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Introduction To Philosophy of The Human Person: Quarter 2 - Module 1: Freedom and Responsibility

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75% found this document useful (8 votes)

50K views94 pages

Introduction To Philosophy of The Human Person: Quarter 2 - Module 1: Freedom and Responsibility

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Patrick Robles

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Introduction to

Philosophy of the
Human Person
Quarter 2 – Module 1:
Freedom and Responsibility
Personal Development
Alternative Delivery Mode
Quarter 2 – Module 1: Title
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

Development Team of the Module

Writers: Mark Earvin M. Cervantes

Urayjan M. Borlaza
Reviewers: Cristeta M. Arcos
Illustrator: Ronan DC. Vergara
Layout Artist: Ren Mac Mac G. Motas
Management Team: Wilfredo E. Cabral, Regional Director
Job S. Zape Jr., CLMD Chief
Elaine T. Balaogan, Regional ADM Coordinator
Fe M. Ong-ongowan, Regional Librarian
Susan DL. Oribiana, SDS
Dolorosa S. De Castro, CID Chief
Cristeta M. Arcos, EPS In Charge of LRMS

Printed in the Philippines by ________________________

Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: region4a@deped.gov.ph
Introduction to
Philosophy of the
Human Person
Quarter 2 – Module 1:
Freedom and Responsibility
Introductory Message
For the facilitator:

Welcome to the Introduction to Philosophy of the Human Person Alternative Delivery

Mode (ADM) Module on Freedom and Responsibility!

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:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

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.

15
For the learner:

Welcome to the Introduction to Philosophy of the Human Person Alternative Delivery

Mode (ADM) Module on Freedom and Responsibility !

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:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.
This part includes an activity that aims to
What I Know 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.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent
What’s More 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.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or skill
into real life situations or concerns.

15
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
This contains answers to all activities in the
Answer Key module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

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!

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What I Need to Know

Freedom – one of the most abused and misunderstood words during these times. A
well-loved concept which ancestors fought for, yet poorly understood by the present
generation. There is always something in being free. People associate freedom with
one’s ability to do whatever he or she wants to do.

Well, the concept of freedom is as wide as the universe. There are so many notions
about it. Some claim to be free means to do anything, regardless of their actions’
consequences. Some say freedom is the ability to exercise one’s will towards the good.
Others even say there is no such thing as freedom – that we are governed by natural
law.

As starters for this philosophical sojourn, learners – through this module – will be
guided about the basic philosophical teachings about freedom. The emphasis is on
understanding freedom importantly the dynamism of choices and consequences. As
learners who will face bigger decisions soon, it is important to see how your choices
are made. Do you make decisions based on their impending consequences or you
simply do it because it is what the present situation is asking from us?

This module was designed and written with you in mind. It is here to help you master
the different philosophical concepts of about human freedom, and thereafter examine
the its relationship with responsibility. The scope of this module permits it to be used
in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

After going through this module, you are expected to:

1. identify the different concepts related to understanding of human freedom;
2. explain the relationship between Human freedom and Obligation;
3. distinguish Human actions from Acts of Man;
4. distinguish intellectual choice from practical choice;
5. apply the concepts to hypothetical situations.

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What I Know

Learning Task 1. COMPLETE THE TABLE. Determine the possible consequences

and obligations of the actions listed below. You assume that intention and
voluntariness existed in every happening. Write your answers in your notebook.

Scenario number 1:
Patrick drove his car without registration and license.
Consequences Obligations
1.
2.

Scenario number 2:
Erwin used all his income in upgrading his motorcycle.
Consequences Obligations
1.
2.

Scenario number 3:
Janzen entered in a no-label relationship.
Consequences Obligations
1.
2.

Scenario number 4:
Mark uses digital devices in finishing his studies.
Consequences Obligations
1.
2.

Scenario number 5:
Nadine copied someone’s song just to please her mother.
Consequences Obligations
1.
2.

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What’s In

Learning Task No 2. EVALUATING SCENARIOS. In your way of understanding,

evaluate the following circumstances whether they are right or wrong. Write the
word “Tama” if you think the action is right and write “may kakaiba” if the situation
is wrong for you. Provide your reasoning for your classification. Write your answers
in your notebook.

_____________ 1. Selma continuously supports her friend Georgia in flirting

someone else’s husband.

Reason:__________________________________

_____________ 2. President Duterte orders several government agencies to continue

placing dolomite sands in a small portion of Manila Bay during pandemic.

Reason:__________________________________

_____________ 3. MaeMae is in the verge of failing her exam in General Mathematics.

While she is taking the exams, she received a small piece of paper from his
classmate Ben. The piece of paper contains all the answers for the last portion of
the exam.

Reason:__________________________________

_____________ 4. Molina is in-charge of the distribution of medicines in her

barangay. The local government of Imus usually provides for extra packages of
medicines as a buffer stock or reserve in case of uncounted members of barangay.
One day, Josielyn, a citizen from Calamba City, offers to buy the extra packages of
medicine from Molina, because there is a shortage of medicines in Calamba.
Molina, in turn, sold the extra medicines to Josielyn.
Reason:__________________________________

_____________ 5. Gladys is the gate custodian of Bilibid prison. One day, the former
Mayor of Calauan Laguna and convicted of complex crime of Rape with homicide
Antonio Sanchez who has kidney illness asks Gladys to allow him to buy some
medicine to alleviate the pain caused by his kidney disease. However, Gladys did
not allow the request and instead reported the former Mayor’s attempt to go outside
the penal colony.

15
Reason:_________________________________

_____________ 6. Samson oversees the installation of an internet satellite in Camp

Caringal. While the construction is ongoing, his wife Lizjoy called him because their
son Erwin is sick. Lizjoy asked Samson to return to their house because Erwin
misses him so much. Samson said he cannot return immediately because the
Chinese contractors are spoof.

Reason:__________________________________

_____________ 7. Ruby is the best online seller in her town. She can earn as much
as 10,000 php per day. On the other hand, Celeste is a newbie in online selling.
She barely earned a thousand peso for a day. Knowing Ruby’s ability to sell online,
Celeste approached Ruby and asked the latter to teach her how to be a successful
online entrepreneur. Ruby asked for a tutorial fee, because she said that it entails a
lot of work just to make a online strategy work.

Reason:__________________________________

_____________ 8. Ylah is a dean’s lister in her department – School of Business

Management and Accountancy of De La Salle University. At the same time, she is
the captain of the table tennis team in the said school. Her boyfriend, Armando
usually complains because Ylah has minimal time for him. Because Armando
thinks Ylah is too busy with her own life, he broke his 6 years relationship with the
young lady.

Reason:__________________________________

_____________ 9. Jovi and Rency are good friends. They are schoolmates since their.
However, there is no venue to hold the meeting. Jovi requested Rency to allow
them first year in college. Because of great academic performance, Jovi has been
elected as the vice-president of the college department. On the other hand, Rency
has been chosen as the in-charge of the college’s laboratories since she is
trustworthy and keen in details. One day, the college’s student council needs to
meet for a quarterly review of their activities to use the department’s physics
laboratory, but Rency denied such a request.
Reason:__________________________________

_____________ 10. Ariel is an LTO officer who has a lot of connections is the said
office. He usually accepts under the table transactions from people who want to
expedite their application for a driver’s license. His sister Amor once asked him why
he’s doing those kinds of transactions. Ariel answered that he simply wants to help
people by avoiding the grueling application process in the LTO.
Reason:__________________________________

15
What’s New

Learning Task 3: COMPLETE THE CHART BELOW. Recall three decisions you have made
recently. Then, analyze them. What are the good things they produced for you and your
community and what are the negative effects do they caused to yourself and others? Write
your answers in your notebook.

Decision No. 1:

Positive Effects Negative Effects

Decision No. 2:

Positive Effects Negative Effects

Decision No. 3:

Positive Effects Negative Effects

Learning Task No. 4: PROCESSING. Answer the following questions based on how you
answered the activity above. Write your answers in your notebook.

1. What are your prior considerations for making those decisions?

__________________________________________________________________

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__________________________________________________________________

__________________________________________________________________

2. What are your considerations for classifying the effect of your action as a positive
one?

__________________________________________________________________

3. What are your considerations for classifying the effect of your action as a negative
one?

__________________________________________________________________

4. In making those decisions, are you free in doing them? If yes, how? If no, what binds
you?

__________________________________________________________________

5. What are your considerations in saying that you made a “best decision?”

__________________________________________________________________

15
What is It

HUMAN ACTIONS VS ACTS OF MAN

An act that is performed only by a human being and thus is proper to man. Not every
act that a human being does is a distinctively human act. Some acts that human
beings do are performed also by animals, e.g., vegetative acts and acts of perception
and emotion. When a human being does such acts, they are called acts of man but
not human acts. Acts of man are actions shared by humans and other animals while
human acts refer to the appropriate actions of human beings. What makes an act
performed by a human being distinctively a human act is that it is voluntary, that
is, an act in some way under the control or direction of the will, which is proper to
man. One can therefore identify the human activity with the voluntary act. A
voluntary act continues either by the will - like an act of love or choice - or from
another human power that may be motivated by the will, either by an act of intellect
or by the sense of reasoning or emotion; even a gesture commanded by the will can
be a voluntary act.

Aristotle’s Distinction of Voluntary and Involuntary Actions

Voluntary Actions - these are acts originating from the individual

performing the act using knowledge about the situations of the act.

1. Classifications of Voluntary Actions

A. Voluntary – actions are performed from will and reason.

B. Related to Compulsion - it is considered as mixed of

voluntary and involuntary. It is more voluntary if the desire
and choice has been performed and involuntary if it has
considered preferences or alternatives. Example: You are
asked to perform a crime and your options are; either you
do it and your family survives or you don’t do it but they
will be murdered.

