IntroDuction to Human Philosophy

Second Quarter — Week 1 ; The Human Person in the Environment

❛ notes ni rai ‧₊˚✧ STEM 11 - A [ Reviewer ]

Ancient Thinkers
Environmental Philosphy
● a discipline in philosophy that studies the moral ୨— ANAXIMANDER —୧
relationship of human beings with the environment [ (610-546 BC): Creation and Destruction ]
and its non-human contents. ● employed the term “boundless” to convey the further
thought that Nature is indeterminate.
Environmental Aesthetics ● boundless in a sense that no boundaries between
warm and cold or the moist and dry regions are
● a philosophical view which believes maintaining
originally present within it.
order in the environment will bring out the natural
一 (Solomon & Higgins, 2010).
beauty of the surroundings and contribute to the
● evolution of the world begins with the generation of
well-being of the people and other organisms living
opposites in a certain region of nature.
in it.

I. The three Models on the Human The Death Sentence ────────────────

-Environment Relationship
● “Time brought its revenges, and for the wrong-doing of
୨— ANTHROPOCENTRISM —୧ existence all things paid the penalty of death.”
● focuses on the significant role of humankind in the [ Anaximander, Fragments ]
world and considers nature as a means by which
humans are able to meet their needs and survive. ୨— PYTHAGORAS —୧
● human-centric; “anthro” - human (600 - 541 BC)
● Nature is a living embodiment of :
୨— BIOCENTRISM —୧ 一 order, harmony and beauty.
● believes that humans are not the only significant ● Biophilia — Love of other living things
species on the planet and that all organisms have ● Cosmophilia — Love of other living beings
inherent value and should be protected.
● E.g. Recognizing the rights of animals through R.A.
8485/ The Animal Welfare Act of 1998. Beauty in Numbers ────────────────
● nature-centric; “bio” - life; living organisms ● “There is geometry in the humming of the strings. There
is music in the spacing of the spheres.” [ Pythagoras ]
୨— ECOCENTRISM —୧ ● “As long as Man continues to be the ruthless destroyer
● places great value on ecosystems and biological of lower living beings, he will never know health or
communities. Humankind has a significant role as peace. For as long as men massacre animals, they will
stewards or guardians of nature. kill each other. Indeed, he who sows the seed of murder
● system-centric; “eco” - ecological systems and pain cannot reap joy and love.” [ Pythagoras ]

Modern Thinkers
II. NOTABLE THINKERS
● early questions were asked by pre-Socratic ୨— IMMANUEL KANT —୧
philosophers in 600 BCE, Western Ionian Seaport (1724 - 1804)
town of Miletus, Athens, Greece : ● wrote the critique of judgement
一 “What is the world made of?” ● beauty is a symbol of morality (Kant, 1997)
一 “How did the world came into being?” ● we must ignore any practical motives or
● speculations of the pre-socratic philosophers inclinations that we have and instead contemplate
represent a paradigm shift. the object without being distracted by our desires
● paradigm shift — a change from the mythical (Goldblatt & Brown, 2010).
explanation of the origins of the cosmos to a more ● The beautiful — encourage us to believe that nature
rational explanation. and humanity are part of an even bigger design.

❛ notes ni rai ‧₊˚✧ – Page 1

 ● The orderliness of nature and the harmony of III. Development of Ethical Views
nature with our faculties — guide us toward a Regarding the Environment.
deeper religious perspective.
୨— ENVIRONMENTAL ETHICS —୧

● emerged in the 1970s, advocating human

Beauty as a Symbol of Morality ────────────────
responsibility and action with regard to
● “Two things fill the mind with ever new and increasing environmental issues.
admiration and awe, the oftener and more steadily we ● humankind has a responsibility to safeguard the
reflect on them: the starry heavens above me and the
planet as stewards of creation.
moral law within me.”
● “…he who is cruel to animals becomes hard also in his
୨— ENVIRONMENTALISM —୧
dealings with men. We can judge the heart of a man by
his treatment of animals.” [ Immanuel Kant ] ● this advocates to address the growing
environmental problems
● the awareness of the effect of our behavior to the
୨— HERBERT MARCUSE and environment.
GEORGE HERBERT MEAD —୧ ● efforts by nations to address climate change,
● Marcuse: Humanity had dominated nature. There pollution, deforestation, etc.
can only be change if we will change our attitude ● e.g. Kyoto Protocol (1997) to reduce greenhouse gas
towards our environment. emissions and Earth Day(1970)
● Mead: We have both rights and duties. We change
the community based on how we react to it. ୨— SUSTAINABLE DEVELOPMENT —୧
(sustainability)
୨— ERICH FROMM —୧
● focuses on reconciling human activities & economic
[ (1900-1980): On “The Art of Loving” ]
development with protection of the environment.
Functions of Envisioned Society [ The Art of Loving ] ● making wise decisions regarding the use of natural
resources to ensure that there is still enough left for
1. The willingness to give up all forms of having, in order
future use.
to fully be.
● Environmental Integrity
2. Being fully present where one is
3. Trying to reduce greed, hate and illusions as much as 一 refers to maintaining the state of the
one is capable. environment ; human activities should not
4. Making the full growth of oneself and of one’s fellow unduly disrupt the ecosystems and human
beings as the supreme goal of living. communities located in the area.
5. Not deceiving others, but also not being deceived by ● Equity
others; one may be called innocent but not naïve. 一 demands that we use our natural resources
6. Freedom not as a bundle of greedy desires but as a in such a manner that these are conserved
delicately balanced structure that at any moment is so that the next generation will be able to
confronted with the alternatives of growth or decay, life use them.
or death. ● Prudence
7. Happiness in the process of ever-growing aliveness, 一 ability to regulate one’s actions & behaviors
whatever the furthest point in that fate permits one to ● Frugality
reach, for living as fully one can is so satisfactory that 一 being thrifty with one’s use of resources
the concern for what one might or might not attain has
little chance to develop.
୨— SOCIAL ECOLOGY —୧
8. Joy that comes from giving and sharing, not from
hoarding and exploiting. ● applies an ecological and ethical approach in
9. Developing one’s capacity for love, together with one’s analysing society, and sees a relationship between
capacity for critical, unsentimental thought. social problems and environmental problems.
10. Shedding one’s narcissism and accepting that tragic ● concepts such as climate ethics and climate justice
limitations in human existence. arose from the growing concern with climate change,
and consider it a significant ethical, social, and
political issue.

