ANSWER KEY:

Module 1: (SUMMATIVE 1-2) Periodical Examination:

(Module 1):
1. c
1. c
2. a
2. a
3. a
4. a 3. a
5. d 4. a
6. b 5. d
7. a 6. b
8. c 7. a
9. d 8. c
10.c 9. d
11.a 10.c
12.c 11.a
13.a 12.c
14.b 13.a
15.d 14.b
15.d
Module 2: (SUMMATIVE 2) (Module 2):
Assessment 1. c
1. c 2. a
2. a 3. d
3. d 4. b
4. b 5. c
5. c 6. c
6. c 7. a
7. a 8. d
8. d 9. b
9. b 10.a
10.a 11.c
11.c 12.b
12.b 13.a
13.a 14.d
14.d 15.b
15.b
(Module 3):
Pretest 1.c
2. b
1. T
3. d
2. T
4. a
3. T
5. c
4. T
6. a
5. F
7. d
6. F
8. b
7. T
9. a
8. T
10.c
9. T
11.d
10.F
12.b
11.F
13.a
12.T
14.d
13.T
15.a
14.T
15.F
Module 1:
1.What’s In

 What is philosophy? Philosophy, meaning “love of wisdom,” is a science where reason and Logic are
used to understand reality and answer questions of knowledge, morality, and human nature. It can be
described as either a body of knowledge or an intellectual activity. Philosophy as a body of
knowledge provides methodologies and insights on how societal questions, such as moral
dilemmas of euthanasia or same-sex marriage, can be answered.
 Is it a way life? Why or why not? Is it a way of life because philosophy applied to human
experience or everyday life denotes the use of philosophy as an intellectual activity. Also known as
philosophy in life, this concept is important because it serves as the guiding principle on how one
ought to live life.
 How do you apply it in everyday life? A philosophy for everyday life is, among other things, an
investigation of taste that can be distinguished from other experiences. It does not refer to any
specific object or subject but instead tries to embrace the event where everything happens. To taste,
therefore, is not to impose a judgment on our lived experience. Each taste is a new taste. Rather than
judging, taste is a question of becoming—it is always in the midst of being formed. We can develop
our taste by, for example, noticing more flavors in a soup. A philosophy for everyday life is, in other
words, an investigation of the raw reality of life, taking in all of life’s many ingredients. Such a
philosophy is necessary because—this is my claim or thesis—we still have not tasted life in all its
richness. We tend to cling on to certain norms or ideals in a way that does not honor our own
experience and intuition. At worst our life becomes an imitation, image or representation of more
authoritative ideals. An image is a copy, that is, a simulation of the real reality. We have lost contact
with life because we follow ideas or images of how life should be. To paraphrase Jean Baudrillard
(and swapping his territory with life), life no longer precedes our moral map, nor does it survive it.
Instead, the moral map now precedes life and engenders it.1 We live our life as an imitation of a
moral model, as if such a model was not just another human artifact.
2.What I have learned
 Philosophy of Human Person- Philosophy reflection is the process by which a person undergoes a
reflective state or her experiences first before making any related action. The use of philosophical
reflection is important as it enables thought to be looked into using a deeper, holistic perspective. In
effect, actions are directed towards greater sources of wisdom and truth.
 Partial Perspective- Looks at only a limited number of aspects of the given problem or situation.
 Conclusion are made based on considering some, but not all, sides of the problem or situation.
 Holistic Perspective-Looks at all aspects of given problem or situation. All aspects are given
importance when making conclusions. All aspects are tied in together to form a general
overview of the problem or situation.
3.Additional Activities
Set 1-Reflection

1.What are the reason that compel a person to engage in philosophical thinking?

Importance of Philosophical Reflection

Philosophy reflection is the process by which a person undergoes a reflective state or her
experiences first before making any related action. The use of philosophical reflection is important as
it enables thought to be looked into using a deeper, holistic perspective. In effect, actions are directed
towards greater sources of wisdom and truth.
Human Activities Emanated from Deliberate Reflection

In the process, one can learn more about himself or herself, including personal beliefs, ideals, or
values. Previous experiences may be seen as important aspects of making reflections because they
 facilitate deeper thinking and understanding of the self. Aside from knowing the self, many other
activities also emanate from reflection.
Meaning and Process of Doing Philosophy

Doing philosophy means engaging oneself in “matters of utility” and methodologies to eliminate any
practical problem or abstract idea. In the process of doing philosophy, it is critical to have a holistic point
of view-the perception of looking at all aspects of a situation first before making conclusion. Some other
skills involved in doing philosophy are critical, logical, and analytical thinking, observation, and
communicative skills.

Importance of Doing Philosophy

Doing philosophy can be applied in day-to-day activities and life perspectives. Because it involves an
evaluate process, doing philosophy allows a person to make better decisions and accordingly to
situations with the help of various philosophical skills. Furthermore, on life perspectives, philosophy
enables reflective thinking which greatly influences a person’s view of life, challenges, and relationships.
Doing philosophy directs how a person will perceive these factors in life and how they will be faced. In
any setting, wisdom is always gained when philosophy is applied to formulate a conclusion about a
certain concern.

2.How can you as person benefit from philosophizing?

