Program AND Year Level: Olivarez College Tagaytay

Picture Source: https://www.academia.
edu/36901428/Phio_mils
PROGRAM AND SENIOR HIGH SCHOOL GRADE 11 and GRADE 12

YEAR LEVEL
COURSE TITLE INTRODUCTION TO PHILOSOPHY TO THE HUMAN
PERSON
COURSE CODE PHILO 001
PERFORMANCE The learner shows situations that demonstrate freedom of
STANDARD choice and the consequences of choices.
The learner performs activities that demonstrate an
appreciation for the talents of persons with disabilities and
those from the underprivileged sectors of society.
OLIVAREZ COLLEGE TAGAYTAY
Date Developed: Document No.

2020-2021
PHILO 001 Date Revised: Issued by:
Introduction to 2021-2022
Philosophy of Developed by: Page 1 of 44
OLIVAREZ Human Person Ms. J.R. Cainong
Ms. M. D. Punongbayan
COLLEGE Ms. I.A. Dimailig Revision # 2
TAGAYTAY Ms. N. E.T. Caringal
2020-2021
INTRODUCTION
This unit deals with the skills and knowledge required for the course INTRODUCTION
TO PHILOSOPHY OF HUMAN PERSON.
This module consists of eight (8) Performance Standards. Each standard contains learning
activities for knowledge and skills, supported with information sheets, quizzes, activities,
and performance checklist/ rubrics gathered from different sources. Before you perform
the manual exercises, read the information/activity sheets and answer the self-activities
provided to confirm to yourself and your instructor that you are equipped with the
knowledge necessary to perform the skills portion of the particular learning outcomes.
PERFORMANCE STANDARD
At the end of this module, you will be able to:
1. The learner understands the meaning and process of doing philosophy.

2. The learner evaluates opinions.
3. The learner distinguishes his/her own limitations and the possibilities for his/her
transcendence.
4. The learner is able to demonstrate the virtues of prudence and frugality towards
his/her environment.
5. The learner shows situations that demonstrate freedom of choice and the
consequences of choices.
6. The learner performs activities that demonstrate an appreciation for the talents of
persons with disabilities and those from the underprivileged sectors of society.
7. The learner evaluates the formation of human relationships and how individuals
are shaped by their social contexts.
8. The learner writes a philosophical reflection on the meaning of his/her own life.

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PERFORMANCE STANDARD NO. 5 The learner shows situations that demonstrate
freedom of choice and the consequences of
choices.
PERFORMANCE STANDARD NO. 6 The learner performs activities that demonstrate
an appreciation for the talents of persons with
disabilities and those from the underprivileged
sectors of society.
CONTENT:
● Freedom of the Human Person
● Intersubjectivity
ASSESSMENT CRITERIA:
At the end of this week, the learner will be able to:
1. Realize that “all actions have consequences.”
2. Evaluate and exercise prudence in choices
3. Realize that:
a. Choices have consequences
b. Some things are given up while others are obtained in making choices.
4. Show situations that demonstrate freedom of choice and the consequences of their
choices.
5. Realize that inter-subjectivity requires accepting differences and not imposing on others.
6. Appreciate the talents of persons with disabilities and those from the underprivileged.
7. Explain that authentic dialogue means accepting others even if they are different from
themselves.
8. Perform activities that demonstrate the talents of persons with disabilities and those
from the underprivileged sectors of society.
CONDITIONS:
The students must be provided with the following:
1.1 CBLM
1.2 Pen and paper
METHODOLOGIES: PLATFORM:
Self-paced Instruction CBLM
ASSESSMENT METHOD PLATFORM
● Poster Making Colored materials, bond paper
● Reaction Paper Pen and Paper

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LEARNING EXPERIENCES
PERFORMANCE STANDARD 5: The learner shows situations that demonstrate
freedom of choice and the consequences of choices.
PERFORMANCE STANDARD 6: The learner performs activities that demonstrate
an appreciation for the talents of persons with disabilities and those from the
underprivileged sectors of society.
Learning Activities Special Instruction Time Allotment
Date of Submission
1. Read Information Read and comprehend the
sheet 5.9-1 information sheet 5.9-1 title October 11-16, 2021
“Freedom of the “Freedom of the Human
Human Person” Person”
2. Activity 5.9-2 Accomplish Activity 5.9-2
Poster Making October 11-16, 2021
Submit it on October 16,
2021
3. Read Information Read and comprehend the October 18-23, 2021
sheet 6.10-1 information sheet 6.10-1
“Intersubjectivity.” Title Intersubjectivity
(Part 1)
4. Activity 6.10-2 Accomplish Activity 6.10-2 October 18-23, 2021
Make Reaction Paper about a
person with a disability who
succeeds in life and answer
the guide questions provided.
Submit it on October 23,
2021
5. Read Information Read and comprehend the October 25-30, 2021
sheet 6.11-1 information sheet 6.11-1
Title Intersubjectivity
(Part 2)
6. Quiz 6.11-2 Answer the Quiz 6.11-2 October 25-30, 2021
Submit it on or before
October 30, 2021, before
5:00 pm

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INFORMATION SHEET # 5.9-1
TOPIC: FREEDOM OF THE HUMAN PERSON
Picture Source: https://singlehumanity.com/2016/10/21/freedom-church-social-teaching/
Summary of Learning Content

At the end of this module, the learner will be able to:
1. Realize that “all actions have consequences.”

