1st Quarter Introduction to the Philosophy

of the Human Person

Week 1
Lesson: DOING PHILOSOPHY

I. Preliminaries

I. Objectives

A. Content Standard:

The learner understands the meaning and process of doing philosophy.

B. Performance Standard

The learner reflects on a concrete experience in a philosophical way.

C. Most Essential Learning Competencies

 Realize the value of doing philosophy in obtaining a broad perspective on life

 Do a philosophical reflection on a concrete situation from a holistic perspective
 Recognize human activities that emanated from deliberate reflection

II. Content: DOING PHILOSOPHY

 1st Quarter Introduction to the Philosophy
of the Human Person
Week 1
Lesson: DOING PHILOSOPHY

Concept Notes

Introduction to the philosophy of human person

Humans, by nature , have a strong sense of inquiry. They inquire and investigate
all the phenomena of human experience. They never cease to ask question. Because of
this, philosophy came to exist as a field of study.
This course aims to make the learners reflect on their daily experiences from a
holistic point of view; acquire critical and analytical thinking skills, especially in dealing
with all the phenomena of life; and eventually apply their critical and analytical thinking
skill to the affairs of daily life. It is also hoped that the learners will become truthful,
concerned about the environment, service-oriented, actively committed to the
development of more humane society and active contributors to global development.

Definition of Philosophy
Etymologically speaking, the term philosophy came from two Greek words:
philos (love) and sophia (wisdom). Thus, philosophy is defined as the love of wisdom."
According to several accounts and testimonies, the discovery of philosophy may
be attributed to Pythagoras of Samos who was the first to use the term “philosopher."
Manly P. Hall, a freemasonic philosopher, wrote in his book, The Secret
Teachings of All Ages (1928):
“Pythagoras went to Phlius, and made a great display of his learning before Leo
the prince of the Phliasians. The prince, charmed with his discourse, asked him what art
he professed. He answered that he knew no art, but was a Philosopher. Leo, surprised
at this new name, asked, what are Philosophers and wherein do they differ from others?
Pythagoras answered, that human life is like the Olympic Games, some attend for glory,
some for profit, and some to observe curiously what is there performed These despise
both glory and profit, and employ themselves studiously to inquire into the causes of all
things. These are inquiries after wisdom, or Philosophers.” (Cicero Tuscul. quaest. 5.)
Valerius Maximus relates also that when Pythagoras founded his school, he was asked
what was the name of his System, and answered, I am not Sophos, wise: but Philo-
sophos, a lover of wisdom; and my followers shall be called Philosophers.”
There is a big difference between being a lover of wisdom and a mere receiver
of knowledge. For philosophers, they aim to be wise in almost all aspects of human
discipline, inquiring and investigating all forms of human phenomena. They seek to
answer the questions of the world, not because they are forced to do so, but because
they are passionate in their quest for wisdom. This is the reason why philosophers are
known to be entities or beings of wisdom, for their Their wisdom stood the test of time
and were even immortalized that up to this day, they become the bases of the people's
judgments and decisions. 3 FOUNDATIONS OF PHILOSOPHY.
Over the years, philosophy went beyond its etymological definition. It became a
discipline and a field of study that desires to understand and comprehend the mysteries
of reality, to unveil the nature of truth, and examine the significance of life. It also
encompasses the examination of the relationships between a person and his/her
environment, and between the individual person and his/her society. Philosophy also
became the story of people who never cease to wonder, inquire, and investigate about
everything and anything under the sun.

PYTHAGORAS
NATURE AND FUNCTIONS OF PHILOSOPHY
One cannot simply divorce himself/herself from philosophy. The moment
someone starts asking anything about his/her environment. himself/herself, and his/her
society, this person is already philosophizing. It is in the nature of philosophy that a
person inquires for the meaning of himself/herself and the world around him/her. It
inquires about the entire breadth of reality, and gives a purely rational explanation of its
totality. Moreover, philosophy also has an exclusively speculative end.
While some philosophers may not always agree when it comes to the true nature and
function of philosophy, there are three general statements that attempt to explain what
philosophy is all about.