2. Involuntary Actions – are acts done under a) force or coercion and b).
ignorance where the doer failed to understand the effect and feels sorry
on the result.

Classifications of Involuntary Actions

A. Under Compulsion – circumstances which are beyond the

control of the agent and contributes none to the action.
Example: A person was kidnapped, hence impossible to
resist.

15
B. Through Ignorance of Particular Circumstances. Example: a
man steals and ignorant of the law, arrow or gun shot by
mistake.

HUMAN FREEDOM AND OBLIGATION

According to John Mothershead, freedom and obligation are two

indispensable conditions for morality to occur. Freedom is understood to be
present when one is choosing a course of action, and he or she is taking full
responsibility for consequence of his actions. Importantly, this is anchored to
the individual’s moral and rational capacity to discern what is right and
wrong.

In several meta-ethical traditions obligation usually follows or arrives

from freedom. Freedom can be said to be present if the human person is free
in making choices in the realm of morality – that is, in making choices with
regards to determining what is the right thing to do in situations and
circumstances in his own life. This can be summarized in our Filipino saying,
“Buntot mo, hila mo!” It is taking full responsibility for your actions and being
obliged to do so. Hence, an action is not in the full extent of morality if a person
does something while his or her freedom and rationality is altered or modified.
This event can happen if the person’s environment highly affects his
judgement.

When was the last time you see yourself escaping from the
consequences of your actions? When was the last time you hide from the
problems brought about by your irresponsible actions? We have the tendency
to blame others for their choice of a course of action. At present times, several
marriages – most especially in the Philippines – are being brought to different
courts of law to be annulled. What is the main reason for this? Atty. Jim Lopez
in one of his books says that most of the marriages which are tried in civil
courts are sagas of unending throwing of blame and accusations between two
lovers. Which can be simply be solved had one of the parties make himself
accountable for a problem which sit between them.

INTELLECTUAL CHOICE VS PRACTICAL CHOICE

A. Intellectual Choice – This is a choice which is deliberately selected
based on a moral standpoint. Basically, they are normative answers
about what we ought to do from a moral system that we uphold and
its moral principles. These normative answers would take into
consideration the behavior which the society will accept. For
example, when you are to decide in a moral issue, you can try to
give intellectual choice as a normative answer. Here you are simply
assuming because you are not, as it were, facing that actual moral
situation described in the dilemma. In this case, the answers that
you are inclined to give are prescriptive in this imaginary and
hypothetical situation.

15
B. Practical Choice – a choice which is borne out of psychological and
emotional considerations. Unlike the previously discussed type of
choice, practical choices are made when confronted with the actual
situation, and usually affected by psychological aspect of the person
embroiled in the moral situation or dilemma. For instance,
psychological and emotional stress and lack of time to deliberate
during an actual moral situation may affect a person’s moral
decision in that situation. A person may be so engulfed by emotions
that he may sometimes fail to make the right choice. Likewise, stress
could make a person’s practical choice inconsistent with his
intellectual choice.

What’s More

Learning Task No 5.A. Find the differences and similarities, if any, between
Human Acts and Acts of Man. Write your answers in your notebook.

Involuntary
Voluntary

Learning Task No 5. B. List down five Human Acts and Acts of Man you have
done this week. Write your answers in your notebook.

Human Acts Acts of Man

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

15
Learning Task No 5. C. Give three examples of the following and write your
answers in your notebook.

1. Clearly voluntary actions

2. Actions which are voluntary yet influenced by compulsion
3. Actions did out of ignorance
4. Actions did out of ignorance of a circumstances

What I Have Learned

Learning Task No. 6: SOLVE THE TROLLEY PROBLEM. There is a

runaway trolley barreling down the railway tracks. Ahead, on the tracks, there are
five people tied up and unable to move. The trolley is headed straight for them. You
are standing some distance off in the train yard, next to a lever. If you pull this lever,
the trolley will switch to a different set of tracks. However, you notice that there is
one person on the sidetrack. You have two options:

1. Do nothing and allow the trolley to kill the five people on the
main track.
2. Pull the lever, diverting the trolley onto the sidetrack where it
will kill one person.

Which is the more ethical option? Or, more simply: What is the right thing to do?
Justify your answer using the lesson above. Write your answers in your notebook.

Process Questions:

15
1. Was there freedom on your part in facing the situation?

___________________________________________________________

___________________________________________________________
___________________________________________________________

2. What are your considerations for saying that your choice is the right thing?
____________________________________________________________________

____________________________________________________________________

3. Following the concept of Intellectual choice, will your decision be the same?
Why or why not?
____________________________________________________________________

____________________________________________________________________

4. Following the concept of Practical choice, will your decision be the same?
Why or why not?
____________________________________________________________________

____________________________________________________________________

5. Was your decision a choice based on your understanding or based on some

reference?
____________________________________________________________________

____________________________________________________________________

15
What I Can Do

Learning Task No. 7: Supposed that you are the main character in the situation,
and you are required to act or to decide:

a. What will you do?

b. How will you classify your choice? Is it practical or intellectual?
c. What will be the cost of your decision?
You must answer the following questions for each situation. Write your answers
in your notebook.

1. Atty. Nathalie Joy is one of the best criminal lawyers in the country. One
time her boyfriend Mark who is the judge of the Regional Trial Court of
Calamba was assassinated by the unknown armed men. One evening, she
received a call from her friend saying that she has to meet her old client
and friend. Upon coming to her office, she received her former client and
friend Zandy. Zandy confessed that she is the one who commanded the
assassins to assail the judge. Unknown to Zandy is the relationship
between the celebrity lawyer and the deceased judge. However, before they
talked, both signed an agreement that says that what shall transpire in
their conversation shall be considered as privileged communication. Zandy
asked Atty. Nathalie to be her legal counsel. Atty. Nathalie Joy and her
deceased fiancé highly believe in the sanctity of the legal profession. If you
are Atty. Nathalie Joy, what will you do?

2. Victoria, the mother of Rico, is known to be a church servant in their Local

Church. One night while she was preparing for diner, suddenly, her son
came rushing to her. This son of hers confessed that her girlfriend Gayle
was found pregnant. Her girlfriend, being a minor, told her parents that
she was just simply seduced by her boyfriend that is why they ended up
with a child in her womb. Frederico, the father of Gayle and a military
sergeant, becomes furious and hunts the lover of his daughter to harm the
latter. Afraid of the father of Gayle, Aling Victoria brought his son to Pastor
Denggoy, the eldest brother of Vicoria, to seek refuge for his son. It so
happened that the said pastor and Frederico are “compadres” because the
former is one of the godfathers of Gayle in her baptism. If you are Pastor
Denggoy, what will you do?

3. During a buy-bust operation conducted by the PNP San Gabriel City, the
daughter of the incumbent city mayor, Chenelyn, was accosted by the
policemen in pot – session. There is a strong public belief that Chenelyn is
behind the rampant drug activities in his town. During the preliminary
investigation, Dr. Nicole, the resident criminal laboratory doctor is given

15
the task of conducting a drug test to the accosted daughter of the city
mayor. Dr. Nicole is known for her credibility for her profession and is even
recognized by the United Nations as one of the excellent practitioners in
her field. In the afternoon before she would conduct the drug test for the
accused, she received a call from her mother, who was a victim of a drug-
related crime, saying that she must perform the drug test well. After a few
minutes, the city mayor himself shows up and offers 1.5 million pesos
surety just to falsify her soon to be findings. The mayor indirectly conveyed
that if she does anything against his will, evil may befall on Dr. Nicole’s
family. Outside the Crime Laboratory is a group of anti-drugs citizens
shouting for justice and conviction against the accused daughter of the
city mayor. If you are Dr. Nicole, what will you do?

Assessment

True or False. Write the word True if the statement is correct and write the word
False if the statement conveys otherwise. Write your answer on a separate sheet of
paper.
1. Human actions are always conceived intellectually.
2. According to Aristotle, Acts of man are actions which are deliberately done.
3. Freedom and obligation are two distinct philosophical concepts.
4. A person is totally responsible for an action even if he acted with an impaired
conscience.
5. A choice is made from freedom if the person totally knows the kind of choice
he makes even though unsure with the consequences.
6. Intellectual choice usually refers to answers for hypothetical moral issues.
7. Practical choice usually pertains to choices for an actual moral dilemma.
8. Freedom is present in the Acts of Man.
9. Involuntary actions are excused from moral examination.
10. Without freedom, obligation does not exist.

15
Additional Activities

CASE ANALYSIS: The case below is a real case decided by the

Supreme Court. Read it and try to determine the morality of the
action below. In a moral standpoint, do you think Ah Chong’s action
is morally upright or not? Defend your answer based on philosophical
concepts discussed.
Note: You are not required to answer the case based on legal
principles, because it is a different thing. Some actions may be
morally upright but illegal and sometimes actions are considered
legal but immoral.

US vs. Ah Chong (15 Phil 488)

Ah Chong was a cook in Ft. Mckinley. He was so afraid of bad
elements. One evening, before taking his night rest, he locked himself
in his room by placing a chair against the door. Then, he was
awakened by someone who was trying to open the door of his room.
He called out twice, “Who is there?” but received no answer. Fearing
that the intruder is a robber, he leaped from his bed and called out
again, “If you enter the room, I will kill you.” But at that precise
moment, the chair which he placed against his door has strucked
him. Believing that he was going to be attacked, he seized a knife and
stabbed and fatally wounded his roommate.

In a moral standpoint, do you think Ah Chong’s action is morally

upright or not? Should he be held liable for stabbing his roommate?

