Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

12 Zest for Progress

Z Peal of artnership

Introduction to the
Philosophy of the Human
Person
Quarter 2 - Module 4:
Intersubjectivity

Name of Learner: ___________________________

Grade & Section: ___________________________
Name of School: ___________________________
 WHAT I NEED TO KNOW?

Welcome to the Introduction to the Philosophy of the Human Person

Module on Intersubjectivity. This module will help you understand
intersubjective human relations through authentic dialogue.

The module is self – instructional and allows you to learn at your own
pace and at your own time. So, relax and enjoy learning. This module hopes
to help you; learners engage in simple activities for you to have the essential
skills in understanding and accepting other person in spite of their
differences and circumstances.

To the Learners:
This circumstance that we are into at this present cannot hinder our
determination to learn. As a saying goes; ―Kung gusto nating matuto
maraming paraan, kung ayaw naman, sa anong dahilan?‖ Thus, the
responsibility to know lies in your own decision.

This learning material consist of the following topics namely;

 The Application of Intersubjectivity to Society
 On Underprivileged Sectors of Society
 On Person with Disabilities (PWD’S)

At the end of this module, you are expected to accomplish the

following Most Essential Learning Competencies (MELC) for you to:

Perform activities that demonstrate an appreciation of the talents of

persons with disabilities (PWDs) and those from the underprivileged
sectors of society. (PPT11/12-IId-6.3)

Module
Intersubjectivity
4
WHAT’S IN?

Activity 1

Directions: Read each statement carefully. Provide the answers being asked
from the statement. Put a Check (√) if the statement is true, and an (X) if the
statement is false.
 True or False True False
1. Most people with disabilities cannot work
2. People with disabilities want to be respected and have
the same opportunities as people without disabilities
3. Words such as wheelchair-bound, handicapped, or
with special needs are acceptable to use.
4. The Paralympics are for people with disabilities
5. The country has enough laws to protect the PWD’s.
6. The term intersubjectivity is originally coined by
Edmund Husserl.
7. For Buber, the I-It comes first in human development.
8. Intersubjectivity refers to our relation with people,,
emphasizing not individual experience but social beings.
9. According to Buber, the Thou or You is something that
you encounter.
10. A person experiencing an event is called a Subject.

WHAT’S NEW?

Read the selection below.

Poverty and Personhood
Try to imagine the faces of families living in extreme poverty.
What if the family had a child of your age?
Who can that be? Like you, he/she must have undergone
many childhood experiences, but those experiences are far
different from yours. That child must have many memories of childhood
as well as aspirations and dreams for the future.

Within that person must be energies that may lie dormant,

not yet activated. Perhaps, most of these potentials have not yet
been unearthed or discovered.

This child must have lots of fear and insecurities. He/she is

afraid to reveal himself/herself to be known for who he/she really is,
at a level deeper than words.
That child reflects the community where he/she lives.
In the child’s person still lives the father and the mother, the neighbours
with whom he/she played, the people with whom he/she went to school,
the persons with whom he/she interacted. They are still deep within.

That person has to share in the story of the family, of the community,
of your country, of our nation – no matter how insignificant.
Consciously or unconsciously, others like that
person may have also been trying to make way of setting up a
 certain standard for the community’s children and the world
as a whole. However, because they are hardly given the sincere and
honest attention, their stories seem to have no sense for the rest
of the society.
But families in the slum areas – itinerant dwellers, can
contribute significantly to nation building if they are only
rightfully understood, sincerely attended to, conscientiously
cared for and loved. For after that, they reflect who we are
as family, as a people, as a nation.

Activity 2
Direction: Answer the following questions for reflection. Please use separate
sheet for your answer.
1. As you read the selection, what comes into your mind about the problem
in the selection?
2. If you are a victim of poverty, what feelings evoked in you for those
marginalized?

WHAT IS IT?

