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Introduction To Philosophy of The Human Person: Quarter 2 - Module 1: Freedom and Responsibility
Introduction To Philosophy of The Human Person: Quarter 2 - Module 1: Freedom and Responsibility
Philosophy of the
Human Person
Quarter 2 – Module 1:
Freedom and Responsibility
Personal Development
Alternative Delivery Mode
Quarter 2 – Module 1: Title
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
15
For the learner:
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
15
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
This contains answers to all activities in the
Answer Key module.
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
15
What I Need to Know
Freedom – one of the most abused and misunderstood words during these times. A
well-loved concept which ancestors fought for, yet poorly understood by the present
generation. There is always something in being free. People associate freedom with
one’s ability to do whatever he or she wants to do.
Well, the concept of freedom is as wide as the universe. There are so many notions
about it. Some claim to be free means to do anything, regardless of their actions’
consequences. Some say freedom is the ability to exercise one’s will towards the good.
Others even say there is no such thing as freedom – that we are governed by natural
law.
As starters for this philosophical sojourn, learners – through this module – will be
guided about the basic philosophical teachings about freedom. The emphasis is on
understanding freedom importantly the dynamism of choices and consequences. As
learners who will face bigger decisions soon, it is important to see how your choices
are made. Do you make decisions based on their impending consequences or you
simply do it because it is what the present situation is asking from us?
This module was designed and written with you in mind. It is here to help you master
the different philosophical concepts of about human freedom, and thereafter examine
the its relationship with responsibility. The scope of this module permits it to be used
in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
15
What I Know
Scenario number 1:
Patrick drove his car without registration and license.
Consequences Obligations
1.
2.
Scenario number 2:
Erwin used all his income in upgrading his motorcycle.
Consequences Obligations
1.
2.
Scenario number 3:
Janzen entered in a no-label relationship.
Consequences Obligations
1.
2.
Scenario number 4:
Mark uses digital devices in finishing his studies.
Consequences Obligations
1.
2.
Scenario number 5:
Nadine copied someone’s song just to please her mother.
Consequences Obligations
1.
2.
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What’s In
Reason:__________________________________
Reason:__________________________________
Reason:__________________________________
_____________ 5. Gladys is the gate custodian of Bilibid prison. One day, the former
Mayor of Calauan Laguna and convicted of complex crime of Rape with homicide
Antonio Sanchez who has kidney illness asks Gladys to allow him to buy some
medicine to alleviate the pain caused by his kidney disease. However, Gladys did
not allow the request and instead reported the former Mayor’s attempt to go outside
the penal colony.
15
Reason:_________________________________
Reason:__________________________________
_____________ 7. Ruby is the best online seller in her town. She can earn as much
as 10,000 php per day. On the other hand, Celeste is a newbie in online selling.
She barely earned a thousand peso for a day. Knowing Ruby’s ability to sell online,
Celeste approached Ruby and asked the latter to teach her how to be a successful
online entrepreneur. Ruby asked for a tutorial fee, because she said that it entails a
lot of work just to make a online strategy work.
Reason:__________________________________
Reason:__________________________________
_____________ 9. Jovi and Rency are good friends. They are schoolmates since their.
However, there is no venue to hold the meeting. Jovi requested Rency to allow
them first year in college. Because of great academic performance, Jovi has been
elected as the vice-president of the college department. On the other hand, Rency
has been chosen as the in-charge of the college’s laboratories since she is
trustworthy and keen in details. One day, the college’s student council needs to
meet for a quarterly review of their activities to use the department’s physics
laboratory, but Rency denied such a request.
Reason:__________________________________
_____________ 10. Ariel is an LTO officer who has a lot of connections is the said
office. He usually accepts under the table transactions from people who want to
expedite their application for a driver’s license. His sister Amor once asked him why
he’s doing those kinds of transactions. Ariel answered that he simply wants to help
people by avoiding the grueling application process in the LTO.
Reason:__________________________________
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What’s New
Learning Task 3: COMPLETE THE CHART BELOW. Recall three decisions you have made
recently. Then, analyze them. What are the good things they produced for you and your
community and what are the negative effects do they caused to yourself and others? Write
your answers in your notebook.
Decision No. 1:
1.
2.
3.
Decision No. 2:
1.
2.
3.
Decision No. 3:
1.
2.
3.
Learning Task No. 4: PROCESSING. Answer the following questions based on how you
answered the activity above. Write your answers in your notebook.
__________________________________________________________________
__________________________________________________________________
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__________________________________________________________________
__________________________________________________________________
2. What are your considerations for classifying the effect of your action as a positive
one?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What are your considerations for classifying the effect of your action as a negative
one?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. In making those decisions, are you free in doing them? If yes, how? If no, what binds
you?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5. What are your considerations in saying that you made a “best decision?”
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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What is It
An act that is performed only by a human being and thus is proper to man. Not every
act that a human being does is a distinctively human act. Some acts that human
beings do are performed also by animals, e.g., vegetative acts and acts of perception
and emotion. When a human being does such acts, they are called acts of man but
not human acts. Acts of man are actions shared by humans and other animals while
human acts refer to the appropriate actions of human beings. What makes an act
performed by a human being distinctively a human act is that it is voluntary, that
is, an act in some way under the control or direction of the will, which is proper to
man. One can therefore identify the human activity with the voluntary act. A
voluntary act continues either by the will - like an act of love or choice - or from
another human power that may be motivated by the will, either by an act of intellect
or by the sense of reasoning or emotion; even a gesture commanded by the will can
be a voluntary act.
2. Involuntary Actions – are acts done under a) force or coercion and b).
ignorance where the doer failed to understand the effect and feels sorry
on the result.
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B. Through Ignorance of Particular Circumstances. Example: a
man steals and ignorant of the law, arrow or gun shot by
mistake.
When was the last time you see yourself escaping from the
consequences of your actions? When was the last time you hide from the
problems brought about by your irresponsible actions? We have the tendency
to blame others for their choice of a course of action. At present times, several
marriages – most especially in the Philippines – are being brought to different
courts of law to be annulled. What is the main reason for this? Atty. Jim Lopez
in one of his books says that most of the marriages which are tried in civil
courts are sagas of unending throwing of blame and accusations between two
lovers. Which can be simply be solved had one of the parties make himself
accountable for a problem which sit between them.