15
15
Assessment
False
False
True
False
True
True
True
False
True
True
Answer Key
References

BOOKS:
Agoncillo, T.A. (2012). The history of the Filipino people 8th edition. Quezon
City: C& E Publishing Corp.
Artigas, M. (2006). Philosophy: an introduction translated by Fr. M. Guzman.
Makati City: Sinag-tala Publishers Corpuz,
B.B., Ruben A.C., Maria Lovelyn C.P., Socrates, O.P., (2016). Introduction to
the philosophy of the human person for senior high school. Quezon
City: Lorimar publishing, Inc.
Bauzon, P.T. (2012). Handbook in social philosophy (with review materials in
social philosophy of education for LET) 2nd Edition. Mandaluyong
City: National Book Store.
Bernardo, J.P.V. (2016). Introduction to the philosophy of the human person.
Pasay City: JFS Publishing Services.
Buber, Martin. “Dialogue,” in Between Man and Man, Collins: Fontana, 1966.

Calano, Mark Joseph et al, Philosophizing and Being Human. Quezon City:
Sibs
Publishing House Inc., 2016.

Copus, B.B. et al. (2016). Introduction to the philosophy of the human person.
Quezon City: Lorimar Pub.
Dy Jr., Manuel, Philosophy of Man: Selected Readings. 2 nd Edition. Makati City:
Goodwill
Trading Co. Inc, 2001.

Heidegger, Martin. Being and Time. Translated by Joan Stambaugh. New York:
SUNY
Press, 1996.

Krapiec, M. I. (1985). I – man: an outline of philosophical anthropology

abridged version by Francis J. Lescoe and Roger B. Duncan. New
Britain: Mariel Publications.

Mabaquiao Jr., Napoleon. Making Life Worth Living. Quezon City: Phoenix
Publishing

15
House, Inc. 2017

Maboloc, C. R. (2016). Introduction to the philosophy of the human person.

Quezon City: The Inteligente Publishing Inc.
Mercado, L.N. (1988). Applied Filipino philosophy. Tacloban City: Divine Word
University Publication.
Wallace, W.A. (1977). The elements of philosophy. New York City: Society of
St. Paul.
Ramos, C.C. (2016). Introduction to the philosophy of the human person.
Manila: Rex Publishing House
Socio, M.P.G. and Ignatius H.V. (2016). Introduction to the philosophy of the
human person. Quezon City: Vibal Group Inc.

JOURNALS:
Gaardner, J. (2007). A user manual for our planet. UNESCO: the courier. No.
9 ISSN.
1993- 8616. 4 – 5.

United Nations Education Scientific and Cultural Organization. (2009).

Teaching philosophy in Asia – Pacific. Bangkok: author.

Augustine. Man: Body and soul. (1967). In A. Armstrong (Ed.), The

Cambridge History of Later Greek and Early Medieval Philosophy (pp. 354-
361).

Cambridge: Cambridge University Press.

doi:10.1017/CHOL9780521040549.023

Callicott, J. Baird 1987, ‘Conceptual Resources for Environmental Ethics in

Asian Traditions of Thought: A Propaedeutic’, Philosophy East and West, Vol.
37, No. 2, pp. 115-130.

Frese, Stephen J. 2003, ‘Aldo Leopold: An American Prophet’, The History

Teacher, Vol. 37, No. 1, Special Feature Issue: Environmental History and
National History Day 2003 Prize Essays, pp. 99-118.

Jenkins, Willis 2009, ‘After Lynn White: Religious Ethics and Environmental
Problems’, The Journal of Religious Ethics, Vol. 37, No. 2, pp. 283-309.

Snyder Brian F. 2017, ‘The Darwinian Nihilist Critique of Environmental Ethics’,

Ethics and the Environment, Vol. 22, No. 2, pp. 59-78.

15
Welchman, Jennifer 2012, ‘A Defence of Environmental Stewardship’,
Environmental Values Vol. 21, No. 3, pp. 297-316.

Confucianism and Existentialism: Intersubjectivity as the Way of Man Author(s):

Hwa Yol Jung Source: Philosophy and Phenomenological Research , Dec.,
1969, Vol. 30, No. 2 (Dec., 1969), pp. 186-202 Published by: International
Phenomenological Society

Jen: An Existential and Phenomenological Problem of Intersubjectivity

Author(s): Hwa Yol Jung Source: Philosophy East and West , Jul. - Oct., 1966,
Vol. 16, No. 3/4 (Jul. - Oct., 1966), pp. 169-188 Published by: University of
Hawai'i Press

Dean Edward A. Mejos, Against Alienation: Karol Wojtyla’s Theory of

Participation, Kritike, Vol. 1, No. 1, June 2007

ONLINE SOURCES:

http://sutterfield.weebly.com/uploads/1/2/6/8/12686139/discussion_questions_
for_plato_cave.pdf
https://outre-monde.com/2010/09/25/platonic-myths-the-sun-line-and-cave/
http://blogphilosophy2.blogspot.com/2007/11/phenomenology.html
https://philonotes.com/index.php/2018/12/01/the-human-person-as-an-
embodied-spirit/
https://ses.edu/a-summary-of-act-potency/
https://iep.utm.edu/envi-eth/
https://plato.stanford.edu/entries/ethics-environmental/
https://plato.stanford.edu/entries/environmental-aesthetics/
https://www.schooldrillers.com/anthropocentrism-in-environmental-ethics/
https://simplicable.com/new/environmental-issues
http://www.umich.edu/~snre492/sdancy.html
https://gm.ecotaf.net/1640-freedom.html
https://www.encyclopedia.com/religion/encyclopedias-almanacs-transcripts-
and-maps/human-act
https://studylib.net/doc/25188409/ethics-1-module-1-study-guide--aug-2018-
https://www.encyclopedia.com/social-sciences/applied-and-social-sciences-
magazines/tribal-society
https://www.futurelearn.com/courses/digital-society/0/steps/23808
https://www.biblegateway.com/passage/?search=luke%2010:25-
37&version=NIV

15
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
Introduction to
Philosophy of the
Human Person
Quarter 2 – Module 2:
Intersubjectivity
Introduction to the Philosophy of the Human Person
Alternative Delivery Mode
Quarter 2 – Module 2: Title
First Edition, 2020

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Name
Editors: Name
Reviewers: Name
Illustrator: Name
Layout Artist: Name
Management Team: Wilfredo E. Cabral, Regional Director
Job S. Zape Jr., CLMD Chief
Elaine T. Balaogan, Regional ADM Coordinator
Fe M. Ong-ongowan, Regional Librarian
Name of CID Chief
Name of Division EPS In Charge of LRMS
Name of Division ADM Coordinator

Printed in the Philippines by ________________________

Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: region4a@deped.gov.ph
Introduction to the
Philosophy of the
Human Person
Quarter 1 – Module 2:
Intersubjectivity
Introductory Message
For the facilitator:

Welcome to the Introduction to the Philosophy of the Human Person, Alternative

Delivery Mode (ADM) Module on Intersubjectivity!

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

14
For the learner:

Welcome to the Introduction to the Philosophy of the Human Person (Mathematics

7) Alternative Delivery Mode (ADM) Module on Intersubjectivity!

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

In this portion, the new lesson will be

14
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
This contains answers to all activities in the
Answer Key module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

14
What I Need to Know

We usually hear the saying, “No man is an island.” There is no doubt that an
average person understands this quotation but despite the universal understanding
we have about it, we still express in various ways our belief on “being with others.”
We have varying degrees of affection and regard towards others and to ourselves as
well which may come from our unique experiencing of social reality.

In fact, questions may be raised about the motivation of human beings in

maintaining social relations. Do we only establish and keep relationship with others
in order to avoid chaos in the world? Or are we only driven by benevolence? These
are some queries on the issue of intersubjectivity which this lesson will shed light
on.

After going through this module, you are expected to:

1. define intersubjectivity;
2. identify the similarities and differences of intersubjective concepts of the three
philosophers, namely Confucius, Martin Buber, and Karol Wojtyla;
3. explore your intersubjective experiences and;
4. enhance your relations with people from all walks of life, especially the
underprivileged and people with disability.

14
What I Know

Answer the questions briefly after reading the passage from the Bible.

The Parable of the Good Samaritan

Luke 10:25-37 (New International Version)

(25) On one occasion an expert in the law stood up to test Jesus. “Teacher,”
he asked, “what must I do to inherit eternal life?”

(26) “What is written in the Law?” he replied. “How do you read it?”

(27) He answered, “‘Love the Lord your God with all your heart and with all
your soul and with all your strength and with all your mind’ [a]; and, ‘Love
your neighbor as yourself.’[b]”

(28) “You have answered correctly,” Jesus replied. “Do this and you will live.”
(29) But he wanted to justify himself, so he asked Jesus, “And who is my
neighbor?”

(30) In reply Jesus said: “A man was going down from Jerusalem to Jericho,
when he was attacked by robbers. They stripped him of his clothes, beat him
and went away, leaving him half dead. (31) A priest happened to be going down
the same road, and when he saw the man, he passed by on the other side.
(32) So too, a Levite, when he came to the place and saw him, passed by on
the other side. (33) But a Samaritan, as he traveled, came where the man was;
and when he saw him, he took pity on him. (34) He went to him and bandaged
his wounds, pouring on oil and wine. Then he put the man on his own donkey,
brought him to an inn and took care of him. (35) The next day he took out two
denarii[c] and gave them to the innkeeper. ‘Look after him,’ he said, ‘and when
I return, I will reimburse you for any extra expense you may have.’
(36) “Which of these three do you think was a neighbor to the man who fell
into the hands of robbers?”
(37) The expert in the law replied, “The one who had mercy on him.”

