OLIVAREZ COLLEGE-TAGAYTAY

PROGRAM: Humanities and Social Sciences

OLIVARIAN PHILOSOPHY OF EDUCATION COURSE SYLLABUS PROGRAM OUTCOME

Olivarian education endeavors to combine the best in human
and Christian tradition with awareness of and involvement in the
present day demand of human, national, and global development.
The earnest striving for self-realization, is therefore, directed to
find its fulfillment in responsible service that will significantly
contribute to the common efforts towards national development.
SCHOOL MOTTO
“Educating the MIND, BODY & SOUL” goes the Olivarian
Motto. These words capsulate the Olivarian Philosophy of
Education committed to the development of the critical mind
capable of intelligent decision-making and analysis; physically fit
body that is well versed with arts, skill and athletics. A sound mind
make up a total person with a spirit that is in communion with
Christian ideals, and one who is dedicated in the service of God,
country and men.
CORE VALUES
HONESTY
EXCELLENCE
ACCOUNTABILITY
RESPONSIBLE INQUIRY
TEAMWORK
Course Code: PHILO001 Hours: 80/Semester
INTRODUCTION TO THE PHILOSOPHY OF HUMAN PERSON Senior High School (SHS) refers to Grades 11 and 12, the last
Course Title two years of the K to 12 Basic Education Program. In SHS, students
are required to go through a core curriculum and subjects under a
track of their choice. The SHS Curriculum, as part of the K to 12
COURSE OUTCOMES:
Program, aims to produce graduates who have the following
characteristics:
A. Terminal: At the end of the course, the
students shall demonstrate a capacity for  Holistically developed;
a critical and analytical reflection from
the perspective of a holistic and  Equipped with 21st century skills (i.e., learning and
profound vision of life. innovation skills, life and career skills, communication
skills, and information media and technology skills); and
B. Enabling: At the end of the course the student
should be able to:  Personal development is an area of great importance for the
religious education program.
1. Reflect on their daily experiences from a holistic
point of view
2. Acquire Critical and Analytical Thinking skills
3. Apply their critical and analytical thinking skills to
the affairs of daily life
4. Become truthful, environment-friendly and service-
oriented
5. Actively committed to the development of a more
humane society
6. Articulate their own philosophy of life

ELIESER D. NICOLAS/ ZALDY FRITZ SAMPAYAN/

GLEN LINO G. GUAÑEZO/ CHISTOPHER CAPOQUIAN/
MAUREEN ENCABO ELIESER D. NICOLAS LPT CLARENCE CASTILLO LPT MS. EFANNY F. AMPARO LPT, MEM DR. ERIC L. OLIVAREZ
Faculty Strand Coordinator &Faculty Academic Coordinator SHS Principal VP. for Academic & Services

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 I. COURSE DESCRIPTION Grade Composition:
Written Performance = 25%
An initiation to the activity and process of philosophical reflection as a search for a synoptic vision of life. Performance Task = 50%
Topics to be discussed include the human experiences of embodiment, being in the world with others and the Quarterly Assessment = 25%
environment, freedom, intersubjectivity, sociality, being unto death. 100%

TIME LEARNING
CONTENT STANDARD LEARNING COMPETENCY TOPIC / CONTENT TEACHING/LEARNING ACTIVITIES
ALLOTMENT ASSESSMENT MODE

Blended Blended
Face-to-Face Face-to-Face
Learning Learning

Pass the message- the

1. Distinguish a holistic students will be
perspective from a grouped into 5 groups
and they will be doing Honesty Test- The students
partial point of view
pass the message. The Students will will answer the
2. Recognize human first student in line will answer honesty discussion part
activities that emanated pass will receive a test to gauge their of schoology
The Student understands the meaning from deliberate reflection message from the They will watch reflection about about the
and process of doing philosophy 3. Realize the value of teacher. They will rely a video clip different holistic holistic point of
doing philosophy in the message from about doing and partial view and partial
Doing Philosophy Weeks 1-2 student to student. The philosophy and perspective. The point of view
obtaining a broad
last person in line will there will be questions are
perspective on life
repeat the whole hand outs situational.
4. Do a philosophical message to their
reflection on a concrete teacher
situation from a holistic
perspective Think-Pair-Share
Students will share
their understanding
about ethics and
Socratic Method