1. Philosophy integrates itself with other disciplines to achieve a comprehensive

and coherent world view. Philosophy as a discipline is encompassing. It never
confines itself to a portion of human experience or to a certain aspect of human
phenomenon. Philosophy enables a person to understand the various intricacies of all
disciplines and paves the way for his/ her understanding of reality. For example, most
people's concept of humans is not only limited to the kind of society, culture, or tradition
that they have at the moment. For a consistent and coherent world view of humans, one
has to consider the various disciplines and sciences that affect a person's existence in
this world.
2. Philosophy analyzes the very foundations of other disciplines. Philosophy
concerns itself with the roots of disciplines such as art, science, and even religion. It
explores and examines all their underpinnings. For example, philosophers do not ask if
the conduct or the administration of euthanasia is correct. Instead, they question act
was based.
3. Philosophy analyzes and criticizes treasured beliefs and traditions. Philosophy
is always on the lookout in putting things to their proper perspectives. It always has this
gift of logical consistencies where it forces to see the importance of one's beliefs,
attitudes, and traditions. It weeds out all of the insignificant traces of inconsistency,
superstition, and irrationality.

CORE BRANCHES OF PHILOSOPHY

Philosophy as a field of study and as a discipline has four core branches:
metaphysics, epistemology, ethics, and aesthetics. These branches have their own
focus and concentration.

1. Metaphysics
Derived from the Greek word metaphysika (beyond physics), this branch of
philosophy deals with the true nature of reality. It focuses on the study of existence.
Metaphysics seeks to answer the question "What is?" and encompasses everything that
exists, as well as the true nature of existence itself. It also answers the question, “Is the
world real, or merely an illusion?"

Metaphysics is considered as the science of ultimate reality as it seeks to present

what is absolutely real in contrast to what IS perceived by the naked eyes; hence, it
aims to draw the demarcation line between appearance and reality. Continental
rationalists in metaphysics, like René Descartes, Gotfried Wilhelm Leibniz, and Baruch
Spinoza, made a distinction between general metaphysics and special metaphysics.
General metaphysics deals with the study of being, also known as ontology. On the
other hand, special metaphysics focuses on freedom of the will, immortality, and mind-
body problem. This discipline is divided into three: cosmology, rational psychology, and
natural theology.

Metaphysics usually investigates answers to the following questions.

 What is the nature of reality?
 How did the world come to be?
 What is the first principle (or origin) from which all things came to be?
 Does the world exist outside of the mind?
 How can the incorporeal mind affect the physical body?
 Does God exist? What does it mean to be a person? Do human beings have
souls?
 Is there an afterlife? Do human beings have will?
 Does time exist, or is it just an illusion?
 Did the universe ever have a beginning?
 Is time infinite?

2. Epistemology
This branch of philosophy deals with the study of the nature and scope of
knowledge and justified beliefs. Derived from two Greek words episteme (knowledge)
and logos (to study), epistemology investigates the acquisition of knowledge
encompassing the nature and construction of concepts, logical reasoning, and even the
validity of the perception of the senses. It deals with the process by which people are
led to know that something is true.
 There are two significant domains in epistemology: rationalism and
empiricism.
Rationalism views reason as the chief source of knowledge and the most important
element in the acquisition of knowledge. A popular proponent of this view was René
Descartes who was well-known for the quote, “Cogito, ergo sum—I think, therefore I
am." He contended that a person was born with innate a priori or theoretical knowledge
and could deduce truths through mental reasoning. Descartes further stated that only
reason alone could validate knowledge, and this could be done independent of th e
senses. He strongly argued that experience could be the cause of illusions, and was
therefore doubtful. According to him, the human mind could operate alone, and could
come to terms about the physical world.

