UBD-Philosophy of Human Being

UbD PLAN
Subject: Philosophy of Human Being First Grading Period

Unit : 1 Title of Chapter/Unit: Allotted Time:
Topic:
 The Meaning and The Meaning and 9 Hours
Method of Doing Method of Philosophy.
Philosophy in
Relation to the
Human Person
as an Embodied
being in the
World and the
Environment.
STAGE 1-DESIRED RESULTS
Transfer Goal:
Learners will be able to independently use their learning to:
 Distinguish a holistic perspective from a partial point of view.
 Realize the value of doing philosophy in the activities of asking

questions and reflecting upon their own life questions.
 Assess issues (whether personal or social) in terms of the different

ways they can be viewed.
Meaning
Essential Questions: Enduring Understanding:
Learners will keep considering the The learner will understand that:
following questions:
 What implicit assumptions or  Being philosophical involves

unquestioned beliefs, does my considering questions in a deeper,
own point of view have? more critical and reflective way.
 Why is it important to keep on  A careful way of thinking about

being open to other ways of questions is necessary.
thinking?
 Philosophizing is a personal, and
 How much of what I believe is also a collective activity.
truly mine, involving my own
effort at exploring my own
questions, and answers?
Acquisition
Knowledge Skills…
The learners will know: The learner will be skilled at:
 That points of views involve  Identify which aspects (definition,

assumptions that they may or connections, and reasons) of their
may not have carefully thought points of views need clarification.
about.
 Reflecting on their own questions in
 That philosophical reflection is a disciplined, careful manner.
different from but includes other
ways of answering questions  Identifying other (unconsidered or
(scientific, mathematical, etc.). unexamined) ways of thinking
about issues.
 That they have inherited points of
views from outside sources, and
that it is important to personally
examine these points of views.
 That they are already engaged in

the activity of philosophizing.
STAGE 2 - EVIDENCE
Evaluative Criteria Assessment Evidence
Evidence of the level of Transfer Task/ Performance Task:

understanding
1. Homework on either or both of the Points for
Explaining Reflection Box and/or Going Deeper Box (Refer
to the textbook).
2. Short quiz on the difference between having a

philosophy and being philosophical.
Interpreting 3. Short quiz on the value of uncertainty.
4. Possible entries for the student’s philosophical

diary:
 Discussion on what pilosopo means.
Applying  Et cetera
Empathy
Perspective
Self-Knowledge
OTHER EVIDENCES:
- Summative Test
- Periodical Test
- Recitation
- Class Discussion
- Reflection/ Prayer Writing
STAGE 3 - LEARNING PLAN
Day : 2 Meetings (2 hrs. per meeting)

Topic : Doing Philosophy
Objectives :
The lesson is designed to enable the learners to:
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 on life.

4. Do a philosophical reflection on a concrete situation from a holistic perspective
Sources : Philosophizing and Being Human (textbook)

Introduction to the Philosophy of the Human Person
Procedure :
Motivation
As clearly as you can, try to articulate your own motto or maybe a guiding
principle or your philosophy of life. You might already have one—maybe you
have been saying it in conversation with friends or social media: “life is like a
Dota: sometimes you need support, sometimes you are the support.”
Presentation
NATURE OF PHILOSOPHY
Philosophy:
a) Person who is “pilosopo”- a person who is clever, that irritates us or
someone who thinks outside the box.
b) A subject/ course to seminarians
c) Motto being asked during beauty pageant
d) Guideline about a specific activity- business philo;
I- Philo as the Mother of Discipline

PHILOSOPHY:
 profound subject matter
 many philosophers are at the forefront of many sciences
: Pythagoras- who first used the term philosophy c.531BCE
philo - love
Sophia- wisdom
 it is the mother discipline out of which other sciences emerge
What makes philosophy unique from other sciences?
• During the ancient Greek times, any investigation regarding the nature of
things would be labelled as “phusis” or nature.
• No distinction between science, philosophy or religion
• All investigation falls under “phusis”
• It is revolutionary because their explanation about the nature of the
universe was mythological—based on, or appearing in myths or mythology
• Ex- offer something to Poseidon—for a safe travel on seas
- offer to the god of harvest, etc.
• C.650 BCE (580)- a man from a fishing village in Miletus, named Thales
started to diverge from the mythological tradition and tried to ask questions
like:
“What is the underlying substance that reality is made of?”

“How do things come to be?”
• For the first time a man has dared to go against tradition.

• Thus, emerged the “Western Philosophy.”
• For Thales—reality is made up of water: solid; liquid; gas
• His explanation was very simplistic but for the first time, that within man’s
rational ability to abstract & explain reality based on or in accord w/ reason
or logic
• For the first time someone thought that there must be an order in the
universe and governed by laws w/c could be explained by human being
through the process of abstraction.—the act of obtaining or removing
something from a source.
• Ex-TV - you can see.

- close your eyes –you still have that picture of TV.
- that imagined TV was an abstraction from the source
What makes a question philosophical?

“ What is your name?”
“ What time is it?”
• Isaiah Berline—
Three Characteristics of a Philosophic questions:
1) The questions are often very broad or general

- “What is the primal substance that constitutes reality?”
- “What is the purpose of my existence?”
2) There is no single standard/ methodology for answering these questions

- Is there an objective reality? Ex. “Coke”
- For Plato—Yes—believer of realism
- For Kant—No—believer of constructivism- reality is constructed by
mind.
3) Seem to have no practical utility (seem to be trivial)

- to serve no practical purpose
- Without philosophy, different sciences would not have emerged
- psychology- before Sigmund Frued became famous of his

psychoanalysis, Plato and Aristotle talked about soul or psyche.
- math- Pythagoras
Philosophy-as a Second-Order Inquiry
Difference between a scientist and a philosopher?
 Scientist- will follow the method of his science strictly while

doing his experiment in the laboratory.
 Philosopher- doing his second-order inquiry
 he is there to critique and scrutinize the methods of the science, and to

question their assumptions.
 this constant scrutiny and criticism often leads to the refinement of a science
and its methodology.
 philosophy is there to watch over them, like a mother keeping a watchful eye
over her children.
Activity:
• Think and then write two examples of a philosophical questions or

problems that belong to philosophy. Explain why it is considered
philosophical.
• Rubric:
1) 3- two examples; explained clearly
2) 2- 1 example; explained clearly
3) 1- 1 example; no clear/ adequate explanation
Formative Test:
1) The philosopher and mathematician who first coined the word

philosophy.
Answer: Pythagoras
2) Philosophy comes the Gk. Word “philo”- which means?
Answer: Love
3) And the word “Sophia” which means?
Answer: wisdom
4) The philosopher who believed that reality is a construct of the mind.
Answer: Emmanuel Kant
5) Before philosophy, investigation regarding the nature of things in
general, falls under the term_______.
Answer: Phusis
6) A scientist practicing his science in his laboratory is an example of a
______________ inquiry
Answer: First-order
7) Is the father of western philosophy.
Answer: Thales
8) Is the mother discipline from which other sciences emerge.
Answer: Philosophy
9) During the time of Thales and his fellow philosophers, they all
assumed that the universe was a _______, or orderly system.
Answer: logos/cosmos
1) Why is philosophy considered to be the mother of discipline?

