SHS

Introduction to the Philosophy of

Human Person
Quarter 1 – Module 10
THE HUMAN PERSON AND THE
ENVIRONMENT

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Introduction to the Philosophy of the Human Person
Quarter 1 – Module 10: THE HUMAN PERSON AND THE ENVIRONMENT

Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
the exploitation of such work for a profit. Such agency or office may, among other
things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

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copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.

Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin
Regional EPS: Sheila C. Bulawan
Division EPS: Presyl A. Bello

Development Team of the Module

Writers: ROMMEL U. QUIÑONES - Homapon HS, SDO Legazpi City
ALLAN JAKE B. DIMACULANGAN - Carolina NHS, SDO Naga City
Editor: JESSIE MARIE MATA MORCOSO-- Pawa HS, SDO Legazpi City
ALVIN A. SARIO, PhD - University of Santo Tomas, Legazpi
Reviewers: GERRY A. BAJARO - Oro Site HS, SDO Legazpi City
JESON D. BALINGBING - Pag-asa NHS, SDO Legazpi City
ROMEO A. TUSI - Homapon HS, SDO Legazpi City
Illustrator: VIAN GABRIEL SPES B. QUINONES - Grade 7, Philippine
Science HS, Goa, Camarines Sur

Layout Artist:
Cover Photo: ALLAN JAKE B. DIMACULANGAN- Carolina NHS, SDO Naga City
INTRODUCTION
As a Senior High School student, do you consider
yourself already playing a vital role in the development of your
environment? Why is it so that man has to take care of it?
Scientists and environmentalists are providing theories and
facts on how to preserve and protect mother nature. Upon
learning these, do we still need to participate and contribute in
the sustainable development of our environment? This lesson
shall provide you with the answers to these questions as it deals
with the relatedness of man to his environment. As we all know, humans have been
connecting with the environment ever since people first walked the Earth. Humans
need the environment because it is from where man get food, water, building
materials, gas, medicines, and many other things.
Some questions may linger in your mind and through this module you may
learn that your actions can take part between the relationship of humans and their
environment and how taking care of the environment contributes on your health
and well-being as a human person. For example, humans have been cutting down
forests to clear land to grow crops for centuries and by doing so we have altered
the environment. Conversely, the environment affects us in many different ways as
well. A simple example is the way we change our clothes in response to cold or hot
weather.
Advances in science and technology have helped us to exploit the
environment for our benefit, but we have also introduced pollution and caused
environmental damage. In this lesson you will learn about the relationships
between humans and the environment, and the ways in which we use
environmental resources. It will introduce some of the ways in which humans
influence their environment and how the environment influences us, both positively
and negatively In this module you will learn ways on how to appreciate and
understand the value of taking care of the environment and learn ways on to
contribute in the development of the environment through sustainable
development.

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OBJECTIVES
At the end of this module, you should be able to:
1. Show that care for the environment contributes to health,
well-being and sustainable development
2. Recognize the relatedness of man and environment
3. Present the ways on how to care for the environment towards
a sustainable environment.

VOCABULARY

Now, that you know your targets for the day, have a glimpse of the
new words below which may appear in this module.

Anthropocentrism - In an anthropocentric view, the focusis

primarily or exclusively on humans, with the natural world
ignored or merely a background.
Atomistic individualism - The idea that a human being is such an
individual possessing a separate essence which radically
separates the human self from the rest of the world.
Biosphere - the ecosystem comprising the entire earth and the living organisms
that inhabit it.
Domination - is a kind of power, and usually social power, that is, power over other
people by virtue of key characteristics or social influence.
Environment - Our environment means our physical surroundings and the
characteristics of the place in which we live. It also refers to the wider natural
world of land, sea and atmosphere.
Intrinsic Value: Something has intrinsic value if its value is “for itself” and
independent of its value for something else.
Patriarchy - An ideological system that devalues women and the feminine along
masculine lines. It is based in transcendental dualism and the logic of
domination: transcendental reality over the natural world, humans over
animals & plants, culture over nature, mind over body, reason over
emotions, men over women.

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PRE-TEST
Are you ready to start the pre-test? Remember to write your
answers in your journal.
TRUE or FALSE
Direction: Read the following statements. Write T if the
statement is True and write F if the statement is False.