Empiricism, on the other hand, asserts that all of a person's knowledge comes from
his/her five senses. The chief proponent of this view was John Locke who conceived the
concept of mind being a tabula rasa (empty tablet/blank sheet) upon which one could
write and store his/her ideas based on experiences and learn out of those experiences.
He argued that it was only through experience that one could derive knowledge.
As a matter of fact, in his Essay Concerning Human Understanding (1689), Locke
eliminated the idea of having innate knowledge. He sought to demonstrate where
knowledge came from by contending that knowledge sprung from ideas which came
exclusively through experience. Locke also provided two forms of experience where a
person could acquire knowledge:

a. Sensation (a kind of experience where the human mind grasps the world outside
through the five senses); and
b. Reflection (a kind of experience where the human mind goes internal, recognizing
the ideas regarding its own essence thinking, doubting, and believing).

Epistemologists explore questions such as the following.

 What is knowledge?
 How does a person acquire knowledge?
 How much can a person possibly know?
 Is an object of knowledge a by-product of the mind?
 Does the world exist independently from the way people see it? . . .

3. Ethics
Also called moral philosophy, ethics came from the greek word Ethos which means”
custom” or “habit”. As a branch of philosophy, it is a discipline which aims to synthesize
the concents of right and wrong behavior.
Modern philosophers have divided ethics into three domains: metaethics, normative
ethics, and applied ethics.
Metaethics deals with the origin and meaning of ethical concepts. It responds to
questions focusing on the meaning of ethical terms such as "good" and "bad, issues on
the universally accepted truths, and even people's justifications of their own judgments.
Normative ethics is that part of moral philosophy concerned with the setting of certain
standards of what is morally right and morally wrong. It involves the formulation of set
values or moral norms which have an impact as to what should be the people's actions
and ways of life.
Applied ethics is the domain of moral philosophy that attempts to apply theories to
situations in real life. It involves examining controversial issues such as abotion,
euthanasia, infanticide, environmental concerns, and even animal rights. The solutions
to these problems are being used in the formulation of public policy.

To illustrate, here is an analysis of the statement "Stealing is immoral."

For metaethicists, the question is not whether stealing IS good or bad, moral or
immoral, but what makes stealing immoral. Here, the question Is not whether a person
should not steal for it is immoral, nor whether stealing is bad or evil. Instead, it is about
how one can come to determine what is moral and what is not.
The normative ethicists point of view however, always questions whether society S
norms and standards approve or Such act. Here, the determining factor on the morality
and immorality of an act are the norms and standards imposed by Society; so in this
case, one can say that "stealing is immoral because society says so.

As for applied ethics, the generally accepted truth that "stealing is immoral" became a
ground for the formulation of a public policy in the form of ordinances or laws penalizing
the act of stealing

4. Aesthetics
This is the branch of philosophy that deals with the nature and appreciation of art,
beauty, and good taste. Derived from the Greek word aisthetikos which means of s ense
perception," aesthetics, (sometimes also spelled as esthetics), encompasses all the
responses people may solicit from all forms of art, be it negative or positive.
Human judgment of aesthetic value is not only anchored in one's ability to criticize and
appreciate art using sense perception. One's judgment on what is beautiful transcends
beyond sensory level, and includes both emotional and intellectual aspects.
Immanuel Kant, a German philosopher considered as one of the most important
thinkers of Europe, contended that beauty and art were both objective and universal.
This means that there were things beautiful and pleasing to everyone's eyes. But
according to him, there was also an aspect in the interpretation of art which was
anchored upon the individual's taste. Art was subjective as it was based from one's
background, culture, class, society, and education.
Judgment of art's aesthetic value can also be tied up with one's political, economic, or
moral values. For example, people may consider signature clothes or a highly
expensive bag as beautiful simply because these are considered status symbols; or
they may consider them as impractical for they do not fit their economic status or their
moral values.