2) Philosophy is a second-order inquiry. Explain.
DOING PHILOSOPHY:
A) Ancient Greece: Pre-Socratic
• Western philosophy started back to 630BCE in Miletus

(Turkey). A fishing village and center of trade
• It became the melting pot of ideas and cultures
Milesians: Thales; Anaximander; Anaximenes
• The triumvirate-they gave a non-mythological account of

nature.
• They believed that the universe is alive or animate.
Thales:
• Assume that the earth is flat, such that when you reach the
edge of the horizon, you will fall.
• Businessman—went to diff. places—Egypt—learn geometry
and brought it to Ancient Greece.
• He was also an astronomer-predicted eclipse.
Anaximander (610-540 BCE)
• Student of Thales
• Very good prose writer
• Earth is cylindrical
• First to attempt to draw a map
Anaximenes (588-524)
• Student of Anaximander
• Fundamental substance of the earth is air.
• Went back to the flat-earth theory—heavenly bodies are like saucers
floating in the air.
• Earth is like flat and round.
After the triumvirate:
Pythagoras (531BCE)
• Leader of a religious cult known as Pythagoreans

• For him philosophy and religion are connected and merged into one.
• Gave importance to contemplative life for purification.
• Believed that the primary constituent of reality are numbers.
• He coined the word—”Philosophy.”
Heraclitus (500 BCE)
• Believed that “the only permanent thing in this world is change” known as
“flux” or being
• “you cannot step twice into the same river”
• First philosopher who wrote something about the idea of change.
• Used the flames of fire to emphasize the idea of change.”
Zeno of Elea (490 BCE)
• Follower of Parminedes
• Have some arguments against motion.
• That the arrow in flight is at rest.
B) Doing Philosophy: East and West
Western Philosophy:
• Started with the curiosity

• Veered away from mythological tradition
• Using the rationality of man and his coherent thought.
• Known to be the birth of the Western philosophy:
 use of logic
 Reason
 Categorization
 Breaks down ideas-focus on the parts rather
than the whole
 Has an objective view of the world (scientific
paradigm)
Eastern Philosophy:
• No dichotomy between the objective world and the human being.

• Philosophy and religion are one—doing philosophy is also practicing
religion
• Through their consciousness, not through the objective self; they could
experience / knowing the world.
(Meditation) - walk on fire
- bend metals
- Levitation
• Buddhism- highest level of consciousness—Nirvana.
• Philosophy being the way of life.
• No need to ask what is better or what is the correct way
• Appreciate both worlds, both perspectives
West:
1. Thales
2. Pythagoras
3. Plato
East:
1. Mencius
2. Lao-Tzu
3. Confucius
REVIEW:
Philosophy:
• Guideline or code.
• An academic discipline
• Activity of disciplined and critical reflection of things
• The process of searching for knowledge
Doing Philosophy involves:

• Critical thinking
• Use of reason
Who can philosophize? Support your answer.
Approaches in Doing Philosophy
I. Analytic Philosophy
According to C.D. Broad, Analytic Philosophy has two fundamental tasks:
a. Analysis and Definition of our fundamental concepts.
b. Clear and resolute criticism of our belief
A. Example: Which came first: chicken or egg?
- Egg
-Chicken
- Depends: Alphabetical, biblical
• Instead of answering quickly, analyze the question first.
What do you mean by that?
a. From the reproductive stand point—Chicken.
b. From the developmental stand point—Egg.

• We should use the analytic philosophy.
• Philosophic question is not solved, it dissolves.
B. Examine and criticize of beliefs and assumptions in our daily life.
Example:
Biased against Muslims
• Because of the terrorist acts like the Abu Sayyaf—all Muslims are regarded
as terrorists and troublemakers.
• This, we are bringing since childhood and we need to be freed from our
biases.
• We need to subject our beliefs and biases to constant scrutiny and criticism
—of what are worth holding on.
• Philosophy is a new way of looking at things.
II. Speculative Philosophy
• Speculative philosophy aims to reach some general conclusions as to the

nature of the universe; and as our position in it.
• The attempt of the pre-Socratic philosophers are speculative.
• Abstract and extract the essence.
• It is an attempt to think synoptically of all the facts.
III. Reductionist Philosophy
• A reductionist approach of doing philosophy refers to understanding

complex ideas by reducing them to their parts.
• Rene Descartes first introduced the concept of reductionism during the
th
17 Century.
• Machine can only be understood if you would take its pieces apart.
IV. Holistic Philosophy
• Works on the assumption that something can be more than the sum of its
parts.
• One must understand as a whole.
• Holism comes from the Greek word “Holos” which means all, whole, or
total.
• Aristotle— “the whole is more than the sum of its parts”
• But the word Holism was introduced by a South African statesman Jan
Smuts.
• Properties of the parts can be fully understood through the dynamics of the
whole.
• Holistic Philosophy refers to any kind of doctrine that gives priority to the
whole over its parts.
Value Integration
Evaluation :
1. How did you understand by what is meant by “philosophy” before reading this
chapter? How do you understand it now? If there are difference, why? If there are
none, why not?
2. What do you think Socrates meant when he said, “The unexplained life is not
worth living.”?
3. Articulate questions that you have about life no matter how simple or
superficial they seemed.
Assignment :
UbD PLAN
Subject: Philosophy of Human Being
Topic:
 The Meaning and The Method of 9 Hours
Method of Doing Philosophy
Philosophy in
Relation to the
Human Person
as an Embodied
being in the
World and the
Environment.
Transfer Goal:
 Distinguish among the different modes of philosophizing and the

different subject matter proper to these modes.
 Differentiate subjectivity from objectivity and realize the dialectical

relationship between the subjective and objective perspective on
reality.
 Reflect about experience, and the self, phenomenologically.
Meaning
 What is the value of philosophical  Philosophy as a subject matter

reflection in my life? involves various disciplines and
traditions.
 How does my understanding of
experience benefit from the  Philosophy as an activity involves
objective and the subjective view- recognizing the reciprocal
points? implication between subjectivity and
objectivity.
 How is continuous self-reflection
seminal in my understanding of  Phenomenological reflection is
man, as well as life and reality? valuable for understanding the self
as well as experience more fully.
Acquisition
Knowledge Skills:
 What the various traditions and  Distinguishing the subject matter

sub-disciplines of philosophy are. proper to different modes of
philosophy.
 What phenomenology is as a
philosophy and as a method, and  Reflecting, in a philosophical and/or
what it involves. phenomenological way, about the
self, experience, and reality.
 What phenomenological
reflection is and how it is relevant  Distinguishing between the
to understanding the self and objective and subjective
reality. perspective of reality.
 That objectivity and subjectivity  Looking at experience

are dialectical and mutually phenomenologically.
reciprocal for a more holistic
understanding of truth.
STAGE 2 - EVIDENCE

understanding
1. Homework on one item among questions two,
Explaining three, and four in the Points for Reflection Box
(refer to the textbook).
2. Short quiz on the different ways by which areas

and their philosophy as a disciple may be
Interpreting categorized (and specific examples).
3. Short quiz on the two kinds of reflection in

Marcel’s phenomenology.
4. Reflection paper, at the end of the chapter, on

Applying items one and three in the Points for Reflection
Box.
Empathy
Perspective
Self-Knowledge
OTHER EVIDENCES:
- Summative Test
- Periodical Test
- Recitation
- Class Discussion
Day : 2 Meetings (2 hrs. per meeting)
Topic : Methods of Philosophizing
Objectives :
1. Distinguish opinion from truth
2 Analyze situations that show the difference between opinion and truth
3. Realize that the methods of philosophy lead to wisdom and truth

4. Evaluate opinions

Procedure :
Motivation
You have learned that philosophy comes from the Greek words philos and
sophia, which means love for wisdom. What then, do you think makes it different from
the other natural and human sciences? Is it critical thinking? Is it the use of reason?
Is it a specific object of study? Is it interested in physical and material things?
Presentation
Methods of Philosophizing
• Just that there are many philosophies, there are also many methodologies.
• How to categorize Philosophy:
A) Traditional Branches of Philosophy(by Subdiscipline)
Branch of Philo Concern Question

Ethics Study of action What ought I do?
Metaphysics Study of existence What is being?
Epistemology Study of Knowledge What can I know?
Logic Study of reasoning Correct inference
B) By chronology/ historical typology
- Ancient Philosophy
- Medieval Philosophy
- Modern
- Contemporary/ Postmodern
C) By General Directions
- Analytic Tradition-mostly coming from UK, US, New Zealand
focuses on the clarification of the metaphysical and philosophical

questions
I. Plato’s Metaphysical System

• Believed that there is a world of Forms and Ideas; a World Soul, and a
World of Illusions
World of Appearance:
- the things we see in this world-always changing
- this is not the basis of knowledge
- it is simply a secondary copy of the idea in what he called the World of Forms
and Ideas.
ex. Chair
-though different of shapes—you know the “chairness” of the chair.

