Q2 Philosophy

DEPARTMENT OF EDUCATION
REGION III
Division of City of San Fernando
PAMPANGA HIGH SCHOOL
SENIOR HIGH SCHOOL
PHS Blvd., Brgy., Lourdes, City of San Fernando, Pampanga
Tel. No. (045) 961-4261 website: www.pampangahigh.school
First Semester of Second Quarter

Self-Instructional Packets (SIPacks)
SY 2020-2021
In
Introduction to the
Philosophy of the
Human Person
___________________________________
Prepared by the
Humanities and Social Sciences (HUMSS)
Teachers
Q2 – IPHM (Week 1) Page 1 of 7

TABLE OF CONTENTS AND SUGGESTED TIMELINE
LESSON 1
FREEDOM OF THE HUMAN PERSON
LESSON 2
INTERSUBJECTICITY
LESSON 3
THE HUMAN PERSON IN SOCIETY
LESSON 4
HUMAN PERSON AS ORIENTED TOWARDS
THEIR IMPENDING DEATH
A. Reviewing previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson
C. Presenting examples/ instances of the new lesson
D. Discussing new concepts and practicing new skills # 1
E. Discussing new concepts and practicing new skills # 2

F. Developing mastery
G. Finding practical applications of concepts and skills in daily living

H. Making generalization and abstractions about the lesson
I. Evaluating learning
J. Additional activities for application or remediation

Self-Instructional Packet (SIPack)
Introduction to the Philosophy of the Human Person
Freedom of the Human Person
2nd Quarter, Week 1, MELC 5.1
I. OBJECTIVES
A. Content Standard
The learner understands the human person’s freedom.
B. Performance Standard
The learner shows situations that demonstrate freedom of choice and the
consequence of choices.
C. Most Essential Learning Competency

[5.1] Evaluate and exercise prudence in choices.
II. CONTENT FREEDOM OF THE HUMAN PERSON
III. LEARNING RESOURCES
A. References: Abella, Roberto D., Introduction to the Philosophy of the Human

Person, Published in 2016 by C & E Publishing, Inc.
B. Other Learning Resources
IV. PROCEDURES
In the past centuries, there is always the hunger for power turned into fierce competition
over positions of domination. As such, the domination over nature extended further to the
systematic domination of fellow human beings. The atrocities in the recent century’s World Wars
and the continuing massive killings we read about today are a clear attestation to this
The question leads to how it has come to this point. How can it be possible for a specie, so
intelligent and creative, to use its powers and capabilities towards the destruction of his or her
own kind?
In this lesson, you will learn that a possible answer to this question can be seen in humankind’s
gross misunderstanding of the concept of human freedom. Freedom is largely interpreted as the
capacity to do whatever one wants without hindrance and limitation. Freedom is misunderstood
as doing anything I want. Genuine freedom, however is one that is always coupled with
responsibility.
Specific Learning Objectives:
At the end of the lesson, you are expected:
1. to discern the essence of true freedom;

2. To discuss moral responsibility and accountability in their exercise of freedom;
3. To realize that all actions have consequences; and
4. To evaluate the exercise of prudence in others.

(Activity 1) Getting to Know (10 points)
As the country is under different levels of community quarantine, identify what level your
town/city belongs to. It is very important that you are well aware of the changes happening in your
place. Every level of community quarantine has different policies that are being followed whether
it is ECQ, GCQ, MECQ or MGCQ that is being followed in your community.
Write your town or city and identify your town/city’s level of community quarantine. Below are
two columns where you will enumerate three (3) things that you can and cannot do. In the first
column, write the things that are allowed to do, while in the second column, write all the things
that are prohibited to do in your place.
TOWN/ CITY: LEVEL OF COMMUNITY QUARANTINE:
Allowed Prohibited
1 1
2 2
3 3
D. Discussing new concepts and practicing new skills #1
What is freedom? What is the essence of freedom?
Freedom is an intrinsic and essential property of the person. This means that the
human person by nature is a free being and that it is in his or her nature to seek freedom. An
important indication of human freedom is the ability to make choices and perform actions.
Our freedom to act sets us apart from other beings.
Freedom is rooted in the human person’s self-determination and the exercise of

intellect and free will. This means that a person’s every action is freely determined and these
actions define him or her. We can freely choose to be a good person and to act in a good way. A
good act makes a person better while its opposite has a negative impact on him or her as a
person. This is the nature of self-determination: that a person’s actions determine what kind of
person he or she becomes.
Freedom also requires a degree of control from the person who exercises it. A person
becomes freer when he or she exercises control over himself or herself. On the other hand, a
person becomes less free when he or she is no longer in control of himself or herself and is
instead controlled by other forces.
E. Discussing new concepts and practicing new skills #2
What makes us free? How does freedom shape our experiences?

There are two elements that define freedom: Voluntariness and Responsibility.
Voluntariness refers to the ability of a person to act out of his or her own free will and self-
determination. This means that a person may decide to act or not, and these decisions are made
out of his or her own free will. Voluntariness also means that a person may act even if he or she
is not required or called to take action. Voluntary acts are free acts which can be assigned a
corresponding moral value.
Responsibility refers to the person being accountable for his or her actions and their
consequences. Whenever we decide to take action, this results in a certain consequence. All
human actions have consequences of his or her action and take responsibility for them. Taking
responsibility can either mean a person voluntarily taking responsibility for his or her own actions,
or being held responsible by other people.
Voluntariness and responsibility go hand-in-hand in determining a person’s freedom. In any

situation where a person is forced to do an action against his or her will, it follows that he or she
cannot be held responsible for his or her involuntary actions. The realization of voluntariness and
responsibility in the exercise of our freedom gives out actions and experiences a whole new
meaning.
We can now reflect on your actions to be better understand them and guide us toward making
the best possible decision. We can therefore begin to examine our actions, habits and behavior
by asking ourselves the following questions:
o What should I do?

o Why should I do it?
o What will my actions or behavior affect myself, others and my surroundings?
o Will my actions or behavior be considered correct, proper, beneficial and moral?
Another reality that we have to face as we exercise our freedom is the fact that freedom
is experienced through the act of making choices. Although human freedom gives us the ability
to think of countless decisions and possible actions, we only get to choose to enact one of these
possible actions or decisions. Having the ability to choose and enact a course of action does not
automatically mean that we should take action every time.
When we make the choice to do a particular action, we can never go back and redo our
actions and make another choice. Therefore, it is very important that when confronted with
choices, we exercise caution and prudence and reflect on our possible courses of action.
Self-reflection is vital in the proper exercise of human freedom. As persons, we cannot

allow ourselves to be slaves to sudden emotions and moods whenever we act. As free and
rational beings, we must recognize the importance of exercising freedom responsibly. This
requires us to reflect on our actions, consider their effects and make the proper choices regarding
the most beneficial decisions or actions.
F. Developing Mastery
- Freedom is an intrinsic and essential property of a person. The human person is by

nature free and seeks freedom. Our freedom to act sets us apart from other beings.
- Freedom is also understood to be the power to create and define oneself. It is also
rooted in the person’s self-determination and the exercise of intellect and free will.
- Having and exercising freedom entail certain responsibilities. Human action can either
uphold or diminish freedom. A person becomes less free when he or she does not
exercise control over his or her actions. Actions that diminish freedom also
dehumanize a person.
- The two important elements of human freedom are voluntariness and responsibility.
Voluntariness refers to the ability of the person to act out of his or her own free will and
self-determination. Responsibility refers to the person being accountable for his or her
actions and their consequences.
- Freedom is experienced through the act of making choices. It is therefore important
for persons to exercise caution and prudence and reflect on possible courses of action
in making decisions or doing actions.

(Activity 2) Skills Check
Identify which among the following shows responsible use of freedom. Write the
number and give a justifiable explanation why do you consider such as responsible
use of freedom. (30 points)
1. Instead of spending her excess allowances on a new pair of shoes, Reyna

decides to open a bank account and start saving up for her studies.
2. Despite the threats made in his life, the witness decided to come forward and
divulge important information regarding the crime he witnessed.
3. A woman used the Internet to humiliate her ex-boyfriend by spreading lewd
photos of him on social media.
4. Despite knowing that many of his clients were poor and desperate. A
moneylender continues to improve very high interest rates on loans.
5. A businessman did not accept a high-paying position in an overseas firm and
instead decided to start his own business and spend more time with his family.
CRITERIA Points Points Earned

Content 15
Clarity of ideas 10
Organization of thoughts 5
TOTAL 30
(Activity 3) Wrapping Up (10 points)
After learning more about freedom on this lesson, you have gained more
understanding about the nature of one of man’s innate quality. Discussing freedom of man
may sound not important before, but now that you have realized how freedom is essential
you must now safe guard it. You are now asked to pour your knowledge on this activity to
check how well you are able to understand the lesson. Try your best to complete the
following sentences based on what you have learned about freedom.
1. Freedom for me is ________________________________.

2. My freedom end when _____________________________.
3. Voluntariness and Responsibility are considered the elements of freedom because
_________________________________________________.
4. My freedom is stripped away from me when ___________________________.
5. I practice prudence in making decisions and actions by ___________________.