Let’s discussed!
The Application of Intersubjectivity to Society

Because the concept of intersubjectivity look at the other person as

embedded within the self, this concept also espoused a view that all people
are equal. This would simply mean that people from other sectors of society
such as person with disabilities (PWD’s) and from the underprivileged sector
of our community or those socio-economic challenges, are seen also as
persons with the same potentials and talents as anybody else.

For intersubjectivity is unbiased, it is understood that everyone has

the power to understand relationships and interactions, communications
occurring within a community with no or little regard to social or physical
deficiencies. Thus, people who are marginalized in the society may still be
viewed as important contributors to society through their talents, skills and
capabilities. As an author would likely put it; “families in the slum areas –
itinerant dwellers, can contribute significantly to nation building if they are
only rightfully understood, sincerely attended to, conscientiously cared for
and loved. For after that, they reflect who we are as family, as a people, as a
nation.”

Perform activities that demonstrate the talents of Persons with

Disabilities (PWDs) and Underprivileged Sectors of Society
The Philippine Government
 The Philippine government supports persons with disabilities (PWDs)
to land a job.
 It is negative perception that they are less productive.
 In reality, PWDs do face a number of barriers in finding a job whether
through inaccessibility of transportation in the workplace,
discrimination, and a negative perception of their capacity.
 As of 2014, the National Statistics Office estimated that about 1.44
million Filipinos have some form of disability in the employable 15-64
years old age bracket.
 The Comprehensive Program for Persons with Disabilities aims to
promote services to all types of PWDs 0-59 years of age and are
members of the Self-Help Groups of PWDs. The Program focuses on
areas of disability prevention, rehabilitation and equalization of
opportunities. (DSWD)
 Aside from wage employment, the government also capacitates PWDs
through livelihood undertakings under the DOLE integrated Livelihood
and emergency Employment Program (DILEEP). For the first quarter
of 2019 alone, a total of 1,900 PWDs were granted livelihood
assistance amounting to P1.51 million.

The laws to protect PWDs

 The country has enough laws to protect the PWDs, such as Executive
Order 417; however, in reality these are hardly implemented
 EQ 417 mandates all national government agencies and state-run
corporations to allot at least one percent of their annual budget for
programs that will benefit the sector
 EQ 417 addresses the need for government to provide capitalization
for PWDs livelihood activities, which include support for technical;
skills through labor department.
PWD’s activities
 One of the major reasons why many PWDs enterprises fail is because
of the lack of market for their products.
 As part of your contribution to affirming their skills, the activity for
this section will also be a chance for the PWDs products (if they have
any) to be displayed and sold in campus.
The underprivileged sector in the society
 Underprivileged people usually live in poverty.
 The people who are underprivileged lack such rights and advantages
and may not have access to healthy food or good medical care.
 Poverty may increase the risk of disability.
 WHAT’S MORE?

Using the differentiated Instruction, the teacher divide the class into 2
groups. Each group will select a group leader and one reporter.

Group 1: Issues Circle

Perform activities that demonstrate the talents of Persons with Disabilities
(PWDs)

Group 2: Starburst
(The underprivileged sector in the society)
 WHAT I HAVE LEARNED?
Activity 3: Analysis and Reflection
Directions: Provide the answers being asked from the questions. 2 points
each. Write your answer on the Activity Notebook.
1. What activities can a disabled person do?
2. How do you show respect to PWDs?
3. How will it help people with disabilities?
4. Does the PWDs inspired netizens today?
5. In what way should unable person treating disabled person?

WHAT I CAN DO?

On this part, you are expected to transfer your knowledge from what
you have learned from this lesson.

Activity 4: Its I, Its Me, Its We Who Build Community!

Direction: Answer the questions provided to you honestly. No wrong
answers, just give your best shot!
A. As a student, reflect on your experience on:
1. How to help the underprivileged sector this pandemic situation?
2. What it means to serve others?