Aesthetics usually focus on questions like:

Can art be a vehicle of truth? What makes an art outstanding?
How can one say that something is beautiful?
Is a person's judgment of art objective or subjective?
How does art relate to spirituality and religion?
Is there a link between morality and art?
Can people communicate their emotions through art?
How can people relate the arts to issues on economy and politics?
How do people relate artistic expression and meaning to culture?
Can everybody become artists?
 DEFINITION OF TERMS

Introduction to the philosophy of human person

Humans, by nature , have a strong sense of inquiry. They inquire and investigate
all the phenomena of human experience. They never cease to ask question. Because of
this, philosophy came to exist as a field of study
Definition of Philosophy
Etymologically speaking, the term philosophy came from two Greek words:
NATURE AND FUNCTIONS OF PHILOSOPHY
1. Philosophy integrates itself with other disciplines to achieve a comprehensive
and coherent world view.

2. Philosophy analyzes the very foundations of other disciplines.

3. Philosophy analyzes and criticizes treasured beliefs and traditions.

CORE BRANCHES OF PHILOSOPHY

Philosophy as a field of study and as a discipline has four core branches:
metaphysics, epistemology, ethics, and aesthetics. These branches have their own
focus and concentration.

1. Metaphysics-Derived from the Greek word metaphysika (beyond physics), this

branch of philosophy deals with the true nature of reality.

Metaphysics usually investigates answers to the following questions.

 What is the nature of reality?
 How did the world come to be?
 What is the first principle (or origin) from which all things came to be?
 Does the world exist outside of the mind?
 How can the incorporeal mind affect the physical body?
 Does God exist? What does it mean to be a person? Do human beings have
souls?
 Is there an afterlife? Do human beings have will?
 Does time exist, or is it just an illusion?
 Did the universe ever have a beginning?
 Is time infinite?
2. Epistemology-This branch of philosophy deals with the study of the nature and
scope of knowledge and justified beliefs.
There are two significant domains in epistemology: rationalism and empiricism

a. Sensation (a kind of experience where the human mind grasps the world
outside through the five senses); and
b. Reflection (a kind of experience where the human mind goes internal,
recognizing the ideas regarding its own essence thinking, doubting, and
believing).
3. Ethics
Also called moral philosophy, ethics came from the greek word Ethos which means”
custom” or “habit”.
Metaethics deals with the origin and meaning of ethical concepts. It responds to
questions focusing on the meaning of ethical terms such as "good" and "bad, issues on
the universally accepted truths, and even people's justifications of their own judgments.
Normative ethics is that part of moral philosophy concerned with the setting of certain
standards of what is morally right and morally wrong. It involves the formulation of set
values or moral norms which have an impact as to what should be the people's actions
and ways of life.
Applied ethics is the domain of moral philosophy that attempts to apply theories to
situations in real life.

4. Aesthetics
This is the branch of philosophy that deals with the nature and appreciation of art,
beauty, and good taste. Derived from the Greek word aisthetikos which means of sense
perception," aesthetics, (sometimes also spelled as esthetics),
Aesthetics usually focus on questions like:
Can art be a vehicle of truth? What makes an art outstanding?
How can one say that something is beautiful?
Is a person's judgment of art objective or subjective?
How does art relate to spirituality and religion?
Is there a link between morality and art?
 1st Quarter Introduction to the Philosophy
of the Human Person
Week 1
Lesson: DOING PHILOSOPHY

Seatwork No.1

Direction:Look at the pictures below. What can you say about them? Describe their similarities
and differences. Write your answer in your notebook
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 1st Quarter Introduction to the Philosophy
of the Human Person
Week 1
Lesson: DOING PHILOSOPHY

Seatwork No.2

Direction: Complete the table below. Write your answer in your notebook.

ACTIONS WHAT MUST BE DONE BEFORE THE ACTION?

