Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
IPHP 11_12 Q1 02 Humanity and Personhood PS 01.pptx
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3. ● Understand the significance of the philosophical methods.
● Use these methods in examining his or her life and role in the world.
● Develop his or her own views and decisions.
LEARNING TARGETS
At the end of this unit, the learners should be
able to do the following:
4. VALUES AND ATTITUDES
● Improve communication skills.
● Practice thought awareness.
● Appreciate the value of life and existence.
● Create a purpose in life by realizing the beauty of existence.
In this unit, the learners should be able to do the
following:
5. GROUNDING
Did you know that a thirteen-
minute meditation can
decrease negative mood and
anxiety and enhance
attention and memory?
6. UNIT STIMULUS
Think of the biggest question
in your life that remains
unanswered. Write the
question on a piece of paper.
7. How can I find meaning
in my life?
CENTRAL QUESTION
8. The Bigger Picture
Lesson 1
Unit 2| Humanity and Personhood
Introduction to the Philosophy of the Human Person
17. Wisdom in Philosophy
● the right application of knowledge
● generally referred to as insight, skill,
or intelligence
● having experience or knowledge and
good judgment
20. Socratic Dialogue
● makes us reflect on the
concepts and ideas we
think we already know
● encourages a person to
ask questions and think
critically
21. Dialectics
● a two-way process
between parties that
discusses a central
idea
● an active process that
allows people to
exchange their views,
beliefs, and arguments
to arrive at the truth
22. Hegelian Dialectics
Synthesis is the product of the struggle between thesis
and antithesis. Eventually, the synthesis becomes a
thesis and the process becomes a perpetual cycle.
Thesis Antithesis
Synthesis
23. May I Experience It?
Discuss a sociopolitical issue
using two methods: Socratic
dialogue and Hegelian dialectics.
25. PHOTO CREDITS
Slide 9: Internet Connection is licensed under Copyright-Only Dedication (based on United States law) or Public
Domain Certification via FreeSVG.
Slide 19: Metropolitan David Socrates by Ad Meskens is licensed under CC BY SA via Wikipedia Commons.
Slide 23: C.S. Lewis by Sigurdur Jonsson is licensed under CC BY via flickr.
26. REFERENCES
DK. 2011. The Philosophy Book: Big Ideas Simply Explained. London: DK Publishing.
Hoshaw, Crystal. “How Long Should You Meditate to Get the Benefits? Here’s What the Science Says.” Healthline Media,
June 9, 2021. https://www.healthline.com/health/mind-body/how-long-should-you-meditate-to-get-the-benefits-
heres-what-the-science-says.
Yarza, Ignatius. 1994. History of Ancient Philosophy. Makati: Sinag-Tala Publishers.
Editor's Notes
Welcome to Unit 2 where we will learn about humanity and personhood.
Teacher’s Script
“Here are the learning targets for this unit. We will give the class two minutes to go through them silently, and let me know if you have any questions.”
Teacher’s Script
“Listed here are what we expect everyone to do as part of our values and attitudes integration. We will give the class two minutes to go through them silently, and let me know if you have any questions.”
Teacher’s Script
“Meditation is an art of introspection that helps a person to check his or her inner self from time to time. It is a process of looking, centering, and focusing on one's self.
In philosophy, meditation is commonly practiced in Eastern philosophy and is used by great philosophers to reflect on the biggest mysteries of life.”
Provide the following instructions to the class:
Write on a piece of paper the biggest life questions you want to be answered in your lifetime. Do not put your name on the paper.
When they are done writing, fold the paper and put it in the box.
I will draw questions from the box and read it to the class.
Reflect on these questions and share your thoughts.
Teacher’s Script
“We see various things everywhere. The significant things catch our attention, while we neglect unimportant things. Some people see things as they are, while others see their underlying meanings. Some people see these things as random and incidental, while others believe all things are connected. How one perceives things reflects one’s philosophy.”
Use this prompt to introduce the activity:
“Let give philosophy a try. There will be words shown on the slide. Think of a word that you is most related to the presented word. Write the word on a piece of paper.”
Possible answers: study, academic, difficult, learning
Note: The teacher can ask “why” and “how” questions to follow up on the answers and engage the class in a discourse:
Why is being a student difficult?
Why is being a student connected to learning?
Why is being a student related to academics?
The teacher can also ask the students to react or express their opinion regarding the statements of their classmates.
Possible answers: thirst, soft drinks, necessity
Note: The teacher can ask “why” and “how” questions to follow up on the answers and engage the class in a discourse:
Why are drinks a necessity?
How are drinks related to thirst?
The teacher can also ask the students to react or express their opinion regarding the statements of their classmates.
Possible answers: communication, social media, internet
Note: The teacher can ask “why” and “how” questions to follow up on the answers and engage the class in a discourse:
Why are cellphones needed for communication?
