Supplementary Learning Materials For Philosophy - Marnie Rose B. Tercenio

Supplementary
Learning materials for

Introduction in the Philosophy
Of The Human Person
MARNIE ROSE B. TERCENIO

Teacher III
Senior High School Department
INTRODUCTION IN THE PHILOSOPHY OF THE HUMAN PERSON
WEEK: Week 1
MELC: 1.1 Distinguish a holistic perspective from a partial point of view.
Content Standard: The learner understands the meaning and process of doing philosophy
Performance Standard: The learner reflects on a concrete experience in a philosophical way
I. DISCUSSION
THE MEANING PROCESS OF DOING PHILOSOPHY
Etymology, the word “Philosophy” comes from two

Greek words, Philo meaning “to love”, and Sophia,
meaning “wisdom”. Philosophy originally meant, “Love
of Wisdom”, and in a broad sense, wisdom is still the
goal of philosophy.
Philosophy as life – is a systematic way of beliefs about
the nature of man, its existence and essence and his
role to the world. It is also an overall vision of attitude
towards life and purpose of life.
The act of philosophizing begins with the self, with one’s life. Asking questions is asking something
that affects life in one way or another. Philosophy is “man’s searching for meaning” in life in and
through the public presence of other.
Philosophy as Science - that by the natural light of reason studies the first cause or highest
principles of all things. Under this definition, four things are to be considered.
1. Science - It is called science because the investigation is systematic.
2. The Natural light of reason - Philosophy investigates things, not by using any other
laboratory instrument or investigative tools, neither based on supernatural revelation.
3. Study of all things -This set the distinction between philosophy from other sciences.
4. First causes or highest principle - A principle is that from which something proceeds in any
manner whatsoever
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The First Highest Principles- A principle is that from which something proceeds in any manner
whatsoever.
1. Principle of Identity- whatever is is; and whateveris not is not; everything is what it is.
Everything is its own being, and not being is not being,
Ang sya ay sya, ang hindi sya ay hindi sya, anu man ang maging anyo nito sa anuman
paraan ito ay mananatiling sya, dahil ito ay merun at pagkakakilanlan.
For example: Ang tubig ay tubig. Kapag angtubig ay ininum ko tubig parin, itapon ko man
ito sa lupa ito ay tubig parin, maging yelo man ito o ulan ito ang mananatili paring tubig.
Dahil ang tubig ay tubig. Ang tubig ay may pagkamerun at pagkakakilanlan.
2. Principle of Non-Contradiction- it is impossible for a thing to be and not to be at the same

time, and at the same respect.
Hindi maaring maging sya at hindi sya ang isang bagay o gawain sa parehong panahon at
pagkakataon.
For example: Ang tama ay tama and ang mali ay mali. Hindi pwedeng maging tama ang
mali o maging mali ang tama.Dahil ang tama ay mananatiling tama at ang mali ay
mananatiling mali.
3. Principle of Excluded Middle – a thing is either is or is not; everything must be either be or

not be; between being and not being, there is no middle ground possible.
‘
Isantabi ang gitna. Hindi pwede pareho o depende sa pagpili. Hindi maaring parehong sya
at hindi sya.
For example: Sa pagibig, hindi maari na parehong mahal mo at hindi mo mahal. Kapag
tinanong ka kung mahal mo ba sya o hindi? Ang sagot na ewan, baka, cguro ay paglabag
sa prisipyong ito “isantabing gitna or principle of excluded middle. Kailangang pumili sa
pagitan ng oo o hindi lamang.
4. Principle of Sufficient Reason- nothing exists without a sufficient reason for its being and
existence.
Walang nagsimula o nilikha sa wala. Ang lahat ng bagay ay may paliwanag, dahilan at
katuwiran.

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For example: Ay tubig ay hindi lamang tubig. Ang tubig ay importante. Ang tubig ay
kailangan. And tubig ay may kwenta. Nilikha ang tubig dahil ito ay may silbi. Hindi nalikha
ang tubig para sa wala.
II. ACTIVITIES
A. Define Philosophy as Science and as Life using the Venn diagram
PHILOSOPHY
LIFE SCIENCE

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B. Identify if the following is a Knowledge or Wisdom.
1. ____________ is packing enough water for the hike.
2. ____________is measuring that a desert path is 12.4 miles long.
3. ____________is understanding how money impacts the quality of your life and
your future.
4. ____________is knowing how to manage your money, budgeting, spending,
saving.
5. ____________is learning how to paint and using that skill to cultivate a
livelihood.
6. ____________is expressing your passion through painting and understanding
that art is a form of communication that touches the lives of others.
7. ____________is learning by doing
8. ____________is learning with mastery.
9. ____________is learning your expertise.
10. ____________is acknowledging things, practices, people, and pleasures make
you happy.
C. Identify the 4 Basic Principles of Philosophy using the following statements &
examples below.
1. Cardo is Cardo, Cardo is not Paloma.
2. A + Y= XY not accepted
3. In Biology XX is Female while XY is Male
4. Dog is for bark, Cat is for Meow
5. we could not know anything that we do know
6. Amoral, neutral is not an example of?
7. Distinction between Man & Woman
8. Man is a rational being
9. Mahal mo ba ako o hindi? Hindi ko alam! Is not an example of?
10. Ms. Melay Batumbakal (Single) = Mrs. Melay Naglalamso (Married) = R.I.P Melay
Naglalampaso

Teacher III
WEEK: Week 2
MELC: 1.2 Realize the value of doing philosophy in obtaining a broad perspective on life
I. DISCUSSION:
BRANCHES OF PHILOSOPHY
1. Metaphysics - the branch of philosophy that deals with the first principles of things,
including abstract concepts such as being, knowing, substance, cause, identity, time, and space.
It is an abstract theory with no basis in reality.
 asks: what is the nature of reality?

 Both the idealist and materialist metaphysical theories are similarly based on
unobeservable entities.
SUBDIVIDE INTO TWO CATEGORIES
 ONTOLOGY: What is the nature of existence

 COSMOLOGY: Origin and organization of the universe
2. Logic - It is a philosophical investigation, critical analysis and intellectual reflection. The
Study of Valid Inferences. Aristotle was the first philosopher to devise a logical method, his
claims is about propositional structure and body of argumentative techniques.
TYPES OF REASONING
 INDUCTIVE – premises are supplying some evidence for truth of the conclusion. It
follows the specific to general rule.
 DEDUCTIVE – is a top- down logic that seeks to find observation to prove a theory.
3. Epistemology –It deals with nature, sources, limitations, and validity of knowledge. the
study of correct reasoning, especially regarding making inferences.Four areas:
a. Nature of knowledge
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b. Sources & Scope of knowledge & Justified Belief
c. Various Problems of Skepticism
d. Criteria for knowledge & Justification
4. Axiology- The study of the nature of value and valuation, and of the kinds of things that are
valuable. It explores the nature of values : Ethics & Eesthetics
 ETHICS: study of human conduct and examines moral values. Ethics or moral
philosophy is a branch of philosophy that involves systematizing, defending, and
recommending concepts of right and wrong conduct.
 AESTHETICS: values beauty, nature, and aesthetic experience (often associated
with music, art, literature, dance, theater, and other fine arts).
II. ACTIVITIES
A. Give at least 3 philosophical questions ask in each branches of philosophy

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B. Determine which branch of Philosophy is appropriate on the following items below.
1. Knowing how to manage your money, budgeting, spending, saving.
2. Understanding how money impacts the quality of your life and your future.
3. The first lipstick I pulled from my bag is red. The second lipstick I pulled from my bag is
red. Therefore, all the lipsticks in my bag are red.
4. The concept of conformity and deviance.
5. People are more afraid of the laws of Man than of God, because their punishment
seems to be nearest.
6. Henri Matisse said “Creativity takes courage”.
7. Ano ang tao?
8. Bakit may tao?
9. Paano magpakatao?
10. Ano ang kahalagahan ng tao?
C. IDENTIFICATION.
1. Talents, Instincts & Physiological Functions of Man is an example of what source of
knowledge?
2. Applied Knowledge is an example of what source of knowledge?
3. Based on Rene Descartes propositions, what are the things that we can and we cannot
doubt?
4. _________ ism means knowledge comes from logic and a certain kind of intuition.
5. _________ ism means knowledge by observation and sensory-experience.
6. _________ism means knowledge comes from results.
7. Totoo is to Reality; Itong- ito is to________________.
8. __________is a Universal Belief; Reality is Personal Belief.
9. Not all legal is ethical but all moral are legal is an example of what level of morality?
10. It means beyond physical.

