INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON [Adapted from R4A ADM SLM]

ACTIVITY SHEET 5: FREEDOM AND RESPONSIBILITY

LESSON 1: HUMAN ACTIONS VS ACTS OF MAN
An act that is performed only by a human being and thus is proper to man. Not every act that a human being does is a distinctively
human act. Some acts that human beings do are performed also by animals, e.g., vegetative acts and acts of perception and emotion.
When a human being does such acts, they are called acts of man but not human acts. Acts of man are actions shared by humans and
other animals while human acts refer to the appropriate actions of human beings. What makes an act performed by a human being
distinctively a human act is that it is voluntary, that is, an act in some way under the control or direction of the will, which is proper to
man. One can therefore identify the human activity with the voluntary act. A voluntary act continues either by the will - like an act of love
or choice - or from another human power that may be motivated by the will, either by an act of intellect or by the sense of reasoning or
emotion; even a gesture commanded by the will can be a voluntary act.

Aristotle’s Distinction of Voluntary and Involuntary

Actions Voluntary Actions - these are acts originating from the individual performing the act using knowledge about the situations of the
act.

1. Classifications of Voluntary Actions

A. Voluntary – actions are performed from will and reason.
B. Related to Compulsion - it is considered as mixed of voluntary and involuntary. It is more voluntary if the desire and choice has
been performed and involuntary if it has considered preferences or alternatives. Example: You are asked to perform a crime and
your options are either you do it and your family survives, or you don’t do it but they will be murdered.

2. Involuntary Actions – are acts done under a) force or coercion and b). ignorance where the doer failed to understand the effect and
feels sorry on the result.

Classifications of Involuntary Actions

A. Under Compulsion – circumstances which are beyond the control of the agent and contributes none to the action. Example: A
person was kidnapped, hence impossible to resist.
B. Through Ignorance of Particular Circumstances. Example: a man steals and ignorant of the law, arrow or gun shot by mistake.

HUMAN FREEDOM AND OBLIGATION

According to John Mothershead, freedom and obligation are two indispensable conditions for morality to occur. Freedom is understood
to be present when one is choosing a course of action, and he or she is taking full responsibility for consequence of his actions.
Importantly, this is anchored to the individual’s moral and rational capacity to discern what is right and wrong.

In several meta-ethical traditions obligation usually follows or arrives from freedom. Freedom can be said to be present if the human
person is free in making choices in the realm of morality – that is, in making choices with regards to determining what is the right thing
to do in situations and circumstances in his own life. This can be summarized in our Filipino saying, “Buntot mo, hila mo!” It is taking
full responsibility for your actions and being obliged to do so. Hence, an action is not in the full extent of morality if a person does
something while his or her freedom and rationality is altered or modified. This event can happen if the person’s environment highly
affects his judgement.

When was the last time you see yourself escaping from the consequences of your actions? When was the last time you hide from the
problems brought about by your irresponsible actions? We have the tendency to blame others for their choice of a course of action. At
present times, several marriages – most especially in the Philippines – are being brought to different courts of law to be annulled. What
is the main reason for this? Atty. Jim Lopez in one of his books says that most of the marriages which are tried in civil courts are sagas
of unending throwing of blame and accusations between two lovers. Which can simply be solved had one of the parties make himself
accountable for a problem which sit between them.

@guroxael 04|25|2021 Page 1 of 24

 INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON [Adapted from R4A ADM SLM]

INTELLECTUAL CHOICE VS PRACTICAL CHOICE

A. Intellectual Choice – This is a choice which is deliberately selected based on a moral standpoint. Basically, they are normative
answers about what we ought to do from a moral system that we uphold and its moral principles. These normative answers
would take into consideration the behavior which the society will accept. For example, when you are to decide in a moral issue,
you can try to give intellectual choice as a normative answer. Here you are simply assuming because you are not, as it were,
facing that actual moral situation described in the dilemma. In this case, the answers that you are inclined to give are prescriptive
in this imaginary and hypothetical situation.
B. Practical Choice – a choice which is borne out of psychological and emotional considerations. Unlike the previously discussed
type of choice, practical choices are made when confronted with the actual situation, and usually affected by psychological
aspect of the person embroiled in the moral situation or dilemma. For instance, psychological and emotional stress and lack of
time to deliberate during an actual moral situation may affect a person’s moral decision in that situation. A person may be so
engulfed by emotions that he may sometimes fail to make the right choice. Likewise, stress could make a person’s practical
choice inconsistent with his intellectual choice.

ACTIVITY 1: COMPLETE THE TABLE

Directions: Determine the possible consequences and obligations of the actions listed below. You assume that intention and voluntariness
existed in every happening. Write your answers in your answer sheet.

Scenario 1
Patrick drove his car without registration and license
Consequences Obligations
1.
2.

Scenario 2
Erwin used all his income in upgrading his motorcycle.
Consequences Obligations
1.
2.

Scenario 3
Janzen entered in a no-label relationship
Consequences Obligations
1.
2.

Scenario 4
Mark uses digital devices in finishing his studies.
Consequences Obligations
1.
2.

Scenario 5
Nadine copied someone’s song just to please her mother.
Consequences Obligations
1.
2.

@guroxael 04|25|2021 Page 2 of 24

 INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON [Adapted from R4A ADM SLM]

ACTIVITY 2: EVALUATING SCENARIO

Directions: In your way of understanding, evaluate the following circumstances whether they are right or wrong. Write the word “Tama”
if you think the action is right and write “may kakaiba” if the situation is wrong for you. Provide your reasoning for your classification.
Write your answers in your answer sheet.

_____________ 1. Selma continuously supports her friend Georgia in flirting someone else’s husband.
Reason:__________________________________

_____________ 2. President Duterte orders several government agencies to continue placing dolomite sands in a small portion of
Manila Bay during pandemic.
Reason:__________________________________

_____________ 3. MaeMae is in the verge of failing her exam in General Mathematics. While she is taking the exams, she received
a small piece of paper from his classmate Ben. The piece of paper contains all the answers for the last portion of the exam.
Reason:__________________________________

_____________ 4. Molina is in-charge of the distribution of medicines in her barangay. The local government of Imus usually
provides for extra packages of medicines as a buffer stock or reserve in case of uncounted members of barangay. One day, Josielyn, a
citizen from Calamba City, offers to buy the extra packages of medicine from Molina, because there is a shortage of medicines in
Calamba. Molina, in turn, sold the extra medicines to Josielyn.
Reason:__________________________________

_____________ 5. Gladys is the gate custodian of Bilibid prison. One day, the former Mayor of Calauan Laguna and convicted of
complex crime of Rape with homicide Antonio Sanchez who has kidney illness asks Gladys to allow him to buy some medicine to
alleviate the pain caused by his kidney disease. However, Gladys did not allow the request and instead reported the former Mayor’s
attempt to go outside the penal colony.
Reason:_________________________________

_____________ 6. Samson oversees the installation of an internet satellite in Camp Caringal. While the construction is ongoing, his
wife Lizjoy called him because their son Erwin is sick. Lizjoy asked Samson to return to their house because Erwin misses him so
much. Samson said he cannot return immediately because the Chinese contractors are spoof.
Reason:__________________________________

