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INTRODUCTION TO THE
PHILOSOPHY OF THE
HUMAN PERSON
LEARNER’S MODULE
FROM UNIT TO FINALS

TEACHER/S CONTACT NO. COURSE AND SECTION

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IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 1

 TABLE OF CONTENTS
UNIT TEST

WEEK 1: Class Orientation and Introduction

3
to Philosophy (Holistic and Partial Perspective)
WEEK 2: Introduction to Philosophy (Doing
9
Philosophy in Obtaining A Broad Perspective
On Life)
WEEK 3: Doing a Philosophical Reflection 17
PRELIM
WEEK 4: Distinguishing Opinion from Truth 17

WEEK 5: Methods of Philosophy That Leads

17
to Wisdom and Truth, Evaluating Truths from
Opinions
17
WEEK 6: Transcendence
MIDTERM
WEEK 7: Transcendence (Continuation) 17
WEEK 8: Disorders in Nature and in the 17
Environment
WEEK 9: Care for the Environment and
17
Virtues of Prudence and Frugality towards the
Environment

PREFINAL
17
WEEK 10: The Freedom of the Human Person
WEEK 11: The Freedom of the Human
17
Person (Continuation)
WEEK 12: Intersubjectivity 17

FINAL
WEEK 13: Intersubjectivity (Appreciating and Valuing
17
the PWDs and the Underprivileged Sectors or Society)
WEEK 14: Recognizing how Individuals Form Societies 17
andhow Individuals are Transformed by Societies

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 2

 PHILOSOPHY OF THE HUMAN PERSON
Module – 1
Week 1: Class Orientation and Introduction to Philosophy (Holistic and Partial
Perspective) Instructor: Khimberly Xylem B. Ortiz

Learning Objectives:
 Distinguish holistic and partial point of views
 Value the purpose creating ideas from a holistic perspective
 Examine the ideas that Philosophical branches wants to convey

Motivation:

Before we start with our topic, the teacher will orient the class first regarding
the rules and regulations of the subject, and then collect some basic information
from the students (Identification, Parents’ Name, Contact Numbers, and Internet
Capacity).

The Blind Men And An Elephant

The Blind Men and An Elephant is a famous poem by John Godfrey Saxe.
It tells the story of six blind men who went see an elephant despite being blind.
Each of them approached a different part of the elephant, making them perceive
the elephant differently from each other. The six men disputed and each of them
were stiff and strong to each of their opinion. Even though they are partly right,
all of them ended up wrong.

If there is one thing that made these characters ended up all wrong despite
being partially right, it is because they ‘saw’ the elephant in a partial perspective

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 3

instead of a holistic one. Holistic and partial perspectives are important
components doing philosophy.

Lesson Proper:

The Meaning of Philosophy

Learning Philosophy will encourage people to open their minds and

perceive everything from all perspective and work on their relationship to come
up with a sound, logical, and valid conclusion. Along the way, it teaches people
to develop the skill of broadly looking at the situation first before concluding
anything.

Philosophy comes from the Greek words philo (to love) and sophia
(wisdom). It means “Love of Wisdom”. In a broad sense, attaining wisdom is
the goal of Philosophy. It is also defined as the attitude of the mind that by
natural light of reason studies the first causes or highest principles of all things.
Under this definition, four things are to be considered:

a.Science – Philosophy has a systematic investigation. It follows certain steps;

an organized body of knowledge just like any other sciences.

b.Natural Light of Reason – Philosophy investigates things. Philosophers use

their human reason alone. It does not use any instrument, and does not
base itself on supernatural revelation, otherwise it becomes Theology.

c.Study of All Things – Philosophy studies human beings, society, religion,

language, God, and plants, etc. This separates Philosophy from other
sciences. It is NOT one dimensional or partial, but multidimensional or
holistic. Philosophy questions almost everything.

d.First Cause or Highest Principle – an idea which means something is the main
reason or first cause why an event or a situation took place. A principle
that is from which something proceeds in any manner whatsoever. The
First Principles:

Principle of Identity – whatever is is; and whatever is not is not.

Principle of Non-contradiction – It is impossible for a thing to be and

not be at the same time.

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 4

 Principle of Excluded Middle– A thing is either is or is not; everything
must be either be or not be, there is no middle ground possible.

Principle of Sufficient Reason – Nothing exists without a sufficient

reason for its being and existence. Before we continue with the topic, or
engage in a philosophical inquiry, we must be able to distinguish first
between holistic and partial point of view. Learning these two concepts
first is critical in determining the limit when we come up with conclusions
about a given concept or situation.

Holistic Perspective/Point of View– comes from the Greek word

"holos" which literally means all, entire, totality. Holism is a school of
thought that maintains the interdependence of factors to another agency of
causalities. Holistic Perspective looks at all aspects of a given problem or
situation, and all aspects are given importance when making conclusions.

Partial Perspective/Point of View – A partial point of view then is a

perspective that is based on one of the component parts of a whole. In
philosophy, a point of view is defined as a way or a method how one sees
or perceives the reality or a phenomenon. Therefore, when one says a
partial point of view, he has clearly stated and admitted that the way he
sees reality or certain phenomenon is based on a single factor or causal
agency. In the beginning, Greek philosophers studied aspects of natural
and human world that later became separate sciences – Astronomy,
Psychology, Sociology, etc. However, certain basic problems

– the nature of the Universe, the standards of justice, the validity of knowledge,
love, and etc., remained in the domain of Philosophy since the beginning.

Since the broad sense of Philosophy is love of wisdom, in order to attain it,
there should be emptying – simplicity and humility. Emptying can be spiritual,
intellectual, physical, and etc. Without the virtue of emptying, our learning of
Philosophy would only be partial and knowledge-based.

The Branches of Philosophy

One of the greatest needs in seeking wisdom is genuine sympathy and an

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 5

understanding of all the most diverse points of view (holistic perspective). A
mind that is limited only to a partial perspective is incompatible with the real
philosophical attitude.

The branches of Philosophy are:

1. Metaphysics– the branch of philosophy that deals with the first principles of
things, including abstract concepts such as being, knowing, substance, cause,
identity, time, and space. It is concerned with explaining the fundamental nature
of being and the world. Cosmology and ontology are the two traditional
branches of metaphysics.

Cosmology seeks to understand the origin, evolution, structure, and

ultimate fate of the universe at large, as well as the natural laws that keep it in
order. Ontology is the investigation into what types of things there are in the
world and what relations these things bear to one another. Ontology deals with
questions concerning what entities exist or can be said to exist, and how such
entities can be grouped, related within a hierarchy, and subdivided according to
similarities and differences.

2. Ethics – also known as Moral Philosophy. Its aim is to address questions

regarding morality (concepts of good and bad, right and wrong, justice, virtue,
and etc.). Generally, it is the study of the nature of moral judgments. Ethics has
five main frameworks:

Divine Command – What does God wants us to do? In this framework,

a strong sense of individualism does not exist, but rather, the collective is
emphasized.

Consequentialism/Utilitarianism – What has the most desirable

consequences? What is good for the greatest number of people is the best
choice and the moral choice.

Deontological Ethics – Whatever is my moral duty to do. This means

that a person has a moral duty to do what is right regardless of what the
person thinks of feels about the situation.

Virtual Ethics – What kind of person I ought to be. This ethical theory
ignores the consequences, duties, and social contracts. Instead, it focuses
on character development of individuals and their acquisition of good

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 6

 virtue ethics.
 Relativism – What does my culture or society think I ought to do?
Actions are morally right within a particular society when they are
approved by law, custom, or other conventions of the society.

Ethicists who study morality from the perspective of philosophy appeal to

logical arguments to justify claims and positions involving morality. Whereas
religion has often helped motivate individuals to obey the laws and moral code
of their society, philosophy is not content with traditional or habitual ethics but
adapts a critical perspective. It insists that obedience to moral law be given a
rational foundation.

3. Epistemology – the branch of philosophy concerned with the nature and

scope (including limitations) of knowledge. It addresses four main questions:
What is knowledge?
How is knowledge acquired?
What do people know?
How do we know what we know?

4. Logic – is the study of reasoning. The science of correct reasoning. Logic is

often divided into two parts, inductive reasoning and deductive reasoning. The
first is drawing general conclusions from specific examples; the second is
drawing logical conclusions from definitions and axioms.

Examples of Inductive and Deductive Reasonings:

INDUCTIVE: Wearing white and Blue Uniform + Teenager + Goes to

STII to learn = STII STUDENT

DEDUCTIVE: Lots of students study at STII. Juan studies in STII.

Therefore, Juan is a student of STII.
Logic does not provide us knowledge of the world directly. Logic is just a tool
that indirectly contributes to the content of our thoughts. Logic is not
interested in what we know, rather, it is concerned about the truth or the
validity of our arguments regarding such objects.

5. Aesthetics – is the branch of philosophy dealing with the nature of beauty,

art, taste, and the creation and appreciation of beauty. It is more scientifically

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 7

defined as the study of sensory or sensori-emotional values, sometimes called
judgments of sentiment and taste. As a branch of Philosophy, students should
consider the importance of aesthetics because of the following:

- It vitalizes our knowledge – it makes our knowledge of the world alive and
useful. As we live each day, we pick up principles and too infrequently see how
they are related.

-  Ithelps us to live more deeply and richly – any piece of art helps us to rise
from purely physical existence into the realm of intellect and spirit. As a being
of body and soul, human beings need nourishment for his higher life as well as
his lower.

- It brings us in touch with our culture – things about us change so rapidly that
we forget how much we owe to the past. We cannot shut ourselves off from the
past any more that we can shut ourselves off geographically from the rest of the
world.

Take-home Activity #1: Answer some questions that are to be posted online in a
one whole sheet of paper.

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 8

 PHILOSOPHY OF THE HUMAN PERSON
Module – 2
Week 2: Introduction to Philosophy (Doing Philosophy in Obtaining A Broad
Perspective On Life)Instructor: Khimberly Xylem B. Ortiz
Learning Objectives:
 Classify the Eastern, Western, and Filipino Philosophy
 Value the importance of abundance
 Integrate the learnings in philosophy to obtain a board perspective in life
Motivation:

Study the image. What does this imply?

Lesson Proper:

Philosophy isn't just the most valuable way to obtain a broad perspective
in life, it IS obtaining a broad perspective in life. It is encouraged that we see
things from a wider, more holistic perspective.

Philosophy is the love of knowledge, the pursuit of truth, and the

questioning of all ideas. By studying, discussing, or just thinking about the
many ideas in the world, you can find questions you had never thought to ask,
or perspectives you had never considered before. Or perhaps, you could find a
theory or idea you had already been thinking about on your own, and read about
the perspectives and arguments of others who thought along similar lines.

We live in a society where ideas are decontextualized today. Philosophy

helps in organizing and understanding oneself and what we call the external
world.

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 9

Eastern and Western Philosophies

Since we live in a wide world full of diverse cultures, beliefs, and ideas. Let us
expand a bit into a global scale, into the ideas of Eastern and Western
Philosophies.

Educational challenge in the 21st century entails appropriate acceptance of

cultural and racial multiplicity. Written below are various viewpoints of
Philosophy: Western and Non-Western, with emphasis on Filipino Philosophy.
Here is a table that summarizes the differences between the two philosophies:

A. Western and Non-Western Traditions

Fragmentary vs. Holistic

In Western philosophy, peopleprefer focusing on the important parts instead of

looking at it as a whole.They break down ideas as much as they could and used
lots of logic, reasoning, and categorizations. They see things like the brain and
body as separate identities, rather than viewing the two parts as equal. The
mentality has now been passed on into politics an even religion. In Eastern

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 10

philosophy, people look at the issue as a whole and, generalize ideas and look at
its similarities.

Unlike the West, the East does bit make a rigorous distinction between
religion and philosophy. Its basic philosophical concepts are shrouded in
religious beliefs and myths. In the East, philosophy is religion and religion is
Philosophy.Their teachings are not meant to take you to separate truths but the
parts would eventually lead to one truth.

