Introduction to

the Philosophy of
the Human Person
Quarter 1 – Module 4:
The Human Person and the
Environment
Introduction to the Philosophy of the Human Person – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 4: The Human Person and The Environment
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Francis Anthony S. Demol
Editors: Lucia M. Sunga, EdD
Reviewers: Divilyn M. Rodriguez
Illustrator:
Layout Artist:
Management Team: Reynaldo M. Guillena
Basilio P. Mana-ay Jr.
Emma A. Camporedondo
Aris B. Juanillo
Alma C. Cifra
Amelia S. Lacerna

Printed in the Philippines by _______________________________________________

Department of Education – Davao City Division, Region Xl

Office Address: Elpidio Quirino Avenue., Poblacion District, Davao City_

8000 Davao del Sur____________________________
Telefax: (082) 224 – 3274, (082) 222 – 1872________________
E-mail Address: [email protected]_______________________
 Introduction to
the Philosophy of
the Human Person
Quarter 1 – Module 4:
The Human Person and the
Environment
Introductory Message
For the facilitator:

Welcome to the Introduction to the Philosophy of the Human Person

Alternative Delivery Mode (ADM) Module on The Human Person and the
Environment!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the 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 activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.

For the learner:

Welcome to the Introduction to the Philosophy of the Human Person

Alternative Delivery Mode (ADM) Module on The Human Person and the
Environment!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

1
 This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an
active learner.

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 understand new concepts and skills.

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 you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

2
 Answer Key This contains answers to all activities in the
module.
At the end of this module you will also find:

References: This is a list of all sources used in

developing this module.
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

3
 What I Need to Know

Leaners, since the start of your quest in this subject you have been
grappling the fundamental question “what is to be human?” This question has long
been speculated by the great thinkers of the two great traditions – the west and
east. It only means that there are many things that we need to know and
understand about our existence, essence, our relationship with one another, and
the world. However, our task in philosophy is not just to acquaint ourselves with all
the ideas presented and to be presented onwards but also to participate and engage
in discussion with depth utilizing various vantage points to understand the matter
based on various lenses. In this way, we may unravel some mysteries and arcane
concepts to demystify man’s essence.

Along the lines of the many arguments regarding the understanding of what
is to be human is recognizing the world we live in. Man is dependent on the world,
the environment. The world is not just an ordinary habitat for all living beings, but
it is also the wellspring of resources. Advocates of environmentalist groups protests
man’s abuses and exploitation done to the earth. This implies that nature is in
perils. If so, how could we help nature maintain its grandeur and abundance?
What is man’s role? What has happened to our nature? Then, it is the thrust of this
module to heighten man’s consciousness of the condition of our world and man’s
place in the world.

The learners: (based on MELCs)

After going through this module, you are expected to:

1. Discuss philosophical views and the latter’s influence on human action
regarding the environment;
2. Notice the disorder in the environment;
3. Notice things that are not in their proper places;
4. Show that care for the environment contributes to health, well-being and
sustainable development; and,
5. Demonstrate the virtues of prudence and frugality towards the environment.

This module focuses on the Human Person and the Environment, which will be
discussed for the whole week.

4
 What I Know

Analyze and Speculate. Analyze the concepts indicated in every item. Speculate
on the idea what these concepts are referring to by selecting three (3) among the
four (4) choices found in the box. Write the answers on a separate sheet.

1. Natural Environment living organisms

a.________________________________________ abiotic elements buildings

b.________________________________________ physical world
c.________________________________________

2. Environmental Problems climate change

economy greenhouse effect
a.________________________________________
b.________________________________________ pollution
c.________________________________________

3. Environmental Justice Issues air pollution

inadequate access to healthy food
a.________________________________________
b.________________________________________ water pollution safe homes
c.________________________________________

4. Ecocentrism climate change

a.________________________________________ living organisms
b.________________________________________ nature’s beauty abiotic elements
c.________________________________________

5. Prudence and Frugality in Environment water conservation

a.________________________________________ minimizing pollution
b.________________________________________ garbage segregation littering
c.________________________________________

5
Lesson
The Human Person
1 and the Environment

Numerous perspectives are being advocated nowadays for environmental

crises to be alleviated if not eradicated. Ideologies, as they may be called, these
have become important movements for the many to be aware and conscious of the
essentiality of our world where man has found refuge for sustenance and survival.
To ask why do they exist goes back to the premise that nature is in peril. It is in
peril because of the abuses and the exploitation done for thousands of reasons,
just as with the many reasons we could identify why people cut trees. Magnifying,
however, the problem of degradation and exploitation of the resources found in
nature, we turn our gaze to man, and to the latter, we gaze once again for
solutions.