_____________ 7. Ruby is the best online seller in her town. She can earn as much as 10,000 php per day. On the other hand,
Celeste is a newbie in online selling. She barely earned a thousand peso for a day. Knowing Ruby’s ability to sell online, Celeste
approached Ruby and asked the latter to teach her how to be a successful online entrepreneur. Ruby asked for a tutorial fee, because
she said that it entails a lot of work just to make a online strategy work.
Reason:__________________________________

_____________ 8. Ylah is a dean’s lister in her department – School of Business Management and Accountancy of De La Salle
University. At the same time, she is the captain of the table tennis team in the said school. Her boyfriend, Armando usually complains
because Ylah has minimal time for him. Because Armando thinks Ylah is too busy with her own life, he broke his 6 years relationship
with the young lady.
Reason:__________________________________

_____________ 9. Jovi and Rency are good friends. They are schoolmates since there. However, there is no venue to hold the
meeting. Jovi requested Rency to allow them first year in college. Because of great academic performance, Jovi has been elected as
the vice-president of the college department. On the other hand, Rency has been chosen as the in-charge of the college’s laboratories
since she is trustworthy and keen in details. One day, the college’s student council needs to meet for a quarterly review of their
activities to use the department’s physics laboratory, but Rency denied such a request.
Reason:__________________________________

_____________ 10. Ariel is an LTO officer who has a lot of connections is the said office. He usually accepts under the table
transactions from people who want to expedite their application for a driver’s license. His sister Amor once asked him why he’s doing
those kinds of transactions. Ariel answered that he simply wants to help people by avoiding the grueling application process in the
LTO. Reason:__________________________________

@guroxael 04|25|2021 Page 3 of 24

 INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON [Adapted from R4A ADM SLM]

ACTIVITY 3: COMPLETE THE CHART BELOW

Directions: Recall three decisions you have made recently. Then, analyze them. What are the good things they produced for you and
your community and what are the negative effects do they caused to yourself and others? Write your answers in your answer sheet.

Decision 1:

Positive Effects Negative Effects

1.
2.
3.
Decision 2:

Positive Effects Negative Effects

1.
2.
3.
Decision 3:

Positive Effects Negative Effects

1.
2.
3.

ACTIVITY 4: PROCESSING
Directions: Answer the following questions based on how you answered the activity above. Write your answers in your answer sheet.

1. What are your prior considerations for making those decisions?

________________________________________________________________________________________
________________________________________________________________________________________

2. What are your considerations for classifying the effect of your action as a positive one?
________________________________________________________________________________________
________________________________________________________________________________________

3. What are your considerations for classifying the effect of your action as a negative one?
________________________________________________________________________________________
________________________________________________________________________________________

4. In making those decisions, are you free in doing them? If yes, how? If no, what binds you?
________________________________________________________________________________________
________________________________________________________________________________________

5. What are your considerations in saying that you made a “best decision?”
________________________________________________________________________________________
________________________________________________________________________________________

@guroxael 04|25|2021 Page 4 of 24

 INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON [Adapted from R4A ADM SLM]

ACTIVITY 5:
Find the differences and similarities, if any, between Human Acts and Acts of Man. Write your answers in your answer sheet.

VOLUNTARY INVOLUNTARY

ACTIVITY 6:
Directions: List down five Human Acts and Acts of Man you have done this week. Write your answers in your answer sheet.

Human Acts Acts of Man

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

ACTIVITY 7: SOLVE THE TROLLEY PROBLEM

There is a runaway trolley barreling down the railway tracks. Ahead, on the tracks, there are five people tied up and unable to move.
The trolley is headed straight for them. You are standing some distance off in the train yard, next to a lever. If you pull this lever, the
trolley will switch to a different set of tracks. However, you notice that there is one person on the sidetrack. You have two options:
1. Do nothing and allow the trolley to kill the five people on the main track.
2. Pull the lever, diverting the trolley onto the sidetrack where it will kill one person.

Which is the more ethical option? Or, more simply: What is the right thing to do? Justify your answer using the lesson above. Write
your answers in your answer sheet.

Process Questions:

@guroxael 04|25|2021 Page 5 of 24

 INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON [Adapted from R4A ADM SLM]

1. Was there freedom on your part in facing the situation?

_______________________________________________________________________________________________
_______________________________________________________________________________________________

2. What are your considerations for saying that your choice is the right thing?
_______________________________________________________________________________________________
_______________________________________________________________________________________________

3. Following the concept of Intellectual choice, will your decision be the same? Why or why not?
_______________________________________________________________________________________________
_______________________________________________________________________________________________

4. Following the concept of Practical choice, will your decision be the same? Why or why not?
_______________________________________________________________________________________________
_______________________________________________________________________________________________

5. Was your decision a choice based on your understanding or based on some reference?
_______________________________________________________________________________________________
_______________________________________________________________________________________________

ASSESSMENT 5

Directions: True or False. Write the word True if the statement is correct and write the word False if the statement conveys otherwise.
Write your answer on your answer sheet.

_____ 1. Human actions are always conceived intellectually.

_____ 2. According to Aristotle, Acts of man are actions which are deliberately done.
_____ 3. Freedom and obligation are two distinct philosophical concepts.
_____ 4. A person is totally responsible for an action even if he acted with an impaired conscience.
_____ 5. A choice is made from freedom if the person totally knows the kind of choice, he makes even though unsure with the
consequences.
_____ 6. Intellectual choice usually refers to answers for hypothetical moral issues.
_____ 7. Practical choice usually pertains to choices for an actual moral dilemma.
_____ 8. Freedom is present in the Acts of Man.
_____ 9. Involuntary actions are excused from moral examination.
_____ 10. Without freedom, obligation does not exist.

@guroxael 04|25|2021 Page 6 of 24

 INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON [Adapted from R4A ADM SLM]

ACTIVITY SHEET 6: INTERSUBJECTIVITY

LESSON 1: Intersubjectivity in General

Philosophy, unlike Theology, does not use primarily biblical texts in its pursuit, though some religious texts are morally worthy to be
examples in explaining philosophical ideas like the previous reading we had. The Parable of the Good Samaritan clearly explains the
phenomenon of intersubjectivity in the human world. Though it focuses on the Kingdom of God, it still validates the importance of
intersubjective relations of man.