2
 Blended Blended
Face-to-Face Face-to-Face
Learning Learning

1. Distinguish opinion from

truth Each group will bring They will watch Quiz No. 1 They will write
2. Analyze situations that newspapers and they video about the Fact or Opinion a position paper
show the difference will find articles which Socratic Method The students will through
between truth and are true and articles and there will be analyze different Schoology
opinion which is opinionated. hand outs scenarios that discussion part
The Student demonstrates various 3. Realize that the methods After which, Groups needs their skill of about the
ways of doing philosophy of Philosophy lead to Methods of Philosophizing Weeks 3-4 will share to class their distinguishing tension on the
wisdom and truth articles. truth and opinion West Philippine
4. Evaluate opinions Sea. The
Social Media: Fact or Oral Interview- position paper
Fake- Students will Students will be must have truth
identify if the social given scenarios and opinion.
media post is fact or and they will
fake identify if it is
truth or opinion

Blended Blended
Face-to-Face Face-to-Face
Learning Learning

1. Recognize own Flash card activity- They will write Quiz No. 2 They will
limitations and Students will identify an essay through Oral Exam about upload a word
possibilities the words written on schoology, nature of God on file of their
The Human person as an the flashcards. Teacher about their Theological point matrix
2. Evaluate own embodied spirit
limitations and the will show the flash understanding of view. They will presenting the
The student distinguishes his/ her card for 5 seconds. about God be graded based difference of
own limitations and the possibilities possibilities for their
transcendence There will be 15 words on a rubric ontological
for his/ her transcendence and each word must be argument,
3. Recognize how the
human body imposes Weeks 5-6 memorized. The teleological
limits and activity will measure They will make a argument
possibilities for their limitations and journal log of a cosmological
transcendence their possibilities. certain religious argument and
4. Distinguish the group. It includes moral argument
limitations and Students will identify the way of their
possibilities for their strengths and worship and their
transcendence weaknesses through a activities
checklist

3
 Blended Blended
Face-to-Face
Face-to-Face Learning Learning

1. Notice disorder in an Picture Perfect- Environmental

environment Students will watch a They will search Quiz No. 3 Magazine-
2. Notice things that are not The human person in their video of “signos” of a picture or a They will write They must
in their proper place and environment showing the current picture of their examples of social include in the
organize them in an state of our own that shows ecology, magazine of
aesthetic way environment sustainable environmental different
3. Show that care for the development. justice, climate landscapes
The student understands the interplay environment contributes Students will make a The picture ethics, climate touched with
between humans and their to health, well-being and Weeks 7-8 simple sketch of their must have a justice, and aesthetic art.
environments sustainable development description to their caption of their environmental They will
4. Demonstrate the virtues present environment reason choosing aesthetics upload the
of prudence and frugality it as a perfect magazine in
towards environments picture suited Students will Schoology
for sustainable create a plan to
development make an aesthetic
environment

Students will watch the Using Collage- They They will

1. Realize that “all actions Bandersnatch clip. schoology, the will bring pre-cut submit a
have consequences.” After which, the students will pictures that they spoken poetry
2. Evaluate and exercise teacher will connect identify the will be using to about human
The student understands the human prudence in choices the video to the topic different types express their idea person’s
person’s freedom 3. Realize that: of freedom that of freedom. The freedom
a. Choices have Picture Analysis- they have using pictures will be
consequences Students will show the pasted in school.
b. Some things are given pictures that they can philosophical They must bring
up while others are Freedom of the human Weeks 9-10 choose. They must point of view 1/8 illustration
obtained in making person choose only 2 most board
choices important for them and
4. Show situations that they will explain the
demonstrate freedom of reason of their choice Rational Choice-
choice and the they will make a
consequences of their rational choice
choices plan to improve
their choices.