Teacher III
WEEK: Week 3
MELC: 1.2 Realize the value of doing philosophy in obtaining a broad perspective on life
I. DISCUSSION
PROCESS OF DOING PHILOSOPHY
1. Philosophy as the tendency to wonder & doubt

We are invited to develop the Art of Questioning introduced by Socrates which is called
Elenchus. It is a continuous process of questioning and answering until we arrive at the
truth.
2. Philosophy as an invitation of metaphysical uneasiness
It is a feeling of inner discomfort comes from the experience of not being able to find
immediate answers to our questions. When we bravely and patiently wait for answers to
these questions, we might find our questions giving birth to more questions.
3. Philosophy as not blind obedience.
This is what doing philosophy is all about. We do not simply accept what has been handed
on to us. We ask questions why things, practices, tradition, beliefs, presumptions, and
even our prejudices are this way.
4. Philosophy as life – is a systematic way of beliefs about the nature of man, its existence and
essence and his role to the world. It is also an overall vision of attitude towards life and
purpose of life.
Philosophy is life. It is a life lived not only for itself but also for others. Outside life, there is no
philosophy possible. Outside others, there is no life possible. For thinking, judging and reasoning
which are foundations of human experience will only be meaningful when they concretely
immersed in real life situations and the world of others.
The act of philosophizing begins with the self, with one’s life. Asking questions is asking something
that affects life in one way or another. Philosophy is “man’s searching for meaning” in ife in and
through the public presence of other.
II. ACTIVITY
CALLIGRAPHY: Philosophy of Life
Guidelines:
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1. Each students must prepare their own coloring materials and one velum paper (8.5x13) only.
2. The calligraphy must be an original composition that shows his/her own philosophy of life.
3. The criteria below will be used to evaluate the performance of the participants.
Sample Students’ Outputs

Teacher III
WEEK: Week 4
MELC: 1.3 Do a philosophical reflection on a concrete situation from a holistic perspective
I. DISCUSSION
PHILOSOPHY AND ITS HOLISTIC APPROACH

Before engaging in philosophical inquiry, one must be able to distinguish between a holistic and
partial point of view. This is critical for anyone doing philosophy because it sets a limit in
coming up with conclusions about a given situation.
1. A Holistic perspective, in philosophy, is a school of thought that tries to explain the whole
system by evaluating the components. This means that it looks at all factors as dependent on
each other.
This view is helpful in research, especially in the fields of anthropology where it is best to see
the correlation of different components of one culture by carefully analyzing the patterns
present in one phenomenon.
2. Partial perspective - is a view where one sees that a phenomenon is caused by a single
factor or causal agency. Their difference is that a partial point of view looks at one thing and
determines it to be the cause, while the holistic perspective tries a broader approach to
understanding a reality.
II. ACTIVITIES

Teacher III
A. Read or watch the poem written by John Godfrey Saxes on the classic Indian legend of the Six Blind
Men and the Elephant.
Blind Men and the Elephant – A Poem by John Godfrey Saxe
It was six men of Indostan, Is mighty plain," -quoth he,-

To learning much inclined, "'Tis clear enough the Elephant
Who went to see the Elephant Is very like a tree!"
(Though all of them were blind),
That each by observation The Fifth, who chanced to touch the ear,
Might satisfy his mind. Said- "E'en the blindest man
Can tell what this resembles most;
The First approach'd the Elephant, Deny the fact who can,
And happening to fall This marvel of an Elephant
Against his broad and sturdy side, Is very like a fan!"
At once began to bawl:
"God bless me! but the Elephant The Sixth no sooner had begun
Is very like a wall!" About the beast to grope,
Then, seizing on the swinging tail
The Second, feeling of the tusk, That fell within his scope,
Cried, -"Ho! what have we here "I see," -quoth he,- "the Elephant
So very round and smooth and sharp? Is very like a rope!"
To me 'tis mighty clear, And so these men of Indostan
This wonder of an Elephant Disputed loud and long,
Is very like a spear!" Each in his own opinion
Exceeding stiff and strong,
The Third approach'd the animal, Though each was partly in the right,
And happening to take And all were in the wrong!
The squirming trunk within his hands,
Thus boldly up and spake: MORAL,
"I see," -quoth he- "the Elephant
Is very like a snake!" So, oft in theologic wars
The disputants, I ween,
The Fourth reached out an eager hand, Rail on in utter ignorance
And felt about the knee: Of what each other mean;
"What most this wondrous beast is like And prate about an Elephant
Not one of them has seen!
Source:
MARNIE ROSE B. TERCENIO https://www.allaboutphilosophy.org/blin
Teacher III d-men-and-the-elephant.htm
ANSWER THE FOLLOWING QUESTIONS.
1. Did anyone among the blind men give the correct answer? Why or why not?
2. In the context of the elephant story, what you think is a holistic perspective? What is the
partial point of view?
3. What the importance of holistic perspective is as pointed out by the poet?
4. In the last stanza, the poet relate the legend to the religious wars during his time. What
do you think is John Godfrey Saxe trying to say in this poem?
B. ESSAY
Each of your subjects – biology, chemistry, psychology, sociology, anthropology, economics,
mathematics, science & religion – has a concept of who a person is. For example, in biology, a
human person is a living being composed of cells, tissues, organs, and systems. In chemistry a
human person is 99% oxygen, carbon, hydrogen, nitrogen, calcium and phosphorous, 0.85%
potassium, sulfur, sodium, chlorine and magnesium and 0.15% are more than a dozen trace of
elements. In anthropology, a human person is a member of the primates genus Home. Given a
holistic perspective of reality, which is the correct definition of human person? Justify your
answer.
C. What do you see? A young lady or an old woman? How many figures can you see in the
image below?
The above image is an optical illusion, if you look closely,

you can see both a young and an elderly woman. Now,
explain the meaning of Gestalt Perspective “the whole is
better than the sum of its parts”.

Teacher III
WEEK: Week 5
MELC: 2.1 Distinguish Opinion from Truth
Content Standard: The learner demonstrates various ways of doing philosophy
Performance Standard: The learner evaluate opinions
I. DISCUSSION
UNDERSTANDING TRUTH
Philosophy was born out of man’s desire to know, to interpret and to understand the
world. It came into being from a persistent attempt to arrive at real knowledge, hence at truth.
These are the significant concepts in understanding truth:
1. In discussing truth, it is important to clarify knowledge, since it is through knowing that we

are able to determine what is true. Our knowledge is comprise of ideas and beliefs that we
know to be true. Man is believed to have knowledge of a thing when he can explain,
identify, give examples, point out, relate or associate an idea or concept with other ideas
or concepts.So if he claims that he knows the beautiful sceneries found in Tarlac Province,
he can demonstrate his knowledge by mentioning where and how to get to those places.
2. Propositions or statements which are observed to be real or truthful are considered as

facts. For example one person says, “Catriona Gray is the third Miss Universe who came
from the Philippines”. The statement is a fact, since it is a thing that is known or proved to
be true.
3. There are statements however that are not evidently or immediately known to be true. For
example, one can say that “I know that my adviser is the best teacher in school.” This
statement however cannot be taken as true, since it is just a claim. It may be contested by
other students. This statement needs further inquiry to establish whether it is true or false.
How do we know if something is true?
Rene Descartes once said, “Doubt everything that can be doubted.” Philosophers who
pondered upon the origins of knowledge doubted everything that there is to know about
themselves and the world.

Teacher III
In Philosophy, systematic doubt is employed to help determine truth. This means that
every statement, claim, evidence, and experience is scrutinized and analyzed. Nothing is taken as
true unless there is sufficient reason and evidence to prove that it is indeed true.
These are the bases in determining truth:

1. A belief is true if it can be justified or proven through the use of one’s senses. Let’s
investigate the nature of knowledge by a simple example, starting with the very obvious
things we know about ourselves.
I am alive. I have a body. I can breathe.

Let’s assume that the truthfulness of these statements have yet to be determined. Using
doubt as the starting point, revise the statements to make them easier to scrutinize and
analyze. Rewrite the statements as questions so we can review and examine them
further.
Am I alive? Do I have a body? Can I breathe?
If your answer is “Yes” to all these questions, then you can conclude with certainty that
the statements about yourself are true.
2. A belief or statement is true if it is based on facts. If you claim that you are a Filipino, you
have to use facts that will serve as guide in our search for truth. Use a dictionary and look
up for the word “Filipino”. We assume that what is stated in the definition is the actual
meaning of the word. If the definition applies to you, that simply means, you are a
Filipino.
3. Getting a consensus or having people agree on a common belief. This is another way of
determining what is true. But this approach has certain limitations. Getting everyone to
agree on something may not make the belief true, however you may use other evidence
to determine its veracity.
4. A statement should be proven through an action to determine its truth. Some argued that
the proof is not only in the act, but also in the quality of the product. If you brag about
your skills in baking cakes, you have to know how to do it and the product will speak for
itself.
5. Claims and beliefs should be subjected to tests to determine truth. Any claim should be
subjected to tests to prove their validity. When you say that you have understood the
lesson well, one way that will prove it is if you pass the test.

Teacher III
II. ACTIVITY
Apply a systematic doubt in the following statements. Describe how you will determine their
truthfulness
I AM A GOOD STUDENT I LOVE MY COUNTRY

Teacher III
WEEK: Week 6
MELC: 2.2 Realize that the methods of philosophy lead to wisdom and truth
I. DISCUSSION
How can philosophy guide us in distinguishing truth from opinion?

Let us analyze the statements from the table (above).
Which column has a statement that is more factual? If your answer is in column B, then
you are correct. Facts are statements that can be checked or backed up with evidence. It is
verifiable from experience or observation. In the statement given in Column B, it can perceive
through one’s senses that the sister gave the last piece of pizza pie to his/her sibling. Therefore,
it fits into the category of facts since it contains information that are easily verifiable.
1. Factual, undisputed, objective, universal, exact and constant are manifestations of truth. It
implies that it can be proven as true. Knowledge must be truthful to gain validity and
acceptance.
2. Column A on the other hand is an opinion. An opinion is an expression of one’s feelings
based on facts, emotions, beliefs, or views. As such, an opinion is usually not based on
conclusive evidence but instead on an inclination or an intuition which brings the individual to a
conclusion. Opinions are also the bases for making arguments and convincing people that a
certain claim is a fact.
3. A conclusion is a judgment based on certain facts. The facts that form the bases of a
conclusion may not be disputed but the conclusion itself could still be questioned. Beliefs, on
the other hand, are statements that express convictions that are not easily and clearly
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explained by facts. If a person says, I believe God exist, it will be difficult to prove his statement
as truthful if we rely on facts. To judge the truthfulness of belief, one must consider person’s
experiences and views.
4. When statement go beyond facts and provide reasons why the statement is true, this is an
explanation. Explanation makes things more understandable by providing details or supporting
ideas. Meanwhile, arguments are a series of statements that provide reasons to convince the
reader or listener that an opinion is truthful. Arguments are made with the assumption that the
truth of the claim is still to be determined.
5. Argument is not the same as fighting. If you don’t know how to argue with reason and
logic, then all you’re left with is fighting. An argument is all about coming to an agreement (or,
if agreement is not possible, at least understanding the reasons why it’s impossible). Fighting,
on the other hand, is all about expressing emotions like anger and hurt, without caring about
the other person’s point of view. Argument, if you know how to do it right, can resolve
differences; fighting usually just makes them worse.
6. Logic is the branch of philosophy that focuses on the analysis of arguments.
II. ACTIVITIES
A. Tell whether the statement is an opinion or a fact.
1. Myanmar is a part of Southeast Asia.
2. Movies of Daniel Padilla are great!
3. Socrates is the most intelligent person ever lived.
4. In the midst of advance knowledge and technology, no man at present can bring a dead
person back to life.
5. My friend Chris, is the captain of our team.
B. Research on any information or claim that is currently circulating in media or on the internet.
Determine if it is true. Present your analysis by employing any graphic organizer.

