REVIEWER

(PHILOSOPHY, DRRR, THEOLOGY, UCSP, PHYSICAL EDUCATION) – CONCEPTUALIZED SUBJECTS ONLY

PHILOSOPHY

I.) PHILOSOPHY’S DEFINITION  ‘’Aristotelico-Thomistic’’ by Aristotle and Thomas

Aquinas
 philosophy is a science which inquires into the
A.) ETYMOLOGICAL DEFINITION ultimate causes, reasons, and principles of all things in
 nominal form the light of human reason alone.
 shows that philosophy is everywhere and it exists *Why science?
everywhere  it is systematic and vigorous in driving truth and
knowledge
1. Pythagoras  it is the first science to be discovered by man
* Gk ( philos (love) + Sophia (wisdom) )  it Is the mother of sciences
* Gk (philein (to love) + Sophia (wisdom)
*3 classes of Men in Greek Olympic *Why ‘’all things’’?
a.) Lover of Gain  it encompasses all things
 sell their talents for money  most encompassing discipline because it covers
 materialistic everything
 business depth
b.) Lover of Honor all things HOLISTIC
 who compete for fame
 in Layman’s term: celebrities breadth
c.) Lover of Wisdom
 most important
 the philosophers, critical in surrounding *Why ‘’human reason alone’’?
 we do not use medium alone in arriving at truth
 use natural capacity to think
2. Sanskrit Term
*Dharsana o Tatva 2. Contemporary Definition
 means vision or nature of Realtiy  from Karl Jaspers
*The difference of Hindu and Greek  post modern philosopher
*Greek  more on concepts ‘’ Philosophy is a discipline in which questions are more
*Hindu  concrete, closer in life important than the answers and in every answer leads to
*4 STAGES IN HINDUISM further questions’’
1. To become a student
2. To make a family
3. To become a forest dweller II.) TWO APPROACHES IN PHILOSOPHY
4. To become a holy man
1. HISTORICAL APPROACH
 historical development of philosophy
3. Chinese Term  timeline in history
*Zhe Xue  according to Hegel ( German Philosopher ) it is a
*zhe  wisdom zeitgeist ( zeit means time ) ( geist means spirit)
*xue  study
A. ANCIENT PERIOD ( 600 B.C – 600 A.D)
*Wisdom  knowledge, product of reflection  philosophy is older than Christianity but least
important
4. Arabic Term  philosophers are natural scientist
*Hikmah  talks about the world stuff
 product of reason  it is cosmocentric ( world-centered philosophy)
 aql, iman
4 Divisions of Ancient Period
B.) REAL DEFINITION
 captures natural essence A.A. PRE-SOCRATIC PERIOD/ MILETIAN PERIOD
 period before Socrates
1. Classical Definition  Miletian (philosophy from Miletus, a place in Greece
 it focuses in the world stuff

*Thales  water, father of Greek philosophy
*Anaximenes  air
*Anaximander  aperion/boundless
*Heraclitus  fire
*Empedocles  4 elements ( water, air, fire, earth)
*Note in Indian philosophy they have 5
Elements: water, air, fire, earth, ether
* Democritus  atoms
*Pythagoras  numbers
A.B. POST-SOCRATIC PERIOD
 the study about knowledge and reason
Trinity of Greek Philosophers
 considered as the Great Triumvirates
Socrates
 Task: Philosophy became the handmaid of theology,
this means philosophy became the companion of faith,
making fait more reasonable
 St. Augustine/St. Anselm  fathers of this period
*Fides et ratio
 faith and reasons come together
 subscribed as 2 edged swords
a. attack other religion
b. defend Catholicism
*Main actor  God
* This period is considered to be theocentric ( God
centered)
*Life was static  people are not using reason, they
follow religion
*Man was dormant
*Catholic church reached its highest point.

*13th century
 highest point of Christianity
 significant development in the subject of logic,
metaphysics, and philosophy of religion

Plato Aristotle *14th-16th century

 downfall of Christianity
*Socrates  schism
 teacher of Plato
 did not a write book 15th – 17th century
 oral only  Protestantism era

*Plato 1521  Philippine Christianity

 teacher of Aristotle 1517  Protestant Revolution/reformation
 student of Socrates
 built the Academy 2 divisions of Medieval Age
*Academy
 school of friendship and learning B.A. GREEK FATHERS
 Origen (Christian scholar, ascetic, and theologian)
*Aristotle  Clement of Alexandria
 built the Lyceum  John Chrysostom
*Lyceum
 walk around school B.B. LATIN FATHERS
 St. Augustine
A.C. DEATH OF ARISTOTLE  Thomas Aquinas – angelic doctor because of his
 study of morality and ethics writings
 focuses morality  Gregory the Great
 Tertullian
*Stoicism  balance, ethical system of philosophy
*Epicureanism  system of philosophy based on the C. MODERN PERIOD ( 16TH – 19TH CENTURY)
teachings of Epicurus.  Renaissance period (rebirth of reason)
*Hedonism  pleasured oriented  age of geniuses and science
 philosophers are known mathematician and scientist
A.D. NEO-PLATONIC SCHOOL  rebirth of Greco-Roman culture
*Platonic  the work of ideas and experiences  focuses on study of man
*This period talks about other world.  anthropocentric (man-centered)
*Mysticism  searching for the ultimate cause and  example is Copernicus’ heliocentric theory, where the
reality sun is the central body of the solar system
 Birth of the first and second industrial revolution
B. MEDIEVAL PERIOD (680 AD – 1600) 1. Use of steam engine
 pihlosophers were: priest, bishop, saints  use of coal for mass production
 the age and beginning of religion and faith 2. Electricity ( because of Nikola Tesla)
 2 Divisions of Modern Age Example phrase: “In the beginning, there was nothing,
1. Rationalist which exploded.”
 knowledge comes from reason
 philosophers: b. Cosmology
a. Descartes  studies the world
b. Leibniz  the problem of the universe
c. Spinoza
c. Theodicy
2. Empiricist  studies about God
 knowledge comes from experience  supported by reason
 philosphers:
a. Locke Note: Theodicy and theology are different, theodicy is
b. Burley supported with reason while theology is supported by
c. Hume scriptures, phenomena, and reason.