- this idea of chairness comes from the other world he called the World of
Forms and Ideas w/c is the ultimate basis of knowledge.
World Soul
- before we were born, our souls was once part of the World Soul
- the World Soul has immediate & direct contact with the World of Forms.
World of Forms & Ideas
- the source of real and absolute knowledge.
- there is a hierarchical structure
- recognized by the soul would be:
1) ideas about material objects
2) mathematical ideas
3) Abstract Ideas
4) Idea of the Good
Allegory of the Cave

• Prisoners in a cave ; chained facing a wall
• Behind and above are people bringing objects
• Behind these people is a burning fire ; the fire cast the shadows of the
people with their objects
• Prisoners could only see the images
• Once the prisoner is set free—will realize that the cause of the shadows
were the people and the fire.
• This process of enlightenment of the soul/mind is an ascent from the world
of opinion to the world of real knowledge.
• This is Plato’s Divide Line
• Opinion- a view or judgment through the use of our senses
• Knowledge- a view or judgement through the use of intellect
II. Socratic Method-Exercise in Dialectics

• Dialectics- Socrates used this method to deduce contradicting
consequences of the same hypothesis.
• It is a discussion and reasoning by dialogue as a method of
intellectual investigation.
• It is the method of examining and discussing opposing ideas
in order to find the truth.
• Ex. Learners of HSST—BUOTAN
- visit the less fortunate/ financially challenged community
- visit the prisoners/ sick
- gives bundles of joy during Christmas

• Ang tawo nga buotan kinahanglan ba nga pugson?
 suguon?
- I check kng kinsay nakahatag?
• So, ang taga HSST—buotan o dili?

• That is an example of a dialectic used by Socrates to attain knowledge.
III. Method of Systematic Doubt- an Exercise in Skepticism
• Rene Descartes—well known of this method
- when you doubt this is the starting point of knowledge
- 3 Indubitable premises of knowledge:
a) Self
b) God
c) Material Objects
• these three can be discovered using the method of systematic doubt

• Systematic Doubt—doubting everything until you arrive at clear and distinct
ideas.
• If you are doubting—then there should be a doubter
• “Cogito, ergo, sum”—I think, therefore, I am
• This method/ process is called skepticism/doubting
• To gain knowledge is to doubt.
Sharing:
1. Evaluate Plato’s theory of knowledge. Discuss its strengths and
weaknesses. Do you agree with his theory?
2. Give your own example of the application of the dialectical method.
Nature of Knowledge
I- Stages in the Apprehension of Concepts of Knowledge:
A) Perception
this we share with animals cause animals also perceive their surrounding.
Two types of Perceptions:
a) External
-happens when we perceive things using our five senses
- ex. Chair
- the result of this perception is Percept
b) Internal Perception
- happens when we use our imagination and memory
- close your eyes- you now have an image of a chair.
B) Abstraction
- second stage—separate us from the animals
- upon perceiving different types of chair—one can have an abstract universal

chair
- now their is a concept of a chair
- Concept- is the result of the process of abstraction
- mind/ intellect- responsible for the formation of concepts.

- concepts exist in the mind.
C) Judgment
- this is where we are going to make a knowledge claims because we are

going to take at least two concepts.
- two concepts, and then put them together, in order to make a proposition—
either be true or false.
- blue and sky
- sky is blue—this becomes a claim—either true or false
- this process is called judgement and the result is a statement or a

proposition.
Sentences and Statements:

• Concepts that we put together are expressed using sentences
Five types of sentences:
1) Declarative—meant to express a statement
2) Interrogative—meant to ask a question
3) Imperative—meant to issue a command
4) Expletive—meant to issue a wish
5) Exclamatory—meant to express surprise

• Sentences have no truth value
ex. What time is it?
no point of asking— “True or False”
ex. Exclamatory—Ouch! ; no sense to ask “T or F”

• Only Declarative –that has the element of truth or falsity because there is a
knowledge claim being made.
Types of statements:
1) Empirical Statements
2) Analytic Statements
Analytic Statements:
• It concerns about the truth or falsity of the knowledge claim being made
• Truth or the falsity of the statement could be found within the statement
itself.
ex. A bachelor is an unmarried male of marriageable age.
A puppy is a small dog

• It is also known as “Truths of Language, Truths of reason, matters of logic”
Empirical Statements:
• Their truth or falsity depend on the state of affairs being claimed.
ex. The sky is blue
The kitten is on the mat

• One will not discover the truth of the statement by mere analysis but rather
to look and see outside of the statement.
• Empirical statements are also known as “truths of facts, matters of facts or
a posteriori statements.”
• Hopefully the methods of the different philosophies will help us differentiate
TRUTH
from
OPINION
REVIEW
• We human beings possessed with reason

• We use this when we make decisions or when we are engage in an
argument or debate.
• We call it philosophizing or Doing Philosophy
• Philosophizing needs methods to arrive the truth or to know what is truth
from opinion/ falsity
• It needs critical thinking
• That’s why we talked about:
Plato’s Metaphysics
Socratic Method
Systematic doubt
Stages of knowledge
Types of statements
• Hopefully will help us to differentiate TRUTH from OPINION
Exercise:
1) MRT (train) is bound to North EDSA station and the wind is blowing
towards the east. What is the direction of the smoke?
Exercise:
2) You are in a cabin and it is pitch black. You have one match on you. Which do
you light first, the newspaper, lamp, or the fire place?
Exercise:
3) There was an old man who lived by himself. He felt tired so he went into the
bathroom, went to the toilet, and then turned the light off before going to bed.
The next morning, there was a news flash on the radio that a boat crashed.
The man opened the window and jumped out. Why?
Name: Class # Section
Reflection no.1
Guide Questions:
1) From the different methods of philosophy, choose a specific method that is most
meaningful/ useful for you.
2) With the use of your chosen method, how can you differentiate truth from opinion?
3) Give life’s applicability.
Value Integration
Evaluation :
1. How do I look at myself? By looking at myself, am I not reducing myself to an
object of cognition?
2. When understood as an object, how do I understand myself?
3. How can I look at myself without reducing myself to an object?
Assignment :
UbD PLAN
Topic:
 The Meaning and The Human Person as 9 Hours
Method of Doing Embodied Spirit
Philosophy in
Relation to the
Human Person
as an Embodied
being in the
World and the
Environment
Transfer Goal:
 Recognize applications of the different ways by which the

experience of embodiment is presented in philosophy and other
disciplines.
 Recognize how the body imposes the limits as well as the

conditions for possibility in existence.
 Recognize that personal identity is enmeshed with embodiment.
Meaning
 How is my body both the limit  Embodiment is having a body and

and condition of possibility for not just being one’s body.
meaning in the world?
 Embodiment is the medium by
 How are my personal identity, which one has a, is part of, and also
meaning and relation conditioned not, the world.
by my body?
 Embodiment is the medium of
 Why is understanding man intersubjectivity.
inseparable from understanding
embodiment?
Acquisition
Knowledge Skills:
 That primary reflection about the  Applying the phenomenological