What’s In?

The Unity of the Cosmos

Philosophers have explicated nature’s order, and even religions were

speculating on man’s relationship with the cosmos. The Judeo-Christian belief
provides us with a biblical standpoint of humanity’s relationship with the world. To
quote a verse in Genesis (1:27-28), it says,

“God created man in his own image, in the image of God He created
him; male and female he created them. God blessed them, and God
said to them, ‘Be fruitful and multiply, and fill the earth and subdue
it; and rule over the fish of the sea and over the birds of the sky and
over every living thing that moves on the earth.”
Genesis provides a picture of how the world is put together, which implies
that God has ordered everything in this world including man’s stewardship.
However, this verse has been maligned with some arguments based on the
ecological crises that we are experiencing in our time. The verse seems to promote
hierarchy, an anthropocentric (man-centered) view of the natural world. It means
that man has been given control of all things found within nature. What is negative
about this idea is that it implicitly, if not explicitly, gives humanity a justification to
exploit and abuse nature, which is the effect of superiority in the hierarchy.

6
 Furthermore, it is interesting to note that some early Greek philosophers,
specifically the Milesians (from Miletus), thought of nature as without boundaries,
i.e., infinite. “Boundless,” as called by Anaximander, the first philosopher to
develop a cosmology or systematic philosophical view of the world, supports the
idea of the indeterminate expanse of nature. In the philosophy of Creation and
Destruction, according to Anaximander, the latter held that everything emanated
from the apeiron. Apeiron means indefinite or infinite. He believed in eternal motion
along with the apeiron, which caused the world to exist. Yet, he postulated that the
world is not eternal and will be destroyed back into the apeiron of which new
worlds will be born.

Pythagoras, another thinker in antiquity, thought of the world as the

embodiment of nature’s order, harmony, and beauty. Our relationship with the
cosmos, according to him, involves the love of other things (biophilia) and the love
of other beings (cosmophilia).

The theocentric (God-centered) period or the medieval period also postulated

their understanding of nature. In a general sense, thinkers of this time thought of
the term “nature” with many things. It encompasses the inmost essence of
something and those things in the world that are nonhuman. These things are
categorized as the three “kingdoms” of nature: the animal, the vegetable, and the
mineral. In this period, the famous teleological argument emerged from St. Thomas
Aquinas’ five proofs of God’s existence. However, this argument implicitly tells us of
nature’s grand design working according to its purpose. Since the time of
conception, the world is organized by God, the Great Designer.

Modern thinkers like Immanuel Kant thought of man’s relationship with

nature. Beauty, according to him, is a symbol of morality. In which case, man must
contemplate the objects by not being distracted by one’s tendencies and motives
that might disparage the beautiful. Furthermore, as believed by Kant, the latter
moves us to the understanding of the larger design where nature and humanity are
embraced. Its design leads us to the supersensible reality that implicitly gears us to
a deep religious perspective, not limited, to freedom, faith, and understanding. It is
the sense of cosmic harmony – the order and harmony of nature with our faculties.

Thinkers like Herbert Marcuse thought that nature is under the dominance
of humanity. As such, we must be conscious of our attitude and the way we think
of the cosmos. It only means that the change of attitude towards the environment
also changes the way we deal with the latter. Thus, the way we see the world
impacts how we act and react on the things around us.

What do you think of our world? Is our domination over nature a right? Let
us think deeply, then, of what ties us with the cosmos.

7
 Notes to the Teacher
The article above is just a suggestion. You may use it
or find another article to jumpstart your lesson. Thank you!

What’s New

The previous chapter has brought you to the hallmark of understanding the
human person as an embodied spirit. It is interesting to think that the human
person and the world are inseparable. It is in the world that man has become who
s/he is. It is in the world that man realizes and elucidates his being. In the world,
man concretizes his will as the person acts making known his human capacity. It
is in the world that man realizes his freedom, his possibilities, and his capacities.
Hence, the world with all its inhabitants and living conditions is essential to
understand what is to be human.