2. Evaluate and exercise prudence in choices
3. Realize that:
a. Choices have consequences
b. Some things are given up while others are obtained in making choices
4. Show situations that demonstrate freedom of choice and the consequences of
their choices

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MOTIVATION:
Music Time!
Music is capable of making us feel emotions, think, dream, have fun, and create. Music
helps to learn, improves mood, motivates us in life, and helps us recover from stress.
DIRECTION: Answer the following questions below.
Link: https://www.youtube.com/watch?v=tQmEd_UeeIk
1. What can you say about the picture?
2. When was the time you felt most free?
3. When did the time felt most unfree?
4. How can you relate the song entitled “What the Hell by Avril Lavigne” to our
topic, Freedom?

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Freedom of the Human Person
This lesson highlights freedom from intellectual, political, spiritual, and economic
aspects. To be free is a part of humanity’s authenticity. In one way, understanding
freedom is part of transcendence. Freedom consists of going beyond situations such as
physical or economic. For instance, students can be young and poor but they can still
pursue their dreams of becoming a doctor, teacher, or stage actor.
Is freedom the ability to do whatever we want to choose? Or is it the ability to choose

what we ought to do?
Human beings have a deep desire to be free, but freedom is often an abused term.
A. What is Freedom?
● It is the power or right to act, speak, or think as one wants without hindrance or
restraint.
● Freedom or Liberty is a social and political concept that has great significance in
participating in society.
● The quality or state of being free includes the absence of necessity, coercion, or
constraint in choice or action. Liberation from slavery or the power of another.
Merriam Webster
Example:
Jeric chose to finish his/her assignment rather than wasting his/her time playing
mobile legends.
Two Types of Freedom:

1. Circumstantial freedom- is the ability to accomplish an action without
interference from obstacles.
Example: Choosing Brewed Coffee because that’s the only available coffee on the
menu.
2. Metaphysical Freedom- the power to choose among genuine alternatives.
Example: Being at Starbucks and being able to choose the coffee you want.

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Realize that All Actions Have Consequences (Philosophers View)
A. Aristotle
The Power of Volition
The imperative quality of a judgment of the

practical intellect is meaningless, apart from the will.
The task of practical intellect is to guide will by
enlightening it. Will is to be understood wholly in terms
of intellect. If there were no intellect, there would be no
will. This is obvious from how will is rationally
denominated. The will of humanity is an instrument of
free choice. It is within the power of everyone to be good
or bad, worthy or worthless.
The person has the ability to choose what decision he
would make for himself/herself whether an individual
opts to do something good or something bad.
Picture Source: http://isentsov.blogspot.com/2015/01/
This is borne out by:

● our inner awareness of an aptitude to do right or wrong;
-Being able to observe and practice to do the right and wrong thing.
SOURCE :https://www.inc.com/ariana-ayu/why-successful-people-know-being-wrong-is-often-the-right-thing-to-do.html
● the common testimony of all human beings;

● the rewards and punishment of rulers;

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There are times when the person chooses to do a specific task
because of the rewards that await them, and at the same time, the person’s
freedom was being controlled by the idea that after they opt to do that, the
punishment will be imposed.
SOURCE:
http://read-parentzone.blogspot.com/2012/01/reward-and-punishment-helpful-or.html
● The general employment of praise and blame.

-Some people will do the specific tasks because they want to be praised, or
they won’t do the thing because they are afraid to be blamed. In this case,
freedom was not being imposed.
SOURCE: https://www.simpli5.com/blame-vs-praise/
Moral acts, which are always particular acts, are in our power, and we are
responsible for them. Character or habit is no excuse for immoral conduct.
Example: Attending class is a student's responsibility.

● Should the student cut class, then he/she is responsible for the
consequences of his actions.
● As a result, he/she must be held responsible for any accident or failure in
grades that will befall him/her.
● The student may regret what he/she has done, but all the regrets in the
world will not call it back.
● The point is the student should not have cut class in the first instance.

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Philosophy of Developed by: Page 10 of
OLIVAREZ Human Person Ms. J.R. Cainong 44
COLLEGE Ms. M. D. Punongbayan Revision # 2
TAGAYTAY Ms. I.A. Dimailig
Ms. N. E.T. Caringal
When the matter is sifted down, the happiness of every human being's soul is in
his own hands, to preserve and develop or to reject.
Prudence is the ability to govern and discipline

oneself by the use of reason. It helps us weigh the
consequences of an action or decision before they happen.
Example: A person who is not driven by
compulsion and nasty decisions.
Practicing prudence means practicing counsel,
judgment, and decisiveness. You can be prudent at home
by offering counsel to family members who are arguing
and using good judgment to settle any disputes.
SOURCE:
https://www.catholic365.com/article/8382/avoiding-bad-decisions-through-prudence.html
Aristotle: Intellectual Freedom
For Aristotle, a human being is rational. The reason is a divine characteristic.

Humans have the spark of the divine. If there were no intellect, there would be no will.
Reason can legislate, but only through a will can its legislation be turned into action. Our
will is an instrument of free choice. As shown in the figure above shows reason, will, and
action drives each other.

