Introduction to the

Philosophy of a 11
Human Person
Quarter 2 Modules 1-8
Writers:
Dr.Yolanda G. Herrera, LPCNSHS- Doña Josefa Campus
Mary Rose B. Baita, LPCNSHS-GANS Campus
Mary Ann C. Marzan,LPCNSHS- Main Campus
Rennel M. Marinduque, LPCNSHS -LPScie Campus
Dr.Rizaldy E. Medina, LPCNSHS -LPScie campus
Analyn A. Valdez, LPCHSHS- Main Campus

Content Validators:

Dr.Yolanda G. Herrera, LPCNSHS- Doña Josefa Campus

Mary Rose B. Baita, LPCNSHS-Golden Acres Campus
Mary Ann C. Marzan,LPCNSHS- Main Campus
Rennel M. Marinduque, LPCNSHS -LPScie Campus
Dr. Rizaldy E. Medina, LPCNSHS -LPScie Campus
Analyn A. Valdez, LPCHSHS- Main Campus

Language Editor
Jeferson M. Lumbao, LPCNSHS- Golden Acres Campus

Consolidator:

Dr.Yolanda G. Herrera, LPCNSHS- Doña Josefa Campus

Lesson Freedom of a Human Person
1
Quarter 2
Week 1

Objective: Evaluate and exercise prudence of choices.

Realize that: (a)choices have consequences
(b)some things have given up while others are obtained in making choices.

Topic: Freedom of a Human Person: Prudence of Choices

What I Need to Know? This topic explains that freedom is experienced through the act of making choices. The
choices we make can be beneficial or harmful to ourselves and to others; hence, human freedom should be
exercised with control and recognition of responsible limits to others.

I. What’s New?

Explain further what operant conditioning is and give examples by citing instances that you personally
experience during this pandemic period.

II. What I Have Learned?

How can we exercise freedom in a responsible and beneficial manner?

To answer this question, please refer to your textbook in Introduction to the Philosophy of the Human Person,
pages 76-89.

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Key Points
• Freedom is an intrinsic property of a person. The human person is by nature free and seeks freedom.
• Freedom is a power to create and define oneself. It is also rooted in self-determination and exercising
its intellect and free will.
• Freedom is experienced through the act of making choices. It is therefore important for a person to
exercise caution and prudence.
• Reflect on the possible courses of action in making decisions or doing actions.
• Prudence is an act of making good judgement that allows a person to avoid risk.
• Freedom should be exercised in a responsible and beneficial manner.
• Individuals must exercise control over their actions and recognize reasonable limits to their freedom
and exercise freedom with regards to knowledge and truth.

III. Developmental Activities

Activity 1: Self- reflection

Direction: Analyze your answer if your freedom to choose has been responsibly exercised in the given
situation in the box. Write your answer on a separate paper.

Our government imposes restrictions over our personal freedom. The quarantine period controlled our
action through laws and regulations, society implement reasonable restriction in order to maintain health and
safety protocol to uphold the welfare of the public.

What should I do?

Why should I do that?

c. What will happen if I will do that?

d. How will my action or behavior affect my self-others and my surroundings?

e. Will my action or behavior be considered correct, proper, beneficial and moral?

f. What is your conclusion?

Activity 2: Responsibilities vs Consequences. Fill out the chart with the responsibilities and consequences
of certain decisions once made.

Decision Responsibility Consequence

Borrowing money to buy luxury item

Cheating just to pass the exam

Trusting friend in times of loneliness

Spreading mean gossip against your classmate just to

pretend you are better than her

IV. Assessment
Encircle the letter of the correct answer.

1. What is the element of freedom that gives our action and experience a new meaning?
A. Volition B. Responsibility C. Self -direction D. Self -determination

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2. What is the act of making good judgment that allows a person to avoid any harm ?
A. Attention
B. Freedom
C. Information
D. Prudence

3. Which of the following is NOT a legal form of freedom?

A. Freedom of choice
B. Freedom of speech
C. Freedom of information
D. Freedom of self-expression

4. How can prudence affect choice?

A. Doing prudence avoids harm.
B. Doing prudence avoids stress.
C. Ding prudence avoids conversation.
D. Doing prudence prevents negative attitudes.

5. William chose not to join the community clean-up drive program,but instead he joined his friends
in doing vices. Which of the statements below corresponds to the act of William?
A. Being unreasonable
B. Felt guilty in his decision
C. He should punish himself for his action
D. Develop psycho social disorder

V. Additional Activity
Reflect on your past experiences during quarantine and identify the situations in which you believed
you “had no choice” regarding your actions or decisions that you eventually regretted. Re-evaluate the
situations using various views on human freedom.

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Activity 1 Guide for checking the answer.

Evaluation Description Percentage

Very Statements are direct and precise; the given ideas are clear and share relevant 100
satisfactory information with sufficient details expressed in their own words.

satisfactory Statements partially answer the question and share little information; shows little 60
understanding of the topic.

Needs Statements do not answer the question and have irrelevant ideas with no supporting 40
improvement details.

References

Christine Carmela R. Ramos, PhD. 2016. Introduction to The Philosophy of the Human Person. Published
and Distributed by REX Book Store.