Intersubjectivity is a coined word from the prefix “inter” which connotes “among and between” and the philosophical term “subject” that
is equivalent to a conscious being. Thus, intersubjectivity would mean in the general sense as “sharing of subjective states by two or
more individuals.” (Scheff 2006). It is the organic union of the subjective reality and the objective reality of beings. Meaning to say, as a
person, we have a personal regard to self, but we cannot deny the fact (objective – fact of reality we all share) that we live with others so
we also regard them as part of ourselves. We tend to place ourselves in others’ shoes and relate to them in good ways as possible like
what is shown in the comic strip below:

https://www.researchgate.net/figure/An-Illustration-of-Technological-Intersubjectivity_fig2_228683281

What Philosophers Say About Intersubjectivity

Intersubjectivity is universal. It exists when and where humans exist. It is an undeniable reality which thinkers could not help but discuss.
Here are some philosophers who took philosophical inquiry on intersubjectivity:

1. Confucius (551-479 B.C.E.) – one of the main ideas of Confucianism is Ren or “human-heartedness.” It is a virtue central to
man that can be found in his sociality or intersubjectivity. In his philosophy, Confucius stresses order and harmony in the world.
His aims can be achieved through practical, concrete, particular, and perceptual ways. This means Confucian thinking on
intersubjectivity is practical humanism. There is an emphasis on human actions in sociality. He calls every man to love the other
through actions, not through thoughts.
2. Martin Buber (1878-1965) – is a Jewish philosopher who introduced the “I-Thou” and “I-It” relationships to embody his
philosophy of intersubjectivity. For Buber, we have to treat another person as a subject (a being different from things or objects).
Persons are not inanimate objects to be used. They have their own mind and free will, thus, we have to respect others as we
respect ourselves. “I” refers to the self and “Thou” or “You” refers to others. This “I-Thou” relationship is the most meaningful
relationship in the realm of humanity. The “I” is the same with the “Thou” and there should be mutual relationship between
them. We can only recognize the self in the context of the other. This is a “person-to-person” relationship, “subject-to-subject”
relation. We need to accept, respect, be sincere, and have dialogue with the other.
3. Karol Wojtyla (1920-2005) – He is also St. John Paul II but as a philosopher, we use his real name. For Wojtyla, human action
is the foundation of our being. But human reality is also about being with others, so our actions are also directed towards
others. This form of action is now called “Participation.” In the theory of participation, man has the capacity to share himself to
others. This affirms the reality that man acts and exists with others. He is a member of the community of persons, a community
of “I-You” or “We.” Since man is a member of this community, his experience with others gives him meaning and allows him
to create meaning with others.

@guroxael 04|25|2021 Page 7 of 24

 INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON [Adapted from R4A ADM SLM]

ACTIVITY 1: DIFFERENTIATION
Directions: State the distinct ideas of the three philosophers. Write them in the separate columns. Also, write the ideas where all three
philosophers agree using the space provided for.

CONFUCIUS MARTIN BUBER KAROL WOJTLA

Distinct Ideas: Distinct Ideas: Distinct Ideas:

Shared ideas of the three Philosophers:

ACTIVITY 2: PARABLE OF THE GOOD SAMARITAN

Directions: Answer the questions briefly after reading the passage from the Bible.

The Parable of the Good Samaritan

Luke 10:25-37 (New International Version)

(25) On one occasion an expert in the law stood up to test Jesus. “Teacher,” he asked, “what must I do to inherit eternal life?”
(26) “What is written in the Law?” he replied. “How do you read it?”
(27) He answered, “‘Love the Lord your God with all your heart and with all your soul and with all your strength and with all your mind’
[a]; and, ‘Love your neighbor as yourself.’[b]”
(28) “You have answered correctly,” Jesus replied. “Do this and you will live.”
(29) But he wanted to justify himself, so he asked Jesus, “And who is my neighbor?”
(30) In reply Jesus said: “A man was going down from Jerusalem to Jericho, when he was attacked by robbers. They stripped him of
his clothes, beat him and went away, leaving him half dead. (31) A priest happened to be going down the same road, and when he saw
the man, he passed by on the other side.
(32) So too, a Levite, when he came to the place and saw him, passed by on the other side.
(33) But a Samaritan, as he traveled, came where the man was; and when he saw him, he took pity on him.
(34) He went to him and bandaged his wounds, pouring on oil and wine. Then he put the man on his own donkey, brought him to an
inn and took care of him.
(35) The next day he took out two denarii[c] and gave them to the innkeeper. ‘Look after him,’ he said, ‘and when I return, I will
reimburse you for any extra expense you may have.’
(36) “Which of these three do you think was a neighbor to the man who fell into the hands of robbers?”
(37) The expert in the law replied, “The one who had mercy on him.” Jesus told him, “Go and do likewise.”

@guroxael 04|25|2021 Page 8 of 24

 INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON [Adapted from R4A ADM SLM]

Questions:
1. What virtue(s) does the parable show? Give the instance/s where you see those virtue/s.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

2. What do you think is the reason why the Good Samaritan helped the stranger despite their social differences?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

3. If you are the Samaritan, would you do the same? Justify your answer.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

ACTIVITY 3: WHAT I HAVE LEARNED

Directions: To verify the knowledge you gained in this lesson, let us situate the idea of intersubjectivity in your own personal
experiences and let us check whether its relevance in our lives.

Answer the following questions thoroughly. 3-5 sentences are enough.

1. Are there instances in your life when you feel you are treated as an object? Share some experiences. How does it feel? Would you
do the same treatment to others? Why?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

2. Give some personal experiences when you feel you are treated as a subject. How do you feel when you are treated in that way? Is it
lawful to do the same to others? Why?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

3. What do you think is the reason why people treat others as objects?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

4. What do you have in mind when you treat others as subjects?

_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

5. Do you think that we can make a better world if we prioritize intersubjective relationships over economic progress? Defend your
answer.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

@guroxael 04|25|2021 Page 9 of 24

 INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON [Adapted from R4A ADM SLM]

ACTIVITY 4: WHAT I CAN DO

Directions: In our present society, we can notice all kinds of differences of people in the world that may result to inequality, injustice,
and all sorts of abuses. In order to create a better world, we have to be sensitive about these things and respond in kind manner.
Below are societal problems which need solutions from intersubjective point of view. Understand each statement and give concrete
solutions. Use the ideas on intersubjectivity elaborated by the philosophers we discussed. 3-5 sentences are enough.
1. Instead of showing mercy, many people make fun of persons with disabilities.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

2. Regarding rape issue, women are blamed because of the type of clothes they wear.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

3. Many say that poor people are poor because of their mentality.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

4. Indigenous people have their own culture others do not understand but some people make fun of them.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

5. Nowadays, some people think that psychological problems are just excuses people do to justify their weaknesses.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

ASSESSMENT 6:

Directions: Multiple Choice. Choose the letter of the best answer. Write the chosen letter on your answer sheet.

1. Among the statements below, what best describes intersubjectivity?

A. Intersubjectivity is about how humans treat plants.
B. It is a state of sharing of subjective states by two or more individuals.
C. It is about how we judge other persons.
D. We treat others as objects in intersubjective relationships.

2. Which statement is incorrect about intersubjectivity?

A. Love is an important aspect in intersubjective relationships.
B. We can put ourselves in the shoes of others.
C. I can disregard others as much as I want.
D. We cannot help but be sensitive with the existence of the other.