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ST. Thomas Aquinas
Love is Freedom
Of all creatures of God, human beings
have the unique power to change themselves
and the things around them for the better. St.
Thomas Aquinas considers the human being as
a moral agent.
-Through our spirituality, we have a

conscience. Whether we choose to be “good”
or “evil” becomes our responsibility.
-As per St. Thomas Aquinas, the person
can choose whether to be a good or evil
SOURCE: person. It is our choice in the end.
https://www.britannica.com/biography/Saint-
Thomas-Aquina
● A human being, therefore, has a supernatural,

metaphysical destiny.
-This means that he can rise above his ordinary
being or self to the highest being or self.
● This is in line with the idea of St. Thomas that in
the plan of God,
-A human being has to develop and perfect
himself by doing his daily tasks.
However, the power or change cannot be done
by human beings alone but is achieved through
cooperation with God Between humanity and
God.
● There is an infinite gap, which God alone can bridge through his power.
Aquinas Gives a Fourfold Classification of Law:
● The eternal law - Aquinas means God’s rational purpose and plans for all things.
And because the Eternal Law is part of God’s mind then it has always, and will
always, exist. The Eternal Law is not simply something that God decided at some
point to write.

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● Natural law does not generate an external set of rules written down for us to
consult. Instead, it creates general rules that any rational agent can come to
recognize simply in virtue of being rational.
For Aquinas, it is not as if we need to check whether we should pursue
good and avoid evil, as it is just part of how we already think about things.
Aquinas gives some more examples of primary precepts.
● Human laws are considered conclusions from the natural law when they pertain to
those matters about which the natural law offers a clear precept.
-Example: “that one must not kill may be derived as a conclusion from the
principle that one should do harm to no man.
● Divine law- which is discovered through revelation, should be considered the

Divine equivalent of the Human Law (those discovered through rational reflection
and created by people). Divine laws are those that God has, in His grace, seen fit
to give us and are those “mysteries”, those rules given by God which we find in
scripture.
Example: The Ten Commandments.
Jean-Paul Sartre
SOURCE: https://en.wikipedia.org/wiki/Jean-Paul_Sartre
Sartre’s philosophy is considered to be representative of existentialism. For Sartre,

the human person is the desire to be God: the desire to exist as a being with sufficient
ground in itself. There are no guideposts along the road of life. The human person builds
a road to the destiny of his/her choosing: he/she is the creator.
Sartre’s existentialism stems from this principle: existence precedes essence.
● The person, first, exists, encounters himself and surges up in the world, then
defines himself afterward. The person is nothing else but what he makes of
himself.

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● The person is provided with the supreme opportunity to give meaning to one’s life.
● Freedom is, therefore, the very core and the door to authentic existence/ authentic
existence is realized only in deeds that are committed alone, in absolute freedom
and responsibility, and which, therefore, the character of true creation.
● The person is what one has done and is doing.
Sartre emphasizes the importance of free individual choice, regardless of the

power of other people, to influence and coerce our desires, beliefs, and decisions.
To be human, conscious is to be free to imagine, choose, and be responsible for
one's life.
Thomas Hobbes
Theory of Social Contract
SOURCE: https://www.biography.com/scholar/thomas-hobbes
A Law of Nature is a precept or general rule established by reason, by which a

person is forbidden to do that which is destructive to his life or takes away the means of
preserving the same: and to omit that by which he thinks it may be best preserved.
Evaluate and Exercise Prudence in Choices

Careful, good judgment allows someone to avoid danger or risks.
Choices have consequences, and some things are given up while others are obtained
in making choices.
Filipinos embraced family and political parties. For the Filipinos, one does not only
fulfill reasons of the mind but also the heart and personal involvement. Whereas Rand

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upheld that Filipino’s loob is essentially an interpersonal and social concept before it is a
private, personal concept.
Filipinos’ loob is the basis of the Christian values of sensitivity to the needs of others
and gratitude. It encompassed the “give and take” relationship among Filipinos. As such,
repaying those who have helped us manifest utang na loob or debt of gratitude.
The potential of the Filipino should be able to grow so that he will be aware of his
uniqueness. Children should be brought up to the identity of the members of the family
and simultaneously with that of the nation. Self-sufficiency (kasarinlan) should
recognize human worth and dignity.
Individualism, thus, should not be seen as selfishness but an affirmation of a truly
human self that is the supreme value of human living. To be a free individual is to be
responsible not only for oneself but also for all.
Kagandahang loob, Kabutihang loob, and kalooban are terms that show sharing
of oneself to others. This is freedom within the loob. Loob puts one in touch with his
fellow beings.
The use of intermediaries or go-between, the values of loyalty, hospitality, pakikisama
(camaraderie” and respect for authority are such values that relate to persons. In short,
Filipino generally believe in the innate goodness of human beings.
Situations that Demonstrates Freedom of Choice and the Consequences of their

choices:
● The Filipino "sakop" or harmony can be a helping value to the full
development of the Filipino if it opens up to embrace the whole Philippine
society. However, there are cases where the Filipino "sakop" may adversely
affect the social and financial status of the one moving the social ladder
upward. For example, the more well-off family members share their gains with
their relatives or friends in need.
● However, sometimes, the beneficiaries of the monetary assistance (utang or

loan) just use the money for non-essentials (e.g., drinking sprees) when there
are more important concerns that should be prioritized (e.g tuition fee).
Hence, Filipino "sakop" must begin to raise its members more responsibly,
and the members should likewise take this attempt to raise them financially
and socially seriously so as not to squander the help bestowed on them.
Moreover, they must come to realize that their personal worth and dignity is
not exterior to themselves; it is found not in the body of the "sakop" but in