_____1. The environment needs to be protected and nurtured for the best interest
of the future generation.
_____2. Environmentalists are the only qualified and permitted to take care the
environment.
_____3. To learn more about the environment, you need to understand that your
actions can also affect the environment.
_____4. As human persons, we are not obliged to express our attention to take
care our nature since it is the obligation of the government.
_____5. Sustainable development may be the best instrument in conserving the
environment.

Directions: Read each question and choose your best answer carefully and write
it in your notebook.
6. Anthropocentric view focuses on the vitality of humans, where man is treasured
than that of other living or non-living things in the world. What is true about this
view?
A. Man lives only based on the way nature treats him or her.
B. Man is not free and all his actions are driven by his or her instincts.
C. Man is valued the most while everything serves for his purpose.
D. All of the above statements are correct.
7. What best illustrates the claim that “humans must recognize that they are part
of nature, not distinct or separate from it.”?
A. Destroying rock formation to look for minerals.
B. Cutting down century old trees to build subdivisions.
C. Converting rice fields and farms to construct malls.
D. Cultivating lands to grow more vegetation and breeding of animals.
8. What constitutes public goods?
A. Water B. Oceans C. Forests D. All choices are correct
9. What best explains the principle of “public goods”?
A. The use of these goods by one does not reduce its availability to others
B. They are controlled by some dominating, rich and influential people.
C. Limited resources which are to be shared by people.
D. Public goods cannot be shared to protect its integrity.
10. Environmental liability is an obligation lodge to _________________.
A. the government C. the people
B. the NGOs D. the priests

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LEARNING ACTIVITY 1
Read and understand the poem below and identify the
activities described to be destructive with the environment and
the hostile effects of this activities to the environment. Write
your answer and complete the table that follows.

Passion for Nature

By: Allan Jake B. Dimaculangan

Why do we need to cut down trees?

Do they look awful to you?
Is there something they did that made you mad?
Or is just you, being uncontended?
Why pollute the air?
Is it not good to breath?
Is there something in the air that made you scared?
Or is just you, being selfish?
Why destroy the rivers and seas?
Don’t they look mesmerizing?
Is there something in the waters that made you shallow?
Or is just you, being alone and annoyed?
You are killing us with your actions,
You are trying to murder us with your words,
We are the victim of shallowness and emptiness
Robbing God’s creation for excess
Let us survive for future needs
Let us be known for future generations,
You are stewards not cowards
Help us get through these miserable actions
As we survive you will see gems,
Treasures that will never fade
In human hands we commend,
That Mother Nature never weep again

Component of
Action of Man Hostile Effects
Nature Affected

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Guide questions:
1. What is the poem trying to tell you?
2. As human persons, are we the ones to blame for the destruction of the
environment?
3. What are the causes or reasons why humans exploit the environment?
LEARNING ACTIVITY 2
What’s wrong with this picture
Identify what is wrong with the picture below. The people
below are taking care of their home and car but are doing things that
can damage the environment. Encircle them and write in the boxes
what they are doing that harm the environment.

1. 2.

3. 4.

5. 6.

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Guide Questions
1. What did you feel about the activity?
2. If these activities were done in your presence what would you do?
3. What activity shown in the picture you are also guilty of doing the same?

DEEPENING
ME and MY ENVIRONMENT

Being a Senior High School student, you are already aware of the
challenges or problems of our environment nowadays. Facing our current system
in the environment, where man is considered as the prime mover of its destruction,
there are also a lot of ways where man can attain to care and help in preserving
and protecting the environment and its resources.
The ability of man to manipulate the landscape of the earth and recognize the
consequences of doing it puts us in a peculiar position. As a species, we are
assigned the duty to both provide and proliferate as we are endowed to be
stewards of this earth and at the same time to have dominion over it. By means of
survival, man’s goal is to achieve stability for ourselves and our kin. However, by
obligation, man is also duty bounded to maintain the environment as we depend
on the resources and services it provides. The question then that we ask is that
what is our role in nature? Knowing what is our role then we ask do we have all
right to exploit the land, domesticate animals, and pollute waterways?
To shed light on these reasons, this lesson shall present Environmental
Ethics which is a discipline in philosophy concerns with human beings’ ethical
relationship with the natural environment and that studies the moral relationship of
human beings, the value, and moral status of the environment and its non-human
contents. The challenge on environmental ethics when it first emerged as a new
sub-discipline of philosophy in the early 1970s, is to counter traditional
anthropocentrism. In the first place, it questioned the assumed moral superiority of
human beings to members of other species on earth and in the second place, it
investigated the possibility of rational arguments for assigning intrinsic value to the
natural environment and its non-human contents.
What is Anthropocentrism then? Anthropocentrism is a philosophical
viewpoint which argues that human beings are the central or the most significant
entities in the world. A belief which is mostly embedded in many Western religions