body is complimented by approach to man in terms of the
secondary reflection. primary and secondary reflection on
embodiment.
 The difference between being
and having bodies.  Reflecting on their own experience
on embodiment.
 That embodiment is a unity with
no separation whatsoever.  Understanding how embodiment
conditions and limits their
experiences.
STAGE 2 - EVIDENCE

understanding
1. Homework on the first and/or third items in the
Explaining Moving Forward Box (refer to textbook).
2. Short quiz on the similarities and/or differences

between Plato’s, Aristotle’s, and Descartes’
philosophical positions regarding the body.
Interpreting
3. Short quiz on the difference between Marcel’s
primary and secondary reflection on
embodiment, with students’ own specific
examples/application.
Applying
4. Entry for students’ philosophical diary
Empathy
Perspective
Self-Knowledge
OTHER EVIDENCES:
- Summative Test
- Periodical Test
- Recitation
- Class Discussion
Day : __________
Topic : The Human Person as an Embodied Spirit
Objectives :
1. Recognize own limitations and possibilities
2 Evaluate own limitations and the possibilities for their transcendence
3. Recognize how the human body imposes limits and possibilities for
transcendence.

Procedure :
Motivation
What is your favorite thing to do during the weekend? Clean the house?
Read? Play online games? Drawing? Maybe engaged in some kind of sport?
Describe what your activity is like, and try to identify which aspects of you are
engaged and/or are responsible for being able to do these activities—e.g. your
hands, your eyes, your mind, and/or your brain.
Presentation:
The Human Person as an Embodied Spirit

Our Bodies
• Often times we pay attention to our bodies when we experience something
like:
- toothache
- stiff neck/ sprain
- injury-cause inability
• Wonder:
- most people cannot lick their own elbows
- cannot open their eyes while sneezing
- why I cannot teleport like the mutants
• Because our bodies are in time and space—if functions in accordance with
the natural laws
ex. - We do not have bone length that allows us to lick our elbows
- Because of the involuntary reflex triggered by the stimulation of the

cranial nerve connecting the nose and the eyes.
- we cannot fly unaided because our strength and power would not be
enough to support relative to our size.
- teleportation- cannot be—involves disintegration and

reintegration of atomic data.
• It means that our bodies are physically condition by the subject to natural
laws. (limitations)
• Moreover, when we describe ourselves almost always, it includes physical
terms: dark skin; long hair; slender; etc.
• A School of Thought—monist—believed that we are simply a BODY.
But we know it also that there is more to ourselves than our bodies.
We know that we have minds apart from having our bodies.

While bodies are subject to the natural laws, of biology, physics, and chemistry, we
hold that we have minds that are not limited the same way that our bodies are.
Our mind (intellect, will, imagination, rationality) less constrained as compared to our
bodies.
A School of Thought—monist—We are the MIND
Monist- involving one thing.
Question:
1) Are you the body?
- conglomeration of physical processes (blood flow, cellular regeneration,

interaction in the atomic and molecular level)
2) Are you the mind?
- none of those physical things instead (your dreams, hopes, decisions, fears,
principles, etc.)
Dualist View:
• Human being—composed of that mind and body—fundamentally different
and separate
• Rene Descartes
- a dualist
- believes-the essence of man is the “I”-the thinking self (the mind)
- the body (the unthinking self) is the extension of the mind
Aristotle:
- claims that the matter is inseparable from the substance
- ex. Statue—one cannot ask if it is the shape or the

material component
- body and soul/mind cannot be separated.

Value Integration
Evaluation :
Assignment :
Try to look for movies, series, and/or stories that focus or touch on embodiment.
Discuss how Marcel’s phenomenology of the body may or may not be applicable
to it.
UbD PLAN
Topic:
 The Meaning and The Human Person in 9 Hours
Method of Doing their Environment
Philosophy in
Relation to the
Human Person
as an Embodied
being in the
World and the
Environment
Transfer Goal:
 Distinguish between different fundamental perspectives regarding

nature.
 Differentiate consumption and lifestyle practices springing from

either meditative or calculative thinking.
 Evaluate environmental concerns and the grounds by which these

concerns are important.
 Continuously assess the assumptions of environmentally-

responsible actions.
Meaning

 How do my habits, lifestyle, and  Approaching nature as a resource

practices involve my own is based on seeing it as something
understanding of what nature is? alien to us.
 How do I understand technology  Modern technological ways of life

and what do I think is its have revealed to us a very narrow
purpose? view of being in the world.
 What among my habitual and  Sustainable practices and

lifestyle actions are in need of re- meditative thinking calls for re-
evaluation? evaluating our understanding of
nature and our place in it
Acquisition
Knowledge Skills:
 The predominant approaches to  Identifying which practices are

nature are those implicative of grounded on calculative thinking.
alienation.
 Reflecting, using meditative thinking
 The difference between seeing on how technology should be
nature in terms of alienation and understood.
being in nature in terms of
dwelling.  Translating meditative thinking into
ecologically sound technological
 The differences between practice.
calculative and meditative
thinking.  Understanding what dwelling in
nature involves.
 That discussions about the
environment are grounded on
philosophical assumptions
regarding on what nature is.
STAGE 2 - EVIDENCE

understanding
1. Group work on the top ten contemporary
Explaining environmental issues to be orally presented.
2. Group work based on the activity presented in

the Going Deeper Box to be submitted as a
written report (refer to the textbook).
Interpreting
3. Homework on the activity presented in the Points
for Reflection Box (refer to the textbook).
4. Short quiz on the contemporary top ten issues
Applying and the characteristics of calculative thinking.
5. Entries for students’ philosophical diary.
Empathy
Perspective
Self-Knowledge
OTHER EVIDENCES:
- Summative Test
- Periodical Test
- Recitation
- Class Discussion
Day : 2 meetings (2 hrs per meeting)
Topic : The Human Person in their Environment
Objectives :
1. Notice disorder in an environment
2 Notice things that are not in their proper place 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.

Procedure :
Motivation
Come up with a list of the top five things/ people that you value the most in
your life, from the most valued to the least valued. Reflect on the reasons why
you value them and why in that particular order.
After doing this, reflect on where you think the value of these things/people
come from. Are they valuable in themselves or is their value a function of
personal motives?
Finally, think about the natural environment. Do you think it is valuable in itself,
or is it valuable only insofar as it serves different purposes in relation to personal
biological survival?
Presentation
Environmental ethics is the discipline in philosophy that studies the moral
relationship of human beings to, and also the value and moral status of, the
environment and its non-human contents. A very basic question that
environmental ethicist would consider in their theories is an inquiry as to “What
are those entities that should be given moral considerations or values?”
Something is claimed to have intrinsic value if it has inherent worth in itself,
meaning to say, it is worth pursuing as an end in itself because it is valuable or
good for its own sake.
Attribution of moral consideration
1. Humans- traditional anthropocentric views would consider human beings as

the center of moral consideration. These could be traced from the Judeo-
Christian tradition where human beings were given the dominion over the fish of
the sea and over the birds of the air and every living things that moves upon the
earth (Gen. 1)
2. Non-humans (higher forms of animals)- Panthocentrism
Peter Singer, an Australian philosopher, espoused that the realm of of being

morally considerable must be extended to higher forms of animals or intelligent
animals like dogs and chimpanzees, who are sentient and therefore, have the
capacity to feel pain, and thus, suffering.
3. Living Organisms- Biocentrism
Biocentrism is the view that not only humans and animals, but also plants
should also be morally considerable. They give due consideration to the
preservation of biodiversity with its plants and animals.
4. Holistic Entities or Communities- Ecocentrism
Aldo Leopold’s Land Ethic reduces all living beings (man, animals and plants)
as mere members of the ecosystem or community. Thus, the ecocentrism
regards ecosystems as holistic entities that should be given moral consideration.
Environmental philosophy is a fairly new sub-discipline in philosophy. It covers three