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one's "kalooban." If these are fulfilled, the Filipinos shall not only be better
persons but a better nation with a sound economy (Andres 1994).
● A leader or a manager with "magandang kalooban" is not passive but plays
an active role in economic development. Leaders should not just focus on the
impact of job performance but treat every individual worker as a person and
not as an object. Filipinos can attain a sound economy through an integrative
system as such there is support and help among unit organizations within a
company. 1o make up for the inferiority complex of Filipinos, a good Filipino
leader/manager must encourage fellow Filipino to believe in themselves so
that they can bounce back as an economic power.
● "Kasarilihan" promotes entrepreneurship, which minimizes foreign control

of Filipinos (i.e., from the control of monopolies and multinational
companies). Other than entrepreneurship, individualism also prioritizes
countryside development, a self-help concept among the country dwellers that
discourages dependence on government loans, leaving the locals to follow
whatever conditions the government sets in favor of the loan. As a result,
entrepreneurship and countryside development economically and politically
emancipate Filipinos from local and foreign intervention. Moreover, Filipinos
learn to be self-sufficient, which leads to self-respect and consequently
enhances Filipinos' Amor propio (pride and respectability).
● However, individualism should be tied with social responsibility and should
not be just "tayo-tayo" or "kami-kami." Our own individuality should
interact with the individuality of others. In this light, every Filipino should be
given an equal chance to cultivate their talents that inevitably contribute to the
development of society. Further, as individuals who are free, Filipinos should
recognize their own brand of uniqueness, instead of copying foreign cultures.
"Loob" does not only develop the self of an individual but the Welfare of
others.
Accountability, Autonomy, and Responsibility

Freedom, while a basic right, is not absolute. Because if it was, the world could
say whatever they want to say, and there’s nothing we can do about it. Various chaotic
situations will ensure primarily because we cannot interfere with their freedom to express
themselves or what they want to do. Freedom to choose comes with it three basic
concepts of control: Accountability, Autonomy, and Responsibility.

● Accountability is being liable for the actions you do. Freedom comes with it a
high degree of accountability as we cannot just do what we want to do without

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considering the situation of others (as will be discussed in Module 6). If you do
something, you have to be ready for the consequences.
SOURCE: https://ukedchat.com/2014/03/27/news-changes-in-assessment-and-accountability-announced/
Example: When the group leader admits the mistake she made that caused the
delay of their project.
● Autonomy is being free and understanding that freedom is also given to others.
As a person, you do not own or monopolize freedom. Just because you
understand and agree on a topic, you cannot assume that anyone who disagrees
should be attacked and corrected. After all, freedom is the capacity to choose –
and that includes what to believe and what not to believe.
Source: https://pixabay.com/illustrations/autonomy-hands-care-protection-298474/
Example: A young adult from a strict household who is now living on her own for the first
time is an example of someone experiencing autonomy.
● Responsibility is similar to being accountable. A person must understand that

before making a choice, there are effects that he has to be prepared for. We don’t
touch a steaming pot of coffee without understanding the consequences of
burning your hand. Being responsible means making the smart choice – and that
means sometimes making a difficult one.
Example: Accepting the task given to you and performing the task excellently.

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ACTIVITY 5.9-2
Poster Making
Directions: Create a poster that shows the students’ experiences when they have
to make choices in their lives while exercising prudence.
Sample Poster:
Source:
https://www.123rf.com/photo_43146710_frame-with-group-of-different-birds-cards-or-poster-about-freedom-color-vector-illustr
ation-eps-8.htmlhttp
CRITERIA 50-26 25-11 10-1 POINTS
Colors and Enhance readability Support readability Detract from

Pattern readability
Layout Creatively enhances information Balance, uncluttered, Not balanced,

adequate white space cluttered, insufficient
white space.
Graphics/ All graphics are engaging, Graphics enhance text Graphics do not
Photos enhance the text enhance the text
Text Size and All text is clear and readable. A Text is clear and readable Some text is clear and
Colors few changes in size and color readable
enhance understanding.
Writing Well written and organized, Adequately written and Poorly written and
clear, easy to follow organized, clear, reasonably organized, unclear and
easy to follow hard to follow
Punctuality The students submitted on time The students submitted 2 the students submitted
days late 5 days late

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Guide Questions:
1. What are your experiences that served as your basis in creating your poster?
__________________________________________________________________
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2. How did you practice prudence in making decisions at that time?

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INFORMATION SHEET # 6.10-1
TOPIC: INTERSUBJECTIVITY (Part 1)
Picture Source: https://www.facebook.com/Theenergyofpsychology/?ref=py_c

1. Realize that intersubjectivity requires accepting differences and not imposing on

others
2. Appreciate the talents of persons with disabilities and those from the
underprivileged
3. Explain that authentic dialogue means accepting others even if they are different
from themselves
4. Perform activities that demonstrate the talents of persons with disabilities and
those from the underprivileged sectors of society

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MOTIVATION:
SYMBOLIZING!
Symbols are important because they facilitate communication and identification of ideas
and other concepts based on what those symbols represent, though they can have literal
and figurative meanings. Symbols can be used to signify individuals, groups of people,
organizations, or more ambiguous concepts.
DIRECTION: Answer the following questions:
SOURCE: https://en.wikipedia.org/wiki/Disability
Processing Questions:
1. What is your impression of the picture and statement below?
2. What is intersubjectivity? How is it related with respect?
3. Do you know people who have disabilities and are underprivileged? How do you
deal with them?

