Introduction to the Philosophy of Human Person PDF (Grade 12)

Introduction to the Philosophy of Human Person Quarter 1 – Module 9: The Human Persons in their Environment Introduction to the Philosophy of Human Person Alternative Delivery Mode Quarter 1 – Module 9: Noticing Things that are not in their Proper Place and Organizing them in an A...

Introduction to the Philosophy of Human Person Quarter 1 – Module 9: The Human Persons in their Environment Introduction to the Philosophy of Human Person Alternative Delivery Mode Quarter 1 – Module 9: Noticing Things that are not in their Proper Place and Organizing them in an Aesthetic Way 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 Writer: Allan Leus Editor: Joel Valenzuela Reviewer: Rodrigo M. Rodriguez Jr. Illustrator: Sonny Bhoy L. Flores Layout Artist: Ricky P. Torrenueva Management Team: Edna Faura-Agustin, Schools Division Superintendent Edgardo M. Militante, Asst. SDS Mary Ann L. Tatlongmaria, EdD, CID Chief Evelyn P. De Castro, EPS-LRMS Joel L. Valenzuela, 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: [email protected]  Introduction to the Philosophy of Human Person Quarter 1 – Module 9: The Human Persons in their Environment Introductory Message For the facilitator: Welcome to the Introduction to the Philosophy of Human Person – Grade 12 Alternative Delivery Mode (ADM) Module on Noticing Things that are not in their Proper Place and Organizing them in an Aesthetic Way! 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. ii For the learner: Welcome to the Philosophy of Human Person – Grade 12 Alternative Delivery Mode (ADM) Module on Noticing Things that are not in their Proper Place and Organizing them in an Aesthetic Way! The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: What I Need to Know This will give you an idea of the skills or competencies you are expected to learn in the module. What I Know This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module. What’s In This is a brief drill or review to help you link the current lesson with the previous one. What’s New In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation. What is It This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills. What’s More This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module. What I Have Learned This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson. iii  What I Can Do This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns. Assessment This is a task which aims to evaluate your level of mastery in achieving the learning competency. Additional Activities In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts. Answer Key This contains answers to all activities in the module. At the end of this module you will also find: 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! iv  What I Need to Know On this manual, you will learn about evaluating your own limitations and the possibilities for your transcendence as embodied Spirit. If you render your whole heart and mind in this endeavor, this will be an interesting journey! The module will discuss the lesson about: The Human Person as an Embodied Spirit MOST ESSENTIAL LEARNING COMPETENCIES: After going through this module, you are expected to: Notice things that are not in their proper place and organize them in an aesthetic way. What I Know Take a deep breath, this is simply set to get you ready on our new topic. Activity 1: A. Complete the missing terms. Find your answer from the box. intelligence nothing don’t ask Spirit something Schelling’s burning question, "Why is there 1.____________ rather than 2. __________?" The response of scientific materialism, historical materialism, naturalism, empiricism to such burning question is 3. ______________. But something else is actually going on: behind the ongoing events and drama is an order or 4. _________ that is greater and deeper. In the Great Chain of Being, “matter and body and mind were seen as perfectly continuous aspects of the superabundant overflowing of 5. __________” (Wilber, 1995/2001). Noticing Things that are not Lesson in their Proper Place and 9 Organizing them in an Aesthetic Way What’s In Now, as you and I wonder, it has to come into our senses that if we realize that the Earth is our source of life, habitat and home, “then in destroying it we are committing a slow and gruesome suicide” (Wilber, 1995/2001). Human activities are exterminating species, we are destroying the world's tropical forests. (The discussion above is from