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Module 3. Freedom of The Human Person
Module 3. Freedom of The Human Person
Republic
Introduction to the Philosophy of the Human Person
Quarter 2 – Module 5.4 Freedom of the Human Person
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Introduction to the Philosophy of the Human Person
Quarter 2 – Module 5.4 Freedom of the Human Person
INTRODUCTION
Have you ever faced a challenging situation in your life?
What does it feel like to be in such a dilemma? Were you able
to make it through?
When you were a child, the things that bother you are the
simple ones. Like, at noontime, you have to decide if you're
going to sleep in your room or play with your friends outside.
Now, at your age, many problems and situations are coming in
and out of your life. That is part of growing up. That is part of
life. As time goes by, these never before seen situations are
becoming more challenging than ever. According to the first
Rule of Evolution, "life is destined to become more complex." And along with it,
problems become more complex too. The discovery of the coronavirus disease
brought us to a new and unfamiliar scenario. The question about the necessity to
continue education amidst the pandemic is only one of the many dilemmas we're
experiencing right now. We do not know when this will end, but with our ability to
decide, someday, we're going to surpass this.
In your current disposition, are you prepared to face such circumstances?
If not, don't worry! In this module, you will be guided by the principles in decision
making when it comes to different situations. Also, you will learn about the
concept of situated freedom and many other exciting ideas.
Are you ready? Let's begin!
OBJECTIVES
At the end of this module, you should be able to:
1. Define "Situated Freedom," according to Maurice
Merleau-Ponty.
2. Show situations that demonstrate freedom of choice and
the consequences of their choices (PPT11/12-Ilc-5.4).
3. Make decisions based on high moral standards.
VOCABULARIES
Now, here are some words you have to remember:
DETERMINISM is the philosophical view that all events are determined entirely
by previously existing causes.
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Introduction to the Philosophy of the Human Person
Quarter 2 – Module 5.4 Freedom of the Human Person
General Instruction. Please prepare a sheet of paper where you would write
your answers to the quizzes or questions posted.
PRE-TEST .
Are you ready to start the pre-test? Remember to
write your answers in your journal.
TRUE or FALSE
Direction: Write the letter “T” if the statement is
true and “F” if the statement is false.
___1. There is freedom, but only limited.
___2. Vertical freedom includes choices that has the same value.
___3. Freedom becomes limited because of situations
___4. Choices must be based on our moral standards or values.
___5. There is no such thing as authentic freedom.
MULTIPLE CHOICE
Direction: Read each item carefully and copy the letter of the correct answer.
3. Imagine that you are caught in a dilemma where you have to decide if you will
pursue studying or not, considering the threat of covid-19. What is the best action
to take?
a. It depends upon the situation. Look for other possible choices.
b. Stop studying because your health is more important than education.
c. Pursue studying because your classmates might get ahead of you.
d. Ask your parents about it.
5. Laurah was having a hard time understanding the modules, causing her to lose
interest in studying. She is blaming the problem to her teachers. Do you agree
with her?
a. I agree, because it is the teachers’ duty to guide a student who is having a
hard time.
b. I agree, because the modules should be presented in an interesting manner so
that students won’t get bored.
c. I disagree, because every action has a corresponding consequence.
d. I disagree, because she has the ability to choose among choices
LEARNING ACTIVITY 1
https://www.123rf.com/ https://
photo_43409791_a-teenager- www.theodysseyonline.com/14-
basketball-player-over-a-white- female-volleyball-players-who-are-
background.html more-beautiful-than-any-movie-star
https://www.freepik.com/free- https://www.stocksy.com/264898/
photo/cute-carefree-friendly- teenage-boy-being-real-outside---
looking-african-american-teenage- looking-down-and-shy
girl-with-afro-hairstyle-smiling-
broadly-with-shy-happy-expression-
meeting-new-
classmates_10150622.htm
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Introduction to the Philosophy of the Human Person
Quarter 2 – Module 5.4 Freedom of the Human Person
https://theconversation.com/who-will-get-the-
https://www.autodeal.com.ph/articles/car- scholarships-in-the-new-expensive-world-of-higher-
features/10-most-popular-premium-car-brands-in- education-26958
philippines-in-2018
the Philippines
https://thebesttravelplaces.com/planning-a-trip-
Guide questions: around-europe/
DEEPENING
THE CONCEPT OF FREEDOM
Two-fold positions about the concept of freedom:
1. Absolute determinism (B.F. Skinner)
2. Absolute indeterminism (J.P. Sartre)
indeterminism tells us that man is free, and there’s no limit to his freedom. These
two views are considered extreme and would fall short to our experience of
freedom. There are things that are beyond our control as humans and thus giving
birth to the idea of limited freedom. When you were born, you were not given the
freedom to choose your nationality, culture, religion, language, and status in life.