DepEd. 2016. “Introduction to the Philosophy of the Human Person grade 11 or 12 Introduction to the
philosophy of the human person.” Accessed May 6, 2020.

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Lesson Freedom of a Human Person
2
Quarter 2
Week 2

Objective: Show situation that demonstrates freedom of choice and the consequences of choices

Topic: Freedom of the Human Person

I.What I need to know?

Discuss some situations that depict freedom of choice and the consequences of choices

II. What’s New?

Choices have Consequences

by Pam Morris

Every human being is present with free will to make their own decisions. To do something of your own free
will, you do it by choice, but if you allow someone to influence you, then your decision is not free.
While they establish that human beings can think and act freely as reasonable and moral living beings,
remember everything you do comes back to you. And the consequences, whether good or bad, will follow you
forever, and it also affects everyone in your path.
The choices you make can shape you to be unique and set a difference between yourself and everyone else.
However, the decisions you make have long-lasting repercussions in your life.
Your life on a daily basis is a series of choices you’ve been making over a lifetime. You’ll live with those
choices for the rest of your life — and believe me, you are free to choose your actions, but you are not free
from the consequences of your actions. And as humans, we have the discretion to choose the way we live
our life. God created man with a mind free to choose. He gave him the freedom to select and the actual ability
to determine how the daily choices shape his destiny. This reaffirms that we have the freedom to choose our
actions, but it does not free us from the consequences of our decisions.
Process Question

Is there really a consequence when you choose something or act on something that you want?

III. What I Have Learned?

To fully understand the lesson focusing on the freedom of choice, please read pages 86-87 on the textbook
in Introduction to the Philosophy of the Human Person.

As Filipinos, we should unlock the change of Philippine backwardness. Individual freedom should be
aligned with economic freedom. Filipino harmony can be a helping value to the full development of the
Filipino if it opens up to embrace the whole Philippine society. However, there are cases where Filipino
harmony may adversely affect the social and financial status of the one moving upward the social ladder.

the more well off members of a family share their gains with their relatives or friends in need. However,
sometimes, the beneficiaries of the monetary assistance (utang or loan) just use the money for non-
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essentials (i.e. drinking sprees) when there are more important concerns which should be prioritized (i.e.
tuition fee).

Filipinos should take the initiative by adopting individualism in their value system. Individualism will provide
Filipinos an opportunity to be more aware of their capacity, to harness their strengths, and to commit
themselves to life. Individualism reinforces “kasarilihan'' (self-sufficiency) as such it discourages
subservience from external control higher than itself.

“Kasarilihan” promotes entrepreneurship which minimizes foreign control of Filipinos (i.e.from the control
of monopolies and multinational companies). Other than entrepreneurship, individualism also prioritizes
countryside development, a self-help concept among the country dwellers which discourages
dependence on government loans which would leave the locals to follow whatever conditions the
government sets in favor of the loan.

The Filipino concept of Euphemism. He chooses to give his opinion in as pleasant a word as possible to
avoid using harsh or insulting words.

The Filipino Yes. This situation shows different characteristics Filipino possesses
o He does not know
o He wants to impress
o He is annoyed
o He wants to end the conversation
o He half-understands the instruction on what is being said.
o He is not sure of himself
o He thinks he knows the one speaking to him.
IV.Developmental Activities

A. Activity 1: Tell something about Me!

B. There are four important concepts related to freedom of the human person. Write a slogan based on
the given concept

POWER OF VOLITION

Existence Precedes Essence

Love is Freedom

Freedom of Social Contract

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Activity 2: Choices--- life’s biggest mystery
Direction: Analyze the picture presented below. Answer the processed questions on a separate sheet of
paper.

Quipper-Intro to Philo

Process Questions

1. What is your understanding of what is right and what is wrong?

2. Where should one base his or her choice
3. How can somebody achieve a good life?
4. How should someone live a better life?

I. Assessment: Encircle the letter of the correct answer.

1. It is considered as the instrument of free choice

A. action B. conscience c. reasons D will

2 This refers to the mutual transfer of rights and is the basis of the notion of moral obligation and duty.
A. agreement B. consent C.contract D. covenant

3.Our spirituality separates us from animals; it delineates moral dimensions of our fulfillment in an activity.
This would suggest that the end product of our spirituality is
A. action B. conscience c. reasons D will

4. The quote that “There must be common power of government which the plurality of citizens should confer
all the powers and strength into one will” suggests what kind of freedom
A. individual B.Intellectual C. political D. spiritual

2. The one who validates our actions whether good or bad.

A. actions B apirations C. conscience D. desire

II. Additional Activities :

Create a short story wherein the main character would find himself/ herself in a situation of moral dilemmas.
Mentioned the choices he/she has, the action he/she performs, and the consequences that occur with his /
her decision.

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References

Abella, Robert D. 2016. Introduction to the Philosophy

of the Human Person. Quezon City. C&E
Publishing, Inc.