(Activity 4) Stepping Forward (30 points)
Analyze the following situations. Give your recommendations on how the persons
involved can exercise freedom more responsibly.
1. Bernard was asked by his teacher to photocopy handouts and reading materials in
their English class. His teacher unknowingly inserted a copy of the final exam in the
stack of papers she gave to Bernard. When he saw the copy of the final exam, Bernard
quickly took it and placed it in his bag.
2. Gladys was very angry when she heard that her friend Julia was spreading mean
gossip about her in school. When Gladys found out that Julia has been pretending to
be rich when in fact her family is now poor, she contacted her friends and told them
about it.
3. Mang Tony’s food business almost got bankrupt due to the lockdown. He was hoping
that his business will bounce back and gain more profit as the lockdown in their place
was lifted. It turned out that the ingredients he was about to use got spoiled and this
was a very big setback for him again. He was already hoping to recover from the
previous damages that had happened.

Content 15
Clarity of ideas 10
TOTAL 30
Assignment
Now that you have an idea of what Freedom is, you should be able to know how
to fight for your freedom. Since freedom is innate to any human, nobody should be
deprived of this. In man’s history, he was always struggling for freedom. You look for a
famous person who fought for freedom and read about his life especially his or her ways
of fighting for freedom.

Freedom of the Human Person
2nd Quarter, Week 2, MELC 5.2 & 5.3
I. OBJECTIVES
A. Content Standard
The learner understands the human person’s freedom
consequence of choices
C. Most Essential Learning Competencies
1. [5.2] Realize that:
a. Choices have consequences
b. Some things are given up while others are obtained in making choices
2. [5.3] Show situations that demonstrate freedom of choice and the
consequences of their choices

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages pp. 76-88
3. Textbook pages - Corpuz et al., Introduction to the Philosophy of the Human
Person, Lorimar Publishing Inc., 2016, pp. 76-93.
4. Additional materials from Learning Resource (LR) portal
1. https://www.gmanetwork.com/news/news/nation/734926/number-of-
ecq-violators-now-at-136-517-says-pnp-chief-gamboa/story/
2. https://www.facebook.com/notes/emma-arban-palicpic/lesson-5-
freedom-of-the-human-person-
philopsalmsproverbs/1096280893754757/
B. Other Learning Materials

1. https://www.slideshare.net/mikethess/introduction-to-the-philosophy-of-the-
human-person
2. https://www.slideshare.net/kazekage15/freedom-of-the-human-person-
146275577
IV. PROCEDURES

During the previous lesson Freedom of the Human Person was discussed. Now I want
you to explain what freedom means by the use of the letters of FREEDOM.
F- _____________________________________________________________
R- _____________________________________________________________
E- _____________________________________________________________
E- _____________________________________________________________
D- _____________________________________________________________
O- _____________________________________________________________
M- _____________________________________________________________

At the end of the lesson you should be able to understand that your freedom to make
decisions have consequences and that you have responsibility for all choices that you will
make, and at some point, you must have to let go of other things to have something better.
Specific Objectives
1. To understand that choices have consequences;
2. To analyze choices that lead to less consequences; and
3. To understand that the decision of letting go is a part of our choices
C. Presenting examples/instances of the new lesson
Exercise 1 Complete the following table with possible or determined consequence of a
particular action.
Actions Consequences
Theft
Unhealthy Diet
Laziness
Taking an Exam without Review

Activity 1: Read the following article
NUMBER OF ECQ VIOLATORS NOW AT 136,517, SAYS PNP CHIEF GAMBOA

Published April 21, 2020 2:57pm By ANNA FELICIA BAJO, GMA News
Philippine National Police (PNP) chief Police General Archie Francisco Gamboa on Tuesday
said a total of 136,517 violators of the enhanced community quarantine have been recorded
by the police. "[A total of] 136,517 ECQ violators [were recorded] for the past 35 days of the
enhanced community quarantine," Gamboa said during a virtual press briefing. Of the total
number of violators, Gamboa said 99,986 have been warned by authorities, more or less
6,000 were fined, and around 31,000 were arrested by authorities. Gamboa said most
violators in Metro Manila were recorded by the Southern Police District followed by the
Northern Police District, Eastern Police District and Manila Police District.
- Consequences are part of every choice that we make but there are consequences
which we could foresee in an instant because there are clear guidelines about certain
actions which equivalent consequences are provided. Example of these are Laws and
other related statutory guidelines that are implemented in the local government.
- The consequence of the violators is clearly determined by Republic Act 11469,
11332, as well as Article 151 of the Revised Penal Code but there are
consequences beyond what is just stated by laws. For example, the violators might
have contributed to the spread or rise in cases of Covid-19 in that area, or themselves
got infected because of the actions violative of said protocols.
- People must take responsibility for their voluntary actions because for every
choice of action there will be an equivalent consequence that has the possibility
to affect others as well.

Exercise 2: To better understand how we could be accountable for the consequences of
our actions let us take another look about our freedom.
1. Which among the diagrams depicts the meaning of freedom based on the discussion
made? Explain your answer.
Freedom
Responsibilty
Freedom Responsibility
Freedom Responsibility
A B C

Activity 3: Read the Scenario
Mr. Perez was walking down a street when he saw a boy crossing the busy road. The
boy was chasing after his ball that had bounced off into the road. The boy did not
realize that there was a car towards his direction. The driver of the car quickly stepped
on the break when he saw the child on the road. Before the car hit the boy, Mr. Perez
ran and dragged the boy to safety.
Exercise 3: Explain your answer about the following, applying the concepts
freedom, actions, responsibility and consequence.
1. If the boy lent his ball and asked someone to fetch his it, what was the possible
lost he could have?
2. If the driver hit the boy, was he at fault even he had nothing to do with the boy’s
decision to chase the ball?
3. If Mr. Perez decided to let the boy on his own, would he be responsible for what
would happen to the boy?
- Going back the action of the boy, if the driver was not able step on the break and Mr.
Perez did not take any action, he could had lost his life, and sent a person into jail for
the action of the boy in which he did not have any control.
- Taking this possible scene into account shows that consequences do not only affect
the person who made the action it transpires beyond oneself affecting the lives of
others.
- Another is that if the boy did not chase the grim outcome which would not only affect
him but also others would not happen. And that brings us to the other part of our
lesson, making decisions or choices in which we have to let go of some things to make
way or open possibility of choices. If the boy made a choice to let go of the ball, he
could have been safe.
- Making choices to let go is not easy there are things that emotionally attached to
people which make it hard for them to set it free. But weighing the possible
consequence could help us to make a decision.
F. Developing mastery (Leading to Formative Assessment)

Exercise 4
1. What is the relation between freedom and responsibility?

2. How can responsibilities help us to make choices with less effect of consequences?
3. Why would knowing the weight of responsibility and the weight of the consequences
could help us make decisions of letting go?
Activity 4: The following are given scenario in which you have to choose between doing
it and face the consequence or you going to let go of it, and write the reason why you choose
that answer (20 points)
FACE THE
SCENARIO LET GO
CONSEQUENCE
1. MEETING FRIENDS WITHOUT

OBSERVING HEALTH PROTOCOLS
2. BUYING NEW SHOES/PHONE IN
TIME OF QUARANTINE
3. PLAYING MOBILE/ONLINE
GAMES WHILE IN ONLINE-CLASS
4. SPENDING ONLINE SHOPPING
UNDER WHEN PARENTS ARE
UNEMPLOYED
5. SPEND MORE TIME in SOCIAL
MEDIA WHILE AT HOME

Content 10
Clarity of ideas 5
TOTAL 10
H. Making generalizations and abstractions about the lesson
 Exercising freedom entails certain responsibilities. Human action can either uphold or
diminish freedom.
 There important key to exercising freedom is voluntariness; you act according to your
own volition and responsibility which holds you accountable for the consequences of
your actions or choices.
 Freedom should be exercised in a beneficial manner. The actions or choices made
and their consequences, transcend beyond ourselves.
 The decision of letting go is part of freedom. One of the choices we act upon, and at
times we choose to let go opens other possibilities for our life.
Make a slogan advocating the responsible use of our freedom. The use of either
printed output with colored pens or Adobe Photoshop or any other editing software is
allowed but will be scored with the same rubric. Downloading pre-edited or downloaded
slogan is strictly prohibited.

Rubric for Scoring Points Points Earned
Completeness 10
Neatness 10
Originality 15
Proper Use of 15
Symbols/Words
TOTAL 50/50

Exercise. Think of the people you encounter every day before the pandemic. Identify the
persons to whom you are most likely to say the following statements. Write their names
on your answer sheets.
1. How are you today?
2. Did you hear the latest news?
3. Have you eaten your lunch?