15
B. Practical Choice – a choice which is borne out of psychological and
emotional considerations. Unlike the previously discussed type of
choice, practical choices are made when confronted with the actual
situation, and usually affected by psychological aspect of the person
embroiled in the moral situation or dilemma. For instance,
psychological and emotional stress and lack of time to deliberate
during an actual moral situation may affect a person’s moral
decision in that situation. A person may be so engulfed by emotions
that he may sometimes fail to make the right choice. Likewise, stress
could make a person’s practical choice inconsistent with his
intellectual choice.
What’s More
Learning Task No 5.A. Find the differences and similarities, if any, between
Human Acts and Acts of Man. Write your answers in your notebook.
Involuntary
Voluntary
Learning Task No 5. B. List down five Human Acts and Acts of Man you have
done this week. Write your answers in your notebook.
15
Learning Task No 5. C. Give three examples of the following and write your
answers in your notebook.
1. Do nothing and allow the trolley to kill the five people on the
main track.
2. Pull the lever, diverting the trolley onto the sidetrack where it
will kill one person.
Which is the more ethical option? Or, more simply: What is the right thing to do?
Justify your answer using the lesson above. Write your answers in your notebook.
Process Questions:
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1. Was there freedom on your part in facing the situation?
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. What are your considerations for saying that your choice is the right thing?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Following the concept of Intellectual choice, will your decision be the same?
Why or why not?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. Following the concept of Practical choice, will your decision be the same?
Why or why not?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
15
What I Can Do
Learning Task No. 7: Supposed that you are the main character in the situation,
and you are required to act or to decide:
1. Atty. Nathalie Joy is one of the best criminal lawyers in the country. One
time her boyfriend Mark who is the judge of the Regional Trial Court of
Calamba was assassinated by the unknown armed men. One evening, she
received a call from her friend saying that she has to meet her old client
and friend. Upon coming to her office, she received her former client and
friend Zandy. Zandy confessed that she is the one who commanded the
assassins to assail the judge. Unknown to Zandy is the relationship
between the celebrity lawyer and the deceased judge. However, before they
talked, both signed an agreement that says that what shall transpire in
their conversation shall be considered as privileged communication. Zandy
asked Atty. Nathalie to be her legal counsel. Atty. Nathalie Joy and her
deceased fiancé highly believe in the sanctity of the legal profession. If you
are Atty. Nathalie Joy, what will you do?
3. During a buy-bust operation conducted by the PNP San Gabriel City, the
daughter of the incumbent city mayor, Chenelyn, was accosted by the
policemen in pot – session. There is a strong public belief that Chenelyn is
behind the rampant drug activities in his town. During the preliminary
investigation, Dr. Nicole, the resident criminal laboratory doctor is given
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the task of conducting a drug test to the accosted daughter of the city
mayor. Dr. Nicole is known for her credibility for her profession and is even
recognized by the United Nations as one of the excellent practitioners in
her field. In the afternoon before she would conduct the drug test for the
accused, she received a call from her mother, who was a victim of a drug-
related crime, saying that she must perform the drug test well. After a few
minutes, the city mayor himself shows up and offers 1.5 million pesos
surety just to falsify her soon to be findings. The mayor indirectly conveyed
that if she does anything against his will, evil may befall on Dr. Nicole’s
family. Outside the Crime Laboratory is a group of anti-drugs citizens
shouting for justice and conviction against the accused daughter of the
city mayor. If you are Dr. Nicole, what will you do?
Assessment
True or False. Write the word True if the statement is correct and write the word
False if the statement conveys otherwise. Write your answer on a separate sheet of
paper.
1. Human actions are always conceived intellectually.
2. According to Aristotle, Acts of man are actions which are deliberately done.
3. Freedom and obligation are two distinct philosophical concepts.
4. A person is totally responsible for an action even if he acted with an impaired
conscience.
5. A choice is made from freedom if the person totally knows the kind of choice
he makes even though unsure with the consequences.
6. Intellectual choice usually refers to answers for hypothetical moral issues.
7. Practical choice usually pertains to choices for an actual moral dilemma.
8. Freedom is present in the Acts of Man.
9. Involuntary actions are excused from moral examination.
10. Without freedom, obligation does not exist.
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Additional Activities
15
15
Assessment
False
False
True
False
True
True
True
False
True
True
Answer Key
References
BOOKS:
Agoncillo, T.A. (2012). The history of the Filipino people 8th edition. Quezon
City: C& E Publishing Corp.
Artigas, M. (2006). Philosophy: an introduction translated by Fr. M. Guzman.
Makati City: Sinag-tala Publishers Corpuz,
B.B., Ruben A.C., Maria Lovelyn C.P., Socrates, O.P., (2016). Introduction to
the philosophy of the human person for senior high school. Quezon
City: Lorimar publishing, Inc.
Bauzon, P.T. (2012). Handbook in social philosophy (with review materials in
social philosophy of education for LET) 2nd Edition. Mandaluyong
City: National Book Store.
Bernardo, J.P.V. (2016). Introduction to the philosophy of the human person.
Pasay City: JFS Publishing Services.
Buber, Martin. “Dialogue,” in Between Man and Man, Collins: Fontana, 1966.
Calano, Mark Joseph et al, Philosophizing and Being Human. Quezon City:
Sibs
Publishing House Inc., 2016.
Copus, B.B. et al. (2016). Introduction to the philosophy of the human person.
Quezon City: Lorimar Pub.
Dy Jr., Manuel, Philosophy of Man: Selected Readings. 2 nd Edition. Makati City:
Goodwill
Trading Co. Inc, 2001.
Heidegger, Martin. Being and Time. Translated by Joan Stambaugh. New York:
SUNY
Press, 1996.
Mabaquiao Jr., Napoleon. Making Life Worth Living. Quezon City: Phoenix
Publishing
15
House, Inc. 2017
JOURNALS:
Gaardner, J. (2007). A user manual for our planet. UNESCO: the courier. No.
