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INTRODUCTION TO THE
PHILOSOPHY OF THE
HUMAN PERSON
Presentation of the Rationale;
Content; Features and
Instructions
UNIT 4
THE HUMAN PERSON IN THEIR
ENVIRONMENT
MAN AND HIS ENVIRONMENT
• RATIONALE:
– According to the point of view of every
creationist, man was originally created perfect
and placed in a perfect, friendly environment
designed to be his home.
– He does not see agriculture as destructive of
nature but remembers that God intended the
earth to be cultivated (Gen. 2:5, 15).
• In this perspective, everything in creation is
recognized as having its own rightful place.
Yahweh/God pronounced that all His creation
was exceedingly good (Gen.1:31).
– Therefore, respect for the Creator requires respect for
His creation. It is thus with a sense of respect,
humility, gratitude and obligation that the creationist
assumes his role as steward of his Master's estate
and cares for God's handiwork, not to please himself
with personal comfort, but to please his Creator and
to have fellowship with Him
LESSON 1: CLIMATE CHANGE
Learning Outcome: Notice disorder
in the environment
"LAUDATO SI" : Care for God's
Creation
• According to some classical philosophers:
Philosophy begins with
a sense of wonder
and awe.
• But it is something unjustifiable to wonder
on nature if what we perceive and
encounter is only disorder in our
environment.
• Every individual must look on areas of our
surroundings wherein we see an ugly
picture of our environment, and transform
it into a place wherein we can see
harmony in nature.
• LEARNING ACTIVITY: Poster – Making
with a theme: “Save Mother Earth”
• Divide the class in five (5) members each
group. Ask them to discuss among
themselves ways on saving mother earth.
Tell them to be more specific and practical
on their suggestions, then using a white
cartolina and coloring materials, make
them draw/sketch creatively the output of
their discussion
LESSON 2: Environmental Aesthetic
Learning Outcome: Notice things
that are not in their proper place and
organize them in an aesthetic way
RATIONALE:
• The scope of environmental aesthetics
has broadened to include not simply
natural environments but also man –
made structures within the natural
environments.
• At the same time, the discipline has also
come to include the examination of that
which falls within such environments,
giving rise to what is called the aesthetics
of everyday life.
Introduction to the philosophy of the human person
Learning Activity:
• Assign the class into a five – member group. Instruct
each group to research about some beautiful tourist
spots in our country. Ask them to make a
‘TRAVELOGUE’ or a brochure which contains the
following information:
• a. Route Map
• b. Short History
• c. Pictures and descriptions of the tourist spots in the
place
• d. Foods and Delicacies
LESSON 3: MAN AS CO-
CREATORS AND STEWARDS ON
EARTH
Learning Outcome: Show that care
for the environment contributes to
health, well-being and sustainable
development
STEWARDSHIPS AND CO - CREATOR
• Genesis 2:15
The LORD God took the man and
put him in the Garden of Eden to
work it and take care of it.
RATIONALE:
• In this Chapter, we see the important
responsibility of man as co-creator of God.
• God has instructed man not only to live his life
but become also the stewards of His creation.
• We see Him create intentionally and orderly. He
creates for the first three days (day/night;
sky/water; water/land), and fills what He created
for the next 3 days (sun/stars/moon; sea
creatures/birds; animals/mankind). With each
step, we see the Lord create each “according to
their kinds.”
• And with each step, the Lord sees what He
made and declares that it is good.
CREATIO EX NIHILO....
.
• We must learn to think and act
ecologically.
• We repent of extravagance, pollution and
wanton destruction.
• We recognize that human beings find it
easier to subdue the earth than they do to
subdue themselves.
• Learning Activity:
– RECYCLING MATERIALS
• Using the same groupings in the
travelogue activity, instruct each group to
bring scrap materials in the class. Then,
instruct them to discuss among their
members to think of any usable recycled
objects they can create out of the scrap
materials which they have brought in the
class.
LESSON 4: Ecological Education
Learning Outcome: Demonstrate the
virtues of prudence and frugality
towards environments
• Ecological education can take place in a variety
of settings: at school, in families, in the media, in
catechesis and elsewhere. Good education
plants seeds when we are young, and these
continue to bear fruit throughout life.
• Here, though, we would stress the great
importance of the family, which is “the place in
which life – the gift of God – can be properly
welcomed and protected against the many
attacks to which it is exposed, and can develop
in accordance with what constitutes authentic
human growth. In the face of the so-called
culture of death, the family is the heart of the
culture of life”.
