The document discusses the human person as an embodied spirit, explaining that a human person has a body, mind, and spirit that form their identity. It defines key terms like man, human, and person and describes humans as having both a cognitive self and physical self. The human person is presented as having an animating core or spirit that drives their thoughts, actions, and experiences in the world in an embodied way.
PHILO_Q1_Mod4_The Human Person in the Environment.pdfLawSchool5
This document provides an introduction to a module on "The Human Person in the Environment" for senior high school students. It includes information on copyright, the development team for the module, and an introductory message for both the facilitator and learner. The module aims to help learners understand key concepts of environmental philosophy and how humans should ethically deal with the environment.
Quarter 1 – Module 2 Methods of Philosophizing.pdfJENNELYNGASO
This document provides an introduction to a philosophy course on human persons. It outlines the most essential learning competencies for the course, which involve distinguishing opinion from truth, realizing that philosophy leads to wisdom and truth, and evaluating truth and opinions. The document then provides an overview of the first module on methods of philosophizing and its learning objectives. It presents some introductory information on facts versus opinions and includes excerpts from Plato's Allegory of the Cave to illustrate philosophical concepts.
This document outlines a group activity form for a discussion on intersubjectivity at Siniloan Integrated National High School in Laguna, Philippines. The activity involves a group discussion, assessment, and assignment. Students will discuss concepts related to intersubjectivity like accepting differences, appreciating talents of disadvantaged groups, and authentic dialogue. They will then complete a 20 question true/false assessment as a group. Finally, groups will perform a charity act demonstrating appreciation for persons with disabilities.
This document contains a 25 question multiple choice exam on the introduction to philosophy of the human person. The exam covers key philosophers and concepts in metaphysics, epistemology, ethics, and political philosophy. It also includes questions testing understanding of logical fallacies and the main tenets of Islam and Jainism.
This document discusses the differences between truth and opinion. It states that truth is important for establishing right from wrong, upholding human rights, and maintaining integrity in democratic processes. Facts can be proven through evidence or experiments, while opinions represent personal beliefs and cannot be proven. The document provides examples to distinguish between facts and opinions, and outlines methods of analysis, distinction, and synthesis that are used in philosophy to break down and combine information. It concludes by offering hints for identifying statements as truths or opinions.
The document provides an overview of the key concepts and principles of institutionalism, one of the major social science ideas. It defines institutions and institutionalism, discusses the three functions of isomorphism, and identifies formal and informal institutions. Important theorists on institutionalism like David Mitrany and Jean Monnet are also briefly described. The document aims to introduce learners to the basic ideas of institutionalism.
This document discusses a lesson on environmental virtue ethics. It introduces four cardinal virtues - justice, prudence, temperance, and fortitude - and how they relate to caring for the environment. Students do a group activity where they present on environmental disorders using different methods. The document provides guidelines for the activity and reflections on cultivating virtues like courage to address environmental issues.
Module 6: PHILOSOPHY The human person in societyGAMALI Roper
1) Human beings are inherently social and can only grow and develop fully within the context of relationships and society.
2) Society refers to groups of interacting individuals who share a common culture. It is made up of various elements including government, family, schools, churches, and economic systems.
3) Within society, individuals occupy various social statuses and play different roles, and are socialized by different agents like family, schools, peers and media.
PHILO_Q1_Mod4_The Human Person in the Environment.pdfLawSchool5
This document provides an introduction to a module on "The Human Person in the Environment" for senior high school students. It includes information on copyright, the development team for the module, and an introductory message for both the facilitator and learner. The module aims to help learners understand key concepts of environmental philosophy and how humans should ethically deal with the environment.
Quarter 1 – Module 2 Methods of Philosophizing.pdfJENNELYNGASO
This document provides an introduction to a philosophy course on human persons. It outlines the most essential learning competencies for the course, which involve distinguishing opinion from truth, realizing that philosophy leads to wisdom and truth, and evaluating truth and opinions. The document then provides an overview of the first module on methods of philosophizing and its learning objectives. It presents some introductory information on facts versus opinions and includes excerpts from Plato's Allegory of the Cave to illustrate philosophical concepts.
This document outlines a group activity form for a discussion on intersubjectivity at Siniloan Integrated National High School in Laguna, Philippines. The activity involves a group discussion, assessment, and assignment. Students will discuss concepts related to intersubjectivity like accepting differences, appreciating talents of disadvantaged groups, and authentic dialogue. They will then complete a 20 question true/false assessment as a group. Finally, groups will perform a charity act demonstrating appreciation for persons with disabilities.
This document contains a 25 question multiple choice exam on the introduction to philosophy of the human person. The exam covers key philosophers and concepts in metaphysics, epistemology, ethics, and political philosophy. It also includes questions testing understanding of logical fallacies and the main tenets of Islam and Jainism.
This document discusses the differences between truth and opinion. It states that truth is important for establishing right from wrong, upholding human rights, and maintaining integrity in democratic processes. Facts can be proven through evidence or experiments, while opinions represent personal beliefs and cannot be proven. The document provides examples to distinguish between facts and opinions, and outlines methods of analysis, distinction, and synthesis that are used in philosophy to break down and combine information. It concludes by offering hints for identifying statements as truths or opinions.
The document provides an overview of the key concepts and principles of institutionalism, one of the major social science ideas. It defines institutions and institutionalism, discusses the three functions of isomorphism, and identifies formal and informal institutions. Important theorists on institutionalism like David Mitrany and Jean Monnet are also briefly described. The document aims to introduce learners to the basic ideas of institutionalism.
This document discusses a lesson on environmental virtue ethics. It introduces four cardinal virtues - justice, prudence, temperance, and fortitude - and how they relate to caring for the environment. Students do a group activity where they present on environmental disorders using different methods. The document provides guidelines for the activity and reflections on cultivating virtues like courage to address environmental issues.
Module 6: PHILOSOPHY The human person in societyGAMALI Roper
1) Human beings are inherently social and can only grow and develop fully within the context of relationships and society.
2) Society refers to groups of interacting individuals who share a common culture. It is made up of various elements including government, family, schools, churches, and economic systems.
3) Within society, individuals occupy various social statuses and play different roles, and are socialized by different agents like family, schools, peers and media.
distinguished holistic from a partial point of view lesson 1.pptxDesireTSamillano
The document discusses the difference between holistic and partial thinking. Holistic thinking looks at all aspects of a problem or situation, tying them together to form an overall perspective. Partial thinking only considers some limited aspects. Examples provided contrast a mother listening to both children in an argument versus just one, and doctors reviewing a patient's lifestyle versus just symptoms. The document emphasizes the importance of both types of thinking and considering large-scale patterns as well as specific areas to understand problems fully.