❛ notes ni rai ‧₊˚✧ – Page 2

 ● Environmental Justice What Sets us Apart ? [ Synthesis Only !! ]
一 refers to the fair distribution of ● Our spirituality
environmental benefits, as well as the ● Our special connecttions with others and the environment
burden of meeting environmental challenges ● The striving for goodness
● The aching for mraning and purpose
● Fight for our freedom and dignity
- The Little Prince Notes -
Transcendence in Beauty [ Synthesis Only !! ]
● Author: Antoine de Saint-Exupéry
● This is the story of a grown-up meeting his inner ● We have this unique relationship with the environment
which determines how we behave and make decisions.
child, embodied by a Little Prince. Traveling from an
asteroid, he left his rose there to discover the world. ୨— Transcendent human qualities
Before landing on Earth he visited many planets and which lead to stability and preservation —୧
their inhabitants where all grown-ups incarnates ● Our attitudes toward order and beauty
humankind's most common vice. ● Our dealings with our non-human counterparts
● “There might be millions of roses in the whole ● Concern for those who will live after us
world, but you are my only one, unique rose.” Stewardship [ Synthesis Only !! ]
● At the garden, the little prince realizes that, even
● Anthropocentrism
though his rose is not a unique type of flower, she is ー rather than being mere consumers and owners of
unique to him because he has cared for her and natural resources.
loved her. He tells the roses that his rose is like the ● Biocentrism
fox. He has tamed her and cared for her, and now in ー there’s always life when we give the same value
his eyes she is the only rose. for other organisms.
● Ecocentrism
ー consider ourselves as caretakers and protectors of
the balance and sustainability in our ecosystems.
Additional Notes from powerpoint ────
Beauty in Itself [ Synthesis Only !! ]
Quotations from Authors and Philosophers
● We can not simply pick the rose every time. We must
[ The Human Person in the Environment ]
allow that rose to be beautiful for its own sake, regardless
The Little Prince of our judgements about it or the value we placed on it just
[ By : Antoine de SaintExupéry ] because it made us happy (utilitarian).
● Classic Idealism — it’s not always because of our love for
1. “People where you live, the little prince said, grow five thousand that rose that made it beautiful. It is already beautiful in
roses in one garden... Yet they don't find what they're looking for... itself.
And yet what they're looking for could be found in a single rose.”
● Meaning : So many people searching for the things they
feel are indispensable to living a happy life, sometimes
forgetting what they really need. [ end of week 1 ] good luck <33
2. “The stars are beautiful, because of a flower that cannot be
seen... The desert is beautiful. What makes the desert beautiful is
that somewhere it hides a well..."

Developing Ethical Views on The Environment

1. Environmental Philosophy / Ethics

2. Environmental Aesthetics
3. Environmentalism
4. Sustainable Development / Sustainability
5. Deep Ecology
6. Social Ecology
7. Ecofeminism

❛ notes ni rai ‧₊˚✧ – Page 3

 IntroDuction to Human Philosophy
Second Quarter — Week 2 ; Chapter V : Freedom of the Human Person
❛ notes ni rai ‧₊˚✧ STEM 11 - A [ Reviewer ]

The Hunger For Power I. B.F. Skinner [Freedom In COntrol] ──────

● domination over nature extended further to the systematic
domination of fellow human beings. “The problem is to free human beings not from control but from
一 the atrocities in the recent century’s World Wars and the certain kinds of control, not by escaping entirely from the
continuing massive killings we read about today are a clear environment but by changing the nature of dependency to it.”
attestation to this.
● humans use their powers and capabilities towards the ● control might not be something you can directly associate
destruction of their own kind. with freedom, but for Skinner, freedom lies in the
一 lies in our understanding of human freedom controllability of our behaviors.

“Freeing yourself was one thing, claiming ownership of that Skinner’s Ideas on Freedom anD Behavior :
freed self was another.” ─────── Toni Morrison, Beloved
1. Behavior is shaped and maintained by its consequences.
一 being physically free is different from being free from the 一 e.g. You repeat behaviors that are rewarded and
ghosts of the past. avoid those that are punished.
一 one can truly be free if they let go of the traumas they 2. The environment can be manipulated and redesigned.
experienced. 3. Our struggle for freedom is due to certain behavioral
processes characteristic of the human organism, the chief
Human Freedom
effect of which is the avoidance of or escape from
● is largely interpreted as the capacity to do whatever one “aversive” features of the environment.
wants without hindrance and limitation or simply “doing 一 e.g. You no longer participate in class because you
anything I want.” were humiliated in the past.
→ Questions on Human Freedom 4. The problem is to free human beings not from control but
from certain kinds of control, not by escaping entirely from
● Should freedom be absolute?
the environment but by changing the nature of
● If freedom should be limited, what would be its limits?
dependency to it.
● Who or what should determine the limits of freedom?
一 e.g. The teacher shows appreciation to any
(Positions of Power)
student who participate in class rather than
humiliate those with wrong answers.
Forms of Freedom (Corpuz et al., 2016)

Use of reward and punishment may have been “miscalculated”.

Positive Freedom Negative Freedom
Since it is believed that we are just products of the shaping from
The absence of interference or our environment, we might just attribute everything to the
The person has environment and neglect accountability in ourselves and in our
coercion– something that is
control and mastery relationships. ──────── Yelon, 1996
intentionally imposed on a person
over herself and so
has the strength and “I am negatively free ‘to the degree to which ● Environment
confidence to do what no human being interferes with my activity’: — should not be an excuse to escape responsibility.
is good. to the extent that I enjoy unimpeded and ● Freedom
uncoerced choice (Pettit, 1997:17). — still lies on acting upon certain alternatives, regardless
whether these alternatives may result to good or bad
consequences
Perspectives On Freedom
● B.F. Skinner — Freedom in Control There must be added awareness that he did it “independently”,
“on his own initiative. The absence of external power expresses
● Aristotle — Intellectual Freedom
itself in the well-known feeling that one could have acted
● Thomas Aquinas — Spiritual Freedom
otherwise.” ───────── Ramos, 2016
● Jean-Paul Sartre — Individual Freedom
● Thomas Hobbes — Social Contract
● Jean-Jacques Rosseau — Social Contract