Introduction to the philosophy of the human person
•Reflect on the picture,
from the movie, the
Lorax, and share it in
the class.
UNIT FIVE: FREEDOM OF THE
HUMAN PERSON
The learner understands the human
person’s freedom. The learner shows
situations that demonstrate freedom of
choice and the consequences of choices.
FUNDAMENTAL CONCEPT:
• The learner is able to understand that
doing philosophy within the context of the
human person as free, intersubjective,
immersed in society, and oriented towards
their impending death will lead to a deeper
understanding of the human person
LESSON 1: THE WILL: ITS
EXISTENCE, NATURE AND
OBJECT
• The will, in philosophy and psychology, is a
term used to describe the faculty of mind that
is alleged to stimulate motivation of
purposeful activity.
• The concept has been variously interpreted by
philosophers, some accepting the will as a
personal faculty or function (for example, Plato,
Aristotle, Aquinas, Descartes and Kant)
• And other seeing it as the externalized result of
the interaction of conflicting elements (for
example, Spinoza, Leibniz, and Huma).
Thomas Aquinas’ Ideas About the Will and
Human Freedom
• Five Stages of a Human Act (from
perception to action of the will)
Stage 1.Intellect - apprehends a situation and
determines that a particular end is appropriate
(good) for the given circumstances.
Will - approves a simple volition for that
end (or can reject, change the subject, etc.)
Stage 2.Intellect - determines that the end can
be achieved, is within the power of the agent.
Will - Intention: to achieve the end through
some means
• Stage 3. Intellect - Counsel: determines various means
to achieve the end.
• Will - accepts these means (or can ask for more means)
• Stage 4. Intellect - determines the best means for the
given circumstances.
• Will - Electio (choice): selects the means the intellect
proposes as best.
• Stage 5. Intellect - Command: says "Do the best
means!"
• Will - Use: exercises control over the body or mind as
needed.
LESSON 2: HUMAN ACTS AND
VOLUNTARINESS
Learning Outcomes: At the end of this lesson,
you are expected to understand the components
of a free and voluntary act, as well as the factors
which affect the voluntariness of human acts.
• We have human dignity because we are
intelligent and free persons, capable of
determining our own lives by our own free
choices.
• We give this dignity to ourselves by freely
choosing to shape our lives and actions in
accord with the truth; that is, by making
good moral choices. Such choices are in
turn dependent upon true moral
judgments. These choices performed as
free persons are called human acts.
CITY OF ANGELS
• The only thing that separates us from
angels is...
freedom/free will
• from the latin word
VOLUNTAS
LESSON 3: ACTIONS HAVE
CONSEQUENCES
LEARNING OUTCOMES: At the end of this
lesson, you will realize that our actions can have
positive and negative consequences and that you
should be able to make choices that aim to create
positive consequences.
• ACTIONS AND CONSEQUENCES
– All our actions (spoken and physical) have
consequences. Some are good (positive) and
some bad (negative).
– Consequences are a result or an effect.
– It is important to try to behave in a way that
has positive consequences.
ACTION
• My brother hit me really
hard...
• I stayed out later than my
Mother said I could....
• I ran across the road
without thinking...
• Another student called
me names...
ACTIVITY 1: Write possible consequences (on the right
column) to the actions mentioned on the left column.
CONSEQUENCE
LESSON 4: FREEDOM OF THE
WILL
• Differentiate the various kinds of freedom,
and understand some important arguments for
and against the freedom of the will.
• Freedom in general means the absence of
resistant. There are different kinds of
restraint and freedom.
– Physical freedom is the absence of physical
restraint. When a prisoner is released from
prison, he is physically free, since he is no
longer restrained by the prison walls.
– Moral freedom is the absence of moral
restraint, of an obligation, of a law. Thus in
this country we are morally free to criticize the
government.
ARGUMENT FROM COMMON CONSENT
• The great majority of men believe that
their will is free. This conviction is of the
utmost practical importance for the whole
of human life.
• Therefore, if there is order in the world, the
majority of mankind cannot be wrong in
this belief. Hence, the will is free.
THE PSYCHOLOGICAL ARGUMENT
• We have said that most people naturally
hold that the will is free.
• Men are directly and indirectly aware of
their freedom in the very act of making a
free decision; they are indirectly aware of
it because of the many instances of the
behavior which can only be explained by
admitting the freedom of the will
THE ETHICAL ARGUMENT
• If there is no freedom, there is no moral
responsibility no virtue, no merit, no moral
obligation, no duty, no morality.
