Introduction to the Philosophy of Human Person PDF

Introduction to the Philosophy of Human Person Quarter 1 – Module 6: Methods of Philosophizing Introduction to the Philosophy of Human Person Alternative Delivery Mode Quarter 1 – Module 6: Evaluation of Truth from Opinions in Different Situations Using the Methods of Philosophizing Firs...

Introduction to the Philosophy of Human Person Quarter 1 – Module 6: Methods of Philosophizing Introduction to the Philosophy of Human Person Alternative Delivery Mode Quarter 1 – Module 6: Evaluation of Truth from Opinions in Different Situations Using the Methods of Philosophizing First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Writer: Ely S. Alpe, Jr. Editor: Joel Valenzuela Reviewer: Rodrigo M. Rodriguez Jr. Illustrator: Sonny Bhoy L. Flores Layout Artist: Ricky P. Torrenueva Management Team: Edna Faura-Agustin, Schools Division Superintendent Edgardo M. Militante, Asst. SDS Mary Ann L. Tatlongmaria, EdD, CID Chief Evelyn P. De Castro, EPS-LRMS Joel L. Valenzuela, Division ADM Coordinator Printed in the Philippines by ________________________ Department of Education – Region IV-A CALABARZON Office Address: Gate 2 Karangalan Village, Barangay San Isidro Cainta, Rizal 1800 Telefax: 02-8682-5773/8684-4914/8647-7487 E-mail Address: [email protected]  Introduction to the Philosophy of Human Person Quarter 1 – Module 6: Methods of Philosophizing Introductory Message For the facilitator: Welcome to the Introduction to the Philosophy of Human Person – Grade 12 Alternative Delivery Mode (ADM) Module on Evaluation of Truth from Opinions in Different Situations Using the Methods of Philosophizing! This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module: Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners. As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module. ii For the learner: Welcome to the Philosophy of Human Person – Grade 12 Alternative Delivery Mode (ADM) Module on Evaluation of Truth from Opinions in Different Situations Using the Methods of Philosophizing! The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: What I Need to Know This will give you an idea of the skills or competencies you are expected to learn in the module. What I Know This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module. What’s In This is a brief drill or review to help you link the current lesson with the previous one. What’s New In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation. What is It This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills. What’s More This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module. What I Have Learned This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson. iii  What I Can Do This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns. Assessment This is a task which aims to evaluate your level of mastery in achieving the learning competency. Additional Activities In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts. Answer Key This contains answers to all activities in the module. At the end of this module you will also find: References This is a list of all sources used in developing this module. The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instruction carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it! iv  What I Need to Know This module was designed and written with you in mind. It is here to help you master the nature of Philosophy. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. This module consists of 1 lesson: Methods of Philosophizing: Evaluation of truth and opinions in different situations using the methods of philosophizing After going through this module, you are expected to: Identify opinionated statements and true statements from an essay and from an actual interview Understand Plato’s Epistemology based on the Allegory of the Cave and determine what he considers as the real source of truth and opinion Evaluate truth from opinions in different situations using the methods of philosophizing What I Know Direction: Read the essay below. Choose the statements that show opinions. Write them on a separate answer sheet. Fact or Bluff Nowadays, many Filipinos are confused about every statement that they hear or read in any news platforms. Agreements or disagreements are popping in in social media. Whether these statements are truth or opinion becomes a subject matter for everyone. Thus, the question is: “Is it a fact or a bluff?” I think no one values honesty. “BMD denies withholding funds”, “No Filipino is affected by pandemic in the US”, “Bitoy passes away”, “Palacio Filipino unaware of China’s firm”, “No Filipino believes worst of COVID-19 pandemic yet to come”…. These were just a few of headlines that we read on the newspaper and watch over the television, or even read on the online sites. In my opinion, these statements are more of a kind of a bluff than a fact. Moreover, if these are facts then we should have found proofs to verify these statements. Some are manipulating everything to hide the truth. Is it a fact or a bluff? I believe that Filipinos deserve to be informed of the truth. For instance, 57% based on the SWS survey of Filipinos believe worst of the pandemic yet to come. How can we enjoy the holiday seasons amidst this prediction? I think no Filipino family can have a merry Christmas this year. All of us will have “tawilis” on our table. Is it a fact or a bluff? Activity 1: Share your Thoughts. Discuss your answer with an adult in your family and try to exchange ideas on this activity. 1. Were you able to identify opinionated statements and true statements? 2. What was your basis in identifying them? 3. Was it easy or difficult? Evaluation of Truth from Lesson Opinions in Different 6 Situations Using the Methods of Philosophizing What’s In Activity 2: Think, Ask and Share. Continue your conversation with the same person in your family. Act as the interviewer while he/she will act as the interviewee. After giving the set of questions, you have to change your roles. Gather his/her ideas and compare them with your own ideas. Consolidate your responses and write on a separate answer sheet. 