9 ISSN.
1993- 8616. 4 – 5.
Jenkins, Willis 2009, ‘After Lynn White: Religious Ethics and Environmental
Problems’, The Journal of Religious Ethics, Vol. 37, No. 2, pp. 283-309.
15
Welchman, Jennifer 2012, ‘A Defence of Environmental Stewardship’,
Environmental Values Vol. 21, No. 3, pp. 297-316.
ONLINE SOURCES:
http://sutterfield.weebly.com/uploads/1/2/6/8/12686139/discussion_questions_
for_plato_cave.pdf
https://outre-monde.com/2010/09/25/platonic-myths-the-sun-line-and-cave/
http://blogphilosophy2.blogspot.com/2007/11/phenomenology.html
https://philonotes.com/index.php/2018/12/01/the-human-person-as-an-
embodied-spirit/
https://ses.edu/a-summary-of-act-potency/
https://iep.utm.edu/envi-eth/
https://plato.stanford.edu/entries/ethics-environmental/
https://plato.stanford.edu/entries/environmental-aesthetics/
https://www.schooldrillers.com/anthropocentrism-in-environmental-ethics/
https://simplicable.com/new/environmental-issues
http://www.umich.edu/~snre492/sdancy.html
https://gm.ecotaf.net/1640-freedom.html
https://www.encyclopedia.com/religion/encyclopedias-almanacs-transcripts-
and-maps/human-act
https://studylib.net/doc/25188409/ethics-1-module-1-study-guide--aug-2018-
https://www.encyclopedia.com/social-sciences/applied-and-social-sciences-
magazines/tribal-society
https://www.futurelearn.com/courses/digital-society/0/steps/23808
https://www.biblegateway.com/passage/?search=luke%2010:25-
37&version=NIV
15
For inquiries or feedback, please write or call:
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Writers: Name
Editors: Name
Reviewers: Name
Illustrator: Name
Layout Artist: Name
Management Team: Wilfredo E. Cabral, Regional Director
Job S. Zape Jr., CLMD Chief
Elaine T. Balaogan, Regional ADM Coordinator
Fe M. Ong-ongowan, Regional Librarian
Name of CID Chief
Name of Division EPS In Charge of LRMS
Name of Division ADM Coordinator
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
14
For the learner:
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
14
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
This contains answers to all activities in the
Answer Key module.
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
14
What I Need to Know
We usually hear the saying, “No man is an island.” There is no doubt that an
average person understands this quotation but despite the universal understanding
we have about it, we still express in various ways our belief on “being with others.”
We have varying degrees of affection and regard towards others and to ourselves as
well which may come from our unique experiencing of social reality.
14
What I Know
Answer the questions briefly after reading the passage from the Bible.
(25) On one occasion an expert in the law stood up to test Jesus. “Teacher,”
he asked, “what must I do to inherit eternal life?”
(26) “What is written in the Law?” he replied. “How do you read it?”
(27) He answered, “‘Love the Lord your God with all your heart and with all
your soul and with all your strength and with all your mind’ [a]; and, ‘Love
your neighbor as yourself.’[b]”
(28) “You have answered correctly,” Jesus replied. “Do this and you will live.”
(29) But he wanted to justify himself, so he asked Jesus, “And who is my
neighbor?”
(30) In reply Jesus said: “A man was going down from Jerusalem to Jericho,
when he was attacked by robbers. They stripped him of his clothes, beat him
and went away, leaving him half dead. (31) A priest happened to be going down
the same road, and when he saw the man, he passed by on the other side.
(32) So too, a Levite, when he came to the place and saw him, passed by on
the other side. (33) But a Samaritan, as he traveled, came where the man was;
and when he saw him, he took pity on him. (34) He went to him and bandaged
his wounds, pouring on oil and wine. Then he put the man on his own donkey,
brought him to an inn and took care of him. (35) The next day he took out two
denarii[c] and gave them to the innkeeper. ‘Look after him,’ he said, ‘and when
I return, I will reimburse you for any extra expense you may have.’
(36) “Which of these three do you think was a neighbor to the man who fell
into the hands of robbers?”
(37) The expert in the law replied, “The one who had mercy on him.”
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Questions:
1. What virtue(s) does the parable show? Give the instance/s where you see
those virtue/s.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What do you think is the reason why the Good Samaritan helped the
stranger despite their social differences?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. If you are the Samaritan, would you do the same? Justify your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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Lesson
1 Intersubjectivity
What’s In
In the parable, it is hard to imagine that a Samaritan would help a Jew since
he is considered by the Jewish society as an outcast. But what happened was the
other way around – he helped the Jew despite of their differences and the unfair
treatment to him. This story clearly explains how man can go beyond cultural
considerations and how one can overcome grudges to performing an ethical act
towards a needy person.
14
What’s New
Intersubjectivity in General
Philosophy, unlike Theology, does not use primarily biblical texts in its
pursuit, though some religious texts are morally worthy to be examples in explaining
philosophical ideas like the previous reading we had. The Parable of the Good
Samaritan clearly explains the phenomenon of intersubjectivity in the human world.
Though it focuses on the Kingdom of God, it still validates the importance of
intersubjective relations of man.
https://www.researchgate.net/figure/An-Illustration-of-Technological-Intersubjectivity_fig2_228683281
14
What is It
14
What’s More
14
What I Have Learned
To verify the knowledge you gained in this lesson, let us situate the idea
of intersubjectivity in your own personal experiences and let us check whether
its relevance in our lives.
Answer the following questions thoroughly. 3-5 sentences are enough.
1. Are there instances in your life when you feel you are treated as an
object? Share some experiences. How does it feel? Would you do the
same treatment to others? Why?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Give some personal experiences when you feel you are treated as a
subject. How do you feel when you are treated in that way? Is it
lawful to do the same to others? Why?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What do you think is the reason why people treat others as objects?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
14
What I Can Do
In our present society, we can notice all kinds of differences of people in the
world that may result to inequality, injustice, and all sorts of abuses. In order to
create a better world, we have to be sensitive about these things and respond in kind
manner. Below are societal problems which need solutions from intersubjective point
of view. Understand each statement and give concrete solutions. Use the ideas on
intersubjectivity elaborated by the philosophers we discussed. 3-5 sentences are
enough.