ASSESSMENT
After our lesson, let us now check what you have learned.
Questionnaire: Intersubjectivity (Encircle the letter of the correct answer).
1. The human person is not just being-in-the-world but being-with-others,
or being-in-relation. One great example of this is?
A. Hatred to your enemy C. Sincerity and concern to others
B. Children exploitation D. Bullying

2. Which of the following statement is TRUE?

A. Most people with disabilities cannot work
B. Human person can live on his own without the help of others
C. It is impossible to appreciate PWD’s and those from the
underprivileged sectors of the society.
D. Everybody deserves to be treated as human being no matter what
he/she looks like.
3. The following are perception about persons with disabilities (PWD)
EXCEPT;
A. PWD are people with the same right as what other people does.
B. PWD’s are less productive.
C. PWD’s could possibly engage into various social activities.
D. PWD’s can contribute to the economic growth of the society.

4. Which of the following is NOT characteristics of the underprivileged.

A. Uneducated C. Malnutrition and poor health
B. Victims of calamity D. Lack of shelter

5. The human person is not just being in the world but being-with-others,
or being- in the world but being with the following EXCEPT...
A. Acceptable C. Sincerity
B. Respect D. Rejection

6. Who among the following demonstrates an appreciation for the talents of

PWD’s and those from the underprivileged sectors of the society?
A. Mike, an honor student, will continue his studies in US
B. Nicki is watching a talent show for PWD’s on TV
C. Jean, invited a poor boy, who sings very well to her show
D. Manny offers a full scholarship program for a debate winner

7. Which of the following is NOT a way to help others?

A. Offer kindness proactively
B. Volunteer your time
C. Offer financial support
D. Say‖ Thank You

8. Which of the following are NOT part on how should we treat poor people?
A. Give them support: a good way to help poor people is to give them a
hand or a hug.
B. Give them moral support: show love, respect and make them aware
that someone really cares about them
C. Give them economic support: ordinary people can help poor people by
giving economic support
D. Give and offer kindness proactively and Say‖ Thank You

9. What is the major reasons why many PWDs enterprises fail?

A. lack of market for their products C. Not recognize
B. good market for their product D. PWDs

10. The country has enough laws to protect the PWDs (person with
disability). What is the Executive Order number that showed the
protection of the PWDs?
A. Executive Order 143 C. Executive Order 413
B. Executive Order 417 D. Executive Order 134
11. For the first quarter of 2019 alone, a total of 1,900 PWD were granted
livelihood assistance. How much would the total livelihood assistance for the
PWDs year 2019?
A. 1.1 million B. 1.20 million C. 1.50 million D. 1.51 million

12. The people who are underprivileged lack such rights and advantages
and may not have access to healthy food or good medical care.
_______may increase the risk of disability?
A. Poverty B. Education C. Health D.
Economic status

13. It is a negative perception that the PWDs are less productive. What is
the Philippine government supports for persons with disabilities (PWDs)?
A. to land a job C. to respect with deficiency
B. give goods and services D. medical care

14. All of the following shows an importance of Intersubjectivity to society

and relationships except ONE?
A. It validates real and authentic subjective experiences.
B. It promotes sense of community and unity among individuals.
C. It emphasizes that the marginalized persons in the society needs
the help, hence, cannot help or contribute to society.
D. It facilitates interaction among individuals.

