Part 3. Sample Adaptive Teaching Guides

PRIVATE EDUCATION ASSISTANCE COMMITTEE
Adaptive Teaching Guide

MET # 1 Philosophy as Seeing the Whole Truth Lesson # 1 Philosophizing as Holistic Seeing
Prerequisite Content-knowledge: (1) Elements of the scientific method, partial seeing

(2) Basic understanding of the human person (rationality)
Prerequisite Skill: (1) Seeing partially

(2) Seeing the ‘bigger picture’
Prerequisites Assessment: (Content-Knowledge)

(1) SENTENCE COMPLETION (Understanding): Provide missing words or phrases that will complete
the following statements:
1. A human person is .
2. A human person is made of .
3. The purpose of being human is .
(2) PICTURE ANALYSIS (Analyzing): Analyze the given pictures and explain whether it illustrates a partial or
holistic perspective. Do the pictures clearly show (holistic) or not (partial) the different elements and aspects that
explain what is being depicted?
(a)
(b)
(c)
(d)
(e)
(2.B) SHORT-STORY ANALYSIS (Analyzing): Analyze the short story entitled ‘The Frog in the Well’ and explain
how it illustrates partial and holistic perspectives. How did the frog demonstrate a partial point of view? How was a
holistic perspective illustrated in the short story? Below is the link of the short-story or you can just search the story
on the internet or any available reference material.
https://www.youtube.com/watch?v=blNEd5_ocMw
Prerequisites Assessment: (Skill)

ARTICLE ANALYSIS (Analyzing): Read, understand and analyze the story about ‘The Six Blind Men and the Elephant’.
Guide Questions:
(a) What does ‘seeing in parts’ mean in the context of seeing the elephant? (Analyzing)
(b) Is ‘seeing in parts’ good enough for seeing the elephant? (Analyzing)
(c) How can the dispute among the blind men be settled? (Evaluating)
(d) Develop and discuss instances/scenarios where ‘partial perspective’ can be viewed into a holistic perspective.
Pre-lesson Remediation Activity:

1. For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s):
Provide materials that will enhance their level of content-knowledge and skills about the topic.
Supplementary assessment activities will be given as well as feedback on the results of their performance.
2. For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):
Provide feedback on the results of the assessments so that they can improve further their content-
knowledge and skills about the topic.
Introduction:
1. time frame a student is expected to finish in learning the lesson (and where to contact the teacher when concerns arise)
This lesson is good for 180 minutes
2. the knowledge (RUA) the student is expected to gain from learning the
topic/lesson At the end of the lesson, students are expected to:
(a) Define holistic and partial perspectives.
(b) Distinguish holistic from partial point of view.
(c) Realize the value of doing philosophy in obtaining a broad perspective of life.
3. Context where the student is going to apply his/learning (In what PAA/EFAA and personal use?)
(a) The lesson is directly connected and applicable to the subject’s PAA1 – Social Issues Analysis as well
as the rest of the PAA’s in Philosophy because the topic serves as the foundation for the
next/succeeding topics.
(b) As indicated in the objectives on what is expected from the students, the learnings from this topic are
very much applicable on how students will be able to make decisions in real-life situations.
4. Overview of the Lesson
The lesson is about the concepts of holistic and partial perspectives. It will enable students to acquire a new skill set
in doing philosophy as foundational knowledge and skill to prepare them for the succeeding topics throughout the
semester. Lastly, this lesson would help students realize and appreciate the value of doing philosophy and apply it
in different life situations.
Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the
General Enabling Teaching Strategy)
Chunk 1: On Holistic Point of View

Formative question: What is a Holistic Point of View?
Chunk 2: On Partial Point of View
Formative question: What is a Partial Point of View?
Chunk 3: Holistic Point of View vs. Partial Point of View
Formative question: What’s the difference between Holistic from Partial perspective?
Chunk 4: Significance of Holistic Point of View
Formative question: Why is there a need to have a holistic perspective?
Chunk 5: Transition from Partial to Holistic seeing
Formative question: How do you move from partial to holistic?
Synthesis: Guide Questions for Reflection
(a) What did we learn about what ‘Seeing the Whole’ is?
(b) What did we learn about the difference between ‘Seeing the Whole’ and ‘Seeing the Part’?
(c) How do we move from ‘Seeing the Part’ to ‘Seeing the Whole’?
(d) What did we learn about how to move from ‘Seeing the Part’ to ‘Seeing the Whole’?
(e) Can you imagine other situations where one can differentiate ‘seeing the part’ and ‘seeing the whole’?
RUA of a Student’s Learning:

- Distinguish Holistic from Partial Perspective
- Realize the importance of the distinction of holistic from partial perspective in obtaining a broad
perspective in life.
- Develop a reflective essay and discuss instances/scenarios where ‘partial perspective’ can be viewed
into a holistic perspective.
Post-lesson Remediation Activity:

Provide materials that will enhance their level of content-knowledge and skills about the topic.
Supplementary assessment activities will be given as well as feedback on the results of their performance.
Provide feedback on the results of the assessments so that they can improve further their content-
knowledge and skills about the topic.
MET # 1 Philosophy as Seeing the Whole Truth Lesson # 2 From Opinion to Truth via Philosophy
Prerequisite Content-knowledge: (1) distinctions among opinion and truth; and

(2) distinctions between evidence and proof.
Prerequisite Skill: (3) distinguish truth-statements from opinion-statements;
(4) provide evidence and proof.
Prerequisites Assessment:
For (1), Journal Entry (offline mode) or Online Forum Post (online mode):
(a) What words or phrases in your mother tongue express the following terms: opinion, and truth?
What do those terms mean in your mother tongue? [U]
(b) Give personal examples of the two terms. [Ap]
(c) Based on the given examples, compare and contrast the two terms. [An]
For (2), Journal Entry (offline mode) or Online Forum Post (online mode):
(d) What words or phrases in your mother tongue express the following terms: evidence, and proof?
What do those terms mean in your mother tongue? [U]
(e) Give personal examples of the two terms. [Ap]
(f) Based on the given examples, compare and contrast the two terms. [An]
For (3, 4, and 5), Modified Opinion-Truth Test (offline and online modes):
(g) Label the following statements as O(pinion-statement), or T(ruth-statement) [Ap]:
(i) We are now in the 21st century. (T)
(ii) The sun will rise in the east tomorrow. (T)
(iii) I think I am doing well in this test. (O)
(iv) I am good-looking. (O)
(v) I am intelligent because I have an IQ of 140. (T)
(vi) A triangle has three sides. (T)
(vii) If she is your mother, and I am your child, then she is my grandmother. (T)
(viii) My neighbor says that vaccines turn us into zombies. (O)
(ix) Bananas taste better than mangoes. (O)
(x) Basketball is more fun than volleyball. (O)
(h) Modify the statements labeled O to become T-statements. [An]

1. For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s): Vocabulary-Building and Statement
Identification with Feedbacking [Ap].
2. For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s): Discussion on Mistakes [An]
Introduction:
1. Time frame a student is expected to finish in learning the lesson (and where to contact the teacher when concerns arise)
This lesson is good for 240 minutes. For concerns, you may contact the teacher through email.
[[email protected]] or through mobile phone [+63XXXXXXXXX].
2. The knowledge (RUA) the student is expected to gain from learning the topic/lesson
At the end of the lesson, students are expected to:
(a) identify the following terms: opinion, truth, evidence, proof [R];
(b) contrast true-statements from opinion-statements; and evidence from proof [U];
(c) integrate opinion, evidence, and proof to achieve truth-statements [A].
3. Context where the student is going to apply learning (In what PAA/EFAA and personal use?)
This lesson is directly applied in PAA 1: Social Issues Analysis. It is indirectly applied in PAA 2: Reflection Essay on
The Person as a Free Bodily Being in the World; and in PAA 3: Social Program Analysis. Beyond this course, the
lesson applies to any situation where the distinction between opinion and truth is crucial.
This lesson introduces students to the distinction between truth and opinion. Then, the lesson encourages
students to prefer truth over opinions. Finally, the lesson guides students on philosophical ways of using
evidence and proof to transform opinions into truth.
Student’s Experiential Learning:
Motivation: “Would you risk your future on an opinion?”