broad areas: Environmental Ethics, Radical Ecological Philosophy, and Reformist
Anthropocentrism. Radical Ecological Philosophy has three main paradigms,
Deeply Ecology, Social Ecology, and Ecofeminism.
Deep Ecology
Proponents of Deep Ecology where disillusioned with existing modes of

depletion of natural resources by industries and the heavy pollution they cause.
They see shallow ecology as an extension of the traditional and conventional
world view. Deep Ecology presupposes biospheric egalitarianism which assumes
that all living things possess equal value an intrinsic worth regardless of their
usefulness or utility to other beings.
Social Ecology
Social Ecology is an offshoot of the movement against domination of existing

hierarchical structures in society that preempt the development of the full nature
of an individual, from his first and second nature. According to Murray Bookchin,
the proponent of social ecology “Until human beings cease to live in societies that
are structured around hierarchies as well as economic classes, we shall never be
free of domination, however much we try to dispel it with rituals, incantations,
ecotheologies, and the adoption of seemingly natural ways of life.”
Ecofeminism
Ecological feminism or ecofeminism was a reaction against male domination

and the corresponding oppression of women. Superiority justifies subordination.
Men are assumed to be superior to women and nature, thus, the subsequent
domination and exploitation. Ecofeminism believes that a society characterized
by a mentality that tolerates the oppression of women is directly linked with its
tendency to tolerate the abuse of the environment and degradation of nature.
Present and Future Challenges on the Environment—What We Ought To Do
A number of challenges on the environment could be identified and every

living person on this plant would have to take on the moral obligation of
preservation and conservation by taking mitigation and adaptation measures
seriously in order to deal with these challenges.
Climate Change: The Present Challenge
Its impact are seen all around the globe through the melting polar icecaps,
drastic rainfalls and thunderstorms, sea-level rise, and the increase in the Earth’s
temperature. This is why the world’s major global issues are related to the
environment, specifically about the climate change. This can be seen especially
when the changing climate affects the social and economic conditions of the
world economies. It impacts greatly on the marginalized sector, especially the
poor, their basic needs such as food, shelter, water and health.
Preservation of Endangered Species: The Continuing Challenge
Endangered species are any kind of species that are at risk of being extinct.
Extinction mostly occurs in animals due to human activities such as hunting,
habitat destruction, pollution, and species competition. A number of species have
already been extinct ever since life on Earth began as human beings compete
with other living things for space, food, and water. In most of these cases, human
beings are at the topmost level of the food chain and they are very successful
predators.
Water Scarcity: The Emerging Challenge
The rising global population combined with economic growth in emerging

markets will trigger a growing demand for potable water and food. The global
water demand will grow 40% by the year 2030. Water risk due to global warming
like droughts and extreme floods are becoming more and more severe in the
recent years. The world encountered unprecedented weather conditions in the
last five years.
Sustainable Development: The Future Challenge
Sustainable development is defined as “Development that meets the needs of

the present without compromising the ability of the future generations to meet
their own needs.” In other words, the notion of sustainable development upholds
the ideal that any social environmental and ecological advancement can be
achieved within the carrying capacity of the earth’s natural resources.
What We Ought To Do (prima facie obligation, positive and negative duty)
Peter Wenz recognized the ‘prima facie’ (‘at first glance’) obligation to our
ecosystem. This prima facie obligation “would exist in the absence of
countervailing moral considerations.” But he emphasized that aside from his
prima facie obligation, there is a more primal obligation that we have to
recognize: we have an obligation to protect the environment from oneself.
Wenz claims that a positive duty is a “duty to protect the environment from any
and every threat or a duty to bring aid.” This positive duty is less stringent,
according to Wenz than a negative duty. He claims that “The duty to protect the
environment from oneself, on the other hand, rest on a principle concerning the
duty to do no harm, which is a negative duty.” Thus, Wenz emphasize that those
who may not have been convinced that we have a duty to bring aid may
nevertheless find it more compelling to follow a negative duty not to harm than a
simple prima facie positive duty to bring aid. He also claims that “the negative
duty not to harm the environment is easier to comprehend and accept.” As an
individual, we have the moral obligation to do our part.
Value Integration
Evaluation :
1. Why do you think it’s important to reflect about environmental issues today?
What are the things at stake in discussing these issues?
2. Is there a difference between the philosophical and scientific approaches to the

study of ecology? If yes, what are these?
3. How is philosophy relevant in thinking about the human being’s relationship

with the environment?
Assignment :
UbD PLAN
Subject: Philosophy of Human Being SECOND Grading Period

Topic:
 Human Living Freedom and the Human 9 Hours
Person
Transfer Goal:
 Recognize freedom and responsibility in their actions.
 Understand that their actions are done within the context of larger
wholes and forces.
 Develop more self-awareness in light of freedom and responsibility.
Meaning
 How is my exercise of freedom  Freedom is not merely absence of

undergirded by my own constraint but also presence of
understanding of what it means autonomy.
to be free?
 Autonomy is dependent on
 Why and how are my actions free conscious self-awareness.
within the context of historical
realities over which I have no  Freedom is understandable only
control? within the context of natural,
interpersonal, and socio-historical
 How much of my actions contexts and forces.
rationally justifiable as
proportionate to a situation’s  Every action is a decision which will
demands? stay with them throughout their
personal history.
Acquisition
Knowledge Skills:
 That freedom is not merely  Identifying perspectives on freedom

negative freedom and is and the nuances thereof.
grounded on conscious self-
awareness.  Reflecting on their experiences in
light of freedom and self-
 That there are various awareness.
philosophical perspectives
regarding freedom.  Understanding that choices are
based on rational justification as set
 That they are always within by circumstantial demands.
context over which they have no
control but are still free given
those context.
 The exercise of freedom includes

the capacity to weigh the value of
actions in light of their
consequences upon the self and
inevitably upon others.
STAGE 2 - EVIDENCE

understanding
1. Homework on the question on the Second
Explaining Thought Box (refer to textbook).
2. Reflection paper on the items in the Moving

Forward Box (refer to textbook).
Interpreting 3. Short quiz on the forces that define our

situatedness as human beings.
4. Entries for the students’ philosophical diary.

Applying
Empathy
Perspective
Self-Knowledge
OTHER EVIDENCES:
- Summative Test
- Periodical Test
- Recitation
- Class Discussion
Topic : Freedom of the Human Person
Objectives :
1. Realize that “all actions have consequences”
2 Evaluate and exercise prudence in choices
3. Realize that: a. Choices have consequences; b. Somethings are given up

while others are obtained in making choices
4. Show situations that demonstrate freedom of choice and the consequences of
their choices.