*Immanuel Kant d. Psychology/ Philosophical Anthropology

 knowledge comes from both reasons and  investigates and studies about man
experience, combined…….
e. Epistemology
D. POST MODERN/ CONTEMPORARY PERIOD  deals and study knowledge
 (1900 TO PRESENT)
 dead end of modernity f. Logic
 mostly-Eurocentric  correct reasoning, knowledge, and route
 battle field in philosophy became flat ( Asian, African,  very basic subject to undergo
others)
 Borderless g. Axiology/Ethics
 not centric, it is open ( technological and global,  study of morality/values
also dialogical )
*Other Added Disciplines
*Industrial Revolution *Aesthetics  art and beauty
 Computers *Linguistics  language
 AI *Hermeneutics  symbols
*Marshall Mcluhan ( Canadian philosopher) *Education
 medium is the message *Politics
*Law
Other philosophers *Technology
 Albert Borgmann *Digital Ethics
 Hubert Dreyfus
 Don Marquis
 Langdon Winner
III. INDIAN PHILOSOPHY
 came from India, alangan sa Australia
 Gerd Leonhard
 it is theocentric and a philosophy from the Eastern
 Immaneul Kant  father of post modernity
world
*Eternal Recurrence
2 APPROACHES
 cycle of all periods
A.) HISTORICAL APPROACH
2. SYSTEMATIC APPROACH
 branches of philosophy
1. Vedic Period ( 2500 B.C – 600 B.C)
7 BRANCHES of PHILOSOPHY
2. Epic Period (600 B.C – 200 A.D)
 2 greatest epic: Ramayana and Mahabharata
a. Metaphysics
 about being
3. Sutra Period (200 A.D – 600 A.D)
 deals about the problem of reality
*Sutra means read
 according to Aristotle and Thomas Aquinas, it is the
*Kamasutra  sexual content (kama means pleasure,
broadest and queen of science
sutra means saying wisdom)
 Aquinas ( highest form of abstraction)
2 forms
4. Scholastic Period ( 600 A.D – 1700)
 Qualitative  the natural sciences
 Quantitative  mathematics
B.) SYSTEMATIC APPROACH

1. Orthodox
* Upanishads VI. METHODS OF PHILOSOPHIZING
1.1. Nyaya  school of logic
1.2. Vaiseshika  metaphysics
1.3. Samkya  cosmology and evolution
1.4. Yoga  ethics/morality/personal liberation A.) SIMPLE METHOD
1.5. Mimasa  early
1.6. Vedanta  late a.a.) SOCRATIC METHOD
* Mimasa and Vedanta are considered to be the  Socrates
crowning glory of Indian philosophy, it is the most  finely called as: Question and Answer
important close to the teachings of the UPANISHADS  also called cross-examination
 dialecting, involves two persons
2. Heterodox  done to realize one’s statement
2.1. Charvaka  materialism, living the life to the
Fullest Latin: elendius  elongkos  argument of refutation
2.2. Jainism  school of ethics, epistemology
* Atheistic – no God *Argument of refutation
* Karma Philosophy  putting an objection to one’s idea in a purpose to
the world is composed of tiny particles of scrutinize
karma
2.3. Buddhism  no God, study of life and nature, a.b.) CARTESIAN METHOD
 psychology  Rene Descartes
 doubt as far as you can until what is left is already
beyond doubt that is called CERTITUDE
 There’s one thing that you are doubting
IV. VALUES OF PHILOSOPHY  example: KMJS  doubting the issue until evidences
perceived
1. PLATO
 philosophy allows us to decide ourselves what to *Certitude  absolute/ pure knowledge
believe about our place in the world
*Characteristic of a Rationalist
2. ARISTOTLE a.) Does not trust experience
 philosophy allows us to actualize our higher level  derived from senses
intellectual needs and opens up to ambiguity and b.) Does not trust tradition
change.  tainted with errors
*it widens knowledge c.) Does trust reason
*Ambiguity   reason is the ultimate ground of knowledge
*Arete  the capacity of a person d.) Does not trust authority
 tainted with bias and prejudices
3. BUDDHA
 Philosophy frees us from the bandage of ignorance *4 ways in attaining certitude
 the rate of philosophy is to wash away the ignorance a.) Never accept anything except it is clear and distinct
b.) Divide ideas into smaller parts in order to solve it.
*Ignorance  source of evil, causes the cycle of birth c.) Arrange ideas from simplest to complex in order to
and rebirth solve it.
d.) Never leave anything into chance
4. KARL JASPERS
 post-modern philosopher a.c.) PHENOMENOLOGICAL METHOD
 philosophy is a discipline in which questions are more *etymology  greek: phenomenon
important than the questions what appears? The sensory data
 philosophy attempts the communication of every (e.g: color, texture, taste, sound, odor)
aspect of truth from man to man in loving contest. *Edmund Husserl
 German philosopher, the father of phenomenology
5. BERTRAND RUSSELL *This method goes beyond sensory data and
 philosophy widens our perspective to avid dogmatism appearances, richer in context  SUBJECTIVE POV

