ATENEO DE MANILA UNIVERSITY

LOYOLA SCHOOLS
Department of Philosophy School of Humanities
COURSE SYLLABUS

1st SEMESTER, AY 2022-2023

PH 11.03 (THE HUMAN CONDITION: In the Ambit of Lived Experience) 3 units

SECTION B1 (M/TH 9:30-11:00)

SECTION C1 (M/TH 11:00-12:30)
SECTION K2 (T/F 9:30-11:00)
SECTION L2 (T/F 11:00-12:30)
SECTION M1 (T/F 12:30-2:00)

INSTRUCTOR: Marie Chris R. Scheiman, PhD Cand.

[email protected]
CONSULTATION HOURS (Consultations must be done with third party if on Zoom): Fridays, 2:00-4:00

A. COURSE DESCRIPTION
Philo 11 (The Human Condition) is a course designed to introduce students to philosophical modes of inquiry,
characterized by reflection, critique, and logical argumentation, aimed at broad, synthetic claims and
presuppositions about human nature, which is intrinsically socio-politico-ethical. It addresses the fundamental
question “What does it mean to be human?” by discussing crucial themes such as intellect and will, agency and
freedom in the face of determination, the dialectic between individual identity and sociality, and the finitude of
human existence.

Philo 11.03 (In the Ambit of Lived Experience, Phenomenological Track) explores various philosophical perspectives,
largely phenomenological, involved in understanding the human person in terms of embodiment, freedom, the
interpersonal, temporality, and historicity, utilizing various sources such as short stories, articles, excerpts, as well as
films, and requiring some primary texts from philosophers and commentators.

Where the Course is Situated in the Formation Stages in the Framework of the Loyola Schools Curricula
FOUNDATIONS: Exploring and Equipping the Self
x ROOTEDNESS: Investigating and Knowing the World
DEEPENING: Defining the Self in the World
LEADERSHIP: Engaging and Transforming the World

B. COURSE LEARNING OUTCOMES

By the end of this course, students should be able to:
CLO1: Identify the main themes and questions in the human condition.

Skills: Careful reading of the theories surrounding the aspects of the human condition

Attitude: Openness to learning about the phenomenological method and its theories as applied to aspects of the
human condition and lived experience

Knowledge: The activity, discipline, and attitude of philosophical undertakings particularly the themes and
questions arising from a phenomenological perspective of lived experience

CLO2: Explain the significant ideas of philosophical texts with depth, coherence, and rigor.

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 Skills: Critical reading of philosophical texts and masterfully explaining key philosophical insights in the written and
spoken modalities

Attitude: Profound respect for primary and secondary philosophical texts and careful interpretation and
articulation of the aspects of the condition of being human

Knowledge: Phenomenological theories surrounding embodiment, freedom, the interpersonal, temporality, and
historicity, as well as the activity, discipline, and attitude of philosophical undertakings

CLO3: Analyze phenomenological aspects of the condition of being human applying the theories learned in the
course.

Skills: Capacity for in-depth analyses utilizing a phenomenological perspective

Attitude: Critical awareness and theoretical familiarity relating to lived phenomena

Knowledge: Theories of phenomenology regarding the aspects of the human condition as well as rigorous
methods of analyses utilizing the phenomenological method

CLO4: Evaluate the significance and influence of the theories of the condition of being human in both the personal
and societal level.

Skills: Ability to reflect philosophically on the condition of being human; ability to be self-aware of one’s own lived
experiences and the significance of the theories learned therein

Attitude: Respect for the meaningfulness of lived phenomena

Knowledge: Phenomenological and social theories problematizing the aspects of the condition of being human

C. ALIGNMENT OF THE COURSE TO THE CORE CURRICULUM LEARNING OUTCOMES

The Ideal Ateneo Graduate: A Person of Conscience, Competence, Compassion, and Commitment
CCLO1 CCLO2 CCLO3 CCLO4 CCLO5 CCLO6 CCLO7 CCLO8

