1st and 2nd Quarter Topics - IPHP PDF

This Photo by Unknown Author is licensed under CC BY-SA-NC DOING PHILOSOPHY I N T R O D U C T I O N T O T H E P H I L O S O P H Y O F...

This Photo by Unknown Author is licensed under CC BY-SA-NC DOING PHILOSOPHY I N T R O D U C T I O N T O T H E P H I L O S O P H Y O F T H E H U M A N P E R S O N LE AR NING COMPE T ENCIE S: DISTINGUISH A HOLISTIC PERSPECTI V E FROM A PARTI AL POINT OF V IEW R EALIZE THE VALUE OF DOING PHIL OSOPH Y IN OBTAINING A BROAD PERSPECTI V E ON LIFE DO A PHIL OSOPHICAL R EFLECTION ON A CONCR ETE SITUATION FROM A HOLISTIC PERSPECTI V E L E SS O N 1 DISTINGUISH A HOLISTIC P E R S P E C T I V E F R O M A PA RT I A L POINT OF VIEW At the end of the lesson, you will be able to: a. know the definition of philosophy; b. distinguish holistic from partial perspective; c.relate the importance of philosophy and its practical uses  Why am I feeling this way (cause)? “LIFE IS SUFFERING How can I overcome it.” (process)? -GAUTAM A BUDDHA How it will affect my life and the people around me (consequence)? PHILOSOPHY comes from two Greek words philos “ to love” and sophia “wisdom” the science that by natural light of reason studies the first causes or highest principles of all things it distinguishes the particular (partial-refers to the part of the whole) and the universal (holistic-pertains to the whole) perspective H I S T O R I C A L OV E RV I E W Source: https://www.worldhistory.org/philosophy/ A philosophical system may develop independently but usually is a response to religion; when religion fails to fully answer a people's questions or address their needs, the people turn to philosophy. People's existential questions traditionally have been answered by the development of religious systems which assured them of the existence of supernatural entities  These belief structures, institutionalized as part of a culture, work to form a cohesive cultural understanding of one's place in the world and the philosophies which developed in response to that understanding either sought to explain it more clearly or replace it with a new paradigm. It seems probable that philosophy was already established in Egypt by c. 4000 BCE, the date depictions of gods and the afterlife of the Field of Reeds first begin appearing on tomb walls. It developed in Mesopotamia at some point before the time The Epic of Gilgamesh was committed to writing between c. 2150-1400 BCE. In India, philosophy develops during the Vedic Period between c. 1500 - c. 500 BCE with the Upanishads. At about the same time, Zoroaster (c. 1500-1000 BCE) was developing his philosophic vision in ancient Persia while, in China, philosophy is first committed to writing during the time of the Zhou Dynasty (1046-256 BCE) and later developed during the Spring and Autumn Period (c. 772-476 BCE) and the Warring States Period (c. 481-221 BCE) in the time associated with the Hundred Schools of Thought. PHILOSOPHY IN THE WEST The ancient Greek city of Miletus in the Western coast (Turkey) that gave birth to philosophy; the place where Thales lived Thales- Father of Philosophy in the Western civilization. He lived between 624 and 546 BCE  What made Thales a philosopher is his desire to know the ultimate stuff that makes up the different things we perceived.  There is One in the Many Thales believed that despite the different things we encounter there is one underlying stuff or substance in which everything is composed  His explanation of natural phenomena is devoid of gods and goddesses of the old religion of Greece. It is completely rational. His approach highlights the difference between religion and philosophy. Religion rests on faith while philosophy rests on reason. THALES https://www.sciencephoto.com/media/ 228934/view/thales-ancient-greek-  THE BLIND MEN AND THE ELEPH ANT It was six men of In-dostan To The Third approached the Deny the fact who can, This marvel of learning much inclined, Who went animal, an Elephant Is very like a fan!" to see the Elephant (Though all of And happening to take The squirming trunk within his The Sixth no sooner had begun About them were blind), That each by observation Might satisfy his hands, Thus boldly up and the beast to grope, Than, seizing on mind. The First approached the spake: the swinging tail That fell within his Elephant, and happening to fall "I see," quoth he, "the scope, "I see," quoth he, "the Elephant Against his broad and sturdy side, Elephant Is very like a snake!" Is very like a rope!" The Fourth reached out his At once began to bawl: "God bless eager hand, And felt about the And so these men of In-dostan me!—but the Elephant is very like knee. "What most this won- Disputed loud and long, Each in his a wall!" drous beast is like Is mighty own opinion Exceeding stiff and The Second, feeling of the tusk, plain," quoth he; '“Tis clear strong, Though each was partly in the Cried: "Ho!—what have we here So enough the right, And all were in the wrong! very round and smooth and Elephant Is very like a tree!" sharp? To me 't is mighty clear The Fifth, who chanced to This wonder of an Elephant is very touch the ear, Said:- "E'en the By: John Godfrey Saxe,1872 blindest man Can tell what like a spear!" this resem-bles most; L E T ’ S A N A LY Z E 1. Why did the blind men start to argue? 2. What does the author mean when he says,” Thou each was partly in the right and all were in the wrong”. 3. Based on the story, what do you think is Holistic Perspective? Partial point of view? PRACTICAL USES OF PHILOSOPHY  FOR CRITICAL ANALYSIS AND IMPROVES TO PRESENT TO OBTAIN FOR SELF- INTERPRETATION OF CONCEPTS, PROBLEM- ONE’S IDEAS WISDOM DEVELOPMENT DEFINITIONS, SOLVING AND CLEARLY AND ARGUMENTS, AND DECISION ADEQUATELY PROBLEMS MAKING  Philosophy is also defined as the science that by natural light of reason studies the first causes or highest principles of all things. Science It is an organized body of knowledge. It is systematic It follows certain steps or employs certain procedures. Natural Light of Reason It uses a philosopher's natural capacity to think or human reason or the so-called unaided reason. Study of All Things It makes philosophy distinct from other sciences because it is not one dimensional or partial. A philosopher does not limit himself to a particular object of inquiry Philosophy is multidimensional or holistic. ⁃ FIRST CAUSE OR HIGHEST PRINCIPLE Principle of Identity whatever is; whatever is not is not. Everything is its own being, and not being is not being. Principle of Non-Contradiction - it is impossible for a thing to be and not to be at the same time. Principle of Excluded Middle - a thing is either is or is not; between being and not-being. there is no middle ground possible. Principle of Sufficient Reason – nothing exists without sufficient reason for its being and existence. Early Greek philosophers studied aspects of the natural and human world that later became Separate sciences- astronomy, physics, psychology, and sociology. Basic problems like the nature of the universe, the standard of justice, the validity of knowledge, the correct application of reason, and the criteria of beauty have been the domain of philosophy from its beginnings to the present. BRANCHES OF PHILOSOPHY Metaphysics (Nature of Universe) It is an extension of a fundamental and necessary drive in every human being to know what is real. A metaphysician's task is to explain that part of our experience which we call unreal in terms of what we call real. We try to make things comprehensible by simplifying or reducing the mass of things we call appearance to a relatively fewer number of things we call reality  Thales He claims that everything we experience is water ("reality") and everything else is appearance." We try to explain everything else (appearance) in terms of water (reality). Idealist and Materialist- Their theories are based on unobservable entities: mind and matter. They explain the observable in terms of the unobservable. Plato- Nothing we experience in the physical world with our five senses is real. Reality is unchanging, eternal, immaterial, and can be detected only by the intellect. Plato calls these realities as ideas of forms. Ethics (The standard of Justice) It explores the nature of moral virtue and evaluates human actions. It is a study of the nature of moral judgments. Philosophical ethics attempts to provide an account of our fundamental ethical ideas. It insists that obedience to moral law be given a rational foundation  Socrates To be happy is to live a virtuous life. Virtue is an awakening of the seeds of good deeds that lay dormant in the mind and heart of a person which can be achieved through self-knowledge True knowledge = Wisdom = Virtue Epistemology(The validity of knowledge) It deals with nature, sources, limitations, and validity of knowledge. It explains: (1) how we know what we claim to know; (2) how we can find out what we wish to know; and (3) how we can differentiate truth from falsehood It addresses varied problems: the reliability extent, and kinds of knowledge; truth, language; and science and scientific knowledge. S O U RC E S O F K N O W L E D G E Induction gives importance to particular things seen, heard, and touched forms general ideas through the examination of particular facts Empiricist advocates of induction method Empiricism is the view that knowledge can be attained only through sense experience. Deduction gives importance to general law from which particular facts are understood or judged advocates of deduction Rationalist method For a rationalist, real knowledge is based on the logic, the laws, and the methods that reason develops.  Pragmatism - the meaning and truth of an idea are tested by its practical consequences Logic (the correct application of reason) Reasoning is the concern of the logician. It comes from the Greek word logike, coined by Zeno, the Stoic (c.340-265BC), which means a treatise on matters pertaining to the human thought. It does not provide us knowledge of the world directly and does not contribute directly to the content of our thoughts. It is not interested in what w e know regarding certain subjects but in the truth or the validity of our arguments regarding such objects. Aristotle First philosopher to devise a logical method Truth means the agreement of knowledge with reality Logical reasoning makes us certain that our conclusions are true  Zeno of Citium One of the successors of Aristotle and founder of Stoicism Other influential authors of logic Cicero, Porphyry, and Boethius Philoponus and Al-Farabi, Avicenna, and Averroes  Aesthetics (the criteria of beauty) It is the science of the beautiful in its various manifestations- including the sublime comic, tragic, pathetic, and ugly It is important because of the following: It vitalizes our knowledge. It makes our knowledge of the world alive and useful. It helps us to live more deeply and richly A work of art helps us to rise from purely physical existence into the realm of intellect and the spirit. It brings us in touch with our culture. The answers of great minds in the past to the great problems of human life are part of our culture  Hans-Georg Gadamer A German philosopher who argues that our tastes and judgments regarding beauty work one's own personal with connection in experience and culture. Our culture consists of the values and beliefs of our time and our society S U M M AT I V E 1 – O C T 9 , 2 0 2 3 L E SS O N 2 EASTERN AND WESTERN PHILOSOPHY R E A L I Z E T H E V A L U E O F D O I N G P H I L O S O P H Y I N O B T A I N I N G A B R O A D P E R S P E C T I V E O N L I F E ( N A H I H I N U H A N A : M A H A L A G A A N G P A M I M I L O S O P I Y A ) At the end of the lesson, you will be able to: a. differentiate western from eastern philosophy; b. analyze where Filipino philosophy is anchored; c.give your personal assessment of which philosophy Filipinos are better off.  EASTERN PHILOSOPHY WESTERN PHILOSOPHY Main Schools Buddhism, Christianity, Rational, Scientific, logical Islam, Taoism, Zen, Confucianism, Integral Yoga, Hinduism Main principles Circular view of the Linear view of the universe universe, based on the and life, based on the perception of eter-nal Christian phi-losophy where recurrence everything has its beginning and the end. Search for absolute truth Holistic approach – all More focused on events in the universe are INDIVIDUAL EVENTS and interconnected the role of the per-son Search for Truth & Funda- The truth is GIVEN is does The truth needs TO BE mental Research not to have be proved. PROVED.  EASTERN PHILOSOPHY WESTERN PHILOSOPHY Beliefs and Values The true key is INSIDE. The The main values are inner world of a human success and achievement. being and his or her ability These that can be achieved to control and develop it is in many ways, but rarely of the highest value. The through developing inner way to the top is in-side strength. The majority of yourself, through self- success and achievement development. criteria have an external nature (money, faith, popularity, etc.). The way to the top is through active OUTSIDE intervention. Future Your future is determined Your future is unknown, it by the past and your deeds was predetermined by God today. and is not much influenced by your deeds.  EASTERN PHILOSOPHY WESTERN PHILOSOPHY Individualism/Collectivism A human being is an integral A human being has an part of the universe and the individual-istic nature and is society. People are an independ-ent part of the fundamentally con-nected. universe and the society. Duty towards all others is a INDIVIDUALISM is stronger. very important matter. COLLECTIVISM is stronger. Achievement and Winning Winning is INSIDE yourself. Winning is OUTSIDE yourself. Goals and Key to Success SPIRITUAL MATERIALISTIC "Live a virtuous life and The secret of success in life, adhere to performing your du- and subsequently of making ties." ~ Confucianism money, is to enjoy your work. He is able who thinks he is If you do, nothing is hard able." ~ Buddha work – no matter how many hours you put in." ~ Sir Billy Butlin  EASTERN PHILOSOPHY WESTERN PHILOSOPHY Establishing Control Over Through MEDITATION Through ANALYSIS Emotions A man can separate his/her "I can control my passions mind from his/her emotions and emotions if I can and control them. ~ Taoism understand their nature." ~ Spinosa Leadership SPIRITUAL Walking behind HANDS-ON Walking ahead people; silence is golden of people; speech is golden "In order to guide people, "Leadership is done from in the leader must put himself front. Never ask others to behind them. Thus when he do what you, if challenged, is ahead they feel no hurt." would not be willing to do ~ Lao Tzu your-self." ~ Xenophon DIMENSIONS OF FILIPINO THOUGHT: Loob: Holistic and Interior Dimensions Kagandahang-loob,kabutihang-loob and kalooban show sharing of one’s self to others while loyalty,hospitality,pakikisama, and respect are values to related to persons.  Filipino Philosophy of Time Filipinos believe in the gulong ng palad and hence, looks at life as a series of ups and downs (Timbreza 1992). Filipino time is mistakenly interpreted as always delayed in the committed time of arrival. This notion can be misleading. Also the concept of “siesta time” or “power naps” is important for Filipino culture that must not be necessarily considered negative. Bahala Na Literally means to leave everything to God (Bathala). The bahala na philosophy puts complete trust in the Divine Providence. It is an outstanding Filipino values as perceived as courage to take risks. But on other hand, is seem fatalistic; sort of leaving everything to God or to chance. Filipino Thought and Values: Positive and Negative Aspects a. utang na loob b. bayanihan Bring the following tomorrow: 3 colored papers (your choice of colors) Glue Coloring materials A4/short bondpaper Pencil Scissors  Performance Task Number 1. (20 points) ACTIVITY Using a Venn diagram, compare and contrast Western, Eastern and Filipino Philosophies. Filipino Philosophy 1 common 3 characteristics characteristi of Filipino c of Filipino Philosophy and Western 1 common Philosophy characteristi c of Filipino and Eastern Western Philosophy Eastern Philosophy 1 common Philosophy characteristi 3 3 c of Filipino, characteristics characteristics Western 1 common of Eastern of Western and Eastern characteris Philosophy Philosophy Philosophy tic of Eastern and Western Philosophy POINTS FOR SCORING Content- 13 points (1 point for each correct characteristic) Creativity- 7 points Total: 20 points LESSON 3 R E F L E C T I O N D O A P H I L O S O P H I C A L R E F L E C T I O N O N A C O N C R E T E S I T U A T I O N F R O M A H O L I S T I C P E R S P E C T I V E. N A K A P A G M U M U N I - M U N I S A I S A N G S U L I R A N I N S A I S A N G P I L O S O P I K O N G P A R A A N A T N A K A G A - G A W A N G P A M I M I L O O S O P I Y A S A B U H AY At the end of the lesson, you will be able to: a. define reflection; b. recognize reflection as an important aspect of philosophy; c.discuss your thoughts regarding the importance of reflection in making decisions  Reflection requires a person to be willing to examine one’s thoughts, feelings, and actions and to learn more about one’s life and experiences. It allows a person to look back on previous experiences and evaluate the meaning or significance of his or her life.  It is vital in ensuring that our actions and decisions are well thought out and are done with due regard for their implications and consequences on ourselves, others, and our surroundings. In the process of doing philosophy, it is important to look into all aspects of situations. Fail-ure to do so may lead to incorrect conclusion.  This Photo by Unknown Author is licensed under CC BY-SA-NC METHODS OF PHILOSOPHIZING I N T R O D U C T I O N T O T H E P H I L O S O P H Y O F T H E H U M A N P E R S O N C O M P E T E N C I E S : * D I S T I N G U I S H O P I N I O N F R O M T R U T H ( P P T 1 1 / 1 2 - I C - 2. 1 ) * R E A L I Z E T H E M E T H O D S O F P H I L O S O P H Y L E A D I N G T O W I S D O M A N D T R U T H ( P P T 1 1 / 1 2 - D - 2. 2 ) * E V A L U A T E T R U T H F R O M O P I N I O N S I N D I F F E R E N T S I T U A T I O N S U S I N G T H E M E T H O D S O F P H I L O S O P H Y ( P P T 1 1 / 1 2 - I D - 2. 3 ) At the end of the lesson, you will be able to: 1. distinguish truth from opinion. 2. determine whether the statements are fact or opinion. Eskimos are good hunters, but they never hunt penguins. Why not? ANSWER Eskimos lived in North Pole while penguins lives in the South Pole. (fact) You are in a cabin and it is pitch black. You have one match on you. Which do you light first, the newspaper, the lamp, the candle, or the fireplace? Why? POINTS TO PONDER 1. Why do we ask questions? 2.Why do we ask follow up questions? What is our end goal? 3.What kind of answers we are seeking? 4. What do we get for finding the truth? Philosophers consider truth as a kind of quality or value. W H AT I S T R U T H A N D W H Y I T I S I M P O RTA N T ? truth- lies at the heart of any inquiry knowledge-clear awareness and understanding of something; it must gain validity and acceptance to make it truthful propositions- statements or short sentences that may or may not carry truth. fact- propositions which are observed to be real or truthful claim-statement which further examination is required to established whether it is true or false. PERSPECTIVES ON TRUTH * belief is true if it can be justified or proven through the use of one’s senses * belief or statement is true if it is based on facts *there is a consensus or having people agree on a common belief * requires an action to prove it * subjected to tests AN OPINION IS…  A statement that holds an element of belief, stand, view of something; it tells how someone feels. Opinion is not always true and cannot be proven. A personal view that represents the stand of an individual to a certain thing It may often influenced by bias. This means that a person may have views and tendencies that affect the way he or she seen reality.  ARGUMENTS are series of statements that provide reasons to convince the reader or listener that a claim or opinion is truthful. They are used to convey ideas that influence the thinking, actions, and behavior of people. It can lead us to either right or wrong decisions. Thus we need to be careful when we listen to arguments since not all are truthful.  LOGIC is the branch of Philosophy that focuses on the analysis of arguments. Some arguments are based on faulty reasoning called fallacies. E X A M P L E S O F FA L L A C I E S * argumentum ad hominem (against a person) *argumentum ad baculum (appeal to force) * argumentum ad misericordiam (appeal to pity/emotion) *argumentum ad populum (appeal to the popular/people) * appeal to tradition ARGUMENTUM AD HOMINEM (ARGUMENT AGAINST THE PERSON) Attack is made on a person’s character or circumstances rather than his or her argument. This is a fallacy used when people convince others that someone’s argument should be rejected because of the person’s personal background (history nationality race socio-economic status family associations religion etc… Example: A: “All murderers are criminals, but a thief isn’t a murderer, and so can’t be a criminal.” B: “Well, you’re a thief and a criminal, so there goes your argument.” ARGUMENTUM AD BACULUM (APPEAL TO FORCE) An argument used by people who want to win a conflict by issuing threats to their opponents. Example: The threat of force or coercion cannot be the only way for the person who commits this fallacy to convince people of their conclusion. ARGUMENTUM AD MISERICORDIAM (APPEAL TO PITY) Also called appeal to emotion. It is an argument used by people who want to win people over by manipulating their emotions. This is a favorite tactic of politicians during campaign periods. This kind of argument shifts the focus away from rational thinking. ARGUMENTUM AD MISERICORDIAM (APPEAL TO PITY) Example: 1. Commercials that show starving children in Africa before asking for donations to feed them. 2. Saying that you support a specific candidate for class president, only because he has recently been diagnosed with cancer. 3. When you did not finish an assignment on time, you tell your teacher about how your printer was out of ink, but that you didn't want to ask your mom to go to the store because she works nights, doesn't get much sleep, and she was sleeping. 4. A young mother asks for assistance from a local church, and she brings her three young children with her to speak to the pastor. 5. When a boss recommends someone for a promotion and makes the argument that the person really needs the additional money to support his family. ARGUMENTUM AD POPULUM (ARGUMENT TO THE PEOPLE) The attempt to win popular assent to a conclusion by arousing the emotions and enthusiasms of the multitude rather than by appeal to the facts. Refers to popular opinion or majority sentiment in order to support a claim ARGUMENTUM AD POPULUM (ARGUMENT TO THE PEOPLE) Example: Extended warranties are a very popular purchase by the consumer, so extended warranties must be good for the consumer. The fact that something is popular has no bearing on whether it is beneficial. Everyone drives over the speed limit, so it should not be against the law. Just because a lot of people do something, it does not make it the right thing to do. APPEAL TO TRADITION PERFORMANCE TA S K N U M B E R 2 Position Paper on certain Issue Should the DepEd school calendar be returned to its original period in which the classes start on June and ends in April, or should it continue with the current period? Criteria 5 10 15 20 Score Focus/ Main The essay poorly The essay is The essay is The essay is Point addresses topic focused on topic focused on the focused, and includes and includes few topic and includes purposeful, and irrelevant ideas loosely related relevant ideas reflects clear ideas insight and ideas Supporting Provides little or Supports main Supports main Persuasively details(must no support for the point with some point with supports main include in-text main point underdeveloped developed point with well- citations and reasons and/or reasons and/or developed reference list at examples examples reasons and/or the end of the examples paper) Organization & Little or no Some organization Organizes ideas to Effectively Format organization of of ideas to build build an argument organizes ideas to (Paragraphs, ideas to build an an argument build a logical, Transitions) argument coherent argument Language Use, Little or no use of Some use of Appropriate use of Effective and Style & elements of style elements of style elements of style creative use of Conventions Many errors in Contains frequent Uses correct elements of style (Sentence grammar, spelling, errors in grammar, grammar, spelling, to enhance structure, word and punctuation, spelling, and and punctuation meaning Uses choice, makes reader’s punctuation with few errors correct grammar, grammar, comprehension spelling, spelling, difficult punctuation punctuation) throughout with very few errors Originality No adherence to Does not exhibit Sufficient Distinctive the topic originality language usage to language usage. enhance concepts Applies higher Applies basic skills order thinking and to relay ideas skills to relay complex ideas P E R F O R M A N C E TA S K 2 The position paper must be 300-500 words. Indicate your complete name and section. Submit a PDF copy of the document in the class GC on or before October 31, 2023(Tuesday). 1 point deduction for everyday delay. Perfect score is 100 points. Parts: Introduction. Introduce the topic. Give a brief background. State the position of your paper Body. State your arguments or claims with supporting evidences. (have your in-text citations) Conclusion. Emphasize your claim and summarize your paper. References. Cite your references using the APA format  This Photo by Unknown Author is licensed under CC BY-SA-NC T H E H U M A N P E R S O N A S A N E M B O D I E D S P I R I T I N T R O D U C T I O N T O T H E P H I L O S O P H Y O F T H E H U M A N P E R S O N L E SS O N 1 : C O M P E T E N C I E S : R E C O G N I Z E H O W T H E H U M A N B O DY I M P O S E S L I M I T S A N D P O SS I B I L I T I E S F O R T R A N S C E N D E N C E ( P P T 1 1 / 1 2 - I - 3. 1 ) E VA LU AT E O W N L I M I TAT I O N S A N D P O SS I B I L I T I E S F O R T R A N S C E N D E N C E. ( P P T 1 1 / 1 2 - I - 3. 2 ) At the end of the lesson, you will be able to: a. assess your personal limitation b. identify your weaknesses and how to make it your strength; c. relate experiences like forgiveness, beauty of nature, vulnerability, failure, loneliness, and love which leads to transcendence. SOUL- speaks of inner life in relation to one’s own experience: mind, heart, will and imagination. It also includes thoughts, desires, passions and dreams SPIRIT- inner-life in relation to God: faith, hope, love, character and perseverance If you are physically challenged, will you become less of a person? Why? In our culture, we tend to laugh/look-down those with physical defects or those “different” from the normal. Some may develop self-pity because of their imperfection and this will lead to their failures. ACTIVITY In your notebook, answer the following questions: 1. What was the greatest challenge that you encountered so far? 2. How did you overcome this challenge? 3. Upon overcoming this challenge, how did you feel? How did this affect you as a person? TRANSCENDENCE Our human nature imposes limitations. The ability to surpass limits is called transcendence, and it is also one important trait that distinguishes the human person from other beings in existence TRANSCENDENCE Human persons have natural tendencies or inclinations. Some of these are felt bodily functions and they are experienced as a person goes through life. Transcendence also means overcoming oneself or being in control even if the body reminds us of certain tendencies. Although these tendencies are felt, the person can govern them and ensure that they are exercised within the bounds of reason. For instance, if you have no control over your eating habit eventually you become unhealthy and develop disorder.  Philosophy gives us useful tools to explore our limitations and possibilities for transcend- ence. The essence of transcendence is to acknowledge our limitations and possibilities for development, and change ourselves for the better. It may be physical or behavioral change such as trying a new sport or hobby or adopting a healthier lifestyle. Our capacity for transcendence gives us the opportunity to work toward becoming better versions of ourselves.  Our human nature makes transcendence possible. It refers to our ability to explore and surpass our limits. We are able to transcend our limits through our physical and mental abilities. Our ability to transcend drives us to become better persons and to improve our- selves in every way. We can also transcend our own selves, when we govern ourselves to- wards what is proper to our nature as a person. (Abella, 2016) SIX (6 ) WAY S TO OVERCOME FA I L U R E S 1. Understand failure is the key path to success Keep a positive perspective and understand that you only failed because you tried. According to Denis Waitley, “Failure should be our teacher, not our undertaker. Failure is delay not defeat. It is a temporary detour, not a dead end.” 2. Remain calm and reflect No matter what you do in your present, nothing will change the past. By remaining calm and reflective you will be able to go through your errors and understand where you need to improve. 3. Learn from your failures If you can learn from your mistakes, you can overcome failure in life and eventually reach success. According to Thomas Edison, I have not failed. I’ve just found 10,000 ways that won’t work.” 4. Don’t rationalize your failure Many times when you fail you may rationalize it and give yourself a reason to give up. To overcome failure, you need to be firm and stop making excuses for yourself. 5. Develop self-confidence The strongest factor to success is self-esteem. Believe you can do it, believe you deserve it, and believe you’ll get, you will be able to overcome any failures. 6.Stay in the present Don’t wander in the past or focus on the future, rather concentrate on what you are doing “now”. REMEMBER Failure and life go hand in hand. Understand the root of our failure and how we can overcome it is the KEY. HERE ARE SOME EXPERIENCES WHICH LEAD TO TRANSCENDENCE A. FORGI VENESS When we forgive, we are freed from our anger and bitterness. B. T H E B E A U T Y O F N AT U R E Learn to appreciate the simplicity of life and God’s creations. Be thankful for each day, having a family or even having food to eat. C. VULNERABILITY To be vulnerable is to be human. When we ask help from other it does not mean we are weak. Remember, no man is an island. Poverty and dependence are not signs of weakness but just being true with ourselves.  D. FA I L U R E Our failures force us to confront our weaknesses and limitations. Acceptance of our failures makes us hopeful and trusting that all can be brought into good. E. LONELI NESS It can be rooted from the sense of vulnerability and fear of death. With our loneliness, we can realize that our dependence on other people or gadgets is just a possessiveness that we can be free from. F. L O V E To love is to experience richness, positivity, and transcendence. Life is full of risks, fears and commitment, pain and sacrificing and giving up things we want for the sake of the one we love. In the Buddhist view, the more we love, the more risks and fears there are in life (Aguilar 2010) BEAR IN MIND … That man has limits but filled with potentials. We are able to transcend our limits through our physical and mental abilities. Our ability to transcend drives us to become better persons and to improve ourselves in every way. “Sickness and pain are opportunities to know more about your “self” as a human being.  This Photo by Unknown Author is licensed under CC BY-SA-NC T H E H U M A N P E R S O N A N D H I S E N V I R O N M E N T I N T R O D U C T I O N T O T H E P H I L O S O P H Y O F T H E H U M A N P E R S O N L E SS O N 1 N O T I C E T H I N G S T H AT A R E N O T I N T H E I R P R O P E R P L A C E A N D O R G A N I Z E T H E M I N A N A E S T H E T I C W AY. ( P P T 1 1 / 1 2 - I I - 4 - 1 ) At the end of the lesson, you will be able to: a. know the concept of sustainability or sustainable development; b. share their ideas on how to implement a sustainable lifestyle in their homes; c. relate the values of prudence and frugality towards environment.  Environmental aesthetics– a philosophical view that believes maintaining order in the environment will bring out the natural beauty of the surroundings and contribute to the well-being of the people and other organisms living in it. The appreciation of natural beauty brings about concern for the environment and helps people relate more effectively with nature.  Like the physical sciences, philosophy also seeks to explore the relationship be-tween humanity and the environment. Environmental philosophy or environmental ethics is the discipline in philosophy that studies the moral relationship of human beings with the environment and its non-human contents. (Abella, 2016) THREE MAJOR VIEWS ON H U M A N I T Y- E N V I RO N M E N T RELATIONSHIP ANTHROPOCENTRISM Focuses on the significant role of humankind in the world and considers nature as the means by which humans are able to meet their needs and survive. This view believes that humans are the most important species on the planet and they are free to transform nature and use its resources. (Abella, 2016) BIOCENTRISM Believes that humans are not the only significant species on the planet, and that all organisms have inherent value and should be protected. This view drives humane organizations that advocate ethical treatment of animals. Our government has passed law that recognize the rights of the animals to be treated kindly such as RA 8485 or “The Animal Welfare Act of 1998” (Abella, 2016) ECOCENTRISM Places great value on ecosystems and biological communities. This view believes that humankind is part of a greater biological system or community and that we have a significant role as stewards or guardians of nature. This view also promotes the idea that order and balance in nature brings about stability and beauty. (Abella, 2016) LESSON 2 S H O W T H A T C A R E F O R T H E E N V I R O N M E N T C O N T R I B U T E S T O H E A L T H , W E L L - B E I N G A N D S U S T A I N A B L E D E V E L O P M E N T D E M O N S T R A T E T H E V I R T U E S O F P R U D E N C E A N D F R U G A L I T Y T O W A R D S E N V I R O N M E N T At the end of the lesson, you will be able to: a. examine daily activities affecting the environment b. realize the things that you can do to uphold environmentalism and care for nature c. Show care and concern through virtues of prudence and frugality towards the environment through various outputs GUIDE QUESTIONS: 1. Which environmental issue, in your opinion should be prioritized by the humankind? 2. What concrete steps can you take in your life to show your concern for the environment? How can humanity address the damage inflicted on the environment?  Environmental ethics– a philosophical view from environmentalism. This is a moral approach that analyzes the relationship between humans and the environment. It al-so discusses environmental problems caused by human activities and social issues that impact the environment. It serves as a basis for reflecting on how our actions show our regard for nature. It also guides us in upholding the welfare of the environment and everything in it As persons, it is our responsibility to start with our actions and how they affect our immediate environment  WHAT CAN I DO TO UPHOLD ENVIRONMENTALISM AND CARE FOR NATURE? One of the major concepts that drive environmentalism is sustainability or sustainable development which focuses on reconciling human activities and economic development with the protection of the environment. One of the major ideas of sustainability is that we must make wise decisions regarding the use of natural resources to ensure that there is still enough for future use.  RELIES ON THREE I M P O RTA N T PRINCIPLES: B. ECONOMIC EFFICIENCY- REFERS TO A. ENVIRONMENTAL INTEGRITY- PRUDENCE IN DECISION-MAKING REGARDING REFERS TO MAINTAINING THE THE USE OF RESOURCES TO ENSURE THAT STATE OF THE ENVIRONMENT. THERE IS MINIMUM TO ZERO WASTE. C. EQUITY-USE OF RESOURCES IN A MANNER THAT THE NEXT GENERATION CAN USE IT. Prudence- ability to regulate one’s actions and behavior. Frugality- being thrifty with the use of one’s resources. It is our responsibility to treat with respect everything around us. Upholding environmentalism and sustainability will enable us to take steps in addressing environmental issues and contribute to solving the greater environmental challenge of climate change.  Instrumental Approach – human being affirms the HUMAN protection of the environment BEING’S APPROACHES as long as it possesses value TO or importance for human ENVIRONMENT: being. However, when human being can no longer recognize the value, it ceases to be of value.  Axiological Approach – human being recognizes the intrinsic HUMAN value of the environment. BEING’S This approach needs greater APPROACHES use of imagination and TO ENVIRONMENT: reflection on the part of human being. Beauty can be seen as the external expression of such intrinsic value  Anthropological Approach- the value of the environment comes from the external HUMAN authority; from human being. BEING’S APPROACHES Human being does not TO ENVIRONMENT: recognize that environment has its own consciousness and inherent system. Environment is an object without any consciousness of its own.  Utilitarianism Approach- focuses on the consequences of human action. Our action is HUMAN ethically right when it produces BEING’S greatest happiness for the APPROACHES TO greater number of people, ENVIRONMENT: otherwise the action is ethically wrong. Human being uses this view to utilize and manipulate natural environment for human development.  Natural Law Ethics The environment is HUMAN created and continuously BEING’S being recreated for human APPROACHES TO being’s well-being. But such ENVIRONMENT: process must not jeopardize the divine plan to make the environment sustainable for the continuous existence of human race.  Virtue Ethics Perspective The development of HUMAN BEING’S our virtue of care and respect APPROACHES for the environment is a TO ENVIRONMENT: habitual performance of caring and respecting non- human beings. G E N E R A L I Z AT I O N Sustainability or sustainable development is a concept that advocates the wise and efficient use of natural resources. It emphasizes that human activities must not unduly harm the environment, that natural resources must be used wisely, and the environment must be preserved for the next generation. BEFORE WE END.. Always bear in mind that you are loved, so love yourself, embrace good deeds like taking good care of our environment, be compassionate to others and transcend because you are God’s best creation. GUIDELINES ON TREE PLANTING A C T I V I T Y ( P E R F O R M A N C E TA S K 3 ) 1. Each learner must plant a tree seedling at their backyard. 2. The learner must take photos of the following: a. the seedling to be planted b. the area where to plant the seedling c. the planting process; and d. the seedling which has been planted on the ground 3. The learner must then place these pictures in A4 size bond paper with complete name and section. Indicate the name of the tree. Submit a PDF copy of the document in the class GC on or before October 31, 2023(Tuesday). 1 point deduction for everyday delay. 1 point deduction for every missing part of the document submitted. Perfect score is 50 points. Good luck on your exams! God bless  This Photo by Unknown Author is licensed under CC BY-SA-NC S E C O N D Q UA RT E R I N T R O D U C T I O N T O T H E P H I L O S O P H Y O F T H E H U M A N P E R S O N  This Photo by Unknown Author is licensed under CC BY-SA-NC FREEDOM OF THE HUMAN PERSON I N T R O D U C T I O N T O T H E P H I L O S O P H Y O F T H E H U M A N P E R S O N LESSON 1 L E A R N I N G C O M P E T E N C I E S : 5. 2 E V A L U A T E A N D E X E R C I S E P R U D E N C E I N C H O I C E S P P T 1 1 / 1 2 - I I A - 5. 2 5. 3 R E A L I Z E T H A T : C H O I C E S H A V E C O N S E Q U E N C E S. B. S O M E T H I N G S A R E G I V E N U P W H I L E O T H E R S A R E O B T A I N E D I N M A K I N G C H O I C E S P P T 1 1 / 1 2 - I I B - 5. 3 5. 4 S H O W S I T U A T I O N S T H A T D E M O N S T R A T E F R E E D O M O F C H O I C E A N D T H E C O N S E Q U E N C E S O F T H E I R C H O I C E S P P T 1 1 / 1 2 - I I C - 5. 4 LESSON 1 A T T H E E N D O F T H E L E S S O N Y O U S H O U L D B E A B L E T O : A. E X E R C I S E P R U D E N C E I N C H O I C E ; B. K N O W T H A T I N E V E R Y C H O I C E T H E R E I S A C O R R E S P O N D I N G C O N S E Q U E N C E ( S ) ; C. R E A L I Z E T H A T S O M E T H I N G S A R E G I V E N U P W H I L E O T H E R S A R E O B T A I N E D I N M A K I N G C H O I C E S ; E. U N D E R S T A N D W H A T I S T H E R E A L C O N C E P T O F H U M A N F R E E D O M. P P T 1 1 / 1 2 - I I C - 5. 4 ACTIVITY Determine the following as to whether it is a choice or destiny and give a brief explanation. 1. Being born to a poor family 2. Pursuing college education 3. Living dangerously 4. Continuously loving an unfaithful boyfriend/girlfriend 5. Marrying a person you don’t love ACTIVITY Identify the consequences of each action. 1. A teenager spends more than his/her daily allowance. 2. Daily consumption of sweet, milky coffees from socially upscale coffee shops. 3. Overly relying on the internet as source of information. 4. Taking photos of teachers’ lectures instead of writing them down. An OPTION is something you can do or not do. An OUTCOME is something that will happen or not happen. A DECISION is a situation in which: You have more than one option. The option you choose can have some effect on the outcome. You can think about which option to choose.  Identify the following whether it is a decision or not, an option, or an outcome. Give your brief explanation. 1. What to wear? 2. What to wear if you're a baby? 3. Whether to do your homework? 4. Whether you will get all the answers right if you do your homework as well as you can? 5. Whether to go to college? REFLECTION TIME You wanted to take up a four-year course after graduating in Grade 12. However, your parents can not afford and suggested that you will take a vocational or two-year course instead. Now you are caught between your lifetime dream and the harsh reality of life. What then would be your choice will determine your future. To help you come up with a better decision the following questions must be considered. Think well, contemplate and give your best answer. 1. What are your options and their outcomes? 2. What is/are your goals? 3. What are the probabilities of your decision? 4. Do you think your choice is the best for you? Support your answer. FOUR THINGS TO CONSIDER WHEN MAKING A DECISION: 1. Goals-what you want 2. Options- is something you can do or not do. 3. Outcomes- is something that will happen or not happen 4. Probabilities- This has to do with how likely the outcomes are. PA N D E T E R M I N I S M believes that a human person is not free because his/her decisions, actions, and behavior are determined by his/her biological, psychological, and sociological conditions. BIOLOGICAL DETERMINISM what humans are and what they will be is determined by their biological make-up. Biological constitution affects the way they decide, act, and behave. They are simply not free from biological determination. PSYCHOLOGICAL DETERMINISM human actions, according to Freud, are not free. It may appear to be free, but they are nothing but a manifestation of the various mental states, which humans are not aware of and have no control. SOCIOLOGICAL DETERMINISM human behavior is shaped by external conditions and not be the so- called inner self. (B.F. Skinner) Therefore, Pan Determinists believe that your choice is the product of your values, preferences, wishes and hopes and past experiences that continue to determine your present decision, action, and behavior. FREEDOM Freedom is an intrinsic and essential property of the person. This means that the human person by nature is a free being and that is in his/her nature to seek freedom ELEMENTS OF FREEDOM Voluntariness refers to the ability of the person to act out of his or her own free will and self- determination Responsibility refers to the person being accountable for his or her actions and their consequences. S O M E I M P O RTA N T P O I N T S ABOUT FREEDOM *Freedom is experienced through the act of making choices *Human freedom should be exercised with control and a recognizable limit. *Freedom should also be exercised with regard for knowledge and truth *We should also recognize and uphold not only our individual freedom but also the freedom of others. KINDS OF FREEDOM PHYSICAL FREEDOM- absence of any physical restraint; freedom of mobility PSYCHOLOGICAL FREEDOM- freedom of choice; free to perform actions that he/she considers right or wrong. MORAL FREEDOM- using freedom in a manner that upholds dignity and goodness Remember: A person becomes more free when he or she uses freedom well, but becomes less free when he or she uses it in a bad way. Prudence: an act of making a good judgment that allows the person to avoid risks. P E R F O R M A N C E TA S K 1 Symbol of Freedom In a short/A4 bondpaper, draw your own symbol of freedom. Write a paragraph explaining your work. Deadline: January 12, 2024 Criteria: Creativity-10 points Content -10 points Cleanliness-5 points Total: 25 points  This Photo by Unknown Author is licensed under CC BY-SA-NC INTERSUBJECTIVITY I N T R O D U C T I O N T O T H E P H I L O S O P H Y O F T H E H U M A N P E R S O N LESSON 1 A T T H E E N D O F T H E L E S S O N Y O U S H O U L D B E A B L E T O : A. D E F I N E I N T E R S U B J E C T I V I T Y A N D H O W I T D E F I N E S H U M A N I N T E R A C T I O N S A N D R E L A T I O N S H I P S ; B. R E A L I Z E T H A T I N T E R S U B J E C T I V I T Y R E Q U I R E S A C C E P T I N G D I F F E R E N C E S A N D N O T I M P O S I N G O N O T H E R S ; C. F O R M U L A T E A M A N T R A O N A U T H E N T I C D I A L O G U E A N D I N D I V I D U A L D I F F E R E N C E S Human beings have the natural and universal tendency to relate, establish attachments and seek close relationships with other persons. We have the ability to engage in a meaningful interaction with everyone and everything around us. It is rooted in our capacity of self- awareness and transcendence. Interpersonal relations are made possible when the self becomes aware of the other, which includes everyone and everything around us. The interaction between the self and the other is related to the philosophical concept of intersubjectivity, which is the mutual recognition of each other as persons. The relationship between the self and the other enables the person to relate to others and establish and maintain meaningful relationships.  The way a person presents himself or herself when dealing with others is “Seeming” This is considered a natural and often unconscious act. This is also true in considering social contexts: how we behave in church is different from our behavior in a lively party. Some people, however, engage in seeming actions to deceive and manipulate other persons in pursuit of selfish interests. There are different individuals living in the society. Each of us has different appearances or points of view. Because of these diversity, labelling of other persons are happening. Labels could be negative or limiting. In school or even in our community other persons cease to call each other by names and instead choose to highlight physical flaws. For instance, those who lack height are called “Pandak”, those who have dark skin are called “Negro”. Nevertheless, we could go beyond the labels for as humans, we are holistic.  The human person is total, not dual. For Karol Wojtyla or Saint Pope John Paul II the social dimension is represented by ‘We relation’ and action reveals the nature of the human agent. Participation explains the essence of the human person and through this, a person is able to fulfill one’s self. Martin Buber, a Jewish existentialist philosopher, in his work I and thou (Ich and Du) conceives the human person in his/her wholeness, totality, concrete existence and relatedness to the world. The human per-son experiences wholeness in virtue of his relation to another self.  Society must be founded on relationships and bonds established through mutual respect and recognition of human dignity. If we recognize that the other person is the same as ourselves to build a harmonious community.  Our human nature drives us to uphold human dignity and goodness. Our interaction is also geared towards what is good and beneficial. These lead humans to achieve deeper, genuine and more substantial interaction called dialogue, which is made possible when the self realizes that the other is a genuine and unique individual. An authentic dialogue entails a person-to person, a mutual sharing of selves, acceptance and sincerity. This relationship is the I-thou relation of Wojtyla, it refers to the interpersonal which fulfills and actualizes oneself. For Buber, a life of dialogue is a mutual sharing of our inner selves in the realm of interhuman. Between two persons is a mutual awareness of each other as persons; avoiding objectification. P E R F O R M A N C E TA S K 2 Identify an individual whom you consider to embody the concept of “a person for others”. Create a profile of your chosen individual highlighting his/her achievements. (short/A4 bondpaper-Printed) Deadline: January 16, 2024. Content- 30 points Organization-15 points Mechanics- 5 points Total: 50 points  This Photo by Unknown Author is licensed under CC BY-SA-NC T H E H U M A N P E R S O N I N S O C I E T Y I N T R O D U C T I O N T O T H E P H I L O S O P H Y O F T H E H U M A N P E R S O N LESSON 1 A T T H E E N D O F T H E L E S S O N Y O U S H O U L D B E A B L E T O : A. D E F I N E I N T E R S U B J E C T I V I T Y A N D H O W I T D E F I N E S H U M A N I N T E R A C T I O N S A N D R E L A T I O N S H I P S ; B. R E A L I Z E T H A T I N T E R S U B J E C T I V I T Y R E Q U I R E S A C C E P T I N G D I F F E R E N C E S A N D N O T I M P O S I N G O N O T H E R S ; C. F O R M U L A T E A M A N T R A O N A U T H E N T I C D I A L O G U E A N D I N D I V I D U A L D I F F E R E N C E S Human persons exist to relate with one another. We as persons are natural social being and have a tendency to go out of ourself to form bonds and relationships with others. Humans, however, are the only beings capable of establishing society, which is an organized group of people whose members interact frequently and have a common territory and culture. Society also refers to companionship or friendly association with others, an alliance, a community or a union. The survival of human being is essentially rooted in society and human relations. It is important to note that society is founded on the concept of common good– the social conditions which enable persons and groups to fulfill their goals and achieve well-being.  THE DIFFERENT FORMS OF SOCIETIES HUNTING AND GATHERING SOCIETY  recognized as the earliest and simplest form of society  generally characterized by its small size and is composed mainly of families  nomadic- they spend most of their time searching for food and thus, have no permanent territory  the members of this society are generally treated equally and decisions are usually arrived at through a consensus  the roles of its members and the division of labor is not very clearly defined PA S T O R A L S O C I E T Y characterized by the domestication of animals for food for a more stable and predictable food supply have larger populations than hunting and gathering societies and remain longer in one place often produce surplus food and resources, which they trade with other societies this relative prosperity enables the people to engage in other activities apart from those necessary for survival, such as handicrafts H O R T I C U LT U R A L S O C I E T Y primarily engages in the small-scale cultivation of plants, fruits, and vegetables and the domestication of animals semi-nomadic- they travel to another place when they have already depleted the resources in one area the roles and responsibilities are more clearly defined with many tasks assigned according to gender  similar to pastoral society, there is also a surplus of goods, which some-times leads to inequalities among its members In early societies, the individuals were often very family- and-clan oriented, and their behaviors and actions were restricted by tradition. The assignment of tasks and occupations were often based on gender, with women doing mostly domestic work in the home, while men engage in farming and hunting AGR AR I AN OR AGR ICULTUR AL SOCIE T Y  A further evolution of the pastoral and horticultural societies  involves large-scale and long-term cultivation of crops and domestication of animals  characterized by improved technology and the use of tools to aid in farming  improved technology and farming methods result in increased production, giving rise to a growing population in agricultural societies  The large population of agricultural societies leads to a more structured social system that helps manage resources and its members  the increasingly complex social organization and growing importance of territory often result in conflicts among neighboring societies over resources and land FEUDAL SOCIETY  Based on the ownership of the land which arose out of developments in Western Europe during Medieval times, when rival kingdoms were engaged in conflict over resources, particularly land  rulers grant their followers or vassals the right to manage parcels of land  These vassals are served by peasant workers who cultivate the land and tend to the animals in the farms. In return for their services, they are pro-vided military protection  Members of society are organized based on status – the owner of the land are the most powerful and the peasants are the lowest group  Social relations are characterized by dependence– the lord depends on his vassal to provide him with resources, the vassals depend on peasants for their service, while peasants depend on their vassals for protection  An agrarian and feudal society gives rise to individuals who value relations among family members in the community. People are often very conscious of their place within society and are mindful of the hierarchy. People who belong to the “higher classes” are treated with respect by the members of the community. INDUSTRIAL SOCIETY  Is based on the use of specialized machinery in the production of goods and services  The advances in science and technology in the late 18th century resulted in the Industrial Revolution, which in turn gave rise to new production and industrial methods, as well as innovations in transportation and communication  work is done in factories and public education is more prevalent  Characterized by greater inequalities of wealth, power and influence in which capitalist or business owners are considered influential  also characterized by cultural diversity and the presence of bureaucratic forms of organization  An important factor in social relations is the workplace, and people often interact with individuals who do not come from the same family, clan or community  Impersonal relationships prevail among individuals  Alienation is common in industrial societies as people are often seen as resources to be exploited P O S T- I N D U S T R I A L S O C I E T Y  Marked by the establishment of societies based on knowledge, information, and the sale of services  Led by human mind and aided by highly advanced technology, the trend has shifted from industry to the generation, storage, manipulation, and scale of information  Information influences the behavior of people and has thus become the important commodity  Members of this society have higher educational attainment, better training and specialized roles  The VIRTUAL SOCIETY where people organize themselves through communication technology and the Internet is a product of post-industrial society where individuals engage in complex relationships; they have fluid identities and do not necessarily subscribe to certain norms or established standards of behavior  The growth and development of the various forms of societies highlight the growing complexity of human interactions overtime. Developments, such as technological advancement and cultural changes have led to innovations in human interactions. But despite these changes, the human person still remains the heart and center of society, a primary agent of change. WRITTEN WORK 1 In a short/ A4 bondpaper, copy and complete the table. For each box, give at least 2 answers (2points for each box). Then answer the questions that follow (3points each). 1. Based on the table that you have completed, how do individuals form societies? Deadline: January 19, 2. How are individuals transformed by society? 2024  This Photo by Unknown Author is licensed under CC BY-SA-NC T H E M E A N I N G O F L I F E I N T R O D U C T I O N T O T H E P H I L O S O P H Y O F T H E H U M A N P E R S O N LE AR NING COMPE T ENCIE S: ENUMER ATE THE OB JECTI V E S H E / S H E R E A L LY WA N T S T O ACHIEV E AND TO DEFINE THE PRO J E C T S H E / S H E R E A L LY WA N T S TO DO IN HIS/ HER LIFE (PP T11/12IIH-8.1) R EFLECT ON THE MEANING OF HIS/ HER OWN LIFE (PP T11/12III- 8.2) LESSON 1 A T T H E E N D O F T H E L E S S O N Y O U S H O U L D B E A B L E T O : A. E N U M E R A T E T H E O B J E C T I V E S H E / S H E R E A L L Y W A N T S T O A C H I E V E A N D T O D E F I N E T H E P R O J E C T S H E / S H E R E A L L Y W A N T S T O D O I N H I S / H E R L I F E B. R E F L E C T O N T H E M E A N I N G O F H I S / H E R O W N L I F E MEANING OF LIFE (WHERE WILL THIS LEAD TO?) A. Friedrich Nietzsche Realizing one’s higher self means fulfilling one’s loftiest vision, noblest ideal. B. Arthur Schopenhauer  Unless we become ourselves, life is meaningless.  Following the Four Noble Truths of Buddhism, he contends that all life is suffering. Suffering is caused by desire and we can alleviate suffer-ing, as Buddhist taught, by “putting and end to desire.” C. Martin Heidegger In his analysis, human existence is exhibited in care. care is un-derstood in terms of finite temporality, which reaches with death. Death is a possibility that happens; all possibilities are evaluated in this light, when one lives with a resoluteness, which brings unity and wholeness to the scattered self. Eternity does not enter the picture, for wholeness is attainable within humanity’s finite temporality (Falikowski 2004) D. Jean –Paul Sartre The person, first of all exists, encounters himself, surges up in the world, and defines himself afterward. the person is nothing else but what he makes of himself. the person is provided with supreme opportunity to give meaning to one’s life. in the course of giving meaning to one’s life, one fills the world with meaning. E. Karl Jaspers Jasper’s philosophy places the person’s temporal existence in the face of the transcendent God, an absolute imperative. To live an authentic existence always requires a leap of faith. The human person is an embodied spirit or the unity of a body and a spirit. The body grows and dies, while the soul continues to exist even after the body has passed. While there is no freedom in the inevitability of death, we have the freedom to live our lives well or not. Temporality challenges us to make choices that will be good for us and the people around us. although we are oriented towards our death, death is not the goal of life. The challenge is to live a meaningful life. Happiness is a state of being, not just an emotional experience or a chosen mental attitude. We do not choose happiness; we choose the means to achieve it.  Suffering takes place when we patiently endure unpleasantness, discomfort, and pain. it can be experienced physically or mentally. Suffering is generally viewed as an undesirable condition, and that we naturally seek pleasure and avoid pain. another view states that suffering is necessary in shaping our existence because without it, we are unable to grow and our positive experiences lose meaning and significance.  As we approach our death, we experience both happiness and suffering. The two are not really meant to be polar opposites, for they can also enrich one another.  As intersubjective beings who have a tendency to form bonds with others, it is only natural that the meaning of life be found when we open ourselves to others. This means that although we will eventually die, we have an opportunity to enrich our lives as well as the lives of others. P E R F O R M A N C E TA S K 3 Make a creative timeline of achieving your goals. For each point, give specific details. Be creative in your work. Do your task in short/A4 bondpaper. DEADLINE: January 19, 2024 Criteria: Content-20 points Creativity -20 points Cleanliness -10 points Total: 50 points