INTRODUCTION TO

THE PHILOSOPHY
OF THE HUMAN
PERSON
Activity Sheets
(First Quarter)

Department of Education
June 2016
 Grade 11 or 12

INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON

TABLE OF CONTENTS

QUARTER 1

WEEK OBJECTIVES PAGE

NUMBER
1-3  Welcoming the Students 1-2
a. Gathering information about the
student

 Orient Students about the following:

a. DepEd’s Mission, Vision and Core
Values
b. The school’s profile, teachers and
management
c. School rules and regulations
d. Course requirements
e. Grading System
 Diagnostic Test, Checking and Item
Analysis
4– 5 DOING PHILOSOPHY 6-8
1. Distinguish a holistic perspective from
a partial point of view
2. Recognize human activities that
emanated from deliberate reflection
3. Realize the value of Doing philosophy
in obtaining a broad perspective in life
4. Doing a philosophical reflection on a
concrete situation from a holistic
perspective
6-7 METHODS OF PHILOSOPHIZING 9-11
1. Distinguish opinion from truth
2. Analyze situations that show the
difference between opinion and truth
3. Realize the methods of philosophy
lead to wisdom and truth

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 4. Evaluate opinions
8-9 THE HUMAN PERSON AS AN EMBODIED 12-13
SPIRIT
1. Recognize one’s limitations and
possibilities
2. Evaluate one’s limitations and the
possibilities for their transcendence
3. Recognize how the human body
imposes limits and possibilities for
transcendence
4. Distinguish the limitations and
possibilities for transcendence
10 – 11 THE HUMAN PERSON IN THEIR 14
ENVIRONMENT
1. Take note of environmental disorders
2. Determine things that are improperly
placed and organize them in an
aesthetic way
3. Show care for the environment
contributes to health, well-being and
sustainable development
4. Demonstrate the virtues of prudence
and frugality towards environments

QUARTER 2

WEEK OBJECTIVES PAGE

NUMBER
12- 13 FREEDOM OF THE HUMAN PERSON 15-17
1. Realize that “all actions have
consequences.”
2. Evaluate and exercising prudence in
choices
3. Rationalize that:
a. Choices have consequences
b. Some things are given up
while others are obtained in making
choices

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 4. Show situations that demonstrate
freedom of choice and the
consequences of choices
14 - 15 INTERSUBJECTIVITY 18-20
1. Realize intersubjectivity requires
accepting differences and not to imposing
others
2. Appreciate the talents of persons with
disabilities and those from the
underprivileged sectors of society
3. Explain that authentic dialogue means
accepting others even if they are different
from themselves
4. Perform activities that demonstrate the
talents of persons with disabilities and
those from the underprivileged sectors of
society
16 - 17 THE HUMAN PERSON IN SOCIETY 21
1. Recognize how individuals form societies
and how individuals are transformed by
societies
2. Compare and contrast different forms of
societies and individualities (e.g.
Agrarian, industrial and virtual)
3. Explain how human relations are
transformed by social systems
4. Evaluate the transformation of human
relationships by social systems and how
societies transform individual human
beings
18- HUMAN PERSONS AS ORIENTED 22
TOWARDS THEIR IMPENDING DEATH
1. Recognize the meaning of life
2. Enumerate the things that one wants to
achieve in life and define projects that
one intends to pursue
3. Explain the meaning of life
4. Reflect on the meaning of life

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 WEEK 1-3

ORIENTATION AND INTRODUCTION OF S.Y. 2016 – 2017

DAY ACTIVITY
1 1. Welcoming of Students
2. The Department of Education’s Mission, Vision and
Core Values
3. Teacher Introduction
4. The school’s profile, teachers and management
2 1. Self-Introduction
2. Identification of school and classroom rules and
regulations
3. Election of classroom or course officers
3 1. Introduction of the subject matter
2. Determining the grading system / attendance rules
3. Identification of subject requirement/s
4. Diagnostic test / checking / item analysis
4 1. Reflections
Guide Questions
a. How did I perform in my academics last year?
b. What are my strengths and weaknesses?
c. What are my expectations for this school year?
d. How do I use my strengths in the realization of my
expectations?
e. What characteristics should I possess in order to
achieve my goals for this school year?
2. Agreement
a. Make an advance reading on the definition of
Philosophy

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 WEEK 4 - 5
DOING PHILOSOPHY

OBJECTIVES:
1. Distinguish a holistic perspective from a partial point of view
2. Recognize human activities that emanated from deliberate reflection
3. Realize the value of Doing philosophy in obtaining a broad perspective in life
4. Doing a philosophical reflection on a concrete situation from holistic
perspective

ACTIVITY 1 (PPT11/12-Ia-1.1)

I. Look at the pictures below. What can you say about them? Describe
their similarities and differences. Write your answer in your notebook.