Reflection session: Would you give your heart to someone based on opinion? Would you invest your hard-
earned money on a business venture based on opinion? Would you elect your leaders based on opinion?
Would you entrust the eternal salvation of your soul based on opinion?
Chunk 1: On Opinions
Formative question: What is an opinion?
Learning activities:
1. Interactive discussion on the concept based on journal/forum posts (a & b). [U]
Teaching tip: Highlight ideas like “expressions” or “claims” about “positions,” “views,” “experiences,”
“thoughts” or “feelings.”
2. Internet (online) or newspaper (offline) treasure hunt of examples. [Ap]
3. Class sharing and discussion of treasure hunt results. Filter results.
4. End with an operational definition of opinion.
Chunk 2: On Truth
Formative question: What is truth?
1. Interactive discussion on the concept based on journal/forum posts (a & b). [U]
Teaching tip: Highlight ideas like “expressions” or “claims” about “positions,” “views,” “experiences,”
“thoughts” or “feelings.”
2. If possible, introduce some theories of truth:
Correspondence theory: truth is what corresponds to facts.
Coherence theory: truth is what coheres with “other true propositions,” or “the beliefs of the
majority of persons in one’s society,” or “the beliefs of intellectuals in one’s society.”
Pragmatic theory: truth is what justifies our actions best or what promotes success.
3. Internet (online) or newspaper (offline) treasure hunt of examples. [Ap]
4. Class sharing and discussion of treasure hunt results. Filter results.
5. End with an operational definition of
truth. Chunk 3: Opinion and Truth
Formative question: What do opinion-statements and truth-statements have in common?
1. Interactive discussion on the common properties based on journal/forum post (c) and treasure hunt
results. [An]
Teaching tip: Highlight properties like “expressions” or “claims” about “positions,”
“views,” “experiences,” “thoughts” or “feelings.”
2. End with properties common to opinion and
truth. Chunk 4: Opinion vs. Truth
Formative question: What do truth-statements have that opinion-statements do not have?
1. Interactive discussion on the concept based on journal/forum post (c) and treasure hunt results. [An]
Teaching tip: Highlight ideas like “correspondence with reality” and “logical appeals to tradition or
authority (coherence).”
2. End with unique properties of
truth. Chunk 5: Truth over Opinions
Formative question: Why prefer truth-statements over opinion-statements?
1. Interactive discussion on the advantage of truth over opinion based on observed unique properties of
truth. [E]
Teaching tip: Highlight “universality” and “necessity” of truth-statements versus “partiality” and
“contingency” of opinion-statements.
2. If possible, introduce the image of Daedalus’ runaway statues, cf. Plato’s Meno.
3. End with justification of preference for truth-statements over opinion-statements.
Chunk 6: Opinions becoming Truth
Formative question: Can opinion-statements become truth-statements?
1. Interactive analysis of properties of opinion-statements and truth-statements. [An]
Teaching tip: Highlight ideas like “evidence” and “proof.”
2. End with identified needs of opinion-statements to become truth-statements.
Chunk 7: Truth as Opinion with Evidence
Formative question: How can opinion become truth?
1. Interactive discussion on the concept of “evidence” based on journal/forum posts (d & e). [U]
Teaching tip: Highlight ideas like “experience,” “facts,” “concrete objects,” “experimental results,” or
“scientific conclusions.”
2. Add relevant evidence to shared opinion-statements to make them truth-statements.
[C] Chunk 8: Truth as Opinion with Proof
1. Interactive discussion on the concept of “proof” based on journal/forum posts (d & e). [U]
Teaching tip: Highlight ideas like “self-evidence” or “logical sequence.”
2. If possible, introduce the principles of identity, noncontradiction, and excluded middle.
3. Interactive discussion on the differences between “evidence” and “proof” based on journal/forum post (f).
[An]
4. Add relevant proof to shared opinion-statements to make them truth-statements.
[C] Chunk 9: Truth as Opinion with Evidence and Proof
Learning activity: Add relevant evidence and proof to shared opinion-statements to make them truth-statements. [C]
Synthesis
Individual insights on the philosophical ways of transforming opinions into truth.
RUA of a Student’s Learning: Evaluative Essay.

(1) Guide question: “Is the chosen social issue true or only an opinion?”
(2) This essay is an extension of the MET 1, Lesson 1 Output (Reflection Essay on a Social Issue). The essay should use the
same social issue and the same manner of doing the essay (written, visual, or performative). As an extension,
however, this essay evaluates whether the social issue chosen is a true issue or just a matter of opinion. This essay
must demonstrate the truth of the issue by including evidence and/or proof.

1. For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s): Vocabulary-Building and Statement
Identification with Feedbacking [Ap].
2. For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s): Discussion of Mistakes [An].
MET # 2 The Human Person as a Bodily Being in the World: Limitations and Transcendence
Lesson # 1 Limits, Possibilities for Transcendence, and the Human Body
Prerequisite Content-knowledge:
(1) Basic understanding of human person (as bodily);
(2) Self-awareness/Self-consciousness
Prerequisite Skill:
(1) Distinguishing holistic perspective from partial perspective;
(2) Differentiating truth from opinion
Content-Knowledge
1. SWOT analysis (Asynchronous/printed) (Understanding)
2. SWOT analysis/Socratic Method (online-synchronous) (Understanding)
Skills
(1) Socratic Method (Q & A) (Online) (ONLY when ALL students have strong internet connectivity) (Understanding)
What is partial perspective?
What is holistic perspective?
What is opinion?
What is truth?
How do you distinguish truth from opinion?
(2) Short Response Test (Online/offline) (Understanding)
What is partial perspective?
What is holistic perspective?
What is opinion?
What is truth?
How do you distinguish truth from opinion?

Explaining and/or concepts clarification
“Q and A”, processing of students’ responses and/or feedback based on their understanding.
Introduction:
1. Time frame a student is expected to finish in learning the lesson (and where to contact the teacher when concerns arise)
The time allotted is 240 minutes.
My office is in Building X, here is my email add: [email protected]
2. The knowledge (RUA) the student is expected to gain from learning the topic/lesson.
The learner evaluates own limitations and the possibilities for their transcendence in order to understand the human
person as an embodied spirit.
3.1 Recognize how the human body imposes limits and possibilities for transcendence.
3.2 Evaluate own limitations and the possibilities for their transcendence.
3. Context where the student is going to apply his/learning (In what EAA/EFAA and personal use?)
This lesson allows the student to apply it in EFAA #2 Reflection Essay on The Person as a Free Bodily Being in the
World leading to the successful completion of the Performance Task and definitely in their own daily life activities.

This lesson discusses the concept of bodily reality of human beings. It also discusses how this bodily reality of
human beings imposes limits and possibilities for transcendence.
Student’s Experiential Learning:

(Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching
Strategy)
Motive Question: Who is your Favorite Superhero?
Pictures of superheroes will be uploaded to LMS (asynchronous), shown (synchronous), printed (offline/distance)
The focus is on the strengths and weaknesses of each mentioned superhero.
1. What is common among superheroes besides having extraordinary powers?
2. How can you relate to your superhero with regards to facing different obstacles and challenges?
Chunk 1: On bodily being (Primary Reflection)

Formative question: What does it mean to be a bodily being?
Learning Activity: The teacher facilitates the quescussion/interactive discussion:

Guide questions
What are your perceived limitations as a person?
What did they (limitation) prevent you from achieving or accomplishing?
What did they make you accomplish instead?
- “I place myself outside of the thing that I am inquiring about. An ob-jectum (“thrown in front”). It
has nothing to do with myself nor do I have anything to do with it.” – Gabriel Marcel
- This is the body talked about in anatomy, physiology and other sciences. Because this is an objective and
universal idea, this can be the body of anybody else, and consequently of nobody.
- Thus, it is simply our immediate consciousness of what happens.
- Thus, a human person concludes that ‘I HAVE A BODY.’
Alternative Readings
Reading 1:
“Experience of My Body”
Michael D. Moga, SJ (1989)
From Invitation to Wonder: An Introduction to Philosophical Thought (Mandaluyong, Phils.: Solar Publishing Corp., 1989), pp. 101-
115. Reprinted in Introduction to Philosophy: Selected Readings, edited by Marco Pineda, Sherjan C. Maybanting & Niceforo Solis
(Davao City, Phils.: CSL Printing Press, 2009), pp. 128-141.
Reading 2:
“THE PHENOMENOLOGY OF THE BODY”

By Alphonse de Waelhens
Reading 3:
“My Body”
By: Eduardo Calasanz
Supplementary discussion:
Formative question: How does the body impose limits?
Learning Activity: The teacher facilitates the quescussion/interactive discussion.

Guide questions:
1. Articulate some moments in your life when your body imposes limits on you.
Online (asynchronous) - write on the forum section
Synchronous - write on the forum section then discussion
Offline/distance - write on a piece of paper
● The Concept of ‘Dread’

- Man is simply thrown into the world and is left alone to face what he can do because he did not want it.
● The Concept of ‘Being with Others’
- Man has to establish relationships with others in the world.
● The Concept of ‘Concern’
- Human Person’s relatedness to entities is basically things which he encounters in the world. He/She is always
‘together’ with others.
● The Concept of ‘Temporality’
- Temporality imposes limits to one’s human body.
● The Concept of ‘Death’
- The human person’s temporal existence will find its end in death.
Chunk 2: Embodied Spirit- holistic perspective (Secondary Reflection)

Formative question: What does it mean to be an embodied spirit?
Learning Activity: The teacher facilitates the quescussion/interactive discussion.