 Philosophy gives people an opportunity to develop abilities that are extremely important to many
employers. An employer can train a person how to do a job, but they can't train a person to think through
problems and find solutions, analyze different forms of information, summarize complicated material,
write clearly and effectively, or elicit hidden assumptions. These are all things philosophy teaches you.
 Philosophy encourages students to explore questions that challenge their ideas and beliefs. It
gives students an opportunity to reflect on topics that are often oversimplified by general society and
traditional educational disciplines.
 To me, this philosophizing seems to be naught but aimless drivel, and historically, many in the
scientific community have privately or openly agreed. Prominent physicist Richard Feynman was quoted
as saying, "Philosophy of science is about as useful to scientists as ornithology is to birds."

3.Based on the characteristics of philosophy, would it be possible for any person to engage in
philosophical discussion? Why or why not?

In my planned book "Philosophy for Everyone", my answer is yes, but...Philosophy as usually taught and
practiced by academic Philosophy Departments and philosophers turns most people off--and rightfully
so.  Before we got converted to academic philosophy, think of what got us interested in philosophical
questions in the first place.  The essence of 'Philosophy', embodied by Socrates, is an approach to seek
the truth in order to be able to live our lives more wisely.  It shouldn't be an academic exercise or contest
to be clever with words or to baffle non-philosophers with 'deep' though obscure thoughts--intended only
for the elite few.  Nor is it the history of what philosophers have said or of so-called philosophical issues,
most of which is incomprehensible and irrelevant to non-philosophers.  If Socrates really is the Father of
Philosophy and this claim isn't merely lip service by philosophers, it's perhaps time to learn what he
actually had to teach.  Socrates' most important contribution are not his personal views, but his approach
to resolving differences of philosophical opinions in open discussion with the common people. Socrates'
 approach is not the same as the Socratic Method.  His method is but one application of his approach.
His method is only the tip of the iceberg.  What do you think?  Am I on the right track or am I off?

Set 2: - assignment

Describe a situation in your life when you were able to engage in philosophy. What
circumstances or dilemma brought about your need to philosophize? ( NO ANSWER)

Module 2:

1.What’s In
Give the similarities and differences of holistic and partial perspective
What is the difference between holistic thinking and partial thinking

Holistic perspective

 In theory, holistic perspective, the whole structure, by analyzing its elements, is a school of

thought.  It therefore considers all variables to be mutually related.

 This view is useful in research, particularly with anthropology, in which a close study of the trends
present in one phenomenon is the best way of seeing the connection between the different elements of
one culture.

Partial perspective

 Partial perspective is the perception that a single element, or a casual entity, triggers a
phenomenon.  

 The difference is that a partial view looks at one thing like it is the source, while an integral view
seeks to grasp a fact more generally.
 Give the similarities of holistic and partial perspective- The similarities is that they have the same
perspective but it varies from being general and specific connections.

2. What’s In

How do you know if something is true?

Philosophers emphasize the importance of belief as a basis for determining truth.

 We assume that everything we know about this world is true but philosophers who pondered upon the
origins of knowledge doubted everything that there is to know about themselves and the world. In
doing so, they were able to better understand the means by which humans gain knowledge and
determine the truth about everything.
It is said that there are instances when we have to unlearn something so that we may learn anew.
Philosophers questioned what they knew and even analyzed their methods of knowing in order to
understand themselves and the world much better.
How can philosophy guide us in distinguishing truth from opinion?

Opinions are comprised of statements which not only give facts but also provide conclusions or
perspectives regarding certain situations. They may advance a belief about certain things or provide
explanations. Also the bases for making arguments and convincing people that a certain claim is a fact.
They are often influenced by bias.

Beliefs are statements that express convictions that are not easily and clearly explained by facts. To
judge the truthfulness of a belief, we must also consider things such as the person’s experiences and
views.

Explanations are statements that assume the claim to be true and provide reasons why the statement is
true.

Arguments are a series of statements that provides reasons to convince the reader or listener that a
claim or opinion is truthful. They often take the form of statements that are either claims of facts and are
phrased in such a way that they seem reasonable.

Fallacies are arguments based on faulty reasoning. Some of them are intentional, as the person making
the claim is desperate to convince you.

Biases are the personal views of the person presenting it. They are not necessarily errors in influences
which affect the views of people.

What is true and why is it important?

 Knowledge is clear awareness and understanding of something. It is the product of questions that
allow for clear answers provided by facts.
 What we know is what is observable or evident in the real world.
 Propositions which are observed to be real or truthful are considered FACTS.
 There are statements, however, that are not evidently or immediately known to be true and they are
called CLAIMS. They require further examination to establish whether it is true or false.

3.What I can do

What is the importance of method of philosophy that leads to wisdom and truth?

The importance of method of philosophizing is to verify the truth from opinion in all perspective and
situations. By distinguishing all of the methods or ways we as person value if its either truth or opinion
etc.

4.Addtional Activities

1.What is truth, knowledge, propositions, claims, and opinion?

 Truth lies at the heart of any inquiry. It is a fact that has been verified.
 Knowledge is simple data that comes from the outside that pass to our senses. It must be truthful to
gain validity and acceptance.
 Philosophers consider truth as a kind of quality or value.
 Propositions are statements about the world or reality which may or may not carry truth.
 There are statements, however, that are not evidently or immediately known to be true and
they are called CLAIMS. They require further examination to establish whether it is true or
false.
 Opinions are comprised of statements which not only give facts but also provide conclusions
or perspectives regarding certain situations. They may advance a belief about certain things
or provide explanations. Also the bases for making arguments and convincing people that a
certain claim is a fact. They are often influenced by bias.