Webliography

https://tinyurl.com/y9pk55b5 (Quipper school)

Rubrics for Slogan making

4 3 2 1
Content Message being conveyed is Message convey is not Message being conveyed is Message was not
effective that too effective vague. conveyed
Creativity Words written are clear and Words written are clear It is beautiful but the way how The words are not
beautiful and somewhat words are written is somewhat readable and clear
beautiful disarrayed
Relevance Slogan has a big relevance Slogan has a Slogan has a few relevance Slogan doesn’t have
to the topic relevance to the topic to the topic relevance to the topic
Cleanliness The slogan is very neat Slogan is neat Slogan is somewhat untidy Slogan is untidy

Rubrics for Short Story

5 10 15
Content The story contains only minor and The story contains sufficient The story contains many complex
minimal situation that needs ethical situations that need ethical situations that need ethical judgment with
judgment judgement with easy to solve grade and difficult consequences
dilemma
Organization The story is difficult to read and The story is comfortable to read The story can be well-understood and
contains many errors and contains minimal errors contains only very few errors
Creativity The story is not engaging and easy to The story is sufficiently engaging The story is very engaging and has plot
predict with some predictable situations twists.

Rubrics for Process Questions

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Lesson Intersubjectivity
3
Quarter 2
Week 3

Objective: Realize that intersubjectivity requires accepting differences and not imposing on others. Explain
that authentic dialogue means accepting others even if they are different from themselves.

Topic: INTERSUBJECTIVITY

I.What I Need to Know? In this lesson, we shall discuss intersubjective relations and our relationship with
other persons in relation to our better understanding of who we are, and who we are not.

II. What’s New? Have you encounter difficult people how did you deal with them ? saher your experience

III. What I Have Learned?

● For the detailed lesson please refer to your textbook in Introduction to the PHILOSOPHY of the Human
Person, Lesson 3 from pages 93-110.

Summary
● Self-consciousness can never be achieved in isolation; rather it is a product of our interaction with our
world.
● Intersubjectivity are the shared perceptions of reality between or among two or more individuals.
● I-It encounter, no real relationship occurs for the “I” is acting more as an observer while its object, the “It”
is more of a receiver of the I’s interpretation.
● I-Thou encounter, both the “I” and the ‘other’ enter into a genuine relationship as active participants.
● Empathy is the ability to emotionally understand what other people feel, see things from their point of
view, and imagine yourself in their place.
● An authentic dialog entails a person-to-person, a mutual sharing of selves, acceptance, and sincerity (I-
thou relation).

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III. Developmental Activities
C. Activity 1: “vis-à-vis”

Directions: Differentiate I-It from I-Thou encounters. Give examples.

I-It I-Thou

Activity 2: “I – Others”

Directions: Write everything about “the way you see yourself” in character as a person. Then ask two (2) from
your immediate family members, two (2) from your peers (classmates/friends) and one (1) from your neighbor
“the way they think of you or see you” in character as a person. Check the consistency of your answers to
their answers.

The way “I” see me The way “Others” see me

IV. Assessment

Directions: Read the questions carefully and select the letter of the correct answer.

1. What is the concept where social interactions among individuals validates events occurring in society?
a. Communarization
b. Intra-subjectivity
c. Intersubjectivity
d. Subjectivity
2. What do you call the dialogue where individuals acknowledge that they are part of a greater whole and
that they resonate with others within the whole?

a. Atmospheric
b. Authentic
c. Objective
d. Subjective

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3. Which scenario demonstrates intersubjectivity?
a. reading four books all by the same author
b. writing in your blog about a big problem in school
c. volunteering to be team leader in a fund-raising project
d. talking with a friend about the cat you both saw at the pet show

4. Who among the following can best engage in an authentic dialogue?

a. Danny, who can talk comfortably to anyone
b. Kim, who only talked to people the same age as her
c. Joseph, who refuses to talk to anyone
d. Jess, who would only talk about the current political system of the country

5. Intersubjectivity has significant contributions to society and relationships, EXCEPT

a. It emphasizes that anyone can contribute to society.
b. It promotes a sense of community and unity among individuals.
c. It facilitates interaction among individuals.
d. It enables individuals to prejudice others regardless of any physical or socio-demographic factor.

V. Additional Activities

Activity 3. “Everyone is Included!”

As emphasized by the United Nations Secretary-General, during the launch of a COVID-19 Global
Humanitarian Response Plan on 23 March 2020 “We must come to the aid of the ultra-vulnerable – millions
upon millions of people who are least able to protect themselves. This is a matter of basic human solidarity.
It is also crucial for combating the virus. This is the moment to step up for the vulnerable.”
In the Philippine settings, who are included in the vulnerable sectors? Why do you consider them
vulnerable? What actions do you suggest that our government must take to ensure that all people, especially
the vulnerable sectors, will be treated equally? Write a reaction paper of at least 100 words expressing your
ideas about the issue.