Intersubjectivity
I. OBJECTIVES
A. Content Standard
The learner understands intersubjective human relations.
The learner performs activities that demonstrate an appreciation for the talents
of persons with disabilities and those from the underprivileged sectors of the
society.
C. Most Essential Learning Competencies (MELCs)
1. [6.1] Realize that intersubjectivity requires accepting differences and not
imposing on others/
2. [6.2] Explain that authentic dialogue means accepting others even if they
are different from themselves
II. CONTENT INTERSUBJECTIVITY
A. References:
1. Teacher’s Guide pages: Abella, Roberto D. Introduction to the Philosophy of the
Human Person DepEd pp. 27-31
2. Learner’s Materials pages: Abella, Roberto D. Introduction to the Philosophy of the
Human Person DepEd pp. 93-110
3. Textbook pages
B. Other Learning Resources:
https://www.depedrovcatanduanes.com/files/11-Intro-to-Philo-AS-v1.0.pdf
IV. PROCEDURES
Look at the following pictures and read their short life descriptions. Then answers
the questions that follow.
Jessica Cox
First armless licensed pilot in history. First
armless taekwondo black belt to be
recognized by the American Taekwondo
Association. She is a Filipino-American. Her
mother is from Guian, Samar.
https://www.google.com/url?sa=i&url=https%3A
%2F%2Fwww.jessicacox.com%2F&psig=AOvV
aw1k-
Rz_FOEPfTV4SPGZceby&ust=1594309168674
000&source=images&cd=vfe&ved=2ahUKEwiSt
cfO_r3qAhVDGKYKHRR_CngQr4kDegUIARDF
AQ

Stephen Hawking
Stephen Hawking was a British scientist,
professor and author who performed
groundbreaking work in physics and
cosmology, and whose books helped to make
science accessible to everyone .
ttps://www.google.com/url?sa=i&url=https%3A%
2F%2Fwww.britannica.com%2Fbiography%2FSt
ephenHawking&psig=AOvVaw1NEChco_sPJFF
EVDqLbXQP&ust=1594310408736000&source=i
mages&cd=vfe&ved=2ahUKEwiv3-
6dg77qAhVG7JQKHTeKDpIQr4kDegUIARD1AQ
Hellen Keller
American author and educator who was blind
and deaf. Her education and training
represent an extraordinary accomplishment
in the education of persons with these
disabilities.
https://www.google.com/url?sa=i&url=https%3A
%2F%2Fwww.perkins.org%2Fhistory%2Farchive
s%2Fblog%2Flibrariestransform-helen-keller-in-
the-perkins-
library&psig=AOvVaw0EsKL43bfhEZLo_y4OVpc
q&ust=1594309727735000&source=images&cd=
vfe&ved=0CDcQr4kDahcKEwi48-
X7hb7qAhUAAAAAHQAAAAAQAg
Exercises
1. What is unique among the persons above?
2. What do you think are the challenges they have experienced?
At the end of the lesson, you should be able to:

1. Discuss intersubjectivity and how it defines human interactions and
relationships;
2. Realize that intersubjectivity requires accepting differences and not
imposing on others; and
3. Explain that authentic dialogue means accepting others even if they are
different form yourself.

Activity 2: Picture Impression
What is your impression about the picture below? Write your answer in 3 to 6
sentences only in your pad paper.

What is intersubjectivity?
Intersubjectivity is about our experience and meaning in the context of inter-human
relation. Intersubjectivity opens us up to the window of commitment, the value and
respect of others, and the reality of love as the most profound form of human recognition.
Let us now examine the different expressions of human relations.
The Interhuman
Love can only be realized in freedom. It is in offering oneself for the other that one
unfolds the fullness of one’s humanity. In this relationship, the other is not seen as a means
to one’s ends. The relationship is not functional for practical reasons. The other is not seen
on the basis of his/her physical attributes. The other is not an object but a person to be
loved and respected.
This is what we call the I-Thou relation. In this relation, the other desires the
realization of the individuality of the other. It does not impose his ways so as to change
the other according to his likes and design. In so doing, as the other realizes his/her true
self, the I realizes his/her self too. This is the opposite of the I-It relation. This is the nature
of any functional and manipulative relationship where the other is treated an as object, a
means for one’s gratification. We encounter this in the empirical world of science where
people are objects of study to advance scientific research.
We also see this in some companies where employees are seen as means to
further the company’s profit. We witness this in situations where women are considered
as commodity and objects for self-gratification. We encounter this in the corporate world
where people use one another to advance their own careers. We may also see this in
teachers where what matters most is not really the welfare of their students but simply the
advancement of their career for reasons of salary alone.
We also see this in some politicians whose position is used to protect their
business interests. Human relationships in these contexts are not the expression of the
fullness of human freedom where no meaning and purpose is created. It is a relation that
easily dries out and eventually dies. It is a relation that creates a void in our lives, a
sickening emptiness that is often responded to through vices and worthless things. These
kinds of relationships, in the words of Martin Buber, falls under the realm of seeming.
If one looks at oneself also with dignity that is not defined by wealth, possession
or titles, human relation then becomes spontaneous. One does not have to put a mask for
he has a dignity that cannot be taken away from him/her. Along this line, the I-Thou
relation unfolds. This is what intersubjectivity is all about—the person allows the other to
realize the fullness of himself and in doing so, he also realizes the fullness of his humanity.
Intersubjectivity finds itself intertwined in social and political relations.

In the ideal sense, society must provide the opportunity of each person to realize
the fullness of his/her humanity. Society is to provide equal opportunities for all and
freedom of expression in all its manifestations. In this kind of society, intersubjective
relations flourishes.
In this regard, every individual realizes his true self at the service of community life
and community life, at the same time, provides the ideal situation to create this reality of
self-actualization. This is what we call, in the words of Charles Taylor, the Politics of
Recognition. This is what democracy is all about—gender and cultural equality.
Unfortunately, we find ourselves living in unjust and inhuman structures where the poor
are left to suffer in poverty. In the Politics of Difference, Iris Marion Young exposes the
reality of structural injustice. These are the realities of exploitation, powerlessness,
marginalization, cultural imperialism and violence. From these realities, we are challenged
to respond to the calls of Moral Responsibility.
Exercises:
1. What is the meaning of intersubjectivity?

2. What is the distinction between the I-it and the I-Thou relation?
3. What is the Politics of Difference as opposed to the Politics of Recognition?

Moral Responsibility is about challenging inhuman and unjust structures through
the power of ballot, by taking part in movements for good governance that uphold integrity
and honesty. We are morally liable to vote the right persons who shall serve the interest
of the poor and neglected. We are morally challenged to go beyond our selfish motives as
a way of going against graft and corruption. This moral responsibility is not something
imposed on us but in reality, it is a call to be true to the basic goodness of our humanity.
To deny this basic goodness by living a life of using others for one’s end results to a kind
of void and emptiness in the human person, a kind of restlessness.
This experience of restlessness is the voice of his humanity to return to his basic
goodness. We have seen people who had strayed away from their basic goodness
through a life of selfishness but in the end, they returned to their real selves’ where they
experienced peace which the world could not offer. To capture the essence of responding
to Moral Responsibility through a life dedicated for others, Emmanuel Levinas mentioned
Infinite Responsibility. Infinite Responsibility means that to be truly human, one has to
be ultimately responsible for the other. For him, an ethical responsibility is realized when
one goes beyond his being (bias, perspective, religion, economic status, position, title) in
order to recognize the otherness of the other.
Love as Commitment
Love for many young people nowadays is based on feelings. As feeling-oriented,

love disappears when the feeling is gone. This is not real love. True love is
fundamentally founded on commitment. It is the fruit of a careful reflection and
decision. The word decision itself implies commitment. From the Latin word decire, it
means to cut off something in order to hold on to something that is more important. Love
may start with a feeling but it may be deepened by a sense of commitment. Love along
this line matures. This fleeting feeling-orientation can be transcended by making a promise
in utmost freedom. In this promise of commitment, one sees in the other beyond the
functional or instrumental sphere of existence. From this sphere of human commitment, a
presence unfolds.
According to Gabriel Marcel, presence means the communion between two
beings. This oneness is beyond constancy and compromise. Constancy is all about
maintaining an image where the other is mainly concerned with his own reputation and
not the well-being of the other person. Compromise on the other hand is grounded in fear,
in temporariness, and in the uncertainty of things which makes a relationship conditional.
According to Marcel, one has truly loved if the person, even in the reality of death, lives
on.

This is to say that the person one loves will never die for his life lives on in the life
of the other. He further says: “What death destroys is not that which makes this being that
I love truly a being. What death destroys is only her physical presence. Insofar as my
love is a “that,” she is subject to the nature of a thing, and therefore, destructible. But
insofar as she is a ‘thou,’ she is freed from the destructible nature of things.”
Exercises:
1. What is Presence for Marcel?

2. Is there forever in love?
3. When does love become a commitment?
F. Developing Mastery (Lecture part of the lesson) briefly discuss the concepts
(1 and 2)
 Intersubjectivity is about our experience and meaning in the context of inter-

human relation. It opens us up to the window of commitment, the value and
respect of others.
 The I-Thou relation desires the realization of the individuality of the other. It
does not impose his ways so as to change the other according to his likes and
design.
 The I-It relation is any functional and manipulative relationship where the other
is treated an as object, a means for one’s gratification.
 Seeming Behavior - Human relationships in these contexts are not the
expression of the fullness of human freedom where no meaning or purpose is
created. It is a relation that easily dries out and eventually dies. It is a relation
that creates a void in our lives, a sickening emptiness that is often responded
to through vices and worthless things.
 The Politics of Recognition is what democracy is all about—gender and
cultural equality.
 The Politics of Difference exposes the reality of structural injustice. These
are the realities of exploitation, powerlessness, marginalization, cultural
imperialism and violence.
 Moral Responsibility is about challenging inhuman and unjust structures
through the power of ballot, by taking part in movements for good governance
that uphold integrity and honesty.
 Love as Commitment - True love is fundamentally founded on commitment.
It is the fruit of a careful reflection and decision. The word decision itself implies
commitment.