Guide Question
1. In what way can one arrive at the holistic perspective of the self, that is, as an embodied spirit?
- “I recognize that I am part of the thing I am investigating, and therefore, my discussion is sub-jective
(“thrown beneath”). I have something to do with it and it has something to do with me. Because I participate
in the thing, I cannot tear it apart into clear and fixed ideas; I have to describe and bring it unique wholeness
in my concrete experience.”
- We reconstruct the experience while integrating what we have discovered from it, thus, a transcendence of
knowledge through reflection on experience.
- Marcel stated in the Primary and Secondary reflections that ‘one is able to look deeper into his own experience in an
attempt to draw something more meaningful and helpful to him. Through this way, one will be able to understand
the true essence of his experience.
- Primary and Secondary Reflection serves as a means for man to discover himself through the experiences that other
people share with him.
- It helps an individual to answer the question Who am I?
Alternative Readings
Reading 1:
“Experience of My Body”
Michael D. Moga, SJ (1989)
From Invitation to Wonder: An Introduction to Philosophical Thought (Mandaluyong, Phils.: Solar Publishing Corp., 1989), pp. 101-
115. Reprinted in Introduction to Philosophy: Selected Readings, edited by Marco Pineda, Sherjan C. Maybanting & Niceforo Solis
(Davao City, Phils.: CSL Printing Press, 2009), pp. 128-141.
Reading 2:
“THE PHENOMENOLOGY OF THE BODY”

By Alphonse de Waelhens
Reading 3:
“My Body”
By: Eduardo Calasanz
Supplementary Discussion:
Formative Question: How one can have the possibilities for transcendence?
Learning Activity: Video clip watching/reading the story of Cody and/or Nicolas James Vujicic. After watching, the teacher
facilitates the quescussion/interactive discourse.
Option 1: Cody’s Story
Please watch the video clip of Cody’s Story (uploaded in the virtual classroom -LMS) Asynchronous
Let us watch the video clip of Cody (Synchronous)
Read the story of Cody and/or Nicolas James Vijicic (offline/distance)
Option 2: Nicolas James Vujicic’s Story

Show the video and/or some pictures of Nicholas James Vujicic (Australian Christian Evangelist and Motivational speaker)
Guide questions:
Are perceived limitations real limitations?
Do you think that limitations may open up possibilities for transcendence?
1. Articulate some moments in your life when you transcend your limitations..
Online (asynchronous) - write on the forum section
Synchronous - write on the forum section and we will discuss

Offline/Distance - write on a piece of paper
Synthesis
What is/are your realization/insight of the lesson on the human body, that limits but at the same time leads to the
possibilities for transcendence. (Feedbacking based on the students’ response).
RUA of Student’s Learning:
Evaluative Essay (Online and Offline Modalities): The students are given time to express (visual, auditory, kinesthetic) their
realization/insight to be submitted online and/or offline.

Explaining and/or concepts clarification
“Q and A”, processing of students’ responses and/or feedback based on their understanding.
MET # 2 Lesson # 2 Prudence and Frugality towards the Environment
Prerequisite Content-knowledge: (1.) holistic perspective.

(2) truth from opinion.
(3) possibility for transcendence.
(4) disorder in the environment
(5) Care towards environment
Prerequisite Skill: 1. holistic thinking.

2. distinguishing truth from opinion.
3. identifying one’s limitations and possibilities.
4. Notice the disorder in the environment
5. Show care to the environment
Picture Analysis or Song analysis (for Online Modality) // Printed Picture Analysis ( for Offline
Modality) Option A: Picture Analysis (for Online Modality)
Instruction: Look at the following pictures closely. After doing it, please answer the following questions.
Formative Questions: (Ask 3-5 volunteers)
1. What did you feel upon seeing the pictures?

2. What are your thoughts on the degradation of our environment?
Option B: Song Analysis (for Online Modality)

Instruction: Watch and listen to the message of the song and answer the following questions.
https://www.youtube.com/watch?v=XAi3VTSdTxU
Formative Questions: (Ask 3-5 volunteers)
1. What did you feel upon listening to the song?
Printed Picture Analysis (Offline Modality)

Instruction: Look at the following pictures below and answer the following questions in your answer sheet.
Formative Questions
Printed Answer Sheet:
1. What did you feel upon seeing the pictures?


For Online and Offline Modalities
Processing and feedbacking on the Results of the Prerequisite Assessments through giving individual remarks or Synchronous
interactive discussion [K]
For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):
Processing or feedbacking on the Results of the Prerequisite Assessments through giving individual remarks or Synchronous
interactive discussion [K]
Introduction:
Welcome! This topic will be delivered in (1) hour and thirty 30 minutes. If you have some concerns regarding the topic
please refer to the information below.
RAZ C. ABELLA
XUSHS SOCSCI Faculty
Xavier University Senior High School
Masterson Avenue, Pueblo, Cagayan de Oro City
Email: [email protected]
09xxxxxxxxxxxxxxxxxxxx
It is expected that at the end of the topic, learner will be able to;
1. notice things that are not in their proper place and organize them in an aesthetic way;
2. articulate some of the causes of the degradation of our environment nowadays; and
3. show his/her concern and care to our environment?
This lesson is directly applied in PAA 2: Reflection Essay on The Person as a Free Bodily Being in the World; and in PAA
3: Social Program Analysis. These tasks will lead to the completion of the final performance tasks.
Overview of the Lesson

The Earth is our home. It does not exist only for the present generation, but it will continue to thrive in the future.
This module gives emphasis on the deep and intrinsic connection between man and the environment. However,
before coming up with that idea, you will be oriented first about the challenge of anthropocentrism movement as one
of the major causes of environmental degradation. You will also be introduced to the principle that constitutes behind
the environmentalism movement which leads to a realization that man is accountable and has the responsibility in
taking good care of his or her environment. By environmental stewardship, man becomes aware that he/she does not
exist to exploit nature, but to protect it. This will lead to the full grasp of nature’s inherent value.
Chunk 1 On anthropocentrism
Independent Reading or Interactive Discussion:
Formative question: What is the principle that governs “Anthropocentric” point of view?
Defining Anthropocentrism
● It is a philosophical viewpoint arguing that human beings are the central or most significant entities in the
world.
● The actualization of the value of things depends on the moral criterion set forth by human standards.
Simple Understanding:
● Man as Self-ending- Man is the telos of things around him.
● Man as Self-centering- Man stands at the center of everything.
● Man idolizes himself- Man is the source of fundamental value
Thus, man is superior and nature serves the interest of man.

● According to some ethicists, anthropocentrism finds its roots in the Judeo-Christian Creation Story in
which humans are created in the image of God and are told to “subdue” and have “dominion” over all other creations.
This further implies to the superiority of humanity and follows the view that nature has value only if it serves the
interest of man
● Immanuel Kant opines that humans are dominant entities because they are the single beings upon earth that
possess understanding. In this regard, Mary Midgley raises a question, “Are humans in some sense central to
the cosmos?” Can we really ground the ultimate source of values to man?
● For Christopher Maboloc, “to advance the interest of humans as a matter of priority over that of the environment
means that the latter will have to be used, sacrificed, and exploited to serve the ends of human progress and
development.
● “Anthropocentrism, which puts humans arbitrarily above all else, has various repercussions and most often, many
dangerous consequences to the future. Man as the focal point of value means that economic and material progress
will be given a priority. This will result in further environmental degradation. The impact of human insensitivity is
most felt by poor countries whose citizens suffer from the threats posed by climate change.”
Formative Question: Have you been anthropocentric?
Chunk 2 On environmentalism
Formative question: What does it take to be an environmentalist?
Interactive discussion on:
● Environmentalism Defined:
As movement and principle: It is a scientific, social, and political collaborative response among stakeholders,
different institutions and the government, to the interminable environmental issues. This aims to preserve the
natural environment and renewable resources. The idea of environmentalism is usually rooted in the
economic, ethical, and political concerns of the stakeholders in reassessing some environmentally harmful
activities to improve and protect the state of our environment.
● The role and responsibility very human person towards the environment
● Every living creature that God created is not subject to the instrumentalist view of man.
● As a rational being man has a capacity to distinguish good from bad. Man aims is always for the good of
others. He/She is aware that whatever happens to the environment will also affect humans in
general.
● Man being appointed as the cultivator and the highest peak of creation has a moral responsibility in
protecting God’s creation. Man is simply a protector and caretaker of his environment.
Thus, environment is NOT an instrument

Nature is not an object not a commodity
Nature has an intrinsic value
Chunk 3 On Deep Ecology

Formative question: How important is recognizing your connection to the environment to your life?
● Deep Ecology Defined:
○ It is a philosophical reflection that regards humanity as only an equal part of the global ecology.
○ It is a holistic approach of viewing nature not for its usefulness to human beings but recognizing that
nature has an intrinsic value.
● Two aspects of deep ecology: self-realization and bio-centric-equality.
○ First, man should gain a spiritual relationship with nature. This spiritual relationship is achieved
through a spiritual self. People grow with nature; people interact with nature. The self in deep ecology
is not an abstract concept detached from nature.
○ Secondly, bio-centric equality means that all beings have equal intrinsic value.
● Man shares unity with nature through his intrinsic value equal to the value of another creature. In this
sense, man has no right to exploit nature just to serve his greedy agenda.
●
● Man is not dominant over any other being, but just a co-inhabitant that shares oneness with nature. Man is
only endowed with the moral imperative to take care of all beings, sentient and non-sentient. Hence,
“man-centeredness” should be replaced with “life-centeredness” where every being in the global ecology
becomes the concern of environmental degradation.
●
● One must achieve an ecological self, that is spiritual in nature, through the search for objective consciousness
and state of being through an active art of questioning and the meditative process as a way of life. There
should be a radical reevaluation of man’s relationship with nature. The self in this sense should be
understood as deeply connected with and as part of nature, not detached from it. As a result, this
holistic approach to environmental concerns has a mutual benefit to both human and non-human beings.
Synthesis:
● As we participate and share the unity of value in the global ecology, we should not forget our moral imperative
to promote sustainability and protection of life. Every being on this planet we call home, has an inherent value.
Such value demands respect, care, and prudence. Thus, it is how we give justice to the otherness of the
environment.