Cultural, Social and Political InstitutionsMiss Chey
Education is a key social institution that teaches cultural norms and academic knowledge to help develop productive citizens and allow for self-actualization. Religions are belief systems that vary from animism to polytheism and monotheism. Health encompasses physical, psychological, emotional, social, and spiritual well-being, while illness refers to specific diseases or impairments. Mass media such as print, television, radio, and social networks help disseminate information worldwide.
This document outlines the objectives, content, procedures, and evaluation for lessons on understanding culture, society, and politics. The objectives are for students to demonstrate understanding of human cultural variation, social differences, social change, and political identities. Lessons include sharing social and cultural backgrounds, observing social phenomena, and analyzing changes in gender roles, socioeconomic class, and religion over different time periods in Philippine history. Students will discuss concepts like culture, society, politics, and cultural behavior through group activities and presentations. Evaluation includes a pen and paper test to assess student learning.
This module is designed for the learner to understand the meaning and process of doing philosophy. It aimed also for the learner to reflect on a concrete experience in a philosophical way.
This is for everybody who are teaching Introduction to the Philosophy of Human Person.
You're welcome in advance.
This document discusses key concepts in philosophy, including truth, knowledge, propositions, and methods for determining what is true. It provides definitions and examples of facts, claims, opinions, beliefs, explanations, arguments, and logical fallacies. Common biases are also explained. The overall purpose is to guide the reader in distinguishing truth from opinion and analyzing statements using philosophical methods.
This document provides an overview of cultural relativism, ethnocentrism, and xenocentrism. It discusses how cultural relativism is important for cultural understanding and avoiding ethnocentrism. Ethnocentrism is the view that one's own culture is superior, while cultural relativism recognizes that different cultures should be understood on their own terms rather than judged. The document also briefly discusses xenocentrism, which is the opposite view that other cultures are superior to one's own.
Recognize Limitations and Possibilities for Their Transcendence.pptxLEANNAMAETAPANGCO
The document discusses Juan, a man who became the youngest director of the biggest conglomerate in the Philippines despite coming from poverty. While others admired his wealth and success, Juan defined success as making his family happy, imparting knowledge to others, and serving others. The document also discusses limitations the human body and social environment can impose, as well as ways of overcoming challenges and transcending limitations through connecting to something greater, seeing challenges as opportunities, and focusing on one's goals over fears.
Detailed Lesson Plan in Introduction to Philosophy of the Human Person.docxRENECATALANLACABA
This lesson plan aims to teach students about traditional Filipino beliefs and superstitions. It will have them identify existing beliefs in their community, explain how those beliefs impact society, and appreciate Filipino culture. Students will present different superstitions through skits or storyboards. The teacher will then explain the concepts of superstition and how they originated in the Philippines from various influences. While superstitions are part of Filipino heritage, students will discuss how they can also promote fatalism, endanger health, close-mindedness, and hinder community development. The lesson evaluates learning through an essay on how superstitions impact and change individuals in society.
The document discusses a classic Indian fable about six blind men encountering an elephant. Each man touches a different part of the elephant's body - its side, tusk, trunk, knee, ear - and based on their limited perspective, concludes the elephant resembles different objects like a wall, spear, snake, tree, or fan. This highlights the limitations of partial or narrow perspectives in understanding complex realities that require a holistic view.
This document outlines the curriculum for an Introduction to Philosophy of the Human Person course. It is divided into two quarters, each covering 4 units. The first quarter covers understanding philosophy, ways of doing philosophy, the human person as an embodied spirit, and the interplay between humans and their environment. Assessment includes recitations, quizzes, papers, and a debate. The second quarter covers human freedom and the consequences of choice, intersubjective relations, the interplay of individuality and social contexts, and humans' orientation towards death. Assessments are similar with a focus on reflections and an appreciation for others. The document provides learning competencies, activities, and assessment dates for each of the 8 units over the two quarters.
The document provides contact information for Narra Integrated School in Palawan, Philippines. It lists the school's address in Narra, Palawan, its email address, telephone number, and motto "Built in Confidence, Empowered with Competence." It also identifies that the school was formerly known as Narra National High School and is part of the MIMAROPA Region and Schools Division of Palawan and Narra del Norte District.
This document provides an overview of various political ideologies. It begins by defining ideologies and their key dimensions of goals and methods. Ideologies are then classified into three groups: anti-government, right-wing, and left-wing. Several specific ideologies are outlined within each group, including their basic tenets and goals. Conservatism, liberalism, socialism, fascism, feminism, and environmentalism are each defined in one to three paragraphs. The document aims to introduce learners to major political ideologies and differentiate between them.
This document outlines lessons on intersubjectivity and accepting differences in others. It discusses several objectives, including realizing that accepting differences is important in human relationships. It also explains that authentic dialogue means accepting others even if they differ. Two key aspects discussed are:
1) One must accept others and their differences, which is a critical part of intersubjectivity.
2) Not imposing one's own thoughts or ideas on others is another way of accepting differences.
It also references concepts like paternalism, legal moralism, and Fromm's elements of love as being care, responsibility, respect and knowledge. The overall goal is helping students understand the importance of accepting others as they are.
Realize the value of doing philipsophy in obtainin a broad perspective on lif...DesireTSamillano
This document provides an introduction to philosophy and discusses several key concepts:
- It defines philosophy as the "love of wisdom" and explores its main branches including metaphysics, ethics, epistemology, logic, and aesthetics.
- Filipino indigenous philosophical thoughts like "loob," "bahala na," and cultural values like "utang na loob" and "bayanihan" are examined.
- The value of philosophy in providing perspective and aiming for an abundant life is discussed, and students are given activities to reflect on concepts like happiness and purpose.
This document discusses knowing yourself through understanding your personality. It defines the self as consisting of the body, thoughts, feelings and emotions. These elements constitute one's individuality and identity. The document suggests exercises for reflecting on your traits, strengths, and influences through drawing symbols and sharing with others. It discusses the interaction between nature and nurture in developing personality. Finally, it outlines the four dimensions of personality type - Extraversion/Introversion, Sensing/Intuition, Thinking/Feeling, and Judgment/Perception.
This document provides an overview of methods for philosophizing and determining truth. It discusses the importance of truth and differentiating between knowledge, facts, claims, opinions and arguments. Systematic doubt is presented as a philosophical method for establishing truth by scrutinizing and analyzing statements. Examples are provided to illustrate applying systematic doubt to determine whether a statement is factual or an opinion. Fallacies in reasoning that can undermine arguments are also defined and exemplified. The document aims to teach philosophical thinking and analysis to discern truth from falsehood.
1) Personal relationships are important for health and well-being. They can help people live longer, deal with stress, and stay healthier. Conversely, a lack of social support is linked to depression, weaker immune function, and higher blood pressure.
2) There are three main kinds of personal relationships: family, friends, and partnerships/romantic relationships. Family are related by blood or marriage. Friends are built on shared experiences and interests. Partnerships involve romantic love, affection, trust, and intimacy.