Teacher III
WEEK: Week 7
MELC: 2.3 Evaluate truth from opinions in different situations using the methods of philosophizing
I. DISCUSSION
What should we consider when looking at arguments or opinions? (Part 1)
An argument is a series of statements with the goal of persuading someone of

something. However, a number of arguments may be based on faulty reasoning. These kinds of
arguments are called fallacies.
1. If logic was a sport, fallacies would be the fouls or errors. Fallacies violate the rules of
logical thought, but often seem plausible or even convincing.
2. The following are examples of fallacies:
Fallacy Characteristics Example

Ad hominem attacking the person, focus our Don’t listen to Mario’s statement in war
(“against the attention on people rather on drugs. He’s not the brightest bulb in
person”) than on arguments or evidence the chandelier.
Ad Baculum using threat or force or an “My father owns the department store
(Appeal to undesirable event to advance that gives your newspaper fifteen
Force/Appeal to an argument percent of all its advertising revenue, so
stick) I’m sure you won’t want to publish any
story of my arrest for spray painting the
school.”
Ad Misericordiam strong appeal to sympathy and We hope you accept our
(Appeal to pity recommendations. We spent the last
Emotion/Pity) three months, with less than five hours
of sleep each day, working extra time on
it.
Ad Populum the idea presented must be You should turn to channel 6. It’s the
(Appeal to the true because many or most most watched channel this year.
People) people believe it

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Ad Verecundiam insisting that a claim is true "UFOs do not exist because the
(Appeal to simply because a valid astronomer Carl Sagan said it."
Authority) authority or expert on the issue
said it was true, without any
other supporting evidence
offered
Appeal to tradition It is assumed that the idea is Marriage should be between a man and
acceptable because something a woman. Gays have never had the legal
has been done a certain way right to marry, therefore it must be
for a long time, or traditionally, wrong and we shouldn’t be legalizing it
so, it is necessarily the right now.
way of doing it
Begging the simply accepts the conclusion I have the right to free speech,
question without providing real therefore, you cannot stop me from
evidence; the argument either talking.
relies on a premise that says
the same thing as the
conclusion (which you might
hear referred to as “being
circular” or “circular
reasoning”), or simply ignores
an important (but
questionable) assumption that
the argument rests on
Fallacy of assuming that what is true of a Because all of the components of this
composition part, is true for the whole car are light and easy to carry, then the
car itself must also be light and easy to
carry.
Fallacy of Division Assuming that what is true for The boys in my neighborhood like to
the whole is true for its parts play basketball after school. So my new
neighbor, Kevin, will like to play
basketball with them.
Post Hoc (Post one event is said to be the Maria wore her favorite necklace today
Hoc,Ergo Propter cause of a later event simply and aced her Math test. That necklace
Hoc) because it occurred earlier must be lucky.
Slippery Slope assuming a very small action If we allow our 14 year old to have her
will lead to extreme outcomes first date tonight, what’s next? A
wedding kid?

Teacher III
II. ACITIVITY
A. Tell which type of fallacies are the following statements.
1. Of course he believes that the government is flawed, don’t you know that he is a rebel
and a communist?
2. If you break up with me, I’ll kill myself.
3. All birds that are black are ravens; therefore, all birds that are not ravens are not black.
4. I just read a report about teachers not being happy with how much they are paid. So,
my Aunt Sarah who is a teacher must be unhappy with her salary.
5. If a runner runs faster, he can win the race. Therefore, if all the runners run faster, they
can all win the race.
6. If we legalize marijuana, the next thing you know we'll legalize heroin, LSD, and crack
cocaine.
7. Ever since you bought that sweater, everything has been going wrong in your life. You
should get rid of it!
8. We won the basketball game because I wore my lucky socks.
9. The test was hard because the questions are so difficult.
10. Dr. Fuentes says that abortion is always morally wrong, regardless of the situation. She
has to be right. After all, she’s a doctor.

Teacher III
WEEK: Week 8
MELC: 2.3 Evaluate truth from opinions in different situations using the methods of philosophizing
I. DISCUSSION
WHAT SHOULD WE CONSIDER WHEN LOOKING AT ARGUMENTS OR OPINIONS? (PART 2)
When looking at opinion, one should be aware not only of faulty reasoning called fallacy,
but also of bias or personal views of the person presenting it. Biases are not errors in reasoning,
but refer to tendencies or influences which affect the views of people.
1. The most common biases are enumerated below:
Bias Characteristics Example

Correspondence Bias or tendency to draw inferences You reached out and called your friend
Attribution Effect about someone's personality a few days ago because you wanted
based on their behaviors, even his support for something, but he did
when there is a not answer the phone, nor replied in
situational explanation for the facebook messenger. You start to
behavior think, “Wow my other friends were
right when they said he didn’t care
about other people.”
Confirmation bias tendency to look for and A reporter who is writing an article on
readily accept information an important issue
which fits one’s own beliefs or may only interview experts that
views and to reject ideas or support her or his views on the
views that go against it issue.
Conflict of Interest occurs when an entity or “As the President of the company, and
individual becomes unreliable the daughter of the accused, I believe I
because of a clash between have the right to express my opinion
personal (or self-serving) on the issue of alleged corrupt
interests and professional practices.”
duties or responsibilities.
Cultural Bias tendency to judge other I ate with some Koreans. They were
phenomena based on our own slurping their soup. I think that they
cultural preferences, or by the don’t have good table manners. In our
norms of a particular culture

Teacher III
country, when you are eating with
guests you have to eat with finessed.
Framing a person's decision is affected A day care center having difficulty
by the way the information with parents picking up their children
about the decision is on time started charging a fine for
presented, or framed; the being late. Some parents framed their
manner in which data is thoughts this way:
presented can affect decision “I can buy the staff’s time by paying
making the fine anyway”.
Hindsight allows people to convince An individual notices that outside, it's
themselves after an event that beginning to look a little bit gray. He
they had accurately predicted it says to himself, “I bet that it's going to
before it happened rain this afternoon”. When it actually
does rain, the individual tells himself
that he was certain that it would when
he saw the clouds rolling in earlier.
II. ACTIVITY
Determine the type of bias described from the following statements.
1. How can I accept his view that there is no God? I am a Christian.

2. Imagine that you are in your favorite cafe having some coffee. All of a sudden you hear
someone enter who is talking on their cell phone. The cafe is relatively quiet so this person’s
phone conversation is bothersome. You look up from your coffee annoyed at the intrusion
and think, “what a rude person!”
3. On a basketball tournament, Ana predicted that the Green team would win the game.
The Green team did win by 2 points and Ana said, “I told you so, I knew it!”
. An employee reports to a supervisor who is a relative or close friend and has control over
their job responsibilities, salary, and promotions.
5. A Filipino teacher who is working abroad does not agree with the Western practice of
housing their senior citizens in home for the aged institutions.
6. A 99% fat-free product or a product with only 1% fat. People preferred ‘99% fat-free’
framed product than the other one though both are the same.

Teacher III
WEEK: Week 9
MELC: 3.1 Recognize how the human body imposes limits and possibilities for transcendence
Content Standard: The learner understands the human person as an embodied spirit
Performance Standard: The learner distinguishes his/her own limitations and the possibilities for
his/her transcendence
I. DISCUSSION
HUMAN EXISTENCE IS EMBODIED EXISTENCE

1. Many of our limitation is due to our embodied beings.
2. Many things that are related to our existence as a person are related to our bodies-
age, sex, race, relationships, etc.
3. How we define ourselves is determined and delinear by our bodies.
4. Our bodies are made up of fixed boundaries that we cannot transgress
Experiences of human limitations:

1. Sickness
2. Unable to realize one’s aspirations due to limiting situations
3. Limitation of Sense Experience
4. Limitation of Knowing and Perception
5. Powerlessness
6. Mistakes
From a biological and physical standpoint, it can be recognized that the human body, although it
can perform many functions, also has limitations.
There are experiences wherein you cannot do anything when you are sick, injured, or in a medical
state of disability. Therefore, if I abuse my body, I eventually abuse myself. For the French
Philosopher Paul Ricoeur, the body is not the object of action but essentially the organ by which
human action is fulfilled. When I suffer for others, I do not say my body suffers for others but it
is I who suffers for others.
In this sense, our bodies are confined to the details about ourselves. Confine comes from the
Latin word “confinis” made of two words: con-together+ finis – end or territory. Body as
limitations, the body-related aspects about ourselves are not product of free choice. They have,
in a sense, been given to us on a permanent basis. The body is a source of frustration to many.
Some people are not happy with their physical appearance, age, sex, or familial relationships.
Frustrations of this kind out the body in a negative light as if it is some form of imprisonment.

