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Introduction To The Philosophy of The Human Person: Quarter 2 - Module 3
Introduction To The Philosophy of The Human Person: Quarter 2 - Module 3
Introduction to the
Philosophy of the
Human Person
Quarter 2 – Module 3:
The Human Person In Society
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Introduction to the Philosophy of the Human Person – Grade 11
Alternative Delivery Mode
Quarter 2 – Module 3: The Human Person In Society
First Edition, 2020
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Introduction to
the Philosophy of
the Human
Person
Quarter 2 – Module 3:
The Human Person In Society
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Introductory Message
For the facilitator:
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.
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For the learner:
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.
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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.
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.
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What I Need to Know
This module highlights the interrelation between human person in the society and
how society affects human relation and interaction. It also regards the social system
that somehow governs human behavior and interaction. This module will make student
realize that we are made and affected by social factors and so we can either change
or reverse the situation. Thus, human person is an active agent of social change and
social transformation.
• Evaluate the different forms of societies based on the dynamic tension between
individual identity and collective identity.
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What I Know
Directions: Answer the following. Choose your answer from the word pool below.
Write the letter of your answer in your activity notebook.
4. _____________ believes that the society is composed of three (3) main spheres:
the economic, the political, and the lifeworld.
10. _____________ it is observed in societies that give priority to unity over the
recognition of one’s individual freedom.
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What’s In
In the previous lesson, we learned about Intersubjectivity, or the
relationships or bonds that we make with one another. In this lesson, we will
delve deeper in how societies work, and how it has transformed and changed
us.
What comes into your mind when you hear the words “society” and
“transform”? Copy and answer the concept map below in your activity
notebook.
Society
Transform
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What’s New
• Base from the words gathered above, how would you define society?
• Write your answer in your activity notebook.
What is It
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the lifeworld. In actual societies, these spheres take the form of economic system (the
market), political system (the state) and our everyday world of communicative relations
(family, school, religious communities, civil society).
Each sphere calls for different interactions. In the market and the state,
relationships are more of transactional, and so individuals view each other as means
for a particular goal or end. In the market, we pay someone in return for goods that we
need to have and own. In the political system, some individuals control others’ actions
in order to ensure that peace and order is maintained. In both cases, the relationship
between persons cannot be purely intersubjective. At least one participant in a
transactional relationship gets to be objectified for the attainment of a certain end.
Furthermore, transactional relationships are neutral to the affective aspect of
relationship. For example, in the market, you can complain about their services without
regarding one’s emotions. Customers always have the right to complain and demand
for efficient and fast services. However, lifeworld is significantly different from social
systems. When we are at home, or in the immediate community, we naturally assume
that all who are part of the community are persons, and must be consciously
recognized and treated as such. This is a presupposition of communicative action that
others are treated as subjects and no one can take on the role of a calculative and
strategic observer while simultaneously in communication with another. Lifeworlds
thrive on mutual recognition. The social interaction in the lifeworld is marked by
cooperative communication. We connect with one another through shared
understanding of what is good and valuable for us, not through the use of threats over
others, nor because of a material interest over monetary reward. Through
communication, we generate and develop our culture, form and improve our norms
such as laws and policies and socialize with others as we simultaneously develop our
personal identities.
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renewal of cultural knowledge, the establishment of solidarity and cooperation and the
formation of identities of person through socialization.
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Rural – those who grew up in rural communities would say that the model of
society they live in still has traces of feudalism. As such, the kind solidarity that
mobilizes community members follows Durkheim’s mechanistic model. There is a
stronger sense of collectivism among community members, and this can be seen in
traditional practices such as in weddings, or in the communal support of bereaved
families. Community disputes, even those that involve crimes against individual
persons, are settled through community rituals of healing. People can easily identify
themselves with a collective identity. A rural community’s peace and harmony is of
central importance. This is why people avoid confrontation and disputes. The authority
of elders holds the bond of community members together. Community children refer
to elders as auntie or uncle, even if they are blood related.
Urban – the situation is significantly different in urban communities that are more
industrialized rather than feudalistic. The solidarity that conn ects individuals is organic
and contractual. There is a stronger sense of individualism among urban dwellers who
live close to each other yet remain strangers to one another. Individuals are so
conscious of their rights, so much that the meaning of trust in societies of this type
refers to anything backed by a legal guarantee (my private space and property vs
yours). Work relations are defined by market norms such as efficiency and functionality
(the weight of seniority is weakened). What binds members of u rban communities
together are mostly legal arrangement.
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as such, curtails critical thinking. For instance, traditional communities often meet
critical questions with suspicion and antagonism, rather than welcome them for the
sake of growth and development.
Martin Buber (1878-1965) and his reflections on the I-Thou relationship points
out that we do not need to choose one over the other. It is not a matter of choosing
between individual freedom and collective unity, but a matter of valuing the in -between
– the relationship between persons. “Relation is the true starting point for personal
integration and wholeness and for the transformation of society’ and this relation is
best initiated, developed and preserved through genuine dialogue. In this in -between,
both the individual and the collectivity are upheld.
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What’s More
I. Read the following statements. Write True if the statement is true, and
False if the statement is false. Write your answers in your activity
notebook.
2. Can societies still exist if social systems are destroyed? Why or why not?
______________________________________________
3. Compare and contrast rural from urban societies. What are the advantages
or disadvantages of living in urban societies? What are the advantages and
disadvantages of living in rural communities?
_____________________________________________
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What I Can Do
Directions: Read the given situation below and write your reaction to each situation
in your activity notebook.
Situation 1:
1. A very good friend of your visits you and your family in your house. Your mother,
delighted by her presence, cooks her best dish for her. Your friend loved the
whole lunch that she kept complimenting your mother for being such a good
cook. At the end of her visit, she expressed 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?”
Your Reaction:
______________________________________________________________
______________________________________________________________
Situation 2:
2. You are going through a very rough time. You feel so down that you need
someone to talk to. You send a text message to your friend asking her if she
could come over to make you feel better. You friend gives you a call then tells
you she will be there in 20 minutes. You are so happy to see her, you give her
a big hug, then pour your heart out. After crying to her for a good 30 minutes,
she gives some comforting words. You finally say that you feel so much better.
Your friend then says, “That’s good to know. Now we’re done, could we settle
my expenses for this – 20 pesos for the phone call, 35 pesos for the tricycle
ride going to your place, 20 pesos for all the tissue paper you drew from my
tissue pack, and 10 pesos for the time I lost to working productively because I
had to come here. Thanks.”
What would be your reaction to your friend after she says this?
Your reaction :
______________________________________________________________
______________________________________________________________
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Assessment
I. Read each sentence and answer the following questions in your activity
notebook.
Additional Activities
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Try This
1. Individualism
2. Tribal and feudal society
3. Rural
4. Jurgen Habermas
5. Transactional
6. Modern Society
7. Personal
8. Urban
9. Lifeworld
10.Collectivism
Do This (Students answer may vary)
Apply what you have learned
I. True or False
1. False
2. True
3. True
4. False
5. True
II. Students’ answer may vary.
Reflect and assess what you have learned (Students answer may vary)
Answer Key
References
BOOK
Brenda B. Corpuz, et al., 2016. Introduction to the Philosophy of the Human Person.
776 Aurora Blvd, Quezon City: Lorimar Publishing, Inc.
TEACHERS GUIDE
Most Essential Learning Competencies
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