2.Make a short story that is related into your life. Considering the five methods of philosophizing
guide namely: truth, knowledge, propositions, claims, and opinion. ( NO ANSWER )

Module 3:
What’s In
1.What are the methods of philosophizing?

Opinions are comprised of statements which not only give facts but also provide conclusions or
perspectives regarding certain situations. They may advance a belief about certain things or provide
explanations. Also the bases for making arguments and convincing people that a certain claim is a fact.
They are often influenced by bias.

Beliefs are statements that express convictions that are not easily and clearly explained by facts. To
judge the truthfulness of a belief, we must also consider things such as the person’s experiences and
views.

Explanations are statements that assume the claim to be true and provide reasons why the statement is
true.

Arguments are a series of statements that provides reasons to convince the reader or listener that a
claim or opinion is truthful. They often take the form of statements that are either claims of facts and are
phrased in such a way that they seem reasonable.

Fallacies are arguments based on faulty reasoning. Some of them are intentional, as the person making
the claim is desperate to convince you.

Biases are the personal views of the person presenting it. They are not necessarily errors in influences
which affect the views of people.

Is it a way of life? Why or Why not?

YES, because these are the basis for validating the truth and acceptable.

2.Make a graphic organizer that shows the life and background of the two philosophers ( ARISTOTLE AND
AQUINAS) . NO ANSWER

What I have learned

1.What are your limitations as a person?

Every person has limitations, but that doesn’t mean those limitations cannot be surpassed. We can see
it as an obstacle, impossible yet possible. As a person it is normal to have more than one thing you’re
 not good at, we aren’t perfect all the time but we can if we want to. That is why I don’t particularly believe
in the saying that “nobody is perfect”, we are God’s creations who strive for perfection. Therefore, it’s just
a speck of a problem in our huge world.  

What are your  limitations  as a person?  

 I can’t stay up all day.

 I have only two hands.
 I can think of so many things yet can’t express it.

What are the things that you consider difficult or hard to accomplish or believe in?

1. To be some intellectual person people look up to

2. To stop overthinking
3. I can’t find myself believing that there isn’t one single person who doesn’t have an inner bad side

Explanations:

 We are creatures that needs rest every once in a while, besides health is everything it prolongs
life and enables us to do things. That is why sometimes I can’t keep up with time, and that’s okay.
 Individually saying I can only do so much as one person can, even though I can multitask I work
on it one by one.  
 Our or rather my mind doesn’t have the limitations as I do physically. I can think of many
creative things, I can imagine myself as someone in my dreams. Yet, most of this stays in my mind only I
can’t fully express how or when or what to do to start living my dreams.

1. It is hard to grasp the thought that I will immediately be the intellectual person I want to be,
because it takes time and sometimes impatience collides with my brain.
2. We can’t really help it if we overthink sometimes, but through overthinking I analyze or even
observe situations and people with more understanding. But of course it can get tough and can get out of
hand.
3. I don’t believe in those “pure white aura people”, maybe someday something can change my
opinion but not today. There is a bad side in every one of us because we do have a personality that is
based on our instincts. And that can’t always mean good.

2.What are the things that you consider as difficult or hard for you to accomplish or believe in?

3.What are your strengths?

Example weakness 1: self-critical

“I can be too critical of myself. A pattern I’ve noticed throughout my career is that I often feel I could have done
more, even if objectively, I’ve done well. Earlier in my career, this led to burnout and negative self-talk. One
solution I’ve implemented over the last three years is to actively pause and celebrate my achievements. Not only
has this helped my own self-esteem, but it has also helped me genuinely appreciate and recognize my team and
other support systems.”
Example weakness 2: lacking confidence
“I’m naturally shy. From high school and into my early professional interactions, it prevented me from speaking up.
After being a part of a workgroup that didn’t meet our strategic goals two quarters in a row, I knew I owed it to my
team and myself to confidently share my ideas. I joined an improv acting class—it’s fun and has really helped me
overcome my shyness. I learned practical skills around leading discussions and sharing diverse perspectives. Now,
in group settings, I always start conversations with the quieter folks. I know exactly how they feel, and people can
be amazing once they start talking.”

Example weakness 3: difficulty asking questions

“I default to believing that I can solve any problem on my own. This works well in some situations, but in many
cases, I need the help of others to overcome factors beyond my control. In one instance last year, I was
spearheading a client event that had a lot of moving parts. It wasn’t until after the event that I realized how narrowly
I had pulled it off. I was trying to manage everything from the strategic plan down to the tiniest details, like table
settings. I did a lot of self-reflection afterward. Since then, I’ve been training myself to take a step back before
diving into problem-solving mode and identify people or groups that can be resources to me.”

Example weakness 4: lacking experience

“I’m not familiar with the latest version of  [insert name of non-critical software]. Instead, I’ve focused on [insert
name of preferred software] because user-centric design has become a strong passion of mine. In my last few
jobs, that’s where I’ve spent time learning and growing.”