• The necessary connection between
freedom and the spiritual realities is quite
obvious and is demonstrated in Ethics
UNIT SIX: INTERSUBJECTIVITY
Content Standard: The learner
understands intersubjective human
relations
Performance Standard:
• The learner performs activities that
demonstrate an appreciation for the
talents of persons with disabilities and
those from the underprivileged sectors of
society
Learning Competencies:
1. Realize that intersubjectivity requires accepting
differences and not to impose on others
2. Appreciate the talents of persons with disabilities and
those from the underprivileged sectors of society and
their contributions to society
3. Explain that authentic dialogue means accepting others
even if they are different from themselves
4. Perform activities that demonstrate the talents of
persons with disabilities and those from the
underprivileged sectors of society
LESSON 1: ACCEPTING ME,
ACCEPTING YOU
LEARNING OUTCOME: At the end
of this lesson, you are expected to
realize that accepting differences of
others is vital in any human relation.
• Another aspect of being man is his
relatedness with others. This in
philosophical terms is Intersubjectivity or
being with others.
• One manifestation of this relation with
others is accepting OTHERS AND THEIR
DIFFERENCES. This is the first critical
component of intersubjectivity
ACCEPTING ME, ACCEPTING YOU
LESSON 2: ACCEPTING OTHERS
IS NOT TO IMPOSE ON OTHERS
LEARNING OUTCOME: Explicitate J.S. Mill’s
views on human liberty, freedom of thought and
expression, interference and the harm principle.
• In this lesson, the importance of accepting
the other’s thoughts and ideas (though
they might be opposed to yours) is
another manifestation of accepting others
(and their differences).
• PRINCIPLE OF PATERNALISM.
"Paternalism" comes from the Latin pater,
meaning to act like a father, or to treat
another person like a child. ("Parentalism"
is a gender-neutral anagram of
"paternalism".)
• In modern philosophy and jurisprudence, it
is to act for the good of another person
without that person's consent, as parents
do for children.
• LEGAL MORALISM is the view that the law can
legitimately be used to prohibit behaviors that
conflict with society's collective moral judgments
even when those behaviors do not result in
physical or psychological harm to others.
• According to this view, a person's freedom can
legitimately be restricted simply because it
conflicts with society's collective morality; thus,
legal moralism implies that it is permissible for
the state to use its coercive power to enforce
society's collective morality.
LESSON 3: ACCEPTING PEOPLE
FOR WHAT THEY ARE IS LOVING
THEM
LEARNING OUTCOME: Realize that
accepting people for what they are is
a manifestation of love.
• In this lesson, the theme on accepting
others (their differences) is further
developed by connecting it with the act of
loving. Thus, we turn to Erich Fromm’s
classic The Art of Loving.
• we can use here the essay written by
Fromm, The Basic elements of Love
• These are care, responsibility,
respect and knowledge.
• Let us watch this video.....
UNIT SEVEN: THE HUMAN
PERSON IN SOCIETY
CONTENT STANDARD: The learner
demonstrates various ways of
expressing social responsibility
LEARNING COMPETENCIES:
• 1. Recognize how individuals form societies
and how individuals are transformed by societies
• 2. Compare different forms of societies and
individualities (eg. Agrarian, industrial and
virtual).
• 3. Explain how human relations are
transformed by social systems
• 4. Evaluate the transformation of human
relationships by social systems and how
societies transform individual human beings.
Lesson 1: MAN THE SOCIAL
ANIMAL
LEARNING COMPETENCIES:
Discover the nature of man as a
social animal
Aristotle
MAN is a social animal and must
satisfy certain natural basic
needs in order to survive.
Lesson 2: THEORIES OF SOCIETY
LESSON COMPETENCIES:
Understand the different theories of
about society
• DIscuss the Platonic concept of society,
specifically his book, The Republic
• He divided the society in three social
classes, namely:
– The Producing Class which includes the
farmers, merchants, and laborers/workers;
– the Guardian Class which includes the
soldiers and police force;
– and the Ruling Class which includes
Philosophers-thinkers, Rulers and Kings that
is selected to lead the entire society
• ARISTOTLE: Man is social animal...
• Aquinas: man is naturally a political being and
as such seeks to live in the community or
society...
• Machiavelli: Society should be ruled absolutely
by powerful person and individual members of
the society must follow in order to establish an
orderly community...