3. Many say that poor people are poor because of their mentality.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
14
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter
on a separate sheet of paper.
1. Among the statements below, what best describes intersubjectivity?
a. Intersubjectivity is about how humans treat plants.
b. It is a state of sharing of subjective states by two or more
individuals.
c. It is about how we judge other persons.
d. We treat others as objects in intersubjective relationships.
4. Who is the Jewish philosopher who introduced the “I-Thou” and “I-It”
relationships?
a. Karol Wojtyla
b. Martin Buber
c. Confucius
d. Martin Heidegger
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Additional Activities
SONG:
ANALYSIS:
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RUBRICS FOR THE ACTIVITY
Performance Needs
Outstanding Very Satisfactory Satisfactory
Areas Improvement
4 3 2
1
Ideas This paper is clear and This paper is mostly The writer is The topic is not
focused. It holds the focused and has beginning to define well-defined and/or
reader's attention. some good details the topic, even there are too many
Relevant details and and quotes. though development topics.
quotes enrich the is still basic or
central theme. general.
Organization The organization Paper (and The organizational Sentences within
enhances and paragraphs) are structure is strong paragraphs make
showcases the central mostly organized, in enough to move the sense, but the order
idea or theme. The order, and makes reader through the of paragraphs does
order, structure of sense to the reader. text without too not.
information is much confusion.
compelling and moves
the reader through the
text.
Sentence The writing has an The writing mostly The text hums along The text seems
Fluency easy flow, rhythm, and flows and usually with a steady beat choppy and is not
cadence. Sentences invites oral reading. but tends to be more easy to read orally.
are well built, with a business-like than
strong and varied musical, more
structure that invites mechanical than
expressive oral fluid.
reading.
Conventions The writer The write understands The writer shows The writer seems to
demonstrates a good good writing reasonable control have made little
grasp of standard conventions and over a limited range effort to use
writing conventions usually uses them of standard writing conventions:
(e.g., spelling, correctly. Paper is conventions. spelling,
punctuation, easily read and errors Conventions are punctuation,
capitalization, are rare; minor touch- sometimes handled capitalization,
grammar, usage, ups would get this well and enhance usage, grammar,
paragraphing) and piece ready to publish. readability; at other and/or paragraphing
uses conventions times, errors are have multiple errors.
effectively to enhance distracting and
readability. impair readability.
Presentation The form and The format only has a The writer's The writer's
presentation of the text few mistakes and is message is message is only
enhance the ability of generally easy to read understandable in understandable
the reader to and pleasing to the this format. occasionally, and
understand and eye. the paper is messily
connect with the written.
message. It is pleasing
to the eye.
14
14
Assessment
B
C
C
B
C
Answer Key
References:
BOOKS:
Agoncillo, T.A. (2012). The history of the Filipino people 8th edition. Quezon
City: C& E Publishing Corp.
Artigas, M. (2006). Philosophy: an introduction translated by Fr. M. Guzman.
Makati City: Sinag-tala Publishers Corpuz,
B.B., Ruben A.C., Maria Lovelyn C.P., Socrates, O.P., (2016). Introduction to
the philosophy of the human person for senior high school. Quezon
City: Lorimar publishing, Inc.
Bauzon, P.T. (2012). Handbook in social philosophy (with review materials in
social philosophy of education for LET) 2nd Edition. Mandaluyong
City: National Book Store.
Bernardo, J.P.V. (2016). Introduction to the philosophy of the human person.
Pasay City: JFS Publishing Services.
Buber, Martin. “Dialogue,” in Between Man and Man, Collins: Fontana, 1966.
Calano, Mark Joseph et al, Philosophizing and Being Human. Quezon City:
Sibs
Publishing House Inc., 2016.
Copus, B.B. et al. (2016). Introduction to the philosophy of the human person.
Quezon City: Lorimar Pub.
Dy Jr., Manuel, Philosophy of Man: Selected Readings. 2 nd Edition. Makati City:
Goodwill
Trading Co. Inc, 2001.
Heidegger, Martin. Being and Time. Translated by Joan Stambaugh. New York:
SUNY
Press, 1996.
Mabaquiao Jr., Napoleon. Making Life Worth Living. Quezon City: Phoenix
Publishing House, Inc. 2017
14
Maboloc, C. R. (2016). Introduction to the philosophy of the human person.
Quezon City: The Inteligente Publishing Inc.
Mercado, L.N. (1988). Applied Filipino philosophy. Tacloban City: Divine Word
University Publication.
Wallace, W.A. (1977). The elements of philosophy. New York City: Society of
St. Paul.
Ramos, C.C. (2016). Introduction to the philosophy of the human person.
Manila: Rex Publishing House
Socio, M.P.G. and Ignatius H.V. (2016). Introduction to the philosophy of the
human person. Quezon City: Vibal Group Inc.
JOURNALS:
Gaardner, J. (2007). A user manual for our planet. UNESCO: the courier. No.
9 ISSN.
1993- 8616. 4 – 5.
Jenkins, Willis 2009, ‘After Lynn White: Religious Ethics and Environmental
Problems’, The Journal of Religious Ethics, Vol. 37, No. 2, pp. 283-309.