Activity 2 – Scoring Rubric

Demonstrates an understanding of the issue and offers thoughtful responses to
CONTENT reaction questions 40 PTS

Learner expresses relationships among ideas; careful and subtle organization

enhances effectiveness of responses
ORGANIZATION 40 PTS
Language is clear and precise; sentences displayed consistently strong, varied
GRAMMAR structure. 20 PTS
TOTAL 100 PTS

References:

Image source: COVID 19 https://tinyurl.com/ybe8r9bw

Roberto D. Abella, M. Div., D. Min. “Introduction to the PHILOSOPHY of the Human Person” DepEd
Textbook

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Key to corrections:

I-It
I-Thou

This means that, in terms of experiencing,

Both the “I” and the ‘other’ enter into a
no real relationship occurs for the “I” is
genuine relationship as active
acting more as an observer while its
participants. In this relationship, human
object, the “it” is more of a receiver of
beings do not perceive each other as
the I’s interpretation. The “it” is viewed as
consisting of specific, isolated qualities,
a thing to be utilized, a thing to be
but engage in a dialogue involving each
known, or put for some purpose.
other’s whole being and, in which, the
‘other’ is transformed into a “Thou” or
“You”. This treating the other as a “You”
For example, you don't need to treat and not an “it” is, for Buber, made possible
your phone as something animate. It's by “Love” because in love, subjects do
just a part of your environment, there to not perceive each other as objects but
provide you with some material benefit. subjects

For example, it takes place when the eyes

of two strangers meet on the bus before
one gets off at his stop

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Lesson INTERSUBJECTIVITY
4
QUARTER 2
Week 4

MELC: 6.2 Explain that authentic dialogue means accepting others even if they are different from
themselves.
Topic : Intersubjectivity
Activity 1: “More than words”

Directions: Choose at least ten (10) words from the box. Write down other words or ideas related to the
word that you chose.

Image source: https://tinyurl.com/yc85oamv

Activity 2. “The Golden Rule”

The way we treat others may not necessarily be consistent with the way we think we treat them. Let
us then validate the consistency of these two things: whether (1) the way we treat others is consistent with
the way we think we treat them, and (2) the way we treat others is consistent with the way others would like
to be treated. Let us limit the other to three persons: (a) an immediate family member, (b) a close friend, and
(c) an acquaintance.
Directions: First, identify who these three persons are, and write down how you think you treat these
persons. Then ask these persons what they think about the way you treat them. And finally, ask them how
they want to be treated. Check the consistency of your answer to their answers.

Activity 3. “Coping with Stress 101”

The coronavirus disease 2019 (COVID-19) pandemic is stressful for people. Fear and anxiety about
a new disease and what is happening can be overwhelming and cause strong emotions in adults and children.
Public health actions, such as social distancing, can make people feel isolated and lonely and can increase
stress and anxiety. However, these actions are necessary to reduce the spread of COVID-19. Coping with
stress in a healthy way will make you, the people you care about, and your community stronger. How does
this current situation affect you? What are your realizations? What are those healthy ways that you do to cope
with stress? Write a reflection of at least 100 words expressing your personal experiences during this time of
COVID19.

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Scoring Rubric

The reflection explains the student’s own thinking and learning processes, as well as implications
for future learning.
Reflective 40 PTS
Thinking
The reflection is an in-depth analysis of the learning experience, the value of the derived learning
to self or others, and the enhancement of the student’s appreciation for the subject matter.

Analysis 20 PTS
The reflection articulates multiple connections between his/her new learning experience and
content from other subjects, past learning, life experiences ,and/or future goals.

Making 40 PTS
Connections
TOTAL 100 PTS

Activity 4. “Exit Ticket”

Discuss how today’s lesson could be used in the real world.

References:
Ignatius H. Vinzons, Maria Paula G. Sioco “Introduction to the Philosophy of the Human Person” Vibal Publishing

Roberto D. Abella, M. Div., D. Min “Introduction to the Philosophy of the Human Person” DepEd Textbook

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Lesson Human Person and the Society
5
Quarter 2
Week 5

Most Essential Learning Competency: Explain how human relations are transformed by social systems.

Topic; Lesson : The Human Person in Society

I. What I Need to Know?

In this lesson, we shall discuss how society influences your development as a person and how human
relations are transformed by social systems.

II What’s New?
Complete the table below by reflecting on how your relationships and roles in society have changed
throughout your life.

Period People I often relate with Roles I performed

Early childhood

Elementary

High School

Process Question: What significant changes have you noticed in your relationships with others throughout your
life. What role did society play in these changes?

III What I Have Learned?

To understand more about the topic at hand, please refer to the textbook on Introduction to the
Philosophy of the Human Person and read pages 120-126.

● Society influences our development as a person in various ways. It transforms human relations which
lead to the transformation of its members.

● Norms are a set of traits and behavior that society considers acceptable and are thus encouraged
and passed on to other members
● Laws are more formal and stringent norms that establish and define acceptable behavior of citizens.

● Folkways are less formal norms that arise from tradition and do not result in punishment when violated.

● Social System is an organized or patterned set of relationships among individuals and groups that
compose a society who act and interact with one another. Each member is assigned with a social
role and is grouped together into social groups or social classes. Certain groups perform vital functions
in the society and are recognized as social institutions (family, school, government, and religion.)

● Social Values are actions or ideals that are considered important by the society.

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● Social Movements are large-scale actions done by various groups and organizations in pursuit of a
common goal to bring about change.