3. Who among the discussed philosophers focus on the concept of human-heartedness in his philosophy of intersubjectivity?
A. Karol Wojtyla B. Martin Buber C. Confucius D. Martin Heidegger

4. Who is the Jewish philosopher who introduced the “I-Thou” and “I-It” relationships?
A. Karol Wojtyla B. Martin Buber C. Confucius D. Martin Heidegger

5. What is the main focus of Karol Wojtyla’s philosophy of intersubjectivity?

A. Intellect B. Feelings C. Participation D. Contribution

@guroxael 04|25|2021 Page 10 of 24

 INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON [Adapted from R4A ADM SLM]

RUBRICS FOR THE ACTIVITY

Performance Outstanding Very Satisfactory Satisfactory Needs

Areas 4 3 2 Improvement
1
This paper is clear and This paper is mostly The writer is beginning The topic is not well-
focused. It holds the focused and has some to define the topic, defined and/or
reader's attention. good details and even. there are too many.
Ideas
Relevant details and quotes. though development is topics.
quotes enrich the still basic or general.
central theme.
The organization Paper (and paragraphs) The organizational Sentences within
enhances and are mostly organized, in structure is strong. paragraphs make sense,
showcases the central order, and makes sense enough to move the but the order of
idea or theme. The to the reader. reader through the paragraphs does not.
Organization order, structure of text without too
information is much confusion.
compelling and moves
the reader through the
text.
The writing has an The writing mostly The text hums along The text seems choppy
easy flow, rhythm, and flows and usually with a steady beat and is not easy to read
cadence. Sentences invites oral reading. but tends to be more orally.
Sentence Fluency are well built, with a business-like than
strong and varied musical, more
structure that invites mechanical than
expressive oral reading. fluid.
The writer The write understands The writer shows The writer seems to
demonstrates a good good writing reasonable control over have made little effort to
grasp of standard conventions and a limited range of use conventions:
writing conventions usually uses them standard writing spelling, punctuation,
(e.g., spelling, correctly. Paper is conventions. capitalization, usage,
punctuation, easily read, and errors Conventions are grammar, and/or
Conventions
capitalization, are rare; minor touch- sometimes handled well paragraphing have
grammar, usage, ups would get this and enhance readability; multiple errors.
paragraphing) and piece ready to publish. at other times, errors
uses conventions are distracting and
effectively to enhance impair readability.
readability.
The form and The format only has a The writer's The writer's
presentation of the text few mistakes and is message is message is only
enhance the ability of generally easy to read understandable in understandable
the reader to and pleasing to the this format. occasionally, and
Presentation
understand and eye. the paper is messily
connect with the written.
message. It is pleasing
to the eye.

@guroxael 04|25|2021 Page 11 of 24

 INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON [Adapted from R4A ADM SLM]

ACTIVITY SHEET 7: HUMAN PERSON AND SOCIETY

LESSON 1: SOCIETY

A. Pre-Industrial Societies
a. Tribal Society - the term “tribe” denotes a group of peoples living in a primitive setting under a leader or chief. The term ‘tribal
society’ associates it to other meaning such as “primitive society” or “preliterate society.” The word ‘tribe’ has become an
important technical term which pertains to a political unit in a certain territory. The term’s use is rooted from Latin which is
associated to the political divisions or orders of the Roman empire. Tribal societies are small in scale; bound to their spatial and
temporal range of relations in terms of society, law, and politics; and possess a moral code, cult, and wide range of belief
system. The language systems of tribes are unwritten which provides a narrow extent of communication. At the same time,
tribal societies show a self-sustaining structure which is absent in the modern society. This is achieved by the close connections
that exist between tribal organizations, and by the focusing of a leader or person to multiple roles. Unity and coherence exist in
tribal values that are closely related to social groups and are provided with an intensity characteristic of all “closed” systems of
thought.

b. Feudal Society - Feudalism refers to the economic, political, and social system that prevailed in Europe from about the ninth to
the fifteenth century. Due to the lack of effective centralized government during this period, kings and lords granted land and
provided protection to lesser nobles known as vassals. In return, these vassals swore oaths of loyalty and military service to
their lords. Peasants known as serfs were bound to the land and were subject to the will of their lords. One social class system
or economic form was not realized for Europe over the whole Middle Ages. A new economy after medieval period known as
capitalism is still in progress. Medieval world is known for its traditional land economy and military service, and an urban
society. These led to a feudal-based social-class system and trade & commerce based on money or capital. For the urban or
town environment, merchants, artisans, and customers formed the core of the society. They saw manufacture as the most
important business to produce goods for sale and buy in the local market economy. Local products were to have an impact in
other areas, such as regional fairs, port cities, and far trade destinations.

B. Industrial society - is the one which uses advance technology to drive a massive production industry that will support a large
population. For example, the United States is an industrial society because a huge portion of its economy is tied to jobs that involve
machine work, like factory farming or auto-assembly plants, that has a combination of machine and human employees to produce
goods. The objective of an industrial economy is the fast and efficient manufacturing of standardized products. The same goes if
one avails a car, there is a chance that the car was mass produced because it operates similarly to other models, and its parts can
be replaced with other parts because they are identical.

C. Post Industrial Society - is marked by a progress from a manufacturing-based to a service-based economy. Post industrialization is
most evident in countries and regions that were among the first to experience the Industrial Revolution, such as the United States,
western Europe, and Japan. Daniel Bell, an American sociologist, first coined the term ‘post-industrial’ in 1973 in his book “The
Coming of Post-Industrial Society: A Venture in Social Forecasting,” which describes several features of this kind of society. Post-
industrial societies are characterized by:

a. a shift from the production of goods to the production of services;

b. the replacement of manual laborers with technical and professional workers (computer engineers, doctors, and bankers) as the
direct production of goods is moved elsewhere;
c. the replacement of practical knowledge with theoretical knowledge;
d. focusing to the theoretical and ethical implications of new technologies, which helps society avoid some of the negative features
of introducing new technologies, concerning environment and energy;
e. the development of recent scientific disciplines—that involve new forms of information technology, cybernetics, or artificial
intelligence—to evaluate the theoretical and ethical implications of new technologies;
f. an emphasis on the university and polytechnic institutes which produce graduates who innovate and lead the new technologies
contributing to a postindustrial society; and
g. the changing values and norms which reflects the influences on the society. In an instance, outsourcing of manufactured goods
changes how members of a society see and treat foreigners and immigrants. Also, those individuals previously occupied in the
manufacturing sector find themselves with no clearly defined social role.

@guroxael 04|25|2021 Page 12 of 24

 INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON [Adapted from R4A ADM SLM]

DIGITAL SOCIETY AND THE INFORMATION AGE

Digital technologies have wildly affected our interactions and activity in the 21st century. They have significantly changed our way of
learning, working and socializing. In this modern world we rely with the use of modern technology which has led to considering the
possible outcome for the society, concerning how we would take part in interaction, and how we can use these digital tools and
communication channels.

Having our heads of digital society in our minds, we first have to think of the information society, which are correlated with the progress
and development of digital information and communication technologies to the internet at least. Information society plays a vital role with
regards to the circulation and control of made-up ideas which affects political, economic, social and cultural aspects. So, what does this
mean for the everyday citizen?

These informative societies have paved many opportunities reaching bigger audiences like never before. With a wider scale of the world’s
demography, primarily Westerners, have access to sources and technologies which enables them to connect with enough activities
whether economic, social, political, or educational. We can manipulate the phasing of learning (e.g., free sources) or businesses (e.g.,
online selling) without a large sum of money used as a capital and we can share our ideas and perspectives to the
international audiences as we connect beyond.

What do we mean by digital citizenship?