1. What is your strongest belief? 2. Was there anyone who challenged you to change such belief? 3. Did you feel comfortable when somebody questioned your beliefs? Why?  4. If ever someone could convince you to change your belief, are you willing to give up such strongest belief? 5. How did you feel after this interview? What’s New Activity 3: Watch a 6:26 minute Video Clip. Answer the following after watching the video. (Link: https://www.youtube.com/watch?v=O6U25zUBsdQ) 1. Who wrote the “Allegory of the Cave” a selection in his “Republic”? 2. Describe the situations of the prisoners inside the cave. 3. How do they build perceptions of different things inside the cave? 4. Describe how perceptions had changed when a prisoner was able to stand and get out of the cave. 5. What was his great realization? 6. What can you say about the reactions of other prisoners when the freed one had shared about the greater reality outside the cave? 7. What do the following symbols represent in the allegory? a. Cave b. Shadows c. Puppets d. Fire e. Prisoners f. The prisoner who escaped 8. If you were the freed prisoner, would you also try to convince other prisoners about the truth? Why? How if they would not agree with you, what would you do?  What is It The Allegory of the Cave was written by Plato. It was one of the selections in his “The Republic”, a very long dialogue 400 or 500 pages. The dialogue was written around 380 B.C. One of the main characters in the dialogue was Socrates, the teacher of Plato. An allegory is a kind of a story where the characters or the events in the story are meant to symbolize or represent something else (Kleiner). Something in the story represents something in reality. thoughtco.com The Allegory of the Cave  Plato described prisoners inside a cave, where they are chained facing a wall.  Behind and above the prisoners are people carrying objects along a road and beyond this road is a burning fire.  The burning fire would cast the shadows of the people with their objects to the wall in front of the prisoners.  Consequently, the prisoners could see only the images or shadows cast by these objects.  Once a prisoner is set free and would be forced to turn around, he will realize that the cause of the shadows were the people on the road with the objects they carry and the fire.  But if he is further forced and dragged out from the cave, he will realize that the sun is the source of whatever is true and good for all things, thus his soul is enlightened towards the intelligible world.  Once the vision of the good is attained from the sunlight, he will be unwilling and reluctant to descend and go back to the cave or the world of darkness again. Significant Analysis of the Allegory  Sun refers to the truth, the first principle of everything else  The prisoners are we.  The people holding puppets are people holding power and shaping our opinions, beliefs, and attitudes.  Presence of the two worlds: the base of the cave and the world outside of the cave.  The world inside the cave is the sensible world or the physical world.  The world outside the cave is the intellectual world or the world of ideas. Philosophical Points  This process of the enlightenment of the soul or the mind’s eye represents its ascent “from the world of opinion” inside the cave with its beliefs and illusions, “to the world of real knowledge” where the real objects of knowledge could be found, “THE FORMS AND IDEAS”.  Plato believed that mental reality, the world of ideas and of intelligence is more real than the material world where things change all the time and they come and go. Therefore, no reality is found in a changing world. Like shadows, they appear then they disappear. But the idea, for instance of a circle remains even if there’s no physical object representing a circle, as long as there’s a mind to think it.  The physical world is the world of conventional opinions. People simply accept is shown to them. They are passive observers and they don’t try to question it.  The process of getting out of the cave is the process of education. By education, people may start to question the belief that he has.  In the process, we experience confusion, i.e., from going out of darkness to light, and from getting into the darkness from light.  The power and capacity of learning exists in the soul already, and that just as the eye was unable to turn from darkness to light without the whole body, so too the instrument of knowledge, the mind, can only by the movement of the whole soul be turned from the world of becoming to that of being. What’s More Activity 3: Share your insights. Write a philosophical journal about the essential points that you have learned from the “allegory of the Cave”. Be able to relate it to your own life. Focus on the following points: 1. Things outside the cave are more real than the shadows and the puppets. 2. The pain that the prisoner experienced when he saw the light outside the cave. And, eventually, he was overjoyed when he saw the sun and the things around him. 3. He feels sorry for other prisoners inside the cave because they lived a kind of life believing “shadows” as real. Nothing that you believed in was really true.  What I Have Learned Activity 4: Check your understanding. Sentence Completion: Supply the word/s to form a concept. Write your answers on a separate work sheet. 1. The Allegory of the Cave was written by __________. 2. _________ is a kind of a story where the characters or the events in the story are meant to symbolize or represent something else 3. _______ refers to the truth, the first principle of everything else 4. The prisoners are ________. 5. The people holding puppets are ________________ and shaping our opinions, beliefs, and attitudes. 6. The world inside the cave is the ______________ or the physical world. 7. The world outside the cave is the ___________________ or the world of ideas. 