Jesus told him, “Go and do likewise.”

14
Questions:

1. What virtue(s) does the parable show? Give the instance/s where you see
those virtue/s.

2. What do you think is the reason why the Good Samaritan helped the
stranger despite their social differences?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. If you are the Samaritan, would you do the same? Justify your answer.

14
Lesson

1 Intersubjectivity

What’s In

In the parable, it is hard to imagine that a Samaritan would help a Jew since
he is considered by the Jewish society as an outcast. But what happened was the
other way around – he helped the Jew despite of their differences and the unfair
treatment to him. This story clearly explains how man can go beyond cultural
considerations and how one can overcome grudges to performing an ethical act
towards a needy person.

It may be considered as unusual phenomenon in the present social realm but

the story tells us it is never impossible. Like the Good Samaritan, you may have
encounter strangers who need help. If there is/are any incident/s you helped
somebody unknown to you, please narrate your experience/s below. Tell how you
overcame your fear of strangers and what made you decide to help the person/s. But
if you don’t have any experience, tell us what you would do if you encounter one and
why would you help them.

MY GOOD SAMARITAN EXPERIENCE

14
What’s New

Intersubjectivity in General
Philosophy, unlike Theology, does not use primarily biblical texts in its
pursuit, though some religious texts are morally worthy to be examples in explaining
philosophical ideas like the previous reading we had. The Parable of the Good
Samaritan clearly explains the phenomenon of intersubjectivity in the human world.
Though it focuses on the Kingdom of God, it still validates the importance of
intersubjective relations of man.

Intersubjectivity is a coined word from the prefix “inter” which connotes

“among and between” and the philosophical term “subject” that is equivalent to a
conscious being. Thus, intersubjectivity would mean in the general sense as “sharing
of subjective states by two or more individuals.” (Scheff 2006). It is the organic union
of the subjective reality and the objective reality of beings. Meaning to say, as a
person, we have a personal regard to self but we cannot deny the fact (objective – fact
of reality we all share) that we live with others so we also regard them as part of
ourselves. We tend to place ourselves in others’ shoes and relate to them in good
ways as possible like what is shown in the comic strip below:

https://www.researchgate.net/figure/An-Illustration-of-Technological-Intersubjectivity_fig2_228683281

14
What is It

What Philosophers Say About Intersubjectivity

Intersubjectivity is universal. It exists when and where humans exist. It is an
undeniable reality which thinkers could not help but discuss. Here are some
philosophers who took philosophical inquiry on intersubjectivity:

1. Confucius (551-479 B.C.E.) – one of the main ideas of Confucianism is

Ren or “human-heartedness.” It is a virtue central to man that can be found
in his sociality or intersubjectivity. In his philosophy, Confucius stresses order
and harmony in the world. His aims can be achieved through practical,
concrete, particular, and perceptual ways. This means Confucian thinking on
intersubjectivity is practical humanism. There is an emphasis on human
actions in sociality. He calls every man to love the other through actions, not
through thoughts.

2. Martin Buber (1878-1965) – is a Jewish philosopher who introduced the

“I-Thou” and “I-It” relationships to embody his philosophy of intersubjectivity.
For Buber, we have to treat another person as a subject (a being different from
things or objects). Persons are not inanimate objects to be used. They have
their own mind and free will, thus, we have to respect others as we respect
ourselves. “I” refers to the self and “Thou” or “You” refers to others. This “I-
Thou” relationship is the most meaningful relationship in the realm of
humanity. The “I” is the same with the “Thou” and there should be mutual
relationship between them. We can only recognize the self in the context of the
other. This is a “person-to-person” relationship, “subject-to-subject” relation.
We need to accept, respect, be sincere, and have dialogue with the other.

3. Karol Wojtyla (1920-2005) – He is also St. John Paul II but as a

philosopher, we use his real name. For Wojtyla, human action is the
foundation of our being. But human reality is also about being with others, so
our actions are also directed towards others. This form of action is now called
“Participation.” In the theory of participation, man has the capacity to share
himself to others. This affirms the reality that man acts and exists with others.
He is a member of the community of persons, a community of “I-You” or “We.”
Since man is a member of this community, his experience with others gives
him meaning and allows him to create meaning with others.

14
What’s More

Activity: DIFFERENTIATION. State the distinct ideas of the three

philosophers. Write them in the separate columns. Also, write the ideas where
all three philosophers agree using the space provided for.

CONFUCIUS MARTIN BUBER KAROL WOJTLA

Distinct Ideas: Distinct Ideas: Distinct Ideas:

Shared ideas of the three Philosophers:

14
What I Have Learned

To verify the knowledge you gained in this lesson, let us situate the idea
of intersubjectivity in your own personal experiences and let us check whether
its relevance in our lives.
Answer the following questions thoroughly. 3-5 sentences are enough.
1. Are there instances in your life when you feel you are treated as an
object? Share some experiences. How does it feel? Would you do the
same treatment to others? Why?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. Give some personal experiences when you feel you are treated as a
subject. How do you feel when you are treated in that way? Is it
lawful to do the same to others? Why?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3. What do you think is the reason why people treat others as objects?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

4. What do you have in mind when you treat others as subjects?

5. Do you think that we can make a better world if we prioritize

intersubjective relationships over economic progress? Defend your
answer.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

14
What I Can Do

In our present society, we can notice all kinds of differences of people in the
world that may result to inequality, injustice, and all sorts of abuses. In order to
create a better world, we have to be sensitive about these things and respond in kind
manner. Below are societal problems which need solutions from intersubjective point
of view. Understand each statement and give concrete solutions. Use the ideas on
intersubjectivity elaborated by the philosophers we discussed. 3-5 sentences are
enough.

1. Instead of showing mercy, many people make fun of persons with

disabilities.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. Regarding rape issue, women are blamed because of the type of

clothes they wear.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3. Many say that poor people are poor because of their mentality.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

4. Indigenous people have their own culture others do not understand

but some people make fun of them.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

5. Nowadays, some people think that psychological problems are just

excuses people do to justify their weaknesses.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

14
Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter
on a separate sheet of paper.
1. Among the statements below, what best describes intersubjectivity?
a. Intersubjectivity is about how humans treat plants.
b. It is a state of sharing of subjective states by two or more
individuals.
c. It is about how we judge other persons.
d. We treat others as objects in intersubjective relationships.

2. Which statement is incorrect about intersubjectivity?

a. Love is an important aspect in intersubjective relationships.
b. We can put ourselves in the shoes of others.
c. I can disregard others as much as I want.
d. We cannot help but be sensitive with the existence of the other.

3. Who among the discussed philosophers focus on the concept of

human-heartedness in his philosophy of intersubjectivity?
a. Karol Wojtyla
b. Martin Buber
c. Confucius
d. Martin Heidegger

4. Who is the Jewish philosopher who introduced the “I-Thou” and “I-It”
relationships?
a. Karol Wojtyla
b. Martin Buber
c. Confucius
d. Martin Heidegger

5. What is the main focus of Karol Wojtyla’s philosophy of

intersubjectivity?
a. Intellect
b. Feelings
c. Participation
d. Contribution

14
Additional Activities

SONG ANALYSIS: Intersubjective relationship is one of the favorite themes of

Filipino songs. Think of a Filipino song which is about intersubjectivity. Write
down the lyrics of the song and analyze how intersubjectivity is explored by
the song. Give also the implication of the song to relationships you have with
others.

SONG:

ANALYSIS:

14
RUBRICS FOR THE ACTIVITY
Performance Needs
Outstanding Very Satisfactory Satisfactory
Areas Improvement
4 3 2
1
Ideas This paper is clear and This paper is mostly The writer is The topic is not
focused. It holds the focused and has beginning to define well-defined and/or
reader's attention. some good details the topic, even there are too many
Relevant details and and quotes. though development topics.
quotes enrich the is still basic or
central theme. general.
Organization The organization Paper (and The organizational Sentences within
enhances and paragraphs) are structure is strong paragraphs make
showcases the central mostly organized, in enough to move the sense, but the order
idea or theme. The order, and makes reader through the of paragraphs does
order, structure of sense to the reader. text without too not.
information is much confusion.
compelling and moves
the reader through the
text.
Sentence The writing has an The writing mostly The text hums along The text seems
Fluency easy flow, rhythm, and flows and usually with a steady beat choppy and is not
cadence. Sentences invites oral reading. but tends to be more easy to read orally.
are well built, with a business-like than
strong and varied musical, more
structure that invites mechanical than
expressive oral fluid.
reading.
Conventions The writer The write understands The writer shows The writer seems to
demonstrates a good good writing reasonable control have made little
grasp of standard conventions and over a limited range effort to use
writing conventions usually uses them of standard writing conventions:
(e.g., spelling, correctly. Paper is conventions. spelling,
punctuation, easily read and errors Conventions are punctuation,
capitalization, are rare; minor touch- sometimes handled capitalization,
grammar, usage, ups would get this well and enhance usage, grammar,
paragraphing) and piece ready to publish. readability; at other and/or paragraphing
uses conventions times, errors are have multiple errors.
effectively to enhance distracting and
readability. impair readability.
Presentation The form and The format only has a The writer's The writer's
presentation of the text few mistakes and is message is message is only
enhance the ability of generally easy to read understandable in understandable
the reader to and pleasing to the this format. occasionally, and
understand and eye. the paper is messily
connect with the written.
message. It is pleasing
to the eye.

14
14
Assessment
B
C
C
B
C
Answer Key
References:

Calano, Mark Joseph et al, Philosophizing and Being Human. Quezon City:
Sibs
Publishing House Inc., 2016.

Heidegger, Martin. Being and Time. Translated by Joan Stambaugh. New York:
SUNY
Press, 1996.

