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SLG 1 Doing Philo

This document provides an overview of a 1-week philosophy lesson plan. The lesson introduces students to philosophical reflection and doing philosophy through examining different perspectives on an elephant. Students will learn about partial versus holistic views, recognize the value of philosophy, and do a philosophical reflection. Key learning activities include discussing the fable of blind men describing an elephant based on different body parts, and answering questions about limited versus complete perspectives and resolving disputes over views. The goal is for students to understand that philosophy provides a broad life perspective beyond any single partial view.

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Jacob Kennedy Lipura
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38 views5 pages

SLG 1 Doing Philo

This document provides an overview of a 1-week philosophy lesson plan. The lesson introduces students to philosophical reflection and doing philosophy through examining different perspectives on an elephant. Students will learn about partial versus holistic views, recognize the value of philosophy, and do a philosophical reflection. Key learning activities include discussing the fable of blind men describing an elephant based on different body parts, and answering questions about limited versus complete perspectives and resolving disputes over views. The goal is for students to understand that philosophy provides a broad life perspective beyond any single partial view.

Uploaded by

Jacob Kennedy Lipura
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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SLG No.

1: Doing Philosophy
Subject Code/Number:
Subject Description:An initiation to the activity and process of philosophical reflection as a search for a
synoptic vision of life. Topics to be discussed include human experiences of embodiment.
Time Frame: 1 week

I. Introduction
Welcome everyone for our very first lesson in the Philosophy class. Today, we will be
learning a lot from the perspective of many philosophers. At the end of the lesson, the
students will understand the meaning and process of doing philosophy.

A. Learning Competency
1. Distinguish a holistic perspective from a partial point of view,
2. Recognize human activities that emanated from deliberate reflection,
3. Realize the value of doing philosophy in obtaining a broad perspective in life,
4. Do a philosophical reflection on a concrete situation from a holistic perspective
B. Learning Outcomes
At the end of the lesson, the students can;
1. Define partial seeing,
2. Identify the inadequacies of partial seeing,
3. Realize that philosophy is not partial seeing
II. Learning Content
Thinking process is also called logic which comes from the greek word, logos, “thought or
reason.” Logic was first introduced by an ancient greek philosopher , Parmenides of Elea (516-
460 BCE) who introduced the logical principle of identity: “What is, is.”
1. My view is my view
Your view is your view
A=A
Example: Life in the urban area is hard. You have to make out for a living compared to the
life in rural areas.
2. My view is not your view
A is not equals to A
Your view is not your view
Principle of Noncontradiction
Example: We have different understanding of poverty. I see it as a cruel punishment for
existence.
3. If your view is not my view and my view is right then your view is not right
If A=B, and B=C, Then A=C
The thinking behind was introduced by Aristotle of Stagira who labeled this the principle of
Transivity. This principle allow us to see implications from given statements.
4. Either my view or your view is right, never both.
The principle of excluded middle
“Either it is or it is not, never both”
Choosing the other options instead insisting one’s opinion to get a win-win situation.
Example:
You: We must get a windows 10 pro OS.
Him: No, I prefer MAC OS
Me: Let’s get linux, it is free and cheap.

III. Self-Learning Activities

Discussion: Reading
Blind Men and Elephant

T was six men of Indostan


To learning much inclined,
Who went to see the Elephant
(Though all of them were blind),
That each by observation
Might satisfy his mind.

The First approached the Elephant,


And happening to fall
Against his broad and sturdy side,
At once began to bawl:
"God bless me!—but the Elephant
Is very like a wall!"

The Second, feeling of the tusk,


Cried: "Ho!—what have we here
So very round and smooth and sharp?
To me 't is mighty clear
This wonder of an Elephant
Is very like a spear!"

The Third approached the animal,


And happening to take
The squirming trunk within his hands,
Thus boldly up and spake:
"I see," quoth he, "the Elephant
Is very like a snake!"
The Fourth reached out his eager hand,
And felt about the knee.
"What most this wondrous beast is like
Is mighty plain," quoth he;
"'T is clear enough the Elephant
Is very like a tree!"
The Fifth, who chanced to touch the ear,
Said: "E'en the blindest man
Can tell what this resembles most;
Deny the fact who can,
This marvel of an Elephant
Is very like a fan!"
The Sixth no sooner had begun
About the beast to grope,
Than, seizing on the swinging tail
That fell within his scope,
"I see," quoth he, "the Elephant
Is very like a rope!"
And so these men of Indostan
Disputed loud and long,
Each in his own opinion
Exceeding stiff and strong,
Though each was partly in the right,
And all were in the wrong!
So, oft in theologic wars
The disputants, I ween,
Rail on in utter ignorance
Of what each other mean,
And prate about an Elephant
Not one of them has seen!
Reinforce Reading through response on the following questions: Send the answer to
messenger in your notes, word, or notebook.

1. What do you think does the poem trying to imply?

2. What do you think were the reasons the blind men were arguing for the parts?

3. Why do views matter?

4. Do you have encounters of this situation in life wherein views on certain subject
affects your way of living? Cite
IV. Assessment

In your Notes/Word/Paper answer the following questions and send through pm to your
teacher:

1. How did the elephant-experience of the blind men end?

2. Why did they dispute?

3. Why is each one right?

4. So, if each one is right, why are they disputing?

V. Extension of Learning

In your notes/word/paper, answer the following questions and send it to your teacher through
messenger.
1. What events have you experienced which involved a dispute over limited views?
2. What were the problems generated by the dispute?
3. How can dispute among blind men be settled?

VI. REFERENCES

PEAC ENSURING THE LEARNERS PREPARATION FOR THE FOUR EXITS OF THE K-12 CURRICULUM.
Submitted by:

GREGORIA B. LUCERO, LPT BERHN VINCENT C. DOSDOS, LPT


Senior High School Teacher Senior High School Teacher

Reviewed by:

MS. APPLE JOY L. RUPEREZ, LPT


Academic Program Coordinator

Noted by:

MRS. ANDRESA S. BULAWAN, LPT


Assistant Principal

Approved by:

DR. JUNREL P. ZARCO


Senior High School Principal/ Vice- President for Academic Affairs

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