Legend: (Color hues darken with respect to their relevance to the specific CCLO)
CCLO1 Demonstrate effective communication skills (listening and speaking, reading and writing) in English and Filipino.
CCLO2 Evaluate information and issues in various spheres of life using mathematical reasoning and statistical tools to process and
manage data.
CCLO3 Propose ways to address pressing social and ecological problems using appropriate critical approaches and scientific thinking.
CCLO4 Develop a creative and moral imagination that is responsive to contemporary global realities and challenges, but also deeply
rooted in local histories, conditions, norms, and institutions.
CCLO5 Internalize the significance and value of his/her unique existence and purpose in life in light of Christian faith.
CCLO6 Discern life choices with a keen awareness of ethical dilemmas and considerations.
CCLO7 Exemplify a commitment to enhancing human life and dignity, especially those who are excluded and in greatest need.
CCLO8 Practice a vision of leadership and committed citizenship rooted in Christian humanism.

D. TEACHING PLAN AND COURSE OUTLINE

Module, Content, and Reading Material Outcome Schedule
Learning Hours
Module 0: What is Kavanaugh, John. “The 2 short quizzes 15 August – 2 September
Philosophy? (8 learning Philosophical Enterprise.”
hours) Group audio First synchronous class: 15/16
Russell, Bertrand. “On podcast: 19/20 August
the Value of Philosophy.” September

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 a. Philosophy as an Second synchronous class: 22/23
activity, an attitude, Tassi, Aldo. “Modernity August
and a discipline as the Transformation of
b. The historical world Truth into Meaning.” Third synchronous class: 25/26
in the modern August
context of
philosophizing Fourth synchronous class: 1/2
c. The September
phenomenological
method

Module 1: Embodiment (12 Calasanz, Eduardo Jose E. 1 short quiz 5 September – 30 September
learning hours) “My Body.”
a. Historical 1 reflection Fifth synchronous class: 8/9
perspectives on Crossley, Nick. “Body- paper: 28 September
embodiment Subject/Body-Power: October
b. Phenomenological Agency, Inscription, and Sixth synchronous class: 15/16
perspectives on Control in Foucault and Group audio September
embodiment Merleau-Ponty.” podcast: 17/18
c. Socio-political October Seventh synchronous class:
perspectives on the 22/23 September
body
Eighth synchronous class: 29/30
September

Module 2: Freedom (6 Kavanaugh, John. 1 short quiz 3 October – 14 October

learning hours) “Human Freedom.”
a. Historical Group audio Ninth synchronous class: 6/7
perspectives on podcast: 7/8 October
freedom November
b. Phenomenological 10th synchronous class: 13/14
perspectives on October
freedom

Module 3: The interpersonal Clarke, Simon. “Culture 2 short quizzes 17 October – 11 November
(12 learning hours) and Identity.”
a. Historical Group audio 11th synchronous class: 20/21
perspectives of Marx, Karl. “Alienated podcast: 21/22 October
identity Labor.” November
b. Cultural contexts of 12th synchronous class: 27/28
identity October
c. The violence of
Othering 13th synchronous class: 3/4
d. Alienated labor November

14th synchronous class: 10/11

November

Module 4: Temporality and Dy, Manuel B. “Martin 1 short quiz 14 November – 2 December
Historicity (6 learning hours) Heidegger’s
a. Phenomenological Phenomenology of Group audio 15th synchronous class: 17/18
perspectives of death Death.” podcast: 5/6 November
December
16th synchronous class: 24/25
November
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 17th synchronous class: 1/2
December

E. RUBRICS AND GRADING SYSTEM

Rubrics
For all outputs, written or oral, the following marks and their bases apply:

4 A Key ideas are understood clearly, argues coherently using own words, appreciates and pushes the
philosopher’s question, anticipates counter-arguments, has insightful discussion, applies insight to other
argumentation (3.75 for those who misrepresent a point without affecting the entirety of the
discussion)
3.5 B+ Key ideas are understood, shows some appreciation for philosopher’s question and understands its
implicit details, argues coherently although discussion can be pushed further
3 B Displays understanding of overall shape of philosopher’s ideas and question, argues coherently, has
underdeveloped insights
2.5 C+ Mentions some main ideas, discussion is sweeping, with minimal insight
2 C Superfluous and superficial understanding of philosopher’s argumentation and question, no new
insight, discussion is parroted from class discussion
1 D One key or secondary idea is misunderstood, has disjointed argumentation, spends little time discussing
the question
0 F Key ideas are misunderstood and/or misread, has illogical argumentation, does not answer the question
in any meaningful way