14
Confucianism and Existentialism: Intersubjectivity as the Way of Man Author(s):
Hwa Yol Jung Source: Philosophy and Phenomenological Research , Dec.,
1969, Vol. 30, No. 2 (Dec., 1969), pp. 186-202 Published by: International
Phenomenological Society
ONLINE SOURCES:
http://sutterfield.weebly.com/uploads/1/2/6/8/12686139/discussion_questions_
for_plato_cave.pdf
https://outre-monde.com/2010/09/25/platonic-myths-the-sun-line-and-cave/
http://blogphilosophy2.blogspot.com/2007/11/phenomenology.html
https://philonotes.com/index.php/2018/12/01/the-human-person-as-an-
embodied-spirit/
https://ses.edu/a-summary-of-act-potency/
https://iep.utm.edu/envi-eth/
https://plato.stanford.edu/entries/ethics-environmental/
https://plato.stanford.edu/entries/environmental-aesthetics/
https://www.schooldrillers.com/anthropocentrism-in-environmental-ethics/
https://simplicable.com/new/environmental-issues
http://www.umich.edu/~snre492/sdancy.html
https://gm.ecotaf.net/1640-freedom.html
https://www.encyclopedia.com/religion/encyclopedias-almanacs-transcripts-
and-maps/human-act
https://studylib.net/doc/25188409/ethics-1-module-1-study-guide--aug-2018-
https://www.encyclopedia.com/social-sciences/applied-and-social-sciences-
magazines/tribal-society
https://www.futurelearn.com/courses/digital-society/0/steps/23808
https://www.biblegateway.com/passage/?search=luke%2010:25-
37&version=NIV
14
For inquiries or feedback, please write or call:
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
ii
For the learner:
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
ii
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
This contains answers to all activities in the
Answer Key module.
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
ii
What I Need to Know
Men -- by their nature – are political animals. This ancient saying of Aristotle has
never lose its appeal. Perhaps the reason is that despite the long course it traversed
in the history, it still capsulizes one of the essential elements of human nature –
human’s endowed innateness to gather themselves and create a community where
they share their commonalities and fix differences.
In this module, learners will understand how individuals form societies and, in turn,
how does society transform them. Importantly, learners will be able to explain how
human relations are transformed by social systems.
This module was designed and written with you in mind. It is here to help you master
the different philosophical concepts of about human freedom, and thereafter examine
the its relationship with responsibility. The scope of this module permits it to be used
in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
ii
What I Know
Learning Task No 1. Before delving into the discussion, learners must fill
out the table below about the things they have learned from society and their
contributions to it:
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
ii
What’s In
Learning Task 1: Essay. Read the following situations below and answer the
questions thereafter. In answering the questions try to appreciate the situations
using the social norms you remember.
Situation Number 1: A Very good friend of yours visits you and your
family in your house. Your mother who was delighted by her presence
cooks her best dish for your friend. Your friend loved the whole lunch that
she kept complementing your mother for being such a good cook. At the
end of her visit, she expresses her gratitude to the whole family. Before she
leaves, she approaches your mother and asks, “how much do I pay you for
the lunch you cooked for me? (Ariely, 2010)
Situation Number 2: You are going through a very rough time. You feel so
down that you need some one to talk to, you send a text message to your
friend asking her if she could come over to make you feel better. Your
friend gives you a call then tells you she will be there in 20 minutes. You
are so happy to see her; you gave her a big hug and then pour your heart
out. After crying to her for 30 minutes, she gives comforting piece of
advice. You finally say that you feel so much better. Your friend then says,
“That’s good to know, now that we’re done, could we settle my expenses for
this – 20 pesos for the phone call, 35 pesos for the tricycle ride going here,
20 pesos for the tissue paper your drew from my pocket and 500 pesos for
the time I lost to working productivity because I had to come here.
Thanks!”
Questions:
ii
What’s New
Learning Task 3: Picture Analysis: Learners must analyze the pictures below by
answering the questions following each of them. In this instance, learners must presume
the prevailing thinking and even priorities during those times and guess what makes them
transformed.
Picture No. 1:
Picture No. 2:
ii
Picture No. 3:
What is It
A. Pre-Industrial Societies
a. Tribal Society - the term “tribe” denotes a group of peoples
living in a primitive setting under a leader or chief. The term
‘tribal society’ associates it to other meaning such as
“primitive society” or “preliterate society.” The word ‘tribe’ has
become an important technical term which pertains to a
political unit in a certain territory. The term’s use is rooted
from Latin which is associated to the political divisions or
orders of the Roman empire. Tribal societies are small in
scale; bound to their spatial and temporal range of relations
in terms of society, law, and politics; and possess a moral
code, cult, and wide range of belief system. The language
systems of tribes are unwritten which provides a narrow
extent of communication. At the same time, tribal societies
show a self-sustaining structure which is absent in the
modern society. This is achieved by the close connections
that exist between tribal organizations, and by the focusing
of a leader or person to multiple roles. Unity and coherence
exist in tribal values that are closely related to social groups
and are provided with an intensity characteristic of all
“closed” systems of thought.
ii
and military service to their lords. Peasants known as serfs
were bound to the land and were subject to the will of their
lords. One social class system or economic form was not
realized for Europe over the whole Middle Ages. A new
economy after medieval period known as capitalism is still in
progress. Medieval world is known for its traditional land
economy and military service, and an urban society. These
led to a feudal-based social-class system and trade &
commerce based on money or capital. For the urban or town
environment, merchants, artisans, and customers formed
the core of the society. They saw manufacture as the most
important business to produce goods for sale and buy in the
local market economy. Local products was to have an impact
in other areas, such as regional fairs, port cities, and far
trade destinations.
ii
features of introducing new technologies, concerning
environment and energy;
e. the development of recent scientific disciplines—that involve
new forms of information technology, cybernetics,
or artificial intelligence—to evaluate the theoretical and
ethical implications of new technologies;
f. an emphasis on the university and polytechnic institutes
which produce graduates who innovate and lead the new
technologies contributing to a postindustrial society; and
g. the changing values and norms which reflects the influences
on the society. In an instance, outsourcing of manufactured
goods changes how members of a society see and treat
foreigners and immigrants. Also, those individuals previously
occupied in the manufacturing sector find themselves with
no clearly defined social role.
Having our heads of digital society in our minds, we first have to think
of the information society; which are correlated with the progress and
development of digital information and communication technologies to the
internet at least. Information society plays a vital role with regards to the
circulation and control of made-up ideas which affects political, economic,
social and cultural aspects. So, what does this mean for the everyday citizen?
Now, one of the main terms in the modern world is the ‘digital citizen’.