Western philosophy was built on the idea of difference and separation so

they will not try and settle for common ground. Some philosophers will use
heavy debate to try to convince the audience which opinion is superior.
Meanwhile in East they will usually find common group, a perfect example of
this is the Ying and Yang. Yin symbolizes feminine, dark, cold, and yielding.
Yang symbolizes masculine, bright and advancing. These might be separate
ideas in Western Philosophy, buy in the East equal amounts of both ideas are of
importance that together create a whole.

Western Philosophy thinks in a linear manner, in terms of beginning and

ending in a straight line. Oriental thought runs ina circular manner where in the
end conjoins the beginning in a cycle. Nothing begins and end absolutely. This
is indispensable to the understanding of rebirth. There are cycles of rebirths
within various spheres of life.

Individualism & Collectivism

Individualism is highly praised in the West. Mostly in the West, there is a great
amount of importance on being your own person and deciding things for
yourself. Meanwhile in the East, collectivism and connected is more apparent.
The ideas such as social obligation to moral righteousness. Things like helping
people and respecting other is a great reflect on Confucian and Taoist ideals.
But the Western idea of individualism got out of hand in the past, but the
Eastern idea of collectivism has in the past became damaging. For example,
Communist leaders have attacked people from Cambodia to Korea.

Western Philosophy (Ancient Greeks, Europeans and Americans) usually

focused on five categories (Metaphysics, Epistemology, Ethics, Politics, and
Aesthetics). Eastern Philosophy (mostly China and India), also tackled these
five categories but they don’t really make a distinction on Metaphysics and

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 11

Epistemology, and Philosophy and Religion).

Linear and Circular Mindsets

Western mindset is linear. There is a beginning and an end. Eastern mindset is

circular and cyclical; nothing actually begins or ends absolutely. When
something ends, that something continues in another form. This is indispensable
to the understanding of samsara or rebirth.

B. Filipino Thinking: From Local to Global

The Philippines could not very well speak of a tradition such that of China,
India, or Greco- Roman, yet there has to be a "Filipino though" or none at all.
Pioneering attempts to formulate a Filipino Philosophy lacked refined tools and
the lack of predecessors upon whom to stand, nevertheless, Filipinos do have
their own Philosophy. The three dimensions of Filipino thought are: Loob,
Filipino Philosophy of Time, and Bahala Na.

1. Loob

Kagandahang-loob, kabutihang-loob, and kalooban are terms that show sharing

of one's self to others. We Filipinos value smooth interpersonal
relationships.Loob puts one in touch with his fellow beings. Also, Great
Philippine values, in fact, are essentially interpersonal. The use of go-betweens,
the values of loyalty, hospitality, pakikisama, and respect to authority are such
values that relate to persons. In short, the Filipino generally believes in the
innate goodness that flow from within itself.

2. Filipino Philosophy of Time

Filipinos believe in Gulong Ng Palad or Wheel of Fortune. Life is being

perceived as a series of ups and downs. When the Gulong Ng Palad is on the
downtrend, the Filipino looks at the future with the hope that the time will come
wherein he will be at the top. This philosophy makes Filipinos an absolute
optimist. When one cries, one surely smiles because the Filipino perceives every
ups and downs as temporary or transitory. Gulong ng Palad blends well with the
Indian concept of Karma and the Yang and Yin of the Chinese. Generally, it
blends well with the Eastern Philosophy that the journey of mankind is cyclical.

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 12

Filipino time is mistakenly interpreted as always delayed in the committed time
of arrival (Mañana Habit that the Spanish influenced the Filipinos). This idea is
misleading since Filipino farmers are early risers as they work in their fields and
wastes no time for work. The concept of “siesta time/power naps” is also
important for Filipino culture that must not be necessarily considered negative.

3. Bahala Na

Pre-Spanish Filipinos believed in Bathala. Filipinos seem to signify that

ultimately in life, we

have to reckon not only with our human nature, but also with the cosmic
presence of spirits. Bathala is not an impersonal deity but rather a personal
being that keeps balance in the universe. Bathala is endowned with a personality
and the Filipino put their entire trust in this Bathala or God.

The Bahala Na attitude is subconsciously accepted into the minds of Filipinos.

Bahala Na means leaving everything to God, or come what may and accepts
beforehand whatever the outcome of his problem might be. The Bahala Na is
nonetheless one of the most outstanding Filipino virtues because in one aspect,
it is perceived as the courage to take risks. An example of this is the OFWs who
risk their lives and comfort just to work abroad in order to provide for their
family way back home.

On the other hand, it is perceived as fatalistic, like leaving everything to God or

chance. Fatalism is universal. The will of God/Allah, tao to the Chinese, rta to
the Indians, and fate in Buddhism all signify, in one way or another, fatalism.

C. Filipino Thoughts and Values: Positive and Negative Aspects

It is believed that Philippine values and system, in line with Filipino

philosophy, needs to be used as a positive motivation. The Filipino sees himself
in a dyadic, pyramidal fashion. He identifies himself vertically, with authority
figures distinguished by their power, age, and wealth. He receives protection
from above and must do the same to those below him. Reciprocating debts of
gratitude between his superiors and subordinates is called Utang Na Loob.

However, as we do our duty, it should not be bounded by Utang Na Loob

(indebtedness to patrons) but to help to uplift the life not only if one's own
family (micro perspective) but of others as well (macro perspective).

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 13

 In this vein, we should stress other positive Filipino values such as
bayahihan (helping others in times of need). Deep down in the minds of
Filipinos, there exists the belief that whatever good onehas done will redound to
one's benefit because a Supreme Judge will dispense just compensation whether
in this life or in the next.

D, Philosophy: Transcending and Aiming for a Life of Abundance

Abundance comes from the Latin term ‘abundare’, meaning, “to overflow
nonstop”. It is outflowing rather than incoming. It is not about amassing
material things or people but our relationship with others, ourselves, and with
nature.

1. Abundance is not we gather but what we scatter.

Today, abundance is often being associated with acquiring lots of things and
materialism, but it is not. It is when we raise our empty hands and surrender,
when we don’t grab or stay unattached to anything and anyone, and when we
offer oneself – these are all abundance.

2. Abundance is not what we keep but what we give away.

To live life in abundance, one must pursue one’s desires and inner self. One
must go after what fulfills, before making more money. It is truly paradoxical
because to be able to have, we must first let go. To be able to acquire, we must
first control ourselves. Our appetites and desires impact other peoples’ lives.

3. Abundance is not what we hold but what we share.

Money may be a big thing in our world today, but it is worth reminding that
money should not matter much since every moment is a blessing even if a
person does not have money. Abundance is more than our ambitions. There are
more precious things such as people that matter.

4. Abundance is a choice.

As we pursue our dreams, there are negative people and things that will come
our way. Negative thoughts, emotions, and people should be avoided for they
only affect peoples’ goals. As we aspire for our dreams, we should surround
ourselves with positivity from people and things. When we look down, we only

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 14

see misfortunes, but when we look up, we realize that we are more fortunate
than others.

Abundance is more of an effort of the heart than the mind. To achieve, one must
commit, Abundance is a choice which translates into commitment,
determination, and perseverance.

5. Abundance is to evolve into a higher being.

Abundance covers both external and internal life. Material thing are important
in our lives, but it isn’t just about material things. Values, for instance, also
matter. Living an abundant life also means evolving into a higher being in
following one’s mission: A deliberate or conscious desire to act upon what we
can make us and others happy.

As we are bombarded by negative people or moods, it becomes our choice to

adopt an abundant disposition.

Activity #2:
In a one whole sheet of paper, answer these questions.
Research and think of other Filipino cultures and values that relate to Eastern
Philosophy.
How have you experienced abundance (tell what aspect in your life)?
How will you attain further abundance?
Relate Abundance and Emptying (from our first module).
From the list of themes written below, choose one and write a holistic
philosophical opinion about it. These are the themes:
Global Warming
Same-sex Marriage
Being a part of the LGBTQIA+
Earth Hour
The Philippines’ issue with the West Philippine Sea
The War On Drugs
The COVID-19 Pandemic
Student Life in the new normal
The looming threat of World War 3

Rubrics for Reflection Paper

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 15

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 16
 PHILOSOPHY OF THE HUMAN PERSON
Module – 3
Week 3: Doing a Philosophical Reflection
Instructor: Khimberly Xylem B. Ortiz
Learning Objectives:
 Discuss the importance of doing a philosophical reflection
 Value the importance of doing reflection
 Develop the learners’ skills in making holistic philosophical reflections

Motivation:

Study the image below. What does it imply

Lesson Proper:

In Doing Philosophy

Doing philosophy means asking valid or intelligent questions, doing

meditative reflection, and formulating and evaluating arguments. Doing
philosophy does not mean that a person should graduate with a degree in
philosophy. As long as a person could raise a valid and intelligent question,
reflects meditatively, and argues in a logical manner.

In doing philosophy, one should master the important skill of doing a

philosophical reflection. Philosophical reflections are deeply personal and it
varied from every individual. Philosophical reflections are deeply anchored on a
person’s day-to-day existence. According to Gabriel Marcel, a philosopher,
philosophical reflections are first and foremost the act of giving time to think
about the meaning and purpose of life. There are two types of reflection:

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 17

 Primary Reflection– a kind of thinking that calculates, analyzes, or
recounts past events. Primary reflection is a fragmented and
compartmentalized thinking. It cannot be a genuine thinking because it
failed to make sense of the whole, of the mystery of life. In other words,
primary reflection is selfish thinking because it is instrumental thinking, a
‘means-end’ thinking. Instrumental thinking thinks only of what it can
practically get in a relationship.

Secondary Reflection –characterized by the act recapturing the unity of

the original experience by gathering back together what has been
separated by primary reflection, allowing us to think holistically.In this
way, secondary reflection enables us to integrate our fragmented and
compartmentalized experience into a coherent whole. This gives us the
impression that secondary reflection for Marcel is genuine or unselfish
thinking. Applied to human relations, secondary reflection does not think
of what it can practically get in a relationship. Here, the human person
establishes a relationship with the other not because of what she can get,
but is premised on the idea that the other is a human person that deserves
respect, care and love. Marcel speaks of “philosophical reflection”, he
specifically refers to “secondary reflection”.

Philosophical reflection provides us with a holistic picture of reality. It is

a tool that enables individuals to see the interconnectedness and
interdependence of peoples, their actions, and events, as well as their direct
relation to each other. Philosophical reflections allow us to deepen our
understanding of ourselves, as well as our role and place in the world.

Constructing and Evaluating Arguments

Marcel’s notion of primary reflection can be expressed most visibly in our

ability to think logically, that is, in the ability of the mind to construct and
evaluate arguments. For this reason, although it may appear as a kind of selfish
thinking when applied to human relations, primary reflection can be considered
as another important tool in doing philosophy.

One important characteristic of doing philosophy properly is the ability to

express and support one’s claim rationally. If we are not able to justify our
views or claims, then we are not doing philosophy. For this reason, in doing
philosophy, we must learn how to construct and evaluate arguments properly for

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 18

it is with the use of arguments that we are able to express our thoughts in a clear
and logical manner. In this way, we do not only promote agreement and
harmony, but also objective thinking. For example:

Premise 1: All human beings are mortal.Premise 2: But the President of the
Republic of the Philippines is a human being. Conclusion: Therefore, the
President of the Republic of the Philippines is mortal.

In this argument, we can see that if the premises are assumed to be true,
then the conclusion must also be true. That is, if all human beings are indeed
mortal and that the President of the Republic of the Philippines is a human
being, then we have to accept the conclusion that the President of the Republic
of the Philippines is mortal. If we reject the conclusion, then we are making a
logical error since it is what the premise entails. Since the premises of this
argument inevitably lead us to this particular conclusion, then the argument is
valid or a sound argument.