Grading System
Final Grade Raw Score
A 3.80 to 4.00
B+ 3.50 to 3.79
B 3.00 to 3.49
C+ 2.50 to 2.99
C 2.00 to 2.49
D 1.00 to 1.99
F 0.0 to 0.99

F. TEACHING AND LEARNING METHODS, ASSESSMENTS, AND ACTIVITIES VIS-À-VIS CLOs

Activity/Assessment Method % Description CLOs
Synchronous Classes and - - 1-4
uploaded PowerPoints
Consultations (third party - - 1-4
required if via Zoom)
Participation and 7 short 20% Short quizzes will be given after readings are discussed. This will 1-4
quizzes consist of the student addressing the question given in no more
than 15 sentences.

One group podcast 30% The 30-minute audio podcast, to be presented via Zoom, is a free 1-4
discussion of the main themes of the module and the group’s
insights. It should demonstrate the group’s understanding of the
text and how it relates to their lived experiences, and give a creative
interpretation which includes their own research on the topic and
reading. Guide questions and mechanics will be given one month
before the scheduled deadline.

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 One reflection paper 20% The reflection paper allows the students to apply the theories 1-4
learned throughout the course to a relevant predetermined film.
One month will be allotted for the completion of this requirement.
MLA citation should be used, and the output should be no more
than 4 A4 pages (excluding reference page) with 1” margin on all
sides, double-spaced.

One final oral exam (paired) 30% The 25-minute paired final oral exam allows the students to 1-4
articulate the flow of the course, its main insights, and how it
addresses the aspects of the human condition. Thesis statements
for discussion will be given one week before the scheduled
examination.

G. READINGS
Required Readings:
Calasanz, Eduardo Jose E. “My Body.” Philosophy of Man: Selected Readings, edited by Manuel B. Dy, Jr. Quezon City:
Goodwill Trading Co., Inc. 1986, 87-94.
Clarke, Simon. “Culture and Identity.” The SAGE Handbook of Cultural Analysis. London: SAGE Publications, 510-529.
Crossley, Nick. “Body-Subject/Body-Power: Agency, Inscription, and Control in Foucault and Merleau-Ponty.” Body
and Society. London: SAGE Publications, 1996, 99-116.
Dy, Manuel B. “Martin Heidegger’s Phenomenology of Death.” Philosophy of Man: Selected Readings, 2nd ed., edited
by Manuel B. Dy, Jr. Quezon City: Goodwill Trading Co., Inc. 2001, 253-258.
Kavanaugh, John. “The Philosophical Enterprise.” Philosophy of Man: Selected Readings, edited by Manuel B. Dy, Jr.
Quezon City: Goodwill Trading Co., Inc. 1986, 17-22.
_____. “Human Freedom.” Philosophy of Man: Selected Readings, edited by Manuel B. Dy, Jr. Quezon City: Goodwill
Trading Co., Inc. 1986, 157-169.
Marx, Karl. “Alienated Labor.” Writings of the Young Marx on Philosophy and Society, trans. Loyd Easton, et.al. New
York: Doubleday & Company, 287-301.
Russell, Bertrand. “On the Value of Philosophy.” The Problems of Philosophy, edited by Daniel J. Bronstein, et. al.
New Jersey: Prentice-Hall, Inc., 1972.
Tassi, Aldo. “Modernity as the Transformation of Truth into Meaning.” Readings in Philosophy of Man. Philosophy
Department, Ateneo de Manila University, 1986, 17-29.

Suggested Readings:
Baggini, Julian. The Pig That Wants to be Eaten. England: Penguin Group, 2006.
Camus, Albert. “Absurd Freedom” and “The Myth of Sisyphus.” The Myth of Sisyphus and Other Essays, translated
by Justin O’Brien. United States of America: Vintage International, 1955, 34-43, 75-78.
Calano, Mark Joseph, et.al. Philosophizing and Being Human. Quezon City: Sibs Publishing House, 2016.
Dy, Manuel. Philosophy of Man: Selected Readings, 2nd ed., edited by Manuel B. Dy, Jr. Quezon City: Goodwill
Trading Co., Inc. 2001.
Kolak, Daniel and Raymond Martin. Wisdom Without Answers: A Brief Introduction to Philosophy. Wadsworth
Publishing Co., 2002.
_____. The Experience of Philosophy, 4th ed., edited by Daniel Kolak and Raymond Martin. California: Wadsworth
Publishing Co., 1999.