How are cellphones related to social media and the internet?
The teacher can also ask the students to react or express their opinion regarding the statements of their classmates.
Possible answers: end, life, sad
Note: The teacher can ask “why” and “how” questions to follow up on the answers and engage the class in a discourse:
How is death connected with life?
Why is death sad?
Is death really the end of everything?
The teacher can also ask the students to react or express their opinion regarding the statements of their classmates.
Possible answer: happiness, family, partner
Note: The teacher can ask “why” and “how” questions to follow up on the answers and engage the class in a discourse:
How is love connected with happiness?
Why is love associated with having a partner?
The teacher can also ask the students to react or express their opinion regarding the statements of their classmates.
Ask the following questions to process the activity:
What have you noticed in the scope of topics presented?
Possible Answer: “They are random and varied.”
Do you think there is a field of study that encompasses all things?
Possible Answer: “There is. Philosophy is the study of all things.”
How do you think philosophy can include all things as its subject?
Possible Answer: “Philosophy studies anything that exists. Anything that exists can give us wisdom.”
Teacher’s script
“The activity we just had allowed us to think about the meaning of different things. First, we shared our ideas and perspectives. Then, we asked follow-up questions confirming, challenging, or reinforcing our previous understandings. In the process, we gained wisdom. Philosophy relates to the activity of asking questions, seeking answers, and gaining wisdom.”
Teacher’s script
“In philosophy, the purpose of asking questions is to gain wisdom. Thus, the term philosophy came from the words philo and sophia. When combined, it translates to “love of wisdom.”
Teacher’s script
“Why does philosophy seek wisdom? We have to grasp the meaning of wisdom to understand what we are seeking.”
Teacher’s Script
“There are many questions we can ask about life, the world, God, and even ourselves. One of the biggest questions is, "Who am I?" We may answer this with our name or with a description of ourselves. But can this question only be answered by basic information? Is there a more profound way to answer this? Who are you?”
Teacher’s Script
“In Plato’s Theaetetus, Socrates used a metaphor to describe his work. He said it is like a midwife who helps others give birth to the wisdom in them. Sometimes, the Socratic dialogue is called intellectual midwifery.”
Teacher’s Script
“Socratic dialogue is the process of asking questions, providing an answer, asking further questions, and so on. It is a careful examination of one’s ideas and thoughts.
Look at the image in the slide. Assume that the man asked the woman: “What is love?” The woman responds, “Love is unconditional.” The man will ask a question that will reveal the contradiction from the woman’s statement, such as “If love is unconditional, do you not get anything from it?” The conversation will proceed with answer-question-answer:
Woman: “If you love for the sake of getting something from it, then it is not love.”
Man: “If you feel happy with someone you love, then you get happiness from it. Does it mean you do not love the person?”
Teacher’s Script
“Socratic dialogue is a form of dialectics. Dialectics means “to converse.” It is the process of exchanging views, weighing different propositions, and arriving at the truth.”
Teacher’s script
"German idealist Georg Wilhelm Friedrich Hegel presented a method for developing knowledge through dialectics. He explained that the contradiction between a thesis and antithesis results in a synthesis. This synthesis becomes the new thesis, which then would be challenged again. The process will continue to create a progression of ideas.
For example, consider the contradiction between these two ideas:
Thesis: "The world is flat."
Antithesis: "The world is round."
The synthesis, or the outcome of this struggle, is the conclusion that the world is round. It has become the new thesis. However, scientists observed that the earth is not perfectly round as technology progresses. They resolved that the earth is an ellipsoid. Eventually, scientists know that the earth's shape is unique and ever-changing.
For Hegel, this progression of an idea is a method of arriving closer to the truth."
Teacher’s Script
Provide the following instructions to the class:
Ask for two volunteers, one for the Socratic dialogue and one for Hegelian dialectics.
Think of two sociopolitical topics to be discussed using the two methods.
Ask the following questions to process the activity:
How was your experience being in such a dialogue?
Possible Answer: “It was great. It was like being in a debate. I was nervous at first, but eventually, I had fun. I learned and realized several things.”
In a nutshell, how will you describe these two methods?
Possible Answer: “The Socratic dialogue is characterized by asking questions, providing answers, and asking further questions to grasp the essence of a particular thing. On the other hand, Hegelian dialectic focuses on the development of ideas through the process of establishing a thesis, posing an antithesis, and determining the conclusion through synthesis. They are very different in terms of the way they arrive at knowledge, but they have the same goal: to give birth to new ideas.
How can these methods help us in our everyday lives?
Possible Answer: “These methods can help us by developing the way we think and deepening our understanding of life, ourselves, and the world we live in. We can also use them to discuss and validate ideas with others.”
Randomly call students for their key takeaways.
Use these questions as your guide:
What are the things that you will stop doing?
What are the things that you will start doing?
What are the things that you will continue doing?
