The Nature of Philosophy

What is the meaning, scope, and value of philosophy?

MEANING
Lesson 1: What Philosophy Means
Lesson 2: Kinds of Philosophy
Nature of Lesson 3: Importance of Philosophy
Philosophy
SCOPE VALUE
 Lesson 1: What Philosophy Means

Learning Competency

Explain the meaning of philosophy in terms of: TOPICS

(1) how it is commonly understood 1. Some Common Meanings

(2) its etymological definition 2. Love of Wisdom

(3) the kind of questions that it deals with, and 3. Asking Framework Questions

(4) its characteristics being a kind of activity. 4. Philosophy as an Activity

 WHAT PHILOSOPHY MEANS

Asking
Some Common Philosophy as
Love of Wisdom Framework
Meanings an Activity
Questions

Ideas, views, “Philo + Sophia”; Pythagoras, Foundational Dynamic

principles Socrates and Plato vs. the Sophists Questions

External Creative
Reasoning Traits of a Wise Person Questions
1. knows one's ignorance
2. has justified true beliefs
3. knows what is valuable in life Critical
Academic
Course / Degree 4. puts knowledge into actions
5. knows the good and acts accordingly
HPH 121

Introduction to the
Philosophy of the
Human Person
Objectives
a. to DEFINE Philosophy through how
it is done;
b. to UNDERSTAND the nature of
philosophical inquiry;
Objectives
c. to show an APPRECIATION of the
study of philosophy and its
purpose;
d. to REFLECT on a concrete
experience in a philosophical way.
 Activity 1: WORD HUNT
P E R S P E C T I V E D A O R
A H A A J O E G A U G N A L E
E W I S D O M K O P I N I O N
T O D L S K I N N Y D I O G I
F L K N O W L E D G E T M I F
R W E P S S O O W H A N T C E
Q U E S T I O N E N R E T N I
A N M A U L M P E R S O N P L
N T A S K E I T H E O R Y K E
C O M M A N D E R Y A W M E B
CORRECT ANSWERS
1.Philosophy 6. Opinion
2.Perspective 7.Belief
3.Wisdom 8.Logic
4.Knowledge 9.Question
5.Theory
10.Idea
STORY LINE ANALYSIS
John, what
would you like
to be when
you grow up

Ma’am, I want
to be happy
STORY LINE ANALYSIS
John, you did
not
understand
my question.

Ma’am, you do
not
understand
what life is all
about
 What is
Philosophy
1.Logical reasoning to answer any questions or problems.
2.Means to view and encounter life.
3.A system of beliefs and behaviors based upon experience and judgement.
4.Different views and beliefs that people have.
5.Just personal opinions.
6.Logical thinking or reasoning, taking to account all that is known to be
convincing.
7.A frame of mind.
8.A way of viewing the world and handling life’s experiences and explaining it.
9.Great thinkers thought and ideas.
10.The way a person is able to maneuver their intellectual ability.
11.A theory based upon moral codes and reasoning.
12.Study of one’s thoughts without the impact of external opinions.
13.Someone’s ideas and outlook on life or anything.
14.Someone’s point of view.
15.The art of reasoning, thinking and discussing.
16.Logic, knowledge, a body of principles to follow.
17.A discipline of thinking, which involves moral reasoning, logic and
principles.
18.View or Opinion or Belief or Theory.
19.Ability to think and make your own judgments.
20.Things I live by.
21.A belief, way of life or religion
22.A translation of the complexities from all angles and summarizing to
its simplistic terms.
23.The way the individual interprets or rationalizes what is
encountered.
24.Analyzing, questioning, discussing and thinking
25.Information handed down to generation to generation: beliefs,
stories, rituals, and experiences.
What is
Philosophy?
Pythagoras
• Coined the term “Philosophy”
• 3 classes of people who attend
ancient Olympic Games:
• Lovers of Gain
• Lovers of Honor
• Lovers of Wisdom
Socrates
•“An unexamined life is not worth
living.”
•KNOW THYSELF
Aristotle
•Student of Plato
•Searching for knowledge leads to
happiness.
 WHAT IS PHILOSOPHY?
DERIVED FROM THE TWO GREEK WORDS