V. WHY STUDY PHILOSOPHY? B.) COMPLEX METHOD

A. Preparation for priesthood b.a.) PHILOSOPHY AS SPECULATIVE THINKING

B. Preparation for law school  speculative  speculate, contemplate, reflect
C. Pre-requisite in school *Specula  ‘’watch tower’’
D. Curiosity *You are making a vision above that an ordinary person
*Bird’s Eye View
  allows yourself to widen your perspective
 bigger picture
*This method is best done in ISOLATION
*Insights, ideas, and knowledge are formed.
b.b.) PHILOSOPHY AS CRITICAL THINKING AND
ANALYSIS
 criticize, evaluate, judge, question
 the ideas under speculation
 statements, concepts, and ideas that were formed
under speculation
 clarity of knowledge and insights
Clarity of Knowledge
Backup by reason and dialect
2 modes
a.) Reason  logical analysis
b.) Dialect  linguistic analysis
 This reduce statement explain things in elementary
way
 It defines terms clearly in order for us to understand.
b.c.) PHILOSOPHY AS REFLECTIVE THINKING
 meaning making process
 deliberate the group of ideas and knowledge by
understanding the connection of experience and ideas
 opposite of speculation and best done in interaction
VII.) FALLACY
TRUTH
 mobile army of metaphors and metonymies so that
words attributing to something could never be fully
unfolded.
What is a fallacy?
 subtly incorrect arguments
Introduction on Fallacy
 the ancient Greek philosopher, Plato, once wrote that
‘’arguments’’ like men often are pretenders
3 categories of fallacy
a.) correct arguments
b.) obviously incorrect arguments
c.) subtly incorrect arguments
 technically called fallacy
 although they are incorrect, they remain effective
in subjectively convincing their audience
A.) LINGUISTIC MANIPULATION
 export the connotative fluidity of language
1.) PRESTIGE JARGON
*Jargons  means technical and specialized language
Example: The patient is suffering from circumorbital
hematoma. (circumorbital hematoma means blackeye)
2.) EMOTIONAL WORDS
 happen when one carefully employ words and images
that are heavy with emotional connotations in order to
secure the sympathies of others
Example: political speeches  words with rich meaning
can arouse the emotions and sympathies of the
listeners.
3.) DOUBLE TALKING
 hiding unpleasant denotations by employing words
with positive connotations
 euphemism
With double talking With double talking
1. My regime was a 1. My regime was
constitutional dictatorial
authoritarianism
2. I am playing. 2. I am gambling.
3. military operation 3. terrorism
B.) PSYCHOLOGICAL WARFARE
 seduces and intimidates man’s sensuousness,
emotions, and subconscious drives.
1.) MEANING FROM ASSOCIATION
 most abused fallacy in the production of commercial
advertisements
 advertised products are connected to something
unrelated
Ex: sexy women holding a beer for advertisement
2.) MISUSE OF AUTHORITY
 happens whenever we cite an authority in one given
field regarding on issue that is outside him or her field of
competence
Ex: famous singer endorsing a soda, eh that famous
singer is not expert on making one
3.) REPEATED ASSERTION
 repeats or multiplies essentially the same assertion
with the aim that sooner or later, people will accept it as
true.
Example: Others may deserve an honorable mention,
but not the Oscar, because “Kill, Blood, Gore” deserves
the Oscar. Explanation: There are no reasons given for
why, Kill, Blood, Gore deserves the Oscar, not even any
opinion shared. All we have is a repeated claim stated
slightly differently each time.
4.) ATTITUDE FITTING
 done through inserting into the argument persons,
objects, situations, or ideas that are known in advance to
be positively or negatively regarded by the intended
audience.

Ex: Filipinos love to have whiter skins, pharmaceutical
firms give them several whiteners to choose from.
5.) TOKENISM
 happens when people are misled to see a token
gestures as the real thing.
Ex: Creation of a department without the necessary
funding. Hence, the department is practically draw on a
blank wall
Ex: The presidential nominee has been accused of being
racist. But he recently stated that he really liked the
movie, “Roots,” so I guess he isn't racist. Explanation:
Liking one movie that exposes racism and encourages
equality, is far from the same as not being a racist.
6.) POISONING THE WELL
 happens when one discounts in advance the
opponent’s evidence, proof or counter argument, thereby
preventing him from employing them.
Example: a.) Principal Marks, I have told you my side of
the story. Now, I am sure that Mr. Jones is going to
come and tell you some lie about how I was
disrespectful, when really he was the one who was rude
to me.
b.) My opponent has donated millions to oil companies.
He has supported drilling for oil in protected locations.
Now, he is going to come and present his energy plan,
but let me remind you, he comes as a wolf in sheep's
clothing.
c.) the council president is insisting his views & plans
and threatens the community....
7.) RATIONALIZING
 when one’s ego is placed in an unpleasant situation,
one can spin untrue, but pleasant, reasons to settle
things.
Ex: A student who had been debarred from a US
standard because of low academic performance..."I
intentionally transferred to this not so prestige school
because the place is simply beautiful."
8.) ARGUMENTUM AD BACULUM
*Baculum  club or staff
*Argumentum ad Baculum
 argument accompanied with a threatening blow of a
club.
 happens when force or the threat of a force is used
instead of proper reason
Ex: Professor was bombarded with questions, but he can
easily control the class by screaming shut up.
9.) ARGUMENTUM AD HOMINEM
--> Latin against the person
 This fallacy attacks the person of the opponent
himself
Ex: How can you argue your case for vegetarianism
when you are enjoying that steak?”
10.) CONFIDENT MANNER
 too little or nothing at all in so much impressive words
and boy knowledge
 due to unavailable answers during presentation for
example, with the use of proper intonation just to level up
confidence making the wrong answers sound correct.
C.) LOGICAL MANEUVER
 aims to fool the cognitive and intellectual aspect of the
human mind.
1.) COMPOSITION member 1
W H O LE
 inductive argument
Ex: Hydrogen is not wet.  member 2
Oxygen is not wet.  member 3
Therefore, water (H2O) is not wet.
2.) DIVISION
W H O LE
 deductive argument member 1
 opposite of composition
Ex: The 2nd grade in Jefferson member 2
elementary eats a lot of ice cream. member 3
Carlos is a 2nd grader in Jefferson
elementary.
3.) FALSE DILEMMA/ BLACK AND WHITE
 effaces the various alternatives between 2 extreme
alternatives in a particular issue.
Ex: If you think education is expensive, try ignorance.
This means there are only two alternatives.
Ex: I thought you cared about other people, but I didn't
see you at the fundraiser for the Harris Family.
4.) ARGUMENT OF THE BEARD
 opposite of false dilemma
 capitalizing the various shades in the middle ground
and concealing the differences of the two opposite
extremes in the end.
Ex: some pro-life activists who are against the use of
contraceptives say that if contraceptives are allowed,
later on abortion would be allowed and then euthanasia
and sooner or later homicidal cases
5.) THE STRAWMAN
 a counterargument
 the arguer the arguer misrepresents, misinterprets the
opponent’s position by exaggeration or distortion with the
view of an easier attack.
Example: Opposing argument: Teens should be taught
about contraception methods so they can practice safe
sex should they choose to have intercourse.
6.) SLIPPERY SLOPE
 happens when one object to and criticizes a particular
action with the reason
Example: legalizing prostitution is undesirable because it Example: An activist is claiming "even the bible says that
would cause more marriages to break up, which would in there is no God in fact he was referring to a passage in
turn cause the breakdown of the family, which would psalms that reads "the fool says that there is no God "
finally result in the destruction of civilization.