3) Building healthy relationships requires loving communication, appreciation, understanding, keeping anger in check, expressing gratitude, spending quality time together, and forgiveness.
Here are some ways students can live a life of abundance:
- Focus on personal growth and learning rather than material possessions. Pursue knowledge and new experiences that fulfill your potential.
- Build strong relationships with others through acts of kindness, compassion, and service. Make time for family and friends each day.
- Practice gratitude for the blessings you already have like health, education opportunities, supportive communities. An abundant mindset values what you have.
- Find purpose and meaning in small acts that uplift others, from volunteering to holding doors to leaving encouraging notes. Look for ways to spread abundance wherever you go.
- Take care of your mind, body, and spirit through exercise, meditation, journaling,
The answer is A. Gender symbol.
2. It refers to certain roles, characteristics, and expectations of how a person should feel, think, and act as influenced by parents, peers, and society.
A. gender symbol
B. gender role
C. sex
D. sexuality
1. This module will teach learners about sexuality as an important component of one's personality. Sexuality is a natural part of human life and involves masculine and feminine identification.
2. Key terms in sexuality such as sex, gender, and sexuality will be defined. Learners will express how sexuality is an important part of one's personality through a written reflection.
3. Learners will also learn to draw basic symbols that describe gender and sexuality.
distinguished holistic from a partial point of view lesson 1.pptxDesireTSamillano
The document discusses the difference between holistic and partial thinking. Holistic thinking looks at all aspects of a problem or situation, tying them together to form an overall perspective. Partial thinking only considers some limited aspects. Examples provided contrast a mother listening to both children in an argument versus just one, and doctors reviewing a patient's lifestyle versus just symptoms. The document emphasizes the importance of both types of thinking and considering large-scale patterns as well as specific areas to understand problems fully.
Cultural, Social and Political InstitutionsMiss Chey
Education is a key social institution that teaches cultural norms and academic knowledge to help develop productive citizens and allow for self-actualization. Religions are belief systems that vary from animism to polytheism and monotheism. Health encompasses physical, psychological, emotional, social, and spiritual well-being, while illness refers to specific diseases or impairments. Mass media such as print, television, radio, and social networks help disseminate information worldwide.
This document outlines the objectives, content, procedures, and evaluation for lessons on understanding culture, society, and politics. The objectives are for students to demonstrate understanding of human cultural variation, social differences, social change, and political identities. Lessons include sharing social and cultural backgrounds, observing social phenomena, and analyzing changes in gender roles, socioeconomic class, and religion over different time periods in Philippine history. Students will discuss concepts like culture, society, politics, and cultural behavior through group activities and presentations. Evaluation includes a pen and paper test to assess student learning.
This module is designed for the learner to understand the meaning and process of doing philosophy. It aimed also for the learner to reflect on a concrete experience in a philosophical way.
This is for everybody who are teaching Introduction to the Philosophy of Human Person.
You're welcome in advance.
This document discusses key concepts in philosophy, including truth, knowledge, propositions, and methods for determining what is true. It provides definitions and examples of facts, claims, opinions, beliefs, explanations, arguments, and logical fallacies. Common biases are also explained. The overall purpose is to guide the reader in distinguishing truth from opinion and analyzing statements using philosophical methods.
This document provides an overview of cultural relativism, ethnocentrism, and xenocentrism. It discusses how cultural relativism is important for cultural understanding and avoiding ethnocentrism. Ethnocentrism is the view that one's own culture is superior, while cultural relativism recognizes that different cultures should be understood on their own terms rather than judged. The document also briefly discusses xenocentrism, which is the opposite view that other cultures are superior to one's own.
Recognize Limitations and Possibilities for Their Transcendence.pptxLEANNAMAETAPANGCO
The document discusses Juan, a man who became the youngest director of the biggest conglomerate in the Philippines despite coming from poverty. While others admired his wealth and success, Juan defined success as making his family happy, imparting knowledge to others, and serving others. The document also discusses limitations the human body and social environment can impose, as well as ways of overcoming challenges and transcending limitations through connecting to something greater, seeing challenges as opportunities, and focusing on one's goals over fears.
Detailed Lesson Plan in Introduction to Philosophy of the Human Person.docxRENECATALANLACABA
This lesson plan aims to teach students about traditional Filipino beliefs and superstitions. It will have them identify existing beliefs in their community, explain how those beliefs impact society, and appreciate Filipino culture. Students will present different superstitions through skits or storyboards. The teacher will then explain the concepts of superstition and how they originated in the Philippines from various influences. While superstitions are part of Filipino heritage, students will discuss how they can also promote fatalism, endanger health, close-mindedness, and hinder community development. The lesson evaluates learning through an essay on how superstitions impact and change individuals in society.
The document discusses a classic Indian fable about six blind men encountering an elephant. Each man touches a different part of the elephant's body - its side, tusk, trunk, knee, ear - and based on their limited perspective, concludes the elephant resembles different objects like a wall, spear, snake, tree, or fan. This highlights the limitations of partial or narrow perspectives in understanding complex realities that require a holistic view.
This document outlines the curriculum for an Introduction to Philosophy of the Human Person course. It is divided into two quarters, each covering 4 units. The first quarter covers understanding philosophy, ways of doing philosophy, the human person as an embodied spirit, and the interplay between humans and their environment. Assessment includes recitations, quizzes, papers, and a debate. The second quarter covers human freedom and the consequences of choice, intersubjective relations, the interplay of individuality and social contexts, and humans' orientation towards death. Assessments are similar with a focus on reflections and an appreciation for others. The document provides learning competencies, activities, and assessment dates for each of the 8 units over the two quarters.
The document provides contact information for Narra Integrated School in Palawan, Philippines. It lists the school's address in Narra, Palawan, its email address, telephone number, and motto "Built in Confidence, Empowered with Competence." It also identifies that the school was formerly known as Narra National High School and is part of the MIMAROPA Region and Schools Division of Palawan and Narra del Norte District.
This document provides an overview of various political ideologies. It begins by defining ideologies and their key dimensions of goals and methods. Ideologies are then classified into three groups: anti-government, right-wing, and left-wing. Several specific ideologies are outlined within each group, including their basic tenets and goals. Conservatism, liberalism, socialism, fascism, feminism, and environmentalism are each defined in one to three paragraphs. The document aims to introduce learners to major political ideologies and differentiate between them.
This document outlines lessons on intersubjectivity and accepting differences in others. It discusses several objectives, including realizing that accepting differences is important in human relationships. It also explains that authentic dialogue means accepting others even if they differ. Two key aspects discussed are:
1) One must accept others and their differences, which is a critical part of intersubjectivity.
2) Not imposing one's own thoughts or ideas on others is another way of accepting differences.