What does this actually mean? A digital citizen is a person who is
knowledgeable and responsible enough to effectively use different social
platforms in the internet. They often engage in useful topics and issues that
will help build a better society, politics and government. If we will dig deeper,
digital citizenship might look simple. We might think that it is just about using
the internet safely. However, we also need to consider and understand that
ii
this citizenship can get complicated, especially if we are going to criticize and
show interest in sensitive topics as we start to become a digital citizen, using
digital media to actively participate in society and politics.
If we look a little closer at the field of ‘citizenship studies’ this will lead
us to a better understanding of what digital society really means. A citizen is
defined as an individual character who is viewed as a member of a society
while citizenship considers an individual’s behavior in terms of rights,
obligations and functions of said citizen. Being a citizen of a state requires
tons of obligations and duties such as work, taxation and obedience of laws.
On the other hand, citizens also have their rights, it includes civil rights such
as freedom of speech and expression, to stand for what we believe in, and
rights to a private life; political rights, or the right to vote and social rights to
health care and welfare. In this course we will tackle these rights as we look
at real definition of what it means to be a citizen in the modern society and
how legislation and the government shape our ability to be democratic citizens
who can stand for the truth.
The virtual society and the technological devices today are starting to
reshape the human person and human interactions and relationships. More
and more interactions are done in the virtual world than in the actual world.
People are more thrilled to see their virtual selves than their actual selves.
They are more themselves online than offline. And this leads one to ask, “Who
am I?” in a more complex manner. People seem to start manipulating
personalities as they exhibit different behaviors in different worlds. People fall
in love in virtual worlds. Someone breaks up with a partner through a text
message. Human relations seem to start losing an important element in living
– commitment. Virtual worlds and disembodied relations lack commitment.
We can always step back and retreat in a virtual world. We can always create
a new self when our avatars die or when it has become undesirable. We can
always ignore message. Virtual realities remove risks; and because we do not
want to risk, we patronize the virtual world. Commitment is hard. To commit
is to risk. In the virtual world, one’s anonymity lessens, if not completely
removes risks. When we are confronted with real social problems like war and
famine, discrimination harassment and corruption; we let the world know that
we condemn these evils and express participation in the abolition of these
problems. How? By a futile click to like. People in the modern technological
society ultimately make no real commitments
ii
THE DISEMBODIED SUBJECT
ii
The virtual society and the
technological devices today
are starting to reshape the
human person and human
interactions and
relationships. More and more
interactions are done in the
virtual world than in the
actual world. People are more
thrilled to see their virtual
selves than their actual The Senior High School faculty members of Camp
selves. They are more Vicente Lim Integrated School took a group selfie
themselves online than while preparing modules for distribution.
offline. And this leads one to
ask, “Who am I?” in a more complex manner. People seem to start manipulating
personalities as they exhibit different behaviors in different worlds. People fall in love
in virtual worlds. Someone breaks up with a partner through a text message. Human
relations seem to start losing an important element in living – commitment. Virtual
worlds and disembodied relations lack commitment. We can always step back and
retreat in a virtual world. We can always create a new self when our avatars die or
when it has become undesirable. We can always ignore message. Virtual realities
remove risks; and because we do not want to risk, we patronize the virtual world.
Commitment is hard. To commit is to risk. In the virtual world, one’s anonymity
lessens, if not completely removes risks. When we are confronted with real social
problems like war and famine, discrimination harassment and corruption; we let the
world know that we condemn these evils and express participation in the abolition
of these problems. How? By a futile click to like. People in the modern technological
society ultimately make no real commitments. (Introduction to Philosophy of the
Human Person: Senior High School. (2020) Quezon City: Vibal Group Inc.)
ii
What’s More
Industrial
Society
Post- Industrial
Society
ii
This rubric will serve as a guide for scoring your Venn Diagram.
Performanc Needs
Outstandin Very
e Areas Satisfactory Improvemen
g Satisfactory
2 t
4 3
1
Concept Each Each section Each section Each section
Arrangemen section of of the of the of the
t the diagram diagram diagram diagram
contains contains contains two contains very
four facts three facts facts that are few facts that
easily easily somewhat are not easily
identified. identified. identified. identified.
Primary The student Student The student Student
Source exhibits illustrates a displays a shows little
Content mastery of firmer limited or no
the material understandin understandin understandin
as g of most of g of some g of the topic.
evidenced the details on the There are a
by attention similarities subject few details.
to detail. and matter.
differences
brainstormed
.
Linking Reflects Most of the Reflects some Contains non-
Content factual information is factual factual
together information factual and information and information that
that seemingly attempts to put it does not
corresponds corresponds in the correspond to
with the with the corresponding the appropriate
appropriate appropriate section of the section of the
section of the section of the diagram. diagram
diagram. diagram.
Learning Task 5: After reading the concept of digital society and digital
citizenship, learners must answer the following questions below:
ii
2. In your own understanding, how does digital society form?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. Do you think, what are the things digital society can offer compared
to the previous type of society?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
5. What are the possible positive and negative effects of being citizen
of digital society?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
What I Can Do
1. Compare and contrast our time to the 70s and 80s in terms of the
following:
a. What are the advantages and disadvantages of living in a post-
industrial/technological society?
b. What are the advantages and disadvantages of living in BEFORE
post-industrial/technological society?
c. What are the differences of social relationships between those
living 70s-80s and to our contemporary era?
d. Concept of love and friendship
ii
Assessment
True or False. Write the word True if the statement is correct and write the
word False if the statement conveys otherwise. Write your answer on a separate
sheet of paper.
ii
Additional Activities
Learning Task No. 8: Reflection. Write a short essay on how social contexts
surrounding a person can contribute to his or her upbringing, beliefs and
overall quality of life. Take sample from your personal experience.
My Social Upbringing
ii
ii
Assessment
False
False
False
True
True
False
False
False
False
True
Answer Key
References
BOOKS:
Agoncillo, T.A. (2012). The history of the Filipino people 8th edition. Quezon
City: C& E Publishing Corp.
Artigas, M. (2006). Philosophy: an introduction translated by Fr. M. Guzman.