• Hobbes and Locke: the state had arisen out of a
voluntary agreement, or social contract...
LESSON 3: SOCIAL INFLUENCES
Identify the common influences of
society to every individual
• Social influence occurs when one's
emotions, opinions, or behaviors are
affected by others.
• Society is a group of people, of varying
size and structure and can make an
impact in the behavioral patterns of a
person as a member of a particular
society
• Influence means to have the capacity to
have an effect on the character,
development, or behavior of someone or
something, or the effect itself.
Introduction to the philosophy of the human person
LESSON 4: THE FILIPINO
SOCIETY
Understand the NATURE of Filipino
society
• The great majority of the Philippine
population is bound together by common
values and a common religion. Philippine
society is characterized by many positive
traits.
• Among these are strong religious faith,
respect for authority, and high regard
for amor proprio (self-esteem) and
smooth interpersonal relationships.
Introduction to the philosophy of the human person
UNIT EIGHT: HUMAN PERSON
TOWARDS DEATH
CONTENT STANDARD: Compare
and contrast the different perspective
of Filipinos towards DEATH
Lesson 1: WHAT IS DEATH
Recognize the meaning of his/her
own Death
• The philosophical investigation of human
death has focused on two overarching
questions:
• (1) What is human death? and
• (2) How can we determine that it has
occurred?
• . From the philosophical point of view we
should recognize first that we can
experience death, because we ought to
know the cognitive value of our
conceptions and judgments about death
and its relation to with the whole of human
existence.
Lesson 2: DIFFERENT VIEWS
ON DEATH
Relate the different philosophical
views on death with human
experiences
• ANCIENT VIEW OF DEATH. Most ancient
people attributed death to the agency of
the gods, elves, demons, or evil spirits
who are jealous of human achievements
and beautiful human features, or who are
offended by man’s sins.
• BIOLOGICAL VIEW OF DEATH. Death is
viewed as a biological event, death is the
end of man considered to be a living
organism.
• Death is the cessation of life, the total
arrest of both mental and physiological
functions as a person.
• PSYCHOLOGICAL VIEWS. Concept of
death and adjustment addresses the
ability to adjust to one's own death when
that death is not imminent.
• Therefore it deals with the vast range of
events related to possible deaths and the
various methods of adjustment to these
possibilities.
• THEOLOGICAL VIEW. St. Thomas
Aquinas is very clear about the nature of
death.
• He says: "The necessity of dying for Man
is partly from nature and partly from sin.
• PHILOSOPHICAL VIEW. Our
philosophical understanding of death is
given to us exclusively on the basis of the
self-understanding of a living-man, who is
inevitably approaching death as the
ultimate event of his life.
• Thus, we come to an understanding of
death by analyzing our actual existence in
the light of the one-side experience of
death and dying by the others.
Lesson 3: DIFFERENT RELIGIOUS
VIEWS ON DEATH
Differentiate the different religious
views on death
CHRISTIANITY
Christianbeliefsabouttheafterlifevarybetweendenominations
andindividualChristians,butvastmajorityofChristiansbelievein
somekindofheaven,inwhichbelieversenjoythepresenceofGod
andotherbelieversandfreedomfromsufferingandsin.
Islam
Muslims believe that thepresent lifeisonlyapreparationforthe
next realmofexistence. Forthemdeath ismerely movement
fromoneworld toanother.Itcanbedescribedasajourney
throughaseparatedimension ofexistence.
Hinduism
DeathinHinduismisveryspiritual,anditstronglybelievesinthe
rebirthandreincarnationofsouls.So,accordingtoHinduism,
deathisregardedasanaturalprocessintheexistenceofsoulas
aseparateentity.
Buddhism
InBuddhismalothas been saidaboutthe importance ofdeath. It
was awareness ofdeath that prompted LordBuddha toexplore the
truth behind worldly concernsand pleasures. Afteralong search,
LordBuddha finally came tothe conclusionthat death isinevitable foraperson
who thinks about worldly pleasures andattitudes.
Judaism
Traditional Judaismfirmlybelieves that deathisnottheendofhuman
existence. However, becauseJudaismisprimarilyfocusedonlifehere
andnowratherthanontheafterlife,Judaismdoesnothave much
dogma abouttheafterlife,andleaves agreatdealofroomforpersonal
opinion.
Lesson 4: FILIPINO VIEWS ON
DEATH
Comprehend the traditional concept
of Filipinos about DEATH
TRADITIONAL VIEWS ON DEATH
• Filipino traditions that surround death and dying
are a blend of indigenous, Spanish, and
American influence that makes Filipino traditions
unique.