1. They will be able to clearly understand the interconnectedness between man and environment and their roles
and responsibilities towards mother nature.
2. They will be able to manifest frugality and prudent towards the environment through thinking some solutions
to address some existing problems to save the environment. (Slogan/Poster Making)
Values Formation:
ENVIRONMENTAL STEWARDSHIP
Humans do not have full ownership of the things around them.
As a steward, man should instill the sense of responsibility
Finding God in all things
Compassion, etc
The teacher shall provide feedback as to the answers of the students to the different questions posted during the lesson.
The teacher also covers the pre-assessment activities for students with insufficient level and sufficient level on the
prerequisite knowledge.
References
Printed (Online and Offline)

Maboloc, Christopher Ryan, et.al (2016) INTRODUCTION TO THE PHILOSOPHY OF THE
HUMAN PERSON. SMKC Printshoppe: Davao City, Philippines
Dy, Manuel Jr. PHILOSOPHY OF MAN: Selected Readings, 2ndEd. Goodwill Trading co., Inc.:
Philippines
Supplementary Readings Online

http://environment-ecology.com
https://green.harvard.edu
https://www.britannica.com
https://green.harvard.edu
https://www.learningtogive.org
MET # 2 The Human Person as a Bodily Being in the World: Limitations and Transcendence
Lesson # 3 Choices, Consequences, and Trade-offs
Prerequisite Content-knowledge:
(1) basic understanding of the human person (rationality)
(2) limits, possibilities for transcendence, and the human body
(3) prudence and frugality towards the environment
(4) initial understanding of choices and consequences
Prerequisite Skill:
(1) philosophizing in a holistic manner
(2) distinguishing truth from opinion via philosophy
(3) evaluating one’s limitations and possibilities
(4) demonstrating prudence and frugality in specific environmental issue
Binary Test (Practice)
1. Through Philosophy, we can holistically understand our limitations and capabilities by synthesizing different
views to the human body. [T - Understanding]
2. Opinions of others about our personal capabilities and limitations automatically become facts when they are
repeated numerous times. [F - Analyzing]
3. The opinions of our teachers regarding the environment are always absolutely true [F - Applying]
4. Relying on the personal accounts of some members in our society is sufficient in holistically confronting
environmental issues [F -Analyzing]
5. According to , choices of human persons have inevitable implications to the environment [T -
Remembering]

Providing Feedback in both synchronous and asynchronous sessions accompanied by recapulations, reviewing of
definitions of relevant terms/concepts, and supplementary handouts/reading material.
Providing Feedback in both synchronous and asynchronous sessions. In the former, through mini “quescussion”
and/or processing of students’ answers. In the latter, through posting on used LMS.
Introduction:
● This lesson is good for 90 minutes. For concerns, you may contact the teacher through
email [[email protected]] or through mobile phone [+63XXXXXXXXX].
a. Define the terms: freedom, choice, and consequence according to both traditional and contemporary theories..
b. Enumerate important situation/s that demonstrate/s their freedom of choice and its
corresponding consequences
c. Justify personal experience of freedom as a capacity to make choices appropriate to understanding what
authentic human is.
d. Craft an argumentative essay that shows that choices have consequences by integrating their
personal experiences on making choices and being accountable for its outcome
The lesson is directly applied in EAA 2: Reflection Paper Writing on the Person as a Free Bodily Being in the
World, in the Performance Task (Letter to the Editor/YouthForum), and in their personal lives.
In this lesson, students ought to understand what human freedom is and demonstrate personal experience on
actualizing the freedom of choice and its relationship with its consequences.
Motivational Question
● When was the time you experienced being free?
● When was the time you experienced being unfree?
Chunk 1: Definition of Terms; Debates on Freedom and its implications
Formative Questions:
● What is freedom, choice, and consequence according to the traditional views?
● What is freedom, choice, and consequence according to contemporary views?
Interactive Discussion:
1. Traditional kinds of Freedom: Negative and Positive
➔ Negative freedom – freedom from
◆ freedom from external “obstacles, barriers or constraints” (Carter, 2016).
◆ X has more negative freedom if there are less hindrances that exist between X and doing whatever X
desires. (B. & K, McKay, 2012).
➔ Positive freedom – “freedom to”
◆ Freedom to act “—or the fact of acting—in such a way as to take control of one's life and realize one's
fundamental purposes” (Carter, 2016).
◆ X can “consciously make his own choices, create his own purpose, and shape his own life; he acts instead
of being acted upon” (B. & K, McKay, 2012).
➔ Negative and Positive Freedom

◆ “They always go together; the one always presupposes the other, even if only one is actually stated (Solomon
& Higgins, 2010, p.224).
◆ . . . it is unthinkable that people would overthrow their government, no matter how intolerable, if they had
no idea, however dim, about what they would do to replace it. And it is unimaginable that the adolescent
would so desperately want to be free from school if he or she had no idea, however vague, of doing something
else instead (Solomon & Higgins, 2010, p.224).
2. Contemporary Debates on Freedom

➔ Determinism vs indeterminism
◆ Determinism
● Determinism haunts the concept of freewill
● “A theory that every event in the universe, including every human action, has its natural explanatory
causes; given certain earlier conditions, then an event will take place necessarily, according to the
laws of nature” (Solomon and Higgins, 2010, p.230).
● Determinist argument:
Every event has its explanatory cause.
Every human choice or action is an event.

Ergo, every human choice or action has its explanatory cause.
Then
Every human choice or action has its explanatory cause.
To have explanatory causes is not to be free.
Ergo, no human choice or action is free.
● Argument: “even if I make a choice between A and B, what I choose is already determined by causes,
including those involved in my character and the process of deliberation” (Solomon & Higgins, 2010,
p. 229).
◆ Indeterminism
● “is the explicit rejection of determinism, the view that not every event has a cause, and thus
determinism is false.” (Solomon & Higgins, 2010, p. 231).
● Aims to justify the possibility of freedom.
○ Objections to the indeterminist argument:
○ 1. First, even if we suppose that the conclusions of modern physical (“quantum”) theory are
correct (a matter still in dispute among physicists), it is clear that determinism is of
importance to us primarily as a theory of macroscopic bodies (that is, of visible size—people,
trees, cars), not subatomic particles (p. 233).
○ 2. Even if there should be such indeterminism, indeterminism is not the same as freedom.
Indeterminism, by suggesting that some events are uncaused, robs us of our freedom,
therefore, just as much as determinism. If we freely choose our actions, our choices
themselves are causes. But if an action is uncaused, our choices themselves are ineffective.
The argument against determinism, in any case, is not yet sufficiently persuasive to allow for
the indeterminist’s conclusions (p. 233)
➔ Compatibilism vs Incompatibilism
◆ The philosophical debate between compatibilists and incompatibilists is pressing because of the way it
connects with the notion of moral responsibility (Mandik, 2014, p. 172).
◆ Compatibilism
● holds that the existence of free will is compatible with determinism (Mandik, 2014, p. 177)
● Also known as soft determinism
● Arguments for compatibilism:
○ 1. Even if we accept the determinist thesis, it can be argued, we can still believe in freedom.
In fact, we must believe in freedom because we can never know all the earlier events and
conditions that brought about a particular decision or action, and thus we can never establish
that actions are completely determined (p. 235) (Appeal to ignorance)
○ 2. Even if we accept the determinist thesis, we can still distinguish between those causes that
make a person’s action free and those that make it unfree (p. 236) (Intuition based and
folkish)
○ Agent causation vs Event causation
◆ Incompatibilism
● (1) Existence of freewill and (2) the truth of determinism is not compatible.
○ It is either (1) or (2).
○ (1) is often pushed by libertarianism
○ (2) is affirmed by hard determinism.
Chunk 2: On Relevance of Freedom