Activity 3: Checking your Skills (50 points)
1. Collect pictured cut-outs depicting I-it and I-Thou relationships and paste
them on sheets of pad paper.
2. Write your insights about the pictures you collected in 5 to 10 sentences.
Rubric for Scoring Points Points Earned

Completeness 10
Neatness 10
Resourcefulness and 15
Appropriateness of Pictures
Insights and Messages 15
Conveyed
TOTAL 50/50

Activity 4: Wrap-up (10 points)

After reading the lesson on intersubjectivity, it is expected that you already
gained knowledge on the importance of treating others with respect regardless of
who they are and what might be their situations in life. In your own opinion as
based on the lesson, answer the following questions in 3-5 sentences.
Exercises:
1. How does inter-human relation unfold?

2. What does it mean to live a meaningful life in the light of the kind of life
that is lived for the sake of others?
Activity 5: Check your Knowledge (10 points)
Analyze what is asked by the following question then choose the letter of the
correct answer. Write them in your answer sheet.
1. What attitude or behavior describes the “I-Thou” relationship?
A. Sarcasm
B. Empathic understanding
C. Insult
D. Impatience
2. Martin Bubers’ concept of “I-Thou” relationship is focused on?
A. Human person as a subject
B. Fellow member
C. Being-in-Relation
D. Mutuality
3. The equality in love is the equality of being, not of having. This simply means that?
A. In love, I do not surrender my liberty to the other
B. I do not become a slave to the other
C. In love, the two freedoms become one and each becomes mere free
D. All of the above
4. Which of the following is the best example of intersubjectivity?
A. Ben has always loved dogs. When his parents let him choose a family pet, he
picks a Labrador puppy from the shelter
B. When Anna was twelve, her sister told her that pickles are rotten cucumbers.
Because of this, Anna now orders all her burgers without pickles
C. When Sarah was fifteen, she went exploring in a cave and became trapped.
And she is now afraid of closed spaces
D. Tony was born with vision in only one eye. Because of this, he sometimes has
difficulty perceived depth.
5. Which of the following statement is true?
A. Most people with disabilities cannot work
B. Human person can live on his own without the help of others
C. It is impossible to appreciate PWD’s and those from the underprivileged
sectors of the society
D. Everybody deserves to be treated as human being no matter what he/she looks
like
6. The following are perceptions about persons with disabilities (PWD) except:
A. PWD are people with the same right as what other people do.
B. PWD’s are less productive.
C. PWD’s could possibly engage into various social activities.
D. PWD’s can contribute to the economic growth of the society.
7. The following are the characteristics of the underprivileged, except:
A. Uneducated
B. Malnutrition and poor health
C. Victims of calamity

D. Lack of shelter
8. Which of the following is not an example of “I-Thou” relationship?
A. A little boy helping an old woman carrying her things.
B. A man who pays money in exchange of sexual gratification
C. A granddaughter taking care her grandmother who is physically ill.
D. The Philippine government supports person with disabilities
9. The event when a character experiences a goal he or she wants to achieve, is called
a/an:
A. Subject
B. Object
C. Protagonist
D. Antagonist
10. Which of the following physical disabilities you least likely want to acquire?
A. Blindness
B. Deafness
C. Paralyzed
D. None of the above

Final Activity (10 points)
Who are these people? Choose one person whose picture is shown below and
research about his/her life and works. Write a reflection paper about their
significant contributions.
Gilda Quintua-
Ronnel Del Rio Anna Kristina Arce Nakahara

Intersubjectivity
nd
2 Quarter, Week 4, MELC 6.3
I. OBJECTIVES
A. Content Standard
The learner understands intersubjective human relations
The learner performs activities that demonstrate an appreciation for the talents of
persons with disabilities and those from the underprivileged sectors of the society
[6.3] Performs activities that demonstrate an appreciation for the talents of
persons with disabilities and those from the underprivileged sectors of society
II. CONTENT INTERSUBJECTIVITY
A. References
1. Teacher’s Guide pages: [7-11] Abella, Roberto D., Introduction to the Philosophy of
the Human Person, Published in 2016 by C & E Publishing, Inc.
2. Learner’s Materials pages: [25, 28, 29, 37-40] Abella, Roberto D., Introduction to
the Philosophy of the Human Person, Published in 2016 by C & E Publishing, Inc.
3. Textbook pages: [18-40] Abella, Roberto D., Introduction to the Philosophy of the
Human Person, Published in 2016 by C & E Publishing, Inc.
1. https://www.pinterest.ph/pin/363736107378682070/ (Helen Keller Image)

2. https://rappler.com/hustle/work/nick-vujicic-troubled-world-advice-hope
(Nick Vujicic Image)
3. 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 (Roselle Ambubuyog Image)
4. https://knowyourcity.info/2012/11/leadership-in-philippines-urban-areas/
(Underprivileged/Urban Poor Image)
IV. PROCEDURES

Presenting the New Lesson Activity: (10 points)
Think of the people you encounter every day. Identify the persons to whom you are most
likely to say the following statements. Write their names on the blanks.
1. “How are 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.” ________________________________

1. To appreciate the talents and contributions to society of persons with disabilities and
those from the underprivileged sectors of society; and
2. To perform activities that demonstrate the talents of persons with disabilities and
those from the underprivileged sectors of society.

What characterizes a genuine human interaction?
• The deeper and more genuine interaction is called a dialogue, and this is made
possible 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 purpose – then that is the beginning of an authentic
relationship and dialogue.
• A dialogue is an interaction between persons through speech or the use of
words, expressions, and body language. When a person speaks, he or she
expresses a personal interiority and communicates this part of himself to another
person. Only human persons with interiority or an inner life can engage in a
dialogue.
• The dialogue becomes a means by which persons are able to share in each
other’s lives.
• The notion of a dialogue becomes clearer when we reflect on the nature of our
conversations with other people. The conversations you have with casual
acquaintance are different from those with people who are closest to you.
• A dialogue occurs when two persons “open up” to each other and give and receive
one another in their encounter. Genuine dialogue occurs when persons are
willing to share themselves with one another.
Exercises:
1. How does establishing a “dialogue” with others benefit a person?

2. Name individuals with whom you established a “dialogue?”
3. What did you feel after engaging in a dialogue with a person?
How does intersubjectivity define our interactions with other persons?
• Empathy is the ability to share emotions. In a manner of speaking, sympathy is
“feeling with” while empathy is “feeling in.” Empathy enables one not only to share
your friend’s grief and offer him or her comfort during a difficult time and experience,
but also to feel the grief of that person even if it wasn’t your own relative’s death.
As an important aspect of intersubjectivity, empathy is driven by a person’s
awareness of the emotions and thoughts of other people.
• Availability is the willingness of a person to be present for another and to render
assistance to another.
• Ethics of Care 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.
• Alienation – refers to a state when a person ceases to view the other as a distinct
and authentic person. Rather, the person considers others as merely objects or
means to satisfy personal interests or desires.
Exercises:
1. How do you differentiate empathy from sympathy?

2. Have you ever made yourself available to others, what did you feel doing so?
3. Is there a time that you practiced ethics of care, in what way?
4. What happens when you use others to satisfy your personal interest?

How can philosophy help you evaluate your relationships with others?
- Important values related to intersubjectivity are —
1. acceptance of differences
2. embracing diversity
- What unites us all is our shared humanity and dignity.
Exercises:
1. How do you accept others’ differences as a value related to intersubjectivity?

2. Explain why diversity is an important value related to intersubjectivity.
Examples of people with disabilities who have successfully risen above their physical
limitations to live productive lives
1. Hellen Keller (1880-1968) was an American author, political activist, and
the first deaf-blind person to earn a bachelor’s degree. She lost her hearing
and sight when she was an infant due to an illness. Despite being blind and
deaf, Helen learned to hear people’s speech by feeling their lips with her hands.
She became proficient at using braille and reading sign language, she
eventually learned how to speak, and became a well-known public
speaker. Helen spent most of her time giving speeches and writing books. At
age 22, she published an autobiography, The Story of my Life, which described
her life and struggles growing up.