7.) DIVERSION
 wandering from the main point, or going away from
the subject matter
Son: "Wow, Dad, it's really hard to make a living on my
salary."
Father: "Consider yourself lucky, son. Why, when I was
your age, I only made $40 a week."

8.) BEGGING THE QUESTION

 uses as a premise the conclusion that it intends to
prove.

Example: Celibacy is an unnatural and unhealthy

practice, since it is neither natural nor healthy to exclude
sexual activity from one's life.

Example:
Erica: "How do you know that the bible is divinely
inspired?"
Pedro: "Because is says right in the third chapter of II
Timothy that 'all scripture is given by divine inspiration of
God.'"

9.) APPEAL TO IGNORANCE

 occurs when we assume that in a certain dispute, the
failure to prove one side is a ground to conclude the truth
of the other side.

Example: The fact that we cannot prove that outer space

creatures do not exist, clearly does not mean that we
can logically conclude that they exist.

10.) CONTRADICTORY ASSUMPTION

 one presents an argument that contains two
assumptions which simultaneously cannot be true.

Example: Dr Smith, a specialist in all sorts of disease

and illnesses. ( specialist = specific = not all)

11.) TWO WRONGS MAKE A RIGHT

 committed whenever one tries to justify an admittedly,
faulty action by charging whoever accuses him with a
similar wrong.

Example: Donald Trump defends his tax records and

the fact that he didn't pay very much in taxes by pointing
out that other Americans took advantage of the same tax
laws that allowed him to pay less

12.) LIFTING OUT OF CONTEXT

- when one indiscriminately cuts a word or groups of
words away from their original context.
 PE
SWIMMING Swimming as tactical exercise.
Is recreational act and SPORTS, the propulsion of the
body through water by combined arm and leg motions FINLAND
and the natural flotation of the body. Considered swimming as a natural movement as
Swimming as an EXERCISE is popular as an all- running.
around body developer and is particularly useful in
therapy and as exercise for physically handicapped ICELAND
persons. Showed report about swimming deeds, men and
It is also taught for lifesaving purposes. women are both excel in swimming.
For activities that involve swimming
diving, lifesaving, surfing, synchronized JAPAN
swimming, underwater diving, and water polo. Swimming is very important in the role of training of
Samurai.
PRE-HISTORIC Swimming is considered as one of the noble skills.
As a support, history testify that our ancestors settled Happened the first ever swimming competition dated
down next to the life-giving water, they fished, hunted, 36 B.C. that was organized by Emperor Su Gui.
and it is likely that they also dared to enter the water.
 Dog paddling- technique they used to swim ORGANIZATIONS OF COMPETITIVE SWIMMING
They showed their swimming technique in the The international organisation of swimmers,
paintings on the cave wall. It is likely that they overcame (Fédération Internationale de Natation) was founded on
water obstacles dog-peddling and doing propulsive arm 19 July, 1908
movements similar today’s freestyle arm stroke Belgium, England, Denmark, Finland, France,
Germany, Sweden and Hungary
ANCIENT GREEK
According to PLATO if you don’t know how to swim MICHAEL PHELPS
“YOU” are considered as uneducated. most successful and most decorated Olympian of all
“Those uneducated who can neither swim nor read time, with a total of 28 medals
and write, cannot hold a public position” - Plato
Swimming is an important part of Education JOSEPH ISAAC SCHOOLING
ATHENS - Solon made the acquisition of the science Singaporean swimmer
of swimming compulsory in 594 B.C. Gold medallist in the 100 m butterfly at the 2016
SPARTA - Lykourgos, the lawmaker of Sparta, Olympics.
prescribed the same in a strict Act on education in the
9th century.
STROKES
MESOPOTAMIA
Their scientific achievements include water pools and A.) Freestyles
swimming pools.
Many records related to swimming remained from the 1.) English stroke
Assyrians , several reliefs were dug out from royal tombs  transition between freestyle and breaststroke
from 1200 B.C.  technical element: expansive scissor kick
There are swimming trainings of ASSYRIAN
WARRIORS. Swimming was an integral part of combat 2.) Trudgeon stroke
training of the Assyrians as well as young people in  rotating arm movement
ISRAEL received obligatory swimming lessons.  John Arthur Trudgen in 1873
 He learned it from native people during a trip to
EGYPT South America
Swimming is part of Egyptian Culture .
Swimming or bathing in the Nile River is part of their 3.) Hungarian Stoke
religious obligations .  Hugó Balogh, Alfréd Hajós and later Zoltán Halmay,
Egyptians know numbers of swimming strokes like; played an important role in the development of the
freestyle, backstroke, breaststroke that were depicted on freestyle because of this stroke
their royal tomb and vases.  characterised by a strong arm pulling, and in order to
prevent their body from twisting to the left and to the
GERMANY right, they used their legs for balancing
 Subsequently, the Hungarian technique has been
replaced by the so called “Australian style”, the most D.) BUTTERFLY
outstanding representative of which was the Australian  is one of the youngest swimming style. The butterfly
swimmer, C. Healy, who introduced the so-called arm stroke was perfected in 1933 by the American H.
crawling leg movement. The body lay almost Myers
horizontally, the hip did not move, and the arms have
been somewhat bent. E.) MEDLEY means the four styles, butterfly stroke,
backstroke, breaststroke and freestyle, performed one
4.) Japanese style after the other.
 freestyle of Japanese  In terms of the structure of the event of the individual
 the slide or overtaking arm stroke medley it begins with butterfly, then backstroke,
B.) BREASTSTROKE breaststroke and finally comes free
 style can be considered as one of the oldest  King of the individual medley, the fourtime Olympic
champion, Tamás Darnyi
1. Orthodox Breaststroke
 associated with wide and large arm and leg
movements, so it contained a lot of unnecessary
movements resulting in energy loss.
 In the 1920s this Orthodox style was replaced by
the classical breaststroke, which has not brought any
change in the legwork, but from the technical and
mechanical aspects of arm work it has been a huge step
forward, since in a pulling nad a pushing phase the arm
has gotten stretched down to the thighs,