Beyond, furthermore, the benefits that man could gain while in the world,
the latter is not only a place that is subject to study nor just a beacon of thoughts,
ideas, and wisdom. The world is also the fount of all the necessary resources to live
like the basic needs – water, food, and shelter. Realizing, however, that all of
nature’s gifts are, to some extent limited, man has this primordial task of keeping
the pace of utilization too controlled to avoid scarcity. Man has duty to develop and
search for ways for environment to keep on growing to sustain all living beings
therein.

With all these, there are implications that we can draw. On the one hand,
nature as limited is in danger of being exploited and abused. Environmentalists are
crying for justice as the environment could affect humanity when changes are
happening. An explicit example of this is climate change. Second, nature’s growth
and development take time. The degraded environment needs enough time to reach
the peak of its grandeur. Its rejuvenation cannot just happen for a week or two.
However, on the other hand, humanity has an important role to play. Man is called
to take good care of the environment and always give justice to nature’s need. That
is why humanity is called to be stewards. It implies that man should have to be
conscious and be aware of its actions in the world. What can you do, then, to help
preserve the environment?

8
 What is It

Environmental Philosophy:
Defining Humanity’s Relationship with the Environment
Beyond philosophy’s task of inquiring about the relationship between
humanity and the environment, we have been grappling on the idea of our
responsibilities towards nature and establish our relationship with the latter.
Dominance, though, maybe an accepted thought as man is the only rationally
capable of governing the cosmos, yet, limitations have to be made clear. To have a
profound understanding of man’s relationship with the environment,
environmental philosophy or environmental ethics is an important discipline for
us to study and understand.

What is environmental philosophy or environmental ethics? It is the

discipline in philosophy that studies human beings’ moral relationship with the
environment and its non-human contents (Abella, 2016). Environmental ethics or
environmental philosophy upholds the following ideas (ibid.):

• All nonhuman elements of the world, including animals and natural

resources, have intrinsic value and should be preserved.
• The preservation of the environment will benefit humans by providing
for the needs of present and future generations.
• Humankind has a responsibility to safeguard the planet as stewards
of creation.
On the one hand, these ideas presuppose an implicit idea that it is due to
man that disorder had occurred and some, if not most, of the environmental
issues. On the other hand, man can sustain nature’s order and even develop the
latter according to one’s purpose. Therefore, philosophers’ task under this school
of thought is to tackle issues arising from humanity’s role over nature, humanity’s
relationship with the world and humanity’s responsibilities towards the many
environmental challenges.

Humanity and Environment Relationship: Three Major Views

With the many ideas presented to you above, how would you describe the
relationship between humanity and the environment? In this section, you will be
acquainted with views embracing this relationship. However, it would be best to
take hold of your personal views and experiences relating to the topic being
discussed. With your views and experiences, you can speculate well with the
realities happening with how humanity governs nature and how nature copes with
the humanity’s demand. In this way, engaging in the various concepts mentioned
will never be foreign, as you may think that it is.

9
 Three major views are embracing the relationship between humanity and the
environment. Our task is not just to understand the philosophical arguments as
laid herein onwards but also to evaluate them.

Anthropocentrism is one of the major views that defines our relationship

with the environment. What is this all about? This “ism” focuses on humanity’s role
in the world. The utilization of nature’s resources is one of the central drives that
this idea is clinging into in as much as man’s survival is taken from the
environment. However, in this view nature is subsumed to meet the needs of man.
It implies that this view takes hold of the belief that man is the most important
species among all the living and non-living beings in the cosmos. This is the
argument that needs to be appropriately assessed, as it may lead to many complex
realizations. One implication of this idea is that man is free to transform nature
and utilize it according to man’s purpose. To transform may mean to develop or to
exploit. An example is the acres of forested lands are transformed into an urban
hub with buildings and other infrastructures. Another is the silent mining activities
happening in some areas in our country to generate jobs. We also have the
deforestation of our mountains in order to build more infrastructures to make life
more convenient. What do you think of all these transformations? What could be
the impact of these not just on men’s lives, but also of our nature? Which should
be given greater value, man or nature?

Biocentrism is another view that asserts that all living things found in the
cosmos are equally important. It means that human life is equally important with
all life forms in the ecosystem. That is why many laws are being passed nowadays,
protecting animal welfare and laws protecting our forests for biodiversity to thrive.
What value do you give to other life forms? Are we all equal? How?