H. CLASS POLICIES

Policies for Students Enrolled in SOH Courses

Syllabus
1. The course syllabus should already indicate the schedule of major topics, course requirements, and
deadlines at the beginning of the course, even if it happens that not all the course modules are published
simultaneously at the beginning of the course.
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 2. Even if deadlines can be set for accomplishing each module and submitting requirements within each
module, while the course is still running, students should not be barred from accessing course materials
made available in previous modules.
3. Once the course has begun, revisions to the syllabus require the consent of the students.
4. Once consent is given, the revised syllabus should be submitted to the department chair/program director,
who then posts it after it has been reviewed.
5. In case not all of the students agree to the changes approved by the majority of the students, these
dissenting students should be allowed to follow the provisions on requirements and grade computation
specified in the original syllabus.

Communication (Student-Teacher)
1. The designed consultation hours (whether individual or group consultations) are the registered class
schedule, but consultations may be scheduled at other times by mutual agreement between the teacher and
the student(s).
2. Teachers may require students to schedule consultations in advance, even for appointments to be scheduled
at the appointed consultation hour.
3. Official communication channels are restricted to the following: Ateneo email and Canvas inbox.
4. Students are responsible for their notification settings in Canvas.

Asynchronicity
1. Although courses are expected to employ more asynchronous methods of delivery and participation than
synchronous sessions, the online courses offered by the Loyola Schools are not entirely self-paced. Students
are expected to keep pace with the published schedules of the modules and abide by the requirement
deadlines.
2. On the other hand, teachers are expected to make reasonable provisions for difficulties encountered by
students owing to the various challenges posed by the current situation.

Synchronicity
1. In general, synchronous class sessions should be held only during the official class hours.
2. Special activities which cannot be accommodated during the assigned class hours (e.g., film viewings) may
be scheduled outside of class hours, provided that:
a. The students agree to the alternative common time,
b. In case the time agreed upon by the majority of the class conflicts with class schedules of a few, the
latter students are excused from attending the activity, and
c. Students who are unable to attend the event are given the option to participate in it at an alternative
time or in an alternative activity.
3. Recordings and text versions of the synchronous sessions have to be made available to the students.
4. Synchronous sessions that are largely composed of drills and recitations, such as those that occur in
language classes, are not subject to this requirement. Such student-teacher interactions may be recorded at
the request of or with the consent of the students, but may not be shared with other non-participating
students.
5. During synchronous meetings, turning on the students’ video at least some of the time is highly encouraged
but – out of consideration for connectivity limitations – not strictly required.
6. Exempted from this rule are sessions where proof of identity, participation, and measures against cheating
are necessary. The exception includes: oral examinations, dialogue, or graded recitation – for instance, in
language and performance arts classes, and similar classes.
7. Non-attendance in synchronous sessions cannot be the basis of failing a course.
8. However, in cases where participation in synchronous activities is essential to the course (for instance,
language and performance arts classes), the teacher may require the students to attend a set number or
percentage of synchronous sessions as a precondition for graded participation, with the proviso that:
a. For justified absences, students are entitled to ask the teacher for an alternative to the missed graded
synchronous activity.
b. Students should advise teachers regarding their absences form synchronous sessions, whether or not
graded activities are associated with the missed sessions.

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 9. Synchronous sessions should be opened 10 minutes ahead of schedule to allot enough time for students to
join the session.

Technical Difficulties
1. Students should immediately inform the teacher if they encounter technical difficulties in joining a
synchronous session.
2. The teacher may give a 5-minute grace period before starting a synchronous class to allow students (and
teachers) to address any technological challenges or to settle down.
3. In the event that the teacher’s internet connection is lost in the middle of a session, and in the absence of
prior instructions addressing this eventuality, students should wait 15 minutes for the resumption of the
session before they leave the session.