2. Downward Pull
 . The active work of the arm work could be increased
by not only pulling the water until the breast but also
pushing it until the thighs.

3. Butterfly style
 acceleration of the arms had to be solved somehow in
order to bring them forward as fast as possible.
 This butterfly technique lived relatively long, until 1953
when the FINA decided to disconnect butterfly from
breaststroke.

C.) BACKSTROKE
 is believed to have been known in ancient times as
well, because Plato is mentioned this swimming style in
two cases, though he did not really have a good opinion
of it, because the swimmer cannot see the direction of
the progress.

Theology
is simply following Christ ( 10 commandments)
I.) BASIC CONCEPTS IN MORALITY

*Morality
 primary factor to consider in developing your Christian
faith.
 doing what is right regardless of what everybody else
is doing
*Two forms of Morality
*Conformity
 doing what everybody else is doing regardless of a. Descriptive Morality
what is right  refers to an existing code of conduct put
forward by a certain society, contrary to the
*Moral Living
 belief that there is a universal standard of
conduct that applies to all human beings
 ex: laws implemented from the government
b. Normative
 adapts the concept of universalism such as
the existence of a code of conduct that governs
all rational persons, under plausible specified
conditions
 the consensus ( accepted today in the
society)
II.) MISCONCEPTION OF MORALITY
1. Morality is a matter of opinion
 everyone is entitled to what he or she thinks and
upholds as good or bad
 there are no ultimate guidelines on considering a
certain action or behaviour
2. All opinions about morality are equal and correct
 since everyone is entitled to his or her opinion, it is
also upheld that everyone’s moral belief is equal.
 one’s personal belief is sufficient to judge the
goodness and badness of a certain act.
3. Morality is outside the world of the practical people
 laws or norms of morality are of no importance since
they do not enhance one’s material progress hence
morality produces inconvenience.
4. Morality develops guilt and moral obligation which
make a person’s life unhappy
 the existence of guidelines or the norms of morality
puts a boundary and pressure for an individual to live up
to and when he falls, eventually feel bad about himself.
5. Morality is centered only on the act itself setting aside
the circumstances and intention behind the action
 the action is judged according how it appears
regardless of other factors related to the commission of
the action. The motive or circumstance behind the action
is discounted resulting in a wrong moral judgment.
III.) OBJECTS OF MORALITY
*HUMAN ACTS
 actions that are proper to humans, thus the crucial
elements of wilful consent and knowledge of the action
must be present. Freely use of intellect and freewill.
Example: EATING HEALTHY FOODS
READING NOTES IN PREPARATION
FOR THE EXAM
SAYING NO TO DRUGS
*ACTS of MAN
 different since the actions themselves are not
reflective of the person as a rational being.
 the actions are performed without conscious
deliberation of knowledge and with the absence of
freewill
Example: BREATHING, DIGESTION, CIRCULATION
IV.) CONSTITUENTS OF HUMAN ACTS
1.) Human acts must be known and deliberate
 an individual as moral agent, has a full knowledge
in doing an action.
 there is a prior knowledge and deliberate evaluation
whether to fulfil an action or not.
2.) Human acts must be free
 as moral agent is free from external factors in doing
a certain action. There is an absence of constraint from
within and outside of the individual. He is neither forced
nor intimidated to perform a certain action.
3.) Human acts are voluntary
 the action proceeds from the willingness of an
individual to perform action with a perceived knowledge
of the end.
*GOOD vs. INDIFFERENT vs. BAD
Good  action agrees with the dictates of the right
person
Indifferent  action neither agrees or disagrees with the
dictates of right reason
Bad  action disagrees with the dictates of the right
reason.
V.) ELEMENTS IN DETERMINING THE
MORALITY OF HUMAN ACTS
1.) The Object/Act
 the human action itself
 answers the question WHAT?
 for an act to be morally good, the object must be good
in itself, otherwise it’s bad
2.) The Circumstances
 refers ti the persons involved, the time, place, and
occasion that surround an object/act.
 answers the question WHO, WHERE, WHEN, HOW?
3.) The Intention or End of Purpose
 the reason behind the act
 answers the question WHY?
a.) An indifferent act may become morally good or bad.
b.) An objectively good act may become morally bad
 example: When a person gives alms to the poor girl
with the intention of slaving her
c.) An objectively good act can receive added
goodness
  example: a person may give alms not to help the b.) SUPINE or CRASS IGNORANCE
poor but also for the love of God.  happens when a person exerts little effort to know
d.) An objectively bad act can never be good in spite of something
the good motive *Note if the person exerts little effort, it INCREASES
 example: Robin Hood concept moral responsibility
*Note if the person exerts more effort, it DECREASES
moral responsibility
VI.) IMPEDIMENTS
 certain factor that influence human actions, affect the Example: Giving a wrong medicine to a sick person
quality of human acts
#2.) CONCUPISCENCE
*factors may be: physical and psychological  giving inordinate (negative) passions that hinders
*quality may be: good or bad correct reasoning