15. What it means to serve others?

A. Being a servant leader means putting the interest of others above
your own.
B. Include support for technical; skills through labor department
C. Give them moral support: show love,
D. Show respect and make them aware that someone really cares
about them
 KEY ANSWERS

15. A
14. D
13. A
12. A
11. D
10. B
9. A
8. D
7. D
6. C
5. D
4. B
3. B
2. D
1. C
Assessment:

Rubrics for Short

Answer
Correct Correct Correct Correct answer
answer but answer written answer written in a
not in a in a sentence written in a sentence with 2
sentence but no sentence with supporting
supporting 1 supporting details from the
detail detail from text
the text
1 2 3 4
REFERENCES

 Ramos, Christine Carmela R. PhD, Introduction to the Philosophy of

the Human Person: Manila: REX Book Store, First Edition 2016, 119-
130

 Jose R. Joven and Ramonito C. Perez, Introduction to the Philosophy of

the Human Person, Books Atbp. Publishing Corp., Mandaluyong City,
Philippines. 2016, 75-80

DEVELOPMENT TEAM
Author: Analie B. Tulabing, SST-II
Basilan NHS, Isabela City Division
Editors: Joseph Bentulan
Aimee A. Torrevillas,SST-III
Language Editor: Joseph Bentulan
Proof Reader: Jeffry C. Malabas
Illustrators:
Layout Artist:

Management Team:
Julieto H. Fernandez, OIC-SDS
Maria Laarni T. Villanueva, OIC-ASDS
Eduardo G. Gulang, SGOD Chief
Henry R. Tura, CID Chief
Elsa A. Usman, LR Supervisor
Violeta M. Sta. Elena, ADM Module Coordinator
 Region IX: Zamboanga Peninsula Hymn – Our Eden Land
Here the trees and flowers bloom Gallant men And Ladies fair Cebuanos, Ilocanos, Subanons, Boholanos, Ilongos,
Here the breezes gently Blow, Linger with love and care All of them are proud and true
Here the birds sing Merrily, Golden beams of sunrise and sunset Region IX our Eden Land
The liberty forever Stays, Are visions you’ll never forget
Oh! That’s Region IX Region IX
Our..
Here the Badjaos roam the seas Hardworking people Abound, Eden...
Here the Samals live in peace Every valleys and Dale Land...
Here the Tausogs thrive so free Zamboangueños, Tagalogs, Bicolanos,
With the Yakans in unity

My Final Farewell
Farewell, dear Fatherland, clime of the sun caress'd Let the sun draw the vapors up to the sky,
Pearl of the Orient seas, our Eden lost!, And heavenward in purity bear my tardy protest
Gladly now I go to give thee this faded life's best, Let some kind soul o 'er my untimely fate sigh,
And were it brighter, fresher, or more blest And in the still evening a prayer be lifted on high
Still would I give it thee, nor count the cost. From thee, 0 my country, that in God I may rest.

On the field of battle, 'mid the frenzy of fight, Pray for all those that hapless have died,
Others have given their lives, without doubt or heed; For all who have suffered the unmeasur'd pain;
The place matters not-cypress or laurel or lily white, For our mothers that bitterly their woes have cried,
Scaffold or open plain, combat or martyrdom's plight, For widows and orphans, for captives by torture tried
T is ever the same, to serve our home and country's need. And then for thyself that redemption thou mayst gain

I die just when I see the dawn break, And whe n the d ark nig ht wr ap s the gr ave y ar d ar ound
Through the gloom of night, to herald the day; With only the d e ad in the ir v ig il to s e e
And if color is lacking my blood thou shalt take, B re ak not m y re p os e or the m ys tery p r of ound
Pour'd out at need for thy dear sake And pe rc hanc e thou m ays t he ar a s ad hym n re s ound
To dye with its crimson the waking ray. ' T is I, O my c ountry, r aising a s ong unto the e .

My dreams, when life first opened to me, And ev e n my g rav e is r em em be re d no m ore

My dreams, when the hopes of youth beat high, Unm ark 'd by ne ve r a c r os s nor a stone
Were to see thy lov'd face, O gem of the Orient sea Le t the plow s we ep thr oug h it, the sp ade tur n it o' er
From gloom and grief, from care and sorrow free; That m y as hes m ay c arp e t e ar thly f loor,
No blush on thy brow, no tear in thine eye. B ef ore into nothing nes s at las t the y are b lown.