Wilber’s SES, 1995/2001). Activity 2: A. Why do you think people destroy nature? B. Do you have any contribution in the destruction of nature? C. What contribution do you do to care for nature? Give 3. What’s New The Aesthetic Order of Things Aristotle started doing philosophy with wonder (Miller, 2004). Your sense of wonder may be awakened by noticing things around you. You may start by noticing the aesthetic order of things. You can push further and deeper by loving what is beautiful. Loving what is beautiful can transform us to being good in dealing with the things around us, especially our environment and nature. Activity 3: A. Are the things around you right now in order or not? Why do you think so? B. Are the things around you right now organized in an aesthetic way or not? Why do you think so? C. Give 3 things (objects, people, artwork) that are beautiful around you. How are they affecting you? What is It The Wonder of Existence Schelling, a philosopher, also wonders and asks this burning question, "Why is there something rather than nothing?" (Bakit meron kaysa sa wala?) (Wilber, 1995/2001). Activity 4: A. What would be your answer in the same question, "Why is there something rather than nothing?" (Bakit meron kaysa sa wala?) B. How do you make sense of such a question? (Ano ang saysay para sa iyo ng tanong na iyan?) Many disciplines such as scientific materialism, historical materialism, naturalism, empiricism suggest to just don’t ask such a question, so it won’t bother you (Wilber, 1995/2001). But something else is actually going on: behind the ongoing events and drama in the universe is an order or intelligence that is greater and deeper (Wilber, 1995/2001). There is this mystery behind reality. In fact, life itself is a mystery. Wilber (1995/2001) calls this the “emanations of the Divine” (as also recognized by Plato to Plotinus to Pascal). In the Great Chain of Being, “matter and body and mind were seen as perfectly continuous aspects of the superabundant overflowing of Spirit” (Wilber, 1995/2001). In Schelling and Hegel, also a philosopher, we see that this idea is expressed in developmental philosophy (Wilber,1995/2001). Activity 5: A. Based on the discussion above, how do you see life as a mystery? B. What should be your attitude in life in facing it as a mystery? Explain your answer. (siyavula.com) Ecology is “the study of interrelationships between organisms and their environment” (Esbjorn-Hargens and Zimmerman, 2011). Eco-poetics In eco-poetics, the earth and nature is recognized as the place of dwelling, in Greek poiesis means poem as a making and oikos means “the home or place of dwelling”, so we can, therefore, establish oneness with Nature as our dwelling place and our home (Peters and Irwin, 2002). Bate (2001) arrives at the proposition that “poetry is our way of… reawakening the momentary wonder of unconcealment.” For example, The truth in reality makes me learn in science. The goodness in reality makes me live a healthy life. The beauty in reality like rainbow makes me happy. The pursuit of true, good and beauty is philosophy. By unconcealment, we mean being open and one with nature as expressed in the poem above (Peters and Irwin, 2002). Activity 6: A. Write a poem expression your openness and oneness with nature (4 lines). The essence of “eco-poetics is experiential rather than descriptive, based as it is on the poet’s articulation of the relations between the environment and humankind” (Peters and Irwin, 2002). The goodness and beauty of life could only be existing in our planet, so “[s]afe- guarding, nurturing, and regenerating it is the potential and responsibility of technology and humanity” (Niel, quoted from Peters and Irwin, 2002). Activity 7: A. Give an example of how life is disregarded around us. B. Think of something that you could invent that would safe-guard and nurture life. What would it be? Beauty is the Order of Nature Hegel argues in Aesthetics that art is an attempt to overcome the deficiency of natural beauty (Bate, 2001). We, humans, can enhance the beauty of nature, for example, human beings have comfortable chairs and houses designed in proper proportions (Bate, 2001). Activity 8: A. Give 3 examples of how you can enhance the beauty of nature. 1. 2. 