1ST MID-QUARTER EXAMINATIONS - Leads to the nearness of being

- Leads closer to the truth

POINTERS IN PHILO CREATIVE WRITE AND PRAC RES.
- (Heart and Soul of Reality) Human Life
PHILOSOPHY 1

Pythagoras
Lesson 1 : Doing Philosophy
– The first to introduce the term philosopher

Let’s Learn
Philosopher
“The unexamined life is not worth living.” – Socrates
– A lover of wisdom
Socrates

– A Greek philosopher who laid the foundation of

Philosopher
Western thought
- Pythagoras, Socrates and Plato
- Truth are universal objective (independent or human
Let’s Examine interests)

The Art of Questioning

Traits of a wise person
Elenchus
“Knowing what one knows and what does not.”
– The Socratic Method
- Having justified true beliefs
– A way of eliciting the truth by question and answer - Knowing things that are valuable in life
- Having the ability to put knowledge into practice
– True learning is always dialogical
- Knowing what should be done and acting accordingly

Socrates: Know Thyself

Aristotle
Philosophy
“All men by nature desire to know.”
– Eternal quest for the truth
- Rational being
– For Socrates, the only true knowing is docta ignorantia - Lifelong process in search of practical wisdom
(it is to know that you do not know) (Phronesis)

– Derived from the Greek words, and it is defined as “love

of wisdom”, Philo – Love and Sophia – Wisdom
Plato

- The wisdom leads to a real virtue, to life of real

Arete happiness. (Eudaimonia)

– True knowledge must lead to real virtue Jean Paul Sartre

– The virtue of perfection – “Everything has been figured out, except how to live.”

Education What is an Insight?

– Perfection of the human person (Attainable) Fr. Michael Moga

– “A swirl of distractions” - seeming realities in which we

often find ourselves in
True Education

– It should begin from the act of philosophizing

Philosophical Act
- Actual Act of questioning about the truth
 – We begin to truly think – One take “each of the parts (analysis), study their
ordering (systematize) and arrive at some clear and fixed ideas
regarding the thing itself (conceptualize).”

Robert Johann

– “Philosophy must self-consciously place itself in the Secondary Reflection

context and service of human life of which it is a function and
whose direction it has to grasp.” – Is the realization of the unity of the situation and the
individual which provides us with a holistic view of reality

– Invites us to go deep into ourselves

Fr. Roque Ferriols

– Filipino Philosopher
Lesson 2 : Methods of Philosophizing
– “An insight is a kind of seeing with the mind.”

The Art of Questioning

Insight
Sophist
– Something that emerges when we are thrown into a
situation - All truth are relative and determined by or based on
human interests.
- There is no truth that holds for all humans.
Abstraction - Protagoras – “Man is measure of all things.”
- Itinerant teachers who specialized in rhetoric and in
– The process of arriving at an insight the techniques of teaching philosophy in Athens

Reality Into Two

World of Forms
Primary and Secondary Reflection
– Are changeless, eternal and non-material essences or
Gabriel Marcel patterns

– Reflection, “has its roots in the daily flow of life.” World of Objects
– Situations and experiences
– “Reflection is like a plunge under an icy shower that
awakens one from that pleasant morning dreaminess.”
Soul is Tripartite
– Not reducible to a biological phenomenon
– appetitive; bodily pleasures, spirited; emotions, logical;
reason as seat of control
The Act of Reflection

– Marcel thinks, “is linked, as bone is linked with bone in

Allegory of The Cave by Plato
the human body, to living personal experiences; and it is
important to understand the nature of this link.” – Shadows; we have oriented our thoughts around the
blurred world of shadows
– “Reflection,” Marcel says, “is not exercised on things
that are not worth the trouble reflecting about.” – Prison; world of sight

– Fire; the sun

Primary Reflection – Darkness of the cave; blinds people from the truth

– Refers to the process directed at deriving clear concepts

about reality
The Nature of Scientific Knowledge
– Makes us see things clearly
Science

– Field in which the human being can direct his questions

Eduardo Calasanz in order to tear things in specific or small parts and arrive at an
explanation of reality
Thomas Kuhn “To know how to live the right kind of life.”

– The Structure of Scientific Revolutions

East Thought

Normal Science – Oriental tradition is grounded in the unity of things or

the inner harmony of nature
– When scientist work things out on the basis of existing
norms – Religion is that wish carries and transcends the
individual self

Revolutionary Science
Western Thought
– Theoretical crisis becomes inevitable
– Based in the perceptive ways of a rational mind

– Reason is always attached to the empirical world

Paradigm Shift

– To describe the nature of scientific revolutions, or

fundamental changes in the basic concepts and experimental Oriental Thought
practices and culture of scientific field or discipline
– Being and non-being are one

The Phenomenological Method

Tao Te Ching by Lao Tzu
Phenomenology
– Tao; nameless because it is not concrete, individual
– “The science of the essence of consciousness.” thing or describable in particular terms. Non-being. Principle of
perfection
– Founded by Edmund Husserl
– Te; perfection of personality. To make one’s person
virtuous
Epoche (Phenomenological Reduction)

– Or bracketing is the act of suspending judgment about Ren

the natural world to instead focus on analysis of lived
experiences – Human-heartedness

– Reduction of our experiences – Benevolence, human-heartedness, altruism, humanity,

goodness (Peimin Ni)

Reflection
Golden Rule (Confucius)
– Primary mode
– Do not impose upon others what you yourself do not
– Looking for the essential meanings want.

Richard Schmitt Buddhism

– “Questioning what we had previously taken for granted – Enlightenment means absolute freedom from all
or by wondering at what seems most familiar.” empirical thought

– Views the self as attached to the physical world

Eidetic Reduction

– The object of perception is reduced to its essence Kinds of Philosophy

Branch of Topic of Some main

Philosophy Philosophical concerns
Unity in Oriental Thought
Investigation
1. logic Reasoning Distinction
between correct
and incorrect
forms of reasoning

2. epistemology Knowledge Kinds, sources, and

conditions of
knowledge

3. metaphysics Reality, existence Reality of both

physical and
non-physical
objects

4. ethics Morality Appropriate moral

principles,
meaning of moral
judgment

5. social and The state Legitimizing the

political state, limit of the
state’s political
power, social and
distributive justice
CREATIVE WRITING Visual imagery Sense of sight

Auditory imagery Sense of hearing

Unit 1 : Creative Writing Olfactory imagery Sense of smell

Gustatory imagery Sense of taste

Creative Writing Tactile imagery Sense of touch

Creative Kinesthetic imagery Sense of movement

– Synonymous with inventive, imaginative, productive Thermal imagery Sense of heat

and characterized by expressiveness and originality

– Invented writing, writing based on one’s imagination,

writing produced with expressiveness, writing that is original Figures of Speech

Figures of Speech

Language – Connotative Representations of words to produce a

literary effect
Denotation and Connotation
– Use of words to present figurative means
Denotative Meaning

– Found in the dictionary

1. Simile – use of “as” or “like”
– Literal meaning of a word
2. Metaphor – without the use of “as” or “like”; direct
comparison

Connotative Meaning 3. Hyperbole – exaggeration or overstatement

– Assigned by a writer to a word as it is used in the 4. Personification – figurative attribution of human qualities to
context of his text non-living or not

– Figurative meaning of a word 5. Onomatopoeia – use of word to indicate a sound

6. Oxymoron – juxtaposition of two contrasting words

Hyperonyms and Hyponyms 7. Irony – a statement of one idea, the opposite of which is
meant
Hyperonym (Genus or Class)
8. Metonymy – figurative representation of one thing for
– A word embraces other words
another
– A word superior to the words it embraces
9. Synecdoche – figurative representation of a part for a whole
or a whole for a part

Hyponyms (Species) 10. Allusion – figurative reference

– Words embraced 11. Apostrophe – direct address to an inanimate object

12. Alliteration – repetition of the initial letter

Idiomatic Expressions 13. Assonance – repetition of the vowel

Idiomatic Expression 14. Consonance – repetition of the consonance

– A number of words which, when taken together, have a 15. Anaphora – repetition of word/s at the beginning
meaning different from the individual meanings

Unit 2 : Reading and Writing Poetry

Imagery and Sensory Experience

Imagery
Poetry
– Creation of a picture or images in the mind
 – Broad genre of literature that is written in stanza form Trisyllabic Line with three syllables

Tetrasyllabic Line with four syllables

Elements of Poetry Pentasyllabic Line with five syllables

Rhyme Hexasyllabic Line with six syllables

– Presence of words that have identical or similar final Heptasyllabic Line with seven syllables
sounds (aabb, abab, abba)

Internal rhyme Exists within a line

Rhythm
Terminal rhyme Exists at the end of lines
– Regular succession of accented and unaccented
Perfect/exact rhyme Exhibited by words having identical
syllables in a line
final sounds
Iamb Two-syllable foot which is accented on
Approximate/imperf Exhibited by words having similar final
the second syllable
ect rhyme sounds
Anapest/antidactylus Three-syllable foot which is accented
Eye rhyme Exhibited by words having the same
on the third syllable
final letters with differing sounds
Trochee/choree/cho Two-syllable foot which is accented on
Masculine/singular Exhibited by one-syllable words
reus the first syllable
rhyme
Dactyl Three-syllable foot which is accented
Feminine/double Exhibited by two-syllable words with
on the first syllable
rhyme stress on the first syllable
Spondee Two-syllable foot which is accented on
Triple rhyme Exhibited by three-syllable words with
both syllables
stress on the same syllable
Pyrrhus/pyrrhic/dibr Two-syllable foot which is unaccented
Rime riche/identical Exhibited by compound words
ach on both syllables
rhyme producing two pairs of rhyming words
Tibrach Three-syllable foot which is
Monorime Exhibited by a stanza having terminal
unaccented on all syllables
words with the same final sounds
Amphibrach Three-syllable foot which is
Dirime Exhibited by a stanza having two pairs
unaccented on the second syllable
or sets of rhyming words at the end of
Bacchius Three-syllable foot which has one lines
accented syllable followed by two
Octasyllabic Line with eight syllables
accented ones
Nonasyllabic Line with nine syllables
Antibacchius Three-syllable foot which has two
accented syllables followed by one Decasyllabic Line with ten syllables
unaccented one
Undecasyllabic Line with 11 syllables
Amphimacer/cretic Three-syllable foot which has an
unaccented syllable between two Dodecasyllabic Line with 12 syllables
accented ones
Monometer Line with one foot
Molossus Three-syllable foot which consists of
three accented syllables Dimeter Line with two feet

Trimeter Line with three feet

Horizontal Measure Tetrameter Line with four feet

– Number of syllables or metrical feet within a line Pentameter Line with five feet

Monosyllabic Line with one syllable Hexameter Line with six feet

Disyllabic Line with two syllables Heptameter Line with seven feet
Octameter Line with eight feet

Vertical Measure

– Number of lines within the stanza or the number of

stanzas in a poem

Couplet Poem or stanza with two lines

Triplet Poem or stanza with three lines

monoriming lines

Tercet Poem or stanza with three lines that

arre not monoriming

Terza rima Poem or stanza with three lines with

the ff rhythm patterns - aba, bcb, cdc,
ded, etc.

Quatrain Poem or stanza with four lines

Cinquain/quintet/qui Poem or stanza with five lines

ntain

Sestet Poem or stanza with six lines

Septet Poem or stanza with seven lines

Octave Poem or stanza with eight lines

Nonet Poem or stanza with nine lines

Etheree Poem or stanza with ten lines (1-10 or

10-1)

Sonnet Poem with 14 lines

Other Elements of Poetry

Theme Idea or the concept of the author

Tone Attitude of the writer toward his

subject

Mood Feeling that an author creates

Moral Practical lesson about right and wrong

Symbolism Person, place, thing, or experience that

represents something

Values Aesthetic, social, psychology and

literary
PRACTICAL RESEARCH 1
CHAPTER 1 : WHAT IS RESEARCH?
DEFINITION OF RESEARCH
1. A step-by-step process of investigation
2. To answer a question or to solve an issue
3. Continuous undertaking of making known the unknown
4. An investigation following ordered steps
5. Purports the contribution of additional or new knowledge
and wisdom
6. Tested approach of thinking and employing validated
instruments and steps
CHARACTERISTICS OF RESEACH
1. The research should be systematic – a system to follow in
conducting research as there is a system for formulating each
of its parts
a) Macrosystem – chapters that are organized in a
logical and scientific manner
b) Microsystem – detailed contents of each chapter
2. The research should be objective – process analyzing
phenomena of importance to any profession or to different
fields or disciplines
3. The research should be feasible – any problem of
extraordinary nature that directly or indirectly affects any
profession
4. The research should be empirical – supporting pieces of
evidence and accompanying details for every variable used in
the study
a) Plagiarism – claiming another person’s idea or
intellectual property as one’s own
5. The research should be clear – choice of variables should be
explained by the researcher
RESEARCH PARADIGM
Research paradigm – outline that guides the researcher in
conceptualizing and conducting the research
 Research foundations – fundamental components of
research
 Research problem – describing the undesirable
situations related to the problem and the needed
knowledge or information in order to solve that
problem
 Research questions – may be either framed in a
quantitative or qualitative manner
 Conceptual framework – an outline or paradigm that
presents the topics to be studied
 Research methodology – answers the research questions
in a credible manner
 Review of literature – existing knowledge
 Research approach and design – the best means to
collect and analyze data
 Data collection – determine who will be the
participants
 Data analysis – collected data, strategies and
methods
 Conclusion – summarizes the key results
IMPORTACE OF RESEARCH
1. Research provides a scientific basis for any practice or
methodology in any field or discipline.
2. Research is undertaken for the continuous development
and further productivity in any field.
3. Research helps develop tools for assessing effectiveness of
any practice and operation.
4. Research provides solutions to problems concerning
almost all issues encountered in the different areas of
work.
5. Research impacts decision-making.
6. Research develops and evaluates alternative approaches
to the educational aspects of any discipline.
7. Research aims to advance the personal and professional
qualifications of a practitioner.
GOALS FOR CONDUCTING RESEARCH
1. To produce evidence-based practice – must provide the best
practice of operation based from research studies.
2. To establish credibility in the profession – producing new
procedures, programs, and practices.
3. To observe accountability for the profession – must have a
rationale.
4. To promote cost-effectiveness through documentation –
must be shared with and utilized by the individuals, group, and
community for which the study is intended.
CHAPTER 2 : DIFFERENT TYPES OF RESEARCH Quantitative research Qualitative research

Aims to characterize trends Involves processes, feelings

and patterns and motives and produces
GENERAL FORMS OF RESEARCH
in-depth and holistic data
1. Scientific research – seeks to explain naturally occurring
A theory nor hypothesis Generating hypothesis
phenomena. Requires rational and statistical evidence to
draw conclusions Structured research Unstructured research

2. Research in the humanities – seeks to define the purpose Large sample sizes Small sample sizes
of human existence by tapping into historical facts and
future possibilities Output replicability High validity

3. Artistic research – provides alternative approaches to Understanding of group Understanding of individual

established concepts by conducting practical methods as similarities differences
substitutes for fundamental and theoretical ones.
Unstructured processes More flexible processes

Census, survey, experiments Field research, case study,

RESEARCH DESIGN and secondary analysis and secondary analysis

Research design – organize the components of his or her

research in an orderly and coherent manner
COMMON TYPES OF QUALITIVE RESEARCH
1. Action research – follows a cyclical process. Pragmatic and
solution-driven 1. Phenomenological study – seeks to find the essence or
structure of an experience. Lived experiences
2. Causal design – explores how a specific change impacts a
certain situation. Cause-and-effect relationship 2. Ethnographic study – collection and analysis of data about
cultural groups or minorities. Immersion process
3. Descriptive design – answers who, what, when, where, and
how questions. To obtain information and gain understanding 3. Historical process – concerned with the identification,
location, evaluation, and synthesis of data from past events
4. Experimental design – controls the factors and variables.
Change or manipulate one or several factors to determine a) Documents
possible effects
b) Relics and artifacts
5. Exploratory design – focuses on topics or problems which
c) Oral reports
had a little or no studies done about them
i. Primary sources
6. Cohort design – identifies a group of people sharing common
characteristics ii. Secondary sources

7. Cross-sectional design – a large group of people, composed 1. Internal criticism – authenticity or

of individuals with varied characteristics originality of the materials

8. Longitudinal design – follows a group of people over a long
period of time
9. Sequential design – carried out in stages to gather sufficient
data to test the hypothesis
10. Mixed-method design – combines aspects of various
research designs and methods
2. External criticism – analysis of the material
4. Case study – in-dept examination of an individual, groups of
people, or an institution
5. Grounded theory study – comparing collected units of data
against one another
6. Narrative study – life accounts of individual

a) Psychological – internal thoughts and motivations

QUALITATIVE AND QUANTITATIVE RESEARCH METHODS
b) Biographical – individual’s society and factors
Quantitative research – a general set of orderly, disciplined
procedures to acquire information (Polit and Beck, 2004) c) Discourse analysis – approach

Qualitative research – deals with the issue of human
complexity by exploring it directly (Polit and Beck, 2008).
Human complexity and man’s ability to decide
7. Critical qualitative research – bring about change and
empower individuals
8. Postmodern research – analyze the facts that have been
established as truths
9. Basic interpretative qualitative study – identifying how
individuals give meaning to a situation of phenomenon

CHAPTER 3 : ETHICS IN RESEARCH

IMPORTANCE OF ETHICS IN RESEARCH

Ethics – promotes the pursuit of knowledge, truth, and

credibility; helps ensure researcher’s accountability; and builds
public support for the study

ETHICAL CODES AND POLICIES FOR RESEARCH

1. Honesty – never be fabricated, falsified, or misrepresented

2. Objectivity – biases should be avoided

3. Integrity – consistency of thoughts and actions

4. Care – careless errors and negligence should be avoided

5. Openness – be open to criticisms and new ideas

6. Respect for intellectual property – proper acknowledgment

7. Confidentiality – be protected

8. Responsible publication – be done with the purpose of

advancing research and scholarship

9. Responsible mentoring – seek to educate, mentor, and

advise students

10. Respect for colleagues – be treated fairly

11. Social responsibility – social good should be promoted

12. Non-discrimination – eligible to participate in research

should be allowed

13. Competence – maintained and improved

14. Legality – know and obey

15. Human subject protection – harms and risks should be

minimized

RIGHTS OF RESEARCH PARTICIPANTS

1. Voluntary participation

2. Informed consent

3. Risk of harm

4. Confidentiality

5. Anonymity