● Society provides opportunities for its members to grow and achieve well-being. Through its various
institutions, society endeavors to develop well-adjusted and productive members that can make
significant contributions in the society. In turn, individuals uphold the common good and work to bring
the positive changes in the society

III. Developmental Activities

D. Activity 1: Fill Me Out!
Norms, laws, folkways ,and values greatly affect our development and transformation as members of
the society. Complete the diagram below by giving an example of norms, laws, folkways ,and values and
explain how it influenced your growth as a person and as a member of the society.

EXAMPLE EXPLANATION

NORMS-

LAWS-

FOLKWAYS-

VALUES-_

Activity 2: A Better Me
Write a 7-10 sentence essay elaborating on how a social phenomenon or social practice helped
transform you into a better person.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Rubrics for checking the activity
__________________

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IV. Assessment Blacken the letter of the correct answer.

1. It is one of the ways on how the society regulates the behavior and interactions of its members and
establishes and maintains social order.
A. Norms C. Social Groups
B. Values D. Social Movement

2. It is an organized or patterned set of relationships among individuals and groups that compose a society
who act and interact with one another.
A. Social Roles CC Social Values
B. Social Groups D. Social System

3. Joy always makes sure that she uses the pedestrian lane whenever she crosses the street. This is an
example of adhering to __________________.
A. Norms C. Values
B. Laws D. Culture

4. How does society contribute to the growth and well-being of its members?
A. The society controls its members on how they
should act or behave.
B. The society makes sure that its members are
well taken care of through its social
institutions.
C. The society provides opportunities for its
members through its various institutions and
social endeavors to develop well-adjusted
and productive members.
D. The society explores different social
processes that hinder the formation of its
members’ identity, growth ,and totality with
emphasis on social control and conformity.
5. Which of the following statements is not true?
A. Social change lies in the hands of influential
and powerful individuals.
B. Society recognizes the capability of the

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person to develop and provides its members
opportunities to better themselves.
C. Society transforms human relations that
lead to the transformation of its members.
D. The person and the society have a very dynamic
relationship in which one cannot exist without the other.

V. Additional Activities
Explain how the different social institutions contributed to you in becoming a better person and a better
member of the society.

Social Institutions
1. Family
2. Education/School
3. Religion/Church
4. Government
5. Economic institution

References:
Abella, Robert D. 2016. Introduction to the Philosophy of the Human Person. Quezon City. C&E Publishing,
In

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Lesson The Human Person in Society
6
Quarter 2
Week 6
Most Essential Learning Competency: Compare different forms of societies and individualities.

Topic: The Human Person in Society

I. What I Need to Know?

In this lesson, we shall discuss how society has evolved as shown by the development of humankind
in response to changing surroundings and historical developments.

II. What’s New?

Analyze the picture below and answer the process question.

https://tinyurl.com/y55lu946

Process Question: What does the picture depict? What can you infer about human relationships in that kind
of society?

III . What I Have Learned?

To understand more about the topic at hand, please refer to the textbook in Introduction to the
Philosophy of the Human Person and read pages 116-119.
● Various forms of societies emerged as humans responded to the changing surroundings and historical
developments around them.

● Hunting and gathering society is the earliest and simplest form of society characterized by its small
size composed mainly of families; they are nomadic and have no permanent territory and spend most
of their time searching for food.

● Pastoral society is characterized by the domestication of animals for food for a more stable and
predictable food supply; has a larger population and engaged in trade with other societies.

● Horticultural society engages in a small-scale cultivation of plants, fruits, vegetables ,and

domestication of animals. It is semi-nomadic with clearly defined roles and responsibilities based on
people’s gender.

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● Agrarian or agricultural society is an evolution of the pastoral and horticultural societies;it involves
a large-scale and long cultivation of crops and domestication of animals and characterized by
improved technology.

● Feudal society arises out of developments in Western Europe during Medieval times. This society is
based on ownership of the land. Those who own the land(lords) are considered the most powerful and
influential in the society while the peasants are considered the lowest group.

● Industrial society is based on the use of specialized machinery in the production of goods and
services. The advances in science and technology in the late 18th century resulted in the Industrial
Revolution which is characterized by innovations in transportation and communication, improved trade
and commerce ,and better life conditions for many people.

● Post-Industrial society is marked by the establishment of societies based on knowledge, information,

and sale of services. Led by the human mind and aided by highly advanced technology, the trend has
shifted from industry to generation, storage, manipulation ,and sale of information.

● Virtual society is a product of a post-industrial society where people organize themselves through
communication, technology, and the internet.

IV. Developmental Activities 1: Sequencing of Events

Below are the different forms of societies. Arrange.them according to their proper sequence of
emergence historically. Write the letters A-G on the space provided before the number and answer the
process questions below.

_____ 1. Post-industrial society

_____ 2. Agricultural society
_____ 3. Industrial society
_____ 4. Horticultural society
_____ 5. Hunting and gathering society
_____ 6. Pastoral society
_____ 7. Feudal society

Process questions:
1. What can be attributed to the development of societies?
2. How would you describe human interactions as societies evolved and developed throughout the
time?
3. Does the role of the human person in society change as societies evolve? Why or why not?

Activity 2: My Ideal Society

After learning about the different forms of society, choose one which you think is the best or the ideal
society for you and explain why you believe so and what makes it stand out apart from the other forms of
societies.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Rubrics for checking the activity:

15 pts 10 pts 5 pts

The student’s answers display The student’s answers The student’s answers display
great knowledge and display some knowledge little knowledge and
understanding about the topic. and understanding about understanding about the topic.
the topic.