The two images are very different from each other but it shows how you see life,
how you solve your life's mysteries, how you discover solutions to the issues you
have in life, and how you discover your life. Both have their own style of searching
for life's quest. For the first picture I can see a cube-like thing that demonstrates
distinct fields like Politics, Economics, Psychology, Arts and so on, It’s like life you
already have the things from your surroundings all you need to do is to group it
according to its variety. While on the second picture there is a link of an unknown
website where a magnifying glass was used to obviously see it and it portrays that
now you have the information what you need to do is to find the deeper meaning of
it.

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ACTIVITY 2 (PPT11/12-Ib-1.2)

Complete the table below. Write your answer in your notebook.

ACTIONS WHAT MUST BE DONE BEFORE THE

ACTION?
1. Buying new clothes Choose if it fits in your budget
2. Choosing friends Know their personality and attitudes
3. Eating food Choose the healthy foods
4. Deciding where to study for Senior If it fits in your budget
High School
5. Attending classes in the afternoon Eat lunch before attending afternoon classes
6. Going to school Check important things
7. Visiting a friend Ask her/him if it’s okay to visit
8. Joining an organization in school Check your schedule first
9. Playing computer games Finish all your homework or your household chores
10. Buying a new gadget Don’t waste your money
11. Asking permission if you would like to Make sure to finish all the things that you must done
go out with friends
12. Helping a stranger Think if what he needs the most
13. Traveling without your family Check everything that you need
14. Going to mass or any religious Make sure I'm dressed properly
activities
15.Watching movies that are not allowed I’m going to check if it's not rated R
for your age
16. Posting your opinion or feelings in the I’ll make sure that my post won’t hurt others feeling
social media
17. Communicating to your siblings about Think if opening up with siblings is right
a conflict
18. Giving opinions I’ll make sure its sensitive and not offensive
19. Going out with the opposite sex Make sure if it’s okay to her/him and if it’s right
20. Confronting a person who verbally Make sure I'm calm and willing to speak about stuff
hurt you

ACTIVITY 3 (PPT11/12-Ib-1.3)

Answer the following questions and write your answer in your notebook.

1. Based on your answers in Activity 2, what must before making actions?

I’ll make sure if it’s relevant to my action and I’ll think carefully before making
actions.

2. Is it helpful that you do this before making actions? Why or why not?
Yes, it’s helpful. If you do stuff without thinking and suddenly do it, you might end
up regretting it and messing it all out. It's your best choice to plan everything.

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3. As a grade 12 student, what have you realized about this activity? Reflect and
explain your answer in your notebook.

I realized that doing stuff straight without thinking about it twice it would only result
in an unpleasant scenario. Without even evaluating it out, taking the actions abruptly
could cause such unfortunate events that you will never expect. So be careful with all of
your life's actions and decisions.

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 ACTIVITY 4 (PPT11/12-Ib-1.4)

What can you say about the quotation below? Do you agree with this? Express your
answers on the space provided.

Yes, I agree with the quote because you are going to face many trials, persecutions, failures, downs
and problems in life, despite this you have the option of how to handle it. You need to broaden your view
in life. Even if you face these burdens, try to look at the other side of it. Look at the brighter side, be
motivated, and don’t feel down. If you're going to have this view, you're going to become a beneficial
individual in your lives. Once you have a broad view in life, you are willing to listen to distinct views and
opinions of individuals around you, which may seem difficult to comprehend. If you don't have this, it
just stops you growing and has a poor approach to life.

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 WEEK 6-7
METHODS OF PHILOSOPHIZING

1. Distinguish opinion from truth

2. Analyze situations that show the difference between opinion and
truth
3. Realize the methods of philosophy lead to wisdom and truth
4. Evaluate opinions

ACTIVITY 1 (PPT11/12-Ic-2.1)

Choose a word from the box below.