Teacher III
II. ACTIVITY
1. Listen and Read the song “Tao lang” by Loonie and the answer the following questions.
Uy! si Loonie yun ah? Sapul sa pagkabata, sablay nung tumanda

Tara lapitan natin.. Lumakad humakbang hanggang sa madapa
Idol FlipTop tayu.. Wag kang mawawalan ng pag-asa, wag kang
Tara isa lang kuya.. Sige na... madadala
Parinig naman ng rap mo! sample naman d'yan Kung wala ka pang mali wala ka pang nagagawa
Ang ganda naman ng cap mo! arbor nalang yan Madadapa ka muna bago ka matutong lumakad
Ang yabang mo naman! wala ka bang kanta na Ang buhay ay utang, hulugan ang bayad
bago? Kaya wag kang matakot magkamali
Bakit wala kang battle? Takot ka bang matalo? Pero alalay lang wag kang masyadong magmadali
Ha? Yan ang sabi sa akin ng aking itay
Na pinapaalala palagi sakin ni inay na kadalasan
Paulit-ulit ang tanong ng mga tao ay
Wag sanang apurado, anong magagawa ko? Hindi nasusunod
Wala akong maisip, masyado pang mainit Ayoko ng sumali, gusto kong manuod
Akala mo tuloy mukhang suplado pag tahimik Minsan wala ng gana, ayoko ng mag Rap
Pagod lang talaga, galing gig Tuguegarao Kase akala ko dati, alam ko na lahat
Walong oras sa van, tatlong oras sa kalabaw Yun pala kulang pa ang kaalaman kong labis
Tapos pag uwi ko pa para bang hindi ko malaman Ngayon alam ko na kung ba't may pambura ang
Kung bakit ang buhay ko ay para bang naging lapis
pelikula
Mali ba na magkamali ang 'sang tulad ko
Laging puyat! Nagkalat ang papel na nilamukos Ako ay tao lang din naman na tulad mo
Andame ng kapeng ipinautos Ano ba ang dapat na gawin
Tinta ng aking bolpen, malapit ng maubos Dapat bang kamuhian o dapat ba na tularan ang
Isang patak na lang pero aking ibubuhos 'sang tulad ko na tao lang
Mali ba na magkamali ang 'sang tulad ko Pasensya na, tao lang

Ako ay tao lang din naman na tulad mo Pasensya na, tao lang
Ano ba ang dapat na gawin Pasensya na
Dapat bang kamuhian o dapat ba na tularan ang
'sang tulad ko na tao lang
Pasensya na, tao lang


Teacher III
Pero di ba tao ka lang din, hindi mo ba napansin?
Kahit anong taas mo na, titingala ka pa rin
Kahit planuhin mong mabuti, bakit ganun pa din? Answer the following questions.
Di maiwasan na magkamali kahit anong gawin
Kadalasan, nangyayari ay ang kabaliktaran a. Underlined at least 5 Limitations of
Marami kang detalye na makakaligtaan Man that you can relate on.
Mamamali ka ng daan lalo kung wala kang
g'anong alam
Ano magagawa mo? Tao ka lang b. After you determine your limitations
Napapagod, natatakot, naiinip based on the lyrics. What are the
Natatawa, nagtataka, naiinggit things you can do to improve or
Nangangawit, nagagalit, nabibigla
Nalulungkot, nauutot, nahihiya overcome these limitations?
Natutukso, nakukonsensya, nauubusan din ng
pasensya c. One the lyrics says “ Mali ba
Nasasaktan, nagmumura pero nagmamahal pa rin
kahit natuto na
magkamali ang sang tulad ko, ako’y
tao lang din naman na tulad mo”.
Mali ba na magkamali ang 'sang tulad ko Question: Dahilan baa ng pagiging “tao
Ako ay tao lang din naman na tulad mo lang” sa ating pagkakamali?
Ano ba ang dapat na gawin
Dapat bang kamuhian o dapat ba na tularan ang
'sang tulad ko na tao lang d. “Pasensya na tao lang”
Mali ba na magkamali ang 'sang tulad ko Question: Pwede bang idahilan ang
Ako ay tao lang din naman na tulad mo (tao lang pagiging tao sa ating pagkakamali?
pasensya na)
Ano ba ang dapat na gawin (ano ba) Bakit?
Dapat bang kamuhian (ano ba)
O dapat ba na tularan ang 'sang tulad ko na tao
lang

Kagaya mo, tao lang
Pasensya na... tao lang
Pasensya na, tao lang..
Pasensya na, sorry naman

Kung pwede lang sanang isoli na lang
Pasensya na
Teacher III
WEEK: Week 10
MELC: 3.1 Recognize how the human body imposes limits and possibilities for transcendence
I. DISCUSSION
HUMAN EXISTENCE IS EMBODIED SPIRIT
1. Edward Calasanz: “I am not just a body. My body in this sense, being mine, being the
person that I am, is my identity. As an embodied spirit, we live in a world not of things but in a
world where we create meanings in our everyday experiences.
2. In our embodiment, we experience our limitations and our capacity for transcendence.
Human subjectivity embraces my own limitations and my capacity to create meanings before
unchangeable realities (transcendence)
3. In the midst of our limitations, we can still be free for we have the power to create
meanings in our lives; this is where hope comes in. Hope is the reality of embracing our
limitations, and from this moment of acceptance, we elevate our lives to a higher form of
existence
Experiences of human transcendence:

1. The Life of Victor Frankl
2. French Revolution (man as the captain of his destiny; liberty, equality)
3. Scientific Revolution
5. The Story of Nick Vujicic
Human subjectivity is both an experience of limitedness and transcendence; it is a

manifestation of what we cannot do and what we are capable of doing (potentials). Human
subjectivity is both an experience of limitedness and transcendence; it is a manifestation of
what we cannot do and what we are capable of doing (potentials). Our human subjectivity as
situated in a world, not of things, but of meanings, leads us to the Question of Being.

Teacher III
What is being” then primarily deals with the disclosure of the truth of beings in terms of their
nature (what-ness) and their existence (that-ness). Hence, “What is Being” is answered when
man creates-discovers meanings in the light of his situatedness in the world.
According to Martin Heidegger: “The being of beings is aletheia, or the process of revealing and
concealing where being emerges in our consciousness.”
II. ACTIVITY
Share it, Learn from it!
Direction: Share your experience on how you have recognized/acknowledged your limitations
(in different ways) and how you were able to surpass it. You may present it through:
 Essay
 Drawing/Painting
 Wordle/Doodle
 Slogan
 Singing
 Dancing (interpretative)
 Monologue (acting)

Teacher III
WEEK: Week 11
MELC: 3.2 Evaluate own limitations and the possibilities for their transcendence
I. DISCUSSION
HUMAN PERSON AS EMBODIED SPIRIT
Ancient Thought
The Church says: the body is a sin. Science says: The Body is a machine. Advertising says: The
body is a business. The body says: I am a fiesta.
1. Plato
According to Plato, man has an immortal soul and perishable body. The soul has tripartite
nature consisting of a) a soul or an immortal rational part, b) spirited part and c) an appetitive
part. Plato said that soul is then giver of life to the body, the permanent, changeless and divine
element as opposed to the changing, transitory and perishable body. This makes the human
being a soul using the body.
2. Aristotle
Aristotle disagrees with Plato’s dualism which implies the concept of “otherworldliness”.
Aristotle believes that there is no dichotomy between the person’s body and soul. The body
and soul for Aristotle are in a state of unity. They are inseparable. Hence, unlike Plato, Aristotle
believes that we cannot talk about the soul apart from the body and vice versa.
Aristotle, the general definition of the soul involves the concept of life. Thus, the soul for
Aristotle is the principle of life. This suggests, therefore, that anything that has life has a soul.
3. Medieval Christian Philosophy: St. Augustine
St. Augustine believes that human being is restless being, continuously searching for restful
waters, wanting to attain restful life. He says that man consists of soul and body, “a soul in
possession of a body” which “does not constitute two persons but one man. The human soul is
an immaterial principle which animates the body.

Teacher III
Contemporary Approach
1. The Modern Period and the Primacy of the Mind over the Body
Rene Descartes divide the body and soul. This is through the formulation of the concepts of
“cogitans (thinking thing) and res extenza (the extended thing)”. He has shown that the
foundation of all certitude is cogitos, the thing that thinks whose existence cannot be doubted,
a certain priority has given to the self as a thinking being. This is also means the greater
importance is given to the minds activity-thinking.
Impact of the Priority given to the mind over the body.
a) Perception over Manual Labor
b) View Against women
2. Phenomenology
It is the study of the development of human consciousness & self-awareness concerning
existence.
a. According to the statement of Edmund Husserl’s
“BACK TO THE THINGS THEMSELVES”. In other words, people have become too abstractive in
their thinking, they have forgotten how we live and be immersed in everyday life. One of the
effects of this detached way of living is growing lack of sensitivity among persons.
b. The phenomenologist, Gabriel Marcel, describes this experience as living in a broken
world, described through the metaphor of a broken watch. Everything is is place- the glass, the
numbers, and the hands but if you put it close to you heart you won’s hear it ticking. It is as if its
heart has stopped beating.
He also said that “I not only have a body; I am this body”. He differentiate the body as an object
and body as subject.
3. The Intelligent Body, the Embodied Mind.
Maurice Merleau-Ponty pointed out that there is no experience that is not embodied
experience. That the body has knowledge. The body learn things long before we become
conscious of what it learns. We learn with our bodies.