Now, one of the main terms in the modern world is the ‘digital citizen’. What does this actually mean? A digital citizen is a person who is
knowledgeable and responsible enough to effectively use different social platforms on the internet. They often engage in useful topics
and issues that will help build a better society, politics and government. If we will dig deeper, digital citizenship might look simply. We
might think that it is just about using the internet safely. However, we also need to consider and understand that this citizenship can get
complicated, especially if we are going to criticize and show interest in sensitive topics as we start to become a digital citizen, using
digital media to actively participate in society and politics.

If we look a little closer at the field of ‘citizenship studies’ this will lead us to a better understanding of what digital society really means.
A citizen is defined as an individual character who is viewed as a member of a society while citizenship considers an individual’s behavior
in terms of rights, obligations and functions of said citizen. Being a citizen of a state requires tons of obligations and duties such as work,
taxation and obedience of laws. On the other hand, citizens also have their rights, it includes civil rights such as freedom of speech and
expression, to stand for what we believe in, and rights to a private life; political rights, or the right to vote and social rights to health care
and welfare. In this course we will tackle these rights as we look at real definition of what it means to be a citizen in the modern society
and how legislation and the government shape our ability to be democratic citizens who can stand for the truth.

What does this all mean then in the digital age?

We have said that being a digital citizen requires active participation online, not just access and use. In their book “Being Digital Citizens”
(2015) Is in and Ruppert suggest that if we constitute ourselves as digital citizens, we have become subjects of power in cyberspace. We
are enacting ourselves on the internet, considering and understanding the opportunities presented by this medium, such as anonymity,
communication, and influence. In short, we can use digital technologies to engage and participate on many levels in society and political
life.

The virtual society and the technological devices today are starting to reshape the human person and human interactions and
relationships. More and more interactions are done in the virtual world than in the actual world. People are more thrilled to see their
virtual selves than their actual selves. They are more themselves online than offline. And this leads one to ask, “Who am I?” in a more
complex manner. People seem to start manipulating personalities as they exhibit different behaviors in different worlds. People fall in
love in virtual worlds. Someone breaks up with a partner through a text message. Human relations seem to start losing an important
element in living – commitment. Virtual worlds and disembodied relations lack commitment. We can always step back and retreat in a
virtual world. We can always create a new self when our avatars die or when it has become undesirable. We can always ignore message.
Virtual realities remove risks; and because we do not want to risk, we patronize the virtual world. Commitment is hard. To commit is to
risk. In the virtual world, one’s anonymity lessens, if not completely removes risks. When we are confronted with real social problems
like war and famine, discrimination harassment and corruption; we let the world know that we condemn these evils and express
participation in the abolition of these problems. How? By a futile click to like. People in the modern technological society ultimately make
no real commitments.

@guroxael 04|25|2021 Page 13 of 24

 INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON [Adapted from R4A ADM SLM]

THE DISEMBODIED SUBJECT

The dissatisfaction and frustration of the human person with bodily limitations drive the person to prefer a disembodied human relation.
At the outset, it must be clarified that the term disembodied subject does not mean that in the technological society, human persons are
no longer living with their bodies. However, in a manner of speaking, people are slowly putting aside their bodies in relating with others
because the technological society offers an alternative which apparently resolves human of an embodied subject. Face-to-face interaction
is too stressful and difficult while virtual interactions are relatively easier. Consequently, we find many cases where people prefer
communicating using virtual world, even if the person involved is someone seen on a regular basis. Moreover, the disembodied
interaction among people is aggravated by modern technological devices. The different gadgets that are produced today support
disembodied human relations. The scene which the technological society creates is very familiar to us: we see a family, or friends,
gathered around a table or in a room, but with very minimal actual embodied human interaction. Everyone is glued to their devices –
cellphones, tablets, laptops, or any device and they are all probably interacting with their virtual societies. One is busy with other things
other than the persons within the room or in the closest proximity. The kind of human interaction, which was still present just two decades
ago, is obviously altered now. And however much we try and remind ourselves to refrain from being alone with our devices while being
with others, we always fall back into interacting with our gadgets. We prefer to interact with our phones with the unfinished game that we
are playing, with the new music and movies we downloaded, or with our friends who are probably in the situation – with other people as
well, but alone with their devices too. Interacting with actual embodied subjects, face-to-face, is
becoming more and more difficult today. It is indeed more difficult to relate to other embodied subjects than to relate with things.

The practice of selfie is another move towards disembodied human relations. People used to approach other people to take their photos.
But the regained popularity of selfie gave people the idea that they do not need the other to take photos. And the invention of the
monopod aggravates the condition. The monopod allows us to take group selfies without missing a member of our group. It has solidified
the person to take our photos. Maybe we will just disturb the person by asking him to take our photo. But maybe we are more afraid of
being rejected than by the idea of bothering the other.

The virtual society and the technological devices today are starting to reshape the human person and human interactions and
relationships. More and more interactions are done in the virtual world than in the actual world. People are more thrilled to see their
virtual selves than their actual selves. They are more themselves online than offline. And this leads one ask, “Who am I?” in a more
complex manner. People seem to start manipulating personalities as they exhibit different behaviors in different worlds. People fall in
love in virtual worlds. Someone breaks up with a partner through a text message. Human relations seem to start losing an important
element in living – commitment. Virtual worlds and disembodied relations lack commitment. We can always step back and retreat in a
virtual world. We can always create a new self when our avatars die or when it has become undesirable. We can always ignore message.
Virtual realities remove risks; and because we do not want to risk, we patronize the virtual world. Commitment is hard. To commit is to
risk. In the virtual world, one’s anonymity lessens, if not completely removes risks. When we are confronted with real social problems
like war and famine, discrimination harassment and corruption; we let the world know that we condemn these evils and express
participation in the abolition of these problems. How? By a futile click to like. People in the modern technological society ultimately make
no real commitments. (Introduction to Philosophy of the Human Person: Senior High School. (2020) Quezon City: Vibal Group Inc.)

ACTIVITY 1:
Directions: Read the following situations below and answer the questions thereafter. In answering the questions try to appreciate the
situations using the social norms you remember.

Situation Number 1: A Very good friend of yours visits you and your family in your house. Your mother who was delighted by
her presence cooks her best dish for your friend. Your friend loved the whole lunch that she kept complementing your mother
for being such a good cook. At the end of her visit, she expresses her ratitude to the whole family. Before she leaves, she
approaches your mother and asks, “how much do I pay you for the lunch you cooked for me? (Ariely, 2010)

Situation Number 2: You are going through a very rough time. You feel so down that you need someone to talk to, you send a
text message to your friend asking her if she could come over to make you feel better. Your friend gives you a call then tells
you she will be there in 20 minutes. You are so happy to see her; you gave her a big hug and then pour your heart out. After
crying to her for 30 minutes, she gives comforting piece of advice. You finally say that you feel so much better. Your friend
then says, “That’s good to know, now that we’re done, could we settle my expenses for this – 20 pesos for the phone call, 35
pesos for the tricycle ride going here, 20 pesos for the tissue paper you drew from my pocket and 500 pesos for the time I lost
to working productivity because I had to come here. Thanks!”

@guroxael 04|25|2021 Page 14 of 24

 INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON [Adapted from R4A ADM SLM]

Questions:
1. Is there something wrong with the friend’s response to your mother’s hospitality?
2. Is there something problematic about your friend asking for payment for her loving presence?
3. What makes these two reactions awkward for you?
4. By making a reference to the society where you belong, what is your initial response upon reading the situations?