Indeed, both philosophical reflection and the construction and evaluation

of arguments are some of the necessary skills that we need in doing philosophy.
To reiterate, philosophical reflection, on the one hand, enables us to look deeper
into our experiences and see the bigger picture of reality. On the other hand, the
construction and evaluation of arguments allows us to express our ideas in a
systematic and logical way. Furthermore, the ability to construct and evaluate
arguments allows us to examine the ideas of other people. In the end, these are
some of the benefits of being able to do philosophy in a meaningful way.

Student-initiated Online/Off-class Brainstorming and Group Discussion-

Presentation #1:

The student groups will reason out why philosophical reflections are important.
Second, they will choose two themes from the list of themes below:

Global Warming

Same-sex Marriage

Being a part of the LGBTQIA+

Earth Hour

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 19

 The Philippines’ issue with the West Philippine Sea

The War On Drugs

The COVID-19 Pandemic

Student Life in the new normal

The looming threat of World War 3 Each student group will discuss on
their chosen themes in a holistic perspective. After which they will make
a holistic group reflection and they will write it down in a long bond
paper. Each student group representatives will present their ideas to the
class via Zoom and pass their paper to the teacher.

PHILOSOPHY OF THE HUMAN PERSON

Module – 4
Week 4: Distinguishing Opinion from Truth
Instructor: Khimberly Xylem B. Ortiz

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 20

Learning Objectives:
 Examine the difference between fact and opinion
 Discriminate facts and opinions
 Developthe skill of differentiating facts and opinions in the pursuit of truth
Motivation:

Every day, we encounter various ideas. Some ideas support each other while
others do not. Some ideas contrast. Since we were young, we are already taught
to differentiate facts from opinion. Separating these two concepts might sound
easy, but in reality, it is not.How do we really differentiate the two? More than
that, how can distinguishing facts from opinions will lead us to the truth?

Lesson Proper:

The Approaches of Distinguishing Facts and Opinions

Many think that facts are states of affairs – occurrences that are there in
the world regardless of what anyone may think about them. Opinions, on the
other hand, are just mental states or beliefs about state of affairs. If we are to
distinguish the two concepts using this idea, we could use the “Whose?” test; an
idea by Perry Weddle. It always makes sense to ask “Whose opinion is it?” but
never “Whose fact is it?”

However, if we do this method of contrasting, the difference between

facts and opinion only becomes blurrier. For among the beliefs that people have
about the world, there are some that people tend to put in the “fact” column and
some that they tend to put in the “opinion” column. That is, they contrast factual
beliefs from opinions (opinion beliefs), and it is quite appropriate to ask “Whose

belief?” in either case. The same goes for expressions of belief: We can talk
about statements of fact vs. statements of opinion, or factual claims vs. opinion
claims, and so forth.

Distinguishing Facts and Opinions (True or False)

When we narrow our inquiry to statements, we ask for the difference

between facts and opinions, but in reality, we are actually asking for the
difference between statements of facts and statements of opinions.

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 21

 Example:
FACTS OPINIONS
There is beer in my refrigerator. Wine tastes better than beer.
The earth revolves around the sun. The earth was created by an omnipotent God.
Genocide is wrong.
Thousands were killed in Darfur.
The current US president is a
A Democrat will win the presidency in 2016.
Democrat.

When we are asked for the principle of distinction between the two
concepts, we are often tongue-tied. Some experts argued that facts are true.
However, opinions are typically put forth as true, and some factual beliefs turn
out to be false. The fact/opinion distinction varies independently from the
true/false distinction.

Distinguishing Facts and Opinions (Objective and Subjective Ideas)

Some say that facts are objective (rather than subjective), since at least some
statements in the “opinion” column involve matters that would be true (or false)
regardless of what any particular subject or person believes. Neither does it help
when others say that factual statements are concreteand opinions
areabstract.That answer would render all mathematical statements non-factual,
since mathematics involves abstract concepts (e.g. numbers).

Distinguishing Facts and Opinions (Unconventional Ideas)

There are suggestions that the difference between facts and opinions is that
factual statements are uncontroversial (not giving rise or likely to give rise to
public disagreement). But this answer doesn’t seem right either, since it would
make it audience-relative whether something is a fact: for example, “the earth
revolves around the sun” would be a fact for modern Europeans but not for
medieval ones; “God created the earth” would be a fact for believers but not for
sceptics.

Distinguishing Facts and Opinions (Direct Experiences and Statements of

Belief or Feeling)

The Critical Thinking Across the Curriculum Project website stated that:

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 22

“Fact: statement of actuality or occurrence. A fact is based on direct
evidence, actual experience, or observation.

“Opinion: statement of belief or feeling. It shows one’s feelings about a

subject. Solid opinions, while based on facts, are someone’s views on a
subject and not facts themselves.”

This way of drawing the distinction makes “The earth revolves around the sun”
an opinion – or at least, not a fact – since no one directly observes it happening
(not even astronauts!). It also jumbles together occurrences (what we earlier
called “states of affairs”), statements about occurrences, and the evidence for
those statements.

Perhaps more confusing is its labelling opinions as “statement(s) of belief.” All

statements express beliefs, and our task is to determine which of them express
factual beliefs and which express opinions.

Distinguishing Facts and Opinions (Facts as Proven True, Opinions as

Expressions of Belief or Feeling)

Some argues that facts are statements that can be shown to be true or can be
proved, or something that really happened. Opinions express how a person feels
about something – opinions do not have to be based upon logical reasoning. For
example:

You can look up facts in an encyclopedia or other reference, or see them for
yourself. For example, it is a fact that broccoli is good for you (you can look
this up in books about healthy diets).It is an opinion that broccoli tastes good
(or bad).”

Both of these connect fact with provability. But in common parlance,

“provability” seems audience-relative as well: While one person might find
Anselm’s ontological argument to be a sufficient proof for God’s existence
(thus rendering “God exists” a fact for that person); others may not.

Some argues that an opinion expresses someone’s belief ... about something.”
So if a person believes that there’s beer in his refrigerator, is that just an
opinion? The distinction between fact and opinion becomes muddier when there
is a claim that one can look up facts in an encyclopaedia (Always? Facts already
existed before books.), and by including an evaluative notion (“good for you”)

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 23

among examples of facts.

Distinguishing Facts and Opinions (Beliefs and Reality)

Let us take the familiar philosophical distinction between belief and reality. In
common understanding, there’s a world (reality), and then there are our
representations of that world (beliefs: sometimes true, sometimes not). A person
might believe that there’s beer in his refrigerator, whether or not there’s any
there. A person might believe that God created the earth, whether or not God did
– indeed, whether or not God exists at all. Generally, we strive to make our
beliefs as accurate as possible in representing reality, but that doesn’t remove
the gap (some would say “gulf”) between the two.

The problem, obviously, is that attempts to bridge that gap always

proceed via our own fallible cognitive capacities. Beliefs about reality are still
beliefs, and some of them, despite our best efforts, turn out to be false. In other
words, both facts and opinions can be either successful or unsuccessful in
representing reality, and thus the fact/opinion distinction is not the same as the
belief/reality distinction.

Distinguishing Facts and Opinions (Descriptive and Normative)

Finally, consider the descriptive/normative distinction. Descriptive

statements describe or represent the world; normative statements evaluate it. For
example:

The statement that thousands were killed in Darfur is descriptive; the

statement that such killing was wrong is normative.

The descriptive/normative distinction is sometimes called the fact/value

distinction, which might lead it to be confused with the fact/opinion distinction.
But it’s controversial whether all normative claims are matters of opinion.
Moreover, many of the standard “opinion” examples are not normative:
consider “God exists” or “A Democrat will win the presidency in 2016”. If the
fact/opinion distinction were identical to the fact/value distinction, then once
again we would need to revise our common thinking about facts and opinions.

The Conjecture

The fact/opinion distinction is ambiguous, and in trying to explain it, people

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 24

typically combine it with other distinctions in the neighbourhood.

Conclusion

Having teased apart these various distinctions, and looking back over the several
attempts to explain the difference between fact and opinion, we might propose
the following definitions:

A statement of fact is one that has objective content and is well-
supported by the available evidence.

A statement of opinion is one whose content is either subjective or

else not well supported by the available evidence.
These definitions have several advantages:

1.They capture some of the concerns that lead people to insist on the
fact/opinion distinction in the first place – in particular, the concern that
claims not be accepted without good evidence.

2.They explain why some objective matters – in particular, controversial

matters such God’s existence or predictions about the future – get placed
in the category of opinion, despite their objective content.

3.They avoid the sloppiness of some of the earlier proposals. That said, they are
still somewhat revisionist: They do not fully capture everyday usage
(since everyday usage is messy and confused), but instead serve to refine
that usage.

Why worry about the fact/opinion distinction? One reason is that precise
thinking is valuable for its own sake. But there’s another, more pragmatic
reason. Despite its unclear meaning, the claim “That’s just your opinion” has a
clear use: It is a conversation-stopper. It’s a way of diminishing a claim,
reducing it to a mere matter of taste which lies beyond dispute.

Indeed, the “opinion” label is used not only to belittle others’ stances, but
also to deflate one’s own. In recognising that a personal belief differs sharply
from that of other individuals and cultures, one may conclude, “I guess that’s
just my opinion – no better than anyone else’s.” This conclusion may stem from
an admirable humility. On the other hand, it can have dangerous effects: it leads

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 25

to a kind of wishy-washiness, wherein one refrains from standing up for one’s
convictions for fear of imposing “mere opinions”. Such reservation conflicts
with common sense: surely some opinions are more thoughtful, more informed,
more coherent, and more important than others.

This diminishment is especially troubling in moral debates. Moral debates

are practical – they’re debates about what to do – and they concern our values:
things that matter to us. Either we send troops to Syria or we don’t. Either we
allow same-sex couples to marry or we don’t. Either we lie to our parents about
what happened to the car or we don’t. Categorising these issues as “matters of
opinion” doesn’t make them any less urgent or vital.

The author proposes that we abandon the ambiguous fact/opinion

distinction, and especially the dismissive retort “That’s just your opinion.” We
should focus instead on whether people can offer good reasons for the claims
they make – reasons that might compel us to share their views. That’s the
author’s opinion, anyway. If you think yours is better, don’t merely say so: Say
why.

Assessment #1: Answer the items written below.

1. It is stated that facts and opinion differ from true and false distinctions, but
how could the

fact/opinion distinction lead people to the truth?

_______________________________________________________________
________________________________________________________________
________________________________________________________________

2. In your pursuit of the truth, how could you achieve it? Relate your answer in
the fact/opinion distinctions.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 26

3. In your own words, differentiate facts from opinion.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

4. Why is it important to differentiate facts and opinion?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 27

 PHILOSOPHY OF THE HUMAN PERSON
Module – 5
Week 5: Methods of Philosophy That Leads to Wisdom and Truth, Evaluating
Truths from Opinions
Instructor: Khimberly Xylem B. Ortiz

Learning Objectives:
 Explain the importance of critical thinking
 Evaluate the learners’ critical thinking skills
 Integrate the learners’ ideas in some of the issues in our society today

Motivation:

Two Lies and a Truth!

Before we start with our discussion, the students are encouraged to volunteer in
this simple game. Each volunteer shall tell two lies and a truth about himself or
herself. His or her classmates will then guess which one is the truth.

Lesson Proper:

For Double (1999), although philosophy in an organized body of knowledge,

the subject matter of philosophy is questions, which have three major
characteristics:
1. Philosophical questions have answers, but the answers remain in dispute.
2. Philosophical questions cannot be settled by science, common sense, or
faith.
3. Philosophical questions are of enduring intellectual interest to human beings.
Philosophers use critical thinking as their method of addressing philosophical
questions.
Critical thinking is the careful, reflective, rational, and systematic approach to
questions of very general interest. Critical thinking means questioning beliefs,
ideas, claims, and opinions. Its goal is to know the reason behind everything and
understands the impact of that realization to one’s life. Critical thinking means
understanding philosophy through careful thought and reasoning through
argumentation, instead of merely giving claims.

If one wants to become a philosopher, that person should possess and cherish

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 28

the ‘love of wisdom’, which is a part of all human nature and because one more
reflectively and critically brings to light and examines the largest and wildest
implications of the life of all human beings.