● What is the relevance and benefit of the belief that freedom exists?
● What is the relevance and benefit of the belief that freedom does not exist?
● Why is it important to inquire on the nature of freedom and the relationship of choices and consequences?
Discussion:
➔ Freedom is foundational to the pursuit of Good life (Solomon & Higgins, 2010, p. 217)
➔ Significant in assessing moral responsibility “. . . plays a central role in our practical, ethical, and legal
deliberation” (Mandik, 2014, p. 172).
Chunk 3: Action and Choices

● How do you exercise your freedom of choice while considering its consequences? Provide examples.
Synthesis
● In the present time, the notion of freedom is still foundational to our moral, legal, and version of good lives.
The concept of freedom is important to the assessment of moral responsibility.
● In the current society, laws and rules are still based on the belief that moral responsibility presupposes
freedom. But, there are challenges brought by determinism which may lead to the argument that there is no
freedom at all.Therefore, it is important to settle this debate since it is foundational in ethics and law.
● Consequence of one’s action: Good or bad
● For many, freedom is simply “doing what I want”,-- ‘feeling’ that we are free; that we are the originators of
our own actions.
▪ However, as persons it appears that we are not to be moved by blind impulses or limited by
mere external constraint.
▪ Freedom is both our choices as well as in our self-disposition
● Action and Choice
▪ Meaningful talk about freedom is rooted in the experience of ourselves as real agents.
● If our actions were of no real consequence for ourselves and for the world, it would make no
sense to speak of freedom.
o our action is characterized by intentionality and self-conscious choice. As students,
you have the choice whether to study or not, to go to the malls or play computer
games during vacant periods, to cheat or not to cheat during quizzes or examinations
and so on. Choosing to study and to be honest are matters of intention and choice. It
is an experience of freedom.
● Intentional agency is the basic experience of freedom…it presupposes real options and the
ability to choose from among many what it is that one decides to do.
● Making choices in our everyday lives is an experience of freedom. Some choices matter more
than others
o The most important exercise of freedom that is making the most important
decision in life does not have to do merely with a particular thing or course of
action.
o It has to do with our very selves.
o Freedom is to choose who we are going to become as persons.
o It is a decision we take up based on a certain outlook on the meaning and value of
life.
● Beyond the level of choice among options, human freedom is the responsibility for self-
determination.
o Freedom is the capacity for such self-transcendence, the power to reach out beyond
ourselves
▪ Freedom is basically the capacity and responsibility for human community
➔ Moral responsibility requires the notion of freedom. If there is no freedom, then there is no moral
responsibility. Yet, there is a practical necessity to make individuals in societies accountable. Where do we
base our moral responsibility then?

The learners shall draft an Essay on personal experiences on making choices and being accountable for its outcome
to assess their content-knowledge of the present lessons.

Providing Feedback in both synchronous and asynchronous sessions accompanied by recapulations, reviewing of
definitions of relevant terms/concepts, and supplementary handouts/reading material.
Providing Feedback in both synchronous and asynchronous sessions. In the former, through mini “quescussion”
and/or processing of students’ answers. In the latter, through posting on used LMS.
MET # 3 The Human Person as Being with Others in the Society

Lesson # 1 Intersubjectivity as Acceptance of Differences
Prerequisite Content-knowledge: (1) distinctions among opinion, truth and falsity; and
(2) distinctions between evidence and proof.
(3) man’s freedom
(4) proper ways of communicating with others
(5) PWD’s contributions to the society
Prerequisite Skill: 1) distinguish truth-statements from opinions;

(2) true from false statements;
(3) provide evidences and proofs
(4) exercise of one’s freedom
(5) interpersonal skills
(1) Effective Communication Questionnaire:
Indicate the degree to which you think the term describes you.
5- Strongly agree; 4- neutral; 3- neutral; 2 disagree; 1- strongly disagree
1. Communicates effectively with others.
2. Communication is easy to understand.
3. Encourages feedback and questions to insure mutual understanding.

4. Communicates to strengthen understanding and achieve
group goals.
5. Conveys clear messages through voice inflection.
6. Keeps communications confidential when requested.
7. Communicates at critical/key points to insure understanding.
8. Understands other person's level of commitment and training to
provide appropriate support
The score you received on the Effective Communication Questionnaire provides information
about how you see yourself and how others see/perceive your communication. The chart
allows you to see where your perceptions are the same as those of others and where they
differ.
(2) Short Response Test

1. For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s): Describing others whom they
know: Describe this person as completely as you can, so that a stranger might be able to determine the kind of
person he or she is from your description
2. For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s): Situational analysis on
communication relationships
Introduction:
● This lesson is good for 90 minutes.
A. Explain that authentic dialogue means accepting others even if they are different from themselves.
B. Appreciate the talents of persons with disabilities and those from the underprivileged sectors of society and their
contributions to society
C. Perform activities that demonstrate the talents of persons with disabilities and those from the underprivileged
sectors of society
● This lesson is directly applied in PAA 1: Social Issues Analysis and to their PAA (letter to editor)
This lesson allows the learners to understand how humans relate to one another through authentic dialogue and appreciation
of each other's talents and skills.
Chunk 1: Communications and Relationships

Formative question: What are the current relationships that you have now and how do you enhance these relationships?
Case analysis on different relationships

Scenario 1:
Imagine that you have been asked to head a small working group within your organization. When your
group was assembled, you were pleased to see that a colleague named Ron had been assigned to your
group. Ron
is known to be a very bright and creative fellow who was part of another highly successful group in the
Association. However, Ron has been causing some problems. Ron often arrives late to group meetings; once he
showed up halfway through the meeting and was clearly unprepared.
You overheard two members of the group discussing Ron’s behavior. One group member, Marsha, was
wondering why Ron had not been removed from the group yet; the other team member, Bill, speculated that
Ron has been having some problems at home and suggested that everyone should cut him some slack.
Next week your group is expected to complete an important project so that the results can be passed along
to other members of the organization. Each team member is responsible for a different part of the project,
but Ron happens to be responsible for the two most important parts. Your group is scheduled to meet
tomorrow to do any last minute coordination that may be required. Based on that timetable, you gave the
head of your Association your personal guarantee that the project would be done by Monday.
Ron calls you today and says he doesn’t have his sections finished and probably won’t be able to finish them
before the meeting. He says he just needs more time.
For online modality: Share your answer to the question: What would you say to Ron?
For offline modality: In the space below, write what you would say. Do Not Describe the
General Action You Would Take—instead, Write the Exact Words You Would Actually Say to handle this
situation.
(https://www.ahrq.gov/sites/default/files/wysiwyg/professionals/quality-patient-safety/patient-safety-resources/resources/candor/module5/mod5-
comm-assessment.pdf )
Scenario 2:
Mary is a 39-year old mother of two small children who has presented to the hospital’s GI suite to
undergo a procedure under moderate procedural sedation. Her parents, Bill and Beth, accompany her.
Toward the end of the procedure, the nurse notices that Mary has become “blue” and stops the procedure.
She also notices that Mary is not breathing and her EKG shows a heart rate of less than 30. The nurse
calls for a “code blue” response while the team involved in the procedure begins to administer CPR.
When the code team arrives, there are some delays in providing appropriate care as different physicians
argue about the proper course of treatment. Eventually, they are able to re-establish a normal heart rate,
blood pressure, and adequate blood oxygen level.
During the resuscitation efforts, information obtained from the devices monitoring Mary’s EKG, blood
pressure, and blood oxygen levels reveals a period of approximately 7 minutes during which she may not
have been breathing adequately, possibly from too much sedation medication during the procedure. The nurse
involved in monitoring Mary appears visibly shaken and states that she was distracted during the procedure
trying to obtain different pieces of equipment for the procedure.
Mary’s parents are in the waiting room. They have heard the overhead call of “code blue” and have seen many
people running to the procedure area. You have been asked to go to the waiting room and speak with Mary’s parents and you
now approach them.
(https://www.ahrq.gov/sites/default/files/wysiwyg/professionals/quality-patient-safety/patient-safety-resources/resources/candor/module5/mod5-
comm-assessment.pdf )
For online modality: Share your answer to the question: How would you tell Mary's parents the situation of their daughter?
For offline modality: write what you would say. Do Not Describe the General Action You Would Take—
instead, Write the Exact Words You Would Actually Say to handle this situation.
Interactive Discussion:
The human person is a social being. He cannot exist only for himself. The previous lessons on embodied spirit and freedom
prove this point. As an embodied spirit, the human person realizes that he/she is not the only one who has a body. He/she
has the responsibility to take care of the body and to respect the embodiment of others as well. This respect leads to the very
notion of authentic freedom- doing what is good. One cannot just do anything with his/her body and the body of others as
well. There is always a responsibility in one’s existence and this responsibility is applied to the different relationships that
you have.
How do you show respect to yourself and others?
Chunk 2: Appreciating and Respecting Others:

Formative question: What do you do when you see persons with disability, the poor, and underprivileged?
Interactive discussion:
THe human person is responsible not only to himself but to others as well and this is simply because we co-exist with them.
Hence, we form relationships and show respect to one another. Respecting others is best shown when we appreciate the
talents of others especially those who have disabilities, the poor, and underprivileged.
What are the concrete ways that you can do in order to respect PWDs, the poor, and underprivileged?
Chunk 3: Martin Buber’s I-Thou Relationship