❛ notes ni rai ‧₊˚✧ – Page 4

II. Aristotle [Intellectual Freedom] ───── Aquinas’ Ideas on Freedom
1. Human beings have the unique power to change
“Reason can legislate, but only through will can its legislation be themselves and the things around them for the better.
translated into action. ”
2. Through our spirituality, we have a conscience. It is our
responsibility whether we choose “good” or “evil.”
● Aristotle — believes in the existence of moral acts.
3. The human being has a supernatural, transcendental
一 it means it is within our power to choose certain
destiny. He can rise above his ordinary being or (mortal)
actions which may be good or bad.
self to a highest being or (immortal) self if he lives a
● unlike Skinner who believes that behaviors are determined
virtuous and righteous life.
by the environment, Aristotle believes in free will.
一 The power to change can only be achieved in
Aristotle’s Ideas on Freedom cooperation with God.
4. Love rather than the Law brings about the transformation
1. Will may be borne out by our inner awareness to do right
of humanity.
or wrong, the common testimony of human beings, etc.
5. God’s love is the guiding principle toward man’s
一 intellect or reason is meaningless without the will
self-perception and happiness — his ultimate destiny.
2. Reason can legislate, but only through will can its
legislation be translated into action.
3. Will is based on reason or is rationally dominated.
一 example : you choose to help the old lady IV. Jean-Paul Sartre [Individual Freedom] ───
crossing the street
4. It is in our power to do good or bad, worthy or worthless. “The person is provided with a supreme opportunity to give
meaning to one’s life.”
Therefore, reason, will and action always go together.
Reason is our divine gift to understand morality and make ● Jean-Paul Sartre — known for the principle: existence
sense of the world around us. precedes essence.

Sartre’s Ideas on Freedom

III. Thomas Aquinas [Spiritual Freedom] ────
1. The person, first exists, encounters himself and surges
“Human beings have the unique power to change themselves up in the world then defines himself afterward.
and the things around them for the better.” 2. The person is provided with a supreme opportunity to
give meaning to one’s life.
● St. Thomas Aquinas — believes that humans are moral
3. Freedom, is therefore, the very core and the door to
beings or agents.
authentic existence.
一 most ideas are influenced by Christianity.
一 Authentic existence – realized only in deeds that
一 known for his Fourfold Classification of Law
are committed alone, in absolute freedom and
FourFold Classification Of law responsibility and which, therefore, the character
of true creation.
1. Eternal Law — the mind of God 4. The person is what one has done and is doing.
( on law, — promulgated (applied and communicated) 5. The human person who tries to escape obligations and
morality, and by God to human beings.
— has an unchanging nature and all the strives to be en-soi.
politics ) 一 i.e., excuses, such as “I was born this way” or “I
other laws are based on it.
grew up in a bad environment” is acting on bad
2. Divine Law — came from the Eternal Law but it is faith (mauvaise foi).
( law with historically revealed through the Scripture.
regards to our
transcending Ten Commandments → Old Law
Teachings of Jesus → New Law V. Thomas Hobbes [Theory of Social
nature )
COntrACT] ────────────────
— dictates that “good must be sought and
evil avoided.” “We enter a social contract to avoid a state of war.”
3. Natural Law — we are inclined to do acts of
( applies to self-preservation. (e.g. the human tendency to ● Thomas Hobbes — in his work Leviathan, recognizes the
human beings ) avoid fire when burning heat is felt).
— the will of humanity is an instrument of presence of the Law of Nature.
free choice and the person is nothing else but ● just like Aquinas, Hobbes describes the law of nature as a
that what he makes of himself. means for self-preservation.
● Law of Nature — gives way to the adherence of people to
— employed for the common good
a social contract.’
4. Human Law — devised by human reason, adapted to
( application of particular geographical, historical and social
the natural law ) circumstances (e.g. labor laws, traffic rules,
Philippine constitution, etc.)
❛ notes ni rai ‧₊˚✧ – Page 5
 Hobbes’ Concept In Detail VI. Jean-Jacques Rosseau [Theory of
1. The Law of Nature
Social COntrACT] ────────────────
一 a precept or general rule established by reason
To restore peace, bring his freedom back, and return to his true
一 a person is forbidden to do that which is destructive of his self, there is a need to form the state through the Social Contract,
life or takes away the means of preserving the same; whereby everyone grants his individual rights to the general will.
一 and to omit that by which he thinks it may be best
preserved. ● Jean-Jacques Rosseau — one of the most famous and
influential philosophers of the French Enlightenment.
2. We should get out of the state of nature
一 In his work, The Social Contract, he elaborated his theory
一 a hypothetical world of chaos because there is no
of human nature.
established government yet. In order to get out of this, we
一 he believes that the state originated from the social
must seek peace.
contract freely entered into by its members.
3. Seeking peace leads to a Second Law of Nature 一 Hobbes’ idea is in favor of absolute monarchy while
一 which is that we mutually divest or deprive ourselves of Rosseau explained it in terms of absolute democracy or
certain rights (such as the right to take another person’s individualism.
life) so as to achieve peace (Garvey, 2006).
Rosseau’s Ideas In Detail
4. Contract — mutual transferring of rights and is the basis
1. A human being is born free and good. He has a primitive
of the notion of moral obligation and duty.
tranquil spirit.
一 e.g. If one agrees to give up his right to punch you, you
2. He is in chains and has become bad due to the evil
give up your right to punch him.
influence of society, civilization, learning and progress
一 you agree to not touch another person’s property given
which led to dissension, conflict, fraud and deceit.
that the other party will do the same.
3. To restore peace, bring his freedom back, and return to
5. We enter a social contract to avoid a state of war his true self.
一 Rosseau saw the necessity to form the state
6. The laws of nature give the conditions for the through the Social Contract, whereby everyone
establishment of society and government. grants his individual rights to the general will.
7. The Third Law of Nature — is that human beings perform 4. The Social Contract — is not an actual historical event but
their covenant made. When a covenant has been made, to a certain way of looking at a society of voluntary collection
break it is unjust. of agreeable individuals.
5. Events that manifest the presence of the Social Contract :
8. There is no justice or injustice until the commonwealth is
established, until a coercive power has been established The 1986 EDSA Revolution
which will compel human beings to perform their The Constitution and the Bill where people gathered to
covenants (according to Hobbes). of Rights which show an voice out their disenchantment
actual agreement signed by peacefully and through mutual
9. Human beings must form a commonwealth by conferring the people or representatives effort, successfully ousted
all their power and strength upon one human being or Marcos. (tama !!) :pp
assembly of human beings which may reduce their wills,
the plurality of voices, unto one will (Garvey, 2006).
一 that is the sovereign Hobbes and Rosseau Comparison (Theory of Social Contract)
一 example : people appointing someone to be a king in an
absolute monarchy Hobbes Rosseau

10. Hobbes makes a distinction between commonwealth of Nature of Man Man is evil Man is good
institution and by acquisition:
State of Nature Chaos Peaceful
Commonwealth by Institution Commonwealth by Acquisition
Social Absolute Absolute
— established through the — sovereign power has been
covenant of every member of a acquired by force. Contract Monarchy Democracy
multitude with every member. — human beings fear for death
— subject themselves to a or bonds of the one who holds
sovereign from fear of one power over their lives and
another liberty.
“Freeing yourself was one thing, claiming ownership of that freed
11. The sovereign can be replaced if conquered in war or it no self was another.” ───── Toni Morrison, Beloved
longer possesses effective power due to internal discord.