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SOURCE: https://www.shutterstock.com/search/cultural+diversity
Look at the picture above. Does each person depict look the same? Does each
person have different clothing from the other? With the Earth as the background of the
image, what do you think the image represents?
Intersubjectivity
● It is a philosophical concept that explores the mutual recognition of each other as
persons.
● It refers to the shared awareness and understanding among persons
● It is made possible by the awareness of the self and the other.
- The recognition of others and the socialization that occurs. It cannot be
denied that we interact with other beings in the world, but some of these
beings that we interact with are persons and must be recognized as such.
Intersubjectivity also carries the meaning of a unique relationship between distinct

subjects. It refers to the characteristics of the human person to engage in a very intimate
and personal relationship with others who are different from him or her but who are also
like him or her. This is possible because the person has an inner life or interiority. Having
an inner life allows the person to give himself or herself to others.
This also allows the individual to receive others in his or her life and relate with
them. Intersubjectivity also allows a person to become closer to others in many ways. In
everyday social interactions, persons could agree and cooperate. There is also the
experience of shared or “common” knowledge and shared emotions such as grief, joy,
and love.

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Realize that Intersubjectivity Requires Accepting Differences
and Not to Impose on Others
SOURCE: https://www.parenta.com/2015/07/14/teaching-children-to-be-accepting-of-differences-in-others/
Truly, we are all unique individuals. Most of the time, we look at our differences
and may have "labels" toward one another. You can be a "misfit," a "loner, partygoer, or
"easy-go-lucky" In our lives, somehow, we have collected and given labels ourselves
toward others.
Though we are part of our society, we are still different individuals living in this
society. Each of us will have different appearances or points of view. This chapter focuses
on building strength despite our various differences.
Labels could be negative or limiting. You may be called "impatient, "whiny," or
"stubborn." Nevertheless, we could go beyond the labels, for as emphasized in this book,
as humans, we are holistic. As humans, we are to be regarded in our totality. Thus, we
can redesign the labels to something new and exciting. So, instead of "impatient," you are
"compelling" If one is "whiny/ you are "analytical," and if one is "stubborn," one is
"assertive" or "persistent."
-In interacting with others, we were able to build a relationship with them, and at
the same time, the persons we interact with will build the impression. It is both positive

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and negative, but we can make a move to change that impression. From the negative, we
can turn it into positive.
If the negative labels can be contagious, so can the positive ones. Let us focus on
the positive, for these labels can strengthen your relationships among your friends and
especially with your family.
Appreciate the Talents of Persons with Disabilities (PWDs) and those from the
Underprivileged Sectors of Society and Their Contributions
A. On PWDs ( Persons with Disabilities)
SOURCE: https://www.facebook.com/pwdtambayan/photos/a.494905637924185/494905584590857
⮚ The process of suspecting, recognizing, and identifying the handicap for

parents with PWD will include feelings of shock, bewilderment, sorrow,
anger, and guilt. Whether these pertain to deafness or spirited children, denial,
for instance, is universal. During diagnosis, isolation of effect occurs when the
parents intellectually accept the deafness of their child. The loss should
require mourning or grief; otherwise, something is seriously wrong.
⮚ Feeling of impotence or questioning "Why me?" are some feelings of
ambivalence regarding a child's condition.
⮚ Some parents turn to religion and consider "heaven-sent blessing in disguise."
⮚ Additional reactions include fear of the future when parents worry about how
the disability of the child will affect his/her productivity or become a lifelong
burden.
⮚ Parents whose children were diagnosed with disabilities have to let go of their
dream child.

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⮚ Realization and grief can blind parents to their child's uniqueness.
There are many categories of PWD or persons with disabilities.
● They hear impaired-used to describe people with any degree of hearing

loss, from mild to profound, including those who are deaf and hard of
hearing. People who are deaf or hard of hearing may have speech that is
difficult to understand due to the inability to hear their voice.
Source:
https://www.hearingreview.com/practice-building/marketing/surveys-statistics/survey-shows-14-hearing-impaired-people-japan-use-h
earing-aids
● Diabetic is a metabolic disease that causes high blood sugar. The hormone
insulin moves sugar from the blood into your cells to be stored or used for
energy. With diabetes, your body either doesn’t make enough insulin or
can’t effectively use it. Insulin regulates the metabolism of carbohydrates,
Source:https://www.hearingreview.com/practice-building/marketing/surveys-statistics/survey-shows-14-hearing-impaired-people-japa
n-use-hearing-aids

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● Asthmatic-It is one of the children’s most common long-term diseases, but
adults can have asthma, too. Asthma causes wheezing, breathlessness,
chest tightness, and coughing at night or early in the morning.
Source:https://www.rutgers.edu/news/researchers-discover-cause-asthmatic-lung-spasm
● Cystic fibrotic persons-is a hereditary disease that affects the lungs and
digestive system. Cystic fibrosis (CF) can be life-threatening, and people
with the condition tend to have a shorter-than-normal life span.
⮚ A study in North America shows that 50% of deaf children read less than normal
children. For the deaf, total communication is recommended, which includes the
traditional method of using fingerspelling and sign language.
Source:https://news.psu.edu/story/511773/2018/03/21/impact/medical-minute-asthma-differences-adults-and-children

2020-2021
⮚ On the other hand, spirited kids and children with ADHD (Attention Deficit
Hyperactivity Disorder) are different. A spirited perceptive child will notice
everything going on around her but will be able to process that information
quickly and will be able to select the most important information to listen to. An
ADHD child will find it difficult to focus or complete a task, despite her best
efforts.
⮚ Negative attitudes of the family and community toward PWDs may add to their
poor academic and vocational outcomes.
Source:https://multisport.ph/2019/06/paratriathlete-manny-lobrigo-gets-even-disability/
B. On Underprivileged Sectors of Society