ACTIVITY 2: PICTURE ANALYSIS

Directions: Learners must analyze the pictures below by answering the questions following each of them. In this instance, learners
must presume the prevailing thinking and even priorities during those times and guess what makes them transformed.

PICTURE 1
1.What are the distinct features of this society
2.Do you think what are their priorities during this time?
3.By seeing the picture, what do you think are the norms they have?
4.What caused the transformation of this society?

PICTURE 2
1.What are the distinct features of this society
2.Do you think what are their priorities during this time?
3.By seeing the picture, what do you think are the norms they have?
4.What caused the transformation of this society?

PICTURE 3
1.What are the distinct features of this society
2.Do you think what are their priorities during this time?
3.By seeing the picture, what do you think are the norms they have?
4.What caused the transformation of this society?

@guroxael 04|25|2021 Page 15 of 24

 INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON [Adapted from R4A ADM SLM]

ACTIVITY 3
Directions: Using an overlapping Venn diagram, learners must analyze all the differences and similarities of the 3 major historic
societies. Use the rubrics as guide for answering.

TRIVAL SOCIETY

INDUSTRIAL
POST INDUSTRIAL

SCORING RUBRIC

Performance Areas Outstanding Very Satisfactory Satisfactory Needs Improvement

4 3 2 1
Concept Arrangement Each section of the Each section of the Each section of the Each section of the
diagram contains four diagram contains three diagram contains two diagram contains very
facts easily identified. facts easily identified. facts that are somewhat few facts that are not
identified. easily identified.
Primary Source Content The student exhibits Student illustrates a The student displays a Student shows little or
mastery of the material firmer understanding of limited understanding no understanding of the
as evidenced by most of the similarities of some details on the topic there are a few
attention to detail. and differences subject matter. details.
brainstormed.
.
Linking Content Reflects factual Most of the information Reflects some factual Contains nonfactual
Together information that is factual and seemingly information and information that does
corresponds with the corresponds with the attempts to put it in the not correspond to the
appropriate section of Appropriate section of corresponding section appropriate section of
the diagram. the diagram. of the diagram. the diagram

@guroxael 04|25|2021 Page 16 of 24

 INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON [Adapted from R4A ADM SLM]

ACTIVITY 4:
Directions: After reading the concept of digital society and digital citizenship, learners must answer the following questions below:

1. What are the distinct features of digital society which make it significantly different from the previous societies?

2. In your own understanding, how does digital society form?

3. Do you think, what are the things digital society can offer compared to the previous type of society?

4. How post-industrial society and digital society connected to each other?

5. What are the possible positive and negative effects of being citizen of digital society?

ACTIVITY 5: ESSAY
1. Compare and contrast our time to the 70s and 80s in terms of the following:
a. What are the advantages and disadvantages of living in a postindustrial/technological society?
b. What are the advantages and disadvantages of living in BEFORE post-industrial/technological society?
c. What are the differences of social relationships between those living 70s-80s and to our contemporary era?
d. Concept of love and friendship

2. Is it better to go back to the tribal and feudalistic forms of society where the sense of community is stronger? Explain your
answer.

3. Applying everything you learned about digital society and citizenship as well as with the disembodied subject, do you think an
examined life can be compatible with these societies?

ASSESSMENT 7
Directions: True or False. Write the word True if the statement is correct and write the word False if the statement conveys otherwise.
Write your answer on your answer sheet.
_____ 1. Human societies remain the same.
_____ 2. Tribal societies have an established property right.
_____ 3. Post-industrial societies focus on development of mass production.
_____ 4. Virtual society relatively provides a new world for us.
_____ 5. The virtual society and the technological devices today are starting to reshape the human person and human interactions and
relationships.
_____ 6. Virtual worlds and disembodied relations promote commitment.
_____ 7. One of the features of industrial society is that it emphasizes on the importance of universities and polytechnic institutes
which produce graduates who innovate and lead the new technologies contributing to a postindustrial society.
_____ 8. Feudal society has its historical roots from Asia Minor.
_____ 9. The language systems of tribes are well-written which provides a vast extent of communication.
_____ 10. Human society continuously develop as humans develops themselves.

@guroxael 04|25|2021 Page 17 of 24

 INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON [Adapted from R4A ADM SLM]

ACTIVITY SHEET 8: HUMAN PERSON AND DEATH

LESSON 1: DEATH

Phenomenological Notion of Death

According to Martin Heidegger (1889-1976) in his book Being and Time, death is (a) certain, (b) indefinite, (c) one’s property, (d) non-
relational, and (e) not to be outstripped.

Death is certain. As part of humanness, we are all born (in Heideggerian sense, we are “thrown”) in the world. The world is governed by
time. We, humans, are existing in time, thus, as being thrown in the world, we have beginning and since we are finite beings, we also
have end – death. Birth and death are two things we cannot remove from our existence. Whether we like it or not, we will die.

Death is indefinite. While death is sure to come, it is however indefinite as to when it will come. Death is impending, meaning to say, it
can happen anytime. We do not know exactly when. That is why, we should try to live the best life that we can for we never know the day
of our end.

Death is one’s property. The death of the person belongs to him. Nobody can experience his death except himself. There can be no
proxies or substitutes for a person in experiencing death.

Death is non-relational. This means that when we die, we die alone. We have no choice but to face it on our own. Death also removes
all our relations to others. In contemplating death, we realize our own individuality and independence from the world.

Death is not to be outstripped. Death cannot be taken away from a person. Even the person himself cannot remove the possibility of
death in his life. One cannot make himself live forever. Even though we see in fiction movies the idea of immortality, death, in real life is
a definite reality which we nothing can be done to be outstripped.

Death and Authenticity

What does death really mean? Is it just a reminder that human existence has a limitation? We may accept the reality of death as it is, but
it also reminds us that we have to value life while we have it.

Since we cannot control it, things that remain within our control are those which belong to life. While still alive, we have choices to take.
The question now is not focused on death but on how we live in the world. Let us ask ourselves before we die. Did we ever truly live?

Authenticity is an idea mostly used in existentialism which means having true and meaningful existence. According to Soren Kierkegaard,
we have to avoid the crowd – the majority of the society which we think that should be the pattern of our lives. For example, we see
people marrying, therefore, we also have to marry. But authenticity is not like that. We have to freely choose marrying. The intention to
marry should not come from the crowd as we usually hear but it should come from our deliberate choice.

Another reason why we fail to lead an authentic life is fear. Just because we are afraid of the possible consequences and what others
might say, we fail to pursue what we truly want in life. This challenge of authenticity is one of the important messages of death. As we
accept death, we realize the value of having a true life – an authentic life!

ACTIVITY 1: AUTHENTICITY PROJECT: List down the 3 things you truly want in life, the challenges you see in pursuing your goals and
the possible solutions to these challenges.

GOALS CHALLENGES SOLUTON

@guroxael 04|25|2021 Page 18 of 24

 INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON [Adapted from R4A ADM SLM]

ACTIVITY 2: BEFORE AND AFTER

Directions: Write your previous knowledge (before reading this activity sheet) and your new understanding on death. Determine what
makes more sense and tell why.