❛ notes ni rai ‧₊˚✧ – Page 6

 Synthesis

The exercise of freedom is a social act.

● It is exercised before another person whose presence or

gaze gently prods us into a lifelong commitment to utilize
our freedom responsibly.
● It is not simply about the assertion of one’s preferences —
live and let live – but it is the assertion of one’s preferences
with a view to the consequences this has on oneself and
on others.
● If we commit to a genuine and responsible exercise of
freedom we gain our self, we strengthen our self and we
become an authentic self.

[ end of week 2 ] good luck <33

❛ notes ni rai ‧₊˚✧ – Page 7

 IntroDuction to Human Philosophy
Second Quarter — Week 3 ; Chapter VI : Intersubjectivity
❛ notes ni rai ‧₊˚✧ STEM 11 - A [ Reviewer ]

I. On Intersubjectivity A. The We Relation ──────────────

● interchange of thoughts and feelings, both conscious and ● through participation, the person is able to fulfill one’s self.
unconscious, between two persons or ‘subjects,’ as
facilitated by empathy. ── Edmund Husserl (1859-1938) We participate in the communal life (We). Our notion of
“neighbour” and “fellow member” is by participating in the
1. I - You Relation
1. Martin Buber
2. I - It Relation humanness of the other person (I-You)
─────── St. Pope John Paul II
2. Karol Wojtyla 1. We - Relation
(St. Pope John Paul II) “No human being should become an end to him/herself. We are
responsible to our neighbors as we are to our own actions.”
1. Being “With”
3. Gabriel Marcel 2. To be with the other ─────── St. Augustine of Hippo
3. To be is to be with

1. My fellow subject resisting 3. Gabriel Marcel

4. Emmanuel Levinas totalization. [ 1889 - 1973 ]
2. Being a neighbor to the other
● INTERSUBJECTIVITY — is a state in which one recognizes
one’s being as a being with others.
1. Martin Buber
[ 1878 - 1965 ] A. Being “With” ──────────────
● Jewish existentialist philosopher. ● “With” doesn’t simply mean being together.
● In his work I and Thou (Ich and Du)(1923), he conceives 一 example : the presence of one passenger with
the human person in his/ her wholeness, totality, concrete another passenger is NOT a co-presence.
existence and relatedness to the world.
“The realm of existence to which the preposition ‘with’ properly
A. The I - You Relation ────────────── applies.” ──────── Gabriel Marcel, 1950 : 180
● there is person-to-person, subject-to-subject relation or
acceptance, sincerity, concern, respect, dialog and care ● WITH
(mutual sharing of selves). 一 does not apply to the purely objective world
● the human person is : 一 often followed by a person;
一 experiences his wholeness not in virtue of his 一 this applies to the realm of persons, of subjects,
relation to one’s self, but in the virtue on his not objects; example :
relation to another self. ■ with a pen — grammatically correct but
一 not just being-inthe-world but being-with-others conceptually wrong (you can’t be with a pen)
or being-in-relation. we do not say “I am with the pen.”
rather, we say “I am using this pen.”
B. The I - It Relation ────────────── ■ with my classmate — grammatically and
conceptually correct.
● a person to thing
● subject to object that is merely experiencing and using;
“People talking without speaking, people hearing without
一 lacking directedness
listening...” ──── The Sound of SIlence, Simon and Garfunkel
一 mutuality (feeling, knowing, and acting)
● Example : Using a pen
● When does a jeepney turn into a realm of intersunjectivity?
一 the other becomes present to us when we are
2. Karol Wojtyla (St. Pope John Paul II) available to them and, in turn, they are also
[ 1920 - 2005 ] available to us.
● born in Wadowice, Poland
● elected to the Papacy on October 16, 1978 (264th pope). B. To be with the other ──────────────
● in his encyclical letter Fides et Ratio, he criticized the
● signifies co-presence, an openness of my presence to the
traditional definition of human as “rational animal.”
presence of the other person.
● the human person is the one who exists and acts
● MYSTERY — to open oneself to the being of the other
(conscious acting, has a will, has self-determination).
the human being is removed from the category of things,
or of “having”.

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 ● INTERSUBJECTIVITY — to mutually respect each other as “The Face resists possession, resists my powers. In its epiphany,
subjects. in expression, the sensible, still graspable turns into total
● OBJECTIFICATION — any treatment of the person as a resistance to the grasp”. ──── Emmanuel Levinas
mere tool that can be manipulated.
“Magkahawak ang ating kamay at walang kamalay-malay na
● DEHUMANIZATION — any treatment of the person as a tinuruan mo ang puso ko na umibig ng tunay.”
beast, leads to a cry for justice; for it does violence to the ──────────── Ang Huling El Bimbo, Eraserheads
dignity and essence of a human person.
B. Being a neighbor to the other ──────────────
“Whoever finds its life will lose it, and whoever loses his life for
my sake, will find it.” ──── Matthew 10 : 39 ● beyond social categories, we are persons facing another
person in need of help.
C. To be is to be with ────────────── ● many of those viewed as nobody, as outcasts in the society
seem to be more open, more welcoming of others because:
● INTERSUBJECTIVITY — is a state in which one recognizes
○ they are not trapped within their own categories.
one’s being as a being-with-others.
○ hence, they are more available and freer to help
● we find meaning outside of ourselves – in the other.
those in need.
● life is human as it is propelled or directed towards
something other than itself. “The people do not complain because they have no voice; do not
move because they are lethargic, and you say that they do not
“Human living” is “living of something other than itself” suffer because you have not seen their hearts bleed.”
──────────────────── Marcel : 171 ──── Jose Rizal, Noli Me Tángere
(a.k.a “J. Rizz” sabi ni ma’am)
● the center of human life is outside of itself