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and philosophies. Anthropocentrism reputes that humans are separate from and
superior to nature and holds that human life has intrinsic value while other entities
such as animals, plants, mineral resources, and so on are resources that may
justifiably be exploited for the benefit of humankind.
In an anthropocentric view, the focus is primarily or exclusively on humans,
with the natural world ignored or merely a background. Value is placed primarily
on humans, with the natural world having lesser or only instrumental value. Many
ethicists find the roots of anthropocentrism in the Creation story told in the book of
Genesis in the Judeo-Christian Bible, in which humans are created in the image of
God and are instructed to “subdue” Earth and to “have dominion” over all other
living creatures. However, this line of thought is not limited to Jewish and Christian
theology and can be found in Aristotle’s Politics and in Immanuel Kant’s moral
philosophy.

Philosophical Views on Environment

a. Deep Ecology
It is a contemporary radical school of environmental philosophy and social
movement based on the belief that humans must radically change their relationship
to nature from one that values nature solely for its usefulness to human beings to
one that recognizes nature with an inherent value. It focuses on the intrinsic value
of nature and takes a holistic approach that emphasizes ecosystems, species, and
the planet as a whole. It claims that the primary cause of the problem is
anthropocentrism, which it opposes by asserting that humans are fully a part of the
natural world and of equal value with all other entities. Sometimes it is called an
“ecosophy”. Norwegian philosopher Arne Naess, inspired by Spinoza’s
metaphysics, contends the rejection of atomistic individualism which suggests that
man is different from the world. Naess argues, that such separation not only leads
to selfishness towards other people, but also induces human selfishness towards
nature. As a counter to egoism at both the individual and species level, Naess
proposes the adoption of an alternative relational image of man and the world.
According to this rationalism, organisms are best understood as “knots” in the
biosphere. The identity of a living thing is essentially constituted by its relations to
other things in the world, especially its ecological relations to other living things.

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 Arne Naess and George Sessions have compiled a list of eight principles or
statements that are basic to deep ecology:
1. The well-being and flourishing of human and non-human life on Earth have
value in themselves (synonyms: intrinsic value, inherent worth). These
values are independent of the usefulness of the non-human world for
human purposes.
2. Richness and diversity of life forms contribute to the realization of these
values and are also values in themselves.
3. Humans have no right to reduce this richness and diversity except to
satisfy vital needs.
4. The flourishing of human life and cultures is compatible with a substantially
smaller population. The flourishing of non-human life requires a smaller
human population.
5. Present human interference with the non-human world is excessive, and
the situation is rapidly worsening.
6. Policies must therefore be changed. These policies affect basic economic,
technological and ideological structures. The resulting state of affairs will
be deeply different from the present.
7. The ideological change will be mainly that of appreciating life quality
(dwelling in situations of inherent value) rather than adhering to an
increasingly higher standard of living. There will be a profound awareness
of the difference between bigness and greatness.
8. Those who subscribe to the foregoing points have an obligation directly or
indirectly to try to implement the necessary changes (Naess, 1986).

Fully understanding Deep Ecology, and if people would conceptualize

themselves and the world in these relational terms, then people will take better
care of nature and the world in general.
b. Social Ecology
Social ecology traces the causes of environmental degradation to the
existence of unjust, hierarchical relationships in human society which is seen as
endemic to the large-scale social structures of modern capitalist states. Social
ecology claims that in order to resolve the crisis, a radical overhaul of this ideology
is necessary. The new ideology that social ecology proposes is the absence of
domination. Domination is the key theme in the writings of Murray Bookchin, the
most prominent social ecologist. For Bookchin, environmental problems are
directly related to social problems. In particular, he claims that the hierarchies of
power prevalent within modern societies have fostered a hierarchical relationship
between humans and the natural world. It is the ideology of the free market that
has facilitated such hierarchies, reducing both human beings and the natural world
to mere commodities.