2. Nicholas James “Nick” Vujicic (1982 - present) An Australian evangelist
and a motivational speaker who was born with phocomelia, a condition in
which a person is born with no arms and no legs. Because of this condition,
Nick was bullied as he grew up, but it did not stop him from pursuing his dreams.
At 21, he graduated with a degree in Commerce and went on to pursue a career
as a motivational speaker and evangelist. In 2005, he founded Life Without
Limbs, a non-profit organization and ministry. He currently lives in California
with his wife and two sons.
3. Roselle Ambubuyog (1980 – present) The first visually-impaired Filipina

to graduate summa cum laude from Ateneo de Manila University in 2001.
Roselle lost her eyesight at the age of six due to an illness. Despite her
handicap, she was a consistent academic honoree. She studied
mathematics, and was awarded one of the Ten Outstanding Students of
the Philippines. She went on to study for her master’s degree. She initiated
“Project Roselle” that provided software and equipment for blind students in
their studies. She worked at Freedom Scientific, Inc. as a consultant in
developing software for people with visual impairment and learning disabilities.
She also worked as product and support manager at Code Factory, a world’s
leading provider of software allowing the visually-impaired to access mobile
devices. Roselle is also a motivational speaker for students, teachers and
other professionals.

4. Another group of people who experience hardship and discrimination are the
underprivileged. They have less in terms of material possessions. We help
those in need not because we need to feel better about ourselves, but we do it
out of an obligation to uphold the dignity of our fellow human persons.

Summative Assessment Activity 1: Individual Performance Task
In the graphic organizer drawn in a white long bond paper, write in the rectangles the
names of four people with whom you have genuine relationships. Write also how they
have contributed to your growth as a person.
RUBRIC

POINTS
CRITERIA POINTS
OBTAINED
Creativity and
15
Originality
Interpretation/Narratives 20
Quality and Impact 15
TOTAL
50/50

Generalization Questions (10 points)
1. What does a human person possess that makes him engage with others?
2. What is in the meaning of empathy that makes it a stand out?
3. What are the two significant values related to intersubjectivity?
4. Can persons with disabilities be productive and live like normal persons?
5. Are people with less material possessions be considered underprivileged?
Summative Assessment Activity 1: Quiz (20 points)
In a paragraph of 10 to 15 sentences, explain this –
We help those in need not because we need to feel better about ourselves; we do
it out of an obligation to uphold the dignity of our fellow human persons.

Content 10
Clarity of ideas 5
TOTAL 20
Summative Assessment Activity 2: Deepening (15 points)
In a paragraph of 5 to 7 sentences, answer this –
As a millennial, how do appreciate the talents, efforts and traits of people with
disabilities and, what form of help that can be shared with underprivileged or
victims of poverty?

Self-Instruction Packet (SIPack)
The Human Person in Society
nd
2 Quarter, Week 5, MELC 7.1 & 7.2
I. OBJECTIVES
A. Content Standard
The learner understands the interplay between the individuality of human beings
and their social contexts
The learner evaluates the formation of human relationships and how individuals
are shaped by their social contexts
1. [7.1] Recognize how individuals form societies and how individuals are
transformed by societies
2. [7.2] Compare different forms of societies and individualities (e.g. Agrarian,
Industrial and Virtual)
II. CONTENT THE HUMAN PERSON IN SOCIETY

A. References
1. Teacher’s Guide pages: [7-11] Abella, Roberto D., Introduction to the Philosophy of
the Human Person, Published in 2016 by C & E Publishing, Inc.
2. Learner’s Materials pages: [25, 28, 29, 37-40] Abella, Roberto D., Introduction to
the Philosophy of the Human Person, Published in 2016 by C & E Publishing, Inc.
3. Textbook pages: [18-40] Abella, Roberto D., Introduction to the Philosophy of the
Human Person, Published in 2016 by C & E Publishing, Inc.
1. Ramos, Christine Carmela Ramos, Christine to the Philosophy of the Human

Person, Published in 2016 by Rex Book Store, Inc., Sampaloc, Manila
2. Gallinero, Winston B. & Estaris, Richard Juanito V., Introduction to the Philosophy
of the Human Person for Senior High School, Published in 2017 by Mutya
Publishing House, Inc., Malabon City
IV. PROCEDURES

Presenting the New Lesson Activity: (10 points)
Describe yourself in relation to the following. Complete the following statements

o In my family, I am the ______________________________________________
o My family has made me ____________________________________________
o In my school, I consider myself _______________________________________
o My school has helped me become ____________________________________
o In my community, I am a ____________________________________________
o My community has enabled me to _____________________________________


1. To comprehend how human lives have been changed by the emergence of
societies;
2. To evaluate the different forms of societies, and how each one contributes to the
other; and
3. To enrich one’s knowledge of the dynamism of human relations in consonance
with how societies have been altered by these human relations.

Formative Assessment Activity 1:
A Tribute to Our First Friend: Our Mothers:
The bravest battle that ever was fought;
Shall I tell you where and when?
On the maps of the world you will find it not;
It was fought by the mothers of men.
- Joaquin Miller, The Bravest Battle
Exercises:
1. Who is a friend?
2. Do you appreciate your friends?
3. Is it possible to listen and affirm than blame?
Formative Assessment Activity 2: (5 points)

Write a 3-sentence reflection on what it means to be “a person for others.”
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Formative Assessment Activity 3: (3 points)

Write a 2-sentence personal definition of society?
_____________________________________________________________________
_____________________________________________________________________
 WHAT IS SOCIETY? What drives human beings to establish societies?

- an organized group of people whose members interact frequently and have
a common territory and culture.
- refers to a companionship or friendly association with others, an alliance, a

community, or a union.
- Philosophers consider society the product of deliberate action by individuals
who come together in pursuit of a common goal
 THE SOCIAL CONTRACT THEORY. During the Enlightenment, social philosophers

pondered the natural laws that govern human societies, and in their discourses,
several philosophers put forth their theories regarding the formation of societies.
Enlightenment philosophers such as Thomas Hobbes, John Locke and Jean
Jacques Rousseau were among the most prominent social theorists who tackled the
origins of human society
- To fully understand the true character of society, they imagined humans as
living in a so-called “natural state” – removed from modernity and

civilization. They examined humans in their natural state which afforded
these philosophers an opportunity to discuss the origins of society and relate
them to other concepts such as man’s intrinsic nature and liberty. Various
views emerged to explain the developments that brought about the
emergence of human society.
- For Thomas Hobbes, persons in their natural states are governed by their
desires and these often lead to conflict with their fellowmen. Society,
therefore, is the means by which people seek to control their natural
tendencies and impose order. Individuals who establish societies enter into
a “social contract” – an agreement where individuals sacrifice an amount of
their freedom and meet the needs of the many, ensuring the survival of
humanity.
- John Locke proposed that persons in their natural states are more
cooperative and reasonable, and that society is formed through the consent
of the individuals that organized it. This concept is known as the “consent
of the governed.” Locke’s social contract is a covenant among individuals
to cooperate and share the burden of upholding the welfare of society. Also,
the authority established to run society should reflect the ideals of the people
who organized it.
- Jean Jacques Rousseau’s ideas on the social contract led him to advocate
the concept of the “general will.” Rousseau believed that even if the people
are the ones who organized the society and established an authority of the
government, in extreme cases, the government is able to impose its will on
the people. This is based on the assumption that the people have
empowered the government to act on their behalf, and that it is considered
to be the best judge of what is most beneficial for society.
- John Rawls redefined social contract and explained that human beings
approach social cooperation in a rational manner in order to meet their
individual self-interests. Rawls introduced a version of the natural state which
he called “original position” to explain social formation. He proposed
humans as having a “veil of ignorance” or no knowledge of one’s own
characteristics such as gender, race, or social status. In this state, humans
would naturally seek a just and fair society in an effort to look out for their
own interests.
- David Gauthier described people’s self-interest as a significant factor in
building and maintaining societies. People choose to cooperate since it is
beneficial to meet their self-interests. But this selfish interest benefits society
as a whole, since the actions of individuals in meeting their individual needs
also further the interests of the other members of society.
- It is important to note that society is founded on the concept of the common
good. The common good refers to the social conditions which enable
persons and groups to fulfill their goals and achieve well-being. Our nature
as human persons drives us to do what is good, and we recognize that other
persons also desire goodness as well. When more than one person desires
and works to achieve the same good, then it can be said that a common good
exists among them.
 WHAT ARE THE DIFFERENT FORMS OF SOCIETIES?

- Hunting and Gathering Society – This is recognized as the earliest and
simplest form of society characterized mainly by its small size and composed
of families. They are nomadic tribe because they spend most of their time
searching for food and thus, have no permanent territory.
- Pastoral Society – This type of society is characterized by the domestication
of animals for food for a more stable and predictable food supply.
- Horticultural Society – This society is primarily engaged in the small-scale
cultivation of plants, fruits, and vegetables and the domestication of animals.
Horticultural societies are semi-nomadic, which means they keep traveling to
another place when they have already depleted the resources in one area.