PHILOS
PHILOSOPHY
(LOVE)

SOPHIA
(WISDOM)
• Philosophy is for everyone. In fact,
although most people may be
vague about what philosophy is, we
all engage in philosophy whether
we are aware of it or not. We all
have some ideas concerning free
will, human nature, morality, the
meaning of life, and the like.
Guide Questions
1. Why do you think it is important for human beings to
reflect upon themselves and actions?
2. What do you think are the subjects of concern that
matters to human beings? Why?
3. Why is analysis a necessary tool in philosophizing?
4. How did the philosophers distinguish themselves from
other intellectuals during their time?
5. What did it mean to be a ‘lover of wisdom”? What
characterizes or traits defined a philosopher?
 Differentiated Instruction

The class will be divided into four groups

each group will have different designation of
task that will emphasize the purpose of
philosophy and how it affects the students
life.
Assignment #1
Research about the following branches of
philosophy and its importance.
Metaphysics
Epistemology
Ethics
Logic
Aesthetics
MAJOR
BRANCHES OF
PHILOSOPHY
Objectives
• To IDENTIFY the questions asked in philosophy
and discuss the major branches of philosophy
that deal with these questions;
• To DEVELOP an understanding of the subject
areas and focus of philosophy
Objectives
• To CREATE a framework or a graphic organizer
that will show the characteristic of philosophy
and their significant areas of concern.
The Major Branches of
Philosophy
Metaphysics Study of Existence What's out there?

Epistemology Study of Knowledge How do I know about it?

Ethics Study of Action What should I do?

Logic Study of Reasoning How to create sound

arguments?

Aesthetics Study of Art What can life be like?

Metaphysics
•Literally means “after physics”
•Study of the nature of reality.
Metaphysics
It answers the question "What is?" It
encompasses everything that exists, as
well as the nature of existence itself. It says
whether the world is real, or merely an
illusion.
 “Metaphysics is
futile.”

Immanuel
David Hume
Kant
 Epistemology
• “episteme” – knowledge
• Deals with various problems
concerning knowledge.
• Origin of knowledge
 Epistemology
It answers the question, "How do we know?" It
encompasses the nature of concepts, the
constructing of concepts, the validity of the
senses, logical reasoning, as well as thoughts,
ideas, memories, emotions, and all things
mental.
Empiricism Rationalism
KNOWLEDGE is power
 Ethics
• “ethos” – moral philosophy
• Deals with norms or standards of right and
wrong applicable to human behavior.
• Addresses questions about morality.
 Ethics
•Seeks to understand the basis of
morals, how they develop and how
they are and should be followed.
According to Socrates,

“People will naturally do what

is good provided that they
know what is right, and that
evil or bad actions are purely
the result of ignorance.”
 Ethics
It answers the question, "What do I do?" It is the
study of right and wrong in human endeavors. At a
more fundamental level, it is the method by which
we categorize our values and pursue them. Do we
pursue our own happiness, or do we sacrifice
ourselves to a greater cause?
 Logic
•“logos”
•Study of reasoning.
•It is the branch of philosophy that looks
into whether there are rules or principles
that govern reasoning.
 Logic

Concerned with the various forms of

reasoning and arriving at genuine
conclusions.
 Aesthetics
•“aisthetikos” –
sense perception.
•Concerned with the
idea of what is
beautiful.
 Aesthetics
• Philosophers analyze whether beauty is based on utility,
experience, form, pleasure, or expression.
 Aesthetics
• Scientifically defined as the study of sensory or sensori-
emotional values.
 Aesthetics

It includes what art consists of, as well as the

purpose behind it. It also studies methods of
evaluating art, and allows judgments of the art.
Is art in the eye of the beholder?
ASSIGNMENT
#2
1. Research about the following notable ancient Greek
philosophers and their contribution to the development and
spread of philosophy in Greece and throughout Europe:
• Pythagoras (570 BCE to 495 BCE)
• Heraclitus (535 BCE to 475 BCE)
• Democritus (460 BCE to 370 BCE)
• Diogenes of Sinope (412 BCE to 323 BCE)
• Epicurus (341 BCE to 270 BCE)
2. Bring the following materials: (per group)
• ½ Illustration board.
• A pre-printed pictures of the assigned ancient philosopher
• Masking tape
• Permanent marking pen
• Glue/paste
• Coloring materials
QUIZ #1
 Lesson 2: Kinds of Philosophy