Procedure :
Motivation
On a one-fourth sheet of paper, write down at least three instances in your life
when you felt most free. It can be a memory from your childhood or a more
recent experience. Reflect on these events and try to find out the common factors
that make you think that these experiences are good examples of human
freedom.
On the other side of the sheet, write down at least three instances in your life
when you felt most unfree. It can also be an old or recent experience.
Finally, ask your seat mate if he/she feels free as you are sitting in your class.
Ask him/her why or why not.
Presentation
Value Integration
Evaluation :
1. What is the importance of reflecting on the meaning of human freedom in
understanding yourself as a person?
2. What do you think would change if it it is proven that freedom is merely an
illusion and that our choices are absolutely determined by our past and our
external environment? Would you be willing to live in a world where people are
not free?
3. Why is it important to understand freedom in relation to responsibility? Can you
think of instances when people cannot be held responsible for their choices?
4. Can you be held responsible for other people’s choices? What are some
instances where these maybe possible?
Assignment :
UbD PLAN

Topic:
 Human Living The Human Person and 9 Hours
Intersubjectivity
Transfer Goal:
 Realize that intersubjectivity requires accepting differences and not

imposing on others.
 Appreciate the talents of and differences among persons.
 Differentiate dialogue from monologue and understand the

implications of understanding love phenomenologically.
 Recognize minority groups, ethnic identities, gender differences,

the underprivileged, and differently abled persons.
Meaning
 How do I understand differences  Intersubjectivity requires a

among persons? phenomenological view of the
human being.
 What dominates in my relations
with others: an I-Thou or an I-It  Genuine dialogue is different from
interaction? Why? monologue in terms of the actions
towards others involved in either.
 How do I understand love and
loving others?  Loving relations necessitate a
recognition of the other as other,
 How is justice applied without inviolable, sacred, and historical.
patronizing others for being
different?  Whatever form intersubjective
relations take, all of these require
being responsible and being just.
Acquisition
Knowledge Skills:
 There are several modes of  Identifying the characteristics of

intersubjectivity. both I-Thou and I-It relations.
 That an I-Thou relation is  Reflecting on the implications of

characterized by dialogue, understanding love
unfolding and the personal phenomenologically.
making present.
 Understanding what treating the
 That an I-It relation, which is how other as other involves.
we usually relate with others, is
characterized by monologue,
speechifying, and imposing.
 That love is historical, eternal,

and sacred.
STAGE 2 - EVIDENCE

understanding
1. Homework on the Points for Reflection (refer to
Explaining textbook).
2. Short quiz on comparing the different

characteristic between the I-Thou and I-It
relations.
Interpreting 3. Philosophical diary.
Applying
Empathy
Perspective
Self-Knowledge
OTHER EVIDENCES:
- Summative Test
- Periodical Test
- Recitation
- Class Discussion
Topic : Intersubjectivity
Objectives :
1. Realize that intersubjectivity requires accepting differences and not to imposing
on others.
2 Appreciate the talents of persons with disabilities and those from the under-
privilege 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.

Procedure :
Motivation
No Man is an Island
by John Donne
No man is an island entire of itself;
every man is a piece of the continent, a part of the main;
If a clod be washed away by the sea,
Europe is the less, as well as if a promontory were,
as well as any manner of thy friends or of thine own were;
any man’s death diminishes me,
because I am involved in mankind.
And therefore never send to know for whom
the bell tolls; it tolls for thee.
1. What is the poem talking about?
2. What does it say about the human person?
3. Do you agree with the poem? Why or why not?
Presentation
Intersubjectivity
Intersubjectivity
- refers to the condition of a human being, a subject, among other human

being, who are also subjects.
Subject—fundamentally involved in an always already and meaningful engagement
with reality and with others.
--in dialogue with others
On Dialogue
- Martin Buber (1878-1965)
- A Jewish philosopher
- offers distinctions between social and interhuman
Social
- refers to the life of the group bound together by common experiences and
reactions
- points to group or communal existence
- certain animals operate this category like: gorillas; sheep; whales; etc.
Interhuman:
- refers to the life between and among persons, who are non-interchageable
and non-objectifiable
- interpersonal life of dialogue
- it has a relationship between the I-Thou
Ex. Rally- joined rally—social
-in that rally you saw your former classmate—interhuman
Distinctions of Relationships:
1) I—it Relationship
- refers to the world of experience and sensation

where there are objects
- it’s a monologue
2) I—Thou Relationship
- refers to the world of encounters and relationships where there are

persons
- it’s a dialogue
• But human life is nor dominated purely by experiences of objects or purely

by encounters with persons—human life is a mixture of both
Obstacles of Dialogue:
1) Way of seeming contrasted with way of being
- its duality is the essential problem of the interhuman
Way of Seeming:
 operates on the level of impression
 what you wish to seem or appear other than yourself, for your own interest
 approaching the other governed by the image one desires to impress
 deliberately playing up or hiding aspects to appear more desirable or
impressive
 this is artificial or contrived
 this will hinder the I-Thou relationship
 lie in relation to existence, to being
Way of Being
 proceeds from what really is
 spontaneous, without reserve and natural
 in the I-Thou relationship:
- no mask
- no pretensions
- no desire to evoke in the other a particular impression
- relation based on truth of what one is, not one desires to be perceived.
Is it natural for a person to seem?
Buber said—no!
- what is natural for a person is to seek confirmation of one’s being.
- simply a recognition of who s/he is.
- it is the acceptance of the other the way as an acceptance of the self.
2) Speechifying is contrasted to Personal Making Present.
Speechifying
- refers to one’s talking past another
- it is hearing without listening and for Buber, constitutes an impassable wall

between partners in conversation.
In Dialogues:
- persons make present the other as the one that he is.
- the person becomes aware of him or her as a person.
- allows to see that this person is different from me: unique with opposing
views
- not conscious of an object but being an embodied spirit
Today, personal making present is difficult because of:
a) Analytical thinking
- Breaking person into to parts
- Ex. Pobre man gud sila—he act like that
b) Reductive thinking
- reduce the richness of the person
- iyang nanay kay pinaangkan

c) Derivational
- derived the person from a fixed formula
- addict ang papa + addict ang mama =
With this thinking we are losing the mystery of the human person.
3) Imposition contrasted to unfolding
- there are two ways of influencing one another:
Imposition:
-holding my own opinion, values attitudes and myself without regard for
those of the other.
- sometimes it is telling the other how to act, behave, or respond to

things.
Unfolding:
- finding in the other the disposition toward what I myself recognize as

true, good and beautiful
- if I am TGB—others also are TGB in his/ her unique way.
Buber’s I-Thou relationship is dialogical!
- it is turning to the other/ partner in all truth
- accepting the wholeness of the other, even if the other opposes your views,
disagrees your opinions
- affirm his/ her being and have a genuine dialogue.
- for further dialogue to arise, participant should bring his/ her sincerity into it.
ON LOVE
Phenomenology of Love
By: Manuel Dy
Motto about love? Slogan?/ Philosophy?

- To begin is to suspend/ bracket popular notion of love.
- Dominant misconception—love—a pleasant sensation one
“falls into”
- According to Erick Fromm—”The Art of Loving”
- we misunderstood love as something that we fall into because :
1) we give more importance to being loved than to loving
- we focus more on the attracting, rather than giving, love.
2) love is more understood as an object rather than as a faculty
- people think that to love is easy but what is difficult is to find the right person
3) the confusion between the initial falling-in-love and the permanent state of
being-in-love
- seemingly, magical stages are mistaken for the more stable stages.
The experience of love begins from the:
a) experience of loneliness (existential separation)
- the most basic experience because of self-awareness
- from certain, secure, definite to uncertain, indefinite, open
-the experience of separation—the shame, guilt, and anxiety
(ex. Womb—new situation; family—world)
- deep in the human person, is a need to overcome this loneliness and

to find “at-onement.”
- people would like to escape this existential separation: drugs, rituals,

alcohol to find one’s self
-results to apathetic conditions of being.
b) Conformity with groups
- tendency to join a group, organization, club, fraternity
- calm and routine dictated
- equating equality with sameness
- not much respecting the uniqueness

c) Through creative and productive work or activity
- hobby, pastime or even passion
 Dy concluded that the three responses are not interpersonal, and do not
address the problem of loneliness understood as a longing for “at-
onement” with one another.
 The loving encounter holds the possibility for at-onement with an other
understood in Buber’s term—I-Thou communication/ relationship.
 Loving encounter:
- not acquaintances
- not on exchanges of pleasant remarks
 Loving encounter:
- it involves intimacy of a deeper meaning
- presupposes the appeal of the other to my subjectivity
- appeal that is embodied in:
a) words; b) gesture; c) glance
 This appeal is an invitation to go beyond my self, to transcend and to break

away my self-preoccupation.
 my self-centeredness makes difficult for me to understand, recognize the
other’s appeal.
 If I am to understand the other’s appeal, I need to get out of my
accustomed roles.
What is this appeal?
- it is not an explicit request—of the beauty and attractiveness—but of

him/herself and the call of his/her subjectivity.
- it is an invitation to be with, to participate in subjectivity

- the request is the person
- it is this invitation of the other that liberates from myself.
- the other breaks open the shallowness and meaningfulness of my egoism.
What is my reply to this appeal?
- myself
- to will his/her subjectivity
- to consent to his/her freedom, to accept, to support, and to share in it.
- willing the other’s self-actualization, happiness, and destiny.
- this may or may not include me.