Krapiec, M. I. (1985). I – man: an outline of philosophical anthropology

abridged version by Francis J. Lescoe and Roger B. Duncan. New
Britain: Mariel Publications.

Mabaquiao Jr., Napoleon. Making Life Worth Living. Quezon City: Phoenix
Publishing House, Inc. 2017

14
Maboloc, C. R. (2016). Introduction to the philosophy of the human person.
Quezon City: The Inteligente Publishing Inc.
Mercado, L.N. (1988). Applied Filipino philosophy. Tacloban City: Divine Word
University Publication.
Wallace, W.A. (1977). The elements of philosophy. New York City: Society of
St. Paul.
Ramos, C.C. (2016). Introduction to the philosophy of the human person.
Manila: Rex Publishing House
Socio, M.P.G. and Ignatius H.V. (2016). Introduction to the philosophy of the
human person. Quezon City: Vibal Group Inc.

JOURNALS:
Gaardner, J. (2007). A user manual for our planet. UNESCO: the courier. No.
9 ISSN.
1993- 8616. 4 – 5.

United Nations Education Scientific and Cultural Organization. (2009).

Teaching philosophy in Asia – Pacific. Bangkok: author.

Augustine. Man: Body and soul. (1967). In A. Armstrong (Ed.), The

Cambridge History of Later Greek and Early Medieval Philosophy (pp. 354-
361).

Cambridge: Cambridge University Press.

doi:10.1017/CHOL9780521040549.023

Callicott, J. Baird 1987, ‘Conceptual Resources for Environmental Ethics in

Asian Traditions of Thought: A Propaedeutic’, Philosophy East and West, Vol.
37, No. 2, pp. 115-130.

Frese, Stephen J. 2003, ‘Aldo Leopold: An American Prophet’, The History

Teacher, Vol. 37, No. 1, Special Feature Issue: Environmental History and
National History Day 2003 Prize Essays, pp. 99-118.

Jenkins, Willis 2009, ‘After Lynn White: Religious Ethics and Environmental
Problems’, The Journal of Religious Ethics, Vol. 37, No. 2, pp. 283-309.

Snyder Brian F. 2017, ‘The Darwinian Nihilist Critique of Environmental Ethics’,

Ethics and the Environment, Vol. 22, No. 2, pp. 59-78.

Welchman, Jennifer 2012, ‘A Defence of Environmental Stewardship’,

Environmental Values Vol. 21, No. 3, pp. 297-316.

14
Confucianism and Existentialism: Intersubjectivity as the Way of Man Author(s):
Hwa Yol Jung Source: Philosophy and Phenomenological Research , Dec.,
1969, Vol. 30, No. 2 (Dec., 1969), pp. 186-202 Published by: International
Phenomenological Society

Jen: An Existential and Phenomenological Problem of Intersubjectivity

Author(s): Hwa Yol Jung Source: Philosophy East and West , Jul. - Oct., 1966,
Vol. 16, No. 3/4 (Jul. - Oct., 1966), pp. 169-188 Published by: University of
Hawai'i Press

Dean Edward A. Mejos, Against Alienation: Karol Wojtyla’s Theory of

Participation, Kritike, Vol. 1, No. 1, June 2007

ONLINE SOURCES:

14
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
Introduction to
Philosophy of the
Human Person
Quarter 2 – Module 3:
Human Person and Society
Personal Development
Alternative Delivery Mode
Quarter 2 – Module 3: Title
First Edition, 2020

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Mark Earvin M. Cervantes

Urayjan M. Borlaza
Reviewers: Cristeta M. Arcos
Dolorosa S. De Castro
Illustrator: Ronan DC. Vergara
Layout Artist: Ren Mac Mac G. Motas
Management Team: Wilfredo E. Cabral, Regional Director
Job S. Zape Jr., CLMD Chief
Elaine T. Balaogan, Regional ADM Coordinator
Fe M. Ong-ongowan, Regional Librarian
Susan DL. Oribiana, SDS
Dolorosa S. De Castro, CID Chief
Cristeta M. Arcos, EPS In Charge of LRMS

Printed in the Philippines by ________________________

Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: region4a@deped.gov.ph
Introduction to
Philosophy of the
Human Person
Quarter 2 – Module 3:
Human Person and Society
Introductory Message
For the facilitator:

Welcome to the Introduction to Philosophy of the Human Person Alternative Delivery

Mode (ADM) Module on Freedom and Responsibility!

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

ii
For the learner:

Welcome to the Introduction to Philosophy of the Human Person Alternative Delivery

Mode (ADM) Module on Freedom and Responsibility !

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

In this portion, the new lesson will be

ii
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
This contains answers to all activities in the
Answer Key module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

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!

ii
What I Need to Know

Men -- by their nature – are political animals. This ancient saying of Aristotle has
never lose its appeal. Perhaps the reason is that despite the long course it traversed
in the history, it still capsulizes one of the essential elements of human nature –
human’s endowed innateness to gather themselves and create a community where
they share their commonalities and fix differences.

In this module, learners will understand how individuals form societies and, in turn,
how does society transform them. Importantly, learners will be able to explain how
human relations are transformed by social systems.

After going through this module, you are expected to:

1. identify the different types of society;
2. differentiate their qualities;
3. explain digital society and digital citizenship;
4. identify the effects of being a member of digital society.

ii
What I Know

Learning Task No 1. Before delving into the discussion, learners must fill
out the table below about the things they have learned from society and their
contributions to it:

Things you learned How did you learn Impact on you

from society them?

Things you have How did you share Impact on Society

contributed to society them to the
community?

ii
What’s In

Learning Task 1: Essay. Read the following situations below and answer the
questions thereafter. In answering the questions try to appreciate the situations
using the social norms you remember.

Situation Number 1: A Very good friend of yours visits you and your
family in your house. Your mother who was delighted by her presence
cooks her best dish for your friend. Your friend loved the whole lunch that
she kept complementing your mother for being such a good cook. At the
end of her visit, she expresses her gratitude to the whole family. Before she
leaves, she approaches your mother and asks, “how much do I pay you for
the lunch you cooked for me? (Ariely, 2010)

Situation Number 2: You are going through a very rough time. You feel so
down that you need some one to talk to, you send a text message to your
friend asking her if she could come over to make you feel better. Your
friend gives you a call then tells you she will be there in 20 minutes. You
are so happy to see her; you gave her a big hug and then pour your heart
out. After crying to her for 30 minutes, she gives comforting piece of
advice. You finally say that you feel so much better. Your friend then says,
“That’s good to know, now that we’re done, could we settle my expenses for
this – 20 pesos for the phone call, 35 pesos for the tricycle ride going here,
20 pesos for the tissue paper your drew from my pocket and 500 pesos for
the time I lost to working productivity because I had to come here.
Thanks!”

Questions:

1. Is there something wrong with the friend’s response to your

mother’s hospitality?

2. Is there something problematic about your friend asking for

payment for her loving presence?

3. What makes these two reactions awkward for you?

4. By making a reference to the society where you belong, what is

your initial response upon reading the situations?

ii
What’s New

Learning Task 3: Picture Analysis: Learners must analyze the pictures below by
answering the questions following each of them. In this instance, learners must presume
the prevailing thinking and even priorities during those times and guess what makes them
transformed.

Picture No. 1:

1. What are the distinct

features of this society?

2. Do you think what are

their priorities during this
time?

3. By seeing the picture,

what do you think are the
norms they have?

4. What caused the

transformation of this
society?

Picture No. 2:

1. What are the distinct

features of this society?

2. Do you think what are their

priorities during this time?

3. By seeing the picture, what

do you think are the norms
they have?

4. What caused the

transformation of this society?

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Picture No. 3:

1. What are the distinct

features of this society?

2. Do you think what are

their priorities during this
time?

3. By seeing the picture,

what do you think are the
norms they have?

4. What caused the

transformation of this
society?

What is It

A. Pre-Industrial Societies
a. Tribal Society - the term “tribe” denotes a group of peoples
living in a primitive setting under a leader or chief. The term
‘tribal society’ associates it to other meaning such as
“primitive society” or “preliterate society.” The word ‘tribe’ has
become an important technical term which pertains to a
political unit in a certain territory. The term’s use is rooted
from Latin which is associated to the political divisions or
orders of the Roman empire. Tribal societies are small in
scale; bound to their spatial and temporal range of relations
in terms of society, law, and politics; and possess a moral
code, cult, and wide range of belief system. The language
systems of tribes are unwritten which provides a narrow
extent of communication. At the same time, tribal societies
show a self-sustaining structure which is absent in the
modern society. This is achieved by the close connections
that exist between tribal organizations, and by the focusing
of a leader or person to multiple roles. Unity and coherence
exist in tribal values that are closely related to social groups
and are provided with an intensity characteristic of all
“closed” systems of thought.

b. Feudal Society - Feudalism refers to the economic, political,

and social system that prevailed in Europe from about the
ninth to the fifteenth century. Due to the lack of effective
centralized government during this period, kings and lords
granted land and provided protection to lesser nobles known
as vassals. In return, these vassals swore oaths of loyalty

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and military service to their lords. Peasants known as serfs
were bound to the land and were subject to the will of their
lords. One social class system or economic form was not
realized for Europe over the whole Middle Ages. A new
economy after medieval period known as capitalism is still in
progress. Medieval world is known for its traditional land
economy and military service, and an urban society. These
led to a feudal-based social-class system and trade &
commerce based on money or capital. For the urban or town
environment, merchants, artisans, and customers formed
the core of the society. They saw manufacture as the most
important business to produce goods for sale and buy in the
local market economy. Local products was to have an impact
in other areas, such as regional fairs, port cities, and far
trade destinations.

