Introduction to Philosophy of the Human Person T2: Teaching Guide

Essential Topic 2: The Value of Philosophy

TOPIC / LESSON NAME
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCIES
What is Philosophy?
The learner understands the meaning and process of doing Philosophy
MINIMUM: The learner reflects on a concrete experience in a philosophical way
BEYOND MINIMUM: The learner will be able to demonstrate a broadened perspective on a given subject or
topic of inquiry.
MINIMUM:
The learner will be able to produce all forms of texts based on solid grounding on self experience and culture.
 Distinguish a holistic perspective from a partial point of view
 Recognize human activities that emanated from deliberate reflection
 Realize the Value of doing Philosophy in obtaining a broad perspective on life
 Do a philosophical reflection on a concrete situation from a holistic perspective

BEYOND MINIMUM:
 The learner will be able to systematically apply knowledge, understanding theory, and skills for the
development of the self and of local and global communities
At the end of this lesson, the learners will be able to:
1. Realize the value of doing philosophy in obtaining a broad perspective in life
SPECIFIC LEARNING OUTCOMES 2. Explain how philosophical problems are advantageous to broadening perspective
3. Demonstrate a broadened perspective on a given subject or topic of inquiry
TIME ALLOTMENT 4 sessions ( 240 minutes)

LESSON OUTLINE:
1. INTRODUCTION : Classroom Routines and Articulating Learning Objectives (10 minutes)
2. MOTIVATION : Prayers and Question and Answer Portion
3. INSTRUCTION/DELIVERY :
4. PRACTICE : Students are to explain and elaborate text ( 15 minutes)

5. ENRICHMENT : Film viewing ( 12 minutes)

6. EVALUATION : Assign texts ( 30minutes)
Introduction to Philosophy of the Human Person T2: Teaching Guide
Essential Topic 2: The Value of Philosophy
MATERIALS PROCEDURE
Copy of the literatures from different periods, teacher-made worksheets,MEETING LEARNERS’ NEEDS
copy of rubrics

Introduction to Philosophy of the Human Person

RESOURCES
DIWA Senior High School Series

INTRODUCTION (10 MINUTES)

Articulate the learning objectives.

After this session discussion on Philosophy, the students should be able to:

a. realize the value of doing philosophy in obtaining a broad perspective in life

b. explain how philosophical problems are advantageous to broadening perspective
c. demonstrate a broadened perspective on a given subject or topic of inquiry

1. MOTIVATION (10 minutes)

Prayers
To start the discussion the teacher will be raising questions such as
a. What do you know about Philosophy?
b. What is the relevance of Philosophy?
c. Why do we need to distinguish a holistic perspective from a partial point of view?

PROCEDURE MEETING LEARNERS’ NEEDS

Introduction to Philosophy of the Human Person T2: Teaching Guide
Essential Topic 2: The Value of Philosophy
2. INSTRUCTION/DELIVERY (___ minutes) Teacher Tips:
The teacher will discuss the main concepts and will be giving real life examples. Observe the students. Roam
around to ensure that each group
is doing their task correctly.
INPUT DISCUSSION (___ minutes)
After the discussion, the teacher may ask the following SAMPLE QUESTIONS:
1. What is Philosophical Inquiry?
2. What are the differences between Philosophical subjects and nonphilosophical subjects? Teacher Tips:
3. What are the different major concerns in each Philosophical Period? To better facilitate their learning,
4. What are the branches of Philosophy? give them examples; you may also
ask for examples from them.

Philosophical Inqiory
-refers to the rational, methodical, and systematic consideration of topics that are of greatest
importance to men.

Difference between Philosophical and NonPhilosophical Subjects

-Philosophical subjects differ from nonphilosophical ones because they have a fundamental importance
to a reflective person and there is a lack of general agreement on how subjects of concern may be
defined.

Pre- Philosohical Period

-Even before the birth of natural philosophy , people had already attempted to explain the origin of things
and events or occurrences in nature, characterized by religious elements or supernatural powers and
not by natural or rational explanation.

Pre-Socratic Period
- This period engages in the inquiry of searching for causes and principles of the natural world and
various phenomena

Thales of Miletus believed that the basic stuff is water.

Anaximender claimed that the universe was formed from the boundless
Anaximenes argued that air was the fundamental Element
Heraclitus claimed the “unity of the opposites”
Xenophanes claimed that there is a single god and did not subscribe to an anthropomorphic god.
Pythagoras believes that the cosmos is a structured system ordered by numbers

Socrates is best known for the elenchus or the Socratic Method, a method of question and answer which
Introduction to Philosophy of the Human Person T2: Teaching Guide
Essential Topic 2: The Value of Philosophy
aimes to provoke the one being asked to think for himself or herself and to clarify his or her conceptions
about what is asked.
Plato concluded that the concept, or the idea, is the only true reality. His works also encourage humanity
to seek what is good, what is true, and what is beautiful in the intellectual realm beyond the appearances
because the senses are often deceitful.

Aristotle believes that the perceptual and cognitive faculties of people are dependable; such belief places
humans in direct contract with the world which is to be studied and therefore engaged in substantive After every presentation, the
philosophy. teacher should: the answering,
take time to discuss the answers
Medieval Period : Scholasticism of the students.
- The medieval period in the history of philosophy is described as the confluence of faith and reason  Entertain questions.
 Clarify issues.
St. Anselm stated that the moment one utters God , God must exist because God is a perfect being and
for one to be perfect ,one must exist. Essence precedes existence.
St.Augustine promoted “the argument by analogy” against Solipsism or the philosophical idea that only
one’s own existence is the only thing that is real.

Modern Period : Rationalism, Empiricism, and Kant’s Philosophy

Rationalism is a school of thought that states that reason is the sole source of knowledge.
Empiricism states that experience is the sole source of knowledge.

Immanuel Kant and Sythetic a Priori Knowledge

Kant examined the extent to which human reason is capable of a priori (formed beforehand) knowledge.
Each school of thought espouses a conception of knowledge based on its origin gives knowledge
seekers a wider perspective and increased understanding of an important area in the life of human.

Contemporary Period : The Analytic and the Continental Tradition

Analytic Tradition
This school of thought, which dominated English-speaking countries, is concentrated on logical analysis
of language to solve the problems which beset philosophy

Continental Tradition
This tradition belief that the scientific method is insufficient to provide an explanation of the world.
Moreover, movements under the continental tradition focus on the centrality of human action as a
constitutive part, and any analysis under the continental tradition is directed toward metaphilosophy to
seek a reconstruction of what philosophy is and its role in understanding knowledge , experience and
Introduction to Philosophy of the Human Person T2: Teaching Guide
Essential Topic 2: The Value of Philosophy
reality.

PROCEDURE MEETING LEARNERS’ NEEDS

3. PRACTICE
Create a political space for students to engage themselves in order to deeper understand the value of
philosophy.

4. ENRICHMENT
The students are asked to write a reflection paper about the following statements:

1. Why do you think it is important for human beings to reflect upon themselves and their actions?
2. What do you think are the subjects of concern that matter to human beings? Why?
3. Why is analysis a necessary tool in philosophizing?

5. EVALUATION
PERFORMANCE CHECK:
Directions: Through the use of a concept map, reiterate the branches of Philosophy and its
value

Philosophy