Teacher III
II. ACTIVITY
Express Yourself
Direction: Make a short spoken poetry on how you can explain Gabriel Marcel’s “I not
only have a body, I am my body”. Provide examples.
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Teacher III
WEEK: Week 12
MELC: 3.2 Evaluate own limitations and the possibilities for their transcendence
I. DISCUSSION
THE TRANSCENDENTAL CHARACTER OF HUMAN EXISTENCE
1. The Human Person as Individual Being
Do you sometimes feel like you don’t love your life? Like, deep inside, something is missing?
That’s because we are living someone else’s life. We allowed other people to influence or
determine our choices—we are trying to please their expectations. Social pressure is
deceiving—we all become prey without noticing it. Before we realize we lost control of our
lives, we end up envying how other people live. We can only see the greener grass—ours is
never good enough. To regain that passion for the life you want, you must recover
ownership of your choices. Live Your Life for You, Not to Please Expectations
(GustavoResetti, 2018)
The living is living of one’s life. My Life is mine. While I can see other lives, I cannot love
them the way I live my life or the way my neighbor lives. Life means a life of each one of us.
It involves my being alone”. – Jose Ortega y Gasset
2. The Human Person as Embodied Subjectivity
Human subjectivity is both an experience of limitedness and transcendence; it is a
manifestation of what we cannot do and what we are capable of doing (potentials). Human
subjectivity is both an experience of limitedness and transcendence; it is a manifestation of
what we cannot do and what we are capable of doing (potentials). Our human subjectivity
as situated in a world, not of things, but of meanings, leads us to the Question of Being.
What is Being” then primarily deals with the disclosure of the truth of beings in terms of
their nature (what-ness) and their existence (that-ness). Hence, “What is Being” is answered
when man creates-discovers meanings in the light of his situatedness in the world.
According to Martin Heidegger: “The being of beings is aletheia, or the process of revealing
and concealing where being emerges in our consciousness.”

Teacher III
3. The Human Person as Moral Being
The moral sense refers first and foremost to our predisposition to evaluate some actions as
virtuous, or morally good, and others as evil, or morally bad. Morality, thus, consists of the
urge or predisposition to judge human actions as either right or wrong in terms of their
consequences for other human beings. In this sense, humans are moral beings by nature
because their biological constitution determines the presence in them of the three
necessary conditions for ethical behavior. These conditions are (i) the ability to anticipate
the consequences of one's own actions; (ii) the ability to make value judgments; and (iii) the
ability to choose between alternative courses of action. These abilities exist as a
consequence of the eminent intellectual capacity of human beings.
The ability to establish the connection between means and ends happens to be the
fundamental intellectual capacity that has made possible the development of human
culture and technology. The ability to anticipate the future, essential for ethical behavior, is
therefore closely associated with the development of the ability to construct tools, an
ability that has produced the advanced technologies of modern societies and that is largely
responsible for the success of humans as a biological species.
Source: www.nasonline.org/SACKLER_Human_Condition.
4. The Human Person as Spiritual Being
• Christianity: Created in the image of God, man is both a corporeal and spiritual being.
Bound to the external world, he also transcends it. Besides being a bodily creature, as a
spirit he is a person. This truth about man is an object of our faith, as is the biblical truth
about his being constituted in the "image and likeness" of God.
• Hinduism: It is the spiritual that endures and is ultimate real. The human aspiration is
to move to the divine. What we believe is how we live; if our beliefs are in error, then our
lives will be unhappy. The acceptance of direct awareness as the only way to understand
what is real. Indians find this direct perception through spiritual exercise called “yoga”. It is
an inner experience of oneness with all creation.
• Buddhism: There is a preoccupation with the inner life- the road to enlightenment also
called “Nirvana” that stretches not outward but inward. To understand nature and the
universe, we must turn within. Nirvana means that state in which one is absolutely free
from all forms of bondage and attachment. It means to overcome and remove the cause of

Teacher III
suffering. It is also the state of perfect insight into the nature of existence. This can be
achieve trough meditation.
II. ACITIVITY
POP (PSLAMS AND PRAISES) SONG FESTIVAL

Guidelines:
1. This activity is compost of 5 to 7 members.
2. Each group must prepare a “MASH UP SONG” containing three (3) psalms and three (3)
praises/worships songs. The presentation must not exceed 5 minutes.
3. Each group must provide their own musical instruments. Any type of musical instrument
is allowed except drums.
4. The criteria below will be used to evaluate the performance of the participants.

Teacher III
WEEK: Week 13
MELC: 3.2 Evaluate own limitations and the possibilities for their transcendence Content
Standard: The learner understands the human person as an embodied spirit
I. DISCUSSION
EVALUATE OWN LIMITATIONS AND POSSIBILITIES
1. Forgiveness
When we forgive, we are freed from our anger and bitterness because of the actions and or words
of another. On the other hand, the hardness of our heart is reinforced by whole series of rational
arguments. Your road to forgiveness is your own.
“People hurt each other. It happens to everyone. Intentionally or unintentionally, regretfully or

not. It’s a part of what we do as people. The beauty is that we have the ability to heal and forgive.”
– Adi Alsaid
2. The Beauty of Nature

For a hug, for every sunrise and sunset, to eat together as a family these kinds of experiences can
be truly moment of grace. They touch us deeply and the human heart is spontaneous lifted.
During this experience, we need to offer praise.
"In nature, nothing is perfect and everything is perfect. Trees can be contorted, bent in weird
ways, and they're still beautiful." "Those who contemplate the beauty of the earth find reserves
of strength that will endure as long as life lasts." ... “If you truly love nature, you will find beauty
everywhere.” -Alice Walker
3. Vulnerability
Vulnerability in this context can be defined as the diminished capacity of an individual or group
to anticipate, cope with, resist and recover from the impact of a natural or man-made hazard. To
work in the office or study in school, without acknowledging the help of others people in our
lives. Such moments of poverty and dependence on others are not sign of weakness but being
true with ourselves.

Teacher III
Vulnerability is not winning or losing; it’s having the ourage to show uo abd be seeb when we
have no control over the outcome. Vulnerabilty is not weakness; it’s our greatest measure of
courage”. – Brene Brown
4. Failure
Our failures force us to comfort our weaknesses and limitations. When a relationship fails, when
a student fails a subject, when our immediate desires are not met, we are confronted with the
possibility of our plans, and yet, we are force to surrender to a mystery or look upon a bigger
world. Such acceptance of our failures makes us hope and trust that all can be brought into good.
Even if we have sinned, as St. Augustine had, there is hope and forgiveness.
“A Person who never made a mistake never tried anything new” –Albert Einstein
5. Loneliness
Our loneliness can be rooted from our sense of vulnerability and fear of death. This experience
is common. However, it is our choice to live in an impossible world where we are always “happy”
or accept a life where solitude and companionship have a part. With our loneliness, we can realize
that our dependence on others or gadgets is a passiveness that we can be free from.
“Sometimes, you just need break. In a beautiful place. Alone. To figure everything out”. –
Everyday Power
6. Love
To love is to experience richness, passivity, and transcendence. Whether in times of ecstatic
moments or struggles, the love for a friend, between family members or a significant person, can
open in us something in the other which takes u beyond ourselves. Life is full of risks, fears and
commitment, pain and sacrificing and giving up things we want for the sake of the one we love.
In a Buddhist views, the more we love, the more risks and fears there are in life.
“In the end, only three things matter: How much you loved, How gently you lived, and how
gracefully you let go of things not meant for you”. -Buddha

Teacher III
II. ACTIVITY
Listen in the recording of Roman Guevara entitled “Success Busters”. After listening list all the
success busters he mention and determine how to overcome these.
SUCCESS BUSTERS HOW TO OVERCOME

1
Reflection: Take some time to reflect and look at yourself in the mirror. Identify those success
busters that challenges you at present. Why do you think it make you limited on the things you
want to do. Then, think of your dreams or aspirations and ask yourself whether it was possible
to achieve those goals despite of your limitations/success buster/s.
After asking yourself these questions, write a long letter of reconciliation addressing your
limitations and potentials expressing everything you feel and think about it.

Teacher III
WEEK: Week 14
MELC: 4.1 Notice things that are not in their proper place and organize them in an aesthetic
way
Content Standard: The learner understands the interplay between humans and their
environments
Performance Standard: The learner is able to demonstrate the virtues of prudence and frugality
towards his/her environment
I. DISCUSSION
THE IMPORTANCE OF THE ENVIRONMENT
The environment is an important issue even when society is faced with socio-economic crises. It
matters because Earth is the only home that humans have, and it provides air, food, and other
needs (Kinhal, V., 2020).
1. Ecosystem Importance
Humanity's entire life support system depends on the well-being of all the species living on
earth. Our basic needs come for our environment. The economy or the industries depend on
raw materials that we get from the environment.
2. Air and Water Quality and Disaster Control
Trees and forests in the environment play an important role in regulating air, water and
climate. Trees sequester oversupply of greenhouse gases that warm the earth. Forests and
Mountain Ranges like the Sierra Madre blocks and weaken typhoons.
3. Biodiversity
Biodiversity is the sum of diversity at various levels: ecosystems, species, populations and
genes. Healthy biodiversity balances the ecosystem. Food chains and food webs are in
harmony. Pestilence can be avoided. Food supply is guaranteed.
4. Natural Beauty
People enjoy nature for recreation and tourism. A philosopher said beauty is the only reality,
and it is indeed! Our spirituality and our appreciation of arts are enhanced with our love for
mother nature.