Formative question: Which is better: loving someone because you need him/her or needing someone because you love
him/her?
Martin Buber views the human person in his/her wholeness, totality, concrete existence, and relatedness to the world.
The interpersonal relationship is signified by the ‘I-Thou relation.’ In Buber’s I-Thou philosophy, the human person is a
subject, a being distinct from things or from objects, has direct and mutual sharing of self. On the contrary, the I-It
relationship is a person to thing, subject to object relationship. For Buber, a life of dialogue is a mutual sharing of persons’
interior selves in the realm of the interhuman. I-Thou relationship is person-to-person. It involves a mutual sharing of
selves, acceptance, and sincerity.
It entails authentic dialogue. Authentic dialogue is made possible when the self realizes that the other is a genuine and unique
individual.
Give one experience of an authentic dialogue that you already experienced. How does it feel to recognize the other as a
genuine and unique individual.
Chunk 4: Appraising the humanity of the other

Formative question: How do you value yourself and others?
Use the formative question in the think-pair-share activity.
Discussion: Human persons have equal rights and responsibilities. We are all equal because of our inherent dignity. Human
dignity is our real worth as human persons and since it is inherent and cannot be taken away from us, we should all give
utmost respect to one another.
Chunk 3: Karol Wojtyla’s “We Relation”

Formative questions: How is your relationship with your classmates?
The term teamwork is used in many aspects of life. It is not limited to team sports but also to the different relationships that
we have. Working in a team requires action and participation of all members of the team/class. If the class works as a team,
then it flourishes. This is what it means when we talk about the ‘we relation of Karol Wojtyla (Pope Saint John Paul II).
According to him, the social dimension is represented by ‘We Relation.’ The human person exists and acts. He/she is
consciously acting, has a will, and is self-determined. Here, action discloses the nature of the human agent. This leads to
participation, which explains the essence of the human person. Hence, the human person is directed toward relating with
others and sharing in the communal life for the common good. Through participation, a human person shares in the
humanness of others.
In your class, how do you apply these ideas of “we relation”? What are the ways you share yourself with others?
Similarities in Buber and Wojtyla’s Social Dimension of the Self

Both Martin Buber and Karol Wojtyla believed in the notion of concrete experience/existence of the human person. That
is why one must not lose the sight of himself/herself in concrete experience. In the end, the human person is total and not
dual nor a composite of some kind of dimensions.
Synthesis
The inter-subjective human person engages in authentic dialogue and relationship with others eliminating inauthentic
relationships towards a relationship with the Divine Thou. Identify ways how to achieve this kind of relationship.

The learners must have an understanding of intersubjective human relations through accepting differences and not imposing
on others..

1. For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s): Describing others whom
they know: Describe this person as completely as you can, so that a stranger might be able to determine the kind of
person he or she is from your description. Feedbacking of the teacher on the abilities of the students to describe
others.
2. For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s): Situational analysis on
communication relationships. Feedbacking of the teacher on how the students use their inter-personal skills in
analyzing simple and difficult situations in relationships.
MET # 3 The Human Person as Being with Others in the Society

Lesson # 2 Social Transformation of Human Relations
Prerequisite Content-knowledge:(1) Identification of interpersonal relations that became social relations

(2) Basic understanding of human nature, and social relations
Prerequisite Skill: (4) Distinguishing truth from opinion
(5) Distinguishing from partial to holistic seeing
(6) Identifying different pressing social issues (local, national, global)
- Journal Entry (written or illustrated)

- Quiz (enumerate and justify social issues)
1. For Students with Insufficient Level on Prerequisite Content-knowledge and/or
Skill(s) For: (1 & 2) Journal Entry [written or illustrated] (Understanding)
a. What are the different interpersonal relations? [remembering]
b. What are the different social relations? [remembering]
c. What are the different theories of human nature according to Locke, Hobbes and Rousseau? [remembering]
d. Identify the connection between interpersonal relations and social relations.
How is interpersonal relations connected to social relations? [Analyzing]
For: (4), (5) & (6) Quiz (Enumerate and justify pressing social issues)
a. What are the recurring social(local, national & global) issues you are aware of? (Understanding)
- Feedbacking
Introduction:
1. time frame a student is expected to finish in learning the lesson (and where to contact the teacher when concerns
arise
- This lesson is good for 90 minutes.
2. the knowledge (RUA) the student is expected to gain from learning the topic/lesson
A. Recognize how individuals form societies and how individuals are transformed by societies
B. Explain how human relations are transformed by social systems
C. Evaluate the transformation of human relationship by social systems and how societies transform individual
human beings.
- The learners can apply their learnings in this lesson in the context of PAA 3: Social Program Analysis as well as
their performance task (letter to the editor).
4. Overview of the Lesson:
- This lesson allows the learners to understand the interplay between the individuality of human beings and their
social contexts. Also, the learners are able to evaluate the formation of human relationships and how individuals
are shaped by their social contexts.
Motivation:
“Man is born free, but everywhere he is in chains.” Jean Jacques Rousseau
(Ask 2-3 students to explain the quote.)
The teacher shall process the answers to be given by the students.
Chunk 1 : Man’s Nature as a Social Being

Formative question
What makes human persons differ from animals?
Chunk 2: Ancient Philosopher’s View on Man in the Society
Formative question
A. Plato’s View on Society
What is Plato’s Ideal Society?
Who are the members of the society? What are their roles in the society?
o Plato
I. Transcript of Plato's Ideal Society. Plato described a perfect society as one where everyone lived harmoniously
and without the fear of violence or material possession.
II. He believed that political life in Athens was too rowdy and that no one would be able to live a good life with
that kind of democracy.
III. Plato's ideal state there are three major classes, corresponding to the three parts of the soul.
IV. The guardians, who are philosophers, govern the city; the auxiliaries are soldiers who defend it; and the
lowest class comprises the producers (farmers, artisans, etc.)
B. Aristotle: Man as social creatures

Why is political science the most important science according to Aristotle?
When do we say if the government is bad or good in a society?
What is the role of the government in the transformation of an individual as a member of the
society? What is the best government according to Aristotle?
Aristotle does not think we can live well alone—we are social creatures—and we need to consider other persons. Justice
is that virtue that is concerned with the good of others, both of our friends and all the others in society. And that is why
Aristotle said that political science is the most important science.
▪ Some societies are better than others to the extent that they provide the condition in which their citizens to flourish. As
the point of an individual life is to live well; the point of civilization is to provide the conditions where all individuals
have the opportunity to flourish. While Aristotle thought government necessary and good—since humans have a
difficult time living together peacefully—some governments are better than others.
▪ To determine whether a government is good or bad Aristotle asked three basic questions: 1) Does the government
serve the common good or does it serve the selfish interests of those with power? 2) Does the government rest on the
power at the ruler’s disposal or does it rest on laws that have been made in such a way that the ruled have agreed to
them and have had a part in making? And 3) If the government is constitutional, is that constitution just and are the
laws made by that government just?
▪ The best government is not tyrannical or despotic, and has a just constitution and just laws. Constitutional government
is one of free men and equals; whereas those ruled by a despot are subjects not citizens, and those ruled by tyrants are
no better off than slaves. In short, we have a right to expect to be ruled as citizens under a government to which we
have given our consent and which allows us to have a voice in that government.
Chunk 3: Social Contract Theories: (Hobbes, Locke, Rousseau)

Formative question
What are the similarities and differences of the state of nature of man among the three philosophers of social contract?
What is the role of the state towards the development of an individual in society?
Implicit agreement among members of the society to cooperate to social benefits.
o Thomas Hobbes
▪ Hobbes held that since people are fearful and predatory they must submit to the absolute supremacy of the state, in both
secular and religious matters, in order to live by reason and gain lasting preservation.
▪ Argued for the existence of the state in order to create a community of citizens free from the brutalities of the state of
nature – where every man is enemy to each one.
▪ It requires the people to surrender, completely or in part, their rights to whoever or whatever for the protection of
everybody - “State”
o John Locke
▪ Locke's views, in his Two Treatises of Government (1690), attacked the theory of divine right of kings and the nature of the
state as conceived by the English philosopher and political theorist Thomas Hobbes.
▪ Locke argued that sovereignty did not reside in the state but with the people, and that the state is supreme, but only if
it is bound by civil and what he called “natural” law.
▪ strong proponent of the Natural Law promoted the idea that each individual person possesses inalienable rights that
cannot be violated by the state.
▪ held that revolution was not only a right but often an obligation.
o Jean Jacques Rousseau