 In this sense love is paradoxical—my loving that concerns myself and how
the other responds to my subjectivity is beyond my control—I can only will
the other’s becoming.
 The recognition of the otherness of others necessitates patience because
the rhythm of growth of the others takes time and its pace maybe different
from mine.
Is love concerned only with the other?
- Dy’s response is no!
- love is not only about the others, it is also an authentic concern with myself
- but the emphasis is not to being loved.
- in love, I place a limitless trust in the other, thereby delivering myself to him
or her.
- the appeal of the lover to the beloved is not compelling, dominating, or

possessing the other.
- love wills the other’s freedom in the other’s own self-becoming.
- this kind of loving shows an element of sacrifice.

Is loving losing myself?
- while abandoning my egoism, I do not renounce my self.
- in loving the other, I need to love myself
- because in loving—I offer my self as a gift—and this should be valuable

because if not, it’s a garbage.
- when my gift of self is accepted, my value of my self is confirmed by the

beloved, and I experience the joy of giving.
- Thus, as I give, I also receive:
- but to be love back is not the motive in loving the other.
 when I’m in loved, I experience a feeling of joy, and a sense of security

because I am accepted as myself and of value to the lover.
 I no longer walk alone in the world
 Love created “we”—a new world
 “we” is the union of persons and their worlds but not losing their identity.
 LOVE—as disinterested giving of self to the other;
Essential Characteristics of Love:
1) Love is historical
- the other is a concrete particular person with his/ her own being in history.
(not abstract)
- we associate person we love with concrete places, things, events.
- our love remembered when I see the bench where we always sit together, or
the place we always visit.
2) Love is total
- because the persons in love are indivisible.
- we are attracted to certain qualities of the other, but we love them not for
those qualities.
3) Love is eternal
- love is not given only for a limited period of time.
- we’ll not make a contract—we’ll be fiends for 3 yrs only
4) Love is sacred
- because in love, persons are valuable in themselves.
Value Integration
Evaluation :
1. What is your experience of love?
2. How is it similar to the exposition of Manuel Dy? How is different?
Assignment :
1. Read the parable of the Good Samaritan in Lk. 10:25-37 and the prophesy in
Mt. 25: 32-46 and answer the question “Who is my neighbor?”
UbD PLAN

Topic:
 Human Living The Human Person in 9 Hours
Society
Transfer Goal:
 Recognize how individuals form societies.
 Recognize how individuals are transformed by society.
 Understand that justice is inseparable from discourse, because it is

in discourse that the interplay between the social and the individual
is seen.
Meaning
 How am I shaped by my social  There are two ways of theorizing

context? about and discussing the relation
between the individual and the
 In what ways do I shape and society.
transform my social context?
 The society is a generator of
 What is the value of discourse? identity.
 What is justice?  Individuals make the social perdure.
 How social structures and social

institutions need individual
participation, and individuals only
become persons within the social
contexts.
Acquisition
Knowledge Skills:
 The difference between  Identifying perspectives involved in

macrotheoretical and discussing the relation between the
microtheoretical approaches to individual and the social.
the relations between the
individual and the social.  Understanding how the reciprocal
implication and dynamism between
 The different historical the social and the individual.
developments and types of
society.  Evaluating where adjustments have
to be made in order to better
 The ways by which individuals understand social ills.
create and transforms societies
and the ways by which societies
create and transform individuals
as well as their relationships.
 The value of discourse.
STAGE 2 - EVIDENCE

understanding
1. Homework on the Going Deeper Box (refer to
textbook).
Explaining 2. Short quiz on the types of societies in material

historical development according to Marx.
3. Entry for philosophical diary.
Interpreting
Applying
Empathy
Perspective
Self-Knowledge
OTHER EVIDENCES:
- Summative Test
- Periodical Test
- Recitation
- Class Discussion
Topic : The Human Person in Society
Objectives :
1. Recognize how individuals form societies and how individuals are transformed
by societies.
2 Compare different forms of societies and individualities.
3. Explain how human relations are transformed by social systems.

4. Evaluate the transformations of human relationships by social systems and
how societies transform individual human beings.

Procedure :
Motivation
Imagine yourself having had graduated from college and up for an important
job interview. As in the way interviews usually go, the interviewer asks you, “So
tell me about yourself.” What will you say?
Presentation
The Human Person in Society

How does the individual affect the society?
How does the society affect the individual?
Types of Society:
- Medieval Period
- Modern Period
- Global and Technological Innovations
A) Medieval Period (500-1500 CE)

- Agrarian Society
- Feudalism—their way of life
Lord and the peasant
- work for the lord
- lived near the castle for protection
- give part of his product
Characteristics:
a) employed pedagogical method
- There is a center—Latin as medium
b) unlimited trust to reason illumined by faith
c) Dogmatic
B) Modern Period (1500-1800)

• Columbus—landed his ship to the “new world”
- changed the geography and also the politics of the world.

• Martin Luther—after a decade from Columbus—95
theses—reformation.
• Philosophy—more on empiricism—what can be
observed
Descartes—doubt
• Copernican Innovation
Characteristics:
a) Critical
b) Searching
c) Scientific mind
In what way did the modern philosophers and scientific discoveries transform you?
C) Globalization & Technological Innovations
- Industrial Revolution
- machine replaced human beings
- before—human own the product
- era for the machine, steam, factory

- Virtual Society
- computerization
- research, data processing, AI
How does computers/ technology transform the way we live?
Value Integration
Evaluation :
1. Do you agree with Habermas’ definition and necessity of this course? Why or
why not?
2. Create a diagram, or a flowchart, of your belongingness to specific social
structures. In each of these social structures, discuss whether or not your
involvement is discursive (participatory), and why or why not?
Assignment :
UbD PLAN

Topic: The Human Person as

 Human Living Oriented toward their 9 Hours
Impending Death
Transfer Goal:
 Reflect on their ordinary conception of death and deepen it.
 Understand that reflecting upon death is inseparable from reflecting

upon their own being, both in the personal and intersubjective
contexts.
 Understand their own being in light of the mineness and inevitability

of death.
Meaning
 What is my understanding of  Being in the world and human

death? existence is futural.
 How has my understanding of  Death is ownmost.

death shaped my mode of being
and the way I live my life?  Death is inevitable, both certain and
indefinite.
 What do I hope to accomplish in
my life, given that I will die?  Understanding their own being in
the world necessitates
 What is my life’s meaning, and understanding that they are being
purpose, given that death is mine towards death.
and inevitable?
Acquisition
Knowledge Skills:
 The various implications of our  Identifying implications of ordinary

ordinary understanding of death. understandings of death.
 The existential implications of  Reflecting on the meaning of their

death as one’s own. being in the light of their impending
death.
 The existential implications of
death as certain and indefinite.  Applying the phenomenological
insights concordant to authentic
 The difference between authentic being toward death.
and inauthentic being toward
death.
STAGE 2 - EVIDENCE

understanding
1. Homework on Getting Started Box (refer to
textbook).
Explaining
2. Short quiz on Heidegger’s description of death.
3. Entry on their philosophical diary.
Interpreting
Applying
Empathy
Perspective
Self-Knowledge
OTHER EVIDENCES:
- Summative Test
- Periodical Test
- Recitation
- Class Discussion
Topic : 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 on the meaning of his/her own life.