4. Emmanuel Levinas
[ 1906 - 1995 ] II. Authentic Dialog : We are a Conversation
● intersubjectivity: my fellow subject resisting totalization
“Humankind is a conversation — not an idle talk but a dialog.”
A. My Fellow Subject Resisting Totalization ───────── ──────────── Martin Heidegger

The Other is “rigorously the other” that is, far more radically ● CONVERSATION
different than we would normally appreciate and accept in our 一 is creative, poetic, and deep that allows humanity
everyday lives. ────────────── Levinas, 1969 : 39 to exist as more than entities.
一 attempts to articulate who and what we are, not
i. TOTALIZATION as particular individuals but as human beings.
● a denial of the other’s difference. 一 we are human beings who care about more than
● “the denial of the otherness of the other.” information and gratification.
● occcurs whenever I limit the ‘other’ to a set of rational
“A life of dialog is a mutual sharing or inner selves in the realm of
categories.
the interhuman.” ────────── Martin Buber
● EXPERIENCE — shows us that another person will always
escape your attempt to fully grasp or understand them.
● there is mutual awareness of each other as persons;
ii. THE “OTHER” avoiding objectification.
● there is affirmation of the other as a person who is unique
● is the stranger who disturbs being at home with oneself.
and has a distinct personality.
● THE FEELING OF FAMILIARITY — prevents a genuine
● there is the acceptance of the person unfolding the other
encounter with each other.
to actualize himself / herself.
● THE HUMAN PERSON — s a dynamic and moving
individuality as it is constantly opened up by possibilities. 7 ways to create cherished connections
(Transcendent) [ Spark Change Suki 2021 Daybook ]
01. Approach conversations with curiosity. Show genuine
“Over him I have no power. He escapes my grasp…The Other
remains infinitely transcendent, infinitely foreign…” interest in the interests of others.
────────────── Emmanuel Levinas 02. Set aside judgment. Don’t close the door on new people
and unfamiliar situations too quickly.
iii. THE TENDENCY TO TOTALIZE 03. Be the catalyst for a genuine conversation. Don’t be
afraid to make the first move.
1. due to fear of uncertainty
04. Stop trying to guess what people are thinking.
2. we are afraid of the possibility of losing
Assumptions will only lead to misunderstanding and
3. we are afraid of the possibility of being killed first or being
miscommunication
harassed.

❛ notes ni rai ‧₊˚✧ – Page 9

 05. Have a heart for service. Make time for the needs of i. SOME CATEGORIES OF PWDs
others instead of just your own.
06. Make the most out of every conversation. Find the value
● Specific learning ● Speech or
in everyday interactions and don’t take them for granted.
disability (SLD) language
07. Be your true authentic self. The connection is only true if
● Other health impairment impairment
they get to know the real you.
● Autism spectrum ● Visual impairment
“People say they love you. But they only love how you make disorder (ASD) ● Hearing
them feel good about themselves.” ─────── To the Bone ● Emotional disturbance impairment

B. Dimensions of Poverty
III. Appreciating Differently-abled Persons ● POVERTY is multidimensional
and the Underprivileged Sectors ofSociety ● People may be deprived in the following dimensions which
A. On PWDs / Differently - abled persons have overlapping implications on poverty :
B. Dimensions of Poverty
1. INCOME ──────────────
C. Women’s Rights
● Income poverty — defined in terms of the consumption of
A. On PWDs / Differently - ABled Persons goods and services is the most common measure of the
underprivileged.
● PWDs — persons with disabilities
2. HEALTH ──────────────
PARENTAL ACCEPTANCE ──────────────
● Globally, millions die due to AIDS, Ebola virus, tuberculosis
● process of suspecting, recognizing, and identifying the
and Malaria as well as a number of infant deaths from
handicap for parents will include feelings of shock,
largely preventable causes of diarrheal disease.
bewilderment, sorrow, anger, and guilt.
● ISOLATION OF AFFECT 3. EDUCATION ──────────────
一 may occur when parents intellectually accepts for
● “Deprivation has a negative impact on educational
instance, the deafness of their child.
attainment, leaving young people with fewer qualifications
一 avoiding the experience of an emotion associated
and skills which in turn affects future employment' (DCSF,
with a person, idea, or situation.
2009). There is a strong statistical link between poverty
一 example : parents taking care of their disabled
and low educational attainment.” — According to Cook,
child without feelings of sorrow or pain.
Rutt and Sims (2014).
● feelings of ambivalence / impotence occur
一 (e.g. Asking “why me?”) 4. EMPOWERMENT ──────────────
■ AMBIVALENCE — the state of having mixed
● Extending human rights into the realm of foreign direct
feelings or contradictory ideas about something
investment is also an imperative.
or someone.
● THE CHURCH — in its pro-poor stance, is constantly
■ IMPOTENCE — inability to take effective action;
challenged wherein justice is being denied for sectors like
helplessness.
farmers, fisher folks, indigenous people and victims of
● some parents turn to religion and consider “heaven sent
calamity and labor.
blessing in disguise.”
一 however, this denies the real implications of the 5. WORKING CONDITION ──────────────
disability (Mapp, 2004).
● refers to the working environment and aspects of an
● parents worry how the disability of the child will affect his
employee's terms and conditions of employment.
or her productivity, or become a lifelong burden.
● parents have to let go of their “dream child.”
C. Women’s Rights
● negative attitudes of the family and community toward
PWDs may add to their poor academic and vocational 1. Jean Jacques Rosseau (1712)
outcomes. ● women should be educated to please men [ girl?? no. ]
● parents can decide to restructure aspects of their lifestyle ● women should be useful to men, should take care, advise,
to accommodate the communicative and educational console men, and to render men’s lives easy and
needs of their child. agreeable. [ “Jean Jacques Rosseau was shot by order of
● Community sensitivity and support are also important. the little council” AND I SMILE DESERVE MO ‘YAN ]
一 (Mapp, 2004) 2. Mary Wollstone
● in her work Vindication of the Rights of Women (1782)
● disagrees with Rosseau; that kind of education would
produce women who were mere propagators of fools.

❛ notes ni rai ‧₊˚✧ – Page 10

According to Mary : ──────────────

● Women must be united to men in wisdom and rationality.

● Society should allow women to attain equal rights to

philosophy and education given to men.

● Women should not just to be valued until their beauty

fades.

● Men’s worth should not be based on the vanity of women

and babies.