Oral Examinations
1. Oral examinations are to be restricted to small groups of at least two students.
2. In case the other student(s) – co-examinee(s) – is (are) unable to attend the oral exam and a student is left to
take the oral exam alone, the oral examination may not proceed, and the teacher must make an alternative
arrangement for the student’s examination.

Deadlines
1. Deadlines for major requirements should be indicated in the syllabus (i.e., publicized at the beginning of the
course).
2. Deadlines for minor requirements should be announced at the beginning of each module.
3. No submission deadlines are to be set on holidays and non-working days.

Privacy and Confidentiality

1. Teachers and students are expected to respect everyone’s privacy. The online environment gives rise to
increasing concerns about privacy and confidentiality, and it is imperative that we all take the extra effort to
protect our work and those of our peers. In light of this, let us commit to the rule that what happens in the
class’s spaces stays in the class’s spaces.
2. Private information, which includes email addresses and other contact information, grades, and other
sensitive information, should not be shared.

Intellectual Property Protection

1. Students are expected to respect the intellectual property rights of their instructors and peers.
2. Students are not allowed to share or repost any of the class content posted in the LMS or other class-
designated spaces (e.g., the class Google Drive created by your instructor) on any other online platforms
without your instructor’s express written permission as well as the express written permission of any and all
parties who have contributed to the content.
3. Such content includes but is not limited to, both through copy-pasted text and through screenshots or
screen recordings: the text of the LMS pages, posts by your instructor and/or peers in the discussion boards,
and your peers’ uploaded assignments.

Academic Integrity
1. Students are expected to give credit where it is due.
2. Plagiarism, whether in a major or minor requirement, will not be tolerated. It will be dealt with according
the official LS policies on academic dishonesty.

Decorum
1. Wear appropriate attire. It is understandable to desire comfortable clothing, but please bear in mind that a
professional environment is still expected in an online classroom. Please wear appropriate casual attire
during synchronous sessions.
2. Show respect by being focused and attentive. Maintain an environment that is conducive to learning.
Students are strongly discouraged from engaging in disruptive behavior.
3. Discussion boards are an integral part of online learning. Be guided by the following principles as you
participate in online discussions:
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 4. PREPARE before you post so you contribute an organized, coherent response to the discussion. Follow every
specification that accompanies the forums.
5. PARTICIPATE actively by interacting with your classmates, replying to their comments, or exchanging ideas
with them after you have posted your own response.
6. REASON from various sources when communicating your ideas. There should always be an attempt to
establish the foundations of one’s argument.
7. RESPECT other people’s opinions and feelings by maintaining civility even as you air your opposing views.
8. Be mindful of rules of netiquette and general policies when engaging with the class online. Think before
sending any communication online, and avoid derogatory, dismissive, and offensive language. Refrain from
using all caps and exclamation points. Avoid the pitfalls of social medial comment threads such as trolling,
flaming, and other rude behavior.

Students’ Responsibilities
1. Keep pace with the modules and requirement deadlines.
2. Advise their teachers regarding their absence from synchronous sessions.
3. Inform teachers if they need additional assistance and accommodation, including alternative forms of
complying with course requirements.
4. Determine and activate their notification settings in Canvas.
5. Be consistently respectful and decorous in their behavior.
6. Abide by the norms of academic integrity.
7. Comply with regulations pertaining to privacy, confidentiality, and intellectual property rights.

Class Policies
1. The official learning management system for this course will be Canvas. Only students who are officially
enrolled will be included therein and will be allowed to take assessments.
2. Student access to the Canvas course will be closed a week after the electronic release of grades for the first
quarter. Students are encouraged to download the course materials as well as their record of grades before
the Canvas course closes.
3. Grades reflected on Canvas are not necessarily the official grades for the class.
4. Students with no or very unstable internet connection are advised to immediately inform, by email or phone
call, (a) their chair, or program director, (b) ls.one.ateneo.edu, and (c) me so that appropriate assistance can
be extended and adjustments can be made.
5. It would be good if students’ cameras are kept open during synchronous sessions so that I can see who I am
addressing and receive non-verbal feedback. It’s not required, though.
6. We will make full use of the features of Canvas during both asynchronous and synchronous sessions, and
make the relevant recordings thereof available in Google Drive.

Syllabus version 1.0 2021