#1.) IGNORANCE Example: Sexual gratification increases sexual desire

Ignorance
 inability to be knowledgeable
 lack of pertinent information about the nature,
circumstances, and effect of a certain of action
EXAMPLE: violation of certain rules and regulations
Note: Some actions done with ignorance can reduce
moral liability (liability means responsibility as an
individual) while others maintain or even aggregate
( aggregate means increase) the responsibility of the
person concerned.
CLASSIFICATION OF IGNORANCE
#1.1.) INVINCIBLE IGNORANCE
 inability to overcome
 failure to realize your state of ignorance
 REDUCING RESPONSIBILITY
Ex: illiterate person
Ex: A hunter in the woods thinks he is shooting a deer
and has taken every precaution to make sure he is
making the right decision to shoot. But he shoots and
kills a man which he would have not done had he known
it was a man and not a deer.
*An action done by negative passion INCREASES the
moral responsibility of a person.
CLASSIFICATION OF CONCUPISCENCE
#2.1.) ANTECEDENT CONCUPISCENCE
 spontaneous (continuous) inordinate passion
influences an action before it is controlled by the will.
Example: the passion of sexual arousal in spite of the
passion for study and prayer.
#2.2.) CONSEQUENT CONCUPISCENCE
 when the intellect is aware of the negative passion
and the will arouses the passion
Example: cheaters in exam
#3.) FEAR
 prevents the performance of an action if an individual
is threatened by danger
#3.1.) VOLUNTARY
 use of will, reason, and merely act based on instinct
to overcome situation

NOTE: Existence of invincible ignorance renders the human #3.2.) INVOLUNTARY

act INVOLUNTARY, thus the moral responsibility of the
individual is neglected.
#1.2. VINCIBLE IGNORANCE
 lack of knowledge can be acquired through ordinary
efforts, either INCREASE OR REDUCE of responsibility
 because of danger, you will not use your will or
reason but follow your instincts to survive.
Example: Self-defense
#4.) VIOLENCE
 application of physical force to a resisting person

Example: A person who is unsure about certain Catholic #5.) HABIT

teachings, but refrains from seeking an explanation of  development of firm and stable behaviour pattern of
those teachings acting.

FORMS OF VINCIBLE IGNORANCE CLASSIFICATION OF HABITS

a.) AFFECTED IGNORANCE #5.1.) VIRTUES

 pretended ignorance  good moral habits
 to plead for innocence #5.2.) VICES
 INCREASE responsibility  bad moral habits

Example: Barbers cut violation, having rationalism,

VII.) NORMS
 standard or guidelines that the community has to II.) CONSCIENCE
follow  deals extensively as a norm that encapsulates
everything including laws
NORMS of MORALITY  equated as a voice of God or a tiny piece coming from
 standard to which human acts are judged in order to within
determine their goodness or badness
MOVEMENTS OF CONSCIENCE
I.) LAWS A. ANTECEDENT CONSCIENCE
 enacted to promote genuine human development  judges an act before it is done
 based on higher norms  before an action is carried out, one may decide with
his conscience whether to do or not do.
KINDS OF LAWS
A.) ETERNAL LAW B. CONSEQUENT CONSCIENCE
 sets the fundamental framework through which  moral assessment comes after the completion of a
human acts are directed and governed. certain act.

NOTE: Actions are morally acceptable when anchored CLASSIFICATIONS OF CONSCIENCE

with divinity of God.
#1.) CORRECT CONSCIENCE
*CHARACTERISTICS OF ETERNAL LAW  judges that an act is indeed a good action, while a
1.) ETERNAL bad act is indeed bad
 governs all the creatures of God, from
beginning until the end of time ayieeee #2.) FALSE CONSCIENCE
ahhahaah  judges good act as bad, bad act as good
2.) IMMUTABLE
 it is not subject to change and it always #3.) SCRUPULOUS CONSCIENCE
governs all creatures in accordance with God’s  one is always afraid of committing errors or sins
plan.
3.) ABSOLUTELY UNIVERSAL #4.) LAX CONSCIENCE
 applicable to all creatures.  person keeps on excusing himself from every mistake
committed.
B.) NATURAL LAW
 light understanding placed in us by God so we know #5.) CERTAIN CONSCIENCE
what to do and to avoid.  firm judgment that one is not in error and is evident
that what a person does is indeed right
*CHARACTERISTICS OF NATURAL LAW
#6.) DOUBTFUL CONSCIENCE
1.) UNIVERSAL  judgment is always suspended because of the
 it is applicable to all creatures uncertainty of the goodness and badness of a human
2.) RECOGNIZABLE action
no excuse for a person because he can
recognize or realize such in his own reflection or FORMATION OF CONSCIENCE
interaction with other creatures 1. THROUGH PRAYER
3.) OBLIGATORY 2. THROUGH LISTENING TO THE PREACHING OF
 obedience to the law THE GOSPEL
4.) IMMUTABLE 3. THROUGH THE ROLE OF THE CHRISTIAN
 it is not subjected to change COMMUNITY
4. THROUGH MULTI-DISCIPLINARY APPROACH
C.) POSITIVE LAW
 a law enacted should not take effect unless it is
promoted or announced.