• The Filipinos have many indigenous traditions
that regard death and dying. One of these
traditions is called an “atang” An atang is a feast
prepared by the bereaved family. The feast is
made up of the favorite food of the deceased
person and a seat at the dinner table is left open
in memory of that person.
• Discuss with the students other
indigenous traditions and belief…
• Try asking them of they know about death
and burial in their localities…
THANK YOU!

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Introduction to the philosophy of the human person

  • 1. INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON Presentation of the Rationale; Content; Features and Instructions
  • 2. UNIT 4 THE HUMAN PERSON IN THEIR ENVIRONMENT
  • 3. MAN AND HIS ENVIRONMENT • RATIONALE: – According to the point of view of every creationist, man was originally created perfect and placed in a perfect, friendly environment designed to be his home. – He does not see agriculture as destructive of nature but remembers that God intended the earth to be cultivated (Gen. 2:5, 15).
  • 4. • In this perspective, everything in creation is recognized as having its own rightful place. Yahweh/God pronounced that all His creation was exceedingly good (Gen.1:31). – Therefore, respect for the Creator requires respect for His creation. It is thus with a sense of respect, humility, gratitude and obligation that the creationist assumes his role as steward of his Master's estate and cares for God's handiwork, not to please himself with personal comfort, but to please his Creator and to have fellowship with Him
  • 5. LESSON 1: CLIMATE CHANGE Learning Outcome: Notice disorder in the environment
  • 6. "LAUDATO SI" : Care for God's Creation
  • 7. • According to some classical philosophers: Philosophy begins with a sense of wonder and awe.
  • 8. • But it is something unjustifiable to wonder on nature if what we perceive and encounter is only disorder in our environment. • Every individual must look on areas of our surroundings wherein we see an ugly picture of our environment, and transform it into a place wherein we can see harmony in nature.
  • 9. • LEARNING ACTIVITY: Poster – Making with a theme: “Save Mother Earth” • Divide the class in five (5) members each group. Ask them to discuss among themselves ways on saving mother earth. Tell them to be more specific and practical on their suggestions, then using a white cartolina and coloring materials, make them draw/sketch creatively the output of their discussion
  • 10. LESSON 2: Environmental Aesthetic Learning Outcome: Notice things that are not in their proper place and organize them in an aesthetic way
  • 11. RATIONALE: • The scope of environmental aesthetics has broadened to include not simply natural environments but also man – made structures within the natural environments. • At the same time, the discipline has also come to include the examination of that which falls within such environments, giving rise to what is called the aesthetics of everyday life.
  • 13. Learning Activity: • Assign the class into a five – member group. Instruct each group to research about some beautiful tourist spots in our country. Ask them to make a ‘TRAVELOGUE’ or a brochure which contains the following information: • a. Route Map • b. Short History • c. Pictures and descriptions of the tourist spots in the place • d. Foods and Delicacies
  • 14. LESSON 3: MAN AS CO- CREATORS AND STEWARDS ON EARTH Learning Outcome: Show that care for the environment contributes to health, well-being and sustainable development
  • 15. STEWARDSHIPS AND CO - CREATOR
  • 16. • Genesis 2:15 The LORD God took the man and put him in the Garden of Eden to work it and take care of it.
  • 17. RATIONALE: • In this Chapter, we see the important responsibility of man as co-creator of God. • God has instructed man not only to live his life but become also the stewards of His creation. • We see Him create intentionally and orderly. He creates for the first three days (day/night; sky/water; water/land), and fills what He created for the next 3 days (sun/stars/moon; sea creatures/birds; animals/mankind). With each step, we see the Lord create each “according to their kinds.” • And with each step, the Lord sees what He made and declares that it is good.
  • 19. . • We must learn to think and act ecologically. • We repent of extravagance, pollution and wanton destruction. • We recognize that human beings find it easier to subdue the earth than they do to subdue themselves.
  • 20. • Learning Activity: – RECYCLING MATERIALS • Using the same groupings in the travelogue activity, instruct each group to bring scrap materials in the class. Then, instruct them to discuss among their members to think of any usable recycled objects they can create out of the scrap materials which they have brought in the class.