● Women must learn to respect themselves.

“BABAE” by Inang Laya

Kayo ba ang mga Maria Clara

Mga Hule at mga Sisa
Na di marunong na lumaban?
Kaapiha'y bakit iniluluha?
Mga babae, kayo ba'y sadyang mahina?

Kayo ba ang mga Cinderella

Na lalake, ang tanging pag-asa?
Kayo nga ba ang mga Nena
Na hanapbuhay ay pagpapuputa?
Mga babae, kayo ba'y sadyang pang-kama?

Ang ating isip ay buksan

At lipuna'y pag-aralan
Paano nahubog ating isipan
At tanggaping kayo'y mga libangan

Bakit ba mayroong mga Gabriela

Mga Teresa at Tandang Sora
Na di umasa sa luha't awa?
Sila'y nagsipaghawak ng sandata
Nakilaban, ang mithiin ay lumaya

Bakit ba mayrong mga Lisa

Mga Liliosa at mga Lorena
Na di natakot makibaka

At ngayo'y marami nang kasama?

Mga babae, ang mithiin ay lumaya

[ end of week 3 ] good luck <33

❛ notes ni rai ‧₊˚✧ – Page 11

 IntroDuction to Human Philosophy
Second Quarter — Week 4 ; Chapter VII : The Human Person in the Society
❛ notes ni rai ‧₊˚✧ STEM 11 - A [ Reviewer ]

I. Jurgen Habermas : Social Relations and 02. POLITICS — the logic of commanding and obeying
their Corresponding Interactions a. commanding — i’m in the position to control the
actions of others in order to preserve order.
● we live in two worlds :
b. obeying — i’m in the position of one who follows
○ one is characterized by social exchanges
another possessing power over my actions.
○ the other is characterized by market exchanges
● we apply different norms to these two kinds of LifeworlDs
relationships. ───── Dan Ariely (Predictably Irrational)
● thrive on mutual recognition
“Moreover, introducing market norms into social exchanges, ● we naturally assume that all who are part of our
violates the social norms and hurts the relationships. Once this immediate communities are persons, and must be
type of mistake has been committed, recovering a social consciously recognized and treated as such.
relationship is difficult.” ── Dan Ariely (Predictably Irrational) ● we uphold and respect each other as subjects, as
embodied spirits, and as free and autonomous beings.
Transactional Relation Personal Relation
Cooperative Communication
— instrumental or strategic action — communicative action
● marks the social interaction
— as an object, a mean for — as a fellow Subject, a
● through communication, we :
attaining one's goals. fellow person.
(Subject-object) (Intersubjective) ○ generate and develop our culture and form
○ improve our norms such as laws and policies
○ socialize with others as we simultaneously
Market, State, and LifeworlD develop our personal identities

Market State Lifeworld “Society's most basic building block would be the interaction
between two individuals.” ───── Habermas, 1979
Social system Social system Everyday world of “Without meaningful interactions, there would not have been
of money of power communicative relationships societies to begin with. Without societies, in turn, there would
not have been the development of our concept of individuality.”
Economic Political Family, school, religious ────────── Mead, 1934
systems systems communities, civil society

● market and state relations — are more of transactional. II. Emile Durkheim : Social Interaction and
● IN THE MARKET — we pay someone in return for goods the Development of Societies
that we need to have and own
● IN THE POLITICAL SYSTEM — some individual control ● justice human life needs physical and spiritual
others' actions in order to ensure that the peace and order nourishment, a society thrives and flourishes by:
is maintained. ○ material and symbolic reproduction

In both cases, the relationship between Material Reproduction Symbolic Reproduction

persons cannot be purely intersubjective.
the utilization and the transmission and renewal of
● language of the social systems would be :
distribution of society's cultural knowledge, the
○ medium of money resources for the establishment of solidarity and
○ medium of power physical survival and cooperation and the formation of
● people are linked with other people through currencies of welfare of all individual identities of persons through
exchange value in the market, and through the use of members socialization
dominion, or threats of sanctions in the political system.
The DEVELOPMENT OF SOCIETIES AND
Social Systems follow a simple, value - free logic :
INDIVIDUAL CONSCIOUSNESS
01. ECONOMIC — the logic of having and not having ● tribal and feudal society
a. having — possess a good for selling ● modern and industrialized societies
b. not having — need to possess a good hence I
need to interact with the one who has it

❛ notes ni rai ‧₊˚✧ – Page 12

 i. TRIBAL AND FEUDAL SOCIETY ● the goals : form a strong public opinion.
● STRONG PUBLIC OPINION that will be directed against
● tribal leaders and monarchs — had control over social formal institutions in the systems of economy and politics
systems (economy and politics) and symbolic reproduction to make material reproduction just and to make symbolic
of society. reproduction unencumbered by social systems.
● described according to the mechanistic model of solidarity
(Durkheim and Thompson, 2004; 24-28) ────────── Example :
○ which indicates that a person's individual ● churches and other faith-based organizations
consciousness is very much aligned with the ● online groups and social media communities
collective consciousness. ● nongovernmental organizations (NGOs)
● other nonprofits
ii. MODERN AND INDUSTRIALIZED SOCIETIES ● unions and other collective-bargaining groups,
● innovators, entrepreneurs and activists
● development of trade (mercantilism) and the emergence
of a capitalist society.
● political systems narrowed down to the protection of
rights of individuals and redistribution of wealth.
○ (e.g. Taxation) [ end of week 4 ] good luck <33
● described according to organic solidarity which begins
with a recognition of the differences of its members with
an awareness of co-dependence
● counts on the harmonious functioning of individuals in the
society without them having to sacrifice their individual
identities.

III. Conclusion
● impact of social systems of individuals
● civil society and the role of individuals on social
transformation

A. Impact of Social systems on Individuals

● Individualism and the increasing colonization of the
lifeworld by the social systems — made it difficult to form
solidarity among people resulting in the loss of the sense
of community. ───── Habermas
● COLONIZATION — occurs when marriage, friendship and
other relationships, in many instances, become a matter of
gaining economically or politically.

────────── Example :
● Technology and modern science are considered saviors
to counter ignorance, underdevelopment and poverty
but may also be the same reasons of the larger gap
between the rich and poor with greater autonomy for
those who have access

B. Civil society and the role of individuals

on social transformation
● strengthen communicative action — what we need to
counter colonization through the form of civil society.
● CIVIL SOCIETY — is comprised of informal networks such
as non-governmental organizations (NGOs) where groups
gather together to articulate concerns in public spheres.
● PUBLIC SPHERES — a place in the lifeworld where
individual voices can be heard.

