INTRODUCTION TO THE

PHILOSOPHY OF THE
HUMAN PERSON

Presentation of the Rationale;

Content; Features and
Instructions
THE HUMAN PERSON IN THEIR
ENVIRONMENT

UNIT 4
MAN AND HIS ENVIRONMENT
RATIONALE:
According to the point of view of every
creationist, man was originally created perfect
and placed in a perfect, friendly environment
designed to be his home.
He does not see agriculture as destructive of
nature but remembers that God intended the
earth to be cultivated (Gen. 2:5, 15).
 In this perspective, everything in creation is
recognized as having its own rightful place.
Yahweh/God pronounced that all His creation
was exceedingly good (Gen.1:31).
Therefore, respect for the Creator requires respect for
His creation. It is thus with a sense of respect,
humility, gratitude and obligation that the creationist
assumes his role as steward of his Master's estate
and cares for God's handiwork, not to please himself
with personal comfort, but to please his Creator and
to have fellowship with Him
LESSON 1: CLIMATE CHANGE

Learning Outcome: Notice disorder

in the environment
"LAUDATO SI" : Care for God's
Creation
 According to some classical philosophers:

Philosophy begins with

a sense of wonder
and awe.
 But it is something unjustifiable to wonder
on nature if what we perceive and
encounter is only disorder in our
environment.
Every individual must look on areas of our
surroundings wherein we see an ugly
picture of our environment, and transform
it into a place wherein we can see
harmony in nature.
 LEARNING ACTIVITY: Poster Making
with a theme: Save Mother Earth

Divide the class in five (5) members each

group. Ask them to discuss among
themselves ways on saving mother earth.
Tell them to be more specific and practical
on their suggestions, then using a white
cartolina and coloring materials, make
them draw/sketch creatively the output of
their discussion
LESSON 2: Environmental Aesthetic

Learning Outcome: Notice things that

are not in their proper place and
organize them in an aesthetic way
RATIONALE:

The scope of environmental aesthetics has

broadened to include not simply natural
environments but also man made
structures within the natural environments.
At the same time, the discipline has also
come to include the examination of that
which falls within such environments,
giving rise to what is called the aesthetics
of everyday life.
Learning Activity:
Assign the class into a five member group. Instruct
each group to research about some beautiful tourist
spots in our country. Ask them to make a
TRAVELOGUE or a brochure which contains the
following information:

a. Route Map
b. Short History
c. Pictures and descriptions of the tourist spots in the
place
d. Foods and Delicacies
 LESSON 3: MAN AS CO-
CREATORS AND STEWARDS ON
EARTH

Learning Outcome: Show that care

for the environment contributes to
health, well-being and sustainable
development
STEWARDSHIPS AND CO - CREATOR
 Genesis 2:15

The LORD God took the man and

put him in the Garden of Eden to
work it and take care of it.
RATIONALE:

In this Chapter, we see the important

responsibility of man as co-creator of God.
God has instructed man not only to live his life
but become also the stewards of His creation.
We see Him create intentionally and orderly. He
creates for the first three days (day/night;
sky/water; water/land), and fills what He created
for the next 3 days (sun/stars/moon; sea
creatures/birds; animals/mankind). With each
step, we see the Lord create each according to
their kinds.
And with each step, the Lord sees what He
made and declares that it is good.
CREATIO EX NIHILO....
.

We must learn to think and act

ecologically.
We repent of extravagance, pollution and
wanton destruction.
We recognize that human beings find it
easier to subdue the earth than they do to
subdue themselves.
 Learning Activity:
RECYCLING MATERIALS

Using the same groupings in the

travelogue activity, instruct each group to
bring scrap materials in the class. Then,
instruct them to discuss among their
members to think of any usable recycled
objects they can create out of the scrap
materials which they have brought in the
class.
LESSON 4: Ecological Education