1. Write down other related words or ideas that you can think of in relation to the
word that you chose.
2. Write your answer in a one whole sheet of paper.

Good

Great, satisfying, exceptional, positive, acceptable, satisfactory, valuable, superb,

marvelous, bad, wonderful, favorable, excellent, respectable, honest, useful, talented,

efficient, reliable, able.

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ACTIVITY 2 (PPT11/12-Id-2.2)

Supply relevant information on the topics below. Prepare a 2-3 paragraph essay for
each topic. Make sure that you include your resources and you have read the article
thoroughly. You may use the library or the internet in order to complete this task.

1. DepEd Kto12 Program

The K to 12 Program covers Kindergarten and 12 years of basic education (six

years of primary education, four years of Junior High School, and two years of Senior
High School [SHS]). K12 is an extended curriculum that enables learners to learn more
sophisticated topics. Adding K12 to the curriculum will improve the country's education
as schools will not need to accelerate the students ' learning process, learn more
advanced subjects, and provide more job opportunities.

Nearly all nations around the globe have K12 as their program of fundamental
education. As a result, they all have better education that we, the Filipinos, might not
have been able to acquire if the DepEd did not make the proposal. The Philippines, in
fact, was ranked one of last year's smallest in education.

Source: What is K12? https://www.officialgazette.gov.ph/k-12/

2. School Rules and Regulations

Legal rule is implemented everywhere in society and schools are best known as
mental camps where individuals are educated to recognize institutions ' rules and
regulations. Ideally, the rules of students allow learners to always retain discipline. In
order to prepare them for the future, rules and regulations are crucial for learners. The
society is always confronted with countless laws and therefore understands its
significance while at college it helps to create respect for the governing power.
However, it demonstrates that the student respects those who produced the laws
when the rules are followed.

The rules of school allow students to be disciplined at all times. Acceptance of

school rules therefore helps to avoid any controversy, and this reflects society's
expectations in the broadest sense of acceptable behaviour and presentation of
individuals.

By ensuring that learners are conscious of how to act and the effects of
misbehaving, school rules help to keep discipline. They are helpful guides to prevent
unwanted penalties and embarrassments, and learners are always conscious of what
they are supposed to do in the college compound or in public.

Source: https://www.thestar.com.my/news/education/2014/08/24/students-must-obey-
school-rules

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3. The Philippine Political Structure

Philippines exercise a well-organized and well-structured political system which is

balanced by its democratic republic, representative and presidential elements. In
nutshell, the government of Philippines can be regarded as constitutional democracy
headed by the President of the country.

The current structure of the Philippine national government is the result of the
1986 People Power Revolution that removed the longtime Philippine dictator,
Ferdinand Marcos. The resulting 1987 Constitution created a democratic republic
modeled after the U.S. national system. The executive branch is headed by the
Philippine president, who is directly elected by the Philippine people and serves one
six-year term in office. Philippine presidents cannot run for re-election.

The Philippines has also encountered and continues to experience financial

instability apart from the mishaps of governance. Despite all of these, the problems
currently facing the Philippines may be solved.

Source: https://www.hierarchystructure.com/philippines-political-hierarchy/

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 ACTIVITY 3 (PPT11/12-Id-2.3)

Divide the class into two. The teacher will pick a topic from the list below. The class will
prepare for a debate.

1. Philippine National Viand: Adobo vs. Sinigang

2. Presidential Office: Davao or Malacanang?

3. Road Order Contributor: Traffic Enforcers vs Traffic Lights

ACTIVITY 4 (PPT11/12-Ie-2.4)

What can you say about the picture below? Write your reflection in your notebook.

The quote tries to imply is that we all knew what is false is false and what is true is true but
we all confused about what we’ve done if it’s true or false. Don't be confused about what you
see from others; hear from others, and what others have done. Based on these results, follow
empirical truth and follow the desire of your heart In other words, do not try to transform the
facts in order to fit your own world view, but do not at the same time lose sight of your own
wishes

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 WEEK 8-9
THE HUMAN PERSON AS AN EMBODIED SPIRIT

1. Recognize one’s limitations and possibilities

2. Evaluate one’s limitations and the possibilities for their
transcendence
3. Recognize how the human body imposes limits and possibilities
for transcendence
4. Distinguish the limitations and possibilities for transcendence

ACTIVITY 1 (PPT11/12-If-3.1)

Complete the chart below. Make sure that you ask or consult your parents or any adult
who have witnessed your development and reflect before you write your answer. Copy
and fill out the chart in your notebook.