3. The Unity of Beauty and Utility Our task is to 'unite beauty with utility' like a productive agriculture - 'rich meadows and neat farm houses', where we could see 'tidy, happy villagers' (Edward Ferrars in Sense and Sensibility quoted from Bate, 2001). As Plato and Aristotle tell us that philosophy begins in wonder. Wonder is a response to a momentary presence that the beauty of nature could give us (Bate, 2001). The “language of poetry is that which 'un-conceals' the essence of nature” (Heidegger quoted from Bate, 2001). For example, “The spirit is not in the body; the body is in the spirit.” – Hildegard of Bingen Activity 9: A. What can you say about Hildegard’s statement that “The spirit is not in the body; the body is in the spirit”? We can also say, The Spirit is not in nature; nature is in the Spirit. Spirit can mean life and everything that sustains it. We have life in us (our own life) and the things around us sustain our very life. So nature is the source of our life. Activity 10: Pause for a while, focus on your breathing as you inhale and exhale enjoy and relish the air that you breathe that sustains your life. (Namnamin ang iyong pahinga.) A. Why is it important to pause and to enjoy and relish the air that you breathe? B. What positive attitude would it develop in you to pause and to enjoy and relish the air that you breathe? Only us, humankind, “has a knowledge of beauty, of kindness and purity, of the divine. We alone say that the sky is lovely and the forest trees are holy. We only know the feeling of at-homeness-upon-the-earth because we also know the feeling of being lost in the world” (Bate, 2001). We dwell in the earth. 'Dwells' suggests a sense of belonging. Home and dwelling are important to us humans because we also know the pain of homelessness and alienation (Bate, 2001). Here is the problem: “The savage has his shelter, the birds their nests and the foxes their holes”, but “in modern civilized society not more than half the families own a shelter” (Thoreau, quoted from Bate, 2001). Nature accommodates all of us, that’s the law of nature. But under the law of people, “the few have large houses with many spare rooms, while the poor huddle together in one room or none” (Bate, 2001). Activity 11: A. Is it justifiable that among us people “the few have large houses with many spare rooms, while the poor huddle together in one room or none” (Bate, 2001)? Explain your answer. B. What can we learn from nature in terms of how we treat each other as human persons on this earth? We dwell in nature as our home that nobody legally owns. The eco-poetic vision is inclusive – the earth is a dwelling place for all (Bate, 2001). What’s More Activity 12: Read Oscar Wilde’s idea about art. “What Art really reveals to us is Nature's lack of design, her curious crudities, her extraordinary monotony, her absolutely unfinished condition. Nature has good intentions, of course, but, as Aristotle once said, she cannot carry them out. When I look at a landscape I cannot help seeing all its defects. It is fortunate for us, however, that Nature is so imperfect, as otherwise we should have no art at all. Art is our spirited protest, our gallant attempt to teach Nature her proper place... Nature is so uncomfortable. Grass is hard and lumpy and damp, and full of dreadful black insects. Why, even William Morris's poorest workman could make you a more comfortable seat than the whole of Nature can.” A. How do you make sense of what Wilde wrote about our relation with nature? B. What kind of relationship should we have with nature? C. Give 3 examples on how we should appropriately relate with nature. 1. 2. 3. What I Have Learned Activity 13: Read these verses about un-concealing (uncovering) the essence of nature: Glance at the sun. See the moon and the stars. Gaze at the beauty of earth’s greenings. Now, think. What delight God gives to humankind with all these things. All nature is at the disposal of humankind. We are to work with it. For without we cannot survive.” – Hildegard of Bingen A. What is the message of the poem? B. What does the message of the poem encourages you to do in the environment? Give 3 things that you can do for our mother nature. 1. 2. 3.  What I Can Do Activity 14: A. Animals have shelter but many humans don’t have, what does it say about us humans? B. How can we make sure that all people will have decent homes on our earth (no one would be an informal settler—squatter)? What other enrichment activities can I engage in? (Additional Activities) Activity 15: A. How do you recognize the beauty, kindness and purity of the Divine (May Kapal) around you? 1. Beauty 2. Kindness 3. Purity B. How do you experience being at-home (panatag ang kalooban) with nature? Assessment Activity 16: A. Draw about your interrelationship with nature. B. Explain your interconnection with nature. 