Dimensions of Poverty
The notion of poverty is not one-dimensional; rather it is Multidimensional. Several
different concepts and measures of poverty relate to its various dimensions. Each of these
dimensions has the common characteristic of representing deprivation that encompasses:
⮚ Income
⮚ Health
⮚ Education
⮚ Empowerment
⮚ Working condition
The most common measure of the underprivileged is income poverty, which is
defined as the consumption of goods and services. There is a lack of goods and services.
World Bank categorizes poverty in two levels:
⮚ Poor- Those living below US $2.00/day

2020-2021
⮚ Extremely poor. –Those living below a US $1.25/day
There is a growing recognition that income poverty is not the only important
measure of deprivation, Poor health is also an important aspect of poverty. Globally,
millions die due to AIDS, Ebola virus, tuberculosis malaria as well as infant deaths from
largely preventable causes of diarrheal disease. Health deprivation had become a focal
point for the underprivileged.
C. On the Rights of Women

Babae
Source:http://karlomongaya.wordpress.com/2009/10/11/babae-woman/
Kayo ba ang mga Maria Clara

Mga Hule at mga Sisa
Na di marunong na lumaban?
Kaapiha'y bakit iniluluha?
Mga babae, kayo ba'y sadyang mahina?
Kayo ba ang mga Cinderella

Na lalake, ang tanging pag-asa?
Kayo nga ba ang mga Nena
Na katawan ay ibinebenta?
Mga babae, kayo ba'y sadyang pang-kama?
Ang ating isip ay buksan

At lipuna'y pag-aralan,
Ang nahubog ninyong isipan
At tanggaping kayo'y mga libangan
Mga babae, ito nga ba'y kapalaran?
Bakit ba mayroong mga Gabriela

Mga Teresa at Tandang Sora
Na di umasa sa luha't awa?
Sila'y nagsipaghawak ng sandata
Nakilaban, ang mithiin ay lumaya
Bakit ba mayrong mga Lisa
Mga Liliosa at mga Lorena
Na di natakot

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Jean Jacques Rousseau
Source:https://en.wikipedia.org/wiki/Jean-Jacques_Rousseau
● Said that women should be educated to please men. Moreover, he believes that
women should be useful to men, should take care, advise, console men, and
render men's lives easy and agreeable.
-Jean Jacques Rousseau emphasizes the duties and responsibilities of women to
men. Its manly focus is the welfare of the men.
Mary Wollstonecraft
SOURCE:https://www.biography.com/scholar/mary-wollstonecraft

2020-2021
● Argued that such education would produce women who were mere propagators of
fools.
● She believes that women must be united to men in wisdom and rationality.
Society should allow women to attain equal rights to philosophy and education
given to men.
● Women should not just be valued until their beauty fades; it is the fate of the
fairest of flowers to be admired and pulled to pieces by the careless hand that
plucked.
● If men snapped women's chains, they would find women more observant
daughters, more affectionate sisters and faithful wives, more reasonable mothers,
and better citizens.
● She maintains that women must learn to respect themselves. Men's worth should
not be based on the vanity of women and babies, for this degrades women by
making them mere dolls. She stressed that women should not marry for support.
Instead, they should earn their own "bread".
● In the Philippines, women are subjected to oppression, among others of class and
sex. "Babae"sung usually during women's month (March), is a problematic
gender role assigned by the social order to women since their childhood.
(http://karlomongava.wordoress.com/2009/10/11/babae-woman/)

2020-2021
ACTIVITY 6.10-2
Reaction Paper
Direction: Make a reaction paper about a person with disabilities who succeeds in life.
You may use this YouTube link: https://www.youtube.com/watch?v=v6e7H13SxSY or if
you have an acquaintance or a family member who has the same situation.
Rubrics for Reaction Paper
CATEGORY 20-16 15-11 10-6 5-1
FOCUS My writing is Sometimes my My writing is I did not stay

clear and writing moved not clear, and I focused on
completely away from the drifted away the topic.
answers all parts main point of from the
of the prompt. I focus of the prompt.
did not forget to prompt. It made
lose the main my ideas
idea when I confusing.
added details.
CONTENT I used important I used some I need to use I did not use
details and details to support more details to details or
information. I my topic, but I make my ideas to
developed my needed to add writing support my
ideas and made more information complete. topic or
sure all of my and supporting response.
sentences details.
connected to the
prompt.
CONVENTIONS I had few, if I made a few I had many My writing

any, errors in spelling, mistakes in has so many
spelling, grammar, and spelling, mistakes that
grammar, and punctuation grammar, and it is difficult
punctuation. My errors, but my punctuation. to read or
writing is neat meaning is still Sometimes my understand.
and legible. clear and writing is hard
understandable. to read.

2020-2021
REACTION PAPER
________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________

2020-2021
Guide Questions:
1. What are the difficulties encountered by the main lead of the documentaries?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. How did he/she cope up with those difficulties?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. What is the relevance of the video to our lesson?
________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2020-2021
INFORMATION SHEET 6.11-1
TOPIC: INTERSUBJECTIVITY (Part 2)
Picture Source: https://www.facebook.com/Theenergyofpsychology/?ref=py_c

1. Realize that intersubjectivity requires accepting differences and not imposing on

others
2. Appreciate the talents of persons with disabilities and those from the
underprivileged
3. Explain that authentic dialogue means accepting others even if they are different
from themselves
4. Perform activities that demonstrate the talents of persons with disabilities and
those from the underprivileged sectors of society

2020-2021
MOTIVATION:
PICTURE ANALYSIS
Image analysis is the extraction of meaningful information from images, mainly
from digital images through digital image processing techniques. Image analysis tasks
can be as simple as reading bar-coded tags or as sophisticated as identifying a person
from their face.
Processing Questions:
1. Are you familiar with these faces?
2. Who are they? What is your knowledge about them?