It also references concepts like paternalism, legal moralism, and Fromm's elements of love as being care, responsibility, respect and knowledge. The overall goal is helping students understand the importance of accepting others as they are.
Realize the value of doing philipsophy in obtainin a broad perspective on lif...DesireTSamillano
This document provides an introduction to philosophy and discusses several key concepts:
- It defines philosophy as the "love of wisdom" and explores its main branches including metaphysics, ethics, epistemology, logic, and aesthetics.
- Filipino indigenous philosophical thoughts like "loob," "bahala na," and cultural values like "utang na loob" and "bayanihan" are examined.
- The value of philosophy in providing perspective and aiming for an abundant life is discussed, and students are given activities to reflect on concepts like happiness and purpose.
This document discusses knowing yourself through understanding your personality. It defines the self as consisting of the body, thoughts, feelings and emotions. These elements constitute one's individuality and identity. The document suggests exercises for reflecting on your traits, strengths, and influences through drawing symbols and sharing with others. It discusses the interaction between nature and nurture in developing personality. Finally, it outlines the four dimensions of personality type - Extraversion/Introversion, Sensing/Intuition, Thinking/Feeling, and Judgment/Perception.
This document provides an overview of methods for philosophizing and determining truth. It discusses the importance of truth and differentiating between knowledge, facts, claims, opinions and arguments. Systematic doubt is presented as a philosophical method for establishing truth by scrutinizing and analyzing statements. Examples are provided to illustrate applying systematic doubt to determine whether a statement is factual or an opinion. Fallacies in reasoning that can undermine arguments are also defined and exemplified. The document aims to teach philosophical thinking and analysis to discern truth from falsehood.
1) Personal relationships are important for health and well-being. They can help people live longer, deal with stress, and stay healthier. Conversely, a lack of social support is linked to depression, weaker immune function, and higher blood pressure.
2) There are three main kinds of personal relationships: family, friends, and partnerships/romantic relationships. Family are related by blood or marriage. Friends are built on shared experiences and interests. Partnerships involve romantic love, affection, trust, and intimacy.
3) Building healthy relationships requires loving communication, appreciation, understanding, keeping anger in check, expressing gratitude, spending quality time together, and forgiveness.
Here are some ways students can live a life of abundance:
- Focus on personal growth and learning rather than material possessions. Pursue knowledge and new experiences that fulfill your potential.
- Build strong relationships with others through acts of kindness, compassion, and service. Make time for family and friends each day.
- Practice gratitude for the blessings you already have like health, education opportunities, supportive communities. An abundant mindset values what you have.
- Find purpose and meaning in small acts that uplift others, from volunteering to holding doors to leaving encouraging notes. Look for ways to spread abundance wherever you go.
- Take care of your mind, body, and spirit through exercise, meditation, journaling,
The answer is A. Gender symbol.
2. It refers to certain roles, characteristics, and expectations of how a person should feel, think, and act as influenced by parents, peers, and society.
A. gender symbol
B. gender role
C. sex
D. sexuality
1. This module will teach learners about sexuality as an important component of one's personality. Sexuality is a natural part of human life and involves masculine and feminine identification.
2. Key terms in sexuality such as sex, gender, and sexuality will be defined. Learners will express how sexuality is an important part of one's personality through a written reflection.
3. Learners will also learn to draw basic symbols that describe gender and sexuality.
This document provides an introduction to philosophy, explaining that it originated in ancient Greece and involves examining life's biggest questions through reason rather than faith. It defines philosophy as the love of wisdom and discusses Thales as the first Western philosopher, noting that philosophical activity is characterized by examining wide generalizations, fundamentals, and integrating ideas into a coherent whole. The main branches of philosophy are also introduced.
Developmental Changes in Middle and Late AdolescenceKokoStevan
This document is a self-learning module on personal development for 11th grade students. It discusses developmental changes that occur in middle and late adolescence. The module is divided into several sections that introduce a topic, provide activities for students to practice and learn, and assess their understanding. It aims to help students understand the developmental tasks and challenges of adolescence, evaluate their own development with input from others, and identify ways to become responsible and prepared for adulthood.
This document is a self-learning module on personal development for senior high school students in the Division of General Santos City. The module aims to help students better understand themselves and others as they make important career decisions. It uses experiential learning approaches and activities to explore themes of self-concept, personality development, and decision-making. The module is designed to be used independently by students at their own pace. It includes introductory messages, learning objectives, pre-assessments, lesson discussions, independent practice activities, and assessments.
PHILO_Q1_Mod2.1_Methods of Philosphizing.pdfLawSchool5
This module introduces the philosophy of epistemology. Epistemology studies how humans acquire knowledge and determine what is true. It has two main goals: 1) to show how knowledge can be acquired and 2) to validate if acquired knowledge is truly knowledge. Knowledge is a mental grasp of reality obtained through perception or reason based on perception. There are two main ways of acquiring knowledge - through the senses like sight and touch, and through rational thinking using the mind. The process of acquiring knowledge starts with reality, then using the senses to perceive reality, and thinking rationally about sense perceptions to gain understanding.
Here are my responses to the questions:
1. Yes, there is something wrong with the friend's response to ask how much to pay for the lunch. In most cultures and social norms, having a friend over for a meal in one's home is considered a gesture of hospitality and friendship, not something that requires monetary payment. Asking how much to pay goes against these social norms of friendship and hospitality.
2. Yes, there is something problematic about the friend's response in the second situation. True friendship involves being there for a friend in need through difficult times, offering comfort and support without expectation of monetary compensation. Asking to be paid for things like phone call time, transportation costs, tissues used, and lost work productivity turns
This document is the introduction to a module on phenomena of light for senior high school physical science. It provides background context on light phenomena observable in nature. The module will cover reflection, refraction, absorption, transmission, and scattering of light. It includes one lesson on phenomena of light. Upon completion, learners will be able to describe and explain different light phenomena and relate light properties to natural occurrences. The document outlines what learners need to know and lists the learning objectives.
1. A sender encodes a message and transmits it through a channel to the receiver.
2. The receiver decodes the message transmitted by the sender.
3. Feedback is given by the receiver in response to the message received from the sender. This feedback allows communication to become a two-way process.
4. Context or environment influences the communication exchange between the sender and receiver at each step of the process.
1. A sender encodes a message and transmits it through a channel to the receiver.
2. The receiver decodes the message transmitted by the sender.
3. Feedback is given by the receiver in response to the message received from the sender. This completes the communication process.
The document discusses the differences between social sciences and applied social sciences. Social sciences study society and human behavior, while applied social sciences apply theories from social sciences to address real-world problems. It then focuses on counseling as an applied social science. Counseling aims to help clients address problems through clarification and behavior change. The goals of counseling include facilitating change, promoting decision-making, enhancing coping skills, and improving relationships. Counseling's scope includes individual, group, and community-based services.