B. Industrial society is the one which uses advance technology to

drive a masssive production industry that will support a large
population. For example, the United States is an industrial society
because a huge portion of its economy is tied to jobs that involve
machine work, like factory farming or auto-assembly plants, that
has a combination of machine and human employees to produce
goods. The objective of an industrial economy is the fast and
efficient manufacturing of standardized products. The same goes if
one avails a car, there is a chance that the car was mass produced
because it operates similarly to other models, and its parts can be
replaced with other parts because they are identical.

C. Post Industrial Society - is marked by a progress from a

manufacturing-based to a service-based economy. Post
industrialization is most evident in countries and regions that were
among the first to experience the Industrial Revolution, such as the
United States, western Europe, and Japan. Daniel Bell, an
American sociologist, first coined the term ‘post-industrial’ in 1973
in his book “The Coming of Post-Industrial Society: A Venture in
Social Forecasting,” which describes several features of this kind of
society. Post-industrial societies are characterized by:

a. a shift from the production of goods to the production of

services;
b. the replacement of manual laborers with technical and
professional workers (computer engineers, doctors, and
bankers) as the direct production of goods is moved
elsewhere;
c. the replacement of practical knowledge with theoretical
knowledge;
d. focusing to the theoretical and ethical implications of new
technologies, which helps society avoid some of the negative

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features of introducing new technologies, concerning
environment and energy;
e. the development of recent scientific disciplines—that involve
new forms of information technology, cybernetics,
or artificial intelligence—to evaluate the theoretical and
ethical implications of new technologies;
f. an emphasis on the university and polytechnic institutes
which produce graduates who innovate and lead the new
technologies contributing to a postindustrial society; and
g. the changing values and norms which reflects the influences
on the society. In an instance, outsourcing of manufactured
goods changes how members of a society see and treat
foreigners and immigrants. Also, those individuals previously
occupied in the manufacturing sector find themselves with
no clearly defined social role.

DIGITAL SOCIETY AND THE INFORMATION AGE

Digital technologies have wildly affected our interactions and activity in
the 21st century. They have significantly changed our way of learning, working
and socializing. In this modern world we rely with the use of modern
technology which has led to considering the possible outcome for the society,
concerning how we would take part in interaction, and how we can use these
digital tools and communication channels.

Having our heads of digital society in our minds, we first have to think
of the information society; which are correlated with the progress and
development of digital information and communication technologies to the
internet at least. Information society plays a vital role with regards to the
circulation and control of made-up ideas which affects political, economic,
social and cultural aspects. So, what does this mean for the everyday citizen?

These informative societies have paved many opportunities reaching

bigger audiences like never before. With a wider scale of the world’s
demography, primarily Westerners, have access to sources and technologies
which enables them to connect with enough activities whether economic,
social, political, or educational. We can manipulate the phasing of learning
(e.g. free sources) or businesses (e.g. online selling) without a large sum of
money used as a capital and we can share our ideas and perspectives to the
international audiences as we connect beyond.

What do we mean by digital citizenship?

Now, one of the main terms in the modern world is the ‘digital citizen’.
What does this actually mean? A digital citizen is a person who is
knowledgeable and responsible enough to effectively use different social
platforms in the internet. They often engage in useful topics and issues that
will help build a better society, politics and government. If we will dig deeper,
digital citizenship might look simple. We might think that it is just about using
the internet safely. However, we also need to consider and understand that

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this citizenship can get complicated, especially if we are going to criticize and
show interest in sensitive topics as we start to become a digital citizen, using
digital media to actively participate in society and politics.

If we look a little closer at the field of ‘citizenship studies’ this will lead
us to a better understanding of what digital society really means. A citizen is
defined as an individual character who is viewed as a member of a society
while citizenship considers an individual’s behavior in terms of rights,
obligations and functions of said citizen. Being a citizen of a state requires
tons of obligations and duties such as work, taxation and obedience of laws.
On the other hand, citizens also have their rights, it includes civil rights such
as freedom of speech and expression, to stand for what we believe in, and
rights to a private life; political rights, or the right to vote and social rights to
health care and welfare. In this course we will tackle these rights as we look
at real definition of what it means to be a citizen in the modern society and
how legislation and the government shape our ability to be democratic citizens
who can stand for the truth.

What does this all mean then in the digital age?

We have said that being a digital citizen requires active participation

online, not just access and use. In their book “Being Digital Citizens” (2015)
Isin and Ruppert suggest that if we constitute ourselves as digital citizens, we
have become subjects of power in cyberspace. We are enacting ourselves on
the internet, considering and understanding the opportunities presented by
this medium, such as anonymity, communication, and influence. In short, we
can use digital technologies to engage and participate on many levels in society
and political life.

The virtual society and the technological devices today are starting to
reshape the human person and human interactions and relationships. More
and more interactions are done in the virtual world than in the actual world.
People are more thrilled to see their virtual selves than their actual selves.
They are more themselves online than offline. And this leads one to ask, “Who
am I?” in a more complex manner. People seem to start manipulating
personalities as they exhibit different behaviors in different worlds. People fall
in love in virtual worlds. Someone breaks up with a partner through a text
message. Human relations seem to start losing an important element in living
– commitment. Virtual worlds and disembodied relations lack commitment.
We can always step back and retreat in a virtual world. We can always create
a new self when our avatars die or when it has become undesirable. We can
always ignore message. Virtual realities remove risks; and because we do not
want to risk, we patronize the virtual world. Commitment is hard. To commit
is to risk. In the virtual world, one’s anonymity lessens, if not completely
removes risks. When we are confronted with real social problems like war and
famine, discrimination harassment and corruption; we let the world know that
we condemn these evils and express participation in the abolition of these
problems. How? By a futile click to like. People in the modern technological
society ultimately make no real commitments

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THE DISEMBODIED SUBJECT

The dissatisfaction and frustration of the human person with bodily

limitations drive the person to prefer a disembodied human relation. At the
outset, it must be clarified that the term disembodied subject does not mean
that in the technological society, human persons are no longer living with their
bodies. However, in a manner of speaking, people are slowly putting aside
their bodies in relating with others because the technological society offers an
alternative which apparently resolves human of an embodied subject. Face-
to-face interaction is too stressful and difficult while virtual interactions are
relatively easier. Consequently, we find many cases where people prefer
communicating using virtual world, even if the person involved is someone
seen on a regular basis. Moreover, the disembodied interaction among people
is aggravated by modern technological devices. The different gadgets that are
produced today support disembodied human relations. The scene which the
technological society creates is very familiar to us: we see a family, or friends,
gathered around a table or in a room, but with very minimal actual embodied
human interaction. Everyone is glued to their devices – cellphones, tablets,
laptops, or any device and they are all probably interacting with their virtual
societies. One is busy with other things other than the persons within the
room or in the closest proximity. The kind of human interaction, which was
still present just two decades ago, is obviously altered now. And however much
we try and remind ourselves to refrain from being alone with our devices while
being with others, we always fall back into interacting with our gadgets. We
prefer to interact with our phones with the unfinished game that we are
playing, with the new music and movies we downloaded, or with our friends
who are probably in the situation – with other people as well, but alone with
their devices too. Interacting with actual embodied subjects, face-to-face, is
becoming more and more difficult today. It is indeed more difficult to relate to
other embodied subjects than to relate with things.

The practice of selfie is another move towards disembodied human

relations. People used to approach other people to take their photos. But the
regained popularity of selfie gave people the idea that they do not need the
other to take photos. And the invention of the monopod aggravates the
condition. The monopod allows us to take group selfies without missing a
member of our group. It has solidified the person to take our photos. Maybe
we will just disturb the person by asking him to take our photo. But maybe
we are more afraid of being rejected than by the idea of bothering the other.

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The virtual society and the
technological devices today
are starting to reshape the
human person and human
interactions and
relationships. More and more
interactions are done in the
virtual world than in the
actual world. People are more
thrilled to see their virtual
selves than their actual The Senior High School faculty members of Camp
selves. They are more Vicente Lim Integrated School took a group selfie
themselves online than while preparing modules for distribution.
offline. And this leads one to
ask, “Who am I?” in a more complex manner. People seem to start manipulating
personalities as they exhibit different behaviors in different worlds. People fall in love
in virtual worlds. Someone breaks up with a partner through a text message. Human
relations seem to start losing an important element in living – commitment. Virtual
worlds and disembodied relations lack commitment. We can always step back and
retreat in a virtual world. We can always create a new self when our avatars die or
when it has become undesirable. We can always ignore message. Virtual realities
remove risks; and because we do not want to risk, we patronize the virtual world.
Commitment is hard. To commit is to risk. In the virtual world, one’s anonymity
lessens, if not completely removes risks. When we are confronted with real social
problems like war and famine, discrimination harassment and corruption; we let the
world know that we condemn these evils and express participation in the abolition
of these problems. How? By a futile click to like. People in the modern technological
society ultimately make no real commitments. (Introduction to Philosophy of the
Human Person: Senior High School. (2020) Quezon City: Vibal Group Inc.)

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What’s More

Learning Task 4: Using an overlapping Venn diagram, learners must analyze

all the differences and similarities of the 3 major historic societies. Use the
rubrics as guide for answering.
Tribal Society

Industrial
Society

Post- Industrial
Society

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This rubric will serve as a guide for scoring your Venn Diagram.
Performanc Needs
Outstandin Very
e Areas Satisfactory Improvemen
g Satisfactory
2 t
4 3
1
Concept Each Each section Each section Each section
Arrangemen section of of the of the of the
t the diagram diagram diagram diagram
contains contains contains two contains very
four facts three facts facts that are few facts that
easily easily somewhat are not easily
identified. identified. identified. identified.
Primary The student Student The student Student
Source exhibits illustrates a displays a shows little
Content mastery of firmer limited or no
the material understandin understandin understandin
as g of most of g of some g of the topic.
evidenced the details on the There are a
by attention similarities subject few details.
to detail. and matter.
differences
brainstormed
.
Linking Reflects Most of the Reflects some Contains non-
Content factual information is factual factual
together information factual and information and information that
that seemingly attempts to put it does not
corresponds corresponds in the correspond to
with the with the corresponding the appropriate
appropriate appropriate section of the section of the
section of the section of the diagram. diagram
diagram. diagram.