Makati City: Sinag-tala Publishers Corpuz,
B.B., Ruben A.C., Maria Lovelyn C.P., Socrates, O.P., (2016). Introduction to
the philosophy of the human person for senior high school. Quezon
City: Lorimar publishing, Inc.
Bauzon, P.T. (2012). Handbook in social philosophy (with review materials in
social philosophy of education for LET) 2nd Edition. Mandaluyong
City: National Book Store.
Bernardo, J.P.V. (2016). Introduction to the philosophy of the human person.
Pasay City: JFS Publishing Services.
Buber, Martin. “Dialogue,” in Between Man and Man, Collins: Fontana, 1966.
Calano, Mark Joseph et al, Philosophizing and Being Human. Quezon City:
Sibs
Publishing House Inc., 2016.
Copus, B.B. et al. (2016). Introduction to the philosophy of the human person.
Quezon City: Lorimar Pub.
Dy Jr., Manuel, Philosophy of Man: Selected Readings. 2 nd Edition. Makati City:
Goodwill
Trading Co. Inc, 2001.
Heidegger, Martin. Being and Time. Translated by Joan Stambaugh. New York:
SUNY
Press, 1996.
Mabaquiao Jr., Napoleon. Making Life Worth Living. Quezon City: Phoenix
Publishing
House, Inc. 2017
ii
Maboloc, C. R. (2016). Introduction to the philosophy of the human person.
Quezon City: The Inteligente Publishing Inc.
Mercado, L.N. (1988). Applied Filipino philosophy. Tacloban City: Divine Word
University Publication.
Wallace, W.A. (1977). The elements of philosophy. New York City: Society of
St. Paul.
Ramos, C.C. (2016). Introduction to the philosophy of the human person.
Manila: Rex Publishing House
Socio, M.P.G. and Ignatius H.V. (2016). Introduction to the philosophy of the
human person. Quezon City: Vibal Group Inc.
JOURNALS:
Gaardner, J. (2007). A user manual for our planet. UNESCO: the courier. No.
9 ISSN.
1993- 8616. 4 – 5.
Jenkins, Willis 2009, ‘After Lynn White: Religious Ethics and Environmental
Problems’, The Journal of Religious Ethics, Vol. 37, No. 2, pp. 283-309.
ii
Confucianism and Existentialism: Intersubjectivity as the Way of Man Author(s):
Hwa Yol Jung Source: Philosophy and Phenomenological Research , Dec.,
1969, Vol. 30, No. 2 (Dec., 1969), pp. 186-202 Published by: International
Phenomenological Society
ONLINE SOURCES:
http://sutterfield.weebly.com/uploads/1/2/6/8/12686139/discussion_questions_
for_plato_cave.pdf
https://outre-monde.com/2010/09/25/platonic-myths-the-sun-line-and-cave/
http://blogphilosophy2.blogspot.com/2007/11/phenomenology.html
https://philonotes.com/index.php/2018/12/01/the-human-person-as-an-
embodied-spirit/
https://ses.edu/a-summary-of-act-potency/
https://iep.utm.edu/envi-eth/
https://plato.stanford.edu/entries/ethics-environmental/
https://plato.stanford.edu/entries/environmental-aesthetics/
https://www.schooldrillers.com/anthropocentrism-in-environmental-ethics/
https://simplicable.com/new/environmental-issues
http://www.umich.edu/~snre492/sdancy.html
https://gm.ecotaf.net/1640-freedom.html
https://www.encyclopedia.com/religion/encyclopedias-almanacs-transcripts-
and-maps/human-act
https://studylib.net/doc/25188409/ethics-1-module-1-study-guide--aug-2018-
https://www.encyclopedia.com/social-sciences/applied-and-social-sciences-
magazines/tribal-society
https://www.futurelearn.com/courses/digital-society/0/steps/23808
https://www.biblegateway.com/passage/?search=luke%2010:25-
37&version=NIV
ii
For inquiries or feedback, please write or call:
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Writers:
Reviewers: Cristeta M. Arcos
Dolorosa S. De Castro
Illustrator: Ronan DC. Vergara
Layout Artist: Ren Mac Mac G. Motas
Management Team: Wilfredo E. Cabral, Regional Director
Job S. Zape Jr., CLMD Chief
Elaine T. Balaogan, Regional ADM Coordinator
Fe M. Ong-ongowan, Regional Librarian
Susan DL. Oribiana, SDS
Dolorosa S. De Castro, CID Chief
Cristeta M. Arcos, EPS In Charge of LRMS
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
13
For the learner:
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
13
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
This contains answers to all activities in the
Answer Key module.
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
13
What I Need to Know
In this module, learners like you will be philosophically oriented regarding a sensitive
topic everybody does not like always to talk about – death. Here, we will treat death
in an academic way while also allowing our own takes and insights to interplay with
the discussions. However, you are advised to have an objective disposition regarding
death to remove any negative impression that may affect your readiness to
understand death as a phenomenon.
Primarily, we will deal with the Phenomenological Notion of Death to give it definite
characterization and the Relation of Death with Authenticity upon which we will
come to realize the value of understanding death as a way to establish a more
meaningful existence.
Thus, after going through this module, you are expected to:
1. explain the phenomenological notion of death
2. give the characteristics of death
3. relate death with the concept of a good life based on authenticity
4. reflect on one’s own death
5. embrace death as a natural phenomenon
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What I Know
Write TRUE if you agree that the statement is correct but write FALSE if you think
the statement is incorrect and explain why the statement is wrong in the space
provided under each item.
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______________ 10. Though we don’t know when we will die, we can prepare for it.
__________________________________________________________________
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Lesson
1 Death
What is your initial reaction when you read the title of this part of the module?
Is death really a terrifying phenomenon? If death is a dreadful thing, what makes it
fearsome?
On the other hand, death, as part of human reality, may have meaningful
messages. At this junction, we will try to uncover the mystery of death by
rationalizing its phenomenon so that we get to understand it better, accept it as part
of human nature, and treat it as a condition that allows us to create a meaningful
existence.