For Maboloc and Pascua (2008), critical thinking is a lifelong process of self-
assessment that further consists of:

 Defining, analysing, and devising solutions

 Arriving at reasonable and informed conclusions
 Applying understanding and knowledge to new and different problems
 Willing to change one’s point of view
 Continually examining and re-examining ideas
 Willingness to say “I don’t know”

When a person admits that he does not know, he is doing an honest appraisal of,
for example, solving a problem. People could achieve the truth if they are
willing to change their point of view based on new evidence and
continuous re-examining of ideas. Critical thinking is a lifelong learning,
a commitment to achieve better social conditions and broader
participation in unfolding the future. These are the traits that one should
possess to be a critical thinker:

 Looks for evidence to support assumptions and beliefs

 Adjusts opinions
 Looks for proof
 Examines problem
 Rejects irrelevant and incorrect information
Aristotle posits that in order to further attain practical wisdom or the habit of
making sound judgments to choose effective means in achieving worthy goals,
courage is also required. When it comes to art, like painting, music, and dancing,
critical thinking means enlightened sensitivity in order to appreciate the art.
If a person accepts his limitations or is courageous enough to say ‘I don’t
know.”, then it becomes an honest appraisal of say, solving a problem. If one could
only able and willing to change his point of view based on arising evidence, and
continues to re-evaluate his ideas, then more holistic his perspective would be. He
becomes nearer to the truth.

Evaluating Opinions

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 29

 It was written above that the necessary tools to differentiate facts from
opinions are critical thinking and logic. An opinion can be a belief or judgement
that rests on grounds insufficient to produce complete certainty. Opinions are
personal views, attitude, or appraisal or personal feelings.
An opinion can be insisted on another person even though the opinion itself is
either false or sometimes malicious. Here are some examples of opinions:

Lo (2014) advised ways to repay debts to attain financial freedom:

“Do the same for credit card debt. Start by paying off the card with the smallest
balance, and always pay over the minimum. Pay only the minimum on the other
card. Focus all your effort on that one card and attack it. Take no prisoners.
Once you pay off the first card, move on to the next card and repeat the
process.”

Galdon (1995), on the other hand, expressed his personal feelings

regarding happiness:

“When we look back over the past and reflect upon our lives, we realize that we
were truly happy in those moments when we were doing something for others.
We realize that our truly miserable moments in life were those when we were
demanding selfishly instead of giving generously. When we do something
especially for others, especially for those who are helpless, or in need, we
become truly happy people.”

In the reflections of Alinsangan (2017), he shared his thoughts about the
Transfiguration:

“Indeed, the mountain of transfiguration stands for our deep encounter and
experience of divine grace. But that experience is not for us alone. Pope Francis
says that we are called to carry the fruits of the experience we have with God to
our troubled brothers and sisters, sharing with them the treasures of grace
received.”

The examples cited are views, approach, or feelings toward relevant issues. In
these examples, value claims assess the worth or merit of an idea, object, or
practice according to the criteria supplied by the arguer. Values are either
positive or negative, and they claim focus on values held by the participants in
an argument. Value claims indicate what we ought to do. Values could also
mean a person’s deeply held ideas or beliefs. Those ideas and beliefs determine

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 30

one’s morality and what is right in that person’s life. As such, our values
strongly drive our decisions, choices, and behaviour.

Assessing arguments and statements, looking for evidence to support

assumption and beliefs, and deciding rationally what to believe or not are
important in evaluating opinions.

People may disagree about facts. Here is an example:

The “War on Drugs” of the Duterte Administration elicited agreement and

disagreement in attitude and belief. Some agreed that there is a link between
terrorism and crime, specifically the manufacturing and trafficking of illegal
drugs. The opposition pointed out the alleged summary executions of drug
suspects.

Where the object is to overcome disagreement, one must take into account the
real nature of the conflict. In this case, what is “right” or “wrong” tends to elicit
strong emotions (Copi and Cohen, 2005). That is why when dealing with
opinions and arguments, we must analyse the facts and handle

the emotion that goes along with the facts. Often, an argument is not just about
the resolution of disagreements but also about the class of strong emotions.

Student-initiated Online/Off-class Brainstorming and Group Discussion-

Presentation #2:

The student groups are expected to choose one issue from the lists of issues
written below:

War On Drugs

Homosexuality

Issues in the WPS

Education in the new normal

Male Prostitution Each student group will discuss on their chosen

topic and are expected critically think before giving their opinions about
it. They will write all their collected ideas in a one whole sheet of paper.
Each group representatives will present their ideas in the class via Zoom

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 31

and pass their paper to the teacher.

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 32

 PHILOSOPHY OF THE HUMAN PERSON
Module – 6
Week 6: Transcendence
Instructor: Khimberly Xylem B. Ortiz

Learning Objectives:
 Analyze the importance of transcendence
 Evaluate the reasons that would prevent the learners from reaching
transcendence
 Specify the learners’ reason why they need to attain transcendence

Motivation:

Before the proper discussion, the students are asked to reflect on these questions
for 5 minutes:
1. What are your dreams and goals?
2. If ever you reach your goal, what would you feel?
3. After reaching your goals, will your perspective change?
4.
Lesson Proper:

What Is Transcendence?

In philosophy, the adjective “transcendental” and the noun

“transcendence” convey the basic ground concept of the world’s literal meaning
(from Latin) of “climbing or going beyond”, with varying connotations in its
different historical and cultural stages, and beliefs. Appreciating art has
transcendent existence. Knowledge and law also require transcendence, as well
as scientific laws and knowledge. Humans have a soul capable of experiencing
profound and hidden values that the flesh and senses cannot encounter alone.
The spirituality in us is identified with the divine image in our soul.

A person who has fulfilled his goal entailed transcendence since he have
achieve a state of thinking, feeling, and experience that there is something more
in his life than just mere physical and

material things. Similar to Abraham Maslow’s concept of Self-Actualization

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 33

(the realization or fulfilment of one's talents and potentialities, especially
considered as a drive or need present in everyone), transcendence is a state of
being innately satisfied with life regardless of physical and tangible factors.

The Human Personas an Embodied Spirit

In totality, a man is a physical body, a living soul (the inner self; mortal), and a
spirit (the life- force; immortal). The spirit takes form through the mortal,
physical body to represent its qualities in the conscious, physical world. Each
body part has its worldly function that is communicated in an expressive and
understandable form.

For Aristotle, a human person is a personal being that possesses its intellectual
nature in a natural unity with a material body. “Man is a rational animal.” For
St. Thomas Aquinas, the total vision of man would be the “embodied spirit”.

Recognizing how the Human Body Imposes Limits and Possibilities for
Transcendence

As much as humans would like to attain transcendence, we could not deny the
fact that humans are imperfect and limited. Limitations in our environment and
society also hinder us in reaching it. At some point, each of us will encounter
hindrances that will halt us in our journey towards transcendence. Here are
some examples:

 Mental and Emotional Disabilities (like anxiety and intellectual disabilities)

 Physical Disabilities (like deaf-muteness, blindness, and physical
amputations)
 Diseases
 Failures and Painful Experiences
 Socioeconomic Status
 Our Environment and Society (like disorganized and violent neighborhood)
 Abusive Relationships (like emotional abuse and toxic relationships with
other people)
 Negative Influences (like drugs)
On the religious perspective of Hinduism, Buddhism, and Christianity, this is
how they recognize how the human body imposes limits and itspossibilities for
transcendence: Hinduism’s Reincarnation and Karma An interesting Hindu belief
is the transmigration of the soul, reincarnation, or “metempsychosis”. Essential
Hinduism is based on the belief in karma. It is believed that everything in this life

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 34

is a consequence of actions performed from previous existence. Only by building
up a fine record or karma can final salvation be achieved. The main point is that
our actions affect our lives.

Negative actions will lead to negative karma, while constantly doing positive
actions will bring good karma.

Buddhism’s Nirvana

Nirvana is the state which one is absolutely free from all forms of
bondage and attachment, overcoming and removing all the causes of suffering.
Nirvana is also the state of perfect insight into the nature of existence. The
Buddhists see one who has attained Nirvana as one who is free of debt and
burden from all the chains that bind a human being into existence (like wealth).
He has perfect knowledge, perfect peace, and perfect wisdom (Aguilar, 2010).

A false conception regarding Nirvana is when one attains it, that person
cuts himself from the world of toil, tears, and turmoil and spends his life in a
state of total inactivity and indifference to the world around him. The Buddha
wasn’t living a passive life when he had reached his enlightenment until his
death. The Buddha was surrounded by people. Thus, it is absurd to describe
Nirvana as a state of inactivity, stupor, and indifference. One who has attained
enlightenment is a non-attachment. As one attains wisdom, he desires nothing
for himself but always works for the well-being and liberation of others.

Buddha teaches that wisdom consist of walking the Middle Way.

Treading the Middle Way means avoiding the extreme side of abstinence,
inactivity, and indifference, and the extreme side of mindless activity and the
mindless pursuit of pleasure.

St. Augustine of Hippo and Aquinas’ Teaching about Will and Love
(Christianity)

For St. Augustine, we are physically free, but morally bound to obey the
law – the Eternal Law which is God Himself. This Law states that humanity
must do well and avoid evil. This moral obligation is present in all human being.
St. Augustine believed that humans follow the laws of morality in the same way
all objects on earth obey the law of gravity. The Soul naturally wishes to be
moral, but since humans have free will, this natural moral law becomes violated.

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 35

Therefore, humanity must do its best to correct this inner flow and maintain
obedience to the moral law, which is ultimately obedience to God and goodness
towards all men. Christian life is not easy. No human being should become an
end to himself. We are all responsible to our neighbours as we are to our own
actions.

The truth about St. Augustine’s teaching is still present today. Innocence and
purity of the heart can only be achieved by God’s grace. God can easily give
that gift instantly or to others at the end of their life’s struggles. That gift itself is
a major triumph. Through prayer, modesty, fasting, and other sound measures
that the Church recommend or God provides can purify the heart, mind, and
body be maintained and lived daily (Johnston, 2006).

Having a chaste life is difficult and all humans are called to live it, either
married or single. Being pure and chaste also means being holy, even if we are
called to live different lifestyles. It is not pleasing to God to see humans living
their lives without purity, holiness, and chastity. St. Augustine believed that
although we are physically free, one does not have a right to do anything if it is
not morally right or if one will hurt another. Rightness means pleasing God.
God has given us a choice to discern between right and wrong though we are
often ignorant in this manner unless we are wholly sincere, honest, and pure
(Johnston, 2006).

Conclusion

Even though a person is still young, he is not prevented from further

understanding himself. Transcendence is even more possible when he begins to
understand that he can beyond his limitations if he only sets his mind on his
goals. Here are some points to remember when someone goes beyond his limits:

 Each of us is connected to the external or eternal world.

 Challenges are learning opportunities.
 A person’s goal is more important than his fears.
 Think outside the box.
 Realize that everyone has fears.

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 36

 PHILOSOPHY OF THE HUMAN PERSON
Module – 7
Week 7: Transcendence (Continuation)
Instructor: Khimberly Xylem B. Ortiz

Learning Objectives:
 Analyze the importance of transcendence
 Evaluate the reasons that would help the learners reach transcendence
 Develop ways for the learners to attain transcendence

Motivation:

Last module, we’ve discussed about transcendence, and looking from

the religious perspective, our limitations in achieving it and how to
achieve it. This time, we will talk about it even further with further
stress on evaluating ourselves in order to learn the ways of fully
acquiring it. How can we achieve full transcendence if we don’t know
the things that pull us down, right?

DISCLAIMER: This topic will sound quite a bit religious and spiritual
compared than the last module, since one of the contributors about the idea of
transcendence were St. Thomas Aquinas and St. Augustine, a Catholic saints
and philosophers. Rest assured, the topics written here are applicable for non-
Catholics and non-believers also.