Example strength 1: leadership skills

“I’ve always been a natural leader. With more than 10 years of experience in finance and sales, I’ve exceeded my
KPIs every quarter and have been promoted twice in the past five years. I look back at those successes and know
that I wouldn’t have reached them if I hadn’t built and led teams composed of highly skilled and diverse individuals.
I’m proud of my ability to get cross-functional groups on the same page. I’ve regularly honed my management skills
through 360 reviews and candid sessions with my team, and I know continuing to build my leadership skills  is
something I want from my next role.”

Example strength 2: collaboration skills

“I’m very collaborative and have always preferred to work in groups. In the project teams I’ve directed, members
work with a variety of people and are motivated by diverse creative tasks. Since I began managing my current
team, I’ve increased productivity by 15 percent and retention by 25 percent over three years.”

Example strength 3: interpersonal skills

“I’m an empathetic person who’s skilled at relating to people and making them feel heard. In one memorable
instance from earlier this year, I was on a support call with a customer whose contract we had terminated.
Reinstating the service agreement would have increased her rates dramatically. She was understandably upset
and felt trapped because she couldn’t be without car insurance for her and her family. It became clear very quickly
that we couldn’t meet her needs but I wanted her to walk away with a favorable impression of the service we had
provided. I talked her through some of her other options, even letting her know of other providers who might be
able to offer her a lower rate so she could avoid a lapse in coverage. In the feedback survey from that interaction,
she specifically mentioned that she would still be recommending our services to others. In my career in customer
support, I’ve had many interactions like this—they are complex but end with the customer still feeling positive.”

Example strength 4: technical skills (software)

“I’m obsessed with the newest version of  [insert name of new software]. I started pushing the boundaries of what it
could do as soon as it was released. I’m excited about applying my passion and abilities to this position and
pushing the envelope of this program for your company.”

4.What are the factors affecting your limitations? How about possibilities?

There are various factors affecting our limitation and possibilities. There is a saying that what the mind could
conceive, the mind can likewise achieve. If you think of it, the possibilities to what we can do in life are limitless. But
of course, we have to face the possible limitations as well, such as financial capabilities, physical limitations and
environmental factors.  Money, for example, might not be a factor when trying to invent something, but when you
are already filing for a patent, it can be a problem.
Whatever it is, however, money, physical or environmental limitations should not stop you from achieving your
goals. They may slow you down, but not hinder you from becoming successful. Being motivated, while keeping an
eye on your goal will help you achieve the many possibilities you are trying to gain.

5.Do you see yourself improving 5-10 year’s time?

How can you say that you are improving?

I am a goal digger, purpose driven individual. I always strive for quality and excellence. And part of my
striving is to ensure that I am always improving even just little by little. And knowing how I am very
particular of my improvement, I can definitely say that in 5 to 10 years I will be an even more improved
individual. But how was I able to say I am improving? Well, here are the things which made me say so.

I believe that I am improving because:

I am learning from everything I do.

In every circumstance, I always make sure that as much as possible I do not repeat the mistakes I have
done before.

6. How can you transcend from your current limitations?

Self Transcendence is synonymous with our own self improvement. If we always stay in our ‘comfort zone’ we
make no progress. It is important to know how we can achieve more. Here, achieve is perhaps not the right word –
Self-transcendence is not just about achieving more, it is also about overcoming our negative limited thoughts and
beliefs

These are some suggestions to help you transcend your own limitations

Set Targets

If you want to transcend yourself, you need to have something to aim for. Set realistic goals and targets. This
maybe getting rid of a bad habit; it may be getting up 30 minutes earlier; it may be to improve your physical health.
If you have something to aim for it remains a powerful motivation. As you achieve a small improvement, you can
continue to raise the target. If it is not so easy to achieve your goals – don’t give up. Self transcendence requires
patience, and perseverance.

Don’t Be Limited by Your Own Thoughts

The first thing we need to be aware of, is how easily we can be affected by our own self imposed limitations. Quite
often, we may be unaware of how much we allow our thoughts to limit our perspective and capacities. These
thoughts and ideas are often deeply embedded in our mind. However, whilst we cherish these thoughts, they will
always act as an invisible barrier. Examine carefully, your own thoughts. If you find yourself often saying “I can’t do
that..” try to at least suspend disbelief.

Don’t Listen to People’s Negativity

The world has more than its fair share of critics. They have a role to play; but, progress does not come through
listening to the doubts, suspicions and disbelief of critics. It is important to be able to differentiate between
constructive advice and criticism; when you can learn to ignore negativity you are free to aim for the highest.

Be Focused and Wholly Committed

Our self-transcendence does not come through half hearted attempts. If we can harness the power of concentration
we will gain unimaginable focus. True concentration is the ability to focus on one thing to the the exclusion of all
else. Usually, our attention is dispersed – this makes our energy equally dispersed; when we learn to concentrate
our self improvement will come spontaneously.

Remember Many Things were Impossible

If we always listened to the so called ‘experts’ we would probably still be travelling around in a horse and cart.
Many times we see people proudly proclaiming: ‘that is impossible’ When we look at things from the limitations of
the mind, they probably do seem impossible. But, when we bring our inner soul qualities to the fore, is anything
impossible?

Inspiration of Personal Examples

Until quite recently, the Olympics didn’t allow women to compete in the marathon (it was added as late as 1984) it
was felt women were incapable of running such distances. However, we now see, the women’s marathon time
being quite close to men’s.