1. 2. 3. Tree You B. 1. A tree gives me oxygen and I give carbon dioxide to a tree. REFLECTION Activity 17. Write personal insights about the lesson using the prompts below. A. I understand that _____________. (Give 3) 1. What knowledge have you gained that you could share with your family? 2. What values/attitude (e.g., gratitude) would you want to put into practice in relating with nature? Give concrete example. 3. How would you use critical thinking skills to make our society a better place for all? B. I realize that __________________. (Give 3) 1. What have you realized that could help you to become a better human person? 2. What have you read that inspires you to be good to our environment? 3. What activity have you done that you find meaningful and you would continue to do in your life?  Activity 1 1. something 2. nothing 3. don’t ask 4. intelligence 5. spirit Answer Key  Rubric for Essay Excellent Proficient Basic Below Basic Mechanics 5 4 3 2 -Specific -Specific -Specific -Specific introduction introduction and introduction and introduction and and conclusion conclusion conclusion conclusion -No sequence in -Sequenced -Sequenced -Sequenced material Organization material within material within material within the the body the body body is -Cohesive -Cohesive inconsistent presentation presentation content content -Enhance the -Support the -Not interesting -Unclear effectiveness of effectiveness of the -Partially support -Minimally support the presentation presentation the effectiveness of the effectiveness of -Correct -Correct grammar the presentation the presentation grammar -Appropriate to -Correct grammar -Occasional mistakes Language -Appropriate to audience -Appropriate to in grammar audience -Very few audience -Appropriate to - No pronunciation Some audience pronunciation mistakes pronunciation -Several mistakes mistakes pronunciation mistakes -Good posture -Good posture -Intermitted good -Poor posture -Eye contact -Frequent eye posture -Seldom eye contact with the contact with the -Occasional eye with the audience audience most of audience contact with the -Not enough or too the time -Appropriate audience much gesture and -Appropriate gesture and -Appropriate expression Delivery gesture and expression gesture and -One-person expression -Almost full group expression presentation. -Deliverance participation -Partial group with confidence presentation -Full group participation -Student -Student -Student discusses -Student discuss the discusses the discusses the the subject with a subject with very subject in great subject with some few details. minimal details. details. details. -Student do not -Students do not -Student -Student outlines outline their outline what they describes in their finding finding have learnt Content detail about their -Student show -Student's -Students still sound findings what they have misconceptions are confused on this topic -Student indicate learnt still seen what they have learnt References Books Bate, Jonathan. 2001. The Song of the Earth. London: Picador. Esbjorn-Hargens, Sean and Zimmerman, Michael E. 2011. Integral Ecology Boston and London: Integral Books. Herstatt, Cornelius and Tiwari, Rajnish (Editors). 2017. Lead Market India: Key Elements and Corporate Perspectives for Frugal Innovations. Cham, Switzerland: Springer International Publishing AG. Kegan, Robert. 1982. book The Evolving Self. Cambridge, Massachusetts, and London, England: Harvard University Press. Miller, A. V. 2004. Hegel’s Philosophy of Nature. New York: Oxford University Press Inc. Peters, Michael and Irwin, Ruth. 2002. Earth Songs: Ecopoetics, Heidegger and Dwelling. The Trumpeter. Vol. 18, No. 1. Wilber, Ken. (1995/2001). Sex, Ecology, Spirituality: The Spirit of Evolution. Boston & London: Shambala. Wilber, Ken. 2000. One Taste. Boston and London: Shambala. Websites www.britannica.com/biography/Georg-Wilhelm-Friedrich-Hegel/Personage-and- influence https://www.healthyhildegard.com/hildegard-bingen-quotes/ (https://www.who.int/news-room/feature-stories/detail/who-manifesto-for-a- healthy-recovery-from-covid-19) (https://www.cdc.gov/coronavirus/2019-ncov/daily-life-coping/animals.html) https://www.euro.who.int/en/health-topics/environment-and- health/pages/news/news/2020/6/protecting-nature-protects-health-lessons-for- the-future-from-covid-19 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: [email protected] * [email protected]