❛ notes ni rai ‧₊˚✧ – Page 13

 IntroDuction to Human Philosophy
Second Quarter — Week 4 ; Chapter VII : The Human Person in the Society (Part 2)
❛ notes ni rai ‧₊˚✧ STEM 11 - A [ Reviewer ]

──── The Development of Societies ──── B. Influence of Christianity and the Roman
Catholic Church
I. Medieval Period ● Christianity’s influence — widened when the great
Charlemagne became King of the Franks who founded
How it started How it ended schools in monasteries and churches for poor and nobility.
● THE ROMAN CATHOLIC CHURCH — was considered to
○ 1453 be the great civilizing influence of the Middle Ages.
The Middle Ages began in
→ Fall of Constantinople ● THE CHURCH — was the strongest single influence in
AD 476 when the barbarian
○ 1492 Europe during the 13th century (except Arabs, Jews, and
Odoacer overthrew Emperor
→ Discovery of America the people in the Byzantine Empire).
Augustulus, ending the
○ 1517 ● Faith and Reason (fides et ratio)
Western Roman Empire.
→ Beginning of Reformation 一 reason’s power is based on faith.

● GERMAN BARBARIANS— sacked and pillaged the “I do not seek insight of reason in order to believe. I believe in
order to gain insight. Indeed, I also believe this; that I should
declining Western Roman Empire. never be able to attain insight if I did not believe.”
● INVADERS — lacked the knowledge and skills to carry on ────── St. Anselm
Roman achievements in art, literature and engineering.
● Highly developed systems of Roman law and government ● ST. ANSELM — the main proponent of faith seeking
一 gave way to the rude forms of the Barbarians. understanding.
一 this is the reason why Medieval Period is also referred to
C. Education
as the Dark Ages. (Solomon & Higgins, 1996)
● philosophy was taught and written in LATIN.
A. Feudalism as a Way or life ● Down to the end of the 12th century, the seven liberal arts
● FEUDALISM — the way of life in the middle ages trivium and quadrivium formed the basis of intellectual
一 comes from medieval Latin feudum, meaning property or culture in all scientific cultures.
possession. THE SEVEN LIBERAL ARTS
● many peasants built their villages of huts near the castles
of their lords for protection in exchange of their services. Trivium How it Quadrivium
● they pay taxes to their lord and they had to give tithe to
the Church for instance, every tenth egg, etc. ○ arithmetic
○ grammar
○ geometry
○ rhetoric
○ astronomy
→ famines were frequent → floods, frosts, droughts ○ dialectic
○ music
→ plagues cut down the livestock destroyed the crops
→ burst of warfare ravaged the → the lords burned each
countryside other’s field and harvests.

● Feudalism began to diminish with the growth of towns II. Modern Period
and commerce, and the rising interest in artistic and
● MODERN PHILOSOPHY — an attack on and a rejection of
intellectual achievement during the Renaissance — a
the Middle Ages that occupied the preceding thousand
revival of classical learning.
years. (Solomon & Higgins, 1996)
● THE FEUDAL SYSTEM (life in medieval times was based
on the pyramid-shaped Feudal system) : Attack on the church that ruled Attack on the very notion of
and dictated its ideas. authority itself

Modern period is generally said to begin around the backdrop of:

01. Christopher Columbus' landing in the "new world" which
altered not only the geography but the politics of the
world forever.
02. The Reformation Movement — Martin Luther's protest
whichcaused several centuries of upheaval in Europe,
change the nature of Christian religion, and eventually,
change conceptions of human nature.

❛ notes ni rai ‧₊˚✧ – Page 14

A. Human being as a center of interest iii. CRITICAL IDEALISM (Immanuel Kant)
● VITRUVIAN MAN — was created by Leonardo da Vinci ● IMMANUEL KANT — brought up his philosophic thoughts
around the year 1487 (Critical Analysis) with more general problem knowledge.
一 is accompanied by notes based ● humanity’s nature is real creator of humanity’s world.
on the work of the famed ● copernican revolution was also established.
architect, Vitruvius Pollio. ● GALILEO — convinced of the correctness of this new way
一 depicts a male figure in two of seeing the world, invented the telescope.
superimposed positions with his ● COPERNICUS — stands as an example of a science in the
arms and legs apart and throes of revolution, critical and yet self-assured and
simultaneously inscribed in a dogmatic, opening up new visions of the world of nature
circle and square. ○ leaving the thinking world in general to assimilate
these changes and make of them the best it can.
● VITRUVIUS PRINCIPLE — a well-built human with hands
andfeet extended fits perfectly into a circle square.
一 proportional relationship of the parts reflects universal
design and a "medical" equilibrium of elements ensures a III. Globalization And Technological
stable structure. Innovations
一 these qualities are thus shared equally by God's creation
of the human body and the human being's own production
B. Industrial C. Technological
o fa good building. A. Globalization
Revolution Advancement

B. The growth of Modern Philosophy

● Experimentation, observation and application of
A. Globalization
mathematics in the natural sciences — is what set ● began long before the 21st century; embryonic beginnings
standards for inquiry. in the West (15th century) along with Renaissance and the
● influenced by commercialism and the growth ofgreat cities Enlightenment.
● years of continuous religious wars from the 16th and 17th ● not a one-way process
century required a need for a new kind of social ● comprises the multilateral interactions among:
philosophy. ○ global systems, local practices, transnational
trends, and personal lifestyles.
C. Philosophical Periods
B. Industrial Revolution: Refining Industry
i. Naturalism ii. Age of Empiricism iii. Critical Idealism
● 18th century
● INDUSTRIAL REVOLUTION — is a movement in which
i. NATURALISM (17th century) machines changed people's way of life as well as their
● philosophers of this time left off contemplating the heaven methods of manufacture.
of medieval piety and were disposed to deify nature. ● INDUSTRY — before this period, was a name for particular
● adored the rigidity of geometrical methods; they loved the human attributes:
study of the new physical science. ○ skill, assiduity, perseverance, and diligence.
● PHYSICAL SCIENCE — begun with Galileo ● INDUSTRIOUS — usually attributed to persons, is joined
● RENE DESCARTES — a representative thinker of the in the nineteenth century by industrial, which describes the
century, who begins his reflection by doubting everything. institutions.
● INDUSTRIALISM — rapid growth of these institutions is
ii. AGE OF EMPIRICISM (18th century) seen as creating new system, which in the 1830's.
John Locke, David Hume, George Berkeley ○ new inventions and manufacturing processes
● turned curiously back to the study of the wondrous inner adding to efficiency of machines.
world of humanity’s soul. ○ transformed method of production also
● Ma’s knowledge itself, what it is, how it comes about, transforming society as a whole (Germain, 2000).
whence het gets it, how it grows, what it signifies, how it ○ significant changes (Germain, 2000):
can be defended against skepticism, what it implies, both ■ invention of machines in lieu of doing the
as to moral truth and as to theoretical truth work of hand tools
○ these problems is the foremost in the interests of ■ use of steam, and other kinds of power
the second period of modern thought. vis-à-vis the muscles of human beings
● the first period had been one of naturalism; the second is and of animals
one of a sort of a new humanism. ■ embracing of the factory system