V. Assessment
Encircle the letter of the correct answer.

1. It is considered as the earliest and simplest form of society.

A. Feudal society
B. Pastoral society
C. Horticultural Society
D. Hunting and gathering society

2. This society is a product of a post-industrial society.

A. Digitized society
B. Virtual society
C. Social media society
D. Social networking society

3. This society emerged in Western Europe during the medieval times as a result of the conflict of rival
kingdoms over resources, particularly land.
A. Feudal society
B. Agricultural society
C. Industrial society
D. Post-Industrial society

4. The following characterize an industrial society EXCEPT.

A. better living conditions
B. improved trade and commerce
C. family or community-based relationships
D. greater inequalities in wealth, power ,and
influence in the society

5. Which of the following is NOT true about Post-industrial society?

A. It paved the way for the emergence of a virtual society.
B. Alienation is common as people are often
seen as resources to be exploited.
C. It is marked by the establishment of societies
based on knowledge and information.
D. The trend shifted from industry to the
generation, storage, manipulation and sale
of information.

D. Additional Activities
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Read more about the emergence of industrial society during the late 18th century. List down the positive
and negative effects of industrialization in the society. Complete the table below.

Positive Negative
1.
2.
3.
4.

References:
Abella, Robert D. 2016. Introduction to the Philosophy of the Human Person. Quezon City. C&E Publishing,
Inc

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Lesson The Human Person in Society
7
Quarter 2
Week 6

Most Essential Learning Competencies: Recognize how individuals form societies and how individuals are
transformed by societies

Topic: Lesson : The Human Person in Society

I . What I Need to Know?

In this lesson, we shall discuss the different forms of societies based on subsistence and recognize how
individuals form societies and how individuals are transformed by societies.

Instruction:
Look at the variety of pictures below and analyze the images based on the topic. The human person in
society.

Source: https://www.google.com/search?q=human+society&sourc

Process Question:

1. What can you say about these pictures and how can you relate them to development?
II. What I Have Learned?

Take note the following important concepts in the lesson by referring to the textbook “An Introduction to the
Philosophy of Human Person” by Napoleon B. Mabaquiao Jr., PhD on pages 167-172 and “An Introduction
to the Philosophy of Human Person” by Roberto D. Abella on pages 116-119

The Human Person in Society

● Society defined?
Society can be understood, following the German sociologist Franz Oppenheimer (1992, xiv), as referring to
the totality of all-natural relations and institutions between man and man. Sociologists identify the following

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(subsistence) kinds of societies: Hunting and Gathering societies, Pastoral societies, Horticultural societies,
Agricultural societies, Feudal societies, Industrial societies, and Post-Industrial societies.

● Hunting and gathering societies

These societies depend on what nature provides for their subsistence. People in these societies are nomadic
in that they move from one place to another. For as the natural resources in one place are exhausted or no
longer enough for their needs, they move to another place still abundant in these resources. These societies
are usually small in number and their composition of membership is fluid. Since there is no surplus of food to
provide for their leaders, these societies usually do not have hierarchical social structure. Decision-making is
thus made by all members of the group.

● Pastoral societies
The primary means of subsistence in these societies is the domestication and herding of animals. People
raise a herd of goats, sheep, pigs, camels, and other domesticated animals generally for food, clothing, and
transportation. But unlike the hunting and gathering societies, there is usually a surplus of food which they
can provide for their leaders resulting in having a hierarchical social structure. As a result, the concept of
social inequality begins to appear in these societies.

● Horticultural societies
The primary means of subsistence in these societies is the cultivation of fruits, vegetables, and plants using
hand tools. Like people in pastoral societies, people in horticultural societies also tend to be less nomadic and
bigger in number compared to hunting and gathering societies. In addition, because there is a surplus of food
in these societies, they also have a hierarchical social structure or division of labor.

● Agricultural societies
The primary means of subsistence is the cultivation of crops, including corn, wheat, and rice, but this time
using a mixture of human and nonhuman means, specifically by using animals and the plow to cultivate fields.
The use of the plow and the irrigation system (the channeling of water for crops) increases the food supply,
and people no longer need to move. This also leads to an increase in population, the development of trade
centers, creation of towns, formation of cities, development of other skills and crafts, and specialization of
jobs. A more complex form of hierarchical social structure as social classes, such as slaves and masters or
landowners, begin to emerge.

● Feudal societies
A feudal society is based on the ownership of land. Feudal societies arose out of developments in Western
Europe during Medieval times, when rival kingdoms were engaged in conflict over resources, particularly land.
In a feudal society, rulers grant their followers or vassals the right to manage parcels of land. Members of
society are organized based on status. Social relations are characterized by dependence.

● Industrial societies
These societies arise primarily as a result of the Industrial Revolution which started with the invention of the
steam engine by James Watt in or around 1769 in England. The primary means of subsistence is the use of
mechanical means (machines and chemical processes) to produce goods, instead of human and animal
physical power. Because of advances in farming techniques, the practice of slavery loses its significance and
slowly disappears; but the class of slavery is replaced by the working class. Generally, though, compared to
agricultural societies, people in these societies have a greater chance of improving their situation in life.