CLASSIFICATION OF POSITIVE LAW

1.) DIVINE POSITIVE LAW
 promulgated (promoted/propagated) for all creatures
or only for a specific group of community.
2.) HUMAN POSITIVE LAW
 ordinance of reason promoted for the common good
by one in charge of the community or by a competent
authority
 DRRR
4 Main Natural Processes that Shapes and
Changes the Environment
1. Plate Tectonics
 continental and oceanic crust
 continental drift theory  from Pangaea to
current continent form  proponent: Alfred
Wegener
2. Atmospheric Processes
Ex: aerosol movement, convection ,radiation
3. Biological Accumulation
 ex: accumulation of fertilizers to the rivers or
bodies of water and algae will grow (algae bloom)
4. Human Activities
 deforestation , dynamite fishing, etc.
* Philippines  having more than 20 tropical
cyclones a year, everyday earthquakes, more than
20 active volcanoes
*Typhoon vs. Cyclone vs. Hurricane
 differences are based from what ocean are they
created or formed.
*Pacific Ocean  typhoon
*Indian Ocean, Southern Ocean  cyclone
*Atlantic Ocean  hurricane
HAZARD
 a dangerous phenomenon, substance, human
activity, or condition that may cause loss of life,
injury, or other health impacts.
2 types
1. Natural
 natural, not man-made
 caused either by rapid or slow onset events
a.) Biological
 include outbreaks of epidemic diseases, fauna
flora contagion, plagues, infestations
b.) Geological
 volcanic hazards, earthquakes, asteroid impacts,
emissions, mass movements, landslides,
rockslides, surface collapses, debris, or mudflows
c.) Hydrometeorological
 tropical cyclones, thunderstorms, hailstorms,
blizzards, snowfall avalanches, coastal storm
surges, floods
2. Technological
 man-made
 examples: famine, accidents, pollution,
degradation, spillage
DISASTER
a.) According to UNDRR ( United Nations Office for
Disaster Risk Reduction)
 A serious disruption of the functioning of a
community or a society
b.) According to WHO (World Health Organization)
 Any occurrences that causes damage,
ecological disruption, loss of human life
VULNERABILITY
a.) According to International Federation of the
Red Cross and Red Cresent Society
 diminished capacity of an individual or group to
anticipate, cope with, resist, and recover from the
impact of a natural or man – made hazard.
b.) According to UNDRR
 characteristics and circumstances of a
community system, or assist that make it
susceptible to the damaging effects of hazard.
Factors to consider to assess the level of
vulnerability of an area.
1. proximity to a hazard event
2. population density near hazard event
3. capacity and efficiency to reduce disaster risk
4. building codes and disaster policies
Categories of vulnerability

1. physical/material vulnerability
 the structures
 ex: poor people have less materials are more
prone to suffer
2. social/organizational vulnerability
 inability of people, groups or organization and
societies to withstand adverse impacts to hazards
due to characteristics inherent in social interactions,
institutions, and systems of cultural values.
3. attitudinal/motivational
EXPOSURE
According to Australian Government/ Geoscience
Australia
 the element at risk from a natural or man made
event/hazard.
Elements exposed to hazard
1. physical element
 tangible or can be visually seen
 can be exposed to hazard away be altered or
entirely destroyed
 ex: landscapes, structures, inhabitants
2. socioeconomic element
 compromise the institutional and government
system that dictate the kind of well-being and
lifestyle of communities
3. environmental element
 includes the ecosystem and natural processes
that are exposed to hazard event.
CAPACITY
According to UNDRR
 All the strengths, abilities, and resources
available within a community, organization , or
society, that can be used to achieve on agreement
goal.
CAPACITY DEVELOPMENT
 processes through which individuals,
organizations, and societies obtain, strengthen, and
maintain the capabilities to set and achieve their
own development objectives over time.
COPING CAPACITY
 the ability of people, organizations, and system,
using available skills and resources to face and
manage the adverse conditions, emergencies, or
disaster.
CAPACITY ASSESSMENT
 people identify resources they rely on in times of
crisis to reduce the damaging effects of hazard and
to secure the sustainability of their livelihood
LINKS BETWEEN HAZARD, VULNERABILITY,
and CAPACITY
1. HAZARD ASSESSMENT
 involves a participatory analysis of past patterns
of hazards and present threats at a community
level.
2. VULNERABILITY ASSESSMENT
 combined with an understanding of the
underlying causes of why hazard become disaster
3. CAPACITY ASSESSMENT
 available resources an affected community uses
to cope with the adverse effects.
GOALS OF HAZARDS, VULNERABILITY, AND
CAPACITY ASSESSMENT
1. to identify the element at risk in the community
and to prioritize those elements that need to be
protected
2. to identify appropriate disaster preparedness and
mitigation responses which the community will
include in their counter disaster plan
3. to raise the community’s awareness about
potential disaster risk and what they can do about
it.
4. to provide disaster-specific information, which
can be integrated in baseline studies for disasters
mitigations and development programs
5. result can be used during emergency periods to
identify emergency relief needs and to draft
appeals.
6. repeating the HCVA after sometime provides
indicators to measure changes in people’s
vulnerability.
PURPOSE OF HAZARD ASSESSMENT
 to specify the nature and behavior of the
potential hazards and threats people in the
community face.
FEATURES OF HAZARD THAT NEED TO BE  what kind of hazard
CONSIDERED FOR SELECTING SELECTIVE
PREPAREDNESS MEASURES 2. warning sign
 indicators that a hazard is likely to happen
1. hazard type
3. fore warning
 time between warning and impact

4. speed of onset
 rapidity of arrival and impact

5. frequency
 does the hazard occur occasionally, yearly, etc.

6. when
 does the hazard occur in a particular time and year/ season

7. duration
 how long the impact of the hazard felt

DISASTER RISK
 chance or likelihood of suffering harm and loss as a result of a hazardous event
 probability of harmful consequences or expected losses resulting from interaction between natural man-
made hazard and vulnerable conditions