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 Bookchin argues that within social ecology as a system, humans must
recognize that they are part of nature, not distinct or separate from it. In turn, human
societies and human relations with nature can be conversant with the non-
hierarchical relations found within the natural world. He pointed out that within an
ecosystem, there is no species more important than another, instead relationships
are mutualistic and interrelated. This interdependence and lack of hierarchy in
nature provides a blueprint for a non-hierarchical human society and that the
liberation of both humans and nature are actually dependent on one another.
Accordingly, social ecology follows that the most environmentally sympathetic form
of political and social organization is one based on decentralized small-scale
communities and systems of production.
c. Eco-Feminism
A contemporary radical school of environmental philosophy. It emphasizes
the similar ways nature and women have been conceptualized, devalued, and
oppressed. Oppression, hierarchy, and spiritual relationships with nature also have
been central concerns of ecofeminism. Ecofeminists assert that there is a
connection between the destruction of nature by humans and the oppression of
women by men that arises from political theories and social practices in which both
women and nature are treated as objects to be owned or controlled.
Its name was coined by French Feminist Françoise d’ Eaubonne in 1974.
Ecofeminism founded on the basic feminist tenets of equality between genders, a
revaluing of non-patriarchal or nonlinear structures, and a view of the world that
respects organic processes, holistic connections, and the merits of intuition and
collaboration. To these notions, ecofeminism adds both a commitment to the
environment and an awareness of the associations made between women and
nature. It also asserts the close interrelationship between environmental and social
issues. Ecofeminists aim is to establish a central role for women in the pursuit of
an environmentally sound and socially just society.
Specifically, this philosophy emphasizes the ways both nature and women
are treated by patriarchal (or male-centred) society. Ecofeminists examine the
effect of gender categories in order to demonstrate the ways in which social norms
exert unjust dominance over women and nature. It further argues that
androcentrism (male-centeredness, masculinism) as a fundamental problem must
be addressed to end the subjugation of nature and women. This involves a
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recognition of the value of the individual as part of a community, in which great
value is placed on diversity, equality, and interrelatedness. The philosophy also
contends that those norms lead to an incomplete view of the world, and its
practitioners advocate an alternative worldview that values the earth as sacred,
recognizes humanity’s dependency on the natural world, and embraces all life as
valuable.

Towards a Sustainable Development

Caring for the environment is indeed a Herculean task since it takes global
action and solidarity. The United Nations Environment Program (UNEP) is the
lead agency for environmental issues within the United Nations family with a
mandate to provide guidance for the world on environmental issues and assist
with environmental best practices in the UN. Since Philippines is a member, we
are mandated to express care towards environment and adheres to Sustainable
Development Goals which directs the adaptation of environmental governance
which advocates sustainability as the supreme consideration in managing all
human activities – political, social and economic.
The concept of sustainability relies on sustainable development.
Sustainable development can be explained in various ways, but the most widely
recognized definition was phrased by the Brundtland Commission in 1987 which
states that “sustainable development is development that meets the needs of the
present without compromising the ability of future generations to meet their own
needs.” It is based on the three pillars of sustainability: economic, environmental
and social sustainability. It is only achieved when there is balance or a trade-off
between these three aspects.
Environmental protection takes advantage of a
number of principles which are accepted
worldwide and often introduced within the
framework of international agreements major
principles to wit:
• the concept of public good
• the prevention principle

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 • precautionary principle
•
Source:
http://macaulay.cuny.edu/eportfolios/akurry/files/2011/12/ the polluter-pays principle
SDspheres.jpg

• best available techniques/technology

1. Public goods are environmental resources including water quality, open space,
biodiversity, and a stable climate. Public goods are not diminished when they
are shared; they are non-rivalrous and non-excludable. This means that the
use of these goods by one individual does not reduce their availability to others,
and individuals cannot be effectively excluded from their use. Global public
goods are necessities that must not be destroyed by any one person or state.
2. The prevention principle states that a harmful activity should be avoided in the
case of certain unfavorable consequences. Preventing environmental harm is
always cheaper than covering the cost of reclamation, and recovering previous
conditions is sometimes impossible (e.g. because of the extinction of a
species). However, if the benefits to society are higher, the principle is not
applied. The prevention principle has laid down the grounds for rules on the
transportation of hazardous wastes (e.g. the Basel Convention).
3. The precautionary principle is used to determine whether an action should be
taken or not when environmental risk is uncertain or unknown but the
consequences of the risk materializing would be great or damage would be
irreversible, it should be assumed that the risk is significant and protection
measures should be planned accordingly. Where there are threats of serious
or irreversible damage effective measures must be implemented to prevent
environmental degradation.
4. The polluter-pays principle requires the polluter to bear the cost of measures
to reduce pollution according to the extent of the damage done to society or
the exceeding of an acceptable level of pollution. The polluter-pays principle
leads to environmental liability, which aims to prevent and remedy
environmental damage. Environmental liability is an obligation based on the
principle that a polluting party should pay for the damage it causes to the
environment through its activities.
5. Best available techniques or technology (BAT) requires the operator must use
the best possible economically justifiable technology to protect the
environment. BAT is not a ‘spare no expense’ approach that always demands

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 the use of the best technology available regardless of the cost-benefit analysis
– in practice, the cost aspect is also taken into account.