The document discusses defending a stand on an issue by presenting reasonable arguments. It provides steps to take such as making issue criteria, collecting evidence from proper sources, and using appeals to support claims. Reasonable arguments must be backed by factual evidence cited from credible sources. The goal is to address all sides of an issue and present a position in a clear, understandable manner to persuade the audience.
This document provides information about an English language module for 8th grade students on the topic of searching for knowledge. It includes details about the module such as the publisher, development team, and contact information. It also outlines the learning objectives for the module which are to determine meaning from context clues, extract details from stories, and understand a mother's love and wisdom.
Here are the key points about functionalism:
- It views society as a complex system whose parts work together to promote solidarity and stability.
- It focuses on how social institutions like the family, education system, religion serve functions in maintaining social order and the overall functioning of society.
- It believes that societies seek to maintain equilibrium and social integration through shared norms and values.
- Functionalists study how institutions like the family socialize members and transmit cultural values to the next generation.
- They see deviance and crime as inevitable in all societies and as playing a role in promoting social change. But too much deviance risks disrupting the social order.
So in summary, functionalism emphasizes how social
Understanding Culture,
Society and Politics
Quarter 1 – Module 4:
Analyze the Significance of
Cultural, Social, Political, and
Economic Symbols and Practices
1. Disasters can have devastating effects on people's lives such as death, destruction of infrastructure, loss of livelihood and services, and physical and psychological impacts.
2. Some effects of disasters include displaced populations, health risks, food scarcity, and emotional aftershocks like post-traumatic stress disorder.
3. People can help lessen the impact of disasters by checking their homes for hazards, identifying safe places, educating themselves, preparing disaster kits, developing emergency plans, and helping their communities get ready through preparedness activities.
DISS_mod2_Nature and Functions of Social Sciences Disciplines.pdfRaymondJohnBaliling
The document provides an overview of the nine core disciplines within social sciences - anthropology, demography, economics, geography, history, linguistics, political science, psychology, and sociology. It defines each discipline, explains their functions and nature. The disciplines are distinct but interconnected fields that aim to study and understand human society and behavior through various lenses.
Here are two pictures of liquids. What can you observe?
Learner: In picture 1, I can see water in a glass. The water takes the shape of the glass. In picture 2, I can see oil in a pan. The oil also takes the shape of the pan.
Here are two pictures of liquids. What can you observe?
Learner: In picture 1, I can see water in a glass. The water takes the shape of the glass. In picture 2, I can see oil in a pan. The oil also takes the shape of the pan.
Similar to PHILO_Q1_Mod3_The Human Person as an Embodied Spirit.pdf (20)
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
PHILO_Q1_Mod3_The Human Person as an Embodied Spirit.pdf
1. INTRODUCTION TO THE
PHILOSOPHY OF THE HUMAN
PERSON
Quarter 1 – Module 3:
THE HUMAN PERSON AS AN
EMBODIED SPIRIT
Senior High School
2. Philosophy – Grade 11/12
Alternative Delivery Mode
Quarter 1 – Module 3: The Human Person as an Embodied Spirit
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by ________________________
Department of Education – National Capital Region
Office Address: ____________________________________________
____________________________________________
Telefax: ____________________________________________
E-mail Address: ____________________________________________
Development Team of the Module
Writers: Arvin Derecho, Joana Doctor, James Lota
Editor: Amalia C. Solis, Education Program Supervisor
Reviewers: Michael S. Bernal, Paciano B. Ferrer, Gener C. Irinco,
Nastasia V. Besin, Ernie Ronel Tirol Mabahague (Content)
Marianne Carol Rodia Esteban (Language)
Illustrator:
Layout Artist:
Management Team: Malcolm S. Garma, Regional Director
Genia V. Santos, CLMD Chief
Dennis M. Mendoza, EPS In Charge of LRMS
Regional ADM Coordinator
Maria Magdalena M. Lim, CESO V Schools Division Superintendent
Aida H. Rondilla, CID Chief
Lucky S. Carpio, EPS In Charge of LRMS
4. Introductory Message
For the facilitator:
Welcome to the Introduction To The Philosophy of The Human Person (Grade
11/12) Alternative Delivery Mode (ADM) Module on The Human Person as an
Embodied Spirit.
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
Notes to the Teacher
This contains helpful tips or strategies that
will help you in guiding the learners.
4
5. For the learner:
Welcome to the Introduction to the Philosophy of the Human Person Alternative
Delivery Mode (ADM) Module on The Human Person as an Embodied Spirit.
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New In this portion, the new lesson will be
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
5
6. What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.
Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
Answer Key This contains answers to all activities in the
module.
At the end of this module you will also find:
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
References This is a list of all sources used in developing
this module.
6
7. What I Need to Know
On this module, you are expected to learn about the difference between Man, Human
and Person, and their roles to the society. Today’s module would help us identify and
recognize our own limitations and possibilities as we deal to various events in our
lives. Are you ready to know more? Let’s go and dance in tune for the lessons that
you will learn today.
The module will discuss the lesson about:
• The Human Person as an Embodied Spirit
MOST ESSENTIAL LEARNING COMPETENCIES:
After going through this module, you are expected to:
• Recognize how the human body imposes limits and possibilities for
transcendence
• Evaluate own limitations and the possibilities for their transcendence
7
8. What I Know
Here we go, let us remember and answer the following questions based from your
prior knowledge. Don’t be afraid, this one is set to get you ready on our topic. I know
you can do it! Let’s go!
MULTIPLE CHOICES
Directions: Read and analyze the questions and statements carefully. Encircle the
letter of your chosen answer.
1. It is the term commonly used to represent the entire human race.
A. Human being B. Human nature C. Man D. Person
2. It is a general term which refers to the deepest and natural behavior of a
person that distinguish human from animals. It consists of collective traits
that formed and considered the very essence of humanity.
A. Human being B. Human nature C. Man D. Person
3. It is the term used to describe humans who are not just mere humans different
from animals but with inherent birth rights and exact origin of his/her
classification.
A. Human being C. Human nature
B. Human creature D. Human person
4. Carlo is a tall person with brown hair and brown eyes. What aspect of the
human person is being described in the statement?
A. Cognitive Self C. Psychological Self
B. Physical Self D. Sociological Self
5. Marie is very cheerful and friendly to her classmates. What aspect of the
human person is being described in the statement?
A. Cognitive Self C. Psychological Self
B. Physical Self D. Sociological Self
6. Which of the following is NOT an essential component of the human person?
A. Conscience B. Mind C. Soul D. Spirit
7. Which of the following BEST describes the concept of embodiment?
A. Human person is essentially his/her body and nothing more.
B. Human person is essentially his/her spirit and nothing more.
C. Human person is essentially the unity of his/her body and spirit.
D. Human person is essentially a separate entity of the body and the spirit.
8. Which of the following experiences describe the concept of embodiment?
A. Joy attaches a sentimental value to a pair of rubber shoes which was given
by her mother.