Learning Competency TOPICS

1. Five General Types

Specify the range of the activity of
philosophizing in terms of a general
survey of the different types of philosophy 2. Some Specific Types
 TYPES OF PHILOSOPHY

Thematic Positional Methodological Historical

Regional Types
Types Types Types Types

Branches of Philosophical Western and Western

Schools of
Philosophy Movements Eastern Divisions
Thought
or Traditions Philosophies
(Ancient,
Medieval,
Modern, and
Disciplinal Contemporary
National Periods)
Philosophies
Philosophies

Eastern
Divisions
 The Brief
History of
Philosophy
“To know, is to
know that you
know nothing.
That is the
meaning of true
knowledge.”
-Socrates
“I know that I am
intelligent,
because I know
that I know
nothing.”
-Socrates
Objectives
•Recognize human activities that
emanated from deliberate reflection
especially from the birth of philosophy;
•Realize the value of doing philosophy in
obtaining a broad perspective on life;
Objectives
•Identify the different philosophers
from the ancient Greece up to
contemporary period.
Performance
Task
#3
 Each group is assigned a specific
ancient philosopher whom they will
depict through art collage. The collage
must present the life, works and notable
contributions of the philosopher to the
development of philosophy.
•Group 1: Pythagoras
•Group 2: Heraclitus
•Group 3: Democritus
•Group 4: Diogenes of Sinope
•Group 5: Epicurus
The art must contain the following details:

• Pictures of the philosopher

• Thoughts and works
• Some quotations they formed
• Points of view espoused by philosophers about life
• Their most significant contribution in the society
and in philosophy
Rubrics
•Content (30%)
•Concepts (30%)
•Creativity / Presentation (40%)
 Video
Presentation
 Early Greek Medieval
Civilization Period
1 (Great Triumvirate) 2 (Scholasticism)
Modern Period Contemporary Period
(Rationalism, (The Analytic &
3 Empiricism, & Kant's
Philosophy) 4 Continental Tradition)
 Pre-
Philosophical
Period
Thales of miletus

Father of
Philosophy
Believed that earth
floats on water
 Anaximander

Believed that universe

was formed from the
boundless
 Anaximander
One of the first to
publish a world map.
 Anaximander
Introduced Gnomon
in Greece.
Anaximenes

Air as the first

fundamental
element.
Heraclitus

“Unity of
Opposites”
Cycle of changes
 Xenophanes
Claimed that there
is only a single God
 Parmenides of Elea
•Things don’t change -
the past and the
present are set.
•Time and free will are
just illusions.
 Parmenides of Elea
•Fatalism – We have a fate
and we are stuck to it.
•Determinism – Everything
in this world was already
determined by someone
before us.
Pythagoras and the Pythagoreans
They believed that
the cosmos is
structured system
ordered by
numbers
Empedocles
•Everything is
made out of 4
elements:
•Earth, Water,
Wind and Fire.
Empedocles
• There are two great
forces in this world:
• Love and Strife.
• Love connects
everything while strife
pushes it all away.
 Democritus
Atomic Theory
Atomism is the theory that all
of reality and all the objects in the
universe are composed of very
small, indivisible and indestructibl
e building blocks known as atoms.
Early Greek
Civilization
(Great
Triumvirate)
Socratic & the Socratic Schools
The philosophers in this period mainly
had to answer the problem of how to
save the intellectual and moral life of
the nation, which was threatened by
materialism and skepticism.
 Socrates
Elenchus “Socratic
Method”
“The unexamined
life
is not worth living”
Plato
“Philosophy is the
science of idea”
Founded the Academy
– The first institution of
Higher Learning in the
Western World.
 Aristotle
Analyzing phenomena or
experience & providing
credible opinions about
these experiences to
arrive adequate proof
 Aristotle
•Developed Syllogism
in Logic
•First Premise
•Second Premise
•Conclusion
SCHOOLS OF THOUGHT
Cynicism
• Live in virtue and agreement with nature
• Live a life free of possessions
• Living in poverty
• Said to have influenced
the principles of
Christianity
Skepticism
•All of information must be supported
with a lot of evidence.
•Places doubt in
our own senses.
Ethics

