Expounded Doing Philosophy

LESSON PLAN
I. TOPIC: WHAT IS PHILOSOPHY?

II. TIME FRAME: 120 min/2 meetings
III. LEARNING OUTCOMES
CONTENT STANDARD
The learner understands the meaning of philosophy and the notable philosophers.
PERFORMANCE STANDARD
The learner reflects on a concrete experience in a philosophical way.
LEARNING COMPETENCIES
 Recognize human activities that emanated from deliberate reflection
IV. LESSON OUTLINE
ACTIVITIES
A. MOTIVATION
The teacher will present a conversation between a high school teacher and her student in
class.
TEACHER: Juan, what would you like to be when you grow up?
JUAN: Ma’am, I want to be happy!
TEACHER: Juan, you did not understand my question.
JUAN: Ma’am, you do not understand what life is all about!
The teacher then asks the following questions:
1. Do you think that Juan’s answer was appropriate for his teacher’s question?
2. What do you think was Juan’s interpretation of his teacher’s question?
3. Based on his responses, what kind of student do you imagine Juan to be?
4. If you were Juan’s teacher, how would you respond to him?
5. How is philosophy related to this situation?
B. LESSON PROPER
Today we are going to know what is philosophy is all about and what its essence.
Same conversation will be used in comparing the presented conversation to the way
how philosophy works and how it is related to the real-life experiences.
The teacher will expound the concept of philosophy, the philosophers that
contributed the study of philosophy, why is there a need to philosophize and how do we
characterize the study of philosophy.
C. ANALYSIS
The teacher will asks the learners the following questions:
1. What questions about your life that you are struggling to find answers to?
2. What led you to ponder those questions?
3. How can you as a person benefit from philosophizing?
4. Based on the characteristics of Philosophy, would it be possible for any person to
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engage in philosophical discussion? Why or why not?
D. ABSTRACTION
Oral Recitation will be used by the teacher to solicit ideas from the learners.
E. APPLICATION
Each student will have the opportunity to answer the questions given.
V.EVALUATION
The teacher will give feedback to their answers.
The students will ask to differentiate between holistic perspective and partial point of
thinking for the next discussion.
SUBMITTED BY:
AMY FAITH T. SUSON
LESSON PLAN
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I. TOPIC: A HOLISTIC PERSPECTIVE: The Philosopher’s Way
II. TIME FRAME: 120 min/2 meetings
CONTENT STANDARD
The learner understands the meaning of philosophy and process of doing philosophy.
 Distinguish a holistic perspective from a partial point of view
 Do a philosophical reflection on a concrete situation from a holistic perspective
IV. LESSON OUTLINE
ACTIVITIES
A. MOTIVATION
The teacher will present the following statement of Siddharta Herman Hesse:
“When someone is seeking . . . it happens quite easily that he only sees the thing that
he is seeking; that he is unable to find anything , unable to absorb anything., because he is
only thinking of the thing he is seeking, because he has a goal because he is obsessed
with his goal. Seeking means to have a goal; but finding means to be free, to be receptive,
to have no goal. You, o worthy one, are perhaps indeed a seeker, for in striving towards
your goal, you do not see many things that are under your nose.”
B. LESSON PROPER
The teacher will asks the students of their understanding on the statement presented.
The teacher will then group the students into four (4) groups. The teacher will present a
video on the Indian classic poem “Six Blind Men and the Elephant”.
The teacher will let the students to discuss on their understanding about the poem.
C. ANALYSIS
The teacher will asks the learners the following questions:
1. Did anyone among the blind men give the correct answer? Why or why not?
2. In the context of the elephant story, what do you think is a holistic perspective?
What is a partial point of view?
3. What is the importance of a holistic perspective as pointed out by the poet John
Godfrey Saxe?
4. In the last stanza, John Godfrey Saxe related the legend to the religious wars
during his time. What do you think is John Godfrey Saxe trying to say in his poem?
D. ABSTRACTION
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E. APPLICATION
The story of the elephant and the blind men can be an analogy of everyday
experiences. Recall an experience where you had disagreements with friends or
family over something. Was the disagreements resolved? If yes, how? If not, how
can a more holistic perspective help in the resolution? Share your story to your group
mates, then choose the best story that you will share to others in class.
V.EVALUATION
The teacher will let the students to write a journal entry about their experience of
getting to a high point such as peak of the mountain, the top of a tower, or the view
from an airplane above high seas. Trying to recall their feelings at the moment. Now
let them shift their focus to a personal conflict that is bothering them at the moment.
Let them describe their feeling, on what they see, how they see it how did this
exercise make them feel and does having a holistic perspective give them a sense of
relief.
SUBMITTED BY:
AMY FAITH T. SUSON
4
LESSON PLAN
I. TOPIC: What it means to be a Philosopher

II. TIME FRAME: 60 min/meeting
CONTENT STANDARD
 Recognize human activities that emanated from deliberate reflection
IV. LESSON OUTLINE
ACTIVITIES
A. MOTIVATION
The teacher will group the students into four (4). The students will answer the
questions:
When you describe someone as pilosopo what do you mean?
How do you feel when someone calls you pilosopo? Why do you feel that way?
B. ANALYSIS
As a group:
1. Analyze the meaning of “pilosopo” based on the experiences shared. Do you agree
with the meanings associated?
5. With what should the word pilosopo be associated? Why?
C. LESSON PROPER
The teacher will give the students to ponder on the questions given. The teacher will
share the life of Socrates in relation to the word pilosopo and does the word pilosopo
connotes to being a philosopher.
D. ABSTRACTION
E. APPLICATION
Explain the negative and positive connotations of the word pilosopo.
V.EVALUATION
Write a journal entry on the experience in which the student wanted to a sk a
question but were afraid to raise them.
SUBMITTED BY:
AMY FAITH T. SUSON
5
LESSON PLAN
I. TOPIC: What Makes a Question Philosophical?