▪ He proposed the concept of Social Contract which limited the powers of the king and made the government answerable
to the people.
▪ There be binding laws that are supported by the general will of the people.
Chunk 4: Oriental Philosophies on Man in the Society
Formative question
Interactive discussion
According to Buddha, what man must possess to cause no harm to anyone in the society?
What are the beliefs of Confucius on Social Relationships?
o Buddhism
▪ Buddhism is known for its Four Noble Truths and the Eightfold Path (recall these if discussed in Content 3).
▪ Man needs moral restraint to pursue Right Thought, Right Speech, Right Action, and Right Livelihood by avoiding acts
of lying, stealing, violence, and harmful earning of one’s living.
▪ Moral restraint fosters social harmony and helps man control and diminish the sense of “I.”
▪ Buddhism has high regard for the development of virtues, most especially that of wisdom and compassion.
▪ The concept of ahimsa or harmlessness is linked to compassion.
▪ Man must have a compassionate desire to cause no harm to anyone in the society, and in fact to all beings.
▪ Buddhism is characterized by its practicality and helps people live a peaceful life.
▪ The highest goal of this belief system is for a person to achieve enlightenment and the letting go of the “I” (Non-Self).
Confucius (Beliefs on Social Relationships)

● Confucius focused more on the collective well-being of the society over individual rights.
● He also emphasized the concept of Ren/Jen (human-heartedness, compassion).
● He promoted virtues such as courtesy, selflessness, obedience, respect, diligence, communal obligation, working for a
common good, social harmony, and empathy.
● His society is based on a system of subordinate relationships based on filial piety.
● These relationships exist in five forms: subject to ruler, son to father, younger brother to older brother, wife to husband
(woman to man), and younger person to older person.
● In a Confucian society, each one has a place and role. This is summarized in The Record of Rites (Book IX):
“When the perfect order prevails, the world is like a home shared by all. Virtuous and worthy men are elected to
public office, and capable men hold posts of gainful employment in society; peace and trust among all men are the
maxims of the living. All men love and respect their own parents and children and children of others. There is caring
for the old; there are jobs for adults; there are nourishment and education for children. There is a means of support
for the widows, and the widowers; for all who find themselves alone in the world; and for the disabled. Every man
and woman has an appropriate role to play in the family and society. A sense of sharing displaces the effects of
selfishness and materialism. A devotion to public duty leaves no room for idleness. Intrigues and conniving for ill
gain are unknown. Villains such as thieves and robbers do not exist. The door to every home need never be locked
and
bolted by day or night. These are the characteristics of an ideal world, the commonwealth state.”
Chunk 5: Different Forms of Society ( Agrarian, Industrial, and Virtual)
The teacher will show 3 pictures of different forms of society (agrarian, industrial, and virtual) afterwhich, the students are
asked to answer the following questions below.
Formative question
Picture Analysis:
1. What is shown in the pictures?
2. How are these societies formed?
3. Who forms these societies?
4. Compare these forms of societies.
Synthesis
- Social philosophy studies society and its influence on the human person and applies philosophical concepts in a social
context. It also looks into social interactions and how these influence perceptions, ideas, experiences, and values.
- How we view society varies depending on the era and existing culture we experience.
- Modern view of society varies depending on the era and the existing culture we experience.
- Modern views on society emphasize the capacity of an individual as rational beings to make decisions that meet their
self-interest.

- The learners must identify the formation of relationships and how individuals are shaped by their social context
through poem analysis/short video. (Online and Offline Modalities)

The teacher shall provide a feedback as to the answers of the students to the different questions posted during the
lesson as well as it tries to cover the pre-assessment activities for students with insufficient level and sufficient level
on the pre-requisite knowledge.
MET # 4 The Human Person as Being Mortal Lesson # 1 The Meaning of Human Life
Prerequisite Content-knowledge: (1) holistic perspective;

(2) truth vs. opinion;
(3) transcendence;
(4) man’s relationship with the environment;
(5) man’s freedom;
(6) intersubjectivity; and
(7) man’s relationship with society
Prerequisite Skill: (8) holistic thinking;

(9) distinguishing truth from opinion;
(10) identifying one’s limitations and possibilities;
(11) taking care of the environment;
(12) prudent decision-making; and
(13) maintaining healthy relationships with others in the society
For Objective Test, a True or False or a Multiple Choice type of test shall be given to the learners to assess their
prerequisite content-knowledge of the preceding lessons. [R]
For Sentence Completion, the following sentences shall be completed by the learners to assess their understanding of the
preceding lessons [U]:
1. Holistic thinking means .
2. Truth refers to .
3. Human transcendence is .
4. Man’s relationship with the environment is characterized by .
5. Human freedom refers to .
6. Intersubjectivity is shown through .
7. Social relations are transformed by .
1. For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s): Feedbacking on the Results of the
Prerequisite Assessments through Commenting or Synchronous Discussion [R]; Mini-Discussion on Misunderstood Concepts
[U]
2. For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s): Feedbacking on the Results
of the Prerequisite Assessments through Commenting or Synchronous Discussion [R]
Introduction:
1. Time frame a student is expected to finish in learning the lesson (and where to contact the teacher when
concerns arise):
This lesson can be delivered in 90 minutes. The learners may contact the teacher via email ( [email protected]) or Messenger
(Xxxxx Xxxxx Xxxxx) for concerns and clarifications on the topic. The teacher shall also use the same platforms for
monitoring purposes.
2. The knowledge (RUA) the student is expected to gain from learning the topic/lesson:
At the end of the lesson, students are expected to:

a. recognize the meaning of their own lives. [U]
b. enumerate the objectives they want to achieve and to define the projects they want to do in life. [Ap]
c. explain the meaning of life (Where will all these lead to?). [U]
d. reflect on the meaning of their own lives. [D]
3. Context where the student is going to apply learning (In what PAA/EFAA and personal use?):
The learners can apply their learning from this lesson in the context of their Performance Task (Letter to the
Editor/Youth Forum).
4. Overview of the Lesson:
This lesson allows the learners to obtain a philosophical (holistic) understanding of the meaning of human life. It will make the
learners reflect on their being “mortal” and the need to live a meaningful life. Topics to be discussed include the various
philosophies (ancient and post-classical) that contribute to a holistic understanding of human life.
Motive Question: How do you wish to be remembered?

The teacher shall process the learners’ reflection and relate it to the present lesson (commenting or synchronous discussion).
Chunk 1: Meaning of Human Life from the Ancient Philosophical Perspective
Formative Question: What do ancient philosophers say about the meaning of life?
Learning Activity: The teacher shall facilitate a discussion or assign readings on the meaning of human life based on the
philosophies of Plato and Aristotle (Western) and Buddhism (Eastern) on the meaning of life.
a. Plato on an (Un)Examined Life
In the Apology of Plato, he wrote that “the unexamined life is not worth living for men.” He narrates how Socrates
justifies the philosophic life, the examined life, even as he confronts his own impending execution. Here, Plato
presents the notion that philosophy is not merely an activity that one does, but is actually an ethos in which one’s
actions are derived ultimately from the soul’s virtue. In other words, Philosophy is a kind of life that is lived, a life that
is imbued by virtue, and has purpose and meaning. Plato writes that it was when Socrates was threatened with death
that he explains and defends that the life lived in constant examination is the highest and best kind of life. It is a life
that understands both its purpose and meaning, and the purpose and meaning of everything else (References: The
Apology,
Crito).
b. Aristotle on Telos (End/Purpose)
Aristotle thought that all things tend to the good, that is, all things have a “telos,” an end, a purpose. Human life is no
different, and in fact, is exemplary of this. For Aristotle, human life tends and should be directed toward “eudaimonia,”
that is, towards the flourishing of all of one’s capabilities, but most especially his capacities for thinking and freedom.
It is in death, according to Aristotle, that human life culminates and is finally defined whether it had flourished or not.
The pursuit of life’s telos is completed in death (Reference: Nicomachean Ethics).
c. Buddhism on Life and Suffering
Buddhism’s stance about the meaning and value of life is premised in the belief that life is full of suffering. This
is because a person constantly yearns for something based on his or her insatiable desires. As a nontheistic
religion, Buddhism looks at life from the perspective of how a person gradually moves toward real enlightenment.
In fact, the idea behind the word “Buddha” is not limited nor exclusive to Siddharta Gautama as the indirect
founder of this movement, but rather a universal call to everyone to embrace the life of enlightenment. Ultimately,
Buddhism believes that unless one becomes a “no-self” that he or she be liberated from the cycle of birth and rebirth
(Samsara). Hence, the idea of Nirvana as a state, when a person is able to deny his or her desires completely, is
impossible if he or she remains within that cycle. In the end, Buddhism challenges someone to be consistently
aware of one’s actions, because each action has a karmic consequence: a good deed merits a good one, whereas a
wrong deed leads to a wrong one. The meaning of life towards the Nirvana consists of all good deeds as practiced
through Buddhism’s Eightfold Path: Right Understanding, Right Concentration, Right Speech, Right Thought, Right
Livelihood, Right Action, and Right Effort (Reference: The Dhammapada).
Chunk 2: Meaning of Human Life from the Post-Classical Philosophical Perspectives
Formative Question: What do post-classical philosophers say about the meaning of life?
Learning Activity: The teacher shall facilitate a discussion or assign readings on the meaning of human life based on the
philosophies of St. Augustine of Hippo, Friedrich Nietzche, and Martin Heidegger on the meaning of life.
a. Saint Augustine of Hippo on Human Life’s Fulfillment through Seeking God
Saint Augustine’s philosophy on the meaning of life revolves around the contention that a person finds meaning and
fulfillment in life only when he or she begins to seek God and chooses to approach Him. For Augustine, the search for
God is the ultimate goal of human life. In order to find meaning, a person has to live with God, to share His thoughts,
and to have the mind of Christ. This, according to Augustine, shall be done on a daily basis. This idea was expressed
in his prayers in his De Trinitate and Confessions: “Let me not grow weary of seeking You.” “You have made us for
Yourself, O Lord, and our heart is restless until it rests in You.” Second, St. Augustine held a subjective view on time
and argued that it is in no way infinite since it is created by God. It follows, then, that human life is finite and that time
for man is limited, thus, man ought to live it to the fullest, i.e. to live according to God’s will (References: De Trinitate,
Confessions).
b. Friedrich Nietzsche on “Will to Power,” “Will to Live,” and the “Ubermensch”
For Friedrich Nietzsche, life is to be perceived as a life that is to be experienced and not as to be accomplished. For
him, anything which is a living and not a dying body shall have to be an incarnate will to power, strive to grow, spread,
seize, and become predominant, not from any morality or immorality, but because it is living and life simply is will to
power. He thought that “exploitation” belongs to the essence of what lives, as a basic organic function and as a
consequence of the will to power, which is after all the will to life. Nietzsche distinguished “will to power” from “will
to live.” Will to live refers to the drive to survive everyday existence and be able to satisfy one’s physiological needs.
Will to power, on the other hand, is when every specific body strives to become master over all space and to extend its
force, and to thrust back all that resists its extension. But it continually encounters similar efforts on the part of other
bodies and ends by coming to an arrangement or “union” with those of them that are sufficiently related to it,
conspiring together for power. The will to power is not like enforcing dominance over others, but it is acknowledging
all opposing viewpoints and being able to come up with the best alternative. Nietzsche suggested that every individual
should be able to liberate himself or herself from being a “man” and transcend as a man actualizing his full potential or
purpose. He called it the “Ubermensch.” The “Ubermensch” is the highest form of humanity fulfilling all of one’s
potentials and being able to develop these potentialities throughout his or her lifetime. For him, change should not only
affect the “self,” but should also influence “others” (References: The Will to Power, Beyond Good and Evil).
c. Martin Heidegger on the Human Person as Being-Towards-Death
Martin Heidegger’s position concerning the meaning of life comes from the inevitability of the event of death, that idea
of end, as sooner rather than as later. Nevertheless, the future is viewed not as a distant reality, but a phenomenon that
grounds a person’s existence as he or she exists in the present. Heidegger posits that a person is situated in the world
and in time: the former is termed as “worldhood” as it speaks of how the world is valuable to man, and the latter is
“temporality” as it posits the dynamic relation of past-present-future as one existential characteristic of existence. This
is the reason why Heidegger views “being” not as a static and essentialist explication or definition, but as a being-in-
the-world or “Dasein.” As “Dasein,” a person is conscious of his or her finitude and mortality as he or she found
himself or herself in history. Nevertheless, a person is aware as well of his or her transcendence and possibilities, that
is, as long as he or she is alive, that journey toward one’s ultimate possibility is there, death being that unknown, that
something-more, that something-still (Reference: Being and Time).
Chunk 3: Understanding the Meaning of Human Life
Formative Question: Why does one need to understand the meaning of human life?
Learning Activity: The teacher shall facilitate a discussion or assign a reading activity on the need to recognize the meaning
of one’s life or existence.
One needs to understand the meaning of life for him or her to have a purpose or direction. It also provides a person
with a sense of control over the events of his or her life, the choices or decisions one has to take, and the projects and
achievements one wants to achieve.
Supplementary Readings: The Meaning of Life (https://plato.stanford.edu/entries/life-meaning/)

The Importance of “Meaning” in Life (https://www.all-about-psychology.com/the-
importance-of-meaning-in- life.html#:~:text=Meaning%20serves%20a%20number%20of,provides%20us
%20with%20self%2Dworth.)
Chunk 4: Reflecting on the Meaning of One’s Own Life
Formative Question: How can you reflect on the meaning of your life?
Learning Activity: (1) The teacher shall facilitate a discussion on and model how one reflects on the meaning of one’s own
life by articulating learners’ foreseen life achievements and projects. (2) The learners shall write their drafts of the Performance
Task.
Questions for Discussion:

1. How do you see yourself 10 years from now?
2. What achievements and projects do you want to have within your lifetime?
3. How do these achievements and projects reflect your view of life?
Chunk 5: Performance Task (Letter to the Editor/Youth Forum)
Formative Questions: What is the meaning of your life?

What is the meaning of human life?
Learning Activity: The learners shall finalize their Performance Task in Introduction to the Philosophy of the Human
Person.
Option A: The learners shall write a LETTER TO THE EDITOR of a newspaper about their reflections on a current social
issue in the Philippines to demonstrate the meaningfulness of human life in its various aspects to reverse the seemingly
diminishing regard for the meaning of human life in our country.
Option B: The learners shall deliver a talk in a YOUTH FORUM about a current social issue in the Philippines in order to
express their stands on the meaningfulness of human life in its various aspects to reverse the seemingly diminishing regard for
the meaning of human life in our country.
Synthesis: The teacher shall ask the learners to summarize the lesson and process misconceptions on the topics discussed.
Guide Questions:
1. What is the focus of ancient philosophers' thoughts on the meaning of life?
2. How does it differ from that of the post-classical philosophers?
3. How does philosophy help you make meaning with your life or existence?
RUA of a Student’s Learning: Philosophical Reflection
The output can be presented in its written form, through a podcast, a video recording, blog, or vlog.
Guide Questions:
1. What is the meaning of your life?
2. How do your decisions and foreseen life achievements and projects reflect the meaning of your life?
Post-lesson Remediation Activity: Objective Test
The teacher shall provide feedback on the results of the post-lesson remediation activity through commenting or
synchronous discussion.

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PRIVATE EDUCATION ASSISTANCE COMMITTEE

Adaptive Teaching Guide

Prerequisite Content-knowledge: (1) Elements of the scientific method, partial seeing

Prerequisite Skill: (1) Seeing partially

Prerequisites Assessment: (Content-Knowledge)

Prerequisites Assessment: (Skill)

Pre-lesson Remediation Activity:

Chunk 1: On Holistic Point of View

Synthesis: Guide Questions for Reflection

RUA of a Student’s Learning:

Post-lesson Remediation Activity:

Prerequisite Content-knowledge: (1) distinctions among opinion and truth; and

Pre-lesson Remediation Activity:

Student’s Experiential Learning:

Motivation: “Would you risk your future on an opinion?”

RUA of a Student’s Learning: Evaluative Essay.

Post-lesson Remediation Activity:

Pre-lesson Remediation Activity:

1. For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s):

4. Overview of the Lesson

Student’s Experiential Learning:

Motive Question: Who is your Favorite Superhero?

1. What is common among superheroes besides having extraordinary powers?

Chunk 1: On bodily being (Primary Reflection)

Learning Activity: The teacher facilitates the quescussion/interactive discussion:

Michael D. Moga, SJ (1989)

(Davao City, Phils.: CSL Printing Press, 2009), pp. 128-141.

“THE PHENOMENOLOGY OF THE BODY”

Learning Activity: The teacher facilitates the quescussion/interactive discussion.

● The Concept of ‘Dread’

Chunk 2: Embodied Spirit- holistic perspective (Secondary Reflection)

Learning Activity: The teacher facilitates the quescussion/interactive discussion.

Michael D. Moga, SJ (1989)

“THE PHENOMENOLOGY OF THE BODY”

Option 1: Cody’s Story

Option 2: Nicolas James Vujicic’s Story

Synchronous - write on the forum section and we will discuss

RUA of Student’s Learning:

Post-lesson Remediation Activity:

MET # 2 Lesson # 2 Prudence and Frugality towards the Environment

Prerequisite Content-knowledge: (1.) holistic perspective.

Prerequisite Skill: 1. holistic thinking.

Formative Questions: (Ask 3-5 volunteers)

1. What did you feel upon seeing the pictures?

2. What are your thoughts on the degradation of our environment?

Option B: Song Analysis (for Online Modality)

Printed Picture Analysis (Offline Modality)

Printed Answer Sheet:

1. What did you feel upon seeing the pictures?

2. What are your thoughts on the degradation of our environment?

Pre-lesson Remediation Activity:

Overview of the Lesson

Thus, man is superior and nature serves the interest of man.

Formative Question: Have you been anthropocentric?

Thus, environment is NOT an instrument

Chunk 3 On Deep Ecology

RUA of a Student’s Learning:

Post-lesson Remediation Activity:

Printed (Online and Offline)