Stoicism Epicureanism
Stoicism by Zeno
•The endurance of pain or
hardship without a display
of feelings and without
complaint.
•Virtue is good and vice is
bad.
Stoicism by Zeno
•Pleasure is also a
kind of vice so we
must reject it.
Stoicism by Zeno

•Suffering is caused
by unrealistic
expectations.
Epicureanism by Epicurus
•It teaches that the greatest
good is to seek modest
pleasures in order to attain a state
of tranquility, freedom from fear
and absence from bodily pain.
Epicureanism by Epicurus
• You must eliminate all desires
for it is the cause of suffering.
• Death is not a bad thing.
• Because it gives us freedom
from all suffering.
Medieval
Period
Scholasticism
• Linked Greek philosophy and way of
reasoning to the Christian faith.
• Focused mainly in the existence of God
and His relationship to humans.
Scholasticism
• Developed by
St. Anselm but
popularized by
St. Thomas
Aquinas and St.
Augustine.
Famous Works:
•Monologion and
Proslogion of St. Anselm –
Focused on the existence
of God through citing
metaphysical proofs.
Famous Works:
• A single argument that needed nothing but
itself alone for proof, that would by itself be
enough to show that God really exists; that he
is the supreme good, who depends on nothing
else, but on whom all things depend for their
being and for their well-being; and whatever
we believe about the divine nature.
Famous Works:
•Argument by Analogy
of St. Augustine –
Contradicted solipsism.
•Philosophical idea that only one’s
own existence is the only thing
that is real.
Famous Works:
•To argue by analogy is to argue
that because two things are
similar, what is true of one is also
true of the other.
Famous Works:
•Summa Theologica of
St. Thomas Aquinas –
Views on creation and
government of the
Universe.
Famous Works:
•Summa Theologica
•The origin and
nature of man,
and human
destiny.
Modern
Period
Rationalism

Rene Baruch Gottfried

Descrates Spinoza Wilhelm Leibniz
Rationalism
•Reason is the sole source of
knowledge.
•Verification of the truth is through
the Correspondence Theory of
truth.
Correspondence Theory of truth

The theory says that a proposition is true

provided there exists a fact
corresponding to it. In other words, for
any proposition p, p is true if and only if
p corresponds to a fact.
Empiricism

John George David

Locke Berkeley Hume
Empiricism
•They argued that reason is not the only
one capable of giving us knowledge,
experience plays a vital role as well.
•The five senses connected to the world
can be used to determine what can be
known.
Immanuel Kant
and the Synthetic
Priori Knowledge
Immanuel Kant
• Human Reason is capable of Priori
knowledge.
• Criticize reason by reason itself to establish
a secure and consistent basis of science,
religion and morality.
• The rational mind is capable of interpreting
the sense experience.
Contemporary
Period
Analytic Tradition
•Focused on logical analysis of language
to solve problems dealing with
philosophy.
•Method of Verification – things that can
be investigated by science is the only
thing that is meaningful and true.
Continental Tradition
• Scientific method is insufficient to provide
explanation in this world.
• Focuses on the centrality of human
actions.
• Seek reconstruction of what philosophy is
and its role in understanding knowledge,
experience and reality.
ASSIGNMENT
#3
•1. Bring the following materials:
•1/8 illustration board
•Drawing/Coloring materials
•2. Research about the timeline of
the History of Philosophy from
Pre-Philosophical Period to
Contemporary Period.
 Lesson 3: The Importance of Philosophy

Learning Competency
TOPICS
Demonstrate the importance of philosophy by:

(1) showing why views advancing the futility of 1. The Charge of Futility
philosophy are mistaken, and
(2) identifying some of the positive contributions 2. Some Major Achievements
of philosophy in the areas of learning and
social development.
 THE IMPORTANCE OF PHILOSOPHY

The Charge of Futility Some Major Achievements

Charges Replies
1. Provides a holistic view of life.