  • 21. LESSON 4: Ecological Education Learning Outcome: Demonstrate the virtues of prudence and frugality towards environments
  • 22. • Ecological education can take place in a variety of settings: at school, in families, in the media, in catechesis and elsewhere. Good education plants seeds when we are young, and these continue to bear fruit throughout life. • Here, though, we would stress the great importance of the family, which is “the place in which life – the gift of God – can be properly welcomed and protected against the many attacks to which it is exposed, and can develop in accordance with what constitutes authentic human growth. In the face of the so-called culture of death, the family is the heart of the culture of life”.
  • 24. •Reflect on the picture, from the movie, the Lorax, and share it in the class.
  • 25. UNIT FIVE: FREEDOM OF THE HUMAN PERSON The learner understands the human person’s freedom. The learner shows situations that demonstrate freedom of choice and the consequences of choices.
  • 26. FUNDAMENTAL CONCEPT: • The learner is able to understand that doing philosophy within the context of the human person as free, intersubjective, immersed in society, and oriented towards their impending death will lead to a deeper understanding of the human person
  • 27. LESSON 1: THE WILL: ITS EXISTENCE, NATURE AND OBJECT
  • 28. • The will, in philosophy and psychology, is a term used to describe the faculty of mind that is alleged to stimulate motivation of purposeful activity. • The concept has been variously interpreted by philosophers, some accepting the will as a personal faculty or function (for example, Plato, Aristotle, Aquinas, Descartes and Kant) • And other seeing it as the externalized result of the interaction of conflicting elements (for example, Spinoza, Leibniz, and Huma).
  • 29. Thomas Aquinas’ Ideas About the Will and Human Freedom • Five Stages of a Human Act (from perception to action of the will) Stage 1.Intellect - apprehends a situation and determines that a particular end is appropriate (good) for the given circumstances. Will - approves a simple volition for that end (or can reject, change the subject, etc.) Stage 2.Intellect - determines that the end can be achieved, is within the power of the agent. Will - Intention: to achieve the end through some means
  • 30. • Stage 3. Intellect - Counsel: determines various means to achieve the end. • Will - accepts these means (or can ask for more means) • Stage 4. Intellect - determines the best means for the given circumstances. • Will - Electio (choice): selects the means the intellect proposes as best. • Stage 5. Intellect - Command: says "Do the best means!" • Will - Use: exercises control over the body or mind as needed.
  • 31. LESSON 2: HUMAN ACTS AND VOLUNTARINESS Learning Outcomes: At the end of this lesson, you are expected to understand the components of a free and voluntary act, as well as the factors which affect the voluntariness of human acts.
  • 32. • We have human dignity because we are intelligent and free persons, capable of determining our own lives by our own free choices. • We give this dignity to ourselves by freely choosing to shape our lives and actions in accord with the truth; that is, by making good moral choices. Such choices are in turn dependent upon true moral judgments. These choices performed as free persons are called human acts.
  • 33. CITY OF ANGELS • The only thing that separates us from angels is... freedom/free will
  • 34. • from the latin word VOLUNTAS
  • 35. LESSON 3: ACTIONS HAVE CONSEQUENCES LEARNING OUTCOMES: At the end of this lesson, you will realize that our actions can have positive and negative consequences and that you should be able to make choices that aim to create positive consequences.
  • 36. • ACTIONS AND CONSEQUENCES – All our actions (spoken and physical) have consequences. Some are good (positive) and some bad (negative). – Consequences are a result or an effect. – It is important to try to behave in a way that has positive consequences.
  • 37. ACTION • My brother hit me really hard... • I stayed out later than my Mother said I could.... • I ran across the road without thinking... • Another student called me names... ACTIVITY 1: Write possible consequences (on the right column) to the actions mentioned on the left column. CONSEQUENCE
  • 38. LESSON 4: FREEDOM OF THE WILL • Differentiate the various kinds of freedom, and understand some important arguments for and against the freedom of the will.
  • 39. • Freedom in general means the absence of resistant. There are different kinds of restraint and freedom. – Physical freedom is the absence of physical restraint. When a prisoner is released from prison, he is physically free, since he is no longer restrained by the prison walls. – Moral freedom is the absence of moral restraint, of an obligation, of a law. Thus in this country we are morally free to criticize the government.
  • 40. ARGUMENT FROM COMMON CONSENT • The great majority of men believe that their will is free. This conviction is of the utmost practical importance for the whole of human life. • Therefore, if there is order in the world, the majority of mankind cannot be wrong in this belief. Hence, the will is free.