- Agrarian or Agricultural Society – This type of society is a further evolution
of the pastoral and horticultural societies. Agriculture involves the large-scale
and long-term cultivation of crops and domestication of animals. This society
is characterized by improved technology and the use of tools to aid in
farming.
- Feudal Society – This is based on the ownership of the land. Those who
own land are considered the most powerful and influential members of
society. In a feudal society, rulers grant their followers or vassals the right to
manage parcels of land. These vassals, in turn, are served by peasant
workers who cultivate the land and tend to the animals in the farms.
- Industrial Society – This is based on the use of specialized machinery in
the production of goods and services. The technological advances resulted
in the improved trade and commerce and better life conditions for many
people.
- Post-Industrial Society – This is marked by the establishment of societies
based on knowledge, information, and the sale of services. Information
influences the behavior of the people and has become a very important
commodity in the post-industrial society. Members of this society have a
higher educational attainment. Virtual Reality – this is where people
organize themselves through communication technology and the Internet.
Summative Assessment Activity 1: Individual Performance Task
Reflect on how your relationships and roles in society have changed throughout your life.
Copy the table below and complete it by writing the required information.
I often relate to the I performed the

Period
following groups following roles
Early Childhood
Elementary
High School
What significant changes have you noticed in your relationships with others
throughout your life? What role did society play in these changes?
RUBRIC
CRITERIA POINTS POINTS

OBTAINED
Conformity to the
20
objective of the work
Thoroughness of the
15
responses given
Presentation and
aesthetics of the 15
finished work
TOTAL 50/50

Formative Assessment Activity 5: Socratic Method [Generalization
Questions] (10 points)
1. How do Philosophers consider or define society?

2. Explain the concept of “natural state” as a Social Contract Theory.
3. Explain how you understand the definition of “Social Contract.”
4. Can—what we are doing now like online learning and zoom meeting and intense
use of social media—be considered virtual reality?
5. Are Post Industrial Society and Virtual Reality just the same?
I. Evaluating learning Summative Assessment Activity 2: Quiz (20 points)

In a paragraph of 10 to 15 sentences, explain this –
John Locke said that persons in their natural states are more cooperative
and reasonable, and society is shaped by the consent of the individuals who
organized it. This concept is “the consent of the governed,” a social
contract or a covenant among individuals to cooperate and share the
burden of upholding the welfare of society. It also means that the
authority that governs society should reflect the ideals of the people who
organized it.

Content 10
Clarity of ideas 5
TOTAL 20

Deepening
In a paragraph of 10 to 15 sentences, answer this –
Is society part of the culture, or is culture part of society?

The Human Person in Society
2nd Quarter, Week 6, MELC 7.3
I. OBJECTIVES
A. Content Standard
The learner understands the human person’s freedom
consequence of choices
C. Most Essential Learning Competency
[7.3] Explain how human relations are transformed by social systems

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages Pg. 120-137
3. Textbook pages - Corpuz et al., Introduction to the Philosophy of the
Human Person (Lorimar Publishing Inc., 2016), pg. 121-124
B. Other Learning Materials
https://www.slideshare.net/mikethess/introduction-to-the-philosophy-of-the
human-person
IV. PROCEDURES
Give three types of society and their differences from one another.
At the end of the lesson you should be able:

1. To understand the social role
2. To understand the socialization
3. To analyze how society influences us as a person
C. Presenting examples/instances of the new lesson
Write 3 examples of Filipino tradition or norms that you know, and write how you learn
about it, and why is it important.
Example: 1. Pagmamano – From parent – because it shows respect to my elders.

- Socialization helps shape an individual. It is a process that entails a structure to interact
in society. It is through this process of socialization that culture is being passed on the
next generation.
- Socialization is a process in which starts as early as a child where they are
dependent on the people around in order to know the things they should know.
During early childhood we learn from our parents who teach us from instructions and
during this period the values and norms that are embedded in the society where we live.
Its functions are (1) to develop the skills and disciplines needed by individual (2) to
instill the values and aspiration a society possesses (3) to teach the social roles
which society expects to enact.

- Objective Socialization refers to the society acting upon the child.
- Subjective Socialization is the process by which the society transmits its culture from
one generation to the next, and adapts the individual to the accepted and approved ways
of social life.
Exercise A: Categorize the following statements if they are under Objective
Socialization or Subjective Socialization. Write OS if the statements are Objective
Socialization and SS if Subjective Socialization. (5 Points)
1. A lola bringing her grandchild to attend Simbang Gabi.
2. Ferdie as the youngest child expected to follow his Kuya Bill’s ‘utos’.
3. A foreigner married to a Filipina speaking Tagalog saying ‘po’ and ‘opo’.
4. The eldest child supporting her siblings to finish their study after he/she
graduated.
5. MAPEH teacher teaching the ethnic dance of their province to the students.

- The second part of the discussion is about the person in the society. Picturing a person
without a society is a challenging part for many sociologists because society frames the
person’s identity of its subconsciousness, and it instills all the social ways of particular
group that was developed through time.
- One of the important influences of society to a person is the norms of the society to which
he or she belongs. The following are some part of the social aspects that are closely
related to our discussion.
- Norms are set of traits and behavior that society considers acceptable and because of
that it is encouraged that it must be passed on to the next generation. Example of this is
that the youth should show respect to their elders. In the Philippines, we have the gesture
of ‘mano’ o ‘pagmamano’ and the words ‘po’ and ‘opo’ when talking to elders.
- Laws are formalized strict norms that define acceptable behavior from the citizens. Any
form of violation of laws means sanctions from the government.
- Folkways are rooted in the tradition but less formal unlike norms and they are not
punishable if violated compared to laws.
- Social Role is assigned as an expected action and behavior of a person in particular
society. These roles could be affected and they vary based on gender and age, in some
cases the social status of a person greatly affects his or her social role.
Exercise B: Categorize the following statements on the table below based on the Social
Aspect discussed. (5 Points)
Statement Social Aspect Category

1. No Littering
2. Courtship and Pamamanhikan
3. Ilaw ng Tahanan at Haligi ng Tahanan
4. Pabasa
5. Solid Waste Management

F. Developing mastery (Leading to Formative Assessment).
Activity 1: Discuss the statement in the box based on the sub-topics taken in the
lesson. Your answer should be able to incorporate the ideas presented, and show
understanding in your answer. (25 Points)
How can society influence or shape you as an individual

interacting with other people?
Points
Rubric for Scoring Points
Earned
Completeness 5 pts.
Alignment of Reasoning 5 pts.
Construction of Ideas 5 pts.
Use of subtopics 5 pts
Use of appropriate 5 pts
examples
TOTAL 25
Exercise C:
What is your Social Role in your family, and why is it

important based on the norms that we have in our country?
Rubric for
Points Points Earned
Scoring
5 pts
Completeness
Articulation of Ideas 5 pts
TOTAL 10 POINTS
H. Making generalizations and abstractions about the lesson
 Socialization is continuous process that people undergo. It has a great impact

to us as individual on the formation of our thoughts and biases in society.
 Socialization is important in the continuity of the norms and ways that was
handed from previous generations.
 The person and the society are equally important to have socialization, and its
effect to one another could greatly impact what will be passed on to the next
generation.

 Social Aspects are important parts of society which the individual must
understand to have a clearer view of his or her identity.
Choose the correct answer for each number (5 points)

1. It is believed that people are driven to interact and communicate which results to __.
A. socialization B. Friendship C. Interaction
2. These are traits and behaviors that are deemed to be acceptable in their society.
A. Folkways B. Laws C. Norms
3. These are individuals that have similar background and perform similar function.
A. Gender Role B. Social Role C. Stigma
4. These are formalized written norms that hold the society together.
A. Social Norms B. Statutory Laws C. Laws
5. The form of socialization where the child grew up in a certain environment.
A. Subjective Socialization B Objective Socialization C. Social Habitat
Write five achievements you want to reach after 10 years, and five important things
you wish to accomplish before your soul transcends.

Impending Death
I. OBJECTIVES
A. Content Standard
The learner understands human beings as oriented towards their impending death.
The learner writes a philosophical reflection on the meaning of his/her own life.
1. [8.1] Enumerate the objectives he/she really wants to achieve and to
define the projects he/she really wants to do in his/her life.
2. [8.2] Reflect on the meaning of his/her own life.
II. CONTENT HUMAN PERSONS AS ORIENTED TOWARDS THEIR

IMPENDING DEATH
A. References:
1. Book: Gallinero, Winston B. Introduction to the Philosophy of the Human for
Senior High School pp. 127-135
2. Learner’s Materials pages: Abella, Roberto D. Introduction to the Philosophy
of the Human Person DepEd pp. 13-141
3. Textbook pages
B. Other Learning Resources:
https://www.depedrovcatanduanes.com/files/11-Intro-to-Philo-AS-v1.0.pdf
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new
If there is one thing that all human persons can be sure of, it is the fact that we
are all going to die. So, what are you going to do about that fact? A number of
issues always arises once a person starts to reflect about his or her mortality.
Foremost of this would be, is death really the ultimate end or are we in a sense
immortal, after our physical death?
At the end of the lesson, you should be able to:

1. Recognize the meaning of your life;
2. Enumerate the objectives he/she really wants to achieve and to define the
projects he/she really wants to do in his/her life;
3. Explain where your life will lead to; and
4. Reflect on the meaning of his/her own life.

What is the meaning of life?
- "What is the meaning of life?", pertains to the significance of living or existence
in general. The meaning of life as we perceive it is derived from philosophical and
religious contemplation of, and scientific inquiries about existence, social ties,
consciousness, and happiness.