Age Things that I can do Things that I cannot do

0-3 I can walk, run or crawl and talk a I can’t walk alone and I need still
bit. assistance when bathing
4-7 I can go to school, I can read and I can’t travel go in school alone
write, and talk
8-11 I can go to the certain limited area I can’t go beyond the time of 6:00
alone. pm and I can’t go to areas that are
too far from home.
12-15 I can socialize I can’t socialize well

16 up I can decide on certain thins I can easily trust anyone

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ACTIVITY 2 (PPT11/12-Ig-3.2)

Answer the following questions in your notebook.

1. What are your limitations as a person? What are the things that you consider as
difficult or hard for you to accomplish or believe in?
-My limitations are in terms of socializing other people or social anxiety and when
I’m at a crowd of people I’ll be shy. For me socializing people because I can’t
socialize well.

2. What are your strengths? What are the possible things or status that you can
reach or achieve in the future?
- Specifically, I can't tell my strength, but I can at least do something about it
when things get harder.

3. What are the factors affecting your limitations? How about possibilities?
-My shyness and social anxiety. Recognizing my skills and I’ll be confident.

4. Do you see yourself improving in 5 – 10 years’ time? How can you say that you
are improving?
-Yes, because I've been improving my way of thinking and seeing things in life.
So that I can improve my life to.

5. How can you transcend from your current limitations?

-by believing in myself that I need to succeed in life and I need to focus more on things
that I wanted and if you commit mistake then learn from it, lastly work harder.

ACTIVITY 3 (PPT11/12-If-3.1, PPT11/12-Ih-3.3, PPT11/12-Ii-3.4)

Complete the chart by rewriting your present limitations with reference to your answers
in the previous activities. Make an action plan towards transcendence. Copy the chart in
your notebook.

THE REVITALIZED ME

MY LIMITATIONS PLAN TOWARDS TRANSCENDENCE

Social Anxiety Confronting my fear

Shyness I’ll be more confident

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 I’m afraid to do things out of my comfort zone. I won’t be afraid to try new things for it may give
new lessons in life.

I’m afraid to be alone I’m won’t afraid to be alone but sometimes to be

alone is the best

Doubting selves and instincts forgive yourselves for what you don’t know and
the mistakes you’ve made, and accept your own
selves and keep going with hope and optimism

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 WEEK 10-11
THE HUMAN PERSON IN THEIR ENVIRONMENT
1. Take note of environmental disorders
2. Determine the things that are improperly placed and organize
them in an aesthetic way
3. Show that care for the environment contributes to health, well-
being and sustainable development
4. Demonstrate the virtues of prudence and frugality towards
environments

ACTIVITY 1 (PPT11/12-Ii-4.1, PPT11/12-Ii-4.2)

The whole class will be instructed to interview a person who is 45-60 year
old. Be guided by the following questions:

1. What are the things that you remember in your environment when
you were my age?
-There are a lot of trees and a beautiful weather

2. What are the things that you like doing when you were young?
-Climbing some trees to get fruit and I like camping too.

3. What are the positive and negative changes in the environment?

- The positive is that the human are becoming too innovative, making
things easy, and there are now many building like hospitals and scools.
The negative part of it is that while we are innovating our environment was
also slowly dying due to human acts.

4. Do you think environment plays a vital role in a person’s

development? Why or why not?
- Yes, because the environment is our source of food, source of the
air that we have breath. We have learned and experience a lot in our
environment which gives us lessons in life.

ACTIVITY 2 (PPT11/12-Ij-4.3, PPT11/12-Ij-4.4)

After conducting the interview, the whole class will be instructed to write the
summary of their findings where the following questions are answered:

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1. What have I learned from the person I interviewed?
- I learned that there is a big difference between their generation and our
generation and it changed a lot and it really affects us in certain ways.

2. How do I feel about the things that I learned?

-I feel a bit sad and worried about our environment

3. Will this knowledge gained from the interview help me in

understanding the role of the environment in my development as a
person?
-Yes. It makes me realized how important the role of the environment
in our life is.

4. What should I do with the environment?

- We should take good care of it. Environment is the one that gives us the
food we need and the air we breathe. As a student I must encourage others
to do the same.