Procedure :
Motivation
Write one paragraph obituary for yourself. Be honest with yourself and to the
potential readers of this news of your demise. Recount the important milestones
in your life that you feel have defined you as a person. Take account of the most
important aspects of your life that you are most prud of and that you would like to
be remembered for.
Upon completing it, share it with your classmates and see whether they find
your piece to be an honest depiction of who you were and the life you have lived.
After listening to their remarks, reflect on whether you would change anything
that you have written on your obituary.
Finally, write an obituary for a classmate and have him/her write yours. Share
your works with each other and reflect on what you would like to change about
yourself and your life as a whole in order to deserve a better obituary when your
time does come.
Presentation
Human Persons as Oriented Towards their Impending Death
Ordinary Conception of Death:
A) We fear death:
- we don’t know what lies ahead
- religious—possibility of punishment
- terrified—no control of everything they worked for in their life.

B) Not to be feared:
- everybody dies (no regard for this, not like if you are the pres., miss
universe—few)
• Afraid or not, death is certain!
• It is the great equalizer
• And any discussion concerning death involves reflecting on the very
meaning of our lives.
Martin Heidegger
- a German existential philosopher
- in his book Being and Time
- Man is thrown into this world
- Man is a Being—Toward—Death
- we encounter death as a second hand experience
- ex. Death of a love one, relatives, etc.
- with that we can think of our own death
- but most of the time we are not thinking of our death because we are
immersed with many concerns
- We tried to postpone our death in the future
- This thinking alienates us to our reality (being towards death)
Our reality is : Being-Toward-Death
1) Death is Personal (mine)
2) Death is ever present
My Death is Mine
 Human existence is individuated existence
- there never will be another you
- no person can live your life
- you are an unrepeatable historical event

 Human existence is a pro-ject
- looking ahead towards possibilities
- study-work-family-vacation-etc.
- endless possibilities in the future
- futural
 Death- concludes and completes the story of your life
- radically individualizes your existence from the others
- we experience “Angst” when we come face to face with this radical truth.
- Angst is different from fear.
- reveals our individuality; uniqueness; our full responsibility of our life.
- with this we become more mindful of time
- can come us at any time
- removes the veil of anonymity.
Death is inevitable & ever-present
- as we are born, we begin to die
- we are a being-toward-death
- prolong one’s life- does not change- mortal
- we can die any time: sleep; walking; accidents, etc
- as we seek for wholeness- we are face of “not-yets”
- not yet contented
- yet to find the love of my life
- these are our unfulfilled possibilities
- we do our best to realize these possibilities
- our life is a preparation for death
- and this is looking ahead defines how we handle the present.

Authenticity of Death
- because of the hustle and bustle of our daily lives, we turn away from our
ultimate possibility
- with this, we are wasting a lot of our time with things that are superficial in
value.
- if we have this kind of disposition, then we are in a “default” mode- evading

our ultimate possibility.
- but Angst has the capacity to draw us out from that mode.
- When we live in blind conformity with others, we fall into “inauthenticity”
- when we think that death is an event in the future not in the present.
- then we make choices with the thought that there is always a tomorrow.
- then we become careless and complacent and take time for granted.
- Inauthentic being-toward-death is way of existence that is alienated

from the three main facts about human existence:
A) That your death is yours
B) That it must happen
C) That it can happen at any time
D) Stirred by Angst , we face death in an authentic way through
“Anticipation”
- the possibility of our death becomes part of our present, no longer

postponed in the future.
- but it does not mean suicide
- anticipating our death means allowing our ownmost, ultimate possibility to

affect the way we make decisions and lives in the present
- like a pregnant woman anticipates her child.

 Put it simply, anticipation gathers your past, your present, and your future
together and virtually makes you whole.
 With this authentic existence, we no longer take time for granted.
 With this, we need to revise the order of our priorities.
 With this, we should not be careless in making decisions
 With this, we create the meaning of our lives
 like writing an essay, we need to have an outline, that provides framework
of a beginning, middle, and end.
 Death therefore, is not the antithesis of life. Death gives us the opportunity
to live in the manner suitable for a human being—a life that is grounded
upon a freedom that recognizes finitude.
Value Integration
Evaluation :
1. How do you think belief in an afterlife affects our attitude toward death? Do you
think you can achieve authenticity if you believe that there is something that
comes after your death?
2. Have you experienced Angst? If so, how did it affect your view on life?
Assignment :

UBD-Philosophy of Human Being

Загружено:

Сведения о документе

Исходное описание:

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

UBD-Philosophy of Human Being

Загружено:

Авторское право:

Доступные форматы

UbD PLAN

Subject: Philosophy of Human Being First Grading Period

STAGE 1-DESIRED RESULTS

Learners will be able to independently use their learning to:

 Distinguish a holistic perspective from a partial point of view.

 Realize the value of doing philosophy in the activities of asking

 Assess issues (whether personal or social) in terms of the different

Essential Questions: Enduring Understanding:

 What implicit assumptions or  Being philosophical involves

 Why is it important to keep on  A careful way of thinking about

The learners will know: The learner will be skilled at:

 That points of views involve  Identify which aspects (definition,

 That they are already engaged in

Evaluative Criteria Assessment Evidence

Evidence of the level of Transfer Task/ Performance Task:

2. Short quiz on the difference between having a

Interpreting 3. Short quiz on the value of uncertainty.

4. Possible entries for the student’s philosophical

Day : 2 Meetings (2 hrs. per meeting)

2 Recognize human activities that emanated from deliberate reflection

3. Realize the value of doing philosophy in obtaining a broad perspective on life.

Sources : Philosophizing and Being Human (textbook)

I- Philo as the Mother of Discipline

“What is the underlying substance that reality is made of?”

• For the first time a man has dared to go against tradition.

• Ex-TV - you can see.

What makes a question philosophical?

1) The questions are often very broad or general

2) There is no single standard/ methodology for answering these questions

3) Seem to have no practical utility (seem to be trivial)

- psychology- before Sigmund Frued became famous of his

Philosophy-as a Second-Order Inquiry

Difference between a scientist and a philosopher?

 Scientist- will follow the method of his science strictly while

 he is there to critique and scrutinize the methods of the science, and to

• Think and then write two examples of a philosophical questions or

1) 3- two examples; explained clearly

2) 2- 1 example; explained clearly

3) 1- 1 example; no clear/ adequate explanation

1) The philosopher and mathematician who first coined the word

1) Why is philosophy considered to be the mother of discipline?

A) Ancient Greece: Pre-Socratic

• Western philosophy started back to 630BCE in Miletus

Milesians: Thales; Anaximander; Anaximenes

• The triumvirate-they gave a non-mythological account of

Anaximander (610-540 BCE)

After the triumvirate:

• Leader of a religious cult known as Pythagoreans

Heraclitus (500 BCE)

Zeno of Elea (490 BCE)

B) Doing Philosophy: East and West

• Started with the curiosity

• No dichotomy between the objective world and the human being.

(Meditation) - walk on fire

Doing Philosophy involves:

Who can philosophize? Support your answer.

Approaches in Doing Philosophy

A. Example: Which came first: chicken or egg?

- Depends: Alphabetical, biblical

• Instead of answering quickly, analyze the question first.

What do you mean by that?

a. From the reproductive stand point—Chicken.