B. Kim associates love with hypothalamus, a part of the brain that is
responsible for feelings.
C. Ivy recalls a happy moment in her life and still feel the same happiness he
felt at that moment.
8
9. D. Trina received a pat in her shoulder from her best friend and felt completely
relieved at that moment.
9. Vincent loses his arm and leg due to a car accident. He loses a part of his
physical body which makes up his physical identity. Which of the following
statements is true about the concept of embodiment?
A. Vincent can still be considered a human person despite losing a part of his
identity.
B. Vincent is not fully considered a human person since he lacks one aspect
of his identity.
C. Neither a nor b
D. None of the above
10.A criminal who have committed a heinous offense can still be considered a
human person despite of his cruelty and inhumane act. The statement is
___________.
A. True, the dignity is still retained in spite of his actions because it is his
inherent right.
B. False, the dignity of humans are removed once they don’t treat other people
just and right.
C. Neither a nor b
D. None of the above
Lesson
1
The Human Person as an
Embodied Spirit
Do you still remember those days when you were playing outside your home?
Playing with your friends or classmates all day long then waiting for a certain time
for afternoon’s anime or fictional movies like Slamdunk, Flame of Recca, Dragon Ball,
Princess Sarah, Cinderella and Snow White?
Maybe you are wondering as to why we need to remember those days when
everything was plain and simple. Our time after class were simply spent watching
movies and playing inside or outside our home with brothers, sisters relatives,
friends, friends of friends, classmates and schoolmates.
You might ask me why? Why do we have to go back and remember our childhood
days? What is the relevance of our childhood memories to our present times? You
will find out, later.
9
10. What’s In
Directions: Choose the BEST answer.
1. What is the branch of Philosophy that studies the method of acquiring and
validating knowledge?
A. Metaphysics C. Politics
B. Ethics D. Aesthetics
2. Who is the founder of Phenomenology?
A. Jean Paul Sartre C. Edmund Husserl
B. Martin Heidegger D. Simone de Beauvoir
3. What point of view is central to the phenomenological method?
A. First person point of view C. Third person point of view
B. Second person point of view D. Absence of any point of view
4. What is the proper order of logical thinking?
A. Concept-Perception-Inference-Proposition
B. Proposition-Inference-Perception-Concept
C. Perception-Concept-Proposition-Inference
D. Inference-Proposition-Concept-Perception
5. How do you know if a statement is true according to the Correspondence
theory?
A. If you believe that it is true
B. If philosophers believe that it is true
C. If a statement is based on facts of reality
D. If the statement is universally acknowledged to be true
You did a great job! Yes, you heard it! You have honestly and patiently answered our
review that could also help you understand our lessons ahead of you! Now you are
ready for another journey, let us start the ball rolling to know more about the Human
Person and to understand and recognize our human limitations and possibilities! What
are you waiting for? Let’s go!
Notes to the Teacher
The text is meant to engage the students in acquiring knowledge
and determining the processes of knowing the truth by utilizing
human reason. The role of the teacher is to simplify the process by
giving relevant examples from daily life experiences.
10
11. What’s New
Direction. On the blank spaces, analyze the concentric circles and write a short
interpretation based on your understanding.
What is It
Are you aware that majority of us could recognize, define and use a certain word
every day without knowing its role and true meaning? Do you believe that there is a
big difference between MAN, PERSON, and HUMAN not only with the definition but
its usage to the society as a whole? Yes, I know that these words are very common
to us but this is the right moment for us to know more about it! Are you with me?
Are you ready for our new journey? Let’s go!
The time has come! Let’s get started! Today’s journey will help us identify and
understand the Human Person as an Embodied Sprit has something to do with
defining Man, Human, Human Being, Person, Personhood and Human Nature
(Abella, 2016).
Man
By definition, it is generally and commonly define to
represent the entire human race.
Human
A term used to refer for various classifications and species. For
a living man, human is under the classification of Mamalia.
BODY
MIND
SPIRIT
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
11
12. Human Being
A term used to separate man from other Human Classifications
like animals.
Person
Refers to an individual who possess self-awareness, self-
determination, rational mind, and the capacity to interact with
other and with himself/herself.
Personhood
A general term refers to the state of being a person with unique,
sacred and ethical status within him/herself.
Human Nature
A general term refers to the deepest and natural behaviour of a
person that distinguish human from animals. A collective traits
that formed and considered the very essence of humanity.
Nobody can be considered man without human nature.
What is Human Person? Let’s find out!
From the definition provided above, the human and the
person, respectively, are defined with classified origin of
species and persons with birth rights. Human person is
someone with an exact origin of his/her classification.
From the biblical perspective, we came from Adam and
Eve. For Science, we came from an Ape under the Class:
Mamallia.
Human person from time after time learned how to live beyond what was
traditional through the various human evolutions from Hominid to Homo Sapiens
or the Modern Man people learn the concept of power, politics and economics.
These reasons served as basis which led to a more structured political and
economic system. Thus, rights of an individual is considered. A human person is
typically with a body which is tangible and has a three components composed of
SOUL, MIND and SPIRIT. Also, he or she is entitled and granted rights and
privileges by the state which he or she legally belong.
Photo from: https://www.quora.com/Are-souls-real-
What-is-a-soul?no_redirect=1
12
13. There are two general kinds to distinguish a human person: The Cognitive Self
and the Physical Self. The Cognitive Self (something within and cannot be
physically seen) is the essential components of a human persons that deals with
THE WHAT OF A PERSON which includes human persons’ belief, desire, dreams,
and intentions. The other is one is the Physical Self (something can be seen in
his/her physical appearance) which deals with the essential features of the
human way of life or THE WHO OF A PERSON which includes his/her body type,
strength and appearances.
What is Embodied Spirit? Let’s find out!
Embodied spirit is an animating core
living within each of us. It is known to be
the driving force behind what we actually
think, do and say. It is indeed the reflections of
our total being by which our sensations lead to
our human feelings, emotions and
decision. The usual and known connotation
that comes to our mind when we hear the word
“embodied” is always materialized or became
flesh (with physical form). Thus, when we say
“embodied spirit”, we normally believed and conclude of a spirit becoming flesh.
In the context and views of Christian philosophy, the embodiment of the spirit
particularly refers to the inseparable union of human body and soul.
Inseparable which also means the body and soul work together at all times.
Hence, we can safely say that “embodied spirit” that the body is not separate from
the soul, just as the soul is not separate from the body.
What is Human Person as Embodied Spirit? Let’s find out!
As an embodied spirit human beings demonstrate these following qualities
(Abella, 2016):
1. “Self- awareness refers to person having a clear perception of oneself,
including his or her thoughts, emotions, identity, and actions (Abella,
2016).” It is the ability of one’s consciousness to look inward thus
discovering the presence of a self.