  • 41. THE PSYCHOLOGICAL ARGUMENT • We have said that most people naturally hold that the will is free. • Men are directly and indirectly aware of their freedom in the very act of making a free decision; they are indirectly aware of it because of the many instances of the behavior which can only be explained by admitting the freedom of the will
  • 42. THE ETHICAL ARGUMENT • If there is no freedom, there is no moral responsibility no virtue, no merit, no moral obligation, no duty, no morality. • The necessary connection between freedom and the spiritual realities is quite obvious and is demonstrated in Ethics
  • 43. UNIT SIX: INTERSUBJECTIVITY Content Standard: The learner understands intersubjective human relations
  • 44. Performance Standard: • The learner performs activities that demonstrate an appreciation for the talents of persons with disabilities and those from the underprivileged sectors of society
  • 45. Learning Competencies: 1. Realize that intersubjectivity requires accepting differences and not to impose on others 2. Appreciate the talents of persons with disabilities and those from the underprivileged sectors of society and their contributions to society 3. Explain that authentic dialogue means accepting others even if they are different from themselves 4. Perform activities that demonstrate the talents of persons with disabilities and those from the underprivileged sectors of society
  • 46. LESSON 1: ACCEPTING ME, ACCEPTING YOU LEARNING OUTCOME: At the end of this lesson, you are expected to realize that accepting differences of others is vital in any human relation.
  • 47. • Another aspect of being man is his relatedness with others. This in philosophical terms is Intersubjectivity or being with others. • One manifestation of this relation with others is accepting OTHERS AND THEIR DIFFERENCES. This is the first critical component of intersubjectivity
  • 49. LESSON 2: ACCEPTING OTHERS IS NOT TO IMPOSE ON OTHERS LEARNING OUTCOME: Explicitate J.S. Mill’s views on human liberty, freedom of thought and expression, interference and the harm principle.
  • 50. • In this lesson, the importance of accepting the other’s thoughts and ideas (though they might be opposed to yours) is another manifestation of accepting others (and their differences).
  • 51. • PRINCIPLE OF PATERNALISM. "Paternalism" comes from the Latin pater, meaning to act like a father, or to treat another person like a child. ("Parentalism" is a gender-neutral anagram of "paternalism".) • In modern philosophy and jurisprudence, it is to act for the good of another person without that person's consent, as parents do for children.
  • 52. • LEGAL MORALISM is the view that the law can legitimately be used to prohibit behaviors that conflict with society's collective moral judgments even when those behaviors do not result in physical or psychological harm to others. • According to this view, a person's freedom can legitimately be restricted simply because it conflicts with society's collective morality; thus, legal moralism implies that it is permissible for the state to use its coercive power to enforce society's collective morality.
  • 53. LESSON 3: ACCEPTING PEOPLE FOR WHAT THEY ARE IS LOVING THEM LEARNING OUTCOME: Realize that accepting people for what they are is a manifestation of love.
  • 54. • In this lesson, the theme on accepting others (their differences) is further developed by connecting it with the act of loving. Thus, we turn to Erich Fromm’s classic The Art of Loving. • we can use here the essay written by Fromm, The Basic elements of Love
  • 55. • These are care, responsibility, respect and knowledge. • Let us watch this video.....
  • 56. UNIT SEVEN: THE HUMAN PERSON IN SOCIETY CONTENT STANDARD: The learner demonstrates various ways of expressing social responsibility
  • 57. LEARNING COMPETENCIES: • 1. Recognize how individuals form societies and how individuals are transformed by societies • 2. Compare different forms of societies and individualities (eg. Agrarian, industrial and virtual). • 3. Explain how human relations are transformed by social systems • 4. Evaluate the transformation of human relationships by social systems and how societies transform individual human beings.
  • 58. Lesson 1: MAN THE SOCIAL ANIMAL LEARNING COMPETENCIES: Discover the nature of man as a social animal
  • 59. Aristotle MAN is a social animal and must satisfy certain natural basic needs in order to survive.
  • 60. Lesson 2: THEORIES OF SOCIETY LESSON COMPETENCIES: Understand the different theories of about society
  • 61. • DIscuss the Platonic concept of society, specifically his book, The Republic • He divided the society in three social classes, namely: – The Producing Class which includes the farmers, merchants, and laborers/workers; – the Guardian Class which includes the soldiers and police force; – and the Ruling Class which includes Philosophers-thinkers, Rulers and Kings that is selected to lead the entire society
  • 62. • ARISTOTLE: Man is social animal... • Aquinas: man is naturally a political being and as such seeks to live in the community or society... • Machiavelli: Society should be ruled absolutely by powerful person and individual members of the society must follow in order to establish an orderly community... • Hobbes and Locke: the state had arisen out of a voluntary agreement, or social contract...
