang 3. Give thoughtful advice
— most people see the problem of love 4. Don’t be quick to judge
primarily as that of being loved, rather than 5. Try not to compare
of loving, of one’s capacity of love. Hence,
CHARACTERISTIC OF LOVE:

1. Love is the gift of self

— love is a giving, giving of the best, the
giving of the self to the other

● if someone believes in me and trusts

in me, I try to live up to her faith and
trust and will try never to hurt,
disappoint or fail her

2. Love grows and should grow

— Love must not be taken for granted. Just
as one can fall in love, so too she can fall
out of love. And when love dies, it is difficult
to resurrect it

● Winning the person is not the

accomplishment, but keeping person
is
● Example: The relationship between
an unfaithful husband and a faithful
wife can never be the same again

3. Love is shown by deeds rather than

words
— love is not only saying it, it is doing it.
Love is effective, it takes actions since
“action speaks louder than words”

4. Love is creative
— love creates the lover

● If I love a person. I am never the

same again. I Change.

5. Love is mutual or reciprocal

— love is an appeal

● How can I love the other unless he

has already begun to love me
● How is it possible that I can love a
person very much and yet that
person does not me a much