HOW CAN WE REDUCE RISK

Risk = hazard * exposure * vulnerability

Capacity

*
EARTHQUAKE HAZARD b.) RAYLEIGH WAVES ( kung wala tong wave na
 perceptible shaking of the surface of the earth toh haan ka makabuya tv DRRR = 65)
 resulted from the sudden release of energy in travels over the surface of a solid, especially
the earth’s crust that creates seismic waves of the ground in an earthquake
--According to United States Geological  wider waves
Science (USGS)
*TYPES OF EARTHQUAKE
*BODY WAVES 1.) Tectonic Earthquake  movement of plates
a.) P waves  can pass through solid, liquid, or 2.) Volcanic Earthquake  movement of magma
gas beneath the surface of the earth
b.) S waves  can only pass through solid 3.) Explosive Earthquake  man-made, produced
by the detonation of chemicals or nuclear devices
*SURFACE WAVES 4.) Collapse Earthquake  caused by seismic
a.) LOVE WAVE ( wave ka na para love na kita waves produced from the explosion of rock on the
ayieeee DRRR = 74) surface
 strong and destructive waves
 named after Augustus Edward Hough Love, *FAULT
are horizontally polarized surface waves  fracture along which the blocks of crust on
another parallel to the fracture
*
TYPES OF FAULT BOUNDARIES  caused by tensional stress
1.) DIVERGENT [  ]  causes seafloor expansion
 two tectonic plates move away
*GROUND SURFACE RUPTURE
2.) CONVERGENT [ ]  visible offset of the ground surface during and
 compositional stress after an earthquake
 causes mountain formation
 two places moving towards each other *LIQUEFACTION
 occurs when a saturated or partially saturated
soil substantially losses strength and stiffness in
3.) TRANSFORM [ ] response to an applied stress such as shaking
during an earthquake.
 shearing stress
 two places slide past one another *TSUNAMI (Japanese word)  tsu means harbour
 nami means wave
ENDOGENIC FORCES  long high sea wave caused by an earthquake,
 from confining stress submarine landslide, etc.
 these movements which lead to land upliftment *CAUSES
and subsidence, folding and faulting, earthquakes a.) earthquake
and volcanism b.) volcanoes c.) landslide (oceanic crust)
d.) explosives e.) meteorites
EPICENTER VS FOCUS
*EPICENTER *TSUNAMI vs STORM SURGE
 is on the earth's surface directly above
the focus STORM SURGE
*FOCUS  near-surface effect due to atmospheric
 aka HYPOCENTER conditions
 origin of seismic waves TSUNAMI
 is the movement of an entire water-column in
MAGNITUDE vs. INTENSITY response to an external event

Magnitude Intensity SIGNS OF IMPENDING TSUNAMI

 measures the energy  measures the A.) ANIMAL BEHAVIOR
released at the source shaking in a certain  Elephants
of earthquake location  have the ability to sense subsonic Rayleigh
 measured by Richter  measured by waves from an earthquake or tsunami
scale Mercalli Scale B.) DRAWBACK
 quantitative  qualitative  water coming back like low tide
C.) SOUND SIMILAR TO AN INCOMING TRAIN
*GROUND SHAKING OR GROUND MOTION
 vibration of the ground during an earthquake

UCSP
SOCIETY vs. COMMUNITY
*Society  bigger interaction
*Community  shared the same customs, beliefs,
and traditions
*SOCIO-CULTURAL BACKGROUND
*Society
we conduct ourselves in accordance with social
behaviour
universal among human beings
organized because of rules of conduct
performed major adaptive functions
*Culture
set of learned behaviours, attitudes, norms,
customs, traditions
complex whole because of the activities of
groups within society
*As a social being
we belong to a group
*As a cultural being
 we carry our ancestor’s tradition and beliefs
*As a political being
we are subjected to power relations
1. Ethnicity  state of belongingness
2. Exceptionality  special needs
3. Socio Economic Status
a.) Upper class  great wealth
*Upper-Middle Class
*Upper-Lower Class  stays in working class
b.) Lower- Middle Class –clerks
Lower- Lower class beggars
4. Gender  how we think of ourselves as persons.
5. Religion  society’s important institution
6. Social Change  modification of a pattern of
behaviour
*Characteristics of Culture
1. Learned
2. Normative
*Norms  explicit and implicit rules
*Folkways  customs and traditions that until
now, people follow
3. Adaptive
 being aware to one’s culture
4. Cumulative
passing of culture from one generation to
another
5. Diverse
*Linguistic Anthropology  systematic study of
language
*Cultural Anthropology  systematic study of
culture
*SOCIAL, POLITICAL, CULTURAL BEHAVIOR
1.) Social
 how individual interact with one another
*Social depression  negative emotional impact
*Citizenship  person’s active membership
*Istambay  negative connotation
*types or kinds of norms
a.) norms  explicit and implicit rules
b.) mores  right from wrong
c.) laws  legislated by law-making body
d.) taboo  acceptable or unacceptable norms
2.) Political
 events which authority and governance are put
into practice
*Politics  how government works and rule
*Political Science  systematic study of politics
*COMELEC ( Commission on Elections)
 running the election in our country
*Political Dynasty  several members involved in
governance
a.) thin dynasty  intergenerational succession
b.) fat dynasty  simultaneous monopoly of
seats
*Political Phenomenon  Erap Estrada
*Political Party  group affiliation
3.) Cultural
 individuals behave a certain way merely
because other persons do as well
*CHANGES on SOCIETY, POLITICS, and
CULTURE
  custom of secondary burial
1. texting/chatting
 negative use of technology, used for swindling Evolutionist-Intellectual Perspective
 negative use such as: drug transactions,  believes that religion and the notion of the death
cybersex
Sociological Perspective
2. transnational families symbolic interactionism (social behavior that
 families across boarders emphasizes linguistic or gestural communication)
 1 or more family members, located in different  functionalism
countries  conflict theory
Why? For greener pasture, higher salary

3. population Cultural Variations

 total number of people, Homo Sapiens 1. ethnocentrism  superiority of one’s culture
 Philippines: 107 million 2. xenocentrism  inferiority
3. enculturation  learning the culture but not
4. selfie/groupie changing, learning the traditional content of a
culture
5. local public service 4. acculturation  learning and changing
 form of local service by the government service 5. culture shock  shock
Example: 6. culture relativism  culture is related to other
*tree planting culture
*clean and green revolution  a person’s beliefs, practices,
and values should be understood based on that
6. youth volunteerism person’s
 young people have to chance to serve their Own culture
communities
7. politicking
 activity of trying to persuade or coerce others to
vote for a particular political party or candidate

8. dating
9. bayanihan

Anthropology
 study of evolution of man

Sociology
 logos and socius meaning partners
 study of society, patterns of social relationships,
social interaction

Political Science
 systematic study of politics
 the way people govern themselves

International Understanding
 when international schools offer subject in
Filipino culture and languages

Tree of Life
 way all living things evolve and came from one
common ancestor to another

Robert Hertz