In New York, I have a couple of friends who have completed the 3100 mile race (contestants usually run 70 miles
per day for 2 months). Suprabha Beckjord (female) has completed the race 10 times. Meeting her you wouldn’t
notice anything special, which indicated great running potential. Yet, with great inner courage and determination
she has completed a remarkable feat; a feat, that her mind would probably have thought impossible at one time.
(3100 miles *10 is a long way, the circumference of the earth is 24,900 miles)

I’m not saying we all have to start ultra distance running. Self Transcendence is not just about physical
achievements; it is about being willing to let go of all self imposed limitations. Look closely at yourself; examine in
which areas you could easily do more. Which aspects of your life would you like to transcend? However, there are
many examples of individual self-transcendence that we can use for our own inspiration.

What I can do

Age Things that I can do Things that I cannot do

0-3 Daily activities with your 0 – 3 year old: Babies Can't Sleep Through The Night

 Listen to music or sing songs One of the first milestones parents hope the baby
together. (Ex. nursery rhymes, will hit after coming home from the hospital is
bible songs, classical, praise sleeping through the night. Yes, consistent,
music) uninterrupted sleep sounds great to mom and dad,
 Read books before naptime and but it is not usually a reality.
bedtime. Even just 15 minutes at a
time will make them interested in There are those babies who will sleep a solid eight
books. As their attention span hours from the beginning, but they are few and far
becomes longer, you can increase between. Researchers have found that infants are
the time and frequency. When you not supposed to sleep long periods of time. They
read, make it interactive. Ask aren't built that way. They need to wake up to eat,
questions like, “What is the girl and they seek human affection.
doing? Is she playing with her
doll?” Even if they can’t always
In fact, the idea of a baby even sleeping through
answer, that’s okay. You can
the night is extremely new. It's a belief that parents
volunteer the answers in the
who want to sleep through the night convince
beginning but eventually, they will
themselves is accurate, even though research is
answer and ask questions on their
against it.
own.
 Count everything you can.
Example: “How many bears do Babies also don't sleep as deeply as adults, and
you have?” Then point and count, though that can wreak havoc on our rest, there are
 “1,2,3,4,5…” (ex. steps, items in a benefits. A baby has his needs met by crying
room, toys, etc.) because it is his only way to communicate. If a
 Introduce concepts like shapes, baby sleeps too deeply, they won't alert their
numbers, letters and identify them parents for help when they are hungry, having
in the environment. Play games trouble breathing, or cold. Waking up regularly
like “I-Spy…” “I spy a circle!” “Can helps babies survive.
you see it?”
 Introduce phonetic sounds of Babies Can't Sleep In Their Own Rooms
letters and identify words or
objects that begin with each The American Academy of Pediatrics(AAP) got on
phonetic sound. Example: “This is board with what many have known about babies
the letter A. Letter A makes the for some time. They aren't meant to sleep in their
sound A-A. Let’s look for things own rooms. In fact, the AAP now recommends
that begin with the sound A-A. parents share a room with their infant for at least
Here’s an apple! A-A, Apple! What six months, twelve if possible.
else? Oh! I see an ant! A-A ant.” If
you do this regularly, they will
Sharing a room with a baby can reduce the
eventually make the connection.
chances of them succumbing to SIDS by 50%.
 Have playtime outdoors. Kids
That's a drastic decline that can help parents have
need Vitamin D from sunlight to
peace of mind at night.
absorb calcium. And being
outdoors will help them to develop
good vision and eyesight. (This is Since parents will be more responsive to an
scientific! Our eye-doctor said so.) infants' cries if they are in the same room, it will
If they are constantly at a screen, help them help their child with any problems during
watching TV, or on the computer, the night. Another benefit is that parents tend to
or often doing near-sighted sleep better with their baby in the room. Sure, they
activities, they don’t train their will wake when the baby wakes, but they won't
eyes to look far off into the have to trudge to the baby's room to soothe them.
distance like they would while
playing outside. So get them Plus, waking when the baby wakes is a good thing,
outdoors. and it's easier to make sure that happens when
 For the more coordinated toddler, room sharing takes place.
you can include learning how to
clean and do chores. They
actually enjoy mopping, sweeping,
using sponges to clean walls, etc.
Even if they aren’t actually getting
any cleaning done, exposing them
to these tools will help train them.
 Dialogue with them. Don’t use
baby-talk. They will adjust and
pick up on language better if you
speak to them properly and have
conversations with them (even if
they don’t seem to understand
everything at first).
 Give them educational toys that
encourage them to explore,
create, and build. Engage them in
activities that allow them to
develop their fine and gross motor
skills, and their sense of sight,
touch, hearing, smelling, tasting.
Invest in some manipulatives that
make learning hands-on.
 Hug them often and tell them how
much you love them! Pray
blessings upon them.

