Understand the meaning of Philosophy

1. Daily Lesson Log
School Panay National High School Grade 12-HUMSS,HE & ICT
Teacher MARISSA P. FELOSOPO Learning Area INTRODUCTION TO PHILOSOPHY OF THE
HUMAN PERSON
Date/Time August 22-26, 2022/MTWTh Quarter 1
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
A. Content Standards The learner understands the
meaning and process of doing
philosophy
The learner understands the
meaning and process of
doing philosophy
The learner understands the
meaning and process of doing
philosophy
The learner understands the
meaning and process of doing
philosophy
B. Performance Standards The learner reflects on a
concrete experience in a
philosophical way
The learner reflects on a
concrete experience in a
philosophical way
The learner reflects on a
concrete experience in a
philosophical way
The learner reflects on a
concrete experience in a
philosophical way
C. Learning Competencies
Distinguish a holistic
perspective from a partial
point of view
Distinguish a holistic
perspective from a partial
point of view (
Distinguish a holistic
perspective from a partial
point of view
Distinguish a holistic
perspective from a partial
point of view
Write the LC code for each (PPT11/12-Ib-1.1) (PPT11/12-Ib-1.1) (PPT11/12-Ib-1.1) (PPT11/12-Ib-1.1)
II. CONTENT
(Subject Matter)
Doing Philosophy Doing Philosophy Doing Philosophy Doing Philosophy
III. Learning Resources
A. References
1.Teacher’s Guide Pages
2.Learner’s Materials Pages
3.Textbook Pages
4. Additional Materials from
Learning Resources (LR) Portal)
B. Other Learning Resources Intro. To the Philosophy of a
Human Person slide 115-136
Pambungad sa Pilosopiya,
pages 60-65
Dy, Manuel Jr. "Philosophy of
Man", "The Philosophical
Enterprise" by John
Kavanaugh, S. J.
Intro. To the Philosophy of a
Human Person slide 115-136
Pambungad sa Pilosopiya,
pages 60-65
Dy, Manuel Jr. "Philosophy of
Man", "The Philosophical
Enterprise" by John
Kavanaugh, S. J.
Intro. To the Philosophy of a
Human Person slide 115-136
Pambungad sa Pilosopiya,
pages 60-65
Dy, Manuel Jr. "Philosophy of
Man", "The Philosophical
Enterprise" by John
Kavanaugh, S. J.
Intro. To the Philosophy of a
Human Person slide 115-136
Pambungad sa Pilosopiya,
pages 60-65
Dy, Manuel Jr. "Philosophy of
Man", "The Philosophical
Enterprise" by John
Kavanaugh, S. J.
IV.PROCEDURES

2. A. Review Previous Lessons Presentdistorted figures Review the previous lesson. Review the previous lesson. Synthesize the three previous
lessons.
B. Establishing purpose for the
Lesson
What Philosophy is and what
philosophy is not.
Philosophy differs in different
eras in world history
Ask the students:
“Nakapagbyahe na ba kayo?”
C. Presenting examples
/instances of the new lessons
Ask the students: “what comes
to your minds when you
encounter the word
Philosophy?”
Read: Sapagkat ang
Pilosopiya ay Ginagawa ni
Padre Roque Ferriols
See appendix 1
How did Padre R. Ferriols
presentphilosophy?
Ask students aboutthe wisdom
they can getfrom everyday
objects.
Examples:
Pencil/Eraser
Broom Stick
Shoes
Lecture discussion:
Philosophy is a journey.
D. Discussing new concepts and
practicing new skills #1.
Unlocking of Difficulties:
Definition of Philosophy as a
path towards the attainment of
knowledge.
Unlocking of Difficulties:
Philosophy as a concept
Philosophy is a system of
beliefs aboutreality. It is one's
integrated view of the world. It
includes an understanding of
the nature ofexistence, man,
and his role in the world. It is a
necessary productofman’s
rational mind.
Learning from Philosophers
The teacher will presentthe
different views ofphilosophers
about the nature and meaning of
philosophy
AncientGreeks: to have a good
life
Medieval: to defend God
Modern: to reason/rationalize
Post-Modern: to find meaning
Make an analogy:
Scuba diving and Helicopter as
vehicles ofdoing philosophy.
E. Discussingnew concepts &
practicing and concern to new
skills #2
Unlocking of Difficulties:
Meaning of Philosophy as a path
towards the attainment of
wisdom.
Unlocking of Difficulties:
Philosophy as a process
Philosophy is employed as a
method ofinquiry. It is an
engagementin the search for
the meaning of life, its value and
relevance. Itis a process for
finding significance in existence.

3. F. Developing Mastery (Leads
to Formative Assessment 3
Ask the difference between
knowledge and wisdom.
Knowledge is knowing that
tomato is a fruit
Wisdom is knowing notto put it
in a fruit salad
Philosophy is asking ifketchup
is a fruit shake.
Give other examples
Activity: Compare and
Contrast
Philosophy
As a
Concept
As a
Process
Cite the differences of
philosophy as a process and as
a concept
Activity:
Tableau/Slogan/
The class will be grouped into 4
and will representeach era
through a tableau, slogan or a
short poem.
Recitation:
In what sense is philosophy
related to human life?
G. Finding Practical
Applications of concepts and
skills in daily living
Flash the statements:
“The unexamined life is not
worth living” and “He who has a
why to live for can bear with
almostany how”.
then will ask the students to
relate the statements to their
presentcondition as SHS
Learners preparing for college.
Give the analogy ofriding a
bicycle. Riding a bicycle is not
about knowing its parts but it is
in riding the bicycle itself.
Why do we need to respectthe
view of other people?
It must be emphasized that
philosophy will notteach the
learners how to earn a living, but
how to make life worth living.
H. Making Generalizations &
Abstractions about the lessons
The learners will be grouped
and will be tasked to come up
with a word web map based
from their understanding of the
discussion.
Write associated words with
philosophy.
The class will be grouped into
two. The first group will be
tasked to give examples of
Philosophy as a conceptwhile
the other group will provide
examples ofPhilosophy as a
Process.
Ask learners the following
questions:
What does itmean to
philosophize?
What is its significance to your
life?
I. Evaluating Learning Task the students to write an
essay
J. Additional activities for
application or remediation

4. V.REMARKS
VI. Reflection
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who requires
additional actsforremediationwho
scored below 80%
C. Did the remedial lessons work? No.
of learners who caught up withthe
lessons
D. No. of learners who continue to
require remediation
E. Whichof my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal/supervisorcan
help me solve?
G. What innovations orlocalized
materials did I used/discover whichI
wishto share with other teachers?
Checked by:
GENIE P. CUBITA, PhD
School Head / HT-III
GENIE P. CUBITA, PhD
School Head / HT-III
GENIE P. CUBITA, PhD
School Head / HT-III
GENIE P. CUBITA, PhD
School Head / HT-III