❛ notes ni rai ‧₊˚✧ – Page 15

 C. Technology Advancement
● more and more automatic machines were invented to 2. New knowledge
handle the jobs with little supervision by human beings.
● the dream of automatically powered machines had “Knowledge is virtue. Ignorance is vice.” ────── Socrates
→ Ignorance is the source of evil
become a reality in 19th century.
● 100 years passed between Babbage's conception and the
development of the first fully automatic computers. ● humanity has met with increasing success in
● Google’s current mission is to fulfill a search engine that is understanding the secrets of nature and applying this new
Artificial Intelligence complete or one that is smarter than knowledge to human affairs.
people (Carr 2009). ● local knowledge no longer remains purely local.
● continuous intellectual growth (Nye & Welch, 2013)
────────── ARTIFICIAL INTELLIGENCE (AI) :
○ a branch of computer science or "the study and design of 3. Policy Making
intelligent agents" where intelligent agent is a system that
perceives its environment and takes actions that maximize i. Justice defined in Plato’s “The Republic)
its chances of success. ○ 3 classes of citizens:
○ John McCarthy coined the term in 1955, defines it as "the ■ (1) the common people (artisan class);
science and engineering of making intelligent machines.” ■ (2) the soldiers (warriors);
────────────────────────────────────── ■ (3) the guardians (rulers)
── ○ only the guardians have political power, chosen
by the legislator
● GLOBALIZATION — as facilitated by technology, can be
○ child may be promoted or demoted within classes
beneficial if it will lead to improved society and intellectual
growth; but can be divisive if it will erode local cultures
ii. Increased integration of policy making
and nationalsovereignty.
● as technology is exploited, it becomes easier for those who ○ larger and more centralized systems of
already wealthy to maintain their advantage. transportation, communication, business and
● in contrast, those who lack the advantage may be less education
successful in shaping a new global landscape more ○ communications are unified or organized globally
favorable to their purpose. ○ governments have increasingly tended to
● TECHNOLOGY — most certainly leads to globalization but accumulate functions formerly performed by the:
in the emerging global society, economy, and culture, does ■ province, district, tribe, family
not encompass all equally (Ramos 2003). ○ Tyrannical governments — did not have this
degree of control that is now normally exercised
by advanced societies.
○ greater complexity of social organization
── How are we Transformed by Societies ──
4. Growing Economy
1. Caught Up in the Modern Life ● mechanization of labor resulted to mass production, the
rapid growth in per capita productivity, and an increasing
“When an individual becomes a factory employee, he has to division of labor.
work long hours, leaving his little farm, and live near the factory,
● greater quantity of goods has been produced.
often in a crowded district” ────── Heidegger, 1997
● high contrast on the level of living between modern and
traditionalsocieties.
● A universal pattern of modernity — is emerging from the
wide diversity of traditional values and institutions, and
5. Modernization and International
peoples of all nations are confronted with the challenge of
Relations
defining their attitudes toward fundamental changes that
are worldwide in scope. ● complex and interrelated series of changes in humanity’s
● the achievements of human beings in the modern age: way of life
● has changed the power relationships among societies by
○ provide unprecedented opportunities for human rapidly strengthening the position of some at the expense
welfare and fulfilment of others
○ but they have also placed in the hands of ● increasing interdependence — led to the development of
humanity instruments of universal destruction more orderly procedures of regulating relations among
(Pettman, 2012). societies such as diplomatic practices, conference and
international law.

❛ notes ni rai ‧₊˚✧ – Page 16

 ● SCIENCE AND TECHNOLOGY
Traditional Society Modern Society ○ has become an ideology and attitude towards the
human world. They have become culture.
→ typically closed and rigid → two-thirds live in the cities
→isolated in villages, poor and literacy is virtually
and illiterate universal
→little contact with central → better healthcare
authorities → homogenous society in
[ END OF PHILOSOPHY 1ST SEMESTER ]
→ relations are defined by which one’s position depends good luck <33
alliances and war, conquest on individual achievement than
and colonization, cultural inherited status (Heidegger,
diffusion and propaganda 1997)

6. Ramifications of Globalization
● high probability that the world will be reproduced as a
single system due to global consciousness and high levels
of material interdependence.
● television watched by huge, widespread and
undifferentiated audiences due to less skill required to
decode content
● Homogenizing trend of lifestyle among young people
everywhere in the world
○ we see young white-collar workers in London and
Tokyo riding subways to work, taking care of their
daily assignments with computers and stop to a
fast food center for a quick bite
○ they seem to think, feel and behave alike
○ uniformity on sensibilities towards cuisine, music
and entertainment (Nye & Welch, 2013)

7. Modern Science and technology as

Culture
● requires the capability to consider and evaluate the
standards employed in the choice and implementation of
scientific research and technological development in
relation to the aspirations of people
● evaluation of products in relation to culture and value, as
well the aspiration of a nation, is important and needs to
be nurtured and developed through education

Heidegger’s call for meditative thinking and philosophical

reflection : ────────────
○ what is really fundamental to our human existence?

● we are governed by a second nature‖ or an artificial

environment characterized by the results of technology.
○ Technology — is faced by the inability and lack of
humanistic.
● it is getting more difficult or impossible to isolate ourselves
from technology.
● Technology and modern science considered ―saviors!
一 to counter ignorance, underdevelopment and poverty but
一 may also be the same reasons of the larger gap between
the rich and poor with greater autonomy for those who
have access.
● MODERNIZATION — dominated by materialistic truth,
with the loss of spirituality, contact with other people and
the environment.
❛ notes ni rai ‧₊˚✧ – Page 17