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 WEEK 12-13
FREEDOM OF THE HUMAN PERSON

OBJECTIVES:
1. Realize that “all actions have consequences.”
2. Evaluate and exercising prudence in choices.
3. Rationalize that:
a. Choices have consequences;
b. Some things are given up while others are obtained in making
choices.
4. Show situations that demonstrate freedom of choice and the
consequences of their choices.

ACTIVITY 1 ( PPT11/12-Ila-5.1)
I. What can you say about the pictures below? Have you been in this kind of
situation? What are the things that you considered in making choices?

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ACTIVITY 2 ( PPT11/12-Ila-5.2 , PPT11/12-Ila-5.3)

As a grade 11 student, you have made some important life decisions in the
past. Make a time-line of major decisions in your life and below the line
then write down the consequence of those particular decisions.

Life decisions

12 years old 14 years old 16 years old

Consequences

ACTIVITY 3 (PPT11/12-Ilc-5.4)

What is the message of the picture? Write your reflection about this picture in your
notebook.

11
ACTIVITY 4 (PPT11/12-Ilc-5.4)

Divide the class into 4 groups. Discuss the given actions below and
bainstorm about the possible consequences. Assign a leader and a
reporter to present your group output.
ACTION CONSEQUENCES

a student studying his or her lesson

a driver observing traffic lights

athletes practicing in the gym

a person taking illegal drugs

a student practicing conservation of

natural resources

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 WEEK 14-15
INTERSUBJECTIVITY

1. Realize that intersubjectivity requires accepting differences and not to

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

ACTIVITY 1 ((PPT11/12-Ilc-6.1)

What is your impression about the picture and statement below? Write your answer in
your notebook.

1. What is intersubjectivity? How is it related with respect?

2. Do you know people who have disabilities and underprivileged? How
do you deal with them?

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 ACTIVITY 2 ((PPT11/12-Ild-6.3)

Who are these people? Choose one person whose picture is shown below and
research about his life and works. Write a reflection paper about their significant
contributions.

Ronnel Del Rio Anna Kristina Arce

Gilda Quintua-Nakahara

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ACTIVITY 3 ((PPT11/12-Iie-6.4)

The class will be divided into two groups. Each group will plan and execute an outreach
activity in the community of their choice. Make sure that all members will participate.

OUTREACH ACTIVITY PLAN

RATIONALE

1.
2.
3.

OBJECTIVES
1.
2.
3

TARGET GROUP / RECEPIENT

PROCEDURE

TIME FRAME TITLE OF PROCEDURE PERSONS

ACTIVITY INVOLVED

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 WEEK 16-17
THE HUMAN PERSON IN SOCIETY

1. Recognize how individuals from societies and how individuals are

transformed by societies.
2. Compare different forms of societies and individualities (e.g. Agrarian,
Industrial and virtual)
3. Explain how human relations are transformed by social systems
4. Evaluate the transformation of human relationships by social systems
and how societies transform individual human beings.

ACTIVITY 1 (PPT11/12-Ilf-7.1)

Explain the following statements and give concrete examples. Write your
inputs in your notebook.

1. The relationship of individuals and societies

2. Human relations are transformed by social systems

ACTIVITY 2 (PPT11/12-Ilg-7.2)

Choose a partner and complete the table below.

INDIVIDUAL’S BEHAVIOR SOCIETAL NORMS

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 WEEK 18
HUMAN PERSONS AS ORIENTED TOWARDS
THEIR IMPENDING DEATH

OBJECTIVES
1. Recognize the meaning of his/her own life
2. Enumerate the objectives he/she really wants to achieve and to define the
projects he/she really wants to do in his/her life
3. Explain the meaning of life (where will all these lead to)
4. Reflect the meaning of his/her life

Activity 1(PPT11/12-Ilh-8.1)
I. Choose (3) from words below that best describe your future. Write your
choices in your notebook. Explain your answer.

a. Success
b. Fortune or Money
c. Fame
d. Power
e. Recognition
f. Happiness
g. Meaning or Purpose
h. Sickness
i. Contentment
j. Faith
k. Love
l. Death

Activity 2 (PPT11/12-Ili-8.3) (PPT11/12-Ili-8.4)

Answer the following questions

1. What is your personal definition of life? How do you appreciate life?

2. Is death absence of life? Why or Why not?

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