Teacher III
5. Earth Is Humanity's Only Home
All goods and services used by humanity come directly or indirectly from the earth and its
environment. It is the only living planet and we can’t afford to lose it.
ROLES OF MAN TOWARD THE ENVIRONMENT

Man's role in nature seems to divide naturally in two parts (Gowan, 2010):
1. Dispersal of Earth-Life
This suggests an Earth-oriented role, manifesting socially as Science; which puts man at the
center more valuable than the environment or nature itself. Thus, man considers himself at the
helm and the environment at his control.
2. Enhancement and development of the self-awareness and creativity
This role is Universe-oriented, manifesting socially as Art and Religion, in all their form; which
puts both man and nature side by side as co-existing entities. Man using his “powers” to
develop himself and all around him.
II. ACTIVITY
Nature Walk or Gardening Photo-Essay
Direction: As you conduct a nature walk or gardening, take pictures and write your reflection on
this activity.

Teacher III
WEEK: Week 15
MELC: 4.2 Show that care for the environment contributes to health, well-being and sustainable
development
environments
I. DISCUSSION
ERIC FROMM’S ENVISIONED SOCIETY
Fromm (1976) proposed a new society with:
1. Happiness, process of ever-growing aliveness
2. Freedom, not a bundle of greedy desires
3. Joy, comes from giving and sharing
The new society encourages the emergence of a new human being that will foster prudence
and moderation or frugality towards environment. Fromm reasons that his new society is a
synthesis of the City of God and Earthly City which is not a place where choice between selfish
materialism and the acceptance of the Christian concept of God manifest (Ramos, 2017). When
this happens, chaos is avoided and thus the City of Beings (Fromm, 1976) is established.
The principles of Fromm’s new society crosses every fabric of human life; for protecting nature
needs focused conservation, action, political will and support from industry. If all these sectors
agree on the same goals, the possibility of change would be considerably greater. The
happiness, freedom and joy we experience is something that we share with our environment
and when we do so, it becomes more meaningful to our existence.
II. ACTIVITY
ESSAY:
1. Is human progress or progress of society possible without abusing the environment? yes
or no? why?
2. Did you ever wonder about the implication of the term Mother Earth? Why not father
Earth? Explain your insights.
Teacher III
WEEK: Week 15
MELC: 4.3 demonstrate the virtues of prudence and frugality towards environments
environments
I. DISCUSSION
HOW TO BE PRUDENT AND FRUGAL TOWARDS THE ENVIRONMENT
The following ten simple things can be done by you to help protect the earth
(oceanservice.nooa.gov):
1. Reduce, reuse, and recycle. Cut down on what you throw away. Follow the three "R's"
to conserve natural resources and landfill space.
2. Volunteer. Volunteer for cleanups in your community. You can get involved in
protecting your watershed, too.
3. Educate. When you further your own education, you can help others understand the
importance and value of our natural resources.
4. Conserve water. The less water you use, the less runoff and wastewater that eventually
end up in the ocean.
5. Choose sustainable. Go green! Go with products that are reusable and recyclable and
does not pose threat toward the environment.
6. Shop wisely. Buy less plastic and bring a reusable shopping bag.
7. Use long-lasting light bulbs. Energy efficient light bulbs reduce greenhouse gas
emissions. Also flip the light switch off when you leave the room!
8. Plant a tree. Trees provide food and oxygen. They help save energy, clean the air, and
help combat climate change.
9. Don't send chemicals into our waterways. Choose non-toxic chemicals in the home and
office.
10. Bike more. Drive less.
III. ACTIVITY
A. Poster Making

Teacher III
Direction:
Things to bring:
a) Velum Paper 8.5 x 13 (long)
b) Coloring Materials
Instructions:
1. Make a poster about how human activities affects natural environment- soil, air &
water.
2. At the back part of the velum paper answer this question.
“What are some concrete actions that you can do to help our environment?”
B. ENVIRONMENTAL CAMPAIGN
Instruction: The students will think a one day school-based activity to restore the order &
harmony of the natural environment

Teacher III
WEEK: Week 16
MELC: 5.1 Evaluate and exercise prudence in choices
Content Standard: The learner understands the human person’s freedom
Performance Standard: The learner shows situations that demonstrate freedom of choice and
the consequences of choices
Preliminary Activity
Write down 3 things that you would do if you were granted an absolute freedom for a day.
Imagine that Pres. Duterte & all leaders in the world would put up a global election asking
someone if they wanted an absolute freedom to be granted to everyone. Would you give a
yes-vote or no-vote? Why?
I. DISCUSSION
FREEDOM OF THE HUMAN PERSON
 Negative Freedom
It refers to the “absence of interference”. By the transference, when something that is
intentionally imposed on a person. One is free, in the negative sense, when she does not
experience either forms of block, coercion or interference.
I am negatively free “to the degree to which no human being interferes with my activity:
to the extent that I enjoy unimpeded and
coerced choice” (Pettit, 1997)
 Positive freedom
It is a kind of freedom that requires active effort on the person who is said tobe free.
The effort is exhausted in the “control or mastery of themselves and so has the strength
to do what is good.”
“A man divided against himself. A person who is deemed to be free in the positive sense
is one who, like a Greek hero, is able to steer the many headed monster that is within
oneself, so that all may follow a single direction. (Pettit, 1997)
II. ACTIVITY
Teacher III
Answer the following Philosophical Questions and support your answers based from the
arguments or statements of different philosophers.
o Should freedom be absolute?
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o How free we are free?
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o Is there a real freedom?
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o Is freedom should be limited, what would be its limits?
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Teacher III
WEEK: Week 17
MELC: 5.2 realize that: a. Choices have consequences. b. Some things are given up while others
are obtained in making choices
I. DISCUSSION
REALIZE THAT “ALL ACTIONS HAVE CONSEQUENCES
A. ARISTOLE – THE POWER OF VOLITION
 Volition is the faculty or power of using one's will. "without conscious volition she
backed into her office" · if there were no intellect, there would be no will · 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. This is borne out by: ¨ our inner awareness of an aptitude
to do right or wrong ¨ the common testimony of all human beings ¨ the rewards and
punishments of rulers and ¨ the general enjoyment of praise and blame · Moral acts are
in our power and we are responsible for them · Character or habit is no excuse for
immoral conduct · For Aristotle, a human being is rational. 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 will can its legislation be turned
into action. Our will is an instrument of free choice. Reason, will and action drives each
other.
B. 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 man as a moral
agent · Through our spirituality, we have a conscience. Whether we choose to be good
or evil becomes our responsibility · Human beings therefore has a supernatural
transcendental destiny · If a human being perseveringly lives a righteous and virtuous
life, he transcends his mortal state of life and soars to an immortal state of life ·
Perfection can only be done in cooperation with God ·

Teacher III
Aquinas’ 4-fold classification of laws
1. Eternal law
2. Natural law
3. Human law
4. Divine law
C. ST. THOMAS AQUINAS: SPIRITUAL FREEDOM ·

 God is love and love is our destiny. St. Thomas wisely chose and proposed Love rather
than law to bring about the transformation of humanity. For love is in consonance with
humanity’s free nature, for Law commands and complete; love only calls and invites · St.
Thomas emphasizes the freedom of humanity but chooses love in governing humanity’s
life · Since God is love, then Love is the guiding principle of humanity toward his self-
perception and happiness – his ultimate destiny
A. JEAN PAUL SARTRE: INDIVIDUAL FREEDOM ·

 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 ¨ The person is
provided with a supreme opportunity to give meaning to one’s life. In the course of
giving meaning to ones’ life, one fills the world with meaning ¨ 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.
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, to
be conscious, is to be free to imagine, free to choose and be responsible for ones’ life
E. THOMAS HOBBES – THEORY OF SOCIAL CONTRACT ·

 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 of his life or takes away the means of
preserving the same; and to omit that by which he thinks it may be best preserved. ·
Hobbes conclude that in order to preserve our lives

Teacher III
1. We should seek peace (firsts law of nature)
2. Mutually divest ourselves of certain rights (CONTRACT)
3. That person be willing when others so too
4. To lay down this right to all things
5. And be contented with so much liberty against other people, as he would allow other
people against himself
I. ACTIVITY
Explain what freedom means by the use of the letters of FREEDOM. Make this an acrostic
poem

Teacher III
WEEK: Week 18
MELC: 5.3 Show situations that demonstrate freedom of choice
I. DISCUSSION
What is Freedom?
Freedom or liberty is a social and political concept which has great significance in how people
participate in society. · The concept of freedom has emerged as an important philosophical
issue in the 18th century Europe during the age of enlightenment. · Enlightenment thinkers
believed that early man existed in a “natural state” and had absolute freedom. · However, the
establishment of societies required people to surrender some of their freedom in order to live I
harmony with others and ensure the survival of society · In establishing a society, people
entered into a “social contract which defined the freedoms that they will be enjoying as
members of a society and the state ·
A. Freedom in a political and social context

The freedom of an individual from oppression, compulsion, or coercion from other persons, an
authority figure, or from society itself. · Political freedom consists of two types of liberties:
 Positive liberty refers to a person taking control of his or her own life and fulfilling
one’s potential
 Negative liberty is freedom from external restraint, barriers, and other interferences
from other people.
POLITICAL IDEOLOGIES ON HUMAN LINBERTY
 LIBERALISM- upholds the preservation of individual rights and stresses the role of the
government in protecting the civil liberties
 LIBERTARIANISM - believes that the individual, not the government, is the best judge in
upholding and exercising rights
 SOCIALISM - considers freedom as the freedom to acquire economic resources and the
ability to work and act according to one’s desires.
B. FREEDOM also entails the recognition of certain rights and entitlements of persons.
 NATURAL RIGHTS refer to rights which are innate in the person such as right to
life. These rights are considered universal and inalienable ·

Teacher III
 LEGAL RIGHTS are rights that are based on society’s customs and laws and are
enacted by legislation enforced by the government. The enjoyment of these
rights is based on citizenship
C. THEOLOGICAL VIEWS define freedom as freedom from sin and living a life of
righteousness. Christians define freedom in context of living in accordance with the will
of God
WHAT MAKES US FREE? HOW DOES FREEDOM SHAPE OUR EXPERIENCE?