Photo from: https://angelsandcelestials.tumblr.com/post/103122385263/22-
signs-that-you-are-embodying-your-higher-self
13
14. The self is the subject that thinks, feels and acts. It is your I amness (Wilber,
2006). The self enables a person to experience an inner world of dreams,
thoughts, imagination, fantasy (Abella, 2016). Thus, the self represents
man’s interiority (loob in Filipino).
2. A human person is able to connect and interact with another person, an
animal or an inanimate object. We call this externality. So even though
human beings have interiority they are not trapped inside their heads. They
are able to go beyond their limited selves and embrace others.
3. We are not determined by others. Because we have interiority; we can direct
the course of our own life. This is what we call self-determination which is
“the capability of persons to make choices and decisions based on their own
preferences, monitor and regulate their actions, and be goal oriented and
self-directed” (Abella 2016) Thus human beings are free.
However since our actions are based on our decisions we have to realized
that every decision has a consequence(s). There are some actions that are
good because they lead to good consequences and some actions are bad
because they lead to bad consequences. The result of our freedom is
morality which is “the goodness or badness of an act” (Abella 2016)
4. Finally a human person has an inherent value and importance. This is what
we call dignity. That is why no amount of money can equal the value of a
human life. This is also the reason why individual rights are absolute (Rand
1964). The American Founding Fathers called rights as “inalienable”
because it cannot be separated from our humanity. If we are stripped off of
our rights we are stripped of our humanity. That is why slaves (who have
no rights) are not being treated as human.
Human Transcendence
St. Thomas Aquinas, a philosopher and one of the greatest theologian in the
Catholic Church in the 13th century, said that “of all creatures, human beings have
the unique power to change themselves and things for the better.” (Ramos, 2016).
We have encountered persons who complain of any given situations or accept the
reality or status in life as God-given thing. We heard a man sighing on TV during the
14
15. early stage of Covid-19, “mahirap maging mahirap.” Though it is true that poverty
is not just personal but also structural, as an individual person you know that you
can do something to change the situation. This power is your ability to surpass your
limits. This is the definition of Transcendence. You are able to transcend your
limit through your physical and mental abilities. (Abella, 2016).
Religion and philosophy teaches human beings to overcome our limits. In
technological parlance, humans can upgrade themselves. Take for example,
Buddhism. Buddha realized that all people suffers. Maybe in your case you just
accept your own suffering as part of life but not for Buddha. This reality ignited his
curiosity to examine and understand the word suffering. He left his royal life in the
palace and spent his life for 6 years in the wilderness to find answers for his
questions. And when he sat under the Tree of Enlightenment for 40 days, voila he
finds the answers. The Four Noble Truths and Eightfold Paths. For example, “The
Eightfold Path” of Buddhism shown below:
1. Right view- a correct understanding of the
nature of things, specifically the Four
Noble Truths;
2. Right intention, eliminating thoughts of
attachment, detestation, and harmful
intent,
3. Right speech, abstaining from verbal
offenses such as lying, divisive speech,
unforgiving speech, and irrational speech,
4. Right action, refraining from physical offenses such as murdering, thieving,
and sexual misbehavior,
5. Right livelihood, evading trades that directly or indirectly damage others, such
as trading slaves, weapons, animals for butchery, intoxicants, or poisons,
6. Right effort, forsaking undesirable states of mind that have already arisen,
preventing undesirable states that have yet to arise, and sustaining positive
states that have already arisen.
7. Right concentration, single-mindedness.
8. Right mindfulness, consciousness of body, feelings, thought, and phenomena.
If you notice this is a universal principle being taught not just by Buddhism?
These are the values what human person needs to succeed. These are examples of
Photo from: https://buddhaweekly.com/the-noble-eightfold-path/
15
16. the power mentioned by St. Thomas to change ourselves. If you can do the
eightfold path even if you are not a Buddhist, you can transform yourselves from your
present situation and transcend to what you desire you would be. Just believe in
yourselves. As the Star Struck of GMA7 adheres: Dream, Believe and Survive.
What’s More
It seems that you had fun knowing and exploring new or familiar ideas on
today’s lesson. Right? I know that knowing ourselves require enough time. As
they said, it takes a village to raise a child just like knowing yourself. For you to
enjoy more of discovering new ideas, let us continue exploring the world of
surprises! Are you ready? Let’s go!
Activity 1: I Recognize Myself
DIRECTIONS: Kindly fill up all the information needed to complete the table.
I know you can do it! You have the time to remember your past experiences
and chance to look forward on the future. Don’t worry, nobody will judge you! I
am with you and at the back to give my full support!
Strengths Weaknesses Desires
Abilities
(I can)
Talents
(I always do)
Fears
(I can’t)
Hesitations
(I am afraid)
What can I do
more?
16
17. Activity 2: I PICTURE OUT MYSELF
DIRECTIONS: Draw a picture of yourself as a HUMAN PERSON. Explain your
drawing.
Come on I know you can draw! Just give your best shot! Let’s go!
Explanation:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
You got it! Congratulations! You never fail to amaze me! Keep it up! I believe you
are more than ready to our next exploration. So, what are you waiting for? Let’s go!
On this part, since you have done a very good job. The activity will just ask on
question on your journey exploring new and familiar things on the module. Let’s go!
What I Have Learned
17
18. ACTIVITY 3: I KNOW WHAT TO DO
DIRECTIONS: Kindly answer and complete the sentence being asked to you.
I have known that…..
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________
__________________________________________________________________________________
I realized that…….
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
What I Can Do
On this part, you are expected to showcase your ability from what you have learned
from our journey. Are you excited? Let’s go!
ACTIVITY 4: MYSELF, MY FAMILY, MY COMMUNITY!
DIRECTIONS: Answer the real-life questions provided to you. No wrong answers, just
give your best!
1. As a student, how can you conquer the challenges posed by this pandemic?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. How did the present crisis make you realize the reality of human limitations,
uncertainties and possibilities?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
18
19. Assessment
This portion will measure your acquired knowledge based from the lessons learned
in our module.
MULTIPLE CHOICES
DIRECTION: Read and analyze the questions and statements carefully. Encircle the
letter of your chosen answer.
1. Marie is very cheerful and friendly to her classmates. What aspect of the
human person is being described in the statement?
A. Cognitive Self C. Psychological Self
B. Physical Self D. Sociological Self
2. A criminal who have committed a very heinous offense can still be considered
a human person despite of his cruelty and inhumane act. The statement is
___________.
A. True, the dignity is still retained in spite of his actions because it is his
inherent right.
B. False, the dignity of humans are removed once they don’t treat other people
just and right.
C. Neither a nor b
D. None of the above
3. Carlo is a tall person with brown hair and brown eyes. What aspect of the
human person is being described in the statement?