8. This process of the ______________ of the soul or the mind’s eye represents its ascent “from the world of opinion” inside the cave with its beliefs and illusions, “to the world of real knowledge” where the real objects of knowledge could be found, “_____________________”. 9. The _______________ is the world of conventional opinions. People simply accept is shown to them. They are passive observers and they don’t try to question it. 10. The process of getting out of the cave is the process of __________. By education, people may start to question the belief that he has. What I Can Do Activity 5: Think, Ask, and Share. Conduct an interview with at least two members in your family. Ask them about their beliefs related to the following events/celebrations that we observe in the Philippines. Ask them how they acquire and value such belief, and why they hold on to such belief. 1. New Year Celebration 2. All Souls’ Day 3. Christmas Season Example: 1. Having extravagant firecrackers display on New Year’s eve to avoid misfortunes on the coming year. This is a tradition that I have been observing  every year. Since it’s part of the tradition, it seems so hard for me to easily set it aside although my philosophic mind contradicts my belief. Assessment A. Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper. 1. Who wrote the Allegory of the Cave? A. Socrates B. Plato C. Aristotle D. Thales 2. Is the Allegory of the Cave a fact or an opinion? A. It’s a fact because it was written and passed from one generation to the next B. It’s a fact because it is part of philosophical discourses that is perennial. C. It’s an opinion because it’s just a story that used symbols to explain reality. D. It’s an opinion because no concrete evidence showed the cave’s location. 3. Which is a fact? A. We are prisoners C. The sun is the source of light B. Puppets are better beings D. None of the above 4. Which is Platonic? A. The sensible world is real C. The world of ideas is real B. Shadows are real D. Puppets are more real 5. Which starts an opinionated statement? A. I think… C. I believe that … B. In my opinion… D. All of these  What I learned Assessment What I know 1. Plato 1. B 1. I think no one 2. Allegory 2. C values honesty. 3. Sun 3. C 2. In my opinion, 4. We 4. C these statements 5. People holding 5. D are more of a power kind of a bluff 6. Sensible world than a fact. 7. Intellectual world 3. I believe that 8. Enlightenment, Filipinos deserve world of forms and to be informed of ideas the truth. 9. Physical world 4. 57% based on 10. Education the SWS survey of Filipinos believe worst of the pandemic yet to come. 5. I think no Filipino family can have a merry Christmas this year. 6. All of us will have “tawilis” on our table. Answer Key to apply your learning of this topic. What I plan to do: Enumerate plan of actions that you want to accomplish IV. What I realized: State your insight. It must be related to I and II. III. because of the topic discussed. What I experienced: Narrate a true-to-life story/event that you recalled II. What I learned: Write a statement or phrase that has great impact on you I. Follow this format: Activity 6: Think to Act. Write a reflection on this topic: “I believe…” Additional Activities  Rubric for Essay Excellent Proficient Basic Below Basic Mechanics 5 4 3 2 -Specific -Specific -Specific -Specific introduction introduction and introduction and introduction and and conclusion conclusion conclusion conclusion -No sequence in -Sequenced -Sequenced -Sequenced material Organization material within material within material within the the body the body body is -Cohesive -Cohesive inconsistent presentation presentation content content -Enhance the -Support the -Not interesting -Unclear effectiveness of effectiveness of the -Partially support -Minimally support the presentation presentation the effectiveness of the effectiveness of -Correct -Correct grammar the presentation the presentation grammar -Appropriate to -Correct grammar -Occasional mistakes Language -Appropriate to audience -Appropriate to in grammar audience -Very few audience -Appropriate to - No pronunciation Some audience pronunciation mistakes pronunciation -Several mistakes mistakes pronunciation mistakes -Good posture -Good posture -Intermitted good -Poor posture -Eye contact -Frequent eye posture -Seldom eye contact with the contact with the -Occasional eye with the audience audience most of audience contact with the -Not enough or too the time -Appropriate audience much gesture and -Appropriate gesture and -Appropriate expression Delivery gesture and expression gesture and -One-person expression -Almost full group expression presentation. -Deliverance participation -Partial group with confidence presentation -Full group participation -Student -Student -Student discusses -Student discuss the discusses the discusses the the subject with a subject with very subject in great subject with some few details. minimal details. details. details. -Student do not -Students do not -Student -Student outlines outline their outline what they describes in their finding finding have learnt Content detail about their -Student show -Student's -Students still sound findings what they have misconceptions are confused on this topic -Student indicate learnt still seen what they have learnt References Bernardo, Juanito Philip V (2016). Introduction to Philosophy of the Human Person: JFS Publishing Services, Manila. Guevarra, Geoffrey A (2016). Pambungad sa Pilosopiya ng Tao (Batayang Aklat): Rex Book Store, Inc., Manila. Sioco, Maria Paula and Vinzonsm Ignatius (2016). Introduction to the Philosophy of the Human Person: Vibal Group, Inc., Quezon City. Kleiner, Harrison. https://www.youtube.com/watch?v=aBPd7getIcM. Retrieved September 12, 2020. https://www.youtube.com/watch?v=O6U25zUBsdQ https://www.thoughtco.com/platos-ladder-of-love-2670661 For inquiries or feedback, please write or call: Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-4985 Email Address: [email protected] * [email protected]