1. Buying new clothes

2. Choosing friends

3. Eating food

4. Deciding where to study for Senior High

School

5. Attending classes in the afternoon

6. Going to school

7. Visiting a friend

8. Joining an organization in school

9. Playing computer games

10.Buying a new gadget

11.Asking permission if you would like to go out

with friends

12.Helping a stranger

13.Traveling without your family

14.Going to mass or any religious activities

15.Watching movies that are not allowed for your
age

16.Posting your opinion or feelings in the social

media

17.Communicating to your siblings about a

conflict

18.Giving opinions

19. Going out with the opposite sex

20.Confronting a person who verbally hurt you

Direction: Answer the following questions and write your answer in your notebook.
1. Based on your answers in Activity 2, what must before making actions?

2. Is it helpful that you do this before making actions? Why or why not?

3. As a grade 12 student, what have you realized about this activity? Reflect and explain your
answer in your notebook.
 1st Quarter Introduction to the Philosophy
of the Human Person
Week 1
Lesson: DOING PHILOSOPHY
Activity 2
Worksheet No.2

Read the following text. Then, answer the questions that follow.

That it is not a science of production is clear even from the history of the earliest
philosophers. For it is owing to their wonder that men both now begin and at first began to
philosophize; they wondered originally at the obvious difficulties, then advanced little by little
and stated difficulties about the greater matters, e.g. about the phenomena of the moon and
those of the sun and of the stars, and about the genesis of the universe. And a man who is
puzzled and wonders thinks himself ignorant (whence even the lover of myth is in a sense a
lover of Wisdom, for the myth is composed of wonders); therefore since they philosophized
order to escape from ignorance, evidently they were pursuing science in order to know, and
not for any utilitarian end. And this is confirmed by the facts; for it was when almost all the
necessities of life and the things that make for comfort and recreation had been secured,
that such knowledge began to be sought. Evidently then we do not seek it for the sake of
any other advantage; but as the man is free, we say, who exists for his own sake and not
for another's, so we pursue this as the only free science, for it alone exists for its own sake.

-- Aristotle, Metaphysics (350 BCE)

1. How did Aristotle relate the act of “ wondering to Philosophy?

2. Is philosophy a science? Explain your answer.
3. What is meant by the statement” …. But as the man is free, we say, who exists for his
own sake and not for another’s so we pursue this as the only free science for if alone
exist for its own sake?
4. How do you consider philosophy as a free science?
 1st Quarter Introduction to the Philosophy
of the Human Person
Week 1
Lesson: DOING PHILOSOPHY
Activity 2
Worksheet No.3

DIRECTION: Below are the defining question of epistemology. Answer them from two
points of view: as a rationalist and as an empiricist.

1. How can people gain knowledge?

RATIONALIST EMPIRICIST
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2. What are thye limits of human knowledge?

RATIONALIST EMPIRICIST
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 1st Quarter Introduction to the Philosophy
of the Human Person
Week 1
Lesson: DOING PHILOSOPHY
Activity 2
Worksheet No.4

Direction: Answer the question below.

- Are you a rationalist or an empiricist? Name one event in your life that made
you believe in the said domain of epistemology. Elaborate your experience..

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 1st Quarter Introduction to the Philosophy
of the Human Person
Week 1
Lesson: DOING PHILOSOPHY
Activity 2
Worksheet No.5

DIRECTION: Below are art pieces of two different artists.

Answer the question based from your judgment of aesthetic value.

Madona of the Meadow (1505) by Mother and Child (1901) by Pablo

Raphael Picasso

Answer the following question.

1. Compare the two paintings. What do they have in common?
2.Do you find both Painting beautiful? Explain your answer
3. Do the paintings speak of the artist’s Cultural background?
4. What do the paintings appeal to you?
 1st Quarter Introduction to the Philosophy
of the Human Person
Week 1
Lesson: DOING PHILOSOPHY
Activity 2
Worksheet No.6

Direction: Using your own words define philosophy

PHILOSOPHY
 1st Quarter Introduction to the Philosophy
of the Human Person
Week 1
Lesson: DOING PHILOSOPHY

Activity 3

Direction: What can you say about the quotation below? Do you agree with this? Express your
answers on the space provided.
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