Subject: Introduction to the Philosophy of the Human Person

Grade Level: Grade 12

Objective:

1. Define intersubjectivity.

2. Differentiate the intersubjectivity of the different concepts of philosophers.

3. Enhance relations with people from all walks, especially underprivileged people
with disabilities.

Learning across curriculum:

1) English Language Arts: Analyzing the works of philosophers in their written form
and understanding their perspectives on intersubjectivity.

2) Social Sciences: Examining societal structures and how they affect the
relationships between individuals and groups.

3) Special: Studying the experiences and challenges faced by individuals with

disabilities in establishing meaningful connections with othersReview Motivation:

[Teaching Strategy: Role-Playing]

[Instructional Materials: Picture Analysis]

1) Divide the students into pairs and assign each pair a different philosopher or
concept related to intersubjectivity. They will role-play a conversation between the
philosopher and a student, discussing their views on intersubjectivity.

2) Show a series of pictures depicting various scenarios involving different

individuals. Ask the students to analyze the pictures and discuss how
intersubjectivity plays a role in each situation.

3) Invite a guest speaker who has a disability to share their experiences and how
they navigate relationships with others.

Activity 1: Exploring Philosophical Concepts

[Teaching Strategy: Discussion]

Materials: Handout with summaries of different philosophers' concepts on

intersubjectivity

Significance: This activity allows students to deepen their understanding of

intersubjectivity by examining the perspectives of various philosophers.

Instructions:

1) Divide the class into small groups and assign each group a different philosopher
or concept.

2) Provide each group with a handout summarizing the assigned philosopher's

concept on intersubjectivity.

3) In their groups, students discuss and analyze the assigned concept, comparing
and contrasting it with other concepts they have studied.

Rubric - Criteria: Accuracy of understanding, Depth of analysis, Clarity of

presentation - 15 pts.

Assessment Questions:

1) How does the concept of intersubjectivity differ between philosopher A and

philosopher B?

2) Explain the significance of philosopher C's concept of intersubjectivity in

understanding human relationships.

3) Discuss the implications of philosopher D's concept of intersubjectivity in

addressing the challenges faced by individuals with disabilities.

Activity 2: Empathy Building Workshop

[Teaching Strategy: Experiential Learning]

Materials: Blindfolds, earplugs, wheelchairs (or other mobility aids), various objects
to simulate sensory impairments
Significance: This activity aims to enhance students' empathy and understanding of
the challenges faced by underprivileged individuals, particularly those with
disabilities, in establishing connections with others.

Instructions:

1) Divide the class into small groups and assign each group a specific disability to
focus on (e.g., visual impairment, hearing impairment, mobility impairment).

2) Provide the necessary materials to simulate the assigned disability for each group.

3) In their groups, students will take turns experiencing the simulated disability and
engage in various activities that encourage communication and understanding.

Rubric - Criteria: Active participation, Empathy demonstrated, Reflection on

personal experiences - 15 pts.

Assessment Questions:

1) How did the experiential learning activity impact your understanding of the
challenges faced by individuals with disabilities in establishing relationships?

2) Discuss the role of empathy in building meaningful connections with

underprivileged individuals, particularly those with disabilities.

3) Reflect on your personal experiences during the activity. How did it affect your
perspective on intersubjectivity?

Activity 3: Community Outreach Project

[Teaching Strategy: Project-Based Learning]

Materials: None specified

Significance: This activity allows students to apply their understanding of

intersubjectivity and enhance their relationships with people from all walks of life,
specifically underprivileged individuals with disabilities, through a community
outreach project.
Instructions:

1) In small groups, students will identify a specific need or issue faced by

underprivileged individuals with disabilities in their community.

2) Students will plan and implement a project that addresses the identified need or
issue, focusing on fostering meaningful connections and promoting inclusivity.

3) Students will document their project, including the process, challenges faced, and
outcomes, and present their findings to the class.

Rubric - Criteria: Project planning and implementation, Impact on the community,

Reflection and documentation - 20 pts.

Assessment Questions:

1) Describe the community outreach project your group implemented. How did it
promote intersubjectivity and enhance relationships with underprivileged individuals
with disabilities?

2) Discuss the challenges your group encountered during the project and how you
addressed them. How did these challenges contribute to your understanding of
intersubjectivity?

3) Reflect on the impact of your community outreach project. How did it contribute to
enhancing relations with people from all walks of life, especially underprivileged
individuals with disabilities?

ANALYSIS:

Activity 1 - Students demonstrated a deep understanding of the different concepts of

philosophers on intersubjectivity through their discussions and analysis. This activity
allowed them to differentiate and compare various perspectives, contributing to their
overall understanding of the subject.

Activity 2 - The experiential learning activity helped students develop empathy and a
better understanding of the challenges faced by individuals with disabilities. It
provided a real-life context for understanding intersubjectivity and its significance in
building meaningful connections.

Activity 3 - The community outreach project allowed students to apply their

knowledge and understanding of intersubjectivity in a practical setting. It provided an
opportunity for them to enhance their relationships with underprivileged individuals
with disabilities and contribute to their community.
ABSTRACTION:

Through the study of intersubjectivity, students will define the concept, differentiate
the perspectives of different philosophers, and develop skills to enhance their
relationships with people from all walks of life, particularly underprivileged individuals
with disabilities. This understanding will enable them to navigate societal structures
and foster inclusivity and meaningful connections in various contexts.

APPLICATION:

Task 1 - Students will conduct interviews with individuals from different backgrounds,
focusing on their experiences of establishing connections with others. They will then
analyze and compare these experiences to deepen their understanding of
intersubjectivity. [Cooperative Learning]

Task 2 - Students will create a multimedia presentation showcasing the importance

of intersubjectivity in fostering inclusivity and understanding among diverse groups.
They will use visual aids, videos, and narratives to convey their message effectively.
[Technology Integration]

ASSESSMENT:

[Teaching Strategy: Inquiry-Based Learning]

[Instructional Materials: None specified]

Question 1 - How does the concept of intersubjectivity contribute to the development

of meaningful connections between individuals? Provide examples to support your
answer.

Question 2 - Choose two philosophers studied in class and compare their

perspectives on intersubjectivity. How do their concepts differ and how do they
contribute to our understanding of human relationships?

Question 3 - Imagine you are working on a project to enhance relations with

underprivileged individuals with disabilities in your community. Describe the steps
you would take and explain how the concept of intersubjectivity would guide your
approach.

Assignment:
1) Write a reflective essay on your personal experiences with intersubjectivity,
focusing on a specific encounter or relationship that impacted your understanding of
human connections. [Direct Instruction]

2) Conduct research on a specific disability and its impact on intersubjectivity. Write

a report discussing the challenges faced by individuals with this disability and
propose strategies to enhance their relationships with others. [Research-Based
Learning]

Strictly follow the format above.