But you were given the freedom to do what you want with the rest of your life.
Every time we find ourselves in a particular situation, freedom becomes limited,
and we need to accept that reality. Imagine yourself thinking of what’s best to do
on a hot summer afternoon. You decided to go out and swim. Upon reaching the
resort, you found out that there’s no water in the
pool. You were upset because you cannot do
what you had wanted. Your willingness to swim
is restricted by the current situation that you are
in. Your situation limits your freedom to swim.
That is what we mean when we say, freedom
depends on a given situation. And freedom is
relatively true only with a given situation.
Maurice Merleau-Ponty (1908–1961), a
French philosopher and public intellectual,
coined the idea of situated freedom, where
choice is always embedded in and dependent
https://susih.org/2020/05/ upon the meaningful choices disclosed by a
phenomenology-the-body-freedom-and-
history-part-one/ specific social and historical situation. In
everything that we do, we are putting ourselves
into a situation, and each situation differs from another.
The same idea is being referred to by Wilmer Joseph Tria, a professor
from Ateneo de Naga University, in his book, Ako asin an Kapwa Ko: Pilosopiya
nin Tawo (2009). “Nagtutubod ako na yaon ang katalingkasan sa gabos na tawo
sa gabos nyang kamugtakan.” Translation: I believe that freedom is present in all
humans, in all their situations. If freedom is limitless, when we talk about it as
freedom per se, then what makes freedom limited is the situation, where it is
being confined within space and time. However, there are situations wherein we
are left with only one option, or what others would say: there’s no choice. It is in
this kind of situation where authentic freedom is applied.
In all situations possible, how can we exercise our authentic freedom?
Let us go back to our Learning Activity 1, Situation 2 (The Lucky Winner).
If you analyze the options, seemingly, all of the choices are great prizes.
However, if you weigh the pros and cons of each, you will eventually realize that
one may be better than the other. For example, if you choose the luxury car, the
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Introduction to the Philosophy of the Human Person
Quarter 2 – Module 5.4 Freedom of the Human Person
high cost of maintenance fees and gasoline may burden you. The European trip
would also be fun, but it seems impractical. A 4-year scholarship would have
been the best choice because it is long-term and beneficial. In choosing which
prize to get, you have already exercised your freedom to make decisions.
However, it is essential to conclude that the choices you make have
corresponding consequences and that the main reason for choosing such is
because the option has a higher value in your life.
We can exercise freedom based on the moral standards that we have.
And these moral standards are also based on our previous experiences. Back
when we were still kids, we were taught to say “po” and “opo” and to practice the
“mano po” as a sign of respect to our elders. Those simple gestures connote a
high moral value, and unconsciously that value is confined within us as we grow
older. And as long as we live with a high moral value, we live more authentically,
practicing our freedom to choose good over evil.
To deepen more the concept of situated freedom, let us quote one of the
famous statements of Merleau-Ponty, “… we choose something not simply
because we need to choose but we choose because it has meaning to us. Man’s
freedom is always affected by situation. We are free to choose based on what
situation we belong in which we find meaning for ourselves.”
To increase our knowledge about situated freedom, let us talk about the
kinds of freedom (Max Scheler).
There are two kinds of freedom:
1. The freedom of choice (horizontal freedom)
2. The fundamental option (vertical freedom).
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Introduction to the Philosophy of the Human Person
Quarter 2 – Module 5.4 Freedom of the Human Person
Vertical Freedom
FRFreedom
Horizontal Freedom
Horizontal Freedom
Vertical Freedom
FFreedom
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Introduction to the Philosophy of the Human Person
Quarter 2 – Module 5.4 Freedom of the Human Person
That is why it is illustrated as horizontal because the choices have the same
value. The fundamental option (vertical freedom), on the other hand, is our
general direction or orientation in life that reflects our values. It is illustrated as
vertical because it shows hierarchy of choices wherein some values are higher
than the others. For example, choosing the object of your love. Which is of
greater value, to love yourself or to love others? Just like when wearing a mask,
are you doing it to protect yourself or are you doing it so that you won’t spread
the virus to others because you care for them? Fundamental option is
concretized and exercised in our particular choices. It is in the fundamental option
that authentic freedom is applied. These two are interrelated with each other
because the choices we make shape our fundamental freedom.
To sum everything up, let us contemplate on the words of Wilmer Joseph
Tria:
“Kun mayong katalingkasan mayo man nin katungdan an tawo.”
