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TEACHINGGUIDEPHILO

This teaching guide outlines activities for a philosophy class on the topic of doing philosophy and methods of philosophizing. Students will engage in roundtable discussions, reflect on their own beliefs, and complete a worksheet identifying key philosophical concepts and thinkers. They will also work in groups to summarize, support, and critique philosophical readings. For evaluation, students will reflect on the nature of philosophy and evaluate Plato's theory of knowledge based on strengths and weaknesses.

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Edsel Hormachuelas
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37 views

TEACHINGGUIDEPHILO

This teaching guide outlines activities for a philosophy class on the topic of doing philosophy and methods of philosophizing. Students will engage in roundtable discussions, reflect on their own beliefs, and complete a worksheet identifying key philosophical concepts and thinkers. They will also work in groups to summarize, support, and critique philosophical readings. For evaluation, students will reflect on the nature of philosophy and evaluate Plato's theory of knowledge based on strengths and weaknesses.

Uploaded by

Edsel Hormachuelas
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Immanuel School of Davao

NHA, Along Diversion Road Buhangin Davao City

TEACHING GUIDE

Teacher: Edsel Roy V. Hormachuelas


Learner: Grade 12
Date: June 19, 21 2018
Core Subject Title: Introduction to the Philosophy of the Human Person

Content Standard: The learner understands the meaning and process of doing philosophy

Performance Standard: The learner reflects on a concrete experience in a philosophical way.

Topic: 1. Doing Philosophy


2. Methods of Philosophizing

Learning Competencies: Do a philosophical reflection on a concrete situation from a holistic


perspective.

Introduction/ Activity 1: “ROUND-TABLES”


Motivation (20
minutes) Direction:
1. Have the class move their desks into a circle so that everyone
can see each other.
2. Discussion facilitator poses a question. Each person, in turn
around the circle, provides a comment. If the student does not wish
to comment, they may “pass”.
3. Repeat for a variety of questions.

Pointers: This activity ensures that all students have an


opportunity to speak if they wish. However, the question posed
cannot be a simple yes/no, and must have several points or issues
that can be raised.

Guide Questions:
1. Does fate exist? If so, do we have free will?
2. How long will you remembered after you die?
3. By what standards do you judge yourself?

Instruction/Deliver Activity 2: “MY BELIEFS”


y
(40 minutes) Direction: List down three of your most strongly held beliefs. Give
your justification or reason why you believe them. Examine and
criticize your own belief by pretending that you do not believe
them.
Do you think these three beliefs are still worth believing in after
your examination? Write your answer in your journal.
Practice Activity 3: “WORKSHEET”

Direction: Fill in the blanks with the appropriate words to complete


the sentence. Write your answer on the space provided.

1. _______________ wrote the article entitled Philosophy: Critical


and Speculative, which singled out two main approaches in doing
philosophy.
2. The two main tasks of analytic philosophy are:
_______________________________________________________
_______________________________________________________
3. The practice of western philosophy can be described as the
search for _____________________ for its own sake.
4. The practice of eastern philosophy can be described as a way of
_______________________.
5. “_______________ philosophy aims to reach some general
conclusions as to the nature of the universe and as to our position
and prospects in it.”
6. ________________ philosophy works on the assumption that all
properties in a given system cannot be broken down by its
component parts alone, but rather the system as a whole entity
decides how the individual parts have.
7. _______________ type of holism claims a scientific theory
cannot be tested individually, since testing a single theory would
always depend on other established theories and hypotheses.
8. The word holism came from the Greek word ________________
which means “all.”
9. A _____________ approach of doing philosophy refers to
understanding complex ideas by reducing them to their parts of
individual constituents.
10. The attempt of the pre-Socratic philosophers to explain reality
by abstracting a unifying principle or substance is an example of the
_______________ approach.
Enrichment Activity 4: “SUMMARIZE, ENTERTAIN, CHALLENGE”

Direction:
1. Break students up into small groups.
2. Provide students with an article or reading.
3. Three students of each group will take on one of the three roles.
The student assigned to “Summarize” the argument will go first and
provide a purely descriptive account of the article.
4. Next the student who is assigned the role to “Entertain” will
entertain the author’s argument, and provide a strong account for
their position, cases in which the author is correct, or their point of
view leads to the best results.
5. Finally, the student assigned to “Challenge” will critique the
author’s position.
Article/Reading Source:
http://www.philosophyforbeginners.com/russell-reading-value-
philosophy/
Evaluation Activity 5: “REFLECTION” (Doing Philosophy)

Direction: Reflect on the quotation from Waismann, “Philosophy is


vision.” What, to you, is philosophy? Is this question different if I
ask you, “What is your philosophy in life?” Can you answer both
questions above by applying the lessons that you have learned from
this chapter?

Activity 6: “THEORY EVALUATION” (Methods of Philosophizing)

Direction: Evaluate Plato’s theory of knowledge. Discuss its


strengths and weaknesses. Do you agree with his theory? Write
your answer in your journal.

Rubrics for Theory Evaluation

10 One clear statement each Clear and adequate


both strength and for explanation why it is
weakness are given considered both as a strength
and a weakness
7 Only one clear statement is Only one explanation is
given for either its strength provided
or its weakness
4 One strength or weakness No clear or adequate
was provided explanation

Rubrics for Reflection

10 One clear statement each Clear and adequate


both for the two questions explanation for both the
questions asked
7 Only one is given for either of Only one explanation is
the two questions provided for either of the two
questions asked
4 One statement was provided No clear or adequate
for either of the two explanation
questions but no apparent
point

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