Three important principles of Sustainability

1. Environmental integrity- refers to maintaining the state of the environment

and that human activities should not unduly disrupt the ecosystems and
human communities located in the area.
2. Economic efficiency- refers to prudence in decision-making regarding the
use of resources to ensure that there is minimum zero waste.
3. Equity- demands that we use our natural resources in such a manner that
these are conserved so that the next generation will be able to use them.

Many modern technologies are available to show your care for the
environment such as the multimedia, you can now send your thoughts or ideas in
environmentalism and share ways to wisely use the natural resources for next
generations. Another example is regarding your relationship with nature, through
this, you can appreciate the impact or contribution of the environment to your
health and well-being. As you care for the environment, you can achieve fulfilment
since you know that the next generation will still have these resources available
and there is a system wherein the natural resources are not being put to waste.
Sustainability is a concept that advocates the wise and efficient use of natural
resources. It emphasizes that human activities must not unduly harm the
environment, that natural resources must be used wisely, and the environment
must be preserved for the next generations.

LEARNING ACTIVITY 3

Now let us explore further! Let us have another activity.

Write YES in the 2nd column next to the specific activity if it

shows or contributory to Sustainability in the Environment and
write NO if not. Justify your answer.

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 YOUR
ACTIVITY JUSTIFICATION
ANSWER
1. Reusing of plastics and
bottles.
2. Planting trees in denuded
mountains.
3. Making homemade art items
from recycled materials.
4. Collecting rain water to be for
household purposes.
5. Picking flowers and toying
them.
6. Making an air pollution science
experiment
7. Slaughtering animals for more
food supply.
8. Destroying riverbanks and
mangroves.
9. Recycling of used papers.
10. Destroying the mineral
reserves in mining.

APPLICATION
As a senior high school student, I now realize that our
environment supports the development of my well-being and
enhancing my capabilities in taking care and nurturing our
mother nature for the benefit of future generations. Therefore,
I will list down my plans to preserve it….

(Write your own plan on how to preserve and

conserve the environment.)

My Sustainable Development Goal

Fill-in the box of what is being ask from you

As a member of the As a student of our school,

community, I will sustain the I will sustain the
environment through… environment through…

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 As a family member of our As a member of our church, I
home, I will sustain the will sustain the environment
environment through… through…

As a result, my environment will have.

POST TEST
TRUE OR FALSE
Direction: Read each item carefully. Write T if the statement is true
and F if the statement is false. Write your answer on the space
provided. Explain your answer if your answer is T, and give the
correct statement if your answer is F. Goodluck!

_____1. The environment needs to be protected and nurtured for the future
generations.
___________________________________________________________
_____2. Environmentalists are the only qualified and allowed to take care of the
environment.
___________________________________________________________
_____3. To learn more about the environment, you need to understand that your
actions can also affect the environment.
___________________________________________________________

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_____4. As human persons, we are not obliged to show our attention to nature
since it is the governments’ obligation.
___________________________________________________________
_____5. Sustainability ensures the availability of resources and life support for
future genenerations.
___________________________________________________________
Directions: Read each question and choose your best answer carefully and write
it in your notebook.
6. What best describes Deep Ecology?
A. Destroying rock formation to look for minerals.
B. Cutting down century old trees to build subdivisions.
C. Converting rice fields and farms to construct malls.
D. Cultivating lands to grow more vegetation and breeding of animals.
7. What is true about Anthropocentric view?
A. Man lives only based on the way nature treats him or her.
B. Man is not free and all his actions are driven by his or her instincts.
C. Man is valued the most while everything serves for his purpose.
D. All of the above statements are correct.
8. What DOES NOT constitute as public goods?
A. Lakes B. Rivers C. Forests D. Resort
9. Environmental liability is an obligation lodge to _________________.
A. the government C. the people
B. the NGOs D. the priests
10. What DOES NOT explains the principle of “public goods”?
A. Public goods are not diminished when they are shared
B. Public goods are controlled by dominating, rich and influential people.
C. Public goods must not be destroyed by any one person or state
D. Use of these goods by one does not reduce their availability to others

ASSIGNMENT
Make your own 5-minute video clip which highlights one of your answers in
the application part. The video clip must feature you as the main character or the
narrator if applicable. Share the video in the Group Chat that will be created for the
said activity by your teacher.
Guide Questions:
1. How did you find the activity?
2. Why do you need to know your role in caring for the environment?
3. What are your plans in preventing the environment from its destruction?