What I Have Learned

Learning Task 5: After reading the concept of digital society and digital
citizenship, learners must answer the following questions below:

1. What are the distinct features of digital society which make it

significantly different from the previous societies?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

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2. In your own understanding, how does digital society form?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

3. Do you think, what are the things digital society can offer compared
to the previous type of society?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

4. How post-industrial society and digital society connected to each

other?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

5. What are the possible positive and negative effects of being citizen
of digital society?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

What I Can Do

Learning Task No. 6: Essay.

1. Compare and contrast our time to the 70s and 80s in terms of the
following:
a. What are the advantages and disadvantages of living in a post-
industrial/technological society?
b. What are the advantages and disadvantages of living in BEFORE
post-industrial/technological society?
c. What are the differences of social relationships between those
living 70s-80s and to our contemporary era?
d. Concept of love and friendship

2. Is it better to go back to the tribal and feudalistic forms of society

where the sense of community is stronger? Explain your answer.

3. Applying everything you learned about digital society and

citizenship as well as with the disembodied subject, do you think an
examined life can be compatible with these societies?

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Assessment

True or False. Write the word True if the statement is correct and write the
word False if the statement conveys otherwise. Write your answer on a separate
sheet of paper.

1. Human societies remain the same.

2. Tribal societies have an established property right.
3. Post-industrial societies focus on development of mass production.
4. Virtual society relatively provides a new world for us.
5. The virtual society and the technological devices today are starting to
reshape the human person and human interactions and relationships.
6. Virtual worlds and disembodied relations promote commitment.
7. One of the features of industrial society is that it emphasizes on
the importance of universities and polytechnic institutes which
produce graduates who innovate and lead the new technologies
contributing to a postindustrial society.
8. Feudal society has its historical roots from Asia Minor.
9. The language systems of tribes are well-written which provides a vast
extent of communication.
10. Human society continuously develop as humans develops themselves.

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Additional Activities

Learning Task No. 8: Reflection. Write a short essay on how social contexts
surrounding a person can contribute to his or her upbringing, beliefs and
overall quality of life. Take sample from your personal experience.

My Social Upbringing

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Assessment
False
False
False
True
True
False
False
False
False
True
Answer Key
References

Calano, Mark Joseph et al, Philosophizing and Being Human. Quezon City:
Sibs
Publishing House Inc., 2016.

Heidegger, Martin. Being and Time. Translated by Joan Stambaugh. New York:
SUNY
Press, 1996.

Krapiec, M. I. (1985). I – man: an outline of philosophical anthropology

abridged version by Francis J. Lescoe and Roger B. Duncan. New
Britain: Mariel Publications.

Mabaquiao Jr., Napoleon. Making Life Worth Living. Quezon City: Phoenix
Publishing
House, Inc. 2017

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Maboloc, C. R. (2016). Introduction to the philosophy of the human person.
Quezon City: The Inteligente Publishing Inc.
Mercado, L.N. (1988). Applied Filipino philosophy. Tacloban City: Divine Word
University Publication.
Wallace, W.A. (1977). The elements of philosophy. New York City: Society of
St. Paul.
Ramos, C.C. (2016). Introduction to the philosophy of the human person.
Manila: Rex Publishing House
Socio, M.P.G. and Ignatius H.V. (2016). Introduction to the philosophy of the
human person. Quezon City: Vibal Group Inc.

JOURNALS:
Gaardner, J. (2007). A user manual for our planet. UNESCO: the courier. No.
9 ISSN.
1993- 8616. 4 – 5.

United Nations Education Scientific and Cultural Organization. (2009).

Teaching philosophy in Asia – Pacific. Bangkok: author.

Augustine. Man: Body and soul. (1967). In A. Armstrong (Ed.), The

Cambridge History of Later Greek and Early Medieval Philosophy (pp. 354-
361).

Cambridge: Cambridge University Press.

doi:10.1017/CHOL9780521040549.023

Callicott, J. Baird 1987, ‘Conceptual Resources for Environmental Ethics in

Asian Traditions of Thought: A Propaedeutic’, Philosophy East and West, Vol.
37, No. 2, pp. 115-130.

Frese, Stephen J. 2003, ‘Aldo Leopold: An American Prophet’, The History

Teacher, Vol. 37, No. 1, Special Feature Issue: Environmental History and
National History Day 2003 Prize Essays, pp. 99-118.

Jenkins, Willis 2009, ‘After Lynn White: Religious Ethics and Environmental
Problems’, The Journal of Religious Ethics, Vol. 37, No. 2, pp. 283-309.

Snyder Brian F. 2017, ‘The Darwinian Nihilist Critique of Environmental Ethics’,

Ethics and the Environment, Vol. 22, No. 2, pp. 59-78.

Welchman, Jennifer 2012, ‘A Defence of Environmental Stewardship’,

Environmental Values Vol. 21, No. 3, pp. 297-316.

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Confucianism and Existentialism: Intersubjectivity as the Way of Man Author(s):
Hwa Yol Jung Source: Philosophy and Phenomenological Research , Dec.,
1969, Vol. 30, No. 2 (Dec., 1969), pp. 186-202 Published by: International
Phenomenological Society

Jen: An Existential and Phenomenological Problem of Intersubjectivity

Author(s): Hwa Yol Jung Source: Philosophy East and West , Jul. - Oct., 1966,
Vol. 16, No. 3/4 (Jul. - Oct., 1966), pp. 169-188 Published by: University of
Hawai'i Press

Dean Edward A. Mejos, Against Alienation: Karol Wojtyla’s Theory of

Participation, Kritike, Vol. 1, No. 1, June 2007

ONLINE SOURCES:

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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
Introduction to
Philosophy of the
Human Person
Quarter 2 – Module 4:
Human Person and Death
Personal Development
Alternative Delivery Mode
Quarter 2 – Module 4: Title
First Edition, 2020

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers:
Reviewers: Cristeta M. Arcos
Dolorosa S. De Castro
Illustrator: Ronan DC. Vergara
Layout Artist: Ren Mac Mac G. Motas
Management Team: Wilfredo E. Cabral, Regional Director
Job S. Zape Jr., CLMD Chief
Elaine T. Balaogan, Regional ADM Coordinator
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Susan DL. Oribiana, SDS
Dolorosa S. De Castro, CID Chief
Cristeta M. Arcos, EPS In Charge of LRMS

Printed in the Philippines by ________________________

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Cainta, Rizal 1800
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E-mail Address: region4a@deped.gov.ph
Introduction to
Philosophy of the
Human Person
Quarter 2 – Module 4:
Human Person and Death
Introductory Message
For the facilitator:

Welcome to the Introduction to Philosophy of the Human Person Alternative Delivery

Mode (ADM) Module on Human Person and Death!

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

13
For the learner:

Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module on ( Lesson

Title) !

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

In this portion, the new lesson will be

13
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
This contains answers to all activities in the
Answer Key module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

13
What I Need to Know

In this module, learners like you will be philosophically oriented regarding a sensitive
topic everybody does not like always to talk about – death. Here, we will treat death
in an academic way while also allowing our own takes and insights to interplay with
the discussions. However, you are advised to have an objective disposition regarding
death to remove any negative impression that may affect your readiness to
understand death as a phenomenon.

Primarily, we will deal with the Phenomenological Notion of Death to give it definite
characterization and the Relation of Death with Authenticity upon which we will
come to realize the value of understanding death as a way to establish a more
meaningful existence.

Thus, after going through this module, you are expected to:
1. explain the phenomenological notion of death
2. give the characteristics of death
3. relate death with the concept of a good life based on authenticity
4. reflect on one’s own death
5. embrace death as a natural phenomenon

Notes to the Teacher

There may be cases where students are not ready to discuss this
topic. To prevent unwanted scenarios, orientation may be done
beforehand. Being knowledgeable about psychological dispositions
of learners is an advantage.

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What I Know

Write TRUE if you agree that the statement is correct but write FALSE if you think
the statement is incorrect and explain why the statement is wrong in the space
provided under each item.

______________ 1. Immortality can be achieved by man.

__________________________________________________________________

______________ 2. Death is impending.

__________________________________________________________________

______________ 3. We can always design how we will die.

__________________________________________________________________

______________ 4. Two persons can totally share same experience of death

__________________________________________________________________

______________ 5. Death is one of the surest thing in the world.

__________________________________________________________________

______________ 6. We can always say that there is still time.

__________________________________________________________________

______________ 7. We waste our lives by living the life we don’t want.

__________________________________________________________________

______________ 8. Following the society would mean a good existence.

__________________________________________________________________

______________ 9. Death comes at the time we expect it will come.

__________________________________________________________________

______________ 10. Though we don’t know when we will die, we can prepare for it.

__________________________________________________________________

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Lesson

1 Death
What is your initial reaction when you read the title of this part of the module?
Is death really a terrifying phenomenon? If death is a dreadful thing, what makes it
fearsome?

On the other hand, death, as part of human reality, may have meaningful
messages. At this junction, we will try to uncover the mystery of death by
rationalizing its phenomenon so that we get to understand it better, accept it as part
of human nature, and treat it as a condition that allows us to create a meaningful
existence.