● Post-industrial societies
These arise from the use of electronics and transmission of information. More sophisticated technological
developments, starting with the radio followed by the television to the development of computers, lead to the
development of post-industrial societies. The primary means of subsistence is doing service-oriented work in
the industries like finance, healthcare, business or sales, and education. These societies are described as
occurring in the Information Age.

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III. Developmental Activities

Activity 1: Venn Diagram

Instructions: Using a Venn Diagram, compare & contrast the following kinds of societies. (3 pts. each)
Use another sheet of paper for your answers.

1. Hunting and gathering societies & Pastoral societieS

2. Horticultural societies & Agrarian societies
3. Industrial & Post-Industrial societies
Grading Rubric

Activity 2: Essay
Instructions: Answer briefly the following questions stated below.
Use another sheet of paper for this task.

1. In which type or types of societies do the benefits seem to outweigh the costs? Explain your answer and
cite social and economic reasons.

2. As a Filipino citizen, what can you say about the present situation of our society in terms of law
enforcement?

Assessment

Instructions: Read each of the statements carefully. Choose the letter of the correct answer.

1. Which of the following statements is NOT true about society?

A. It is a companionship or friendly association with others.
B. It is a product of deliberate actions of individuals who come together in pursuit of a common goal.
C. It is an organized group of people whose members interact frequently and have common territory and
culture.
D. It is an agreement where individuals sacrifice an amount of their freedom and submit it to the higher
authority.

2. Which of the following characteristics is NOT visible in Horticultural society?

A. It is characterized by improved technology and the use of tools to aid in farming.
B. People travel to another place when they have already depleted the resources in one area.
C. Roles and responsibilities are more clearly defined with many tasks assigned according to gender.
D. Engages in the small-scale cultivation of plants, fruits and vegetables, and domestication of animals.

3. Which of the following characteristics does not belong to feudal society?

A. Based on the ownership of land.
B. Members of society are based on status.
C. Presence of bureaucratic form of organization.
D. Rulers grant their vassals the right to manage parcels of land

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4.Being clan oriented and restricting authority of tradition in decision making are characteristics of what form
of society?
A. Agricultural society
B. Industrial society
C. Horticultural society
D. Pastoral society

5. Focus on ideas, need for higher education, and shift in workplace from cities to homes are characteristics
associated with which type of society?
A. Agricultural society
B. Industrial society
C. Horticultural society
D. Post-industrial society

Additional Activity:

Poster Making

1. In an oslo paper, make a poster showing the different developments in each kind of society.

https://www.google.com/search?q=rubric+for+poster+making

References:
Mabaquiao, N. 2016. Making Life Worth Living: An Introduction to the Philosophy of the Human Person.
Quezon City. Phoenix Publishing House, Inc.

Abella, R. 2016. Introduction to the Philosophy of Human Person. Quezon City. C&E Publishing Inc.

https://www.google.com/search?q=human+society&source
No Answer Needs Adequate Quality Exemplary Points
Criteria 0 Improvement 3 4 5
1
Answers are Answers are not Answers are Answers are
Content Does not partial or comprehensive or accurate and comprehensive,
5 answer the incomplete. Key completely stated. complete. Key accurate and
question points are not Key points are points are stated complete. Key ideas
clear. Question not addressed, but and supported. are clearly stated,
not well supported
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adequately explained, and well
answered supported.

Organization Does not Organization and Inadequate Organization is Well organized,

5 answer the structure detract organization or mostly clear and coherently developed,
question from the answer. development. easy to follow. and easy to follow.
Structure of the
answer is not
easy to follow.

Writing Does not Displays over five Displays three to Displays one to Displays no errors in
Convention answer the errors in spelling, five errors in three errors in spelling, punctuation,
5 question punctuation, spelling, spelling, grammar, and
grammar, and punctuation, punctuation, sentence structure.
sentence grammar, and grammar, and
structure. sentence sentence structure.
structure.

Human Persons as Oriented towards their

Lesson Impending Death
8
Quarter 2
Week 8
Most Essential Learning Competency:
8.1 Enumerate the objectives he/she really wants to achieve and to define the projects he/she really wants
to do in his/her life.
8.2 Reflect on the meaning of his/her own life
Topic: Human Persons as Oriented towards their Impending Death
I. What I Need to Know?
This lesson will help you to have a better understanding about the concept of death as an eternal reality to
all of us and encourage you to find meaning and purpose in your life.
II. What’s New?
Four Pics One Concept: Reflect on the pictures presented below and identify the concept being
portrayed.

D___ _____ _____ _____

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Process Questions:

1. How do you define the given concept? How can you relate the given concept to our present topic?
2. What are your insights, emotions, or perceptions about death? Explain why is that so?
III. What I Have Learned?
Kindly take a moment to read the important concepts and discussion in this lesson by referring to
“Introduction to the Philosophy of Human Person” textbook, pages 130-139.
Death is commonly understood as the end of the bodily functions which signals the end of a person’s life,
however, there are different philosophical approaches that give us a better view and understanding
towards the realization of our sense of purpose and goal in life as we reach this point.