4
 1. Realize that Speed Dating- students They will video Students will
intersubjectivity requires will know each other their own self Quiz no. 4- identify
accepting differences and by sharing important and they will tell students will pictures which
The student understands not to imposing on others information. The the good answer 10-item are alienated
intersubjective human relations 2. Appreciate the talents of teacher will give attributes to identification test
persons with disabilities Intersubjectivity everyone 15 minutes them. They
and those from the by switching every 20 upload the video
underprivileged seconds. to schoology.
3. Explain that authentic
dialogue means accepting Video Analysis- Role Play-
others even if they are students will watch a Students will
different from themselves Weeks 11- 12 clip about people with make a role on
4. Perform activities that disabilities how to treat
demonstrate the talents of different people
persons with disabilities with disabilities
and those from the
underprivileged sectors
of society

1. Recognize how Debate- Students will Role Play-

individuals form societies be divided into two Students will Students will Students will
and how individuals are groups and they will be read the ideal portray the upload to
transformed by societies given 2 minutes each to society in his development of schoology
2. Compare different forms argue of their side. One book “The societies about their
of societies and side will be individuals Republic” visions of the
The student understands the interplay individualities (e.g. form societies and on Position Paper- future
between the individuality of human Agrarian, industrial and The Human Person in the other hand are they will make a developments
beings and their social contexts virtual) Society Weeks 13-15 individuals position on of society
3. Explain how human transforming societies transformation of
relations are transformed society
by social systems KWL- they will share
4. Evaluate the they knowledge, what Response Journal-
transformation of human do they know, and they students will
relationships by social what will they learn make a response
systems and how to social systems
societies transform Peer Partner Learning-
individual human beings. students will share

5
 their school days
during their elementary
and junior high school
years

Career Goals- Students Students will Quiz no. 5- They

1. Recognize the meaning
of his/her own life
The student understands human 2. Enumerate the objectives
beings as oriented towards their he/she really wants to
impending death achieve and to define the
projects he/she really
wants to do in his/her life
3. Explain the meaning of
life (where will all these
lead to)
4. Reflect on the meaning of
his/her own life.
will write a career watch a video will answer the
goals for the next ten that discusses four types of fears
years. The goals must the 7 habits of
be SMART. highly effective Movable Exam-
people They will answer
Word Walls- Students of the philosophy
Human persons as oriented will receive a piece of of impending
towards their impending Weeks 16-18 paper and they will death. Each chair They will write
death post it on a word wall. have a question. a position paper
The word that they will about
post will be reflection Research paper- euthanasia.
of themselves They will make a
research paper
One- Minute Paper- about the fear of
they will write death of any
everything about their person
ideal job in the future

REFERENCES :
 Abella, R. (2016). Introduction to the Philosophy of the Human Person. Quezon City. C&E Publishing Inc.
 Mazo, R. et. Al. (2016) Philosophy of the Human Person: An Introductory Text for Senior High School. Quezon City. Phoenix Publishing House, Inc.
 Padilla, R. (2016). Introduction to Philosophy of the Human Person: A textbook for Senior High School Curriculum . Mandaluyong City: Books Atbp.
Publishing Corp.
 Ramos, C. (2016). Introduction to the Philosophy of the Human Person. Quezon City. Rexbookstore
 Higgins K.& Solomon, R. (2009) The Big Questions: A Short Introduction to Philosophy, 8 th Edition. Belmont, California. Cengage Learning.
 Melchert N. & Morrow D. (2018) The Great Conversation: A Historical Introduction to Philosophy. New York, New York. Oxford University Press