4-7 Ages 4 to 5: Things you think your kids can do that

 they can’t
 Dust Have complete control over their emotions
 Make their bed Children are still learning how to manage their
 Clear table emotions . They are not able to stifle every
tear, stuff down every angry feeling, or cover
 Use a hand-held vacuum to pick up their mouth before every scream.
crumbs
 Water houseplants They are little, they are learning, and they will
 Wash plastic dishes at sink have tantrums and meltdowns. If you expect
your kids to behave like little prim children all
 Fix bowl of cereal day long, each day will make you feel like a
failure.
 Fill a pet's water and food bowls
 Clean floors with a dry mop
Read: How to require a good attitude without
 Help carry in lighter groceries stifling your children’s emotions
 Sort clean silverware
Sort out their own routine and habits
Ages 6 to 7:
It’s a common refrain that babies or children will
find their own flow, just let them. If you have
 Any of the above one child and only need 4 hours of sleep a
 Sort laundry night, this might work for you. Otherwise, this is
unwise.
 Sweep floors
 Set and clear table It’s a parent’s job to find a routine that works
 Help make and pack lunch well for your children that includes all the
necessary elements of survival (sleeping,
 Weed and rake leaves eating, and cuddling). You might have 3
children choosing 3 separate bedtimes and
 Keep bedroom tidy mealtimes and the result will be utter chaos.

8-11 They will start to shower for an hour.

Having Unrestricted Internet Access

This is commonly known as the ‘Hour of Shower’.

The Internet is everywhere: the family computer,
A year ago you couldn’t get these kids INTO the
the family TV, that tablet on the coffee table, and
shower, now you can’t get them out. And shower
time will become even longer once school goes on every smartphone. But with all that educational

back – suddenly, your 11-year-old will take a new good and convenience come some real risks.
interest in their appearance. There will be much Consider this:
pounding on doors and screams of “I’m washing
my hair!” only for them to emerge some time later,  According to a study by the National
annoyed at your interference. The only upside to Center for Missing and Exploited Children,
this is that you know that they will be clean. But one in five Internet users ages 10-17
their room sure as hell won’t be.
received a sexual solicitation or approach
You will need to procure a ‘Hazmat’ suit to
enter their bedroom. over the Internet in a given year.

 One in 33 received an aggressive

No, seriously. If you think you are going to walk solicitation including trying to arrange a
into your 11-year-old’s bedroom and not leave
meeting, gifts of meals or money, and
requiring a Tetanus shot, think again. Most of them
are quite simply filthy animals. For some unknown
reason, it seems physically impossible for them to
return dishes to the sink or remove last
Tuesday’s underpants from the bedroom floor. If
you’re anything like me, “back to school” time is
also “clean your room and get organised” time. So phone calls.
get prepared by possibly procuring a gas mask.
 One in four had unwanted exposure to
Suddenly, they will care about being prepared
to go back to school. sexually explicit material.

A year ago, you would be calling the shots and Bottom line: Giving your child unrestricted,

begging them to get organised for the new school unmonitored access to the online world at 10 years
year. You would almost have to physically drag old is asking for trouble. Get your head in the
them to the shops to get their new school gear. game by reading iMOM’s Ready, Set, Internet!
Now? No way. They are dragging YOU to the
Guide.
shops – because now they suddenly care about
their appearance and being “cool”, it is essential 2. Drinking Diet Drinks
that they have the right bag, the right shoes, the
right pencil case. Fun times. But don’t think they
are going to start caring about the essentials – it
will still be up to you to remember to stock up on
things like sandwich bags, head lice treatment,
Band-Aids, paracetamol and worming tablets.
In the war against childhood obesity, some kids

and parents have turned to diet sodas to satisfy

that craving without the added sugar and calories.

But it’s a lousy trade, it seems. Research is

emerging which suggests that artificially-

sweetened beverages are addicting and may

actually increase food cravings and contribute to

weight gain. Of even greater concern is that there

has been almost no research on the effects of

these sweeteners on the still-developing bodies

and brains of children.

3. Drinking Sugary Drinks

At the end of the day, the great majority of our

calories should be eaten, not drunk. But if your

child is enjoying several sugary soft drinks, sports

drinks, or energy drinks each day, he or she is

getting tons of sugary calories and zero nutrition in

return. The American Heart Association

recommends that children consume no more than

three teaspoons (12-24 g) of added sugars (not

including naturally occurring sugars in whole foods

like fruit or plain milk) per day. That’s about 50

calories. The vast majority of sugar-laden drinks

marketed to children far exceed that limit in just

one serving.

4. Sitting for Hours On End

The Canadian Society for Exercise Physiology

determined that children spend about 8.6 hours

per day or 62% of their waking time being

sedentary. While some sitting time is necessary

(mostly at school), their time outside of school

should be spent in moderate-intensity activities like

helping to prepare meals or household chores or in

higher-intensity activities like outdoor play or

sports. Need some help to get them going?

Read 10 Tips to Get Your Kids Moving.

5. Watching PG-13 and R-rated Entertainment

Kids are working hard to develop a sense of self at

10 years old and will model a lot of what they see.

Tweens are heavily influenced by television and

movie characters they deem “cool.” Movies and

television rated for older audiences will feed your

child a steady diet of sex, drug and alcohol use,

and violence before they have enough life

experience to even put those images in proper

context. And take note: Gritty sex and violence

aren’t the only negatives in entertainment at this

age. If your tween is watching sitcoms and other

tween shows whose characters are disrespectful to

adults, or use sarcasm and insults to get laughs,

you can expect the same from your child. Use

our iMOM Movie Monitor to filter movie and music

choices for your child.