- There has been a large number of proposed answers from many different cultural
and ideological backgrounds to the question, “What is the meaning of life?” and
many other questions relating to it, such as “What should I do?”
- “Why are we here?”, “What is life all about?”, and “What is the purpose of
existence?” or even “Does life exist at all?”
- The search for life s meaning has produced much philosophical, scientific,
theological, and metaphysical speculation throughout history.
- Western and Eastern philosophers have long speculated about the meaning of
life. The views are as varied as the number of philosophers who pondered about
it.
- One reason why it is difficult to find a consensus among philosophers about the
meaning of life (or any topic for that matter) is that the philosophers come from
different fields, different interests and concerns, thus they have different areas of
experience upon which to found their reflection on.
Activity 1: Check your understanding
Answer the following questions on your notebook in 5 to 10 sentences.
1. What is your personal definition of life?
2. How do you appreciate life?
WHAT IS DEATH?
- Death is described as ‘mysterious’, but neither is it clear what this means. Suppose
we cannot formulate a satisfactory analysis of the concept of death: in this respect
death would be mysterious, but no more so than any other concept that defies
analysis. Some have said that what makes death especially mysterious and frightening
is the fact that we cannot know what it will be like.
- Death is typically regarded as a great evil, especially if it strikes someone too soon.
However, Epicurus and others argued that death cannot harm those who die, since
people go out of existence when they die, and people cannot be harmed at times when
they do not exist. Others have countered that the evil of death may lie in the fact that
death deprives us of the goods we would have enjoyed if we had lived. On this view,
death may be a great evil for a person, even if they cease to exist at the moment of
death.
- The philosophical investigation of human death has focused on two overarching
questions:
(1) What is human death? and
(2) How can we determine that it has occurred?
- Death is the end of life. To explain death, the concept of being “alive” needs to be
examined too.
- Elementary science taught us that “living things” need food, water, and air to stay alive.
Living things also grow, respond to the environment, and reproduce. By contrast,
something that is “dead” are those that lost all the capacity to sustain life. In other
words, something that is dead used to be alive, but for one reason or another it cannot
eat, drink, breathe, etcetera - anymore.
ATTITUDE TOWARDS DEATH
The normal attitude toward death is fear or anxiety. This is called existential fear. It is
normal to be afraid of death and of dying. Dying is going into the unknown, and to a degree it
is very healthy to be fearful of entering into the unknown. What is not healthy is to ignore the
existence of death.
Some reasons for existential fear:
1. Fear of finality - we have said that death is the end of everything. It signifies that there
is no more tomorrow, no return, no refresh, and no restart.

2. Fear of uncertainty. Death signifies passing away. But as to what comes after death,
it is something that no one is certain-hence the fear. Thus, to dispel this fear,
generations of people console themselves into believing there is a spiritual realm to
go to.
3. Fear of non-existence - No one would readily accept the fact that he would be buried
six feet below the ground, for it means total annihilation for that person. Being buried
means not being able to continue living and fulfill your desires in life.
4. Fear of the ultimate loss- Death is considered as the ultimate loss. One loses
everything one has ever had or will ever be. A person who has strong attachments to
this world, especially to his own family, would find it very hard to accept death.
SOCRATES
Even facing death after he lost his trial, Socrates insisted that death was not a bad thing. He
thought of death as either of two possibilities: first, death was a long dreamless sleep or it
was a place where all those who were alive before go; second, for Socrates, death as a
dreamless sleep was in fact a "marvelous gain,” but if it was a place to go it was a “blessing”
because there were many souls he wanted to meet.
EPICURUS
Epicurus was also concerned about how to dispel the fear of death. Epicurus, asserted that
there is no life after death, and that the gods are not interested with human activities and
human affairs. Therefore, Epicurus expressed, there is no need to fear the punishment of the
gods in the afterlife, for the very reason death that there is No life after death. Epicurus also
added that there is no need to fear death because the person will never meet death at any
point. He said that once death arrives, the person in a sense is “not anymore there”
(Amicus, 2011).
Activity 2: Face your fear
Answer the following questions in your notebook in 5 to 10 sentences.
1. Are you afraid of death? Why? What do our great thinkers ‘feel’ about death?
2. Is death absence of life? Why or Why not?

How does the reality of death define our lives?
Death is commonly understood as the end of bodily functions which signals the end of a
person’s life. It also refers to the separation of the body and the spirit. As mentioned earlier, the
human person is an embodied spirit. The body, being material, is bound by the laws of time and
space and is subject to growth, death, and decay. The spirit, being immaterial, will continue
to exist even after the body has passed.
It is true that a person’s spiritual nature allows him or her to transcend his or her
temporality and physical limits. However, we also cannot deny the material nature of the person,
that he or she is still bound by the same laws of nature and reality that apply to all objects in
existence. Everything that came to being in this universe will eventually come to an end. We are
born into human life, we grow and age, and we eventually die. This paradox defines the
uniqueness of human existence.
It can be said that we are also beings who are moving towards our impending death. This
makes a person’s life limited in time. The focus on this limit has led to several attitudes towards
death. There are people who deny the idea of human decline and death. Some people rely on
anti-aging treatments and products to make them look, feel, and think that they are younger than
they really are. Others focus on experiencing intense moments and feelings in order to feel alive
because no one really knows when life will end.
This has given rise to various expressions such as #YOLO (You Only Live Once) and "eat,
drink, and be merry for tomorrow we die.” Additionally, people also put great importance to speed

and efficiency — we are concerned about doing more things in a shorter span of time so we can
do more in a lifetime. We find means and ways to travel faster and do things more efficiently by
spending less time and energy because we wish to experience more of the world
These attitudes are not necessarily bad but they may prevent us from reflecting the reality
of death. We must embrace the fact that death is an integral part of our life. Once we have come
to terms with that, we can focus not just on the quantifiable aspects of life (e.g., years lived,
material things owned) but also on its quality. Ultimately, the acceptance of our temporality
can bring about a sense of freedom in us. It can also give us a clearer purpose and focus
on our activities. Since we cannot do everything in our lifetime, we must be able to reflect
on what we need to do and identify the goals we need e so we can say that we have lived
a meaningful existence.
HOW SHOULD I LIVE MY LIFE BEFORE IT FINALLY ENDS?
Understanding the person as a being-towards-death brings us back to a very

important topic: freedom. It has been discussed previously that the essence of freedom
is self-determination - the capacity to choose and act for oneself. While there is no
freedom in the inevitability of death, a person can still exercise freedom in choosing
how to face the reality of death in their lives. For example, a person cannot stop himself
from growing old. However, he or she can choose to embrace aging gracefully. You may
have seen older people who take pride in their gray hairs, wrinkles, and the fact that they
have grandchildren. Other people, however, take a different path and use any means to
mask their physical aging such as getting cosmetic surgery or availing of “age-defying”
treatments.
As biological beings bound by natural laws and the inevitability of death, we cannot
stop aging and the eventual decline of our bodies. However, we can definitely choose to
spend our lives doing good and reasonable things or even go against what is good. The
person, therefore, is the author and protagonist who determines the development and
conclusion of his or her life story.
The temporal existence of a person means that his or her life is temporary; he or she
is not a being who exists permanently and for eternity. Accepting the fact that we have a
limited time in this world allows us to determine the course of our life - to paint a picture
of how our life will progress and how we envision it to end. While most people would
prefer to not have any sort of limit, it makes perfect sense to appreciate the beauty of
something as it is framed within certain lines. The key idea is that we all have a vocation
to live life in the best possible way that we can - by being excellent persons. It would be
nearly impossible to measure this, but look at how having a finish line makes us appreciate
the efforts of runners even more than if there was none in the first place. Ordinarily, we celebrate
the fastest runner, but we can also appreciate the runner who improved the most given the same
set of conditions.
Temporality challenges us to make choices that will be good for us and the people
around us. It must also be noted that since we have a body, we are always in the moment "We
exist in the here and now. The person is always in the present although his spiritual
nature allows him to transcend the present. Whenever we make a choice, we cannot undo that
choice because that present moment has now gone into the past. On the other hand, the choices
we make in the present are not always confined to here and now as they also have an impact on
the future. Past, present, and future are not exclusive and isolated moments in time, but they are
experienced together by the person because of the dynamism provided by being an embodied
spirit.
Given all these considerations, we may ask: what is the end of this life? The term end can
be understood in two ways. Some philosophers view end as a terminus which means the full
stop or end of a line. For them, life ends and nothing follows. Others, however, consider end as
telos which means “goal, purpose, or fulfillment.” Although we are oriented towards our
death, death is not the goal of life. The human person is not born into this world just so he or she
could die. Man is put on this earth to live a meaningful life, to be virtuous, and achieve excellence.
With this in mind, we can look at two experiences which make us reflect on the meaning of life,
happiness and suffering.

Exercises:
1. What does live a ‘Meaningful Life’ mean to you?