While biocentrism focuses only on the value of living this in the cosmos,
ecocentrism is opposed to this idea. This “ism” asserts the importance of
ecosystem as a whole. It includes the abiotic environment. Meaning, ecocentrists
include in their study the non-living elements. Biocentrism would consider the
study of climate change as it impacts the living things by causing migration and
alterations in the wildlife habitat. However, ecocentrism may use similar argument
considering its impact on the abiotic environment framing their arguments based
on the phenomenon like the alteration of sea levels, weather cycles and
precipitation acidity levels. Going deeper into the quest of their stance and claims,
would you agree that all things found in the planet, both living and non-living, are
equal of value?

Humanity and the Order of Nature

The order of nature is like looking at the order of your classroom or the
house. While there is no standard order of a house or classroom, we shall look into
the harmony of all the things found inside the two places, including the
inhabitants. With the mess and disorder that you experience in your house or
classroom, what will you do to declutter things? As a responsible dweller of these

10
places, how would you respond to the given condition? What benefits do we gain
having an ordered and harmonious environment?

With the situation given above, environmental aesthetics could help us

understand with profundity the value of an ordered and harmonious environment.
It is a philosophical view that emerged in the last part of the twentieth century. Its
focus is on the issues arising from the appreciation of the whole cosmos, i.e., the
order in the environment that brings into existence the natural beauty of the
surroundings that contributes to all living elements’ well-being including humans.

Undeniably, there are many issues concerning environmental degradation

nowadays that have contributed to climate change and even social injustice.
Perhaps, some, if not most of us, have contributed to our planet’s worsening
condition. While earthquakes and typhoons, etc. or we call them acts of God are
contributory factors to environmental disorder, one that concerns environmental
advocates is the participation of man, the human factor. To name some are
deforestation, pollution, depletion of natural resources, global warming and climate
change. What could be the most ordinary situations that you can cite that
contributes to all these?

Critical in these times, then, is how are we going to address the gradual
disintegration of the nature’s order. Can we really refurbish the damage that we
have inflicted in our environment?

All are called not just to be aware of the conditions of our environment. The
response of the call takes a critical stance to participate. In the late twentieth
century, a movement known as environmentalism started to address the
perennial problems or issues in our environment. With their commitment to
heighten awareness among individuals, several ideas and perspectives are framed
to alleviate, if not eradicate, the problems experienced. Indeed, philosophy has
many things that it can offer to understand the complexities of the crises.

Environmental ethics has been the offshoot of the movement, which

pushes the people’s moral responsibilities towards nature, highlighting man’s
essential relationship with the latter. It also includes the consequences of human
activities and social issues affecting the environment. It has no other purpose that
to uphold the welfare of the environment and everything living therein.

Moreover, environmental ethics has resulted to the development of other

views about the issue at hand as indicated below (ibid.):

• Social ecology seeks to provide plausible solutions to problems

emanating from the environment. It vivifies also the relationship
between societal and environmental concerns. Ecological and ethical
approaches are employed in this scheme for new outlooks to emerge
to address the problems.
• Climate ethics and climate justice arose from the growing concern
with climate change, and consider it a significant ethical, social, and
political issue. These views were influenced by the concept of
environmental justice, which refers to the distribution of

11
 environmental benefits, and the burden of meeting environmental
challenges. Advocates of environmental justice emphasize equity and
meaningful involvement of communities and governments in
addressing, through planning and implementing environmental
policies, problems arising from the environment like the inadequate
access to healthy food, air and water pollution, unsafe homes, etc.

The Care for the Environment

The problems in our environment needs an urgency for response. This call
does not exclude anyone as often thought to be the concern only of the government
and advocates of the various environmental movements. In this way, nature can be
sustained as it provides humanity’s needs not only today but also for the future
generations. Hence, environmental sustainability is an important concept to
grasp.

What is this environmental sustainability? Man needs sustenance to survive

and so our environment. In which case, there is an urgent need for environmental
sustainability to ensure that the ecosystem, the natural world, is not compromised
while maintaining the social, economic and ecological processes. It will also ensure
both short and long-term quality of life. It implies that there is a dire need to focus
on reconciling human activities with environmental protection. It underlies
important values. From an egoistic point of view to an all-inclusive mindset,
decision-making intricacies should always favor the protection of nature. It means
that careful use of the natural resources should be at the heart of everyone’s mind
and heart for future generations.

There are three principles of sustainability that needs emphasis. One is the
environmental integrity which calls to maintain the environment’s state without
being destroyed by human activities. Second is economic efficiency. This concept
underlies the value of prudence in making decisions in the use of natural
resources. Simply, it calls us to avoid wastes. The third is the principle of equity.
This principle underlies the efficient use of the natural resources conserving the
latter for the future.

