Introduction To The Philosophy Of The Human Person PDF

INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON  Lesson 3: The Human Person as an Embodied Spirit. 3. Introduction: Transcendence in the Global Age 3.1 The Human Person as an Embodied Spirit 3.2 Evaluate Own Limitations and the Possibilities for Their Transcendenc...

INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON  Lesson 3: The Human Person as an Embodied Spirit. 3. Introduction: Transcendence in the Global Age 3.1 The Human Person as an Embodied Spirit 3.2 Evaluate Own Limitations and the Possibilities for Their Transcendence 3.3 Recognize the Human Body Imposes Limits and Possibilities for Transcendence 3.4 Distinguish the Limitations and Possibilities for Transcendence  Lesson 4: The Human Person in the Environment 4. Introduction 4.1 Notice Disorder in the Universe 4.2 Notice Things that Are not in Their Proper Place and Organize Them in an Aesthetic Way 4.3 Show that Care for the Environment Contributes to Health, Well-being, and Sustainable Development 4.4 Demonstrate the Virtues of Prudence and Frugality toward Environment  3. Introduction: Transcendence in the Global Age 3. Introduction: Transcendence in the Global Age Is life in our contemporary world dictated by technology? Are our self-taken pictures or selfies any indication that we are not zombies? Are we pushing the responsibility for our existence onto society, instead of facing the questions of who we are? 3. Introduction: Transcendence in the Global Age “Technology and Contemporary Life” The text questions whether our modern existence, heavily influenced by technology, prevents us from engaging with deeper, existential questions about our identity and purpose  3. Introduction: Transcendence in the Global Age Thomas Merton's Perspective: It introduces Thomas Merton’s view that finding our true selves requires reconnecting with our spirituality and moving away from superficial distractions, both internal and external. There is no other way for us to find who we are than by finding in ourselves the divine image. We have to struggle to regain spontaneous and vital awareness of our own spirituality. Merton talks about a continual movement away from inner and outer idols and toward union with the desert God of his Christian faith. 3. Introduction: Transcendence in the Global Age Understanding of Transcendence Among Students: The text highlights that many high school and college students may not have a strong grasp of philosophical concepts like transcendence, often equating belief with visible evidence. Despite this, some maintain strong convictions about faith and the unseen. To see is to believe 3. Introduction: Transcendence in the Global Age Philosophical and Spiritual Transcendence: It explains that transcendence involves moving beyond the ordinary to grasp deeper, often unseen, truths. This applies to various domains, including art, knowledge, law, and spirituality. 3. Introduction: Transcendence in the Global Age Focus on Three Spiritual Philosophies: The lesson will delve into the concept of transcendence as understood in three spiritual philosophies: ▪ Hinduism, ▪ Buddhism, and ▪ Christianity. 3.1 The Human Person as an Embodied Spirit 3.1 The Human Person as an Embodied Spirit A. Hinduism B. Buddhism: From tears to enlightenment C. Christianity: St. Augustine of Hippo and St. Thomas Aquinas  A. Hinduism Dual Nature of Human Beings: Hinduism holds that humans have two natures: the spiritual and immortal essence (the soul or Atman) and the empirical life (physical body and character). The soul is considered the true reality, while the body is viewed as an illusion (Maya). A. Hinduism The Aum (Om) as the Sacred Sound: is the root of the universe and everything that exist and it continues to hold everything together ❖ Karma and Samsara: ▪ Human life is governed by the law of Karma, where actions in one's life determine future incarnations in the cycle of Samsara (birth, death, and rebirth). The soul is reincarnated repeatedly until it attains liberation. ❖ Moksha (Liberation): ▪ The ultimate goal of human life in Hinduism is to achieve Moksha, liberation from the cycle of samsara. This is attained through spiritual progress and self-realization, where the soul becomes one with Brahman, the Ultimate Reality. ❖.Transmigration (Metempsychosis): soul passes through various forms (human or animal) based on one's karma. The soul's progress is upward if the person leads a good life, or downward into lower forms of existence if they lead an evil life. ❖ Attaining Self-Knowledge and Overcoming Ignorance: The Upanishads emphasize that the purpose of life is to overcome ignorance through self-knowledge. Realizing the true self (Atman) and understanding its unity with Brahman is the path to transcendence. ❖ True Knowledge (Vidya) and Atman: Vidya refers to higher knowledge that leads to the understanding of the individual's real self (atman), as opposed to lower knowledge limited by sense perception. Achieving self-knowledge leads to liberation (moksha) and absorption into Brahman (the Great Self). Brahman and Atman: Brahman is the ultimate reality, the oneness of existence. All else is an illusory manifestation of Brahman. Atman is the individual self, which is an illusion. Enlightenment is realizing that atman is one with Brahman, leading to the dissolution of the ego. Four Primary Values (Purusharthas): Hinduism teaches four values: ▪ Wealth (Artha) ▪ Pleasure (Kama) ▪ Duty (Dharma) ▪ Enlightenment (Moksha). Dharma includes virtues like fairness, love, honesty, and sincerity. Moksha is the ultimate goal, releasing one from the cycle of rebirth. Karma and Rebirth: Karma is the law of cause and effect that shapes one’s destiny. The cycle of rebirth (samsara) continues until an individual achieves enlightenment, at which point they are freed from this cycle. The Bhagavad-Gita: Part of the Mahabharata, Hindu concepts introduces core through poetic dialogue. It explores duty, karma, dharma, and self- realization. ▪ These concepts in Hinduism highlight the idea that while the physical body is temporary and limited, the soul is eternal. ▪ The spiritual journey of an individual is to transcend the limitations of the body and the cycle of life and death, achieving union with the Ultimate Reality, Brahman.  B. BUDDHISM Buddhism’s Origin and Siddhartha Gautama: Siddhartha Gautama (Buddha) renounced his royal life to search for the solution to suffering. His enlightenment led to the foundation of Buddhism, which focuses on inner transformation and liberation from suffering. B. BUDDHISM Key Concepts to Discuss: Buddhism - From Tears to Enlightenment 1.The Four Noble Truths: ▪ The foundation of Buddhist philosophy: 1.Life is full of suffering (dukkha). 2.Suffering is caused by desire (tanha), craving, and attachments. 3.Suffering ends by eliminating desire. 4.The path to eliminate desire is through the Eightfold Path. 2.The Eightfold Path: 1.A set of principles guiding a person to enlightenment: 1.Right belief (understanding the Four Noble Truths). 2.Right aspiration (intention to achieve enlightenment). 3.Right speech (speaking truthfully and kindly). 4.Right conduct (moral behavior and goodwill). 5.Right livelihood (earning an honest living). 6.Right effort (developing positive qualities). 7.Right mindfulness (awareness of thoughts and actions). 8.Right meditation (deep concentration to reach Nirvana). B. BUDDHISM 3.Nirvana (Enlightenment): The ultimate goal in Buddhism. Nirvana is a state of complete liberation from the cycle of rebirth (samsara) and the effects of karma. It is characterized by perfect wisdom, inner peace, and selflessness. 4. Karma and Rebirth: Karma refers to the law of cause and effect, where one's actions (good or bad) influence future existences. Rebirth continues until one achieves enlightenment, thereby breaking free from the cycle of samsara. 5. Selflessness and Mind Transformation: Selflessness (anatta) in Buddhism is the belief that there is no permanent self or soul. Enlightenment comes through transforming the mind, detaching from desires, and letting go of the self. B. BUDDHISM 6. Middle Way: The Middle Way is a balanced approach to life that avoids both extreme asceticism and self- indulgence. It represents the path to wisdom, ethical conduct, and mental discipline. 7. The Sangha (Community of Monks and Nuns): A community of followers who dedicate their lives to the practice and teaching of Buddhism, adhering to precepts such as refraining from violence, lying, theft, misuse of senses, and intoxicants. B. BUDDHISM ▪ These concepts show how Buddhism focuses on inner transformation and the rejection of external rituals and doctrines. ▪ It advocates a personal path toward enlightenment, urging individuals to reflect on their desires, detach from worldly attachments, and cultivate compassion, mindfulness, and wisdom. C. St. Augustine of Hippo and St. Thomas Aquinas C. St. Augustine of Hippo and St. Thomas Aquinas St. Augustine’s Philosophy: Faith and Reason: For St. Augustine, faith is the foundation of knowledge. One must believe in order to understand. Faith illuminates reason, guiding it toward truth and preventing it from going astray. The Existence of God: Augustine believed that all knowledge leads to God. God's existence is not merely a hypothesis; rather, God is the source of wisdom and ultimate truth. Human beings, by turning inward and contemplating their soul, can recognize the certainty of their existence and ultimately arrive at the eternal Truth (God). Love of Wisdom (Philosophy): Philosophy, for Augustine, is rooted in the love of God. The ultimate goal is happiness, which comes through wisdom—an understanding of God's divine logos (the Divine Word or reason). Moral and Practical Knowledge: Augustine's theory is grounded in practical and moral application. Progress in knowledge isn't just speculative but requires purity of heart and moral integrity to truly see God. St. Thomas Aquinas' Philosophy: ❖ Human Beings as Moral Agents: For St. Thomas Aquinas, humans are both spiritual and material beings. The spiritual element (soul) gives humans the ability to act as moral agents. Our spirituality provides us with conscience— allowing us to choose between good and evil, which is the essence of human responsibility. Faith and Rational Thought: Like Augustine, Aquinas believed that faith is essential to understanding. However, he also placed great emphasis on rational inquiry, believing that human reason can grasp aspects of God’s nature and the world through the study of creation. 3. The Biblical God and Humanity: God as Constant Presence: In both the Jewish and Christian Bibles, God’s existence is not treated as something to be proven but as a constant and unquestioned reality. Biblical narratives focus more on the problem of polytheism (worshipping many gods) rather than atheism. Jesus as God Incarnate: In the New Testament, the presence of God is made manifest in Jesus Christ, who is believed to be the incarnation of the eternal God. For early Christians, this revelation of God in human form reinforced the unquestioned belief in His existence. Theistic Hypothesis: Philosophers, particularly when engaging with non-believers or naturalistic thinkers, have developed arguments (like those of Augustine and Aquinas) to explain and justify the existence of God. These arguments treat God’s existence as a hypothesis that offers the best explanation for the existence of the world. 4. Faith and Action: Translating Faith into Action: Both Augustine and Aquinas emphasized that faith should manifest in one’s actions. Faith is not merely an intellectual assent but should inspire individuals to act morally and responsibly, following the teachings of God and aligning with His will. 5. Guided Learning and Reflection: Encourage students to reflect on scripture and connect faith to their daily lives by spending quiet time with God, praying, and engaging in self-reflection. Explore how faith can be transformed into concrete actions that demonstrate love, kindness, and moral responsibility in the world.  3.2 Evaluate Own Limitations and the Possibilities for Their Transcendence Evaluating human limitations and how we can also transcend them. Let us consider the following examples (Edwards 1983). A. Forgiveness ▪ When we forgive, we are freed from our anger and bitterness because of the actions and/or words of another. ▪ On the other hand, the hardness of our heart is reinforced by whole series of rational arguments. B. The Beauty of Nature ▪ There is perfection in every single flower; this is what the three philosophies believed. ▪ For a hug, for every sunrise and sunset, to eat together as a family, are our miracles. ▪ These kinds of experiences can be truly moments of grace. They touch us deeply and the human heart is spontaneously lifted. During this experience, we need to offer praise. C. Vulnerability ▪ To be invulnerable is somehow inhuman. To be vulnerable is to be human. ▪ Supermen or superheroes are hiding from their true humanity. The experience that we are contingent, that we are dependent for our existence on another is frightening. ▪ To work in the office or study in school, without acknowledging the help of others, is to live without meaning and direction. We need to acknowledge the help of other people in our lives. Such moments of poverty and dependence on others are not a sign of weakness but being true with ourselves. D. Failure ▪ Our failures force us to confront our weaknesses and limitations. ▪ When a relationship fails, when a student fails a subject, when our immediate desires are not met, we are confronted with the possibility of our plans, and yet, we are forced to surrender to a mystery or look upon a bigger world. ▪ Such acceptance of our failures makes us hope and trust that all can be brought into good. Even if we have sinned, as Augustine had, there is hope and forgiveness. E. Loneliness ▪ Our loneliness can be rooted from our sense of vulnerability and fear of death. This experience is so common. ▪ However, it is our choice to live in an impossible world where we are always "happy" or to accept a life where solitude and companionship have a part. With our loneliness, we can realize that our dependence on other people or gadgets is a possessiveness that we can be free from. F. Love ▪ To love is to experience richness, positivity, and transcendence. Whether in times of ecstatic moments or struggles, the love for a friend between family members or a significant person, can open in us something in the other which takes us beyond ourselves. ▪ Life is full of risks, fears an commitment, pain and sacrificing and giving up thing/s we want for the sake of the one we love. ▪ In a Buddhist view, the more we love, the more risk and fears there are in life (Aguilar 2010).  ACTIVITY Dyadic Discussion 1. In pairs, share with your classmate the period that you faced failures. Guide Questions: a. How do you view suffering (as a blessing or a curse)? b. How do you acknowledge the help of others? c. How can forgiveness free us from anger? Spontaneous Collaboration 2.Thank-you Cards: Show gratitude to the people who helped you in times when you needed it the most by creating thank-you cards. Bring your own creative materials for this activity. The cards should be made by hand; avoid printouts or ready-made. Give this card personally to the person you are showing your gratitude to. 3.3 Recognize the Human Body Imposes Limits and Possibilities for Transcendence 3.3 Recognize the Human Body Imposes Limits and Possibilities for Transcendence A. Hinduism: Reincarnation and Karma B. Buddhism: Nirvana C. St. Augustine and St. Thomas Aquinas: Will and Love  A. Hinduism: Reincarnation and Karma ▪ An interesting Hindu belief is the transmigration of souls, reincarnation or "metempsychosis." ▪ Essential Hinduism is based on the belief in karma and has its first literary expression in Upanishads. ▪ Everything in this life, say the Hindus, is a consequence of actions performed in previous existence. ▪ Only by building up a fine record, or "karma," can final salvation be achieved. This doctrine is a very old one. ▪ For the Jains, there is nothing mightier in the world than karma; karma tramples down all powers, as an elephant to a clump of lotuses (Puligandla 2007). B. Buddhism: Nirvana ▪ Nirvana means the state in which one is absolutely free from all forms of bondage and attachment. It means to overcome and remove the cause of suffering. It is also the state of perfect insight into the nature of existence. ▪ The Buddhists see one who has attained nirvana as one who is unencumbered from all the fetters that bind a human being to existence (i.e., wealth). ▪ He has perfect knowledge, perfect peace, and perfect wisdom (Aguilar 2010). B. Buddhism: Nirvana ▪ Nirvana is a state that transcends every mundane experience and hence cannot be talked about; for all talk is possible only within the perceptual-conceptual realm. ▪ Nirvana is beyond the sense, language, and thought (Puligandla 2007). ▪ In Buddhism, Nirvana is reached by following the Eightfold Path, which includes right understanding, right intention, right speech, right action, right livelihood, right effort, right mindfulness, and right concentration. B. Buddhism: Nirvana ▪ When an individual attains Nirvana, they are freed from the cycle of reincarnation and the suffering caused by desire and ignorance. ▪ An example would be the Buddha himself, Siddhartha Gautama, who attained Nirvana under the Bodhi tree after years of meditation and self- discipline. Upon reaching Nirvana, he was no longer bound by the cycle of birth and death and experienced ultimate peace and enlightenment. ▪ B. Buddhism: Nirvana ▪ False Conception of Nirvana: Nirvana is often mistakenly seen as a state of complete inactivity and indifference to the world. ▪ Buddha's Example: After attaining enlightenment, the Buddha remained active, surrounded by people, and engaged in helping others until his death. ▪ Nirvana and Non-Attachment: Enlightenment leads to non- attachment, meaning one desires nothing for themselves but works for the well-being and liberation of others. ▪ The Middle Way: The enlightened individual follows the Middle Way, avoiding extremes of asceticism, inactivity, indifference, or excessive indulgence in worldly pleasures. ▪ Balanced Life: The "nirvanic man" neither remains solely in meditation nor constantly pursues activities, embodying a balanced, enlightened life. C. St. Augustine and St. Thomas Aquinas: Will and Love ▪ For St. Augustine, physically we are free, yet morally bound to obey the law. ▪ The Eternal law is God Himself. According to this law, humanity must do well and avoid evil, hence, the existence of moral obligation in every human being. Christian life is not easy. However, no human being should become an end to himself. We are responsible to our neighbors a we are to our own actions. ▪ St. Augustine's Message: His teachings about innocence and purity of heart remain relevant today, despite differences in the time periods. ▪ Corruption: Modern times are just as corrupt as Augustine's era. ▪ God's Grace & Triumph of Grace: Purity of heart and innocence can only be achieved through God's grace, either instantaneously or after a lifelong struggle. Attaining purity through God's grace is seen as a major triumph. ▪ Maintaining Purity: Practices like prayer, modesty, fasting, and other Church-recommended actions help maintain purity of heart, mind, and body. C. St. Augustine and St. Thomas Aquinas: Will and Love ▪ Call to Chastity: Everyone, whether married or single, is called to live a chaste life, which is linked to purity and holiness. ▪ Holiness in Lifestyle: Regardless of lifestyle, it must be lived with the virtues of chastity, purity, and holiness to be pleasing to God. ▪ Morality over Consent: Even with consenting individuals, lifestyles lacking these virtues are not pleasing to God as they do not promote holiness, selflessness, or honesty. ▪ St. Augustine's View: While people are physically free, they do not have the moral right to do something that is wrong or harmful to others. True rightness is determined by what pleases God. ▪ Choice and Discernment: God gives humans the ability to discern right from wrong, though this discernment requires sincerity, honesty, and purity to be clear.  ACTIVITY 1. How do you show love toward others? Friends? Family? People in need? 2. Rightness means pleasing God, can you give examples? If you are non-Catholic, give examples of doing "right" actions.  3.4 Distinguish the Limitations and Possibilities for Transcendence 1. Spiritual Endurance in Indian Thought: ▪ The focus in Hinduism and Buddhism is on the spiritual aspect of life, which is considered the ultimate reality. ▪ Human aspiration is to move toward the divine. Beliefs influence how one lives, and erroneous beliefs lead to an unhappy life. 2. Inward Journey to Enlightenment: ▪ The path to enlightenment is an inner journey rather than outward exploration. ▪ To truly understand nature and the universe, one must look within. 3. Oneness and Cosmic Harmony: Nonmaterial oneness of creation is emphasized, meaning that all of existence is interconnected. There are no polarities; a single spirit provides cosmic harmony. 4. Direct Awareness: Direct perception or spiritual awareness is the primary way to understand what is real, achieved through spiritual practices like yoga. Reason has its place but is limited in the quest for spiritual truth. True understanding comes from inner experience. 5. Respect for Tradition with Flexibility: Tradition is respected, but there is no slavish commitment to it. The past can guide but should not dictate actions in the present. 6. Faith and Reason in Western Thought: Medieval philosophers like St. Augustine and St. Thomas Aquinas emphasize the conjunction of faith and reason but also reject "rationalistic" claims about God. St. Augustine asserts that God is beyond human comprehension, and St. Thomas affirms that silence honors God because we cannot fully understand Him. 7. St. Augustine on Natural and Moral Evil: Natural evil, such as a tsunami, arises from the inherent imperfections of the created universe. St. Augustine distinguishes between natural evil (arising from nature) and moral evil (arising from human actions), both of which lead to metaphysical evil, the inherent imperfections in the created world. 8. Brahman and Feuerbach’s Concept: Brahman in Indian philosophy is comparable to Ludwig Feuerbach’s belief that God and humans are not distinct; God exists within the person, and there is an essential unity between them. Evil and Suffering 1. Biblical Perspective Job’s Story: Righteous man who suffers immense loss and physical affliction. Curses the day of his birth (Job 3:1-3). Explores faith vs. doubt. Key Themes: Suffering as a test of faith. Divine justice and theodicy. 2. Buddhist Perspective Four Noble Truths: Life is Suffering: Inherent in existence (Dukkha). Cause: Arises from attachment and desire. End: Overcome by eliminating desire. Path: Eightfold Path for ethical living and enlightenment. Approach: Control suffering through detachment, not cursing. Evil and Suffering 3. Phenomenological Perspective Subjective Experience: Personal and unique to each individual. Assertion of will affects others and contributes to suffering. Existential Impact: Questions about meaning and personal purpose. Authentic responses to suffering define personal growth. 4. In Christianity, suffering leads to the Cross, the symbol of reality of saving love for the human being. ▪ Compassion is the heart of religion, but compassion disappear from it. Religion, without compassion, becomes law and burden imposed in its adherents. If there is no compassion, religion can start wars that destroy enemies. ▪ Jesus condemned religion without compassion and constructed, thus, the parable of the Good Samaritan.  Activity 1. How can we live a chaste life? How can we practice control? 2. How can our attachment to, or craving for worldly pleasures cause suffering? examples  Lesson 4: The Human Person in the Environment 4. Introduction 4.1 Notice Disorder in the Universe 4.2 Notice Things that Are not in Their Proper Place and Organize Them in an Aesthetic Way 4.3 Show that Care for the Environment Contributes to Health, Well-being, and Sustainable Development 4.4 Demonstrate the Virtues of Prudence and Frugality toward Environment 4. Introduction: Early Philosophical Inquiry into the Nature of the World Key Concepts: Early Philosophical Questions: ▪ Inquiries: “What is the world made of?” “How did the world come into being?” and “How can we explain the process of change?” ▪ Context: These questions were prominent around 600 B.C.E. in Miletus, a Greek town with influences from the East. Influences on Greek Philosophy: ▪ Cultural Exchange: Greek philosophy in Miletus may have been influenced by Oriental, Egyptian, and Babylonian thought due to its role as a crossroads between East and West. ▪ Eastern vs. Western Approaches: Eastern sages explored nature intuitively and spiritually, while Greek thinkers applied cognitive and scientific approaches. Pre-Socratic Philosophers: ▪ Paradigm Shift: Transitioned from mythical to rational explanations of the cosmos. ▪ Focus: Sought underlying natural laws by studying nature directly, moving away from mythological accounts. ▪ Legacy: Represented the first intellectual and scientific efforts to understand the universe’s origins, despite their methods being less advanced compared to modern standards. Key Points: 1.Anthropocentric Model: ▪ Concept: Humans are seen as central and superior to the universe. ▪ Implications: This view prioritizes human interests and often leads to environmental exploitation. 2.Ecocentric Model: ▪ Concept: Values the ecological integrity and relational context of humans. ▪ Implications: Focuses on the interconnectedness of humans and nature, emphasizing the importance of maintaining ecological balance. 3. Ecological Positioning: ▪ Concept: Reflects on how our environmental interactions and identifications span past, present, and future. ▪ Implications: Understanding these dimensions helps in recognizing the impact of our actions on nature and ourselves. 4. Classroom Aesthetics and Environment (Payne, 2009): ▪ Importance: Aesthetics contribute to enjoyment, relaxation, social interaction, and self-growth. ▪ Application: Schools should incorporate aesthetic appreciation and environmental awareness into their curricula. 5. Need for Philosophical Investigation: ▪ Concept: Emphasizes the importance of philosophical inquiry into nature, including aesthetic and theological dimensions. ▪ Goal: To deepen our understanding of our ecological and ethical responsibilities. 6. Holistic and Transcendental Qualities of Human Being: ▪ Concept: Recognizes humans as holistic and capable of transcendence. ▪ Implications: Encourages a broader perspective that includes moral, ethical, political, cultural, and ecological considerations. 4.2 Notice Things that Are not in Their Proper Place and Organize Them in an Aesthetic Way  Key Points for Discussion: Disorder in the Universe and Environmental Models 1. Anthropocentric Model and Environmental Exploitation: Domination and Exploitation: Humans often exploit nature for personal gain, viewing it as a mere tool or resource. Examples: Quarrying, deforestation for profit. Ecological Crisis: Unjust utilization of the environment leads to ecological problems and crises. Human arrogance and exploitative attitudes contribute to environmental degradation. 2. Environmental Impact Research: Studies by Zimmerman (1994), Elgin (2009), Pettman (2012): Highlight the environmental consequences of international political and economic practices. Expose issues related to resource abuse, waste generation, and emissions. Carbon Footprint (CF): Indicator of environmental impact due to consumption patterns. Categories include construction, shelter, food, clothing, mobility, manufactured goods, services, and trade. Household Chart Example: Illustrates average carbon footprint distribution in North America. Categories: Travel (36%), Home (22%), Goods (18%), Services (17%), Food (7%). 1. Human Impact on Nature: Overworking Soil and Domestication: Impact: Excessive agricultural practices and substitution of wild species with domesticated ones disrupt natural ecosystems. Effect: Human interventions cause swift and often violent changes in nature, threatening ecological health. Wildlife Decline: Statistics: Human activities, such as hunting and fishing, have led to a 52% decline in wildlife populations. Issue: Doubts about nature’s ability to adapt and self-renew in response to rapid human-induced changes. 2. Ecological Conscience and Responsibility: Concept of Ecological Conscience: Definition: Awareness of individual responsibility in protecting and respecting all forms of life. Lifestyle Changes: Advocates for simple living that honors the right of all life forms to thrive. Human-Nature Relationship: Belief: Life rights should extend to all forms of life, not just humans. Perspective: Emphasizes mutual dependence rather than a master-slave dynamic. 3. Indigenous Perspectives and Actions: 2004 Meeting of Indigenous Grandmothers: Participants: Representatives from Arctic Circle, Nepal, and Tibet. Concerns: Environmental destruction, contamination, war, poverty, and loss of indigenous cultures. Commitment: Formation of an alliance for prayer, education, and healing for Earth and its inhabitants. 2007 United Nations Declaration: Rights Granted: Indigenous peoples' rights to conservation, restoration, and protection of their environments and resources. International Support: Calls for assistance from states and international cooperation. Strengthened Relationship: Recognition of the spiritual and material connection between indigenous peoples and their environments. 4. Summary of Concepts: Human Impact: The aggressive alteration of ecosystems and its consequences on wildlife and environmental health. Ecological Conscience: The ethical responsibility to live in a way that respects all life forms and fosters ecological balance. Indigenous Advocacy: Efforts by indigenous groups to preserve their environments and cultures, supported by international recognition and agreements.  ACTIVITY 1.In your opinion, how can we protect, conserve, and restore our environment? You can further assess your answers by planning a nature walk or a gardening activity. a. How can you promote the human person in the environment through nature walk or a gardening activity? b. Design: Conceptualize your designs if you will choose gardening. If you choose nature walk, your teacher must suggest a safe place such as La Mesa Dam, etc.  4.2 Notice Things that Are not in Their Proper Place and Organize Them in an Aesthetic Way A. Ancient Thinkers B. Modern Thinkers  A. Ancient Thinkers: 1.Anaximander's Concept of Creation and Destruction: 1.Boundless Nature: Anaximander described nature as spatially and temporally boundless, with no clear divisions between elements like cold, heat, moist, or dry. 2.Cosmogony: His idea of the world’s evolution involves the separation of opposites, which creates balance but ultimately leads to destruction. Opposing forces (warm-dry and cold-moist) govern natural processes. 3.Vapor and Fire: The formation of heavenly bodies from fiery rings of vapor and steam suggests an interconnected, cyclical process. 2. Pythagoras on Harmony and Biophilia: ▪ Order, Harmony, and Beauty: Pythagoras viewed the universe as a harmonious, ordered system that humanity should align with. He emphasized biophilia (love for living things) and cosmophilia (love for the universe). ▪ Ecology in Ancient Thought: His idea of interconnectedness hints at early ecological principles, stressing the importance of our relationship with the living world. 3. Chinese Cosmic View: 1.Yin and Yang: The Chinese view emphasizes a continuous, cyclical universe where events are connected by natural processes, not linear progress. 2.Conformity with Tao: Happiness and wisdom are achieved by aligning with Tao, nature’s underlying order, stressing that harmony with nature is key to well-being. B. Modern Thinkers: 1.Immanuel Kant’s Aesthetic and Moral Order: 1.Beauty as a Symbol of Morality: Kant believed beauty leads us to contemplate objects disinterestedly, encouraging a moral stance toward nature and humanity. 2.Cosmic Design and Harmony: Beauty in nature hints at a larger, purposeful design that brings us closer to understanding our place in the universe, fostering a religious or spiritual connection to nature. Herbert Marcuse’s Call for Change in Human Attitude: Dominance of Nature: Marcuse argued that human beings have dominated nature, and real change requires a shift in our attitudes toward the environment. Perception and Action: He emphasized that to create environmental change, we must change how we perceive our relationship with nature and act accordingly. George Herbert Mead on Duties and Rights: Citizenship and Responsibility: Mead discussed the idea that humans are not just citizens with rights but also have duties toward the environment and community. Impact through Interaction: How we interact with our environment affects not only nature but also transforms our community and ourselves. American Indian Spiritual Connection to Nature: Prayer to the Great Spirit: The Native American prayer highlights reverence for nature, asking for wisdom, respect, and strength to live harmoniously with the world. Humility and Interconnectedness: It emphasizes humility, recognizing human dependence on nature, and the need for wisdom to respect the world’s natural beauty.  4.3 Show that Care for the Environment Contributes to Health, Well-being, and Sustainable Development  Key Points for Discussion: Theories on Environmental Care and Their Impact 1. Theories of Environmental Care: A. Deep Ecology: Concept: The ecological crisis arises from anthropocentrism, which views humans as separate from nature. Shift in Perspective: Advocates moving from anthropocentrism (human-centered) to ecocentrism (nature-centered). Focus: Humanity should recognize itself as an integral part of nature and adopt a holistic approach to environmental care. B. Social Ecology: Concept: The ecological crisis is a result of authoritarian social structures that prioritize profit and power over environmental health. Call for Change: Promotes small-scale, egalitarian societies where human well-being is closely linked to the health of the natural world. Focus: Reducing hierarchical power structures and fostering a more balanced relationship with nature. C. Ecofeminism: Concept: The ecological crisis is linked to male dominance and the hierarchical view of nature as inferior to human control. Critique: Argues that male traits (e.g., dominance) have historically been valued over female traits (e.g., nurturing), leading to environmental exploitation. Goal: Advocates for the removal of superior vs. inferior dynamics in human relationships and environmental stewardship. 2. Implications for Health, Well-being, and Sustainable Development: Health and Well-being: Connection to Nature: Care for the environment promotes physical and mental health by fostering cleaner air, water, and green spaces. Social Impact: Equitable and sustainable practices contribute to better community health and quality of life. Sustainable Development: Principles: Integrating environmental care into development practices ensures that resources are used efficiently and responsibly. Long-term Benefits: Sustainable development supports ongoing ecological balance and reduces future risks related to environmental degradation. 3. Philosophical Perspective: Erich Fromm’s Views: Human Duality: Fromm identifies two primary human drives: survival and the desire for union with others. Cultural Impact: Cultures that emphasize greed and possession cultivate one set of human potentials, while those that promote sharing and being foster another. Choice: The need to choose between fostering a culture of greed or one of sharing and cooperation. 4. Summary: Theories: Deep ecology, social ecology, and ecofeminism provide various frameworks for understanding and addressing environmental issues. Impact: Effective environmental care contributes to health, well-being, and sustainable development. Philosophical Insight: Fromm’s perspective highlights the importance of choosing cultural values that promote ecological harmony and shared well-being. 4.4 Demonstrate the Virtues of Prudence and Frugality toward Environment 4.4 Demonstrate the Virtues of Prudence and Frugality toward Environment  Key Points for Discussion: Virtues of Prudence and Frugality Toward the Environment (Fromm) 1. Fromm's Vision for a New Society: Encouraging Prudence and Moderation: Objective: Foster a society that values environmental prudence and frugality. Focus: Emphasize balanced living and responsible stewardship of resources. 2. Functions of the Envisioned Society: 1.Giving Up "Having" for "Being": ▪ Concept: Prioritize personal development and presence over material possessions. ▪ Implication: Encourage a shift from consumerism to a focus on self-actualization and experience. 2.Being Fully Present: ▪ Concept: Live in the moment and engage deeply with one's surroundings. ▪ Implication: Cultivate mindfulness and a genuine connection to the environment. 3.Reducing Greed, Hate, and Illusions: ▪ Concept: Strive to minimize negative emotions and false beliefs. ▪ Implication: Promote ethical living and transparency in interactions. 4. Focusing on Growth of Self and Others: ▪ Concept: Aim for personal and communal development as the ultimate goal. ▪ Implication: Support activities and policies that enhance well- being and progress. 5. Avoiding Deception: ▪ Concept: Be truthful and aware, avoiding both deception and naivety. ▪ Implication: Encourage honesty and critical thinking in environmental and social issues. 6. Freedom and Balance: ▪ Concept: Embrace freedom as the ability to be true to oneself, not driven by unchecked desires. ▪ Implication: Seek a balanced approach to freedom that supports growth and prevents decay. 7. Happiness in Growth: ▪ Concept: Find joy in the process of personal and collective development. ▪ Implication: Shift focus from material attainment to the satisfaction of continuous growth. 8. Joy from Giving and Sharing: ▪ Concept: Experience happiness through generosity rather than accumulation. ▪ Implication: Foster a culture of sharing and community support over exploitation. 9. Developing Love and Critical Thought: ▪ Concept: Balance emotional capacity with rational, unsentimental analysis. ▪ Implication: Cultivate compassion alongside analytical skills to address environmental issues. 10. Accepting Limitations: ▪ Concept: Recognize and embrace the inherent limitations of human existence. ▪ Implication: Encourage realistic and humble approaches to environmental and personal challenges. 3. Broad Implications for Environmental Protection: Cross-Sector Cooperation: Concept: Align conservation efforts across political, industrial, and social sectors. Implication: Enhance the effectiveness of environmental protection by unifying diverse stakeholders. Citizen Engagement: Concept: Engage citizens beyond traditional party lines and slogans. Implication: Build broad-based support for environmental action through shared values and goals. THANK YOU FOR LISTENING