Learning Outcome: Demonstrate the

virtues of prudence and frugality
towards environments
 Ecological education can take place in a variety of
settings: at school, in families, in the media, in
catechesis and elsewhere. Good education plants
seeds when we are young, and these continue to
bear fruit throughout life.
Here, though, we would stress the great
importance of the family, which is the place in
which life the gift of God can be properly
welcomed and protected against the many attacks
to which it is exposed, and can develop in
accordance with what constitutes authentic
human growth. In the face of the so-called culture
of death, the family is the heart of the culture of
life.
 Reflect on the picture,
from the movie, the
Lorax, and share it in
the class.
UNIT FIVE: FREEDOM OF THE
HUMAN PERSON

The learner understands the human

persons freedom. The learner shows
situations that demonstrate freedom of
choice and the consequences of choices.
FUNDAMENTAL CONCEPT:

The learner is able to understand that

doing philosophy within the context of the
human person as free, intersubjective,
immersed in society, and oriented towards
their impending death will lead to a deeper
understanding of the human person
LESSON 1: THE WILL: ITS
EXISTENCE, NATURE AND
OBJECT
 The will, in philosophy and psychology, is a
term used to describe the faculty of mind that
is alleged to stimulate motivation of
purposeful activity.
The concept has been variously interpreted by
philosophers, some accepting the will as a
personal faculty or function (for example, Plato,
Aristotle, Aquinas, Descartes and Kant)
And other seeing it as the externalized result of
the interaction of conflicting elements (for
example, Spinoza, Leibniz, and Huma).
Thomas Aquinas Ideas About the Will and
Human Freedom
Five Stages of a Human Act (from
perception to action of the will)
Stage 1. Intellect - apprehends a situation and
determines that a particular end is appropriate
(good) for the given circumstances.
Will - approves a simple volition for that
end (or can reject, change the subject, etc.)
Stage 2. Intellect - determines that the end can
be achieved, is within the power of the agent.
Will - Intention: to achieve the end through
some means
 Stage 3. Intellect - Counsel: determines various means
to achieve the end.
Will - accepts these means (or can ask for more means)

Stage 4. Intellect - determines the best means for the

given circumstances.
Will - Electio (choice): selects the means the intellect
proposes as best.

Stage 5. Intellect - Command: says "Do the best

means!"
Will - Use: exercises control over the body or mind as
needed.
 LESSON 2: HUMAN ACTS AND
VOLUNTARINESS

Learning Outcomes: At the end of this lesson, you

are expected to understand the components of a
free and voluntary act, as well as the factors
which affect the voluntariness of human acts.
 We have human dignity because we are
intelligent and free persons, capable of
determining our own lives by our own free
choices.
We give this dignity to ourselves by freely
choosing to shape our lives and actions in
accord with the truth; that is, by making
good moral choices. Such choices are in
turn dependent upon true moral
judgments. These choices performed as
free persons are called human acts.
CITY OF ANGELS

The only thing that separates us from

angels is...

freedom/free will
 from the latin word

VOLUNTAS
 LESSON 3: ACTIONS HAVE
CONSEQUENCES

LEARNING OUTCOMES: At the end of this

lesson, you will realize that our actions can have
positive and negative consequences and that you
should be able to make choices that aim to create
positive consequences.
 ACTIONS AND CONSEQUENCES
All our actions (spoken and physical) have
consequences. Some are good (positive) and
some bad (negative).
Consequences are a result or an effect.
It is important to try to behave in a way that
has positive consequences.
ACTIVITY 1: Write possible consequences (on the right
column) to the actions mentioned on the left column.

ACTION CONSEQUENCE
My brother hit me really
hard...
I stayed out later than my
Mother said I could....
I ran across the road
without thinking...
Another student called
me names...
LESSON 4: FREEDOM OF THE
WILL

Differentiate the various kinds of freedom,

and understand some important arguments for
and against the freedom of the will.
 Freedom in general means the absence of
resistant. There are different kinds of
restraint and freedom.
Physical freedom is the absence of physical
restraint. When a prisoner is released from
prison, he is physically free, since he is no
longer restrained by the prison walls.
Moral freedom is the absence of moral
restraint, of an obligation, of a law. Thus in
this country we are morally free to criticize the
government.
ARGUMENT FROM COMMON CONSENT

The great majority of men believe that

their will is free. This conviction is of the
utmost practical importance for the whole
of human life.
Therefore, if there is order in the world, the
majority of mankind cannot be wrong in
this belief. Hence, the will is free.
THE PSYCHOLOGICAL ARGUMENT