2. What objectives do you feel you need to achieve before you can say that you have
lived a meaningful life?
F. Developing Mastery (Lecture part of the lesson) briefly discuss the concepts
(1 and 2)
- Reflection on death gives rise to a variety of philosophical questions. One of the
deepest of these is a question about the nature of death.
- Philosophers interpret this question as a call for an analysis or definition of the
concept of death.
- Others, have defined death simply as the cessation of life but this too is
problematic, since an organism that goes into suspended animation ceases to live,
but may not actually die.
- What makes death mysterious and frightening is the fact that we cannot know what
it will be like.
- The normal attitude toward death is fear or anxiety this is called existential fear.
- Finally, there are questions about death and the meaning of life. Suppose death
marks the end of all conscious experience – would our lives be then rendered
meaningless? Or would the fact of impending death help us to recognize the value
of our lives, and thereby give deeper meaning to life?
Activity 3: Bucket List
Choose (3) from words below that best describe your future. Write your choices in your
notebook. Explain your answer.
1. Success
2. Fortune or Money
3. Fame
4. Power
5. Recognition
6. Happiness
7. Meaning or Purpose
8. Sickness
9. Contentment
10. Faith
11. Love
12. Death

Activity 4: My Life Goals (20 points)
The Greatest Salesman in the World is a book, written by Og Mandino, which serves as a
guide to a philosophy of salesmanship and success; telling the story of Hafid, a poor camel
boy who achieved a life of abundance. Here is an excerpt of the book which is very
valuable tool for reflection about what you want to achieve in your life.
Read the excerpt of The Greatest Salesman in the World. Then think about just one life
goal. Write a 200-word reflection about this particular life goal. Make sure to give at
least three challenges that hinder you from achieving this goal and for each
challenge write down your plan in overcoming these challenges.
The Greatest Salesman in the World

by: Og Mandino
The Scroll Marked I
Today I begin a new life.
Today I shed my old skin, which hath, too long, suffered the bruises of failure and the wounds of
mediocrity

Today I am born anew and my birthplace is a vineyard where there is fruit for all.
Today I will pluck grapes of wisdom from the tallest and fullest vines in the vineyard, for these were
planted by the wisest of my profession who have come before me, generation upon generation.
Today I will savor the taste of grapes from these vines and verily I will swallow the seed of success
buried in each and new life will spout within me.
The career I have chosen is laden with opportunity yet it is fraught with heartbreak and despair and
the bodies of those who have failed, were they piled one atop another, would cast its shadow down
upon all the pyramids of the earth.
Yet I will not fail, as the others, for in my hands I now hold the charts, which will guide me through
perilous waters to shores, which only yesterday seemed but a dream.
Failure will no longer by my payment for my struggle. Just as nature made no provision for my body
to tolerate pain neither has it made any provision for my life to suffer failure. Failure, like pain, is alien
to my life. In the past I accepted it as I accepted pain. Now I reject it and I am prepared for wisdom
and principles which will guide me out of the shadows into the sunlight of wealth, position, and
happiness far beyond my most extravagant dreams until even the golden apples in the Garden of
Hesperides will seem no more than my just reward.
Time teaches all things to he, who lives forever but I have not the luxury of eternity.
Yet, within my allotted time I must practice the art of patience for nature acts in haste. To create the
olive, king of all trees, a hundred years is required. An onion plant is old in nine weeks. I have lived as
an onion plant. It has not pleased me. Now I wouldst become the greatest of olive trees and, in truth,
the greatest of salesmen.
And how will this be accomplished? For I have neither the knowledge nor the experience to achieve
greatness and already I have stumbled in of ignorance and fallen into pools of self-pity. The answer is
simple. I will commence my journey unencumbered with either the weight of unnecessary knowledge
or handicap of meaningless experience. Nature already has supplied me with knowledge and instinct
far greater than any beast in the forest and the value of experience is overrated, usually by old men
who nod wisely and speak stupidly.
In truth, experience teaches thoroughly yet her course of instruction devours men’s years so value of
her lessons diminishes with the time necessary to acquire her special wisdom. The end finds it wasted
on dead men. Furthermore, experience is comparable to fashion; an action that proved successful
today will be unworkable and impractical tomorrow.
Only principles endure and these I now possess, for the laws that will lead me to greatness are
contained in the words of these scrolls.
What they will teach me is more to prevent failure than to gain success, for what is success other than
a state of mind?
Which two, among a thousand wise men, will define success in the same words; yet failure is always
described in one way.; Failure is man's inability to reach his goals in life, whatever they may be.
In truth, the only difference between those who have failed and those who have succeeded lies in the
differences of their habits. Good habits are the key to all success. Bad habits are the unlocked doors
to failure. Thus, the first law I will obey, which precedeth all others is – I will form good habits and
become their slave.
As a child I was slave to my impulses; now I am slave to my habits, as are all grown men. I have
surrendered my free will to the years of accumulated habits and the past deeds of my life have already
marked out a path, which threatens to imprison my future. My actions are ruled by appetite, passion,
prejudice, greed, love, fear, environment, habit, and the worst of these tyrants is habit. Therefore, if I
must be a slave to habit let me be a slave to good habits. My bad habits must be destroyed and new
furrows prepared for good seed. I will form good habits and become their slave.

Content 10
Clarity of ideas 5
TOTAL 20

Activity 5: Wrap-up
Based on what you have learned about the meaning of life and death, give
advice to the following people in various situations. Write your answers in a
sheet of paper in 3-5 sentences.
1. Your brother is an overachiever. Being on top of the class is what makes him
feel fulfilled. However, for this quarter, he got grades lower than usual. He is
extremely saddened by this and becomes withdrawn and aloof.
2. Your best friend is dating a married man. Despite her family’s disapproval, she
does not want to break up with him. She says that he is the only one who makes
her very happy.
3. Your classmate is going through tough times. His parents died in a car accident,
his family is experiencing financial difficulties, and his long-time girlfriend
broke up with him. He constantly talks about taking his own life to end his
problems.
4. Your cousin is battling a terminal disease. She has a loving and helpful support
system comprised of family and friends, yet her fear of dying is getting worse.
She feels depressed and loses sleep over the idea of passing away soon.
Summative Assessment Activity 6: (20 points)
Explain in 10 to 15 sentences the following statement. If every day you remind

yourself to “live today as if it were your last” do you think your life will
substantially change? In what way?

Content 10
Clarity of ideas 5
TOTAL 20

Final Activity: Reflection
1. What is that one thing, if taken from you, would take away the meaning of your
life?
2. Have you experienced dealing with the death of a loved ones? How did you
cope with the situation?

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DEPARTMENT OF EDUCATION

First Semester of Second Quarter

Q2 – IPHM (Week 1) Page 1 of 7

A. Reviewing previous lesson or presenting the new lesson

D. Discussing new concepts and practicing new skills # 1

E. Discussing new concepts and practicing new skills # 2

G. Finding practical applications of concepts and skills in daily living

Q2 – IPHM (Week 1) Page 2 of 7

C. Most Essential Learning Competency

II. CONTENT FREEDOM OF THE HUMAN PERSON

III. LEARNING RESOURCES

A. References: Abella, Roberto D., Introduction to the Philosophy of the Human

A. Reviewing previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson

Specific Learning Objectives:

At the end of the lesson, you are expected:

1. to discern the essence of true freedom;

Q2 – IPHM (Week 1) Page 3 of 7

(Activity 1) Getting to Know (10 points)

TOWN/ CITY: LEVEL OF COMMUNITY QUARANTINE:

D. Discussing new concepts and practicing new skills #1

What is freedom? What is the essence of freedom?

Freedom is rooted in the human person’s self-determination and the exercise of

E. Discussing new concepts and practicing new skills #2

What makes us free? How does freedom shape our experiences?

Voluntariness and responsibility go hand-in-hand in determining a person’s freedom. In any

o What should I do?

Self-reflection is vital in the proper exercise of human freedom. As persons, we cannot

- Freedom is an intrinsic and essential property of a person. The human person is by

Q2 – IPHM (Week 1) Page 5 of 7

(Activity 2) Skills Check

1. Instead of spending her excess allowances on a new pair of shoes, Reyna

CRITERIA Points Points Earned

H. Making generalization and abstractions about the lesson

(Activity 3) Wrapping Up (10 points)

1. Freedom for me is ________________________________.

Q2 – IPHM (Week 1) Page 6 of 7

(Activity 4) Stepping Forward (30 points)

CRITERIA Points Points Earned

J. Additional activities for application or remediation

Q2 – IPHM (Week 1) Page 7 of 7

II. CONTENT FREEDOM OF THE HUMAN PERSON

III. LEARNING RESOURCES

B. Other Learning Materials

A. Reviewing previous lesson or presenting the new lesson

Q2 – IPHM (Week 2) Page 1 of 5

D. Discussing new concepts and practicing new skills #1

NUMBER OF ECQ VIOLATORS NOW AT 136,517, SAYS PNP CHIEF GAMBOA

Q2 – IPHM (Week 2) Page 2 of 5

E. Discussing new concepts and practicing new skills #2

F. Developing mastery (Leading to Formative Assessment)

1. What is the relation between freedom and responsibility?

1. MEETING FRIENDS WITHOUT

CRITERIA Points Points Earned

H. Making generalizations and abstractions about the lesson

Q2 – IPHM (Week 2) Page 4 of 5

J. Additional activities for application or remediation

Q2 – IPHM (Week 2) Page 5 of 5

II. CONTENT INTERSUBJECTIVITY

III. LEARNING RESOURCES

Q2 – IPHM (Week 3) Page 1 of 7

B. Establishing a purpose for the lesson

At the end of the lesson, you should be able to: