INTRODUCTION OF

PHILOSOPHY IN
HUMAN PERSON
First Quarter
Unit I. The Human Person in the
Twenty-First Century

INTRODUCTION OF PHILOSOPHY IN HUMAN PERSON

Alternative Delivery Mode
Quarter 1 – Module 1: Title
First Edition, 2020
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Introductory Message
For the facilitator:
 Welcome to the INTRODUCTION TO PHILOSOPOPHY OF THE HUMAN PERSON for
GRADE 12. Alternative Delivery Mode (ADM) Module on (The Human Person in the Twenty-First
Century)

This module was collaboratively designed, developed and reviewed by educators both from
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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
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For the learner:

Welcome to INTRODUCTION TO PHILOSOPOPHY OF THE HUMAN PERSON for GRADE 12.
Alternative Delivery Mode (ADM) Module on (The Human Person in the Twenty-First Century)

The hand is one of the most symbolized part of the human body. It is often used to depict skill, action
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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
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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.

What I Can Do This section provides an activity which will help

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mastery in achieving the learning competency.

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you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
 This contains answers to all activities in the
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 What I Need To Know

UNIT 1 THE HUMAN PERSON IN THE TWENTY-FIRST CENTURY

FIRST GRADING PERIOD: The meaning and method of doing philosophy in relced ation to the human
person as an embodied being in the world and the environment.

STANDARD CONTENT: The student is able to show an understanding of the activity of doing
philosophy of the human person as an embodied being in the world and the environment.

FOUNDATIONAL CONCEPT: The student is able to understand the meaning and process of doing
philosophy of the human person as an embodied being in the world and the environment as a means
toward a holistic and balanced growth in the intellectual, emotional, cultural, spiritual and financial areas
of life.

The module is divided into eight (8) lessons, namely:

Unit I. The Human Person in the Twenty-First Century

Lesson 1: Pursuing Wisdom and Facing Challenges in the Twenty-First Century

Lesson 2: Methods of Philosophizing

Lesson 3: The Human Person as an Embodied Spirit

Lesson 4: The Human Person in the Environment

Unit II: The Social Concepts of the Human Person

Lesson 5: Freedom of the Human Person

Lesson 6: Intersubjectivity

Lesson 7: The Human Person in Society

Lesson 8: Human Persons are oriented toward their impeding Death

After going through this module, you are expected to:
What I Know
1. Distinguish between a holistic perspective and partial point of view
2. Recognize human activities that arose from deliberate reflection
3. Realize the value of doing philosophy in obtaining a broad and balanced perspective in life
4. Do a philosophical reflection on specific and practical situations from a holistic perspective
5. Appreciate the Filipino indigenous values and thinking, and
6. Seek wisdom from within and from trusted sources.

Name: ______________________________________________ Score: ____________

Grade and Section: __________________________________ Date: _____________

A. Check your knowledge

Answer the following questions:
 1. Which branch of philosophy deals with argument?
2. What Filipino values puts one in touch with one’s fellow beings and is essentially
interpersonal?
3. Which branch of philosophy evaluates human actions?
4. The issue of who deserves to be a National Artist fails under which branch of philosophy?
5. Etymologically, what does PHILO mean?
6. Which branch of philosophy focuses on the ultimate meaning or purpose of things?
7-10. List two ethical theories that you find most meaningful and cite an example for each.

B. Check your Understanding

1. Differentiate holistic from partial philosophy. Limit your explanation to five sentences.
2. Write your insights regarding the meaning of goodness. Choose a topic regarding “good
and bad’: for example, the impacts of financial scams and frauds. How were the issue
resolved

C. Apply What You Know

1. Exhibit. Organize an exhibit based on photo essay regarding Earth Hour or Filipino beliefs.
Highlight the collective message of the class on the relevance of Earth Hour or Filipino
beliefs.
2. Fund Raising. Consider the restoration of Law and order in Marawi in Mindanao or adopted
community/barangay of your school. How can you help your school? In the spirit of
bayanihan, donate in kind. The class may also initiate fund-raising events including a
concert, Zumba or dance party, a play, food bazaar, bingo, cake raffles or selling of
cupcakes personally baked by you or your classmates.

In preparation for the activity:

 Determine the objectives
 Determine the cost of items
 Negotiate a fair price when making a purchase
 Save relevant receipts
 Consider spending decisions
 Compare and contrast different ways of paying and receiving payment of goods and
services

Lesson
Pursuing Wisdom and Facing Challenges in
1 the Twenty-First Century

Introduction: DOING PHILOSOPHY

The key elements in many educational reforms are diversity, difference and choice or other
proposals that establish separate curricular routes for different groups or individuals. Diversity in values
beliefs, background and experiences make each person unique (i.e., biology, ethnicity and culture,
family life, beliefs, geography, experiences and religion). Sometimes we have difficulty in accepting
others because they are different from us. Yet, such behavior can limit a person’s opportunities or can
make the person feel excluded or aggrieved. Educational challenge in the twenty-first century entails
how to deal appropriately with cultural and racial differences where one does not need to engage in
harassment and discrimination of any form.

This book developed on the distinct frame regarding challenging educational reforms. The
rationale for revising the General Education curriculum for Philippine higher and basic education
systems came from a viewpoint that adheres to a more holistic and less disciplinal program where the
Enhance Basic Education Act of 2013 or the Republic Act No. 10533 (signed on May 15, 2013)
curriculum hinges on. It is thus crucial that the book underpins philosophical quests more generally.
The grade 12 students must have acquired upon graduation the content and competencies undertaken
in this book.

The meaning of PHILOSOPHY

Etymologically, the word “philosophy” comes from two greek words, PHILO meaning “to love”, and
SOPHIA meaning “wisdom”. Philosophy originally meant, “love of wisdom” and in a broad sense,
wisdom is still the goal of philosophy. Philosophy is also defined as the attitude of the mind that by
natural light of reason studies the first causes or the highest principles of all things. Under this
definition, four things are to be considered:

1. SCIENTIFIC APPROACH – it uses scientific approach because the investigation is systematic.

It follows certain steps or it employs certain procedures. In other words, it is an organized body
of knowledge just like any other sciences.
2. NATURAL LIGHT OF REASON – philosophy investigates things, neither by using any
laboratory instruments or investigative tools, nor on the basis of supernatural revelation;
otherwise it becomes theology. Instead, the philosopher uses his natural capacity to think or
observe the world and people.
3. STUDY OF ALL THINGS – this sets the distinction between philosophy and other sciences. All
other sciences concern themselves with a particular object of investigation. The reason is that
philosophy is not one-dimensional or partial. Rather, philosophy is multidimensional or holistic.
In short, a philosopher does not limit himself to a particular object of inquiry. He questions
almost anything, if not, everything.
4. FIRST CAUSE or the HIGHEST PRINCIPLE – an idea which means something is the main and
first cause why an event or situation took place. It is principle because everything in the world
and every situation has a starting point or a beginning.

The first principles are:

 Principle of Identity – whatever is is; and whatever is not is not; everything is what it is.
Everything is its own being and not being is not being. It means a thing, idea or person
always has a name, a concept, and a characteristic for that thing to exist.
 Principle of Non-Contradiction – it is impossible for a thing to be and not to be at the
same time, and at the same respect.
  Principle of Excluded Middle – a thing is either is or is not; everything must be either
be or not be; between being and not being, there is no middle ground possible.
 Principle of Sufficient Reason – nothing exists without a sufficient reason foe its being
and existence.

Since its beginnings, however, the focus and scope of philosophy have changed. Early Greek
philosophers studied aspects of the natural world and human civilizations that later became separate
sciences –astronomy, physics, psychology and sociology. On the other hand, certain basic problems –
the nature of the universe, the standard of justice, the validity of knowledge, the correct application of
reason, and the criteria of beauty and truth – have been the domains of philosophy from its beginnings
to the present.

Universal and fundamental problems are the subject matter of the five branches of philosophy –
metaphysics, ethics, epistemology, logic and aesthetics. These branches will be discussed in the next
topic. There are also special branches of philosophy like philosophy of science, philosophy of state,
philosophy of politics, philosophy of mathematics, philosophy of education, philosophy of law,
philosophy of language and others.

Finally, in attaining wisdom, there is a need for emptying. Emptying is suspending one’s
judgment and conclusion about a matter and mentally exploring the pros and cons, the characteristics,
and the purpose of an idea or situation. This means pushing ourselves not to be affected by our
personal biases and stereotypes so we can make an objective and fair assessment of things. Without
the virtue of emptying, students will only learn partial philosophy that is knowledge-based without
becoming holistic (i.e., acquiring wisdom through various dimensions of being human including the
psychological, social, emotional, and moral aspects).

What’s In

LEARNING ACTIVITIES 1.1

______________________________________________________________
 What’s New

Time: 1-minute (but really up to 5-7 minutes) at the end of a class or assignment

Activity 1.2
1. Provide students with a short set of questions (2-4) you would like them to briefly reflect on. Be
sure to emphasize responses are to be short.
2. Each student then records their answers and submits them to you.
3. As needed, follow up on comments. Be sure to summarize and respond to any important
questions or issues that arise in the students’ responses the following class.

QUESTIONS:
 What was the most important thing you learned during this class?
 What questions remained unanswered? Or, Something that confused me or I want clarified)
 Summarize the main point of today’s lecture in one sentence.
 What was the most useful or meaningful thing you learned from this assignment?
 In your own words, explain the major point in this assignment.
 Write the question related to this assignment that you would like to have answered in class.

What is It

Recognizing Human Activities that emanate from Deliberate Reflection

After examining the definitions of Philosophy, this section will distinguish its branches where
recognition of various human activities emanated from deliberate reflection and dialogues. Many of the
most vital issues of philosophy are still disputed and have unsettled questions at present.

Nevertheless, one of the greatest needs of anyone seeking “wisdom” is genuine sympathy or an
understanding of all the most diverse points of view (holistic perspective). A narrow provincialism of
mind, limited to the ideas and outlook of a single party or a single age (partial perspective) is wholly
incompatible with the philosophical attitude.
The Branches of Philosophy

A. METAPHYSICS

Metaphysics is only an extension of the fundamental and necessary drive in every

human being to know what is real. What is reality, why does reality exist, and how does it exist
are just some of the questions pursued by metaphysics. The question is how to account for this
unreal thing in terms of what you can accept as real.

In our everyday attempts to understand the world in terms of appearance and reality, we
try to make things comprehensible and sensible in the ordinary way of understanding the world
by simplifying or reducing the mass of things we call appearance to a relatively fewer the
number of things we call reality. Reality here is referred to metaphysics as “true reality”,
meaning, it is the fundamental source and basis of all reality in the world and in existence.

Metaphysics assumes that the reality we see with our eyes is just a temporary cover of
the true reality that exists beyond what our senses could perceive.

B. ETHICS

Ethics is the branch of philosophy that explores the nature of moral virtue and evaluates the
morality and virtue of human actions. Ethicists who study morality from the perspective of
philosophy appeal to logical arguments to justify claims and positions involving morality. They
use ethical theory in the analysis and deliberation of issues.

Whereas religion has often helped motivate individuals to obey the laws and moral code of their
society, philosophy is not content with traditional or habitual ethics but adapts a critical. It insists
that obedience to moral law be given a rational foundation. In thought of Socrates, we see the
beginning of a transition from a traditional, religion-based morality to philosophical ethics.

Ethics has five main frameworks:

1. DIVINE COMMAND – what does GOD ordain in us to do? In this framework, a strong sense
of individualism does not exist, but rather, the collective is emphasized. The actions and
moral reasoning of St. Teresa of Calcutta and St. Lorenzo Ruiz are exemplars of this theory.

2. CONSEQUENTIALISM or UTILITARIANISM – what has the most desirable consequences?

Jeremy Bentham, stoics, and Epicureans are the authors of this ethical theory. In others,
what is good for the greatest number of people is the best choice and the moral choice. For
example, if killing is a cow is the only way to save seven children from starvation, killing the
cow is moral.
 3. DEONTOLOGICAL ETHICS – whatever is my moral duty to do. This means that a person
has a moral duty to do what is right regardless of what the person thinks or feels about the
situation. For example, when a person sees Hitler drowning, he must save him because
letting a person to without helping is wrong. The act of saving Hitler is a moral duty or in
Immanuel Kant’s words, a “moral imperative” and is not dependent on a person’s opinions of
Hitler’s past criminal and atrocious acts. This does not mean Hitler is innocent. It only means
he must be helped despite his evilness because saving is a moral duty every human being
has an obligation to do.

4. VIRTUE ETHICS – what kind of person I ought to be. Socrates, Plato and Aristotle are some
examples. This ethical theory ignores the consequences, duties and social contracts.
Instead, it focuses on character development of individuals and their acquisition of good
virtue ethics.

5. RELATIVISM – what does my culture or society think I thought to do? The divine command
discusses how personal religious beliefs and spiritual attitudes are specially important
personal commitments that are relevant to personal and professional lives. For utilitarianism,
self-interest should enter into our calculations of the overall good. Duty ethics emphasizes
our duties to ourselves. Virtue ethics links our personal good with participating in
communities and social practices.

Present-day ethical issues, including hacking, intellectual property disputes, financial

scams and cyber terrorism pose serious cybersecurity concerns. Due to the increasing use
of technology to gather and store personal information. Privacy, as to who should have
access to one’s personal information, became the focal point of moral responsibility, legal
liability and accountability.

C. EPISTEMOLOGY – specifically, it deals with the nature, sources, limitations and validity of
knowledge. Epistemology questions are basic to all other philosophical inquiries. Epistemology
explains: (1) how we know what we claim to know; (2) how we can find out what we wish to
know; (3) how we can differentiate truth from falsehood. Epistemology addresses varied
problems; the reliability, extent and kinds of knowledge; truth; language; and science and
scientific knowledge. How do we acquire reliable knowledge.

Empiricism is the view that knowledge can be attained only through sense experience.
According to empiricists, real knowledge is based on what our sight, hearing, smell, and other
senses tell us is really out there, not what people make up in their heads. Knowledge for
empiricists are based on facts and evidence that we can see and perceive in the world.

D. LOGIC – Reasoning is the concern of logcisian. This could be reasoning in science and
medicine, in ethics and law, in politics and commerce, in sports and games, and in the mundane
affairs of everyday living. Varied kinds of reasoning may be used, and all are of interest to the
logician.
 The term “logic” comes from the Greek word “logike” and was coined by Zeno the Stoic (c.340-
265 BC). Etymologically, it means a treatise on matters pertaining to the human thought. It is
important to underpin that logic does not provide us knowledge of the world directly, for logic is
considered a tool, and therefore, does not contribute directly to the content of our thoughts.
Logic is not interested in what we know regarding certain subjects. Its concern, rather, is the
truth or the validity of our arguments regarding such objects.

Aristotle was the first philospher to devise a logical method. He drew upon the emphasis on the
“universal” in Socrates, negation in Parmenides and Plato, and the reduction to the absurd of
Zeno of Elea. His philosophy is also based on claims about propositional structure and the body
of argumentative techniques (e.g., legal reasoning and geometrical proof).

E. AESTHETICS – when humanity has learned to make something that is useful to them, they
begin to plan and dream how to make it beautiful. What therefore is beauty? The establishment
of criteria of beauty is the function of aesthetics. Aesthetics is the science of the beautiful in its
various manifestations – including the sublime, comic, tragic, pathetic and ugly.

To experience aesthetics, therefore, means whatever experience has relevance to art, whether
the experience be that of the creative artist or of appreciation. As a branch of philosophy,
students should consider the importance of aesthetics because of the following:
1. It vitalizes our knowledge – it makes our knowledge of the world alive and useful. We go
through our days picking up a principle as a fact, here and there, and too infrequently see
how they are related. It is the part of a play, a poem, or a story to give us new insight, to
help us see new relationships between the separated items in our memories.

2. It helps us live more deeply and richly – a work of art –whether a book, a piece of music,
painting, or a television show –helps us rise from purely physical existence into the realm of
intellect and the spirit. As a being of body and soul, a human being needs nourishment for
his higher life as well as his lower. Art, therefore, is not something merely like craft or
applied arts, but something of weight and significance to humankind.

3. It brings us in touch with our culture – things about us change so rapidly nowadays that
we forget how much we owe to the past. We cannot shut ourselves off from the past
anymore than we can shut ourselves off geographically from the rest of the world. It is
difficult that the great problems of human life have occured over and over again for
thousands of years. The answers of great minds in the past to these problems are part of
our culture.
Attaining a Comprehensive Outlook in Life
A. Expanding our Philosophical Frames: Western and Non-Western Traditions

Many philosophers hold that there are three great original centers of philosophy in the world –
Greek (or Western), Indian, and Chinese. All three arose as critical reflections on their own
cultural traditions. Historically speaking, asian classics of the Indians and the Chinese predate
the oldest of western classics. During the first centuries, there was more philosophical activity in
the East than in the West. Before the Greek period, there was hardly any activity in the West.

From the time of the Greek triumvirate (Socrates, Plato and Aristotle) there was a reversal. The
western thinkers started to indulge in feverish philosophical speculation, whereas the asin
thinkers began diminishing philosophical activity. In our present century, almost all the major
philosophical ideas emanate from western thinkers.

This section underpins that the challenges of the global information age cannot be understood
by oversimplification. One size does not fit all. There are multiple cultures and there are different
types of states in terms of recent economic modernization. Certainly, the culture of the “East” is
very different from that of the “West”, but that does not mean each culture is incapable of
understanding certain features of the other.

There are three attitudinal imperatives that we must bear in mind if we are to appreciate either
the Oriental o Eastern thought vis-a-vis the Occidental or Western mindset and to situate them
in their proper perspective:

a. First, in contrast to the propensity of the West to think in a linear manner, that is, interms of
beginning and ending in a straight line, Oriental thought runs in a circular manner in which
the end conjoins the beginning in a cyclic style. A man may have been born at a precise
time and may have died at a precise time, but it cannot be said his existence can be
congealed at a specific time, and when he dies, his life continues in another form.
b. Second, life for Oriental thinkers is a transition of thought; it is philosophy in action. Orientals
believe that life must be the extension of thought, its fruit and its application.
c. Third attitudinal imperative is the acceptance of the validity of intuition and mysticism, the
readiness to revert to extra logical, if not, illogical modes of thinking. Orientals are perceived
transcending the mimitations of the human intellect and treading on a no-man’s land where
 verification of one’s premise is not possible. Oriental thought does not follow a structured
mode. But its very nature, it cannot but be intuitive and mystic.

B. Filipino Thinking: from Local to Global

It may sound presumptous to speak of “Filipino Thought” for the reason that the Philippines
could not very well speak of a tradition such as that of China, India or Greco-Roman. Yet, for the
Filipino, there has to be “Filipino thought” or none at all. Like any other people, the Filipino must
eventually that consciousness of his own particular life and his world, his society and his gods in
the light of truth, and thereby realize his proper being. However, the pioneering attempts to
formulate a Filipino philosophy share the fate of most pioneering works; the lack of refined tools
and predeessors upon whom to stand.

Nevertheless, Filipinos do have their own philosophy. This section draws out elements or draws
sketches of the general lines of Filipino philosophy. The three dimensions of Filipino thought are
loob, filipino concept of time, and bahala na. These attitudes and values constitute the hidden
springs of the Filipino mind.

1. Loob: Holistic and Interior Dimensions

Kagandahang-loob, kabutihang-loob, and kalooban are terms that show sharing of one’s
self to others. Great Philippine Values, in fact, are essentially interpersonal. The use of
intermediaries or go-betweens, the values of loyalty, hospitality, pakikisama, and respect to
authority are such values that relate to persons. In short, the Filipino generally believes in
the innate goodness of human being. Filipino ethics has an internal code and sanction that
flow from within itself. This ethics is more constant than other legalistic moral philosophies
that are rather negative. The Filipino, who stresses duties over rights, has plenty in common
with his Oriental neighbors such as the Chinese and the Indian.

In short, the Filipino as an individual looks at himself as holistic from the interior dimension
under the pirnciple of harmony. The Filipino looks at himself as a self, as a total whole – as
a “person”, conscious of his freedom, proud of his human dignity and sensitive to the
violation of these two.

2. Filipino concept of Time

As the saying goes, “if one has reached the lowest ebb, there is no way to go but up”. Time
is considered cyclic. Gulong ng Paalad, nonetheless, blends well with foreign philosophical
ideas in the Asian Region. It approaches Karma of the indians and yin-yang thought of the
Chinese and Japanese philosophy of “living in harmony with nature”.

Often, Filipino Time is mistakenly interpreted as always delayed in the commitment time of
arrival. This notion can be misleading since the Filipino farmers are early risers to go to their
 field and waste no time for work. The concept of “siesta time” or “power naps” is also
imporatnt for filipino culture that must not be necessarily considered negative.

3. Bahala Na

The pre-Spanish Filipino people believed in a Supreme Being, Batula or Bathala. However,
in this regard, the originality of Filipino Thought will probably be precisely in his personalistic
view of the universe. For Filipinos, human live with cosmic spirits or presence .

Bathala is not an impersonal entity but rather a personal being that keeps balance in the
universe. Unlike the Indian and the Chinese, a human being can forge some personal
relationships with this deity because Bathala is endowed with personality. The Filipino puts
his entire trust in this Bathala who has evolved into the Christian God.

The Filipino subconsciously accepts the Bathala Na attitude as a part of life. Bahala Na
literally means to leave everything to God who is Bathala in the vernacular. The Bahala Na
philosophy puts complete trust in the divine providence; it contains the element of
resignation. Thus, the Filipino accepts beforehand whatever the outcome of his problem
might be.

C. Filipino Thought and Values: positive and Negative Aspects

It is believed, however, that the Philippine values and system, in line with Filipino philosophy,
are in dire need to be used as positive motivation. Beyond his family, the Filipinos sees himself
belonging to a small primary group in a dyadic, pyramidal function. In other words, he does not
identify horizontally with his class that cuts across the whole community but vertically with its
authority figures distinguished by their wealth, power and age. He receives protection and other
favors from above and should be ready to do the same toward his ties below. Reciprocating
debts of gratitude between coordinates and subordinates holds the whole group together –
superordinate and subordinate (Utang na Loob).

Also, the filipinos gives great value to endurance and hardwork as means to economic self-
sufficiency. This self-sufficiency refers not to individual self, but to the family to which one owes
a special debt of gratitude for having brought him life and nurtured him.

D. Philosophy: Transcending and Aiming for a Life of Abundance

Abundance comes from the Latin term, abundare, meaning, “to oveflow nonstop”. In Pido
Aguilar’s The Gift of Abundance, abundance was given a new spiritual, even Buddhist
paradigm. Abundance is outflowing rathe incoming. It is not about amassing material things or
people but our relationship with others, ourselves and with nature.
 What’s More

SHOWING YOUR CREATIVITY

Choose at least two activities based on these proposed activities.

1. Draw or paint a still life. A still life is a work of art depicting inanimate subject matter, typically
commonplace objects which may be either natural (food, plants and natural substances like
rocks), or man-made (drinking glasses, cigarette pipes and so on) in an artifical setting. This can
be done inside the classroom or outdoor. Schedule a time and place to exhibit your creations.
2. In groups, discuss the problems connected with religious revelation and rational morality. What
if one’s religion prohibits certain types of speech that is punishable by death penalty, can a
rational dialogue be possible?
3. How do you define “happiness”? Do you support Socrates view: “To become happy, a person
must live a virtous life”?
4. Having a secure computer means that users can have greater control over the information
about them that is stored electronically to ensure confidentiality. Choose an ethical framework to
explore your freedom as opposed to public safety and security.

What I Have Learned

As philosophy covers a great deal of conceptual, complex and values laden processes,
this lesson introduced how human persons learn philosophy as they go beyond and rise to
daunting challenges of modern experience .

This lesson presented a view that philosophocal concerns include not only thoughts but
also one’s soul, nation, finances, and environment. Our broad understanding of philosophy
concerns not only humans but other living beings as well. Philosophy has mant and special
branches that go beyond partial but stress holism.

That all human beings have physical potentialities and it is possible for them to develop
their bodies and their bodily skills. Some of these skills are connected with sports and leisure as
they run, swim and to dance. Other skills are practical: the ability to type, the ability to drive a
car or to fly a plane, the ability to master crafts such as carpentry or masonry.

Human beings have many mental activities that can be developed. They can expand
their capacities to imagine and to dream of new possibilities. They can develop their human
sensitivity, becoming more aware of themselves, of other people and of nature. They can learn
to think more logically and to bring rationality more compeletely into their lives. They can
become expert in one of the many human sciences.

Human beings can develop communication skills, learning how to read and to write and
to talk. It may take many years to develop these skills but, once they are mastered, inidividuals
are better able to function as full human beings. They can express their ideas clearly and
forcefully. They can bring understanding, joy and beautynto those who read what they write or
listen what they say.
 Human beings can develop their social skills in many different ways. They can become
loyal friends, good mothers and fathers, active members of society. As individuals learn to play
their roles in society and make significant contributions to society, they fulfill some of their social
potentialities.

What I Can Do

Complete the chart by writing how you able to develop your different skills.

ABILITIES HOW ABLE TO DEVELOP? COMMON ACTIVITIES

DONE
1. PHYSICAL

2. MENTAL

3. COMMUNICATION

4. SOCIAL

Assessment

Name: ______________________________________________ Score: ____________

Grade and Section: __________________________________ Date: _____________

Write the correct answer on the space provided.

________ 1. What is originally meant “love of wisdom”?
a. Philosophy c. Epistemology
b. Ethics d. Aethetics
________ 2. These are the lessons that we learned from experience?
a. Aesthetics c. Wisdom
Additional Activities
b. Philosophy d. Logic

________ 3. This word means to “overflow nonstop”?

a. Elenchus c. Logic
b. Abundance d. Facts

________4. What is the science of the beautiful in its various manifestations?

a. Ethics c. Metaphysics
b. Philosophy d. Aesthetics

________5. It is the art of questioning and answering until we arrived at the truth?
a. Metaphysics c. Epistemology
b. Ethics d. Elenchus

________6. The Filipino attitude as part of life which literary means to leave everything to GOD which
is Bathala?
a. Bahala Na c. Pakikisama
b. Bayanihan d. Kalooban

________7. This means “to know what you do not know”

a. Docta Ignorancia c. Cognitionis
b. Gnaritas Contientia Est d. Elenchus

________8. Which Filipinos values is helping others in time of need?

a. Bahala Na c. Pakikisama
b. Bayanihan d. Kalooban

________9. Which is reciprocating or paying debts of gratitude or giving back favor?

a. Bahala Na c. Pakikisama
b. Bayanihan d. Utang-na-Loob

________10. A term that show sharing of one’s self to others?

a. Bahala Na c. Pakikisama
b. Bayanihan d. Kalooban

LEARNING ACTIVITIES 1.4 ________________________________________________________

ASSESSMENT
A. Write the correct answer on
the space provided.
1. A
2. C
3. B
4. D
5. D
6. A
7. C
8. B
9. D
10. D
Answer Key
References
Christine Carmela R. Ramos, PhD. Introduction to the Philosophy of the Human Person
(Manila: Rex Bookstore) Second Edition.

Michael D. Moga, SJ. What makes man truly Human: A Philosophy of Man and Society.
(Makati City: St. Paul Publishing Inc., 1995)