We have said that most people naturally

hold that the will is free.
Men are directly and indirectly aware of
their freedom in the very act of making a
free decision; they are indirectly aware of
it because of the many instances of the
behavior which can only be explained by
admitting the freedom of the will
THE ETHICAL ARGUMENT

If there is no freedom, there is no moral

responsibility no virtue, no merit, no moral
obligation, no duty, no morality.
The necessary connection between
freedom and the spiritual realities is quite
obvious and is demonstrated in Ethics
UNIT SIX: INTERSUBJECTIVITY

Content Standard: The learner

understands intersubjective human
relations
Performance Standard:

The learner performs activities that

demonstrate an appreciation for the
talents of persons with disabilities and
those from the underprivileged sectors of
society
Learning Competencies:
1. Realize that intersubjectivity requires accepting
differences and not to impose on others
2. Appreciate the talents of persons with disabilities and
those from the underprivileged sectors of society and
their contributions to society
3. Explain that authentic dialogue means accepting others
even if they are different from themselves
4. Perform activities that demonstrate the talents of
persons with disabilities and those from the
underprivileged sectors of society
 LESSON 1: ACCEPTING ME,
ACCEPTING YOU

LEARNING OUTCOME: At the end

of this lesson, you are expected to
realize that accepting differences of
others is vital in any human relation.
 Another aspect of being man is his
relatedness with others. This in
philosophical terms is Intersubjectivity or
being with others.
One manifestation of this relation with
others is accepting OTHERS AND THEIR
DIFFERENCES. This is the first critical
component of intersubjectivity
ACCEPTING ME, ACCEPTING YOU
LESSON 2: ACCEPTING OTHERS
IS NOT TO IMPOSE ON OTHERS

LEARNING OUTCOME: Explicitate J.S. Mills

views on human liberty, freedom of thought and
expression, interference and the harm principle.
 In this lesson, the importance of accepting
the others thoughts and ideas (though
they might be opposed to yours) is
another manifestation of accepting others
(and their differences).
 PRINCIPLE OF PATERNALISM.
"Paternalism" comes from the Latin pater,
meaning to act like a father, or to treat
another person like a child. ("Parentalism"
is a gender-neutral anagram of
"paternalism".)
In modern philosophy and jurisprudence, it
is to act for the good of another person
without that person's consent, as parents
do for children.
 LEGAL MORALISM is the view that the law can
legitimately be used to prohibit behaviors that
conflict with society's collective moral judgments
even when those behaviors do not result in
physical or psychological harm to others.
According to this view, a person's freedom can
legitimately be restricted simply because it
conflicts with society's collective morality; thus,
legal moralism implies that it is permissible for
the state to use its coercive power to enforce
society's collective morality.
 LESSON 3: ACCEPTING PEOPLE
FOR WHAT THEY ARE IS LOVING
THEM

LEARNING OUTCOME: Realize that

accepting people for what they are is
a manifestation of love.
 In this lesson, the theme on accepting
others (their differences) is further
developed by connecting it with the act of
loving. Thus, we turn to Erich Fromms
classic The Art of Loving.
we can use here the essay written by
Fromm, The Basic elements of Love
 These are care, responsibility,
respect and knowledge.
Let us watch this video.....
 UNIT SEVEN: THE HUMAN
PERSON IN SOCIETY

CONTENT STANDARD: The learner

demonstrates various ways of
expressing social responsibility
LEARNING COMPETENCIES:
1. Recognize how individuals form societies
and how individuals are transformed by societies
2. Compare different forms of societies and
individualities (eg. Agrarian, industrial and
virtual).
3. Explain how human relations are
transformed by social systems
4. Evaluate the transformation of human
relationships by social systems and how
societies transform individual human beings.
Lesson 1: MAN THE SOCIAL
ANIMAL

LEARNING COMPETENCIES:
Discover the nature of man as a
social animal
 Aristotle

MAN is a social animal and must

satisfy certain natural basic
needs in order to survive.
Lesson 2: THEORIES OF SOCIETY