2020-2021
“Philosophers identify various levels of self-other interaction.
Simple awareness of the existence of the other
Awareness of the self as being seen by others.”
Seeming” – refers to the way the individuals present themselves when interacting with
other individuals.
For example,
1. At the risk of seeming rude, I’m afraid I have to leave now.
2. 2. For all his seeming calmness, he was very nervous.
“Dialogue” – a much deeper level of interaction; refers to genuine relationships

established among individuals.
Source:https://prowritingaid.com/art/369/How-to-Write-Dialogue-in-a-Narrative-Paragraph.aspx
Dialogue is an interaction between two persons that happens through speech or

the use of words, expressions, and body language. The person is a being who is open to
others that can receive others in a dialogue.
Ordinarily, we think of it as a kind of communication that usually occurs through

a conversation. However, it must be noted that dialogue is not confined to words.

2020-2021
Actions, Gestures, and other expressions may be used to convey a person's inner life.
Because persons are beings with inner lives, the words uttered during dialogue are rooted
in each person’s inner life. Whenever a person speaks, he or she expresses a personal
interiority and communicates this part of himself or herself to another person. This is the
reason why it is not possible to have a dialogue with the material, object, plan, or even a
pet. Only beings with interiority or an inner life can engage in a dialogue.
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, period, the awareness of each other’s presence as a true person defined
by accepting each other's uniqueness and differences. When each individual enters into a
dialogue with this mindset, it is truly a dialogue between equals.
Philosophers agree that this is important for humans to pursue and achieve
genuine relationships to attain development. Human persons naturally seek and can
achieve and maintain genuine, meaningful relationships with each other. The human
person is considered as a “being with others,” which means that his or her identity and
destiny are shaped by relating with others. Human existence is a continual dialogue with
the other, and that the self becomes whole through interaction with other people and his
or her surroundings.
Phenomenologists - argue that shared experience between persons can shape the
perception of reality.
Source:https://literariness.org/2017/11/05/phenomenology-a-brief-note-a-brief-note/#jp-carousel-15319

2020-2021
Philosophers and their Point of View about Intersubjectivity
John-Paul Sartre considers human relationships as frustrating and is inauthentic and
ambiguous.
Source: Source:
https://voi.id/en/memori/7581/jean-paul-sartre-french-no https://kids.britannica.com/students/assembly/view/18569
velist-who-declined-the-nobel-prize 8
Alienation – where an individual ceases to view the other as a distinct and

authentic person and just considers him/her as a mere object.
-The state or experience of being isolated from a group or an activity to which
one should belong or in which one should be involved.
Karl Marx - believed that alienation gives rise to

exploitation.
Picture Source:
https://thematically-kaiaks-sherpas.xyz/bd476u1y?key=0f22c1fd609f13cb
7947c8cabfe1a90d&submetric=14920667

2020-2021
Edith Stein defines the self-other relationship as
being driven by empathy – the awareness that
the other is a person with thoughts and feelings.
Picture Source: https://ladiversidad-ladiversidad.blogspot.com/2017/06/
Edmund Husserl believes that intersubjectivity

is more than shared understanding but is the
capability to put oneself “in the place where the
other is.”
- Phenomenology comes from two Greek
words Phainomenon and logos, which
means that which appears and study.
- Solipsism - from the Latin word solus,
which means alone, and ipse, which
means self
Picture Source: https://i.warosu.org/lit/?task=page&page=3276
Gabriel Marcel defines genuine relationships

based on availability or the willingness of a
person to be present and be at their disposal.
Picture Source: http://institutodefilosofia.blogspot.com/2012/12/

2020-2021
Martin Buber considers human existence as a
continual dialogue with the other and that the self
becomes whole through interaction with nature,
with other people, and with God.
- modes manners, styles, or ways
- prevalent widespread in a particular area at
a particular time
- Indigenous having originated and being
produced, growing, or living region or
environment naturally
Picture Source: https://www.britannica.com/topic/Judaism/Samuel-Hirsch
The ethics of care, meanwhile, emphasizes the moral dimension of

relationships and interactions; encourages individuals to see the needs of other people,
most especially the vulnerable.

2020-2021
Quiz 6.11-2
Direction: Read the question carefully. Encircle the correct answer. (2 POINTS EACH)
_______1. Who believes that intersubjectivity is more than shared understanding but is
the capability to put oneself?
a. Gabriel Marcel c. John-Paul Sartre
b. Edmund Husserl d. Edith Stein
_______2. Who believed that alienation gives rise to exploitation?

a. Gabriel Marcel c. Edith Stein
b. Karl Marx d. Edmund Husserl
_______3. He considers human relationships as frustrating and is inauthentic, and

ambiguous.
a. Gabriel Marcel c. Edith Stein
b. John Paul Sartre d. Karl Marx
_______4. He defines genuine relationships based on availability or the willingness of a

person to be present and be at their disposal.
a. Karl Marx c. Edith Stein
b.Gabriel Marcel d. Martin Buber