Lesson Proper:

Limitation and Possibilities for Transcendence

As much as humans would like to attain transcendence, we could not deny the
fact that humans are imperfect and limited. Limitations in our environment and
society also hinder us in reaching it. At some point, each of us will encounter
hindrances that will halt us in our journey towards transcendence. Here are
some limitations and possibilities for transcendence:

Developing a positive outlook Working towards reaching a goal Learning from

experiences

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 37

Limitations

 May not occur to everyone

 Does not come at a specified period
 Varies across people
 May coincide with physical limitations of the body
Possibilities

 Developing a positive outlook

 Working towards reaching a goal
 Learning from experiences
It is also necessary for us to know that transcendence may be applicable to
present worries by living in the present. This means that life is lived from
moment to moment in a carefree and lively manner where concerns for stress
are reserved for the future, and regrets or guilt feelings are kept in the past.

Overcoming Limitations

Bodily limits can be tested by trying on new experiences and working on

challenges that increases levels of difficulty. The human body can reach its goal
with efficiency, if given enough exposure to any situation.

On the other hand, social and environmental limitations are harder to overcome
since they involve influences from others and from the external world. But, a
person with proper mindset and clearly defined goals could rise above
challenges, if there is enough motivation to it. W ith this, one can successfully
overcome his limitations.

Evaluating One’s Own Limitations and the Possibilities for their

Transcendence

Based on the previously discussed topics, how we are able to transcend our
limitations can be based on many experiences that emerge from deep within and
from a sense of being in tune with our own being, and with the mystery of life
that transcends us. Consider the examples below:

Forgiveness

When one learns to forgive, he is freed from his anger and bitterness because of
the actions and/or words of other people. On the other hand, the hardness of

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 38

one’s heart is reinforced by a whole series of rational arguments.

Negative minds, feelings, and attitudes are signs of masochism, enemies of the
human body. It is ironic that we do not like them, and yet we do not let them go.
Hatred is a form of anger that is directed inward, a suicidal act and causes more
harm than good not just for ourselves but for others as well. Relaxation and
imagery can help in healing our body. Sebatu (2009) recommend different
methods of forgiveness and healing:

Counselling – requires active listening and allowing the counselee to talk and
vent out his feelings will help him let go of all negativity that he has. Nonverbal
or physical reactions are good clues that they are dealing with painful emotional
hurts. Examining responses, understanding responses, and paraphrasing are
important in this session. Paraphrasing serves as a mirror in this process
whereby it establishes the counsellor-counselee understanding of the problem.

Talking to God– short breathing exercises. Reliving the event or situation that
caused hurt or regression takes place. God is presented to the counselee.
Handing a pillow to the counselee to talk to Jesus as an alternative. All hurts are
expressed by relating to God all the traumatic events of that problem. The
counsellor assesses the situation where the counselee has calmed down and that
he did not hurt himself. Asking forgiveness by talking to God is the healing
process.

Emmaus Method – in the Bible, it was said that Jesus opened the eyes of the
disciples on their way to Emmaus. While walking, Jesus let them encounter His
death, and then by breaking of the bread, peace and love were encountered. As a
result, the disciples became strong enough to face the task of self-evangelization
(read Luke 24: 13-35). The road to Emmaus is about establishing self-identity.
When Jesus asked “Who do you say I am?”, He points toward self-examination.
This process makes us reflect on our hurts and obstacles (like pride) as we
aspire to be good. This method highlights the social dimension of healing and
reconciliation.

Forgiveness Method – first of all, forgiveness starts by teaching the counsellee

to relax through breathing method. Clearing the mind by looking at the past and
what is happening at present is realized. Confession is administered by a priest
or sins can be directly confessed to God. Through imagery, we ask forgiveness
about people who have caused us hurt. The counsellor and counsellee end with

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 39

thanksgiving and concluding prayer. Forgiveness is difficult but, at the end of
the day, if hatred overcomes us, it would affect our relationship with other
people, our sleep, and our health.

The Beauty of Nature

“There is perfection in every single flower.” This is what the philosophies of St.
Aquinas, St. Anselm, and the Taoists believe. Miracles occur in every hugs,
kisses, sunrise and sunset, and in every family bonding. These kinds of
experiences can truly be moments of grace as it deeply touches every people’s
heart, spontaneously lifting it. During these experiences, we need to offer praise.

St. Aquinas, the existence of God or the Unmoved Mover originates change.
Unmoved Mover means that the universe did not began in motion. There should
be someone who initiated the movement of things, and that is the Unmoved
Mover, or the Prime Mover.

Vulnerability

To be invulnerable is somehow inhuman; to be vulnerable is to be human.

The experience that we need the help of other people is frightening. But living
life without acknowledging the help of others is like living without meaning and
direction. We need to acknowledge the help of others in our lives. Such
moments of poverty and dependence on others are not a sign of weakness but
being true to ourselves.

Among all of God’s creatures, only humans have the unique power to
change themselves and the things around them for the better. St. Aquinas
consideredhuman beings as moral agents (can decide between right and wrong).
Humans are both the spiritual and body elements; the spiritual and material. The
unity of both elements helps us understand our complexity as human beings.
Our spirituality separates us from animals; it describes the moral dimension of
our fulfilment in an action. Through our spirituality, we have a conscience that
is why whether we choose to be “good” or “evil” becomes our responsibility.

Human beings, therefore, has a supernatural, transcendental destiny.

Humans can rise above their ordinary being or self to a highest being or self.
This is in line with St. Aquinas’ idea in the plan of God – a human being has to
develop and perfect himself by doing his daily tasks. Hence, if a human being

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 40

perseveringly lives a righteous and virtuous life, he transcends his mortal state
of life and soars to an immortal state of life.

The power of change can be done by humans alone. It is achieved in

cooperation with God. Between humanity and God, there is an infinite gap
which God alone can bridge through His power. Perfection by participation here
means that it is a union of humanity with God. Change should promote not only
any purely private advantage, but also the good of the community.

Failure

Our defeats and failures force us to confront our weaknesses and

limitations. When we fail to achieve our goals and desires, we are forced to
surrender to a mystery or look upon a bigger world. Acceptance of our defeats
allows us to hope and believe that all can be brought into good. Even if a person
who has committed sins, just like St. Augustine, there is hope and forgiveness.

In Buddhism, there is this concept of Four Noble Truths, teaching that all
of life is suffering. Sufferings are caused by desires, and the only way to
alleviate it, as the Buddhists taught, is by “putting an end to desire.” Our egoism
(believing that the world revolves around us) gives us an illusion that others are
separated from us, our rivals in achieving the satisfactions that we crave. In fact,
they are manifestations of the same fundamental reality that we are. We only
thought that they are separate from us and therefore, we imagine that we can
further the aims of our own will at their expense. It results in our desires leading
us to harm each other.

Loneliness

Our loneliness stems from our vulnerability, weakness, and fear of death. This
experience is common. Although, it is up to us whether to live an impossible life
where in we are always happy, or we can accept a life where solitude and
companionship have a part. Our loneliness makes us realize that our reliance on
others or gadgets is a form of possessiveness that we can be free from.

Our minds should not acquire a depersonalized (deprived of human

characteristics or individuality), regarding people as merely sentient. Our
mind’s powers should be tools of compassion, give care, and instill optimism
and hope.

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 41

For example: while walking on your way home, you saw a street child. Would
you spare the child some coins or think that he or she is a part of a syndicate?
Could it be that the beggar is a victim of poverty and exploitation?

Love

Our self-preoccupation (absorbed in oneself, self-absorbed) must be

regulated by temperance (control, abstinence). As we get to know ourselves, we
acknowledge the innate goodness of our nature and share it to others.

Loving is to experience richness, positivity, and transcendence. Whether

in times of hardships or in happiness, the love for a friend or family, or a
significant person can give us strength and courage. Life if full of risks, fears,
commitment, pain, and sacrificing and giving up the things we want for the sake
of those we love. In Buddhist perspective, the more a person loves, the more
risks and fears are in his life (Aguilar, 2010).

In Christian perspective, the human soul is like a lover who longs to

return to God. In the case of St. Augustine’s conversion, love is in union with
God. In unity with God, a person does not assert or claim his will, but he is
sensitive to the secret guidance of the Spirit deeply in his heart. He waits for the
Spirit to move him from within (Johnston, 1973).

In Confucian philosophy, the jen (pronounced as ren, human heartedness;

goodness; benevolence, man-to-man-ness) is equal to Christian love. Jen deals
with relationships that root from the love of one’s parents, brothers, and sisters,
incorporating the self with the right conduct. Just like Jesus’s teachings, jen
teaches us to love others as we love ourselves.

In Hindu perspective, the union between the self and Brahman is finding
the real self which is pure. The self overcomes worldly attachments until it
becomes one with the Brahman. Buddhism practices the four states of noble
condition: love, sorrow of others, joy in the joy of others, and calmness as
regards on one’s own joy and sorrow. Like other religions, Buddhism is a matter
of practicing one’s faith.

Take-home Activity #4: Prepare for an online long quiz regarding this topic
and the last one, which will be posted right after we finish our topic about
transcendence. Prepare for a one whole sheet of paper.

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 42

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 43
 PHILOSOPHY OF THE HUMAN PERSON
Module – 8
Week 8: Disorders in Nature and in the Environment
Instructor: Khimberly Xylem B. Ortiz

Learning Objectives:
 Examine the disorders that humans have inflicted to the environment
 Evaluate the consequences of ruining nature
 Compose ways in order to help preserve, conserve, and heal the environment

Motivation:

I am sure almost all Filipinos have encountered the song “Masdan Mo

Ang Kapaligiran” by Asin at least once. The song talks about our
environment, how we ruined it, and possible suggestions and
philosophical ideas on how we could become aware of our
environmental problems so that we can fix them. It is a Filipino
classic! Here are the song’s lyrics:

MASDAN MO ANG KAPALIGIRAN by ASIN

Wala ka bang napapansin
Sa iyong mga kapaligiran
Kay dumi na ng hangin
Pati na ang mga ilog natin

Hindi nga masama ang pag-unlad

At malayu-layo na rin ang ating narrating
Ngunit masdan mo ang tubig sa dagat
Dati'y kulay asul, ngayo'y naging itim

Ang mga duming ating ikinalat sa hangin

Sa langit, 'wag na nating paabutin
Upang kung tayo'y pumanaw man
Sariwang hangin, sa langit natin matitikman

Mayro'n lang akong hinihiling

Sa aking pagpanaw, sana ay tag-ulan
Gitara ko ay aking dadalhin
Upang sa ulap na lang tayo magkantahan
Ang mga batang ngayon lang isinilang

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 44

 May hangin pa kayang matitikman
May mga puno pa kaya silang aakyatin
May mga ilog pa kayang lalanguyan

Bakit 'di natin pag-isipan

Ang nangyayari sa ating kapaligaran
Hindi nga masama ang pag-unlad
Kung hindi nakakasira ng kalikasan

Darating ang panahon, mga ibong gala

Ay wala nang madadapuan
Masdan mo ang mga punong dati ay kay tatag
Ngayon'y namamatay dahil sa ating kalokohan

Lahat ng bagay na narito sa lupa

Biyayang galing sa Diyos kahit no'ng ika'y wala pa
Ingatan natin at 'wag nang sirain pa
'Pagkat 'pag Kanyang binawi, tayo'y mawawala na

Mayro'n lang akong hinihiling

Sa aking pagpanaw, sana ay tag-ulan
Gitara ko ay aking dadalhin
Upang sa ulap na lang tayo magkantahan

If you still haven’t guessed it, our topic for this module will be about the
environment and our relationship with it, along with some philosophical ideas
related to preserving the environment. Because obviously, we live in a
disorganized world.

Lesson Proper:

As you can see, there is a dynamic interplay between humans and the
environment. Being aware of this will enable the students to become aware of
their relationship and its accompanying responsibilities towards the
environment. This topic will also present the current environmental issues in our
society and its impact to human lives. More than that, this and the succeeding
modules, will present various philosophical views on the environment that will
help students understand their role as preservers of the environment and
conservation of natural resources. Lastly, this and the succeeding modules hope

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 45

that the students become aware of the various risks in healing the environment;
it also hopes that the students will learn to formulate alternative ideas that could
preserve the environment further.