What’s In

THOUGHT EXPERIMENT: Imagine the scenario below. Answer the questions using
3-5 sentences only.

You are lying in a hospital bed. You have a stage 4 colon cancer. You
have no problem in paying the bills since you are a rich man. But nobody,
except for the doctor and hospital staff, is with you. This is due to the fact that
you despised your family for not believing in you and left them to pursue your
dreams.

One day, an angel appeared and told you, “You only have a week left to
live. Within that span of remaining time, God is giving you a chance to forgive
your family in one condition: your life will end the moment you utter your
forgiveness to your family. If you do not forgive them, you will get additional
week to live.”
You are about to respond to the angel, what would you say?
ANSWER:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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What’s New

INTERPRETATING THE STORY: Discuss the symbolisms in the short story and
story’s possible meaning.

From Leo Tolstoy’s A Confession and Other Religious Writings

There is an old Eastern fable about a traveller who is taken unawares
on the steppes by a ferocious animal. In order to escape the beast, the
traveller hides in an empty well, but at the bottom of the well, he sees a
dragon with its jaws open, ready to devour him. The poor fellow does not
dare to climb out because he is afraid of being eaten by the ferocious beast,
neither does he dare drop to the bottom of the well for fear of being eaten
by the dragon. So he seizes hold of a branch of a bush that is growing in
the crevices of the well and clings on to it. His arms grow weak and he
knows that he will soon have to resign himself to the death that awaits him
on the either side. Yet he clings on and while he is holding on to the one
branch, he looks around and sees that two mice, one black and one white
are steadily working on their way round the bush he is hanging from,
gnawing away at it. Sooner or later, they will eat through it and the branch
will snap, and he will fall into the jaws of the dragon. The traveller sees
this and knows that he will inevitably perish. But while he is still hanging
there, he sees some drops of honey on the leaves of the bush, stretches his
tongue and licks them.

INTERPRETATION AND MEANING OF SYMBOLS:

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What is It

Phenomenological Notion of Death

According to Martin Heidegger (1889-1976) in his book Being and Time,

death is (a) certain, (b) indefinite, (c) one’s property, (d) non-relational, and (e) not
to be outstripped.

Death is certain. As part of humanness, we are all born (in Heideggerian

sense, we are “thrown”) in the world. The world is governed by time. We, humans,
are existing in time, thus, as being thrown in the world, we have beginning and
since we are finite beings, we also have end – death. Birth and death are two things
we cannot remove from our existence. Whether we like it or not, we will die.

Death is indefinite. While death is sure to come, it is however indefinite as

to when it will come. Death is impending, meaning to say, it can happen anytime.
We do not know exactly when. That is why, we should try to live the best life that
we can for we never know the day of our end.

Death is one’s property. The death of the person belongs to him. Nobody
can experience his death except himself. There can be no proxies or substitutes for
a person in experiencing death.

Death is non-relational. This means that when we die, we die alone. We

have no choice but to face it on our own. Death also removes all our relations to
others. In contemplating death, we realize our own individuality and independence
from the world.

Death is not to be outstripped. Death cannot be taken away from a

person. Even the person himself cannot remove the possibility of death in his life.
One cannot make himself live forever. Even though we see in fiction movies the idea
of immortality, death, in real life is a definite reality which we nothing can be done
to be outstripped.

13
What’s More

Death and Authenticity

What does death really mean? Is it just a reminder that human existence has
a limitation? We may accept the reality of death as it is, but it also reminds us that
we have to value life while we have it.

Since we cannot control it, things that remain within our control are those
which belong to life. While still alive, we have choices to take. The question now is
not focused on death but on how we live in the world. Let us ask ourselves before we
die. Did we ever truly live?

Authenticity is an idea mostly used in existentialism which means having true

and meaningful existence. According to Soren Kierkegaard, we have to avoid the
crowd – the majority of the society which we think that should be the pattern of our
lives. For example, we see people marrying, therefore, we also have to marry. But
authenticity is not like that. We have to freely choose marrying. The intention to
marry should not come from the crowd as we usually hear but it should come from
our deliberate choice.
Another reason why we fail to lead an authentic life is fear. Just because we
are afraid of the possible consequences and what others might say, we fail to pursue
what we truly want in life. This challenge of authenticity is one of the important
messages of death. As we accept death, we realize the value of having a true life – an
authentic life!

AUTHENTICITY PROJECT: List down the 3 things you truly want in life, the
challenges you see in pursuing your goals and the possible solutions to these
challenges.
GOALS CHALLENGES SOLUTIONS

13
What I Have Learned

BEFORE AND AFTER: Write your previous knowledge (before reading this module)
and your new understanding on death. Determine what makes more sense and tell
why.

Previous Knowledge about Death New Understanding about Death

What makes more sense?

13
What I Can Do

REFLECTIONS. After realizing that death is certain and impending, we should at all
times be ready for death. It is just like a thief in the night so we have to prepare for
it. Write an essay about your realizations and your insights about death.

MY REFLECTIONS NAD INSIGHTS ABOUT DEATH

__________________________________________________________________________________
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__________________________________________________________________________________
__________________________________________________________________________________

13
Assessment

Write TRUE if you agree that the statement is correct but write FALSE if you think
the statement is incorrect and explain why the statement is wrong in the space
provided under each item.

______________ 1. Death is one of the surest thing in the world.

__________________________________________________________________

______________ 2. Death comes at the time we expect it will come.

__________________________________________________________________

______________ 3. We can always say that there is still time.

__________________________________________________________________

______________ 4. Though we don’t know when we will die, we can prepare for it.

__________________________________________________________________

______________ 5. Immortality can be achieved by man.

__________________________________________________________________

______________ 6. We can always design how we will die.

__________________________________________________________________

______________ 7. Following the society would mean a good existence.

__________________________________________________________________

______________ 8. We waste our lives by living the life we don’t want.

__________________________________________________________________

______________ 9. Death is impending.

__________________________________________________________________

______________ 10. Two persons can totally share same experience of death

__________________________________________________________________

13
13
What I Know Assessment
FALSE – we all TRUE
die. FALSE – death
TRUE is impending
FALSE – we FALSE – we
may not know how never know when
we will die. we will die
FALSE – one’s TRUE
death is unique FALSE – we all
TRUE die.
FALSE – we FALSE – we
never know when may not know how
we will die we will die.
TRUE FALSE – we
FALSE – we should live the life
should live the life we personally want.
we personally want. TRUE
FALSE – death TRUE
is impending FALSE – one’s
TRUE death is unique
TRUE
Answer Key
write your realizations about death and meaning of life.
existence: https://www.youtube.com/watch?v=xjzJ8bO2x4U. Get a journal and
Watch this motivational video about death and give your reflection on your own
Additional Activities
References

Calano, Mark Joseph et al, Philosophizing and Being Human. Quezon City:
Sibs
Publishing House Inc., 2016.

Heidegger, Martin. Being and Time. Translated by Joan Stambaugh. New York:
SUNY
Press, 1996.

Krapiec, M. I. (1985). I – man: an outline of philosophical anthropology

abridged version by Francis J. Lescoe and Roger B. Duncan. New
Britain: Mariel Publications.

Mabaquiao Jr., Napoleon. Making Life Worth Living. Quezon City: Phoenix
Publishing

13
House, Inc. 2017

Maboloc, C. R. (2016). Introduction to the philosophy of the human person.

JOURNALS:
Gaardner, J. (2007). A user manual for our planet. UNESCO: the courier. No.
9 ISSN.
1993- 8616. 4 – 5.

United Nations Education Scientific and Cultural Organization. (2009).

Teaching philosophy in Asia – Pacific. Bangkok: author.

Augustine. Man: Body and soul. (1967). In A. Armstrong (Ed.), The

Cambridge History of Later Greek and Early Medieval Philosophy (pp. 354-
361).

Cambridge: Cambridge University Press.

doi:10.1017/CHOL9780521040549.023

Callicott, J. Baird 1987, ‘Conceptual Resources for Environmental Ethics in

Asian Traditions of Thought: A Propaedeutic’, Philosophy East and West, Vol.
37, No. 2, pp. 115-130.

Frese, Stephen J. 2003, ‘Aldo Leopold: An American Prophet’, The History

Teacher, Vol. 37, No. 1, Special Feature Issue: Environmental History and
National History Day 2003 Prize Essays, pp. 99-118.

Jenkins, Willis 2009, ‘After Lynn White: Religious Ethics and Environmental
Problems’, The Journal of Religious Ethics, Vol. 37, No. 2, pp. 283-309.

Snyder Brian F. 2017, ‘The Darwinian Nihilist Critique of Environmental Ethics’,

Ethics and the Environment, Vol. 22, No. 2, pp. 59-78.

13
Welchman, Jennifer 2012, ‘A Defence of Environmental Stewardship’,
Environmental Values Vol. 21, No. 3, pp. 297-316.

Confucianism and Existentialism: Intersubjectivity as the Way of Man Author(s):

Hwa Yol Jung Source: Philosophy and Phenomenological Research , Dec.,
1969, Vol. 30, No. 2 (Dec., 1969), pp. 186-202 Published by: International
Phenomenological Society

Jen: An Existential and Phenomenological Problem of Intersubjectivity

Author(s): Hwa Yol Jung Source: Philosophy East and West , Jul. - Oct., 1966,
Vol. 16, No. 3/4 (Jul. - Oct., 1966), pp. 169-188 Published by: University of
Hawai'i Press

Dean Edward A. Mejos, Against Alienation: Karol Wojtyla’s Theory of

Participation, Kritike, Vol. 1, No. 1, June 2007

ONLINE SOURCES:

13
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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