FREEDOM in its simplest sense is the freedom to make choices in life. Philosophers
relate human freedom to the concept of human agency, which refers to the capacity of a
person to act and exert control over his or her behavior. HUMAN FREEDOM is expressed in
two ways: -
1. Freewill = the capacity to choose from alternative courses of action or decision; and
2. Free action = the freedom to perform an action without any obstacles or hindrances ·
PERSPECTIVE REGARDING THE NATURE OF FREE WILL AND HOW IT INFLUENCE HUMAN
ACTION
 The faculties’ model refers to free will as the use of our mental faculties. It assumes
that we have free will due to our intellect and that each human action is based on
rationality and sound judgments.
 The hierarchical model = argues that freewill is based on human wants and desires.
An individual is faced with various wants and desires that need to be met. A person
exercises freewill when he or she identifies one desire as acceptable and decides to
act on it.
 The reason responsive view - believes that man has free will because he or she is
able to entertain reasons not to enact a certain decision and act upon them when
the need arises. For example, a person decides to cross the street but sees a car
rapidly approaching. He or she exercises free will by choosing not to cross the street
and allow the speeding car to pass
WHAT CAN PREVENT US FROM EXERCISING FREEDOM?

1. Constraints on free action include external obstacles such as prohibitions, laws, and
other social controls imposed by society
2. Disability or sickness, or coercion by other person
3. Weather, accidents or poverty
4. Manipulation and brainwashing ·

Teacher III
DETERMINISMVS. FREE WILL
 Determinism- believes that every event in the world is brought about by
underlying causes or factors. If man is free indeed, how can he exercise his free
will and action in a world where events are already determined by outside
forces? (example a person with terminal illness)
 Marxism - believe that society imposes certain controls on people, and that a
person’s social group largely influences how he or she thinks or acts. This view
believes that man is essentially constrained by society. –
 Theologians discuss free will against the concept of omniscient God. Most
theologians agree that God, despite being all-knowing, grants us the ability to
choose our actions. God’s grace however enables us to be guided toward
welfare, growth and salvation.
HOW CAN WE EFFECTIVELY EXERCISE FREEDOM IN OUR LIFE?

1. Moral responsibility (refers to a person’s status of deserving a praise and reward, or blame
and punishment for an action.) ¨ Christian doctrine establishes that all good , moral actions will
result in rewards such as blessings and salvation, while evil deeds merit punishment both in this
world and in the afterlife
2. Control and regulation are necessary in the responsible exercise of freedom
3. Our interactions with other people in society adopting the concept of social contract.
II. ACTIVITY
A. SPOKEN WORD POETRY:
Guidelines:
1. Each students must create/ compose their own spoken poetry with a theme “Malayang hindi Malaya”
2. Students must prepare a printed copies of their own spoken piece.
3. Students will be given a maximum of 5 to 7 minutes to recite or deliver his/her piece (for online class a
video recording will be use).
4. Appropriate attire for the spoken piece should be worn during the performance.
5. Sounds, instrumental or musical background are allowed to complement the delivery. No deduction shall
be made if the contestant opts not to have a musical background.
6. The criteria below will be used to evaluate the performance of the students.
CRITERIA PERCENTAGE
Poetic Content , Message & Theme Significance 30%
Delivery and Mastery 20%
Originality and Creativity 20%
Voice Variation and Projection 20%

Over-all Impression & Impact 10%
TOTAL 100%
Teacher III
B. Quiz
1. The absence of the interference. 6. The ability of the person to act out of his or
a. Negative Freedom her own will and determination.
b. Positive Freedom a. Responsibility.
c. Physical Freedom b. Empathy
d. Psychological Freedom c. Sympathy
e. Moral Freedom d. Voluntariness
2. The absence of any physical restraint. e. Altruism
a. Negative Freedom 7. The ability to accept consequences of his or
b. Positive Freedom her action.
c. Physical Freedom a. Responsibility.
d. Psychological Freedom b. Empathy
e. Moral Freedom c. Sympathy
3. Freedom of choice. d. Voluntariness
a. Negative Freedom e. Altruism
b. Positive Freedom 8. The following are examples of negative
c. Physical Freedom freedom except:
d. Psychological Freedom a. Verbal coercion
e. Moral Freedom b. Issuing threats
4. Freedom in a manner that upholds human c. Prejudice
dignity and goodness. d. All of the above
a. Negative Freedom e. None of the above
b. Positive Freedom 9. “I am negatively free to the degreeto which
c. Physical Freedom no human being interferences with my activity.”
d. Psychological Freedom a. Gabriel Marcel
e. Moral Freedom b. Isiah Berlin
5. Freedom is the exercise of intellect and free c. Soren Kierkegard
will. Freedom is extrinsic and essential property of d. Jean-Paul Sartre
the person. e. Emmanuel Levinas
a. Both statements are true. 10. Existence precedes essence.
b. Both Statements are false. a. Gabriel Marcel
c. The first statement is false. The second b. Isiah Berlin
statement is true. c. Soren Kierkegard
d. The first statement is true. The second d. Jean-Paul Sartre
statement is false. e. Emmanuel Levinas
6. Freedom is the exercise of intellect and free
will. Freedom is extrinsic and essential property of
the person.
a. Both statements are true.
b. Both Statements are false.
c. The first statement is false. The second statement
isMARNIE
true. ROSE B. TERCENIO
Teacher IIIstatement is true. The second statement
d. The first
Senior
is false High School Department
WEEK: Week 19
MELC: 6.1 Realize that intersubjectivity requires accepting differences and not imposing on
others
Content Standard: The learner understands intersubjective human relations
Performance Standard: The learner performs activities that demonstrate an appreciation for
the talents of persons with disabilities and those from the underprivileged sectors of society
Preliminary Activity (Optional)

GROUP ACTIVITY: ACTION SITUATIONS
Each group will come up with an action situation that they will portray through pantomime. The
action situations will be discretely written on paper, then submitted to the teacher. This activity
should be composed of an actor and object acted on. The action situation should be phrased as
follows:
Washing laundry (Actor’s action) on the washing machine (actor’s object). One member will
take the role of the actor and another member will play the role of the object (act like a
washing machine)
Guide questions
1. How did you feel while playing the role of an object?
2. Can you give real life situations when persons are turned into objects?
3. Can you treat the person as a thing without hurting his feelings?
I. DISCUSSION
WHAT DOES INTERSUBJECTIVITY MEAN?
 Human being is not an object. You cannot just treat a person as a thing without hurting
their feeling. This is because the human person also has an inner reality insulated in the
concept of an embodied spirit. This is the reson, humans are expected to treat other
others as fellow subjects, and not as objects in relation of the subjects. This relationship
among subjects is what philosophers called “intersubjectivity”.
 Intersubjectivity is a structure of relationship supported by genuine communication.

Teacher III
II. ACTIVITY
Study the lyrics of the song “Sound of Silence. Does the song explain intersubjectivity? How?
"The Sound Of Silence" People talking without speaking

Simon & Garfunkel People hearing without listening
People writing songs that voices never
Hello, darkness, my old friend share
I've come to talk with you again No one dared
Because a vision softly creeping Disturb the sound of silence
Left its seeds while I was sleeping
And the vision that was planted in my
brain "Fools," said I, "You do not know
Silence like a cancer grows
Still remains
Hear my words that I might teach you
Within the sound of silence
Take my arms that I might reach you."
But my words like silent raindrops fell
In restless dreams I walked alone
And echoed in the wells of silence
Narrow streets of cobblestone
'Neath the halo of a streetlamp
I turned my collar to the cold and damp And the people bowed and prayed
To the neon god they made
When my eyes were stabbed by the
And the sign flashed out its warning
flash of a neon light
In the words that it was forming
That split the night
And touched the sound of silence And the sign said, "The words of the
prophets
Are written on the subway walls
And in the naked light I saw
Ten thousand people, maybe more And tenement halls
And whispered in the sounds of silence.
Answer the following questions
1. What does lines form the Sound of Silence mean?
People talking without speaking
People Hearing without listening?
How does talking differ from speaking? Hearing from listening? Illustrate examples from
everyday life experience.
2. What kind of relationship is described in the song? Can you describe the people in the
song as “ so near yet so far?

Teacher III
WEEK: Week 20
MELC: 6.2 Explain that authentic dialogue means accepting others even if they are different
from themselves
I. DISCUSSION
FOR AN AUTHENTIC DIALOGUE TO TAKE PLACE, THE FOLLWING ARE NECESSARY:
1. I will not claim to know my fellow subject totally. I will never be able to know him or her
entirely for he/she remains “infinitely transcendent, infinitely foreign”.
2. I will “be a neighbor to the other”. “I will go beyond their social categories”, move
beyond the labels and constantly recognize the person behind the label.
3. I will admit that I do not know the other personal fully. I open myself to the possibility
that I will learn something different from him/her.
4. A genuine encounter, an authentic dialogue with another person is an encounter in
which we tame our tendency to overcome the other and imprison him/her with our
demands and expectations. It is an encounter in which we accept that the other will
never be fully the same as we are and yet still be a person.
Genuine communication entails great effort. Here are some of the things we should be saying if
we want people to truly open up to us (Faber and Mazlish)
1. Do not say that their feeling are invalid
2. Do not give advice if they are not asking for any
3. Do not philosophize about the situation as if you are above them and you truly know
what has happened.
4. Do not say “I know how you feel”
5. Do not say, “if I were you….”