_______5. Who considers human existence as a continual dialogue with the other and
that the self becomes whole through interaction with nature, other people, and
God?
a. Karl Marx c. Edith Stein
b. Martin Buber d. Gabriel Marcel

2020-2021
Learning Feedback Diary 6.11-3
Checking Section
Direction: Put a check (/) on your desired answer.
I have a
I am confident
I think I need more minimal
SKILLS that I can do this
time and assistance understanding
with ease
of it
I realize that “all actions
have consequences.
I evaluate and exercise

prudence in choices.
I realize that choices have

consequences, and some
things are given up while
others are obtained in
making choices.
I can show situations that
demonstrate freedom of
choice and the consequences
of their choices.
I realize that
inter-subjectivity requires
accepting differences and not
imposing on others.
I appreciate the talents of
persons with disabilities and
those from the
underprivileged.
I can explain that authentic
dialogue means others, even
if they are different from
themselves.

2020-2021
References:
● https://www.academia.edu/36901428/Phio_mils
● Introduction to Philosophy to the Human Person by Roberto D. Abella,
M.Div., D.Min.
● https://www.google.com/url?sa=i&url=https%3A%2F%2Fantilogicalism.c
om
● https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.srpriscan
wokorie.com
● https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.voxpol.eu
● https://www.google.com/url?sa=i&url=https%3A%2F%2Fc-suitenetwork.
com
● Ramos, Christine Carmela(2016) Introduction to the Philosophy of Human
Person, Sampaloc Manila, Rex Bookstore
● Abella, R. (2016). Introduction to the Philosophy of the Human Person.
Quezon City. C&E Publishing Inc.
● Mazo, R. et al. (2016) Philosophy of the Human Person: An Introductory
Text for Senior High School. Quezon City. Phoenix Publishing House, Inc.
● Padilla, R. (2016). Introduction to Philosophy of the Human Person: A
textbook for Senior High School Curriculum. Mandaluyong City: Books
Atbp. Publishing Corp.
● Ramos, C. (2016). Introduction to the Philosophy of the Human Person.
Quezon City. Rexbookstore
● Higgins K.& Solomon, R. (2009) The Big Questions: A Short Introduction
to Philosophy, 8th Edition. Belmont, California. Cengage Learning.
● Melchert N. & Morrow D. (2018) The Great Conversation: A Historical
Introduction to Philosophy. New York, New York. Oxford University
Press
● Calano, Mark Joseph (2016) Philosophizing and Being Human, A
Textbook for Senior High School.Sibs Publishing House Inc
● https://www.academia.edu/37052521/INTRODUCTION_TO_THE_PHIL
OSOPHY_OF_THE_HUMAN_PERSON_Grade_11_or_12_INTRODUC
TION_TO_THE_PHILOSOPHY_OF_THE_HUMAN_PERSON
● Ramos, Christine Carmela(2016) Introduction to the Philosophy of Human
Person, Sampaloc Manila, Rex Bookstore

2020-2021

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Picture Source: https://www.academia.

PROGRAM AND SENIOR HIGH SCHOOL GRADE 11 and GRADE 12

OLIVAREZ COLLEGE TAGAYTAY

Date Developed: Document No.

At the end of this module, you will be able to:

1. The learner understands the meaning and process of doing philosophy.

Date Developed: Document No.

Date Developed: Document No.

Date Developed: Document No.

Picture Source: https://singlehumanity.com/2016/10/21/freedom-church-social-teaching/

Summary of Learning Content

1. Realize that “all actions have consequences.”

Date Developed: Document No.

DIRECTION: Answer the following questions below.

1. What can you say about the picture?

2. When was the time you felt most free?

3. When did the time felt most unfree?

Date Developed: Document No.

Is freedom the ability to do whatever we want to choose? Or is it the ability to choose

Two Types of Freedom:

2. Metaphysical Freedom- the power to choose among genuine alternatives.

Date Developed: Document No.

The imperative quality of a judgment of the

This is borne out by:

● the common testimony of all human beings;

Date Developed: Document No.

● The general employment of praise and blame.

Example: Attending class is a student's responsibility.

Date Developed: Document No.

Prudence is the ability to govern and discipline

Aristotle: Intellectual Freedom

For Aristotle, a human being is rational. The reason is a divine characteristic.

Date Developed: Document No.

-Through our spirituality, we have a

● A human being, therefore, has a supernatural,

Aquinas Gives a Fourfold Classification of Law:

Date Developed: Document No.

● Divine law- which is discovered through revelation, should be considered the

Sartre’s philosophy is considered to be representative of existentialism. For Sartre,

Date Developed: Document No.

Sartre emphasizes the importance of free individual choice, regardless of the

A Law of Nature is a precept or general rule established by reason, by which a

Evaluate and Exercise Prudence in Choices

Date Developed: Document No.

Situations that Demonstrates Freedom of Choice and the Consequences of their

● However, sometimes, the beneficiaries of the monetary assistance (utang or

Date Developed: Document No.

● "Kasarilihan" promotes entrepreneurship, which minimizes foreign control

Accountability, Autonomy, and Responsibility

Date Developed: Document No.

● Responsibility is similar to being accountable. A person must understand that

Date Developed: Document No.

CRITERIA 50-26 25-11 10-1 POINTS

Colors and Enhance readability Support readability Detract from

Layout Creatively enhances information Balance, uncluttered, Not balanced,

Date Developed: Document No.

2. How did you practice prudence in making decisions at that time?