  • 63. LESSON 3: SOCIAL INFLUENCES Identify the common influences of society to every individual
  • 64. • Social influence occurs when one's emotions, opinions, or behaviors are affected by others. • Society is a group of people, of varying size and structure and can make an impact in the behavioral patterns of a person as a member of a particular society
  • 65. • Influence means to have the capacity to have an effect on the character, development, or behavior of someone or something, or the effect itself.
  • 67. LESSON 4: THE FILIPINO SOCIETY Understand the NATURE of Filipino society
  • 68. • The great majority of the Philippine population is bound together by common values and a common religion. Philippine society is characterized by many positive traits. • Among these are strong religious faith, respect for authority, and high regard for amor proprio (self-esteem) and smooth interpersonal relationships.
  • 70. UNIT EIGHT: HUMAN PERSON TOWARDS DEATH CONTENT STANDARD: Compare and contrast the different perspective of Filipinos towards DEATH
  • 71. Lesson 1: WHAT IS DEATH Recognize the meaning of his/her own Death
  • 72. • The philosophical investigation of human death has focused on two overarching questions: • (1) What is human death? and • (2) How can we determine that it has occurred?
  • 73. • . From the philosophical point of view we should recognize first that we can experience death, because we ought to know the cognitive value of our conceptions and judgments about death and its relation to with the whole of human existence.
  • 74. Lesson 2: DIFFERENT VIEWS ON DEATH Relate the different philosophical views on death with human experiences
  • 75. • ANCIENT VIEW OF DEATH. Most ancient people attributed death to the agency of the gods, elves, demons, or evil spirits who are jealous of human achievements and beautiful human features, or who are offended by man’s sins.
  • 76. • BIOLOGICAL VIEW OF DEATH. Death is viewed as a biological event, death is the end of man considered to be a living organism. • Death is the cessation of life, the total arrest of both mental and physiological functions as a person.
  • 77. • PSYCHOLOGICAL VIEWS. Concept of death and adjustment addresses the ability to adjust to one's own death when that death is not imminent. • Therefore it deals with the vast range of events related to possible deaths and the various methods of adjustment to these possibilities.
  • 78. • THEOLOGICAL VIEW. St. Thomas Aquinas is very clear about the nature of death. • He says: "The necessity of dying for Man is partly from nature and partly from sin.
  • 79. • PHILOSOPHICAL VIEW. Our philosophical understanding of death is given to us exclusively on the basis of the self-understanding of a living-man, who is inevitably approaching death as the ultimate event of his life. • Thus, we come to an understanding of death by analyzing our actual existence in the light of the one-side experience of death and dying by the others.
  • 80. Lesson 3: DIFFERENT RELIGIOUS VIEWS ON DEATH Differentiate the different religious views on death
  • 82. Islam Muslims believe that thepresent lifeisonlyapreparationforthe next realmofexistence. Forthemdeath ismerely movement fromoneworld toanother.Itcanbedescribedasajourney throughaseparatedimension ofexistence.
  • 84. Buddhism InBuddhismalothas been saidaboutthe importance ofdeath. It was awareness ofdeath that prompted LordBuddha toexplore the truth behind worldly concernsand pleasures. Afteralong search, LordBuddha finally came tothe conclusionthat death isinevitable foraperson who thinks about worldly pleasures andattitudes.
  • 85. Judaism Traditional Judaismfirmlybelieves that deathisnottheendofhuman existence. However, becauseJudaismisprimarilyfocusedonlifehere andnowratherthanontheafterlife,Judaismdoesnothave much dogma abouttheafterlife,andleaves agreatdealofroomforpersonal opinion.
  • 86. Lesson 4: FILIPINO VIEWS ON DEATH Comprehend the traditional concept of Filipinos about DEATH
  • 87. TRADITIONAL VIEWS ON DEATH • Filipino traditions that surround death and dying are a blend of indigenous, Spanish, and American influence that makes Filipino traditions unique. • The Filipinos have many indigenous traditions that regard death and dying. One of these traditions is called an “atang” An atang is a feast prepared by the bereaved family. The feast is made up of the favorite food of the deceased person and a seat at the dinner table is left open in memory of that person.
  • 88. • Discuss with the students other indigenous traditions and belief… • Try asking them of they know about death and burial in their localities…