Previous Knowledge about Death New Understanding about Death

What makes more sense?

ACTIVITY 3: REFLECTIONS

REFLECTIONS. After realizing that death is certain and impending, we should at all times be ready for death. It is just like a thief in the
night, so we have to prepare for it. Write an essay about your realizations and your insights about death.

MY REFLECTIONS AND INSIGHTS ABOUT DEATH

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

@guroxael 04|25|2021 Page 19 of 24

 INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON [Adapted from R4A ADM SLM]

ASSESSMENT 8
Directions: Write TRUE if you agree that the statement is correct but write FALSE if you think the statement is incorrect and explain
why the statement is wrong in the space provided under each item.

______________ 1. Death is one of the surest thing in the world.

__________________________________________________________________

______________ 2. Death comes at the time we expect it will come.

__________________________________________________________________

______________ 3. We can always say that there is still time.

__________________________________________________________________

______________ 4. Though we don’t know when we will die, we can prepare for it.
__________________________________________________________________

______________ 5. Immortality can be achieved by man.

__________________________________________________________________

______________ 6. We can always design how we will die.

__________________________________________________________________

______________ 7. Following the society would mean a good existence.

__________________________________________________________________

______________ 8. We waste our lives by living the life we don’t want.

__________________________________________________________________

______________ 9. Death is impending.

__________________________________________________________________

______________ 10. Two persons can totally share same experience of death
__________________________________________________________________

@guroxael 04|25|2021 Page 20 of 24

 INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON [Adapted from R4A ADM SLM]

References:

BOOKS:
Agoncillo, T.A. (2012). The history of the Filipino people 8edition. Quezon City: C& E Publishing Corp.

Artigas, M. (2006). Philosophy: an introduction translated by Fr. M. Guzman. Makati City: Sinag-tala Publishers Corpuz,

B.B., Ruben A.C., Maria Lovelyn C.P., Socrates, O.P., (2016). Introduction to the philosophy of the human person for senior high
school. Quezon City: Lorimar publishing, Inc.

Bauzon, P.T. (2012). Handbook in social philosophy (with review materials in social philosophy of education for LET) 2 Edition.
Mandaluyong City: National Book Store.

Bernardo, J.P.V. (2016). Introduction to the philosophy of the human person. Pasay City: JFS Publishing Services.

Buber, Martin. “Dialogue,” in Between Man and Man, Collins: Fontana, 1966.

Calano, Mark Joseph et al, Philosophizing and Being Human. Quezon City: Sibs Publishing House Inc., 2016.

Copus, B.B. et al. (2016). Introduction to the philosophy of the human person. Quezon City: Lorimar Pub.

Dy Jr., Manuel, Philosophy of Man: Selected Readings. 2nd Edition. Makati City: Goodwill Trading Co. Inc, 2001.

Heidegger, Martin. Being and Time. Translated by Joan Stambaugh. New York: SUNY Press, 1996.

Krapiec, M. I. (1985). I – man: an outline of philosophical anthropology abridged version by Francis J. Lescoe and Roger B. Duncan.
New Britain: Mariel Publications.

Mabaquiao Jr., Napoleon. Making Life Worth Living. Quezon City: Phoenix Publishing House, Inc. 2017

Maboloc, C. R. (2016). Introduction to the philosophy of the human person. Quezon City: The Inteligente Publishing Inc.

Mercado, L.N. (1988). Applied Filipino philosophy. Tacloban City: Divine Word University Publication. Wallace, W.A. (1977). The
elements of philosophy. New York City: Society of St. Paul.

Ramos, C.C. (2016). Introduction to the philosophy of the human person. Manila: Rex Publishing House

Socio, M.P.G. and Ignatius H.V. (2016). Introduction to the philosophy of the human person. Quezon City: Vibal Group Inc.

JOURNALS:

Gaardner, J. (2007). A user manual for our planet. UNESCO: the courier. No. 9 ISSN. 1993- 8616. 4 – 5.

United Nations Education Scientific and Cultural Organization. (2009). Teaching philosophy in Asia – Pacific. Bangkok: author.

Augustine. Man: Body and soul. (1967). In A. Armstrong (Ed.), The Cambridge History of Later Greek and Early Medieval Philosophy
(pp. 354361).

Cambridge: Cambridge University Press. doi:10.1017/CHOL9780521040549.023

Callicott, J. Baird 1987, ‘Conceptual Resources for Environmental Ethics in Asian Traditions of Thought: A Propaedeutic’, Philosophy
East and West, Vol. 37, No. 2, pp. 115-130.

Frese, Stephen J. 2003, ‘Aldo Leopold: An American Prophet’, The History Teacher, Vol. 37, No. 1, Special Feature Issue:
Environmental History and National History Day 2003 Prize Essays, pp. 99-118.

@guroxael 04|25|2021 Page 21 of 24

 INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON [Adapted from R4A ADM SLM]

Jenkins, Willis 2009, ‘After Lynn White: Religious Ethics and Environmental Problems’, The Journal of Religious Ethics, Vol. 37, No. 2,
pp. 283-309.

Snyder Brian F. 2017, ‘The Darwinian Nihilist Critique of Environmental Ethics’, Ethics and the Environment, Vol. 22, No. 2, pp. 59-78.

Welchman, Jennifer 2012, ‘A Defence of Environmental Stewardship’,Environmental Values Vol. 21, No. 3, pp. 297-316.

Confucianism and Existentialism: Intersubjectivity as the Way of Man Author(s): Hwa Yol Jung Source: Philosophy and
Phenomenological Research , Dec.,1969, Vol. 30, No. 2 (Dec., 1969), pp. 186-202 Published by: International Phenomenological
Society

Jen: An Existential and Phenomenological Problem of Intersubjectivity Author(s): Hwa Yol Jung Source: Philosophy East and West ,
Jul. - Oct., 1966, Vol. 16, No. 3/4 (Jul. - Oct., 1966), pp. 169-188 Published by: University of Hawai'i Press

Dean Edward A. Mejos, Against Alienation: Karol Wojtyla’s Theory of Participation, Kritike, Vol. 1, No. 1, June 2007

ONLINE SOURCES:

http://sutterfield.weebly.com/uploads/1/2/6/8/12686139/discussion_questions_for_plato_cave.pdf

https://outre-monde.com/2010/09/25/platonic-myths-the-sun-line-and-cave/http://blogphilosophy2.blogspot.com/2007/11/phenomenology.html

https://philonotes.com/index.php/2018/12/01/the-human-person-as-anembodied-spirit/

https://ses.edu/a-summary-of-act-potency/

https://iep.utm.edu/envi-eth/

https://plato.stanford.edu/entries/ethics-environmental/

https://plato.stanford.edu/entries/environmental-aesthetics/

https://www.schooldrillers.com/anthropocentrism-in-environmental-ethics/

https://simplicable.com/new/environmental-issues

http://www.umich.edu/~snre492/sdancy.html

https://gm.ecotaf.net/1640-freedom.html

https://www.encyclopedia.com/religion/encyclopedias-almanacs-transcriptsand-maps/human-act

https://studylib.net/doc/25188409/ethics-1-module-1-study-guide--aug-2018-

https://www.encyclopedia.com/social-sciences/applied-and-social-sciencesmagazines/tribal-society

https://www.futurelearn.com/courses/digital-society/0/steps/23808

https://www.biblegateway.com/passage/?search=luke%2010:25-37&version=NIV

@guroxael 04|25|2021 Page 22 of 24

 INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON [Adapted from R4A ADM SLM]