CONTENT STANDARD
 Realize the value of doing philosophy in obtaining a broad perspective in life
IV. LESSON OUTLINE
ACTIVITIES
A. MOTIVATION
The teacher will group the students into four (4). The students will ponder on the
statement of Bertrand Russell, The Problems of Philosophy:
“If you ask a mathematician, a minerologist, a historian, or any other man of
learning, what definite body of truths has been ascertained by his science, his answer
will last as long as you are willing to listen. But if you put the same question to a
philosopher, he will, if he is candid, have to confess that his study has not achieved a
positive results such as have been achieved by other sciences.”
B. ANALYSIS
As a group, they will make a stand on the wise words of Bertrand Russell and
determine what are the things they consider as a personal and philosophical
questions.
C. LESSON PROPER
The teacher will guide the students in their answers.
D. ABSTRACTION
E. APPLICATION
The students will ask to present the following based on their understanding:
1. List down 5 or more philosophical questions you have actually asked yourself.
Have you found answers to these questions? If not, how do you feel with questions
unanswered?
2. Are the following statements dogmatic? Try to establish the truth behind each
statement (or debunk them) by asking philosophical questions.
a. Christianity is the only true religion.
b. Women are inferior to men.
3. Research on religious fundamentalism. What makes a fundamentalist different
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from a philosopher?
4. “Judge a man by his questions rather than by his answers.”- Friedrich
Nietzche
V.EVALUATION
Identify a song, book or movie that left you with a disturbing question. Articulate the
chosen son, book or movie and discuss why you find it disturbing.
SUBMITTED BY:
AMY FAITH T. SUSON
LESSON PLAN
7
I. TOPIC: Truth and Opinion
CONTENT STANDARD
The learner demonstrates various ways of doing philosophy.
The learner evaluate opinion.
 Distinguish opinion from truth
 Analyze situations that show the difference between opinion and truth
 Evaluate opinions
IV. LESSON OUTLINE
ACTIVITIES
A. MOTIVATION
The teacher will group the students into two (2) teams. There will be team for
the boys and girls.
B. LESSON PROPER
Learning Strategy: Group Discussion
The teacher will give each team to prepare for the topic.
C. ANALYSIS
The teams should present it in a creative way that are easy to grasp and
understand by the audience.
D. ABSTRACTION
F. APPLICATION
The students will answer the question based on their understanding:
“Imposing dress codes in school is a restriction of freedom.” Is this an
expression of an opinion or a statement of fact? Will your answer to this question
change if you learn that the person who stated this is an intelligent philosopher? Why
do you say so?
V.EVALUATION
Identify and differentiate the four (4) fallacies discussed.
SUBMITTED BY:
AMY FAITH T. SUSON
8
LESSON PLAN
I. TOPIC: Methods of Philosophizing

CONTENT STANDARD
The learner demonstrates various ways of doing philosophy.
The learner evaluate opinion.
 Realize that the methods of philosophy lead to wisdom and truth
IV. LESSON OUTLINE
ACTIVITIES
A. MOTIVATION
The teacher will explain the rubrics of the Group Discussion.
B. LESSON PROPER
Learning Strategy: Group Discussion
The teacher will call the team girls to continue with the Group Presentation.
C. ANALYSIS
The teams should present it in a creative way that are easy to grasp and
understand by the audience.
D. ABSTRACTION
E. APPLICATION
Let them answer the following questions. Identifying the correct answer.
1. A French philosopher who said that only the mind , not the body can arrive at clear and
distinct ideas which cannot be doubted.
2. It is a method of understanding truth that strives to achieve balance in everything- a
balance between thinking and moving, resting and working, taking in and letting go.
3. A fallacious argument which can be seen in our culture of victim-blaming when it
comes to rape and sexual harassment.
4. A fallacious argument which uses threats or force to the opponent.
5. A fallacious argument which uses manipulation to the emotions of the opponent.
V.EVALUATION
Let them study the next topic.
SUBMITTED BY:
AMY FAITH T. SUSON
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LESSON PLAN

I. TOPIC: WHAT IS PHILOSOPHY?

AMY FAITH T. SUSON

AMY FAITH T. SUSON

I. TOPIC: What it means to be a Philosopher

AMY FAITH T. SUSON

I. TOPIC: What Makes a Question Philosophical?

AMY FAITH T. SUSON

AMY FAITH T. SUSON

I. TOPIC: Methods of Philosophizing

AMY FAITH T. SUSON

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