Teacher III
II. ACTIVITY
Each student must write a personal note or letter to someone they want to say from the
following:
I am sorry Thank you
I want to
You’re the know you
best more

Teacher III
WEEK: Week 21
MELC: 6.3 Performs activities that demonstrate an appreciation for the talents of persons with
disabilities and those from the underprivileged sectors of society
I. DISCUSSION
A. THE STORY OF NICK VUJICIC

Nicholas James Vujicic born on December 4,
1982, is an Australian evangelist and famous
motivational speaker born with tetra-amelia
syndrome, a rare disorder characterized by the
absence of arms and legs. He was born with no
arms and no legs, Nick Vujicic has overcome
life’s challenges through strength & hope found
in God Almighty. He learned to write, operate an
electric wheelchair and use a computer with his toes. Rather than sending Nick to a
specialized school for children with disabilities, his parents sent him to a public school. After
several suicide attempts, he realized that he didn’t want his loved ones to suffer. Nick
eventually came to terms with his disability and worked on adopting a positive attitude. As
he has said “The challenges in our lives are there to strengthen our convictions. They are
not there to run us over.”
Source: https://www.awakenthegreatnesswithin.com/nick-vujicics-success-story/
B. APOLINARIO MABINI
The name Apolinario Mabini may ring a bell to some Filipinos, but most of them only
remember him either as the face etched in the coin or the contemplative paralytic man
sitting on a rattan chair. But how about his contributions? The fact that Mabini’s monument
isn’t as conspicuous as Rizal’s is already proof that he’s one underrated hero. Perhaps it’s
about time to let our ‘selfie’ generation know more about the one and only “Brains of the
Revolution” and “Sublime Paralytic.”

Teacher III
Mabini had exceptional memory. Mabini was a humble man
gifted with a superior memory, which helped him a lot in his
quest to earn a law degree.His superior intelligence started to
manifest during his first three years in the school of Tanauan
where he excelled in almost all subjects. In fact, Diego Gloria,
his academic rival at that time, admitted that Apolinario “never
complained about the length of the lessons assigned by Fr.
Malabanan; instead, he studied them conscientiously and
could recite them by heart to the last word.”
He became an achiever despite extreme poverty. Apolinario
Mabini was born to dirt-poor parents, but he never let poverty
become a hindrance in making his own success story. It is said that the young Mabini used
to walk to town–approximately 6 kilometers from his native barrio–just to study. Old folks
of Tanauan remembered him as “a quiet boy who never had any books to study with, but
who was nevertheless the exemplary student.”
II. ACTIVITY
LARAJUAN: A Photography Contest about Intersubjectivity/ Pakikipagkapwa-Tao
Guidelines:
1. Bring your best shot the shows appreciation for the talents of PWDs or those from the unpreveleged sectors
of the society.
2. Provide a printed copy and soft copy of your own photograph 3R size.
3. The photograph must have a title and one sentence description at the back of the photo.
4. The photography must be taken either inside or outside the school premises only.
5. Any kind of camera is allowed to use.
6. The criteria below will be used to evaluate the performance of the participants
CRITERIA PERCENTAGE
Content , Message & Theme Significance 25%
Photography Technique and Composition 25%
Uniqueness of the Concept & Creativity 25%
Artistic Quality & Impact 25%

TOTAL 100%

Teacher III
WEEK: Week 22
MELC: 8.1 Enumerate the objectives he/she really wants to achieve and to define the projects
he/she really wants to do in his/her life
Content Standard: The learner understands human beings as oriented towards their impending
death
Performance Standard: The learner writes a philosophical reflection on the meaning of his/her
own life
I. DISCUSSION
HUMAN PERSONS AS ORIENTED TOWARDS THEIR IMPENDING DEATH

 Death as they say is the great equalizer. All of us will die someday and as such, it is an
inevitable reality of human existence.
 For Marin Heidegger, death is the ultimate experience for mortals.
BEING-TOWARDS-DEATH
 We have become so busy in our lives that we fail to realize the reality of our impending
death. We are lost in a swirl of distraction, borrowing the phrase of Fr. Moga, that our
impending death is lost in our consciousness.
 Hence, we live our lives as lost in the crowd. We move along the current of functional
and instrumental relationships for economic gains. We are simply carried away by the
current of everyday routine.
 However, when man faces his impending death, his life-towards-death, his perspective
begins to change. Suddenly, he is awaked of the fact of where he is: a not-yet and in the
process of realizing his fullest potential as a human being.
 Manuel Dy, Jr.: “by being-in-the-world, the human person realizes that he is a not-yet.
The person, in living a life, is still to realize the fullest potential as a human being. It is in
death that the person faces the ultimate test. Accordingly, it is the fruition of man’s
being in the world.”
 Or it may allow him to experience an authentic human living, beyond mere existence, by
embracing his finitude.
 For Heidegger, being aware of his impending death, it may free him from the swirl of
distractions, the crowd existence, and begin to live an authentic human life.

Teacher III
II. ACTIVITY
Students will write an Epitaph -a phrase or form of words written in memory of a person who
has died, especially as an inscription on a tombstone.
My Epitaph
WEEK: Week 23
Teacher III
MELC: 8.1 Reflect on the meaning of his/her own life
Content Standard: The learner understands human beings as oriented towards their impending
death
Performance Standard: The learner writes a philosophical reflection on the meaning of his/her
own life
I. DISCUSSION
HUMAN FREEDOM AND MORTALITY

 On the other hand, he may choose to live an authentic human existence by the exercise
of his freedom.
 He may choose to embrace his impending death, and this opens up a world of
possibilities for him.
 He begins to value the shortness of his life, his only life that will end someday, and so
chooses to live meaningfully by valuing moments with the people he loves, by living a
life dedicated for others, by overcoming death even before he dies.
 On the other hand, he may choose to live an authentic human existence by the exercise
of his freedom.
 He may choose to embrace his impending death, and this opens up a world of
possibilities for him.
 He begins to value the shortness of his life, his only life that will end someday, and so
chooses to live meaningfully by valuing moments with the people he loves, by living a
life dedicated for others, by overcoming death even before he dies.
THE PURPOSE OF HUMAN LIFE

 Along this line, are we willing to lose our freedom, though expressed in different ways,
all for the sake of order and harmony?
 Unfortunately, with freedom comes the reality of evil.
 In freedom, we get to experience the greatest in humanity. In freedom too, through
understood differently by others, we also witnessed the worst of humanity (Hitler, Pol
Pot, Idi Amin). This is the reality of sin
II. ACTIVITY
Students will write a (1)letter of “Huling Habilin” in a stationary paper or any paper they
want to and sealed their letters in an envelope,

Teacher III

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MARNIE ROSE B. TERCENIO

THE MEANING PROCESS OF DOING PHILOSOPHY

Etymology, the word “Philosophy” comes from two

1. Science - It is called science because the investigation is systematic.

2. Principle of Non-Contradiction- it is impossible for a thing to be and not to be at the same

3. Principle of Excluded Middle – a thing is either is or is not; everything must be either be or

MARNIE ROSE B. TERCENIO

A. Define Philosophy as Science and as Life using the Venn diagram

MARNIE ROSE B. TERCENIO

MARNIE ROSE B. TERCENIO

 asks: what is the nature of reality?

 ONTOLOGY: What is the nature of existence

A. Give at least 3 philosophical questions ask in each branches of philosophy

MARNIE ROSE B. TERCENIO

MARNIE ROSE B. TERCENIO

PROCESS OF DOING PHILOSOPHY

1. Philosophy as the tendency to wonder & doubt

Sample Students’ Outputs

MARNIE ROSE B. TERCENIO

PHILOSOPHY AND ITS HOLISTIC APPROACH

MARNIE ROSE B. TERCENIO

Blind Men and the Elephant – A Poem by John Godfrey Saxe

It was six men of Indostan, Is mighty plain," -quoth he,-

The above image is an optical illusion, if you look closely,

MARNIE ROSE B. TERCENIO

1. In discussing truth, it is important to clarify knowledge, since it is through knowing that we

2. Propositions or statements which are observed to be real or truthful are considered as

How do we know if something is true?

MARNIE ROSE B. TERCENIO

These are the bases in determining truth:

I am alive. I have a body. I can breathe.

MARNIE ROSE B. TERCENIO

I AM A GOOD STUDENT I LOVE MY COUNTRY

MARNIE ROSE B. TERCENIO

How can philosophy guide us in distinguishing truth from opinion?

MARNIE ROSE B. TERCENIO

An argument is a series of statements with the goal of persuading someone of

2. The following are examples of fallacies:

Fallacy Characteristics Example

MARNIE ROSE B. TERCENIO

MARNIE ROSE B. TERCENIO

A. Tell which type of fallacies are the following statements.

2. If you break up with me, I’ll kill myself.

my Aunt Sarah who is a teacher must be unhappy with her salary.

can all win the race.

should get rid of it!

8. We won the basketball game because I wore my lucky socks.

9. The test was hard because the questions are so difficult.

has to be right. After all, she’s a doctor.

MARNIE ROSE B. TERCENIO

WHAT SHOULD WE CONSIDER WHEN LOOKING AT ARGUMENTS OR OPINIONS? (PART 2)

1. The most common biases are enumerated below:

Bias Characteristics Example

MARNIE ROSE B. TERCENIO

Determine the type of bias described from the following statements.

1. How can I accept his view that there is no God? I am a Christian.

MARNIE ROSE B. TERCENIO

HUMAN EXISTENCE IS EMBODIED EXISTENCE

Experiences of human limitations:

MARNIE ROSE B. TERCENIO