LESSON COMPETENCIES:
Understand the different theories of
about society
 DIscuss the Platonic concept of society,
specifically his book, The Republic
He divided the society in three social
classes, namely:
The Producing Class which includes the
farmers, merchants, and laborers/workers;
the Guardian Class which includes the
soldiers and police force;
and the Ruling Class which includes
Philosophers-thinkers, Rulers and Kings that
is selected to lead the entire society
 ARISTOTLE: Man is social animal...
Aquinas: man is naturally a political being and as
such seeks to live in the community or society...
Machiavelli: Society should be ruled absolutely
by powerful person and individual members of
the society must follow in order to establish an
orderly community...
Hobbes and Locke: the state had arisen out of a
voluntary agreement, or social contract...
LESSON 3: SOCIAL INFLUENCES

Identify the common influences of

society to every individual
 Social influence occurs when one's
emotions, opinions, or behaviors are
affected by others.
Society is a group of people, of varying
size and structure and can make an
impact in the behavioral patterns of a
person as a member of a particular society
 Influence means to have the capacity to
have an effect on the character,
development, or behavior of someone or
something, or the effect itself.
 LESSON 4: THE FILIPINO
SOCIETY

Understand the NATURE of Filipino

society
 The great majority of the Philippine
population is bound together by common
values and a common religion. Philippine
society is characterized by many positive
traits.
Among these are strong religious faith,
respect for authority, and high regard
for amor proprio (self-esteem) and
smooth interpersonal relationships.
UNIT EIGHT: HUMAN PERSON
TOWARDS DEATH

CONTENT STANDARD: Compare

and contrast the different perspective
of Filipinos towards DEATH
Lesson 1: WHAT IS DEATH

Recognize the meaning of his/her

own Death
 The philosophical investigation of human
death has focused on two overarching
questions:
(1) What is human death? and
(2) How can we determine that it has
occurred?
 . From the philosophical point of view we
should recognize first that we can
experience death, because we ought to
know the cognitive value of our
conceptions and judgments about death
and its relation to with the whole of human
existence.
Lesson 2: DIFFERENT VIEWS
ON DEATH

Relate the different philosophical

views on death with human
experiences
 ANCIENT VIEW OF DEATH. Most ancient
people attributed death to the agency of
the gods, elves, demons, or evil spirits
who are jealous of human achievements
and beautiful human features, or who are
offended by mans sins.
 BIOLOGICAL VIEW OF DEATH. Death is
viewed as a biological event, death is the
end of man considered to be a living
organism.
Death is the cessation of life, the total
arrest of both mental and physiological
functions as a person.
 PSYCHOLOGICAL VIEWS. Concept of
death and adjustment addresses the
ability to adjust to one's own death when
that death is not imminent.
Therefore it deals with the vast range of
events related to possible deaths and the
various methods of adjustment to these
possibilities.
 THEOLOGICAL VIEW. St. Thomas
Aquinas is very clear about the nature of
death.
He says: "The necessity of dying for Man
is partly from nature and partly from sin.
 PHILOSOPHICAL VIEW. Our philosophical
understanding of death is given to us
exclusively on the basis of the self-
understanding of a living-man, who is
inevitably approaching death as the
ultimate event of his life.
Thus, we come to an understanding of
death by analyzing our actual existence in
the light of the one-side experience of
death and dying by the others.
Lesson 3: DIFFERENT RELIGIOUS
VIEWS ON DEATH

Differentiate the different religious

views on death
Lesson 4: FILIPINO VIEWS ON
DEATH

Comprehend the traditional concept

of Filipinos about DEATH
TRADITIONAL VIEWS ON DEATH
Filipino traditions that surround death and dying
are a blend of indigenous, Spanish, and
American influence that makes Filipino traditions
unique.
The Filipinos have many indigenous traditions
that regard death and dying. One of these
traditions is called an atang An atang is a feast
prepared by the bereaved family. The feast is
made up of the favorite food of the deceased
person and a seat at the dinner table is left open
in memory of that person.
 Discuss with the students other
indigenous traditions and belief
Try asking them of they know about death
and burial in their localities
THANK YOU!