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Answer Key

Pre Test Post Test

1. T 1. T If we don’t take care of the environment it will not

2. F last to be enjoyed by future generation.
3. T 2. F Everyone is qualified and allowed since we are
4. 4F part of the environment. (can cite the theories)
5. T 3. T One’s action can be helpful or detrimental to the
6. C good of the environment.
7. D 4. F Taking care of the environment is everyone’s
8. D concern.
9. A 5. T If we sustain the environment these resources
10. C will last till the next generation.

6. D 7. C 8. D 9. C 10. B

Learning Activity 1
Action of Man
Cutting Down Trees
Polluting the Air
Destroying the rivers and
seas
Inappropriate actions of
man
Component of
Hostile Effects
Nature Affected
Denude forest and can
Trees/Forests
cause flooding
Air Pollution that can cause
Air
respiratory diseases
Less production and catch
Oceans/Rivers
for fishermen and people to
eat
Humanity
Death and extinction of men

Learning Activity 2

1. The water sprinkler is watering the sidewalk - Place sprinklers so that the
water goes ONLY on the lawn instead of watering the street or sidewalk to
conserve water.
2. The Man is pouring Motor Oil down the storm drain or canal - Motor oil or
antifreeze can damage or kill underwater plants animals.
3. The Woman is not using Fertilizers and Pesticides correctly for her garden
- Fertilizers contain large amounts of nutrients such as nitrogen and
phosphorous that can wash into lakes and streams blooms use up the
oxygen in the water that fish and other organisms need to breathe.
4. The stream banks are eroding due to excessive quarrying - Proper
stabilization techniques can prevent stream bank erosion and addition of
dirt to rivers.

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 5. Woman throwing garbage in the river – Dumping of garbage into the bodies
of water threatens the aquatic resources. Proper handling of wastes must
be practiced.
6. The Man is throwing litter into the street - Street litter, such as plastic bags,
cups, and candy wrappers, often gets swept away with rain water into
storm drains and ends up floating in the ocean or washing up on our
beaches.
7. This car is leaking oil into the street - Oil that leaks out of cars is washed
into storm drains when it rains. Check your cars for drips and leaks. If you
find any, ask whomever is responsible for the car to have them fixed soon!

Learning Activity 3
YOUR
ACTIVITY JUSTIFICATION
ANSWER
1. Reusing of plastics and Eliminates improper wastes
Yes
bottles. disposal
Reforestation saves our
2. Planting trees in denuded
Yes forests and lands from
mountains.
flooding
3. Making homemade art items Eliminates improper wastes
Yes
from recycled materials. disposal
4. Collecting rain water to be for
Yes Conserves water
household purposes.
5. Picking flowers and toying Picking of flowers must be
No
them. done for good purpose only.
6. Making an air pollution science Helps to create solutions for
Yes
experiment environmental problems.
7. Slaughtering wild animals for Domesticated and farmed
No
more food supply. animals must be used.
8. Destroying riverbanks and Stability of rivers must be
No
mangroves. secured to prevent erosion.
9. Recycling of used papers. Eliminates improper wastes
Yes
disposal
10. Destroying the mineral Responsible mining must be
No
reserves in mining. practiced.

Application
1. Answers may vary
2. Answers may vary
3. Answers may vary
4. Answers may vary
5. Answers may vary

17
REFERENCES
Abella, Roberto D. 2016. Introduction to the Philosophy of the Human Person.
City: C & E Publishing, Inc.
Boslaugh, Sarah E. 2009. Anthropocentrism. Accessed on August 29, 2020
https://www.britannica.com/topic/anthropocentrism
Brennan, Andrew and Lo, Yeuk-Sze. 2015. Environmental Ethics. Accessed
on August 29, 2020 at https://plato.stanford.edu/entries/ethics-
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