These three principles anchor us to the most important values that we need
to integrate. Perhaps, it best to ask ourselves that with all the issues arising from
our environment, what are the values essential for the care of the environment?
There may many values that we need to revisit, and to cite two are Prudence and
Frugality. These two could help us be guided with the way we interact and engage
with nature.

Prudence is all about self-regulation – to regulate our actions and behavior.

Frugality, on the other hand, is to be mindful of what we need. It means to be
thrifty. To relate this to the topic being understood, it is to be thrifty with the use of
our nature’s resources. It may seem hard, but it is a reality that the humanity’s
ever-growing needs to make our nature suffer. Thus, it is everyone’s challenge not

12
to be dissolved in one’s desire for money and the greediness that pushes us to get
more out of what we need.

What’s More

Situation Analysis. Analyze the following situations and determine which of

them show the right or moral choice about the environment and defend your
answer. Write your thoughts on a separate sheet of paper.

1. A mining corporation decided to save costs and did not construct an

effective storing facility for mining waste. The improperly stored waste
leaked and polluted the nearby river, poisoned marine life, and caused
people in the nearby village to get sick.

2. A businessman bought a large piece of farmland and decided to convert it

into a subdivision. During construction, hundreds of trees were uprooted
and streams were covered in cement.

3. A local official led a campaign to set aside several hectares of forested land
in their city as a watershed area. This area was declared off-limits to
loggers and miners.

4. An animal shelter partnered with local government to conduct free

vaccination drives for pets. The shelter also coordinates with local police to
address cases involving animal cruelty.

Rubric: Essay

Criteria Rating
Content and ideas are organized in a clear, logical manner. 1 2 3 4 5
The essay directly addresses the topic or issue and provides
1 2 3 4 5
adequate discussion supporting the main idea.
The essay employs standard grammar conventions, proper
1 2 3 4 5
punctuation, and proper word choice.
The paper is original and does not contain plagiarized
1 2 3 4 5
content.
TOTAL (20 pts)

13
 What I Have Learned

Essay. Written below are phrases. Supply ideas and thoughts based on what
you have learned from the discussion to complete the thought.

1. There is unity in the cosmos because

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. It is possible for humanity to address ecological problems by

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

3. The relationship between man and environment is

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

4. I can uphold environmentalism and care for nature by

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

5. Development disturbs and even, in the worst case, destroys the state of
nature. Yet, development provides jobs and other means of survival for
men. I see this scenario as problematic/reconcilable because
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

14
Rubric: Essay

Criteria Rating
Content and ideas are organized in a clear, logical
1 2 3 4 5
manner.
The essay directly addresses the topic or issue and
1 2 3 4 5
provides adequate discussion supporting the main idea.
The essay employs standard grammar conventions,
1 2 3 4 5
proper punctuation, and proper word choice.
The paper is original and does not contain plagiarized
1 2 3 4 5
content.
TOTAL (20 pts)

What I Can Do

Research a particular environmental organization or movement and identify

its main objectives and some of its projects. Identify its most notable achievements
and give suggestions as to how it can further improve its efforts.

Rubric: Research (Short Analysis)

Criteria Rating
The paper presents a clear and comprehensive
1 2 3 4 5
discussion of the topic.
The paper provides a clear opinion or reaction to issues
1 2 3 4 5
raised.
The paper employs information and clear arguments in
1 2 3 4 5
discussing views regarding the topic or issue.
The paper is well-organized and follows the conventions
1 2 3 4 5
of standard grammar and good writing.
The paper is original and does not contain plagiarized
1 2 3 4 5
content.
TOTAL (20 pts)

15
 Assessment

Multiple Choice. Read the questions or statements carefully and look for the
best answer by writing your answer on a separate sheet of paper.

1. It is the branch of philosophy concerned with the natural environment and

humanity’s place in it.
a. environmentalism
b. environmental philosophy
c. environmental aesthetics
d. environmental justice

2. This view considers man as the most important species on the planet.
a. biocentrism
b. ecocentrism
c. anthropocentrism
d. environmentalism

3. This view believes that all organisms have inherent worth and should be
valued and protected.
a. anthropocentrism
b. environmentalism
c. biocentrism
d. ecocentrism

4. This view places great value on the ecosystem and biological communities.
a. ecocentrism
b. biocentrism
c. environmentalism
d. anthropocentrism

5. Which of these statements about humankind and nature is not true?

a. Humankind can use natural resources without regard for the
consequences.
b. Humankind has a unique relationship with nature.
c. Humans can transform and change the environment.
d. Humans are stewards of nature.