Charge #1: Reply to Charge #1: 2. Contributes to the development of

Philosophy does not
provide definite
answers.
some disciplines.
Philosophy examines
whether questions can
be given definite 3. Provides ethical guidelines for the use
answers. technology.

Charge # 2:
Reply to Charge #2: 4. Contributes to social transformation.
Philosophy is
Philosophy primarily
impractical.
deals with the needs of
the mind. 5. Expands the boundaries of knowledge.
The V al ue of
Phil os o phy
Objectives:
•To EXPLAIN how philosophical problem are
advantageous to broadening perspectives
•To DEMONSTRATE a broadened perspective
on a given subject or topic of inquiry.
Objectives:
•To SHOW an appreciation of the study of
philosophy and its purpose.
Perfor ma nc e
Ta sk # 4
•Each group will be given a
scenario called “Moral Dilemma”.
•The group must show their
answer on the dilemma by doing
a skit.
•After each skit, a member of
the group will explain to the
class on how they came up
with their choice of answer.
 Rubrics
•Concept: 7
•Explanation: 8
•Creativity: 5
Scenario 1: Debt to a friend
• there is a train that, much to your horror, is about to run over your
own son, who has been tied to its track. It just so happens that you
have only enough time to pull a lever which will send the train down
an alternate track saving your son. However, you see that, tied to the
other track, is your best friend, who recently saved your life and you
have yet to repay him for doing so. What would you do?
Scenario 2: Choice for cure
• You and your friend are stranded on an island. Unfortunately, you
are both fatally ill. It just so happens that you have an antibiotic that
can cure your illness. Sadly enough, there is just enough antibiotic to
save only one person. How could you and your friend choose which
one of you will take the antibiotic? Do you think that either person
who takes it will, or should, feel guilty for the other person dying,
although if neither of you take it, you will both die?
Scenario 3: Judge’s child
• You are a Judge presiding over the trial of an alleged bank robber, who you
know is innocent. However, something terrible in your life has happened:
The enemies of the robber have kidnapped your 9-year-old child and have
held for hostage. You don’t know where s/he is. The police have tried to
locate him/her to no avail. The kidnappers have left you an anonymous note
saying that if you convict the robber, they will set your child free. You fear
the kidnappers could be abusing or even torturing your child. What would
you do?
Scenario 4: Sick Patients
• You are a very skilled doctor with five dying patients, each of whom needs a
different organ in order to live. Unfortunately, there are no organs available
to perform any of the transplants. It just so happens that you have a sixth
dying patient, suffering from a fatal illness, who will die sooner than the
other five if not treated. If this sixth patient dies, you will be able to use his
organs to save the five other patients. However, you have a medicine you
can give to this sixth patient that will cure his illness and he won’t die.
Would you:
Scenario 4: Sick Patients
• a: Wait for the patient to die and then harvest his organs or
b: Save the patient even though the other patients won’t get organs.
• If you chose to administer the medicine, would you still do so even if the
medicine will not cure the patient, but, instead, delay his death to some
short term future date or time after the five patients will have died? Why?
Scenario 5: concentration camp
• You are an inmate in a concentration camp. A sadistic guard is
about to hang your son who tried to escape, and is telling you to
pull the chair out from under him. He says that if you don’t do so,
the guard will kill not only your son who tried to escape, but also
your other son, who is another innocent inmate. You have no
doubt that he means what he says. What would you do?
The Value of Philosophy
According to Bertrand Russell
•It primarily aims at
knowledge which gives us
unity and system to the
body of science.
•The value of Philosophy is not
measured by its ability of arriving at
definitive answers, but in uncertainty
and in enabling a person to widen
his/her perspectives to avoid
dogmatism.
•If one is limited to his/her
prejudices and beliefs,
his/her capacity to see the
broader perspective which
philosophizing offers is
considerably reduced.
 “The
unexamined life
is not worth
living”
•Philosophical inquiry is
the venue for pursuing
an examined life by
reflecting upon issues
and problems in life.