A. Cognitive Self C. Psychological Self
B. Physical Self D. Sociological Self
4. Which of the following BEST describes the concept of embodiment?
A. Human person is essentially his/her body and nothing more.
B. Human person is essentially his/her spirit and nothing more.
C. Human person is essentially the unity of his/her body and spirit.
D. Human person is essentially a separate entity of the body and the spirit.
5. Which of the following experiences describe the concept of embodiment?
A. Joy attaches a sentimental value to a pair of rubber shoes which was given
by her mother.
B. Kim associates love with hypothalamus, a part of the brain that is
responsible for feelings.
C. Ivy recalls a happy moment in her life and still feel the same happiness he
felt at that moment.
D. Trina received a pat in her shoulder from her best friend and felt completely
relieved at that moment.
6. It is the term commonly used to represent the entire human race.
A. Human being B. Human nature C. Man D. Person
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20. 7. Vincent loses his arm and leg due to a car accident. He loses a part of his
physical body which makes up his physical identity. Which of the following
statements is true about the concept of embodiment?
A. Vincent can still be considered a human person despite losing a part of his
identity.
B. Vincent is not fully considered a human person since he lacks one aspect
of his identity.
C. Neither a nor b
D. None of the above
8. Which of the following is NOT an essential component of the human person?
A. Conscience B. Mind C. Soul D. Spirit
9. It is the term used to describe humans who are not just mere humans different
from animals but with inherent birth rights and exact origin of his/her
classification.
A. Human being C. Human nature
B. Human creature D. Human person
10.It is a general term which refers to the deepest and natural behavior of a
person that distinguish human from animals. It consists of collective traits
that formed and considered the very essence of humanity.
A. Human being B. Human nature C. Man D. Person
Additional Activities
On this portion, you are expected to share all the lessons that you have learned in
our exploration. By answering this activity, it would help you understand what you
are capable now! Come on! Let’s go!
You have come this far. You have made a lot of progress. I know you can! Let’s do it!
I. IDENTIFICATION
DIRECTIONS: Kindly provide the answer on the questions being asked to you.
Write the word of your answer on a separate sheet of paper.
a. Human f. body and soul
b. Aristotle g. Physical Self
c. Rational Animal h. Cognitive Self
d. Person i. Human Being
e. Personhood j. Human Nature
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21. 1. ___________ An individual with self-awareness, self-determination, rational
mind, and the capacity to interact with other and with himself/herself
2. ___________ It is a term used to represent the entire human race.
3. ___________ A term used to separate man from other Human Classifications
like animals.
4. ___________ A general term refers to the state of being a person with unique,
sacred and ethical status within him/herself.
5. ___________ A collective traits that formed and considered the very essence of
humanity. Nobody can be considered man without human nature.
6. ___________ A term used to refer for various classifications and species.
7. ___________ A belief from a Christian Philosophy that deals with unity and
inseparability.
8. ___________ Aristotle once said that humans are different from animals
because of our minds.
9. ___________ Human features which are tangible and can be seen by people.
10.___________ Human features that live within each of us
II. ANALYSIS
DIRECTIONS: Write the correct answers from the questions being asked.
Write “A” if the 1ST and 2nd statements are true
Write “ B” if the 1ST statement is correct and 2nd statement is wrong
Write “ C” if the 1ST is incorrect and 2nd statements are true
Write “ D” if the 1ST and 2nd statements are both incorrect
1. A. Humans are capable of controlling their souls
B. Humans are rational animals
2. A. Cognitive Self deals within our body and cannot be seen by our eyes
B. Cognitive Self composes of human beliefs and religion
3. A. Physical Self deals with the beauty of one’s body
B. Physical self is a manifestation of people’s strength and weakness
4. A. Person is a term that commonly connotes birth rights provided by the
state
B. Human nature is a term used to define the inner soul of the person
5. A. Human Nature is the total reflections of human activities
A. Embodied Spirit is the incarnation of a material body
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22. III. I KNOW, I AM AWARE, I HAVE LEARNED!
DIRECTIONS: Answer and complete the sentence.
Come on. I know you can! I am with you all throughout this journey and I have
witnessed your dedication! Let’s get started!
1. I am rational animal because….
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. I am a person because…..
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. I am human being because….
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. I am a human person with an embodied sprit because………
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. My soul and my body is inseparable because……….
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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23. Answer Key
References
Books:
Abella, Roberto D. (2016). Introduction to the Philosophy of the Human Person.
Quezon City: C& E Publishing
Bulaong, Christopher. (2018). Foundation of Moral Values. Quezon City: Quezon
City: Rex Publishing House.
Maboloc, Christopher Ryan. (2013). Philosophy of Man: The Existential Drama.
Quezon City: Rex Publishing House.
Ramos, Christine Carmela R.PhD. (2016) Introduction to the Philosophy of the
Human Person. Rex Bookstore: Manila, Philippines.
Rand, Ayn (1964). The Virtue of Selfishness. New York: Signet.
Tiempo, Alex. (2015). Social Philosophy: Foundation of Values Education. Quezon
City: Rex Publishing House.
Wilber, Ken (2006). Integral Spirituality. Boston: Integral Books.
Assessment
1.
A
2.
A
3.
D
4.
C
5.
B
6.
C
7.
A
8.
A
9.
D
10.B
What
I
Know
1.
C
2.
B
3.
D
4.
B
5.
A
6.
A
7.
C
8.
B
9.
A
10.A
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24. Websites:
Jhagiani, Rajiv. (2015). The Cognitive Self: The Self-Concept, Retrieved from
https://opentextbc.ca/socialpsychology/chapter/the-cognitive-self-
the-self-concept/
Olson, Eric. (2002). A Materialist Metaphysics of the Human Person, Retrieved
from https://ndpr.nd.edu/news/a-materialist-metaphysics-of-the-
human-person/
Steph. (2020). The Human Person as an Embodied Spirit, Retrieved from
https://philonotes.com/index.php/2018/12/01/the-human-person-
as-an-embodied-spirit/
Singh, Sanjay. (2002). The Concept of Physical self in Pschology, Retrieved from
https://www.all-about-psychology.com/the-concept-of-physical-self-
in-psychology.html
Photos:
Angels and Celestials. (2013) 22 Signs That You are Embodying Your Higher Self,
Retrieved from:
https://angelsandcelestials.tumblr.com/post/103122385263/22-
signs-that-you-are-embodying-your-higher-self
Buddha Weekly. (2019). 8 Rights: The Noble Eightfold Path — the Heart of the
Buddha’s Teaching, Retrieved from:
https://buddhaweekly.com/the-noble-eightfold-path/
Hussain, Sajjad. (2018). I love Making Analogies to Understand the Abstract
Realities, Retrieved from:
https://www.quora.com/Are-souls-real-What-is-asoul?no_redirect=1
24
25. For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
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