Teacher Mishael S. Cayanan | Letty Jose Learning Area Introduction to the Philosophy of the Human Person
WEEKLY HOME Modality Modular Learning Modality Quarter 4th Quarter FOR 2ND Semester
LEARNING PLAN
Week Week 7 and 8 Date 3rd to 14th May 2021

MONDAY TUESDAY WEDNESDAY THURSDAY

3 May 4 May 5 May 6 May
LEARNING COMPETENCY Evaluate and exercise prudence in choices.
Realize that: a. Choices have consequences. b. Some things are given up while others are obtained in making choices.
Show situations that demonstrate freedom of choice and the consequences of their choices
LEARNING TASKS Lesson 1: Freedom and Activity 2: Evaluating Scenario Activity 3: Complete the Chart Activity 4: Processing
Responsibility
Activity 1: Complete the table

MODALITY Modular and Online Learning Modality

REFLECTION
(Practical application and remarks)
MONDAY TUESDAY WEDNESDAY THURSDAY
10 May 11 May 12 May 13 May
LEARNING COMPETENCY Evaluate and exercise prudence in choices.
Realize that: a. Choices have consequences. b. Some things are given up while others are obtained in making choices.
Show situations that demonstrate freedom of choice and the consequences of their choices
LEARNING TASKS Activity 5: Activity 6: Activity 7: Solve the Trolley Assessment 5
Problem
MODALITY Modular and Online Learning Modality
REFLECTION
(Practical application and remarks)

Prepared by Checked by Inspected by

MISHAEL S. CAYANAN, MAEd, LPT SHEILA D. LEE, MAEd, MBA, LPT REAH H. TOPACIO
Subject Teacher | Teacher II Subject Group Head | ABM & Social Sciences Assistant Principal II | CNHS-SHS

Teacher Mishael S. Cayanan | Letty Jose Learning Area Introduction to the Philosophy of the Human Person
WEEKLY HOME Modality Modular Learning Modality Quarter 4th Quarter FOR 2ND Semester
LEARNING PLAN
Week Week 9 and 10 Date 17th to 28th May 2021

MONDAY TUESDAY WEDNESDAY THURSDAY

17 May 18 May 19 May 20 May
LEARNING COMPETENCY Realize that intersubjectivity requires accepting differences and not imposing on others.
Explain that authentic dialogue means accepting others even if they are different from themselves.
Performs activities that demonstrate an appreciation for the talents of persons with disabilities and those from the underprivileged sectors of
society.
LEARNING TASKS Lesson 1: Intersubjectivity Activity 1: Differentiation Activity 2: Parable of the Good Reflective Learning
Samaritan
MODALITY Modular and Online Learning Modality
REFLECTION
(Practical application and remarks)
MONDAY TUESDAY WEDNESDAY THURSDAY
24 May 25 May 26 May 27 May
LEARNING COMPETENCY Realize that intersubjectivity requires accepting differences and not imposing on others.
Explain that authentic dialogue means accepting others even if they are different from themselves.
Performs activities that demonstrate an appreciation for the talents of persons with disabilities and those from the underprivileged sectors of
society.
LEARNING TASKS Activity 3: What I have Learned Activity 4: What I can do Assessment 6 Portfolio Making
MODALITY Modular and Online Learning Modality
REFLECTION
(Practical application and remarks)

Prepared by Checked by Inspected by

MISHAEL S. CAYANAN, MAEd, LPT SHEILA D. LEE, MAEd, MBA, LPT REAH H. TOPACIO
Subject Teacher | Teacher II Subject Group Head | ABM & Social Sciences Assistant Principal II | CNHS-SHS

@guroxael 04|25|2021 Page 23 of 24

 INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON [Adapted from R4A ADM SLM]

Teacher Mishael S. Cayanan | Letty Jose Learning Area Introduction to the Philosophy of the Human Person
WEEKLY HOME Modality Modular Learning Modality Quarter 4th Quarter FOR 2ND Semester
LEARNING PLAN
Week Week 11 and 12 Date 31st May to 11th June 2021

MONDAY TUESDAY WEDNESDAY THURSDAY

31 May 1 June 2 June 3 June
LEARNING COMPETENCY Recognize how individuals form societies and how individuals are transformed by societies.
Compare different forms of societies and individualities (eg. Agrarian, industrial and virtual).
Explain how human relations are transformed by social systems.
LEARNING TASKS Lesson 1: Human Person and Activity 1: Activity 2: Activity 3:
Society
MODALITY Modular and Online Learning Modality
REFLECTION
(Practical application and remarks)
MONDAY TUESDAY WEDNESDAY THURSDAY
7 June 8 June 9 June 10 June
LEARNING COMPETENCY Evaluate and exercise prudence in choices.
Realize that: a. Choices have consequences. b. Some things are given up while others are obtained in making choices.
Show situations that demonstrate freedom of choice and the consequences of their choices
LEARNING TASKS Activity 4: Activity 5: Assessment 7 Compilation
MODALITY Modular and Online Learning Modality
REFLECTION
(Practical application and remarks)

Prepared by Checked by Inspected by

MISHAEL S. CAYANAN, MAEd, LPT SHEILA D. LEE, MAEd, MBA, LPT REAH H. TOPACIO
Subject Teacher | Teacher II Subject Group Head | ABM & Social Sciences Assistant Principal II | CNHS-SHS

Teacher Mishael S. Cayanan | Letty Jose Learning Area Introduction to the Philosophy of the Human Person
WEEKLY HOME Modality Modular Learning Modality Quarter 4th Quarter FOR 2ND Semester
LEARNING PLAN
Week Week 13 and 14 Date 14h to 25th June 2021

MONDAY TUESDAY WEDNESDAY THURSDAY

14 June 15 June 16 June 17 June
LEARNING COMPETENCY Enumerate the objectives he/she really wants to achieve and to define the projects he/she really wants to do in his/her life.
Reflect on the meaning of his/her own life
LEARNING TASKS Lesson 1: Death Activity 1: Activity 2: Activity 3:
Assessment 8
MODALITY Modular and Online Learning Modality
REFLECTION
(Practical application and remarks)
MONDAY TUESDAY WEDNESDAY THURSDAY
21 June 22 June 23 June 24 June
LEARNING COMPETENCY Enumerate the objectives he/she really wants to achieve and to define the projects he/she really wants to do in his/her life.
Reflect on the meaning of his/her own life
LEARNING TASKS COMPLETION WEEK
MODALITY Modular and Online Learning Modality
REFLECTION
(Practical application and remarks)

Prepared by Checked by Inspected by

MISHAEL S. CAYANAN, MAEd, LPT SHEILA D. LEE, MAEd, MBA, LPT REAH H. TOPACIO
Subject Teacher | Teacher II Subject Group Head | ABM & Social Sciences Assistant Principal II | CNHS-SHS

@guroxael 04|25|2021 Page 24 of 24