Currently, several views or concepts about nature or the environment from

which debates or researchers can be framed and reframed. There are two main
frameworks:

Anthropocentric Model – based on the idea that humans are essential

and central to the universe. This model regards humans as separate and
superior to nature, and holds that human life has innate value while other
entities (including animals, plants, mineral resources, and so on) are
resources that may justifiably be exploited for the benefit of humankind.
This is a basic belief embedded in many Western religions and
philosophies.

Ecocentric Model – holds that Earth’s ecology and ecosystems

(including its atmosphere, water, land, and all life forms) have innate
value—meaning they should be protected and valued even if they can’t be
used by humans as resources.
The human understanding about the environment is limited, opening a need for
philosophical investigation of nature, applying aesthetic and theological
dimensions, as well as appreciating our philosophical reflections on the
concept of nature itself.
Noticing Disorder in the Universe
The domination of humanity is linked to the domination of nature based on
the anthropocentric model. The wrong and misused utilization of the environment
resulted in our current ecological crises and disasters. In this perspective, it follows
that human arrogance toward nature is justifiable in order to satisfy human
interests. Sometimes, humans have this tendency to exploit the environment
whenever nature is seen as a mere instrument for one’s profit or self-interest.
Examples of these include quarrying or cutting age-old trees.
Many researches show the implications for both abuses of natural resources
and of the generation of wastes and emissions. Lots of ideas have been used in
order for us to understand environmental impact such as carbon footprint (CF, the
amount of carbon dioxide and other carbon compounds emitted due to the
consumption of fossil fuels by a particular person, group, etc.).

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 46

 For instance, emissions of greenhouse gases like carbon dioxide, methane,
fluoride, and nitrous oxide are part of the production of the goods and services
consumed in many countries. Several studies revealed that the higher the
income, there is a substantial change in consumption patterns, which results in
higher CF. Carbon footprint has 8 categories:
1. Construction
2. Shelter
3. Food
4. Clothing
5. Mobility
6. Manufactured goods
7. Services
8. Trade
The ecocentric model contrasts the anthropocentric model, because this model
puts the ecosystem first and assumes that the natural world has innate value. The
environment is not valued for the benefit of humans; the environment itself is
invaluable. For example, humans have a responsibility toward the land, but
anthropocentric value makes humans claim ownership and authority over the
land. In the perspective of ecocentric value, the environment should be treated
with love and respect, and there should be high regard for its innate value.

If humanity overworks the soil and places domesticated animals and

plants there, human-made changes compromise the health of nature. Human
interventions could compromise evolutionary processes and could give swift
and even violent effects on nature. A study from the World Wildlife Fund
blamed human activities for the drastic decline in wildlife population. 52% of
wildlife population deteriorated due to hunting and fishing (Associated Press,
2014). Whether nature can adapt to these changes and self-heal or not, this
becomes a debatable issue.

The study also builds the idea that the damage is not unstoppable but a
consequence for humanity’s choices. Also, humanity needs to develop an
‘ecological conscience’ based on individual responsibility. Ecologists
challenges us to adapt a simple lifestyle that honors the right of all forms of life-
the right to live, flourish, and create a rich diversity of human and nonhuman
life. The right to live should not only be for humans but for the environment and
its inhabitants as well. This awareness roots from the truth that we depend to
other forms of life. Our relationship to nature is not a master- slave relationship.

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 47

Take-home Activity #5: In a long bond paper, answer the following items.

1. Other than “Masdan Mo Ang Kapaligiran” by Asin, find another song that
speaks about taking care of the environment or how beautiful the environment is
and write your reflection about it. Write the song title, singer, and lyrics before
writing your reflection.

2.After writing your reflection, write opinions how could you protect, conserve,
and restore our environment.

3.Study the images in the next pages. Based on these images of disorder in the
world, how would you understand what is improper/disorder? Are you
happy with what you see or experience in nature? How will you organize
or improve the environment or world that you belong to? Note: The
student does not have to necessarily print the pictures.

4.Prepare for an Online Student Group Presentation next week. Discuss among
your groupmates on how can you practice caring for the environment and
develop the virtues of prudence and frugality towards the environment.
The discussed ideas will be written in a one whole sheet of paper. After
discussing, each student group representatives will present their ideas in
the class via Zoom and pass their paper to the teacher. For further
reference, it would be advisable to watch this Youtube video:
https://www.youtube.com/watch?v=lEojQSVMIZo

Rubrics for Reflection Paper

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 48

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 49
 PHILOSOPHY OF THE HUMAN PERSON
Module – 9
Week 9: Care for the Environment and Virtues of Prudence and Frugality towards
the Environment
Instructor: Khimberly Xylem B. Ortiz

Learning Objectives:
 Analyze the importance of taking care of the environment
 Value the importance of taking care of the environment
 Develop the necessary traits needed in preserving, conserving, and caring for
the environment

Motivation:

Before we start this topic, it would be advisable if the students will watch these
videos first. These videos are news reports regarding the onslaught of Typhoon
Yolanda:

https://www.youtube.com/watch?v=rxmHNuky0hU
https://www.youtube.com/watch?v=j1cstahe3pQ

A question for the students: What are your thoughts? What have you felt?

Lesson Proper:

Caring for the Environment Contributes to Health, Well-being, and

Sustainable Development

Lots of studies have shown the relationship of global warming with the causes
of typhoons and other natural calamities in our world. Many studies have also
informed us about the connection of the melting ices in the North and South
Pole with changes in the jet stream and the weather patterns.

Compared before, the strongest rains are happening more frequently at present.
A once in 1, 800 years of flooding is reduced to once every 300 years due to
warmer air holding more water and changes in storm.

Other than the ecocentric model, climate change different ideas and perception

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 50

regarding environmental theories that show care for the environment. Here are
they:

Deep Ecology

This theory says that ecological crisis is the result of anthropocentrism. Humans
are so controlling and exploitive of the environment where in fact humanity
should be part of nature. Deep ecologists encourage humanity to shift to
ecocentrism.

Social Ecology

This theory says that ecological crisis resulted from authoritarian social
structures. Few people exploit the environment while overpowering others for
the sake of profit or self-interest, resulting in the destruction of nature. Social
ecologists call for small-scale societies, which recognize that humanity is linked
with the well-being of the natural world in which human life depends.

Ecofeminism

This theory mirrors the anthropocentric model with male traits while ecocentric
model mirrored female traits. This theory says that the “superior” is above the
“inferior”. Ecological crisis is the result of male domination. Domination works
by forcing the inferior to conform to the superior; nature should be tamed and
submit itself to the power of the superior. Advocates of this view believe that in
order to free nature, humanity must remove the superior versus inferior in
human relations. There must be equality and fairness instead.

Ideas from Erich Fromm

The theories written above value the care, preservation, and conservation of the
environment. As we search for the meaning of our lives, we must also explore
the call for a new socio-economic order. Erich Fromm, a German humanistic
philosopher believes that humans should also recognize the

world around him and not just himself. Fromm also believes that our urge to
survive makes us selfish and lazy. He also argues that humans have a natural
instinct to escape the prison cell of selfishness.

The human desire to experience connection and bond with others is one of the
strongest motivations that humans have in their desire to live. From these two

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 51

powerful instinctive desires strive in every human being, it follows that the
social structure, its values and norms, decide which of the two becomes
dominant. Cultures that breed greediness are rooted in one human potential.
Cultures that foster being and sharing are rooted in the other potential. We must
decide which of these two potentials to cultivate (Fromm, 2013).

Other Ideas for Global Environmental Health and Sustainable

Development

Economic development requires a healthy population. The poorest on our plant

tend to suffer the most health hazards due to their exposure of environmental
hazards. Being exposed to these hazards gives diseases to the population,
slowing economic development. In addition to that, illnesses contribute to the
financial burden of the people in the form of healthcare expenditures and loss of
productivity.

How does economic development affect environmental health?

Economic development contributed to the improvements of one’s well-being,

but usually at the expense of the environment. Industrialization contributed to
water and air pollution, changing dietary patters, and shifting patters of
transportation and land use.Exposures to air and water pollutants directly
increase disease. Similarly, dietary changes and decreased levels of physical
activity, resulting from transportation and other work and lifestyle changes, are
contributing to global epidemics of obesity, diabetes, and associated diseases.
Globalization and the large geographic scale over which rapid industrialization
is occurring make these environmental health problems global health problems.

What is sustainable development?

Sustainable development is frequently defined as development that meets the

needs of present generations without compromising the ability of future
generations to meet their own needs. As widespread environmental destruction
and its effects becomes more evident, communities and governments are placing
greater emphasis on assuring that economic development is achieved in a
sustainable way.

How can environmental health be integrated into sustainable development?

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 52

Protecting and creating healthy environments is a critical component of sustainable
development. Environmental health can be integrated into sustainable development
by:
 Improving environmental quality for the poorest populations with the
greatest burden of environmental diseases, by reducing exposures to air
pollution in homes and villages from biomass burning, and providing clean
water and sanitation
 Identifying efforts to address environmental problems that can also provide
health benefits. For example, creating environments that encourage biking
and walking for transportation reduces greenhouse gas and toxic air
pollution emissions (environmental benefit) and increases physical activity
(health benefit).
 Recognizing that some policies, practices, and technologies designed to
promote sustainability and economic development may have unintended
adverse environmental health effects, and attempting to prevent or mitigate
these before they are implemented.
Demonstrating the Virtues of Prudence and Frugality toward the
Environment
Because of technology and modernization, human lives became easier. At the same
time, it greatly affected the political, social, and environmental sectors. The
seemingly simple task of demonstrating prudence and frugality towards the
environment becomes a challenge. Prudence is the ability to have good judgment
that allows us to avoid dangers and risks, such as thinking before you speak.
Frugality means using our money or other resources wisely and practically.
The virtues explained above should not only apply to us but towards the
environment as well, in order for it to function efficiently and productively.
Peoplehave the responsibility to exercise prudence and frugality not just within
themselves, but also in taking care of the environment. We must realize that the
process involved in the environment is not occurring as fast modern technologies
do. Looking deeper, exercising prudence and frugality towards the environment is
both personal and collective responsibility. Here are examples:
Cooking and consuming food with little to no leftovers
Planting trees in replacement of cut-down ones
Employing waste segregation and recycling strategies in the
community
Realizing that joy comes from giving and sharing, not from
exploiting, greed, and hoarding Student-initiated Online/Off-class Brainstorming
and Group Discussion-Presentation #3: The student groups are expected to discuss
among themselves how can they practice caring for the environment and develop

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 53

the virtues of prudence and frugality towards the environment. The discussed ideas
will be written in a one whole sheet of paper. After discussing, each student group
representatives will present their ideas in the class via Zoom and pass their paper to
the teacher.

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 54

 PHILOSOPHY OF THE HUMAN PERSON
Module – 10
Week 10: The Freedom of the Human Person
Instructor: Khimberly Xylem B. Ortiz
Learning Objectives:
 Analyze the importance of freedom
 Value the importance of freedom
 Develop the necessary traits needed as one exercises freedom

Motivation:
Before we begin, let’s assume you won a national contest! You’re given the chance
to claim one price between 5 jackpot prizes. Here are the choices:
 For a year, you get to have an all-expense paid trip around the world.
 You and your crush would be in a relationship
 Win 1 million USD prize
 15 – years educational scholarships for you and your loved ones at any
schools in the world
 Become forever good looking
What would you choose? All choices are tempting, but you can only choose one. I
believe that as you weighed the five choices, there is one that stood out. A 1-year
trip would be fun, but it would be tiring and impractical. Having a relationship
with your crush would not really guarantee that you’ll end up forever. A million
USD is equivalent to around 50 million Php. It is a huge amount, but not being
educated enough on how you would spend it is definitely futile. Being good
looking forever would be nice but beauty is useless without brains. The most
practical answer would be the educational plan, since education’s benefits would
be long term.