6. Using Social Media

Your child wants a social media account to peer

into the lives of others, especially older kids they

think are cool. The problem is that these older kids

aren’t always a good example. Also, your child is

not mature enough at this age to be responsible for

his or her own posts. The same goes for text

messaging. Kids seem to say things on these

platforms that they would never say in person, and

that’s not a good thing. Tweens who spend time

engaged in social media are at greater risk for

 bullying, humiliation, and sexual experimentation

{Tweet This}. Set up some guardrails to keep them

safe like the ones in iSpecialist Mark Merrill’s How

to Create Boundaries for Your Children.

12- Developmental Milestones Developmental Milestones

15 This is a time of many physical, mental, emotional, This is a time of many physical, mental, emotional,
and social changes. Hormones change as puberty and social changes. Hormones change as puberty
begins. Most boys grow facial and pubic hair and begins. Most boys grow facial and pubic hair and
their voices deepen. Most girls grow pubic hair and their voices deepen. Most girls grow pubic hair and
breasts, and start their period. They might be breasts, and start their period. They might be
worried about these changes and how they are worried about these changes and how they are
looked at by others. This also will be a time when looked at by others. This also will be a time when
your teen might face peer pressure to use alcohol, your teen might face peer pressure to use alcohol,
tobacco products, and drugs, and to have sex. tobacco products, and drugs, and to have sex.
Other challenges can be eating disorders, Other challenges can be eating disorders,
depression, and family problems. At this age, depression, and family problems. At this age,
teens make more of their own choices about teens make more of their own choices about
friends, sports, studying, and school. They become friends, sports, studying, and school. They become
more independent, with their own personality and more independent, with their own personality and
interests, although parents are still very important. interests, although parents are still very important.

Here is some information on how young teens Here is some information on how young teens
develop: develop:

Emotional/Social Changes Emotional/Social Changes

Children in this age group might: Children in this age group might:

 Show more concern about body image,  Show more concern about body image,
looks, and clothes. looks, and clothes.
 Focus on themselves; going back and  Focus on themselves; going back and forth
forth between high expectations and lack between high expectations and lack of
of confidence. confidence.
 Experience more moodiness.  Experience more moodiness.
 Show more interest in and influence by  Show more interest in and influence by
peer group. peer group.
 Express less affection toward parents;  Express less affection toward parents;
sometimes might seem rude or short- sometimes might seem rude or short-
tempered. tempered.
 Feel stress from more challenging school  Feel stress from more challenging school
work. work.
 Develop eating problems.  Develop eating problems.
 Feel a lot of sadness or depression, which  Feel a lot of sadness or depression, which
can lead to poor grades at school, alcohol can lead to poor grades at school, alcohol
or drug use, unsafe sex, and other or drug use, unsafe sex, and other
problems. problems.
Thinking and Learning Thinking and Learning
Children in this age group might: Children in this age group might:

 Have more ability for complex thought.  Have more ability for complex thought.
 Be better able to express feelings through  Be better able to express feelings through
talking. talking.
 Develop a stronger sense of right and  Develop a stronger sense of right and
wrong. wrong.

Positive Parenting Tips Positive Parenting Tips

Following are some things you, as a parent, Following are some things you, as a parent,
can do to help your child during this time: can do to help your child during this time:

 Be honest and direct with your teen when  Be honest and direct with your teen when
talking about sensitive subjects such as talking about sensitive subjects such as
drugs, drinking, smoking, and sex. drugs, drinking, smoking, and sex.
 Meet and get to know your teen’s friends.  Meet and get to know your teen’s friends.
 Show an interest in your teen’s school life.  Show an interest in your teen’s school life.
 Help your teen make healthy choices while  Help your teen make healthy choices while
encouraging him to make his own encouraging him to make his own
decisions. decisions.
 Respect your teen’s opinions and take into  Respect your teen’s opinions and take into
account her thoughts and feelings. It is account her thoughts and feelings. It is
important that she knows you are listening important that she knows you are listening
to her. to her.
 When there is a conflict, be clear about  When there is a conflict, be clear about
goals and expectations (like getting good goals and expectations (like getting good
grades, keeping things clean, and showing grades, keeping things clean, and showing
respect), but allow your teen input on how respect), but allow your teen input on how
to reach those goals (like when and how to to reach those goals (like when and how to
study or clean). study or clean).

Positive Parenting Tip Sheet Positive Parenting Tip Sheet

Young Teens (12-14 years of age) pdf icon[PDF – Young Teens (12-14 years of age) pdf icon[PDF –
676K] 676K]

Child Safety First Child Safety First

You play an important role in keeping your child You play an important role in keeping your child
safe―no matter how old he or she is. Here are a safe―no matter how old he or she is. Here are a
few tips to help protect your child: few tips to help protect your child:

 Make sure your teen knows about the  Make sure your teen knows about the
importance of wearing seatbelts. Motor importance of wearing seatbelts. Motor
vehicle crashes are the leading cause of vehicle crashes are the leading cause of
death among 12- to 14-year-olds. death among 12- to 14-year-olds.
 Encourage your teen to wear a helmet  Encourage your teen to wear a helmet
when riding a bike or a skateboard or when riding a bike or a skateboard or
using inline skates; riding on a motorcycle, using inline skates; riding on a motorcycle,
snowmobile, or all-terrain vehicle; or snowmobile, or all-terrain vehicle; or
playing contact sports. Injuries from sports playing contact sports. Injuries from sports
and other activities are common. and other activities are common.
 Talk with your teen about the dangers of  Talk with your teen about the dangers of
drugs, drinking, smoking, and risky sexual drugs, drinking, smoking, and risky sexual
activity. Ask him what he knows and thinks activity. Ask him what he knows and thinks
about these issues, and share your about these issues, and share your
thoughts and feelings with him. Listen to thoughts and feelings with him. Listen to
what she says and answer her questions what she says and answer her questions
honestly and directly. honestly and directly.
 Talk with your teen about the importance  Talk with your teen about the importance
of having friends who are interested in of having friends who are interested in
positive activities. Encourage her to avoid positive activities. Encourage her to avoid
 peers who pressure her to make unhealthy peers who pressure her to make unhealthy
choices. choices.
 Know where your teen is and whether an  Know where your teen is and whether an
adult is present. Make plans with him for adult is present. Make plans with him for
when he will call you, where you can find when he will call you, where you can find
him, and what time you expect him home. him, and what time you expect him home.
 Set clear rules for your teen when she is  Set clear rules for your teen when she is
home alone. Talk about such issues as home alone. Talk about such issues as
having friends at the house, how to handle having friends at the house, how to handle
situations that can be dangerous situations that can be dangerous
(emergencies, fire, drugs, sex, etc.), and (emergencies, fire, drugs, sex, etc.), and
completing homework or household tasks. completing homework or household tasks.

Healthy Bodies Healthy Bodies

 Encourage your teen to be physically  Encourage your teen to be physically

active. She might join a team sport or take active. She might join a team sport or take
up an individual sport. Helping with up an individual sport. Helping with
household tasks such as mowing the lawn, household tasks such as mowing the lawn,
walking the dog, or washing the car also walking the dog, or washing the car also
will keep your teen active. will keep your teen active.
 Meal time is very important for families.  Meal time is very important for families.
Eating together helps teens make better Eating together helps teens make better
choices about the foods they eat, choices about the foods they eat,
promotes healthy weight, and gives your promotes healthy weight, and gives your
family members time to talk with each family members time to talk with each
other. other.
 Keep television sets out of your teen’s  Keep television sets out of your teen’s
bedroom. Set limits for screen time, bedroom. Set limits for screen time,
including cell phones, computers, video including cell phones, computers, video
games, and other devices, and develop games, and other devices, and develop
a family media plan.external icon a family media plan.external icon
 Make sure your child gets  Make sure your child gets
the recommended amount of sleep each the recommended amount of sleep each
night: For teenagers 13-18 years, 8–10 night: For teenagers 13-18 years, 8–10
hours per 24 hours (including naps) hours per 24 hours (including naps)

16 what can I do at age 16? In the United States,

up When you are 16 you are allowed to:
1. Rent a car
Get married or register a civil partnership 2. Buy a pistol
with consent 3. Buy alcohol
4. Buy Tobacco Products
Drive a moped or invalid carriage
5. Play Paintball alone.
You can consent to sexual activity with 6. Legally purchase a M rated video
others aged 16 and over game alone.
7. Buy a house (Unless very special
Drink wine/beer with a meal if
conditions and exceptions)
accompanied by someone over 18
8. Go parachuting off a plane alone.
Get a National Insurance number 9. Can’t vote
Join a trade union 10. Can’t get Married by your own
choice.
Work full-time if you have left school 11. Get Surgery by yourself.
Be paid national minimum wage for 16/17 12. Get a tattoo in most places.
year olds That’s all I can think of at the moment.
Join the Armed Forces with parental
consent
Change name by deed poll
Leave home with or without parental
consent
In certain circumstances you must pay
 for prescriptions, dental treatment and eye tests
Choose a GP
Consent to medical treatment
Buy premium bonds
Pilot a glider
Buy a lottery ticket
Register as a blood donor, but you won't
be called to give blood until you're 17
Apply for a passport without parental
consent

Additional Activities
Make a 3paragraph reflection paper about your personal conclusion of the Human Person as an Embodied
Spirit and why?

Module 4:
What’s In

1.What is the impact of the two philosophers and why?

2.Among the philosophers we have discussed, how will you apply it in everyday life and why?

What’s New
1. Did you ever experience planting trees?

2.What is the importance of planting trees?

3.What is the connection of human to the environment?

What’s More
Creation of God

1.

2.

3.
4.

5.

What I have learned

Interview a person who is 45-60 years old considering the questions given below. Write their answers in
your activity notebook.

1. What are the things that you remember in your environment when you were my age?

2. What are the things that you like doing when you were young?

3. What are the positive and negative changes in the environment?

4. Do you think environment plays a vital role in a person’s development? Why or why not

What I can do
Answer the following reflective questions below during your interview. Write your answer in your activity
notebook.

1. What have I learned from the person I interviewed?

2. How do I feel about the things that I learned?
3. Will this knowledge gained from the interview help me in
understanding the role of the environment in my development as a
person?
4.What should I do with the environment?

Assessment

Directions: Answer the following questions below in your activity notebook.

1.What is human and their environment?

2.How important our environment? Why or Why not?

3.Do you believe in God/Allah/Yahweh as your savior?

Additional Activities
: Research about some local or national beautiful tourist spots in our country (Philippines). And make a
Travelogue or brochure which contains the following information:

a. Route Map

b. Short History

c. Picture and description of the tourist spots in the place

d. Foods and Delicacies