“An katalingkasan kasangkapan sa paglingkod sa kapwa.”
Translation: Without Freedom, man has no responsibility. Freedom
is an instrument to serve others.
Undeniably, loving others has a higher value than loving oneself, and love
is the highest moral value of all. There is total freedom when there is love.
Because of this, freedom makes us truly human- our purpose in life.
APPLICATION
Listed in the first column are your different roles in society.
In the second column, list down at least 1 difficult situation
that you are encountering right now in your life as a
son/daughter, a student, a friend, and a member of society.
In the third column, list down the possible options you have
in that particular situation. In the fourth column, write the
possible consequences of each option. In the fifth column
write your best choice among the options. In the sixth column, explain the reason
why you have chosen that particular option
As a
son/daughte
r
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Introduction to the Philosophy of the Human Person
Quarter 2 – Module 5.4 Freedom of the Human Person
As a student
As a friend
As a member
of society
LEARNING ACTIVITY 2
https://www.relativelyinteresting.com/the-trolley-problem-a-thought-
experiment-that-tests-our-morality/?utm_source=org
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Introduction to the Philosophy of the Human Person
Quarter 2 – Module 5.4 Freedom of the Human Person
one person.
Guide Questions:
POST TEST
TRUE OR FALSE
Direction: Write the letter “T” if the statement is true
and “F” if the statement is false. Write your answer in
your notebook.
MULTIPLE CHOICE
Direction: Read each item carefully and copy the correct answer in your
notebook.
1. Which of the following situations demonstrate vertical freedom:
a. Tom was so excited to buy a new smartphone, so he purchased the
latest iPhone model instead of the outdated ones.
b. Mark skipped lunch because he doesn’t want to eat vegetables.
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Introduction to the Philosophy of the Human Person
Quarter 2 – Module 5.4 Freedom of the Human Person
c. Travis stayed at home the whole day to finish his modules rather than
attending his
friend’s
party.
d. Scott was
asked to
choose
between the
two:
watching
movies or
playing
video
games. He
preferred the
first one
since it is his
favorite past
time.
2. The
following are
examples of
moral values
prominent among Filipinos, except:
a. Saying “po” and “opo’” when talking to elders. c. Bayanihan
b. Being hospitable to visitors. d. Crab mentality
3. Imagine that you are caught in a dilemma where you have to decide if
you are going to pursue studying or not, considering the threat of covid-19.
What is the best action to take?
a. It depends upon the situation. Look for other possible choices.
b. Stop studying because your health is more important than education.
c. Pursue studying because your classmates might get ahead of you.
d. Ask your parents about it.
4. “We choose something not simply because we need to choose but we
choose because it has meaning to us.” What is the message of this
statement?
a. There is always a reason to do something.
b. Sometimes we choose because we are forced to.
c. Choosing requires reasoning
d. The act of choosing depends on the person.
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Introduction to the Philosophy of the Human Person
Quarter 2 – Module 5.4 Freedom of the Human Person
5. Laurah was having a hard time understanding the modules, causing her
to lose interest in studying. She justified herself by blaming the problem to
her teachers. Do you agree with her?
a. I agree, because it is the teachers’ duty to guide a student who is having
a hard time.
b. I agree, because the modules should be presented in an interesting
manner so that students won’t get bored.
c. I disagree, because every action has a corresponding consequence.
d. I disagree, because she has the ability to choose among choices.
ANSWER KEY
REFERENCES
BOOKS
Tria, W.J. (2009).
Ako asin an Kapwa
Ko:
Pilosopiya nin Tawo.
Naga City: Ateneo
de Naga,
University Press.
Vinzons, M.P. (2016).
Introduction to the
Philosophy of the
Human
Person.
Quezon City: Vibal
Group, Inc.
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Introduction to the Philosophy of the Human Person
Quarter 2 – Module 5.4 Freedom of the Human Person
MEDIA RESOURCES
“Freedom of Choice and its Consequences I Intro to the Philosophy of the Human Person”
IHope.https://www.youtube.com/watch?
v=1ndvm3NABn4&fbclid=IwAR3tM66bnHO9kISz4I2aJRaSSklSY453d3Ig5Oo1AUXasuLLB7U6dt
spzuQ (retrieved October 16, 2020)
“Show situations that demonstrate freedom of choice and the consequences of their choices.”
Course Hero. https://www.coursehero.com/file/36035097/Lesson-5pptx/?
fbclid=IwAR3tM66bnHO9kISz4I2aJRaSSklSY453d3Ig5Oo1AUXasuLLB7U6dtspzuQ
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