● Death is an eternal reality to all living beings that we cannot escape; hence ,all we need to do is to
understand and accept it.

● Death and age are not congruent to each other. This is a misconception that causes people not
to be cautious about our own lives. Death comes at any point and at any age of a person’s lifetime.

● There are two kinds of philosophical approaches in which we can understand death. These are
known as the Metaphysical Approach and Existential Approach.

● Terminus is a metaphysical approach which means that death signifies a full stop or end of the
line. Where life ends and nothing follows.

● Telos is an existential approach which means goal, purpose, or fulfillment. Though we are
oriented towards our death, death is not the goal of life rather to have a meaningful existence in life.

● The philosophical concept of death can lead us to reflect the meaning of our lives and existence
through these two experiences: Happiness and Suffering.

● Finally, the task of philosophy is not to provide answers to the question of what happens after death,
but to ask the question of what the meaning of our lives in the face of uncertainty is of what
happens after death.

Developmental Activities

E. Activity 1: Point of Views

Instructions: Using the picture below, answer the following guide question and justify your answer by
supporting your stand on it.

What happens to the human person after death?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________
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Rubrics in Checking this Activity
Criterion/ 3 2 1
Score
Main Manifests great knowledge and Manifests some knowledge and Manifests little knowledge and
Theme understanding of the meaning of understanding of the meaning understanding of the subject or
the subject or main theme of the subject or main theme main theme
Symbolis Manifests great knowledge of the Manifests some knowledge of Manifests little knowledge of
m use of symbolism the use of symbolism the use of symbolism
Resolutio Proposes great resolution to the Proposes good resolution to Proposes vague resolution to
n problem the problem the problem

F. Activity 2: Think, Reflect ,and Justify!

Instruction: Think of how you will run your life based on these two different scenarios, answer the guide
questions below and justify your answers by supporting your main argument.
a. Waking up knowing that next month you will die.
b. Waking up knowing that you will not die.

Guide Question: Is there a way on how you live your life based on two different scenarios? Do you
think that the concept of death gives more meaning to life? Explain your answer?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
______________________________________________________________________-__

Rubrics in Checking this Activity

Criterion/ 3 2 1
Score
Ideas Main idea of the essay is clear Main idea is mostly focused and Main idea is not well defined and has no
and focused. Relevant details has some good details to stress clear sense of purpose.
are included to stress the the point.
point.
Organizat It enhances and highlights the The organizational structure is It lacks a clear sense of direction.
ion central idea and compels to good and make sense to the
move the reader reader
Resolutio Proposes great resolution to Proposes good resolution to the Proposes vague resolution to the problem
n the problem problem
Assessment
Direction: Encircle the letter of the best answer:
1. What is the central theme of understanding death in
an existentialist approach?
A. Goal of death C. Understanding dying
B. Goal of one’s life D. All the above
2. What are the two emotions we encounter when we speak of death?
A. Anger and Fear C. Grieve and Pain
B. Fear and Happiness D. All of the above
3. Why do people fear death if it is considered as an
eternal reality and is bound to happen to all of us?
A. because people cling to their possessions.
B. because people desire to live with love ones forever
C. because people aspired to live longer
D. all of the above
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4. What are the two philosophical views about death?
A. Telco & Term C. Telus & Terminus
B. Telecom & Telos D. Telos & Terminus

5. Which of the following is NOT a misconception about death?

A. Death and age are connected
B. Death leads us to a next destination
C. Death is a reality that people need to accept
D. Death can overcome by achieving immortality

IV. Additional Activities

Direction: Examine Death as a Possibility Theory of Martin Heidegger. Enumerate and explain the
salient points of this theory.

Reference:
● Abella, Roberto D. 2016. Introduction to the Philosophy of the Human Person: Learners Textbook.
Quezon City: C & E Publishing Inc.

Mabaquiao, N. 2016. Making Life Worth Living: An Introduction to the Philosophy of the Human Person.
Quezon City. Phoenix Publishing House,

Criterion/ 3 2 1
Score
Relevanc The ideas exemplarily show The ideas satisfactorily show relevance of The ideas vaguely show
e relevance of the concept to the given concept to the given issue relevance of the concept
issue to the given issue
Logical Insights are derived from well- Insights are derived from valid premises Insights are invalidly
Coherenc established premises derived premises.
e
Depth of Insights are based on life’s Insights are based on reasons intrinsic to Insights are based on
Insights fundamental meaning the situation reasons extrinsic to the
situation
KEY TO CORRECTION

Lesson 1 Lesson 6
1. B A. Activity 1:
2. D 1. G
3. B 2. D
4. D 3.F
5. A 4.C
5.A
6.B
7.E
Lesson 2 Lesson 6
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1. d IV. Assessment
2. c 1. D
3. c 2. B
4. c 3. A
5. c 4. C
5. B

Lesson 3 Lesson 7
1. C 1. D
2. B 2. A
3. D 3. C
4. A 4. C
5. D 5. B

Lesson 5 Lesson 8
1. A
1. A 2. A
2. D 3. B
3. B 4. D
4. C 5. A
5. A

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