Lesson Proper:

The Freedom of Choice and its Limits

As you choose between the five choices, you already exercised your freedom.
Freedom is a part of what makes us human, and it is also a part of our
transcendence. Freedom consists of going beyond situations such as physical or
economic. For example, a poor, young person could still be able to go to school
and achieve his ambitions despite his age and economic status.

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 55

Freedom is the power or act to act, speak, or think as one wants without
hindrances or restraint. As discussed in the previous lessons, critical thinking is
an important tool toward freedom and truth. The ability to exercise one’s
freedom in any manner is called freedom of choice. By law, all human beings
are entitled to make decisions for themselves whatever they choose to.

The only exception to this rule is when an absolute choice harms or delimits the
self and others. It can be compared to a cause-and-effect relationship where a
decision concludes with a corresponding effect on the person or the
environment. The freedom of choice also includes the way one acts towards
another. All forms for actions are brought about by a person’s decision to
accomplish them. All decisions, whether big or small, have corresponding
consequences which are good or bad.

Evaluating and Exercising Prudence in Choices and its Consequences

Prudence is an act of making good judgment that allows a person to avoid risks.
It is necessary that one should be prudent at all times to prevent causing harm
that a decision may cause.

As we make decisions, it is important that we determine its aversive effects first

in order to avoid greater risks. Many of our decisions have lifetime
consequences. Imprudence might lead us to a lifetime of suffering and struggle,
or a lifetime of peace and bliss. Being prudent in our choices signifies that we
already criticized all options available to us and a well-thought-of choice has
been made.

Since making choices involved choosing from different options, it should be

remembered that as you choose a decision some things or the other options must
be given up. It is necessary that we should learn first how to weigh our decisions
and its consequences before arriving at a final choice. Nevertheless, all of our
decisions will result in a particular effect that us, the decision-makers, must be
ready to face.

Freedom can be accessed by all people, but it is important that decision-making

is a linear and complex task because it requires accountability, commitment, and
responsibility.

Assessment #2: Answer the following items.1. How will you achieve your
dreams based on the ideas that we discussed today?

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 56

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. How will you correct your previous mistakes in relation to our lesson for
today?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. What do you think the world would look like if all people are literally free to
everything that they want to do?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

4. If all our actions are controlled by someone, how would we attain freedom?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Take-home Activity #6:

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 57

Prepare for an Online Student Group Presentation next week. Discuss among
your groupmates:

The instances where in you demonstrated (or did not demonstrate) freedom of
choice as you made a decision and its consequences.

Discuss two events in history where in a person or the people demonstrated

(or did not demonstrate) their freedom of choice and the consequences that they
got from it. Explain why if they actually (or did not actually) demonstrated their
freedom of choice.

How can freedom contribute to the welfare of the Filipino people?The

discussed ideas will be written in a one whole sheet of paper. After discussing,
each student group representatives will present their ideas in the class via Zoom
and pass their paper to the teacher.

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 58

 PHILOSOPHY OF THE HUMAN PERSON
Module – 11
Week 11: The Freedom of the Human Person (Continuation)
Instructor: Khimberly Xylem B. Ortiz

LEARNING OBJECTIVES:
 Analyze the importance of freedom
 Value the importance of freedom of choice
 Develop the awareness that one’s actions may lead to either positive or
negative consequence

Motivation:

Continuation of the previous topic (Student Group Discussion only)

Lesson Proper:Student-initiated Online/Off-class Brainstorming and Group

Discussion-Presentation #4:

Present to the class:

The instances where in you demonstrated (or did not demonstrate) freedom of
choice as you made a decision and its consequences.
Discuss two events in history where in a person or the people demonstrated (or
did not demonstrate) their freedom of choice and the consequences that they got
from it. Explain why if they actually (or did not actually) demonstrated their
freedom of choice.
How can freedom contribute to the welfare of the Filipino people? The
discussed ideas will be written in a one whole sheet of paper. After discussing,
each student group representatives will present their ideas in the class via Zoom
and pass their paper to the teacher.

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 59

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 60
 PHILOSOPHY OF THE HUMAN PERSON
Module – 12
Week 12: Intersubjectivity (Accepting Others, Accepting Differences, and
Authentic Dialogue)
Instructor: Jim Paolo T. Abalde

Learning Objectives:
 Appraise the need for intersubjectivity in our society
 Support the importance accepting others despite differences
 Develop the ability of dialoguing with other people despite our differences

Motivation:

Before we begin discussing, it would be advisable if the learners will participate

in the online game that will be posted days before the start of this new topic.

Lesson Proper:

Realizing that Intersubjectivity Requires Accepting Differences and not too

Imposing on Others

This lesson will talk about strength building despite individual differences
of each person. One aspect of our uniqueness is our talents, that if cultivated,
will allow each person to gain self-respect (Fromm, 1976). Even though all of
us are a part of the society, we are still different individuals living in this
society. Each of us have different points of view.

Looking at the results of your online game, some of you might have fallen
under the “Cool” Category, while others were placed at the “Spirited” Category.
Indeed, we are unique individuals. In most times, we look at our differences and
we might have given other people labels. As we are labeled by other people or
as we are labeled by others, we can either be a “misfit”, “loner”, “party- goer”,
etc.

Labels can be negative, however, since human beings are holistic, we

could go beyond the labels placed upon us. Human beings are to be regarded in
their totality. Because of this, we could redesign labels and change them into

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 61

positive ones: “Impatient” could be “Compelling”, “Whiny” could be
“Analytical”, and so on. If negative labels are contagious, so could positive
ones. Positive labels can strengthen not only our relationships among our peers,
but most especially to our family.

The Meaning and Process of Intersubjectivity

Each person has a subjective experience of the world, but because of this, one
cannot know which events occur in reality or which are products of self-
perception. Our interactions with other individuals enable us to determine real
events that occur inour society. This happens through comparison, agreement,
and confirmation of each other’s perceptions.

The idea written above is called intersubjectivity, or the shared perception of

reality between or among two or more individuals. One of the important tools in
intersubjectivity is communarization, a social process wherein the community of
other people are seen as embedded within the self. This process initially occurs
with the idea that other individuals are extensions of the self and serve as “alter-
ego” of a person’s being. The self and others are therefore seen as a pair that
shares each other’s lived experiences. This is much like the concept of empathy
or “being in the shoes” of others.

The Application of Intersubjectivity to Society

Since intersubjectivity looks at others as embedded within the self, it is

safe to say that this concept also promotes a view that all people are equal. This
implies that people from other sectors of the society, like the LGBTQIA+, the
PWDs, and the marginalized poor, are seen as individuals with the same
potential and talents as anybody else.

Since intersubjectivity is unbiased, all people have the power to

understand relationships and interactions occurring within society with little
regard to social or physical deficiencies. As a result, people who are
marginalized can still be seen as significant contributors to the society through
their talents, skills, and capabilities. Examples of these people are Stephen
Hawking, Apolinario Mabini, and Oprah Winfrey.

Explaining the Authentic Dialogue that is Accepting Others Regardless of

Individual Differences

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 62

We Are A Conversation

Martin Heidegger wrote in his essay that humankind is a conversation.

Conversation is not just mere talking – it is a dialogue, meaning, humanity is
progressively attuned to communication about its being. Language, as one of
human possessions, creates a human world. It is a tool for communication,
information, and social interaction; it can also be amazement.

A dialogue is a conversation that is attuned to each other and to whatever

the participants are talking about. Mutual tuning is perfected in the attunement.
Heidegger (1997) believed that all conversations are just one conversation, and
is subject is Being (may be God, the Universe/Tao, or Yahweh).

For Heidegger, a conversation attempts to clearly express who and what

we are, not as individuals but as human beings. We are human beings who cares
about more than information and gratification.

For Buber, a life of dialogue is a natural sharing of our inner selves. When
two person dialogues, there is mutual awareness of each other as they avoid
objectification. A human being presents what one really is to the other one’s real
self. Dialoguing entails the affirmation of the other person and his uniqueness;
there is acceptance, and unfolding the other actualizes the self.

Having an authentic dialogue entails a person-to-person, mutual sharing

of selves, acceptance, and sincerity. This relationship is the I-Thou Relationship.
I-You of Wojtyla (Pope John Paul II)is the interpersonal which fulfills and
actualizes oneself.

The human person attains fulfillment in the realm of the interpersonal, in

meeting the other; thus, there is a genuine dialogue. Wojtyla also stated that
through participation, we share in the humanness of the other. We can’t escape a
world that is also inhabited by others.

All of the philosophers mentioned talk about the same type of relation,
that is a dialogue of human being is based on mutual sharing of selves,
acceptance, and sincerity.

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 63

Take-home Activity #7: In a one whole sheet of paper, answer these items
below.

1.Think of a particular person or group (can be the LGBTQIA+, people in other

religion/faith, certain indigenous group(s), etc.) that you find it hard to
accept or have a negative bias with. Share your reason why you can’t
accept that particular person or group.

2.Share a story where in you were accepted by other people for who you are
despite being different from others.

3.How can you be able to have a dialogue, or accept, or at least give respect to
those people whom you cannot accept and perceive as different?

4.If you find it hard to accept or forgive certain people, share your reason why.

5.Listen to Gary Granada/Florante’s song “Kahit Konti” and share your ideas
how the song applied the lessons of intersubjectivity to it.

Rubrics for Reflection Paper

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 64

 PHILOSOPHY OF THE HUMAN PERSON
Module – 13
Week 13: Intersubjectivity (Appreciating and Valuing the PWDs and the
Underprivileged Sectors or Society)
Instructor: Khimberly Xylem B. Ortiz

Learning Objectives:
 Appraise the need for intersubjectivity in our society
 Support the importance accepting and valuing the marginalized people of
our society
 Develop the need of dialoguing with the marginalized people of our society
Motivation:
This lesson is a continuation of our topic last meeting. Before we proceed, let us
have a sneak peak of some of the ideas that were discussed last meeting.
The Use of Authentic Dialogue
Authentic dialogue is a form of interpersonal communication wherein individuals
acknowledge that they are part of a greater whole and that they resonate with
others within the whole. This occurs when individuals learn to set aside their
personal biases and begin seeing themselves in others through communarization.
In this sense, other people, including the marginalized sector, are seen as functional
parts of a whole. No biases or preferences are exemplified during the dialogue
because an individual has learned to perceive and communicate with others with a
sense of community and oneness. Here are examples:
 Accepting your classmates’ opinion on government services because his
experience with transacting with government employees is different from
yours.
 Overlooking the fact that your parents yelled at you since you understand
that he only did so out of concern for your welfare.
The Importance of Intersubjectivity
 Intersubjectivity has significant contributions to society and relationships,
like:
 Validating real and authentic subjective experience
 Facilitating interaction among individuals
 Enabling individuals to look at others equally, regardless of any physical or
socio- demographic factor
 Promoting a sense of community and unity among individuals
 Emphasizing that anyone can contribute to society
Lesson Proper:

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 65

Appreciating the Talents and Contributions of PWDs and those from the
Unprivileged Sectors of Society

On PWDs
When parents recognize that their children are PWDs, their reactions are
usually feelings of shock, bewilderment, disappointment, sorrow, anger, and guilt.
Today, it is highly encouraged to address handicapped people with positivity
while stressing their personhood. Instead of “Disabled Person” and “Special
Children”, the more appropriate term would be “PERSONS with disabilities” and
“PERSONS/CHILDREN with special needs”. When it comes to deaf-mute children
or children with special needs, the first common reaction is denial. During
diagnosis, isolation of affect occurs when the parents intellectually accept
deafness of their child. The loss should require mourning or grief; otherwise,
something is seriously wrong.
Feelings of weakness and impotence or questioning “Why me?” are some
feelings of ambivalence regarding a child’s condition. Other parents turn to
religion and perceive their children as “heavenly-sent blessings in disguise”,
however, this denies the real implications of the disabilities (Mapp, 2004).
Additional reactions of parents include fear of the future when they worry
regarding their child’s condition, because it might affect their child’s productivity
or the child (or the child’s condition) might become a lifelong burden. Parents
having their children diagnosed with special needs have to let go of their dream
child.
Realization and grief can blind parents of their child’s uniqueness. Other
categories of PWD include the hearing impaired, diabetic, asthmatic, or cystic
fibrotic persons. A study in North America shows that 50% of deaf children read
less than normal children. Total communication is needed for the audio impaired
children; it included traditional methods with fingerspelling and sign language.
Children with special needs and children with ADHD (Attention Deficit
Hyperactivity Disorder) are different. A spirited perceptive child will notice
everything going on around her but will be able to process that information
quickly and will be able to select the most important information to listen to. An
ADHD child will find it difficult to focus or complete a task, despite best efforts.
Negative attitudes of family members or the society contributes to the
poor academic and vocational outcomes of PWDs. Parents are called to reach a
point of constructive action. They could restructure certain areas of their
lifestyle to better attend to the needs of their children with special needs.