Dream of my life, my living and burning desire, The n will ob liv ion br ing to me no c ar e
All hail ! cries the soul that is now to take flight; As ove r thy v ale s and p lains I s we e p;
All hail ! And sweet it is for thee to expire ; Thr ob b ing and c le anse d in thy s p ace and air
To die for thy sake, that thou mayst aspire; With c olor and lig ht, with s ong and lame nt I f are ,
And sleep in thy bosom eternity's long night. Ev e r re p e ating the f aith that I k ee p .

If over my grave some day thou seest grow, M y F athe rland ad or' d, that s ad ne ss to my sor r ow le nd s
In the grassy sod, a humble flower, B e lov ed F ilip inas, he ar n ow m y las t g ood -b y!
Draw it to thy lips and kiss my soul so, I g ive the e all: p are nts and k indr ed and f r iend s
While I may feel on my brow in the cold tomb below F or I g o wher e no s lav e be f or e the op pr es s or b e nds ,
The touch of thy tenderness, thy breath's warm power. Whe r e f aith c an ne ve r kill, and God r e ig ns e ' er on hig h!

Let the moon beam over me soft and serene, F are well to y ou all, f r om m y s oul tor n away,
Let the dawn shed over me its radiant flashes, F rie nds of m y c hild hood in the home disp oss e ss ed !
Let the wind with sad lament over me keen ; Giv e thanks that I re s t fr om the we ar is om e d ay !
And if on my cross a bird should be seen, F are well to the e, too, s we e t f rie nd that lig hte ne d m y way;
Let it trill there its hymn of peace to my ashes. B e lov ed cre ature s all, f are well! I n d e ath ther e is re s t!

I Am a Filipino, by Carlos P. Romulo

I am a Filipino–inheritor of a glorious past, hostage to the uncertain I am a Filipino, child of the marriage of the East and the West. The
future. As such I must prove equal to a two-fold task–the task of East, with its languor and mysticism, its passivity and endurance,
meeting my responsibility to the past, and the task of performing was my mother, and my sire was the West that came thundering
my obligation to the future. across the seas with the Cross and Sword and the Machine. I am of
I sprung from a hardy race, child many generations removed of the East, an eager participant in its spirit, and in its struggles for
ancient Malayan pioneers. Across the centuries the memory comes liberation from the imperialist yoke. But I also know that the East
rushing back to me: of brown-skinned men putting out to sea in must awake from its centuried sleep, shake off the lethargy that has
ships that were as frail as their hearts were stout. Over the sea I see bound his limbs, and start moving where destiny awaits.
them come, borne upon the billowing wave and the whistling wind, I am a Filipino, and this is my inheritance. What pledge shall I give
carried upon the mighty swell of hope–hope in the free abundance that I may prove worthy of my inheritance? I shall give the pledge
of new land that was to be their home and their children’s forever. that has come ringing down the corridors of the centuries, and it
I am a Filipino. In my blood runs the immortal seed of heroes–seed shall be compounded of the joyous cries of my Malayan forebears
that flowered down the centuries in deeds of courage and defiance. when first they saw the contours of this land loom before their eyes,
In my veins yet pulses the same hot blood that sent Lapulapu to of the battle cries that have resounded in every field of combat from
battle against the first invader of this land, that nerved Lakandula Mactan to Tirad Pass, of the voices of my people when they sing:
in the combat against the alien foe, that drove Diego Silang and ―I am a Filipino born to freedom, and I shall not rest until freedom
Dagohoy into rebellion against the foreign oppressor. shall have been added unto my inheritance—for myself and my
The seed I bear within me is an immortal seed. It is the mark of my children and my children’s children—forever.‖
manhood, the symbol of dignity as a human being. Like the seeds
that were once buried in the tomb of Tutankhamen many thousand
years ago, it shall grow and flower and bear fruit again. It is the
insignia of my race, and my generation is but a stage in the
unending search of my people for freedom and happiness. 11