What’s In
THOUGHT EXPERIMENT: Imagine the scenario below. Answer the questions using
3-5 sentences only.
You are lying in a hospital bed. You have a stage 4 colon cancer. You
have no problem in paying the bills since you are a rich man. But nobody,
except for the doctor and hospital staff, is with you. This is due to the fact that
you despised your family for not believing in you and left them to pursue your
dreams.
One day, an angel appeared and told you, “You only have a week left to
live. Within that span of remaining time, God is giving you a chance to forgive
your family in one condition: your life will end the moment you utter your
forgiveness to your family. If you do not forgive them, you will get additional
week to live.”
You are about to respond to the angel, what would you say?
ANSWER:
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What’s New
INTERPRETATING THE STORY: Discuss the symbolisms in the short story and
story’s possible meaning.
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What is It
Death is one’s property. The death of the person belongs to him. Nobody
can experience his death except himself. There can be no proxies or substitutes for
a person in experiencing death.
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What’s More
Since we cannot control it, things that remain within our control are those
which belong to life. While still alive, we have choices to take. The question now is
not focused on death but on how we live in the world. Let us ask ourselves before we
die. Did we ever truly live?
AUTHENTICITY PROJECT: List down the 3 things you truly want in life, the
challenges you see in pursuing your goals and the possible solutions to these
challenges.
GOALS CHALLENGES SOLUTIONS
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What I Have Learned
BEFORE AND AFTER: Write your previous knowledge (before reading this module)
and your new understanding on death. Determine what makes more sense and tell
why.
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What I Can Do
REFLECTIONS. After realizing that death is certain and impending, we should at all
times be ready for death. It is just like a thief in the night so we have to prepare for
it. Write an essay about your realizations and your insights about death.
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Assessment
Write TRUE if you agree that the statement is correct but write FALSE if you think
the statement is incorrect and explain why the statement is wrong in the space
provided under each item.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________ 4. Though we don’t know when we will die, we can prepare for it.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________ 10. Two persons can totally share same experience of death
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What I Know Assessment
FALSE – we all TRUE
die. FALSE – death
TRUE is impending
FALSE – we FALSE – we
may not know how never know when
we will die. we will die
FALSE – one’s TRUE
death is unique FALSE – we all
TRUE die.
FALSE – we FALSE – we
never know when may not know how
we will die we will die.
TRUE FALSE – we
FALSE – we should live the life
should live the life we personally want.
we personally want. TRUE
FALSE – death TRUE
is impending FALSE – one’s
TRUE death is unique
TRUE
Answer Key
write your realizations about death and meaning of life.
existence: https://www.youtube.com/watch?v=xjzJ8bO2x4U. Get a journal and
Watch this motivational video about death and give your reflection on your own
Additional Activities
References
BOOKS:
Agoncillo, T.A. (2012). The history of the Filipino people 8th edition. Quezon
City: C& E Publishing Corp.
Artigas, M. (2006). Philosophy: an introduction translated by Fr. M. Guzman.
Makati City: Sinag-tala Publishers Corpuz,
B.B., Ruben A.C., Maria Lovelyn C.P., Socrates, O.P., (2016). Introduction to
the philosophy of the human person for senior high school. Quezon
City: Lorimar publishing, Inc.
Bauzon, P.T. (2012). Handbook in social philosophy (with review materials in
social philosophy of education for LET) 2nd Edition. Mandaluyong
City: National Book Store.
Bernardo, J.P.V. (2016). Introduction to the philosophy of the human person.
Pasay City: JFS Publishing Services.
Buber, Martin. “Dialogue,” in Between Man and Man, Collins: Fontana, 1966.
Calano, Mark Joseph et al, Philosophizing and Being Human. Quezon City:
Sibs
Publishing House Inc., 2016.
Copus, B.B. et al. (2016). Introduction to the philosophy of the human person.
Quezon City: Lorimar Pub.
Dy Jr., Manuel, Philosophy of Man: Selected Readings. 2 nd Edition. Makati City:
Goodwill
Trading Co. Inc, 2001.
Heidegger, Martin. Being and Time. Translated by Joan Stambaugh. New York:
SUNY
Press, 1996.
Mabaquiao Jr., Napoleon. Making Life Worth Living. Quezon City: Phoenix
Publishing
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House, Inc. 2017
JOURNALS:
Gaardner, J. (2007). A user manual for our planet. UNESCO: the courier. No.
9 ISSN.
1993- 8616. 4 – 5.
Jenkins, Willis 2009, ‘After Lynn White: Religious Ethics and Environmental
Problems’, The Journal of Religious Ethics, Vol. 37, No. 2, pp. 283-309.
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Welchman, Jennifer 2012, ‘A Defence of Environmental Stewardship’,
Environmental Values Vol. 21, No. 3, pp. 297-316.
ONLINE SOURCES:
http://sutterfield.weebly.com/uploads/1/2/6/8/12686139/discussion_questions_
for_plato_cave.pdf
https://outre-monde.com/2010/09/25/platonic-myths-the-sun-line-and-cave/
http://blogphilosophy2.blogspot.com/2007/11/phenomenology.html
https://philonotes.com/index.php/2018/12/01/the-human-person-as-an-
embodied-spirit/
https://ses.edu/a-summary-of-act-potency/
https://iep.utm.edu/envi-eth/
https://plato.stanford.edu/entries/ethics-environmental/
https://plato.stanford.edu/entries/environmental-aesthetics/
https://www.schooldrillers.com/anthropocentrism-in-environmental-ethics/
https://simplicable.com/new/environmental-issues
http://www.umich.edu/~snre492/sdancy.html
https://gm.ecotaf.net/1640-freedom.html
https://www.encyclopedia.com/religion/encyclopedias-almanacs-transcripts-
and-maps/human-act
https://studylib.net/doc/25188409/ethics-1-module-1-study-guide--aug-2018-
https://www.encyclopedia.com/social-sciences/applied-and-social-sciences-
magazines/tribal-society
https://www.futurelearn.com/courses/digital-society/0/steps/23808
https://www.biblegateway.com/passage/?search=luke%2010:25-
37&version=NIV
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