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 66

Community sensitivity via positive and supportive attitudes toward PWDs are
also an important component (Mapp, 2004).

On Poverty

Poverty is not one-dimensional – it is multidimensional. A poor person is

poor not just because he does not have money, food, or other material things,
that person could be poor because he was deprived of education, love, and
relationships. Lots of ideas that measure poverty relate to its various
dimensions. Each of these dimensions has the common characteristic of
representing deprivation that encompasses: income, health, education,
empowerment, and working condition.

The most common measure of the underprivileged is income poverty,

which is defined in terms of consumption of goods and services. In short, poor
because there’s no cash in the pocket and there is no job or business to generate
money. There is lack of goods and services. The World Bank categorized
poverty in two levels: poor (living below 2 Dollars/day) and extremely poor
(living below 1.25 Dollars/day). If the poorest countries like the Philippines
continue to sink more and more dramatic poverty, then social and political
convulsions will take an unpredictable course.

Other than income poverty, poor health is also an important aspect of

poverty. Poor health is almost the direct result of income poverty. Millions die
because of HIV – AIDS, Ebola, tuberculosis, and malaria as well as a number of
infant deaths from largely preventable causes of diarrheal diseases. Health
deprivation had become the focal point for the underprivileged.

Human rights are also relevant to issues of global poverty; it focused on

the shortfalls in basic needs. Extending human rights into the realm of foreign
direct investment is also of direct importance. The Church, in its pro-poor
stance, is constantly challenged wherein justice is being denied to sectors like
farmers, fisherfolk, indigenous people, and victims of calamity and labor.

On the Rights of Women

1712, Jean-Jacques Rousseau, a Genevan philosopher, argued that women

should be educated to please men, be useful to men, take care and make the
lives of men easy, and agreeable.

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 67

NOTE: Rousseau lived in a time where in the society is patriarchal –the society
is more in favor of the men than women.

Mary Wollstonecraft, in her book Vindication on the Rights of Women (1782),

counterargued Rousseau’s idea. She said that such idea would only produce
women who were mere propagators of fools. She argued that women should be
in union with men in wisdom and rationality. She further said that society
should allow woman to have equal rights with men in terms of education and
philosophy. Women aren’t only valued until their beauty fades. She maintained
that women must learn to defend and nourish their dignity and self-respect. In
addition to that, men’s vanity should not be based on the vanity of women and
their ability to give birth for it would only degrade women as mere dolls. During
Wollstonecraft time, women on the upper class are also oppressed.

In the Philippines, women are subjected to oppression, among others of

class and sex. “Babae” is a song by Inang Laya that problematizes the gender
role assigned by the social order to women since their childhood. The song
sends out a message that gender roles, as social constructs from the interplay of
power relations in a particular historical area, are also arenas for struggle. The
song is about Filipino women who are not simply oppressed but have been
actively participating in movements that seek empowerment for their sector and
other marginalized groups.

Performing Activities that Demonstrate the Talents of PWDs and

Underprivileged Sectors of Society

The Philippine government supports PWDs by helping them find employment

and approving laws that will protect them. It is a negative perception that PWDs
are less productive. However, PWDs do face a lot of barriers in finding a job,
whether in terms of transportation in the workplace, discrimination, and
negative perception of their capacity. As of 2014, the National Statistics Office
estimated that around 1.44 million Filipinos have some form of disability in the
employable 15 – 64 years old age bracket.

The Philippines has enough laws to protect the PWDs, but they are hardly
implemented. EO 417 mandates all national government agencies and state-run
corporations to allot at least one percent of their annual budget for programs that
will benefit the sector. Furthermore, it addresses the need for the government to
provide capitalization for PWD livelihood activities, which include support for

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 68

technical skills through the labor department.

Although, one major reason why lots of PWD enterprises fail is because the lack
of market for their products. Disability is considered a development issue
because of its relationship to poverty. Poverty can increase the risk of disability.
PWDs suffer additional expenses to achieve a good standard of living similar to
those without disabilities such as healthcare services, costlier transportations,
and special diets, among others.

In addition to poverty, human trafficking has become a form of modern-day

slavery; assaulting its victims’ human dignity. Globally, men, women, and
children are forced into prostitution, cybersex, pornography, and other forms of
exploitation. Millions of poor and helpless Filipinos become a part of this
criminal enterprise. Pope Francis calls this as “crimes against humanity” and has
called upon many to fight for human dignity and the sacredness of life. This is
what Buber called the I-It Relation, where the other human being is perceived as
an object rather than as a human being.

Take-home Activity #8:

PART I: In a long bond paper, answer the following items.

1. What do you think and feel when you see a street child begging for money or
food and why? (Please answer honestly)

2.From the song “Babae” by Inang Laya, how can women be oppressed and
what steps could you do to prevent the oppression of women?

3.Listen to Michael Jackson’s “Man in the Mirror”. Based on the song, when
does our own image become that of our neighbours?

4.How can we be more sensitive of others’ needs?

5.Recall your relationships with at least three people in your life. Is it one-sided
understanding or mutual acceptance of one another? Mention the peoples’
names.

Rubrics for Reflection Paper

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IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 70
 PHILOSOPHY OF THE HUMAN PERSON
Module – 14
Week 14: Recognizing how Individuals Form Societies and how Individuals are
Transformed by Societies
Instructor: Khimberly Xylem B. Ortiz
Learning Objectives:
 Explain how can individuals change societies and how societies can form an
individual
 Criticize how does modern technology influence an individual
 Integrate genuine dialogue when learners handle modern technology

Motivation:

Study the images below:

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 71

 I know many of us here desired to be famous, sometimes even desiring to
the point where in we dreamed of having our faces imprinted on money! Some
of us desired to be great and influential just like our favorite vloggers,
influencers, actors, and actresses. Lastly, many of us here wanted to “own” the
school where we study into by being popular, and by being a part of the school’s
elites!

What you desire is totally understandable. All of us wanted to become well

known, to feel important, and to feel significant. However, in order to be
significant, first we need to work hard in order to be amazing.

Lesson Proper:

Living in another community constitutes an entirely social environment that

may be different from one’s beliefs and culture. Immersing oneself in a new
society, therefore exhibits a change in both the community and the person.

Social Influences and Transformation

Individuals are the building blocks of society. They take on various social roles
to ensure the smooth flow of social processes that regularly occur within the
community. However, it is the collective action of individuals that mainly
influence how society is formed and structured. For example:

If many inhabitants in a community see catcalling as offensive, then the society

will have an unwritten norm that such an act is unacceptable. With the
repetition of this process, a community can form and develop its culture and
character.

Reciprocally, society also transforms individuals into social and cultural beings.
As a part of society, individuals experience enculturation – the process where
people acquire knowledge, skills, attitudes, and culture embedded in society.
Social and cultural qualities vary across cultures since they are created and
influenced by human action. As such, you may notice that different
communities have unique cultures and customs. Examples are:
The openness of Thai people to gender differences has made their country
diverse in terms of social partnerships and preferences.
If making slurping sounds in the Philippines are perceived by Filipinos as a sign

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 72

of disrespect, not by the Japanese. In Japan, doing the same act is a positive way
of expressing satisfaction with the food
When Individuals Form Societies (In the context of the modernization of
our technology today)
Many great-minded individuals contributed significantly big ideas to our
society. Some of them included Jesus Christ who founded the world’s largest
religion which is Christianity, a religion that changed the landscape of many
peoples’ faith and history. There was Jose Rizal who planted the ideas of
nationalism and patriotism to our ancestors, inspiring them to fight for our
liberty. There are people like Bill Gates, Steve Jobs, and Elon Musk who are
constantly changing the landscape of our technology today even if Steve Jobs
already passed away. Lastly, there are people like Mark Zuckerberg who
connected millions of people through his Facebook.
Our technology today focused more on computer hardware, software, systems,
and programs; these upgraded technologies are used by our society as the basic
tools that enable fast and better way to transfer information. In the past, personal
computers are for word processing and documentation only. Now, portable
computers (like laptops) are used anywhere to transact business or do work
better.

As time goes on, our technologies constantly upgrade itself that in can
now be used for communication and connection with other people, thus the birth
of social medias like Facebook, Twitter, Tiktok, and etc. It did its job very well
at first, but eventually as humans became accustomed to overuse and
overexpose themselves to these social medias, research suggested that it may
lead to depression. We live in a society where the youth are into social medias.

How Individuals are Transformed by Societies (In the context of how the
youth respond to their society heavily influenced by social media)

As social medias become the current trend online especially for the youth,
many people post their picture-perfect selfies, travel destinations, meals,
beautifully-written love lives, and video- perfect dance skills. In doing so, they
unconsciously build themselves a perfect online public image that millions of
their followers admire.

We, the simple and common followers of these people look up to them,

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 73

and unwittingly compare ourselves to them, leaving us feeling less significant
and less attractive – insecure of our statuses. Because of this, we have this
tendency to “improve” ourselves online so that we can “compete and
overpower” them. As we compare the reactions that they receive with ours, we
become more dissatisfied. Studies have indicated that our social networking
sites may even disconnect us from other people rather than connect with them
(Ramos, 2003).

This teaches us that limiting our interactions online may hinder us from
maintaining physical contact with our friends and family where we could find
real love, acceptance, and self-esteem. In others, we must continue to nurture
our relationships and connection with people in the physical world even as we
use social media.

If Soren Kierkegaard is correct, we have this tendency to conform in an

image, belief, or idea associated with being a certain type of person. For
Kierkegaard, we are reduced to mediocrity. Our modern era remains an era of
increasing dullness, conformity, and lack of genuine individuals (Soccio, 2007).
Meaning, there is a decreasing number of people who are not brave enough to
pursue their dreams, beliefs, and values even though there are only a few people
that believes in them and many opposes them.

Philosophically, our totality, wholeness, or “complete life” relies on our

social relationships. Aristotle said that friends are two bodies with one soul. For
Buber, the human person attains fulfillment in the realm of the interpersonal, in
meeting the other, through genuine dialogue. But interpersonal relationships
will only acquire meaning and value if an individual has his identity and
personhood to share with other individual, and vice versa.

Interpersonal relationships are nothing if a person uses other people to fill

up the emptiness he feels in his life (like constantly needingthe approval of
others, following and imitating others for direction). Wojtyla, through
participation, we share the humanness of others. Aristotle, Buber, and Wojtyla
stressed that the concreteness of our experiences and existence is directly linked
to our experience with others. Thus, if one has meaningful relationships, aside
from enjoying one’s blessings, then, as Aristotle concurs, he is truly the one
may be rightly be happy.

Assessment #3: Answer the items below.1. What are your desires that you think

IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 74

would make you feel significant, needed, and important?

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2. What are your insecurities and who are the people that you envy the most?

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3. List down 10 blessings or strengths that you have in your life.

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4. What steps would you do in order to attain real and genuine interpersonal
relationships with other people?

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IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 75

________________________________________________________________
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5. How could you protect yourself from the negative influences of our
technology today?

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IINTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON 76