16
6. This perspective advocates action to address environmental problems.
a. biocentrism
b. environmentalism
c. ecocentrism
d. anthropocentrism

7. It is a moral approach to analyzing the relationship between humans and

the environment.
a. environmental justice
b. environmental aesthetics
c. environmental philosophy
d. environmental ethics

8. Which of these statements does not reflect environmental ethics?

a. Man must take action to solve environmental problems.
b. Natural disasters are unrelated to human activities.
c. We should reflect on how our actions show regard for nature.
d. We must uphold the welfare of the environment and everything in it.

9. This concept refers to the fair distribution of environmental benefits and the
burden of addressing environmental challenges.
a. environmental aesthetics
b. environmental justice
c. environmental ethics
d. environmental philosophy

10. Which of these statements is not related to sustainable development?

a. Human activities must not negatively impact the environment.
b. Natural resources must be used wisely and efficiently.
c. Resources must be conserved for other people.
d. Humankind must use all the natural resources.

11. What problem is associated with anthropocentrism?

a. Man is at the top of the hierarchy.
b. Nature is limited to provide man’s growing needs.
c. Man can justify abuse and exploitation implicated over nature.
d. Man’s rationality is beclouded with greediness.

12. Michael cuts trees to build a house. Not knowing how many trees are
needed for his planned abode, he thought of taking more trees because,
according to him, “it is better to have more than less.” What value does Michael
have to practice?
a. Prudence
b. Frugality
c. Prudence and Frugality
d. Justice

17
 13. The teleological argument implies _____.
a. nature as a consumable enterprise.
b. man has the right to exploit nature.
c. nature encompasses living and non-living things.
d. God is the grand designer of the world.

14. “Nature is in peril” gives us an idea that the environment (is)

a. needs help.
b. asks us to protest for environmental protection.
c. in danger due to abuse and exploitation.
d. about to be exploited and abused.

15. Man, as a rational being, is responsible for safeguarding the environment is

embraced in the view known as _____.
a. Anthropocentrism
b. Biocentrism
c. Ecocentrism
d. Environmental Aesthetics

Additional Activity

Personal Commitment

Directions: Make a personal commitment to sustainability and

environmentalism. Create poster showing the actions that you can do to uphold
environmentalism in your community.

Criteria Rating
The poster clearly conveys the information and message. 1 2 3 4 5
The poster shows effective use of technique and good
1 2 3 4 5
choice of material.
The poster is creative and artistic. 1 2 3 4 5
The student shows effective time and work management
1 2 3 4 5
skills in making the poster.
TOTAL (20 pts)

18
 19
Assessment What’s More
1. B 1. The case does not show the right or moral choice for the
2. C environment. Fact to consider: the absence of an effective
3. C facility for mining waste resulting to river pollution and the
4. A sickness of people living nearby
1. A
2. B 2. The case does not show the right or moral choice. Facts to
3. D consider: the number of uprooted trees and the cemented
4. B streams
5. B
6. D 3. The case shows the right or moral choice. Fact to consider:
7. C the environmental care shown in the case
8. B
9. D 4. The case shows the right or moral choice. Fact to consider:
10. C the animal care facility built by the local government
11. A
What I Know
1. Natural Environment 4. Ecocentrism
a. living organism a. climate change
b. abiotic elements b. living organisms
c. physical world c. abiotic elements
2. Environmental Problems 5. Prudence and Frugality in
Environment
a. climate change
b. greenhouse effect a. water conservation
c. pollution b. minimizing pollution
c. garbage segregation
3. Environmental Justice Issue
a. air pollution
b. inadequate access to healthy food
c. water pollution
Answer Key
References

Abella, Roberto D. 2016. “Introduction to the Philosophy of the Human Person”,

Deped Textbook. C & E Publishing, Inc, Quezon City, Philippines.

Cairoli, Sarah. (2020) “Differences Between Ecocentric and Biocentric”

https://www.sciencing.com, s.v. Differences Between Ecocentric and
Biocentric. Accessed September 1, 2020.

Evans, James “Anaximander” https://www.britannica.com s.v. Anaximander.

Accessed September 1, 2020.

Farr, Arnold. “Herbert Marcuse”, https://www.plato.stanford.edu s.v. Herbert

Marcuse. Accessed September 1, 2020.

20
21