11/12

INTRODUCTION TO THE
PHILOSOPHY OF THE HUMAN
PERSON
QUARTER 2 – MODULE 2

FACES OF INTERSUBJECTIVITY

1
INTRODUCTION (What I need to know)
This lesson covers the faces of intersubjectivity which must be realized by human beings
in order to accept differences thereby promoting a progressive community that is free from
impartiality and racism. It also introduce ways to determine the situations of the underprivileged
individuals in our society so that each of us should realize a social obligation necessary for
promoting mutual understanding.

The existentialist’s point of view emphasizes that we are not just responsible for more
than what we becomes of us; we are also responsible for what becomes of others. In this context,
there is an implied responsibility for each of us to care not only for ourselves but also looking at
an extent where we can utilize our volition of helping others

Though we are part of the society, we are still individuals living in this society. Each of us
will have different appearances and point of views. This module focuses on building strength
despite our various differences.

This module is divided into two parts namely; a) intersubjectivity and b) appreciate the
talents of Persons with Disabilities (PWDs).

(MELC) Most Essential Learning Competencies:

a. realize that intersubjectivity requires accepting differences and not imposing on others.

b. explain that authentic dialogue means accepting others even if they are different from
themselves.

c. performs activities that demonstrate an appreciation for the talents of persons with
disabilities and those from the underprivileged sectors of society.

DISCUSSIONS AND ACTIVITIES (What is it)

Intersubjectivity as Ontology: The Social Dimensions of the Self

Martin Buber and Karol Wojtyla’s philosophical views will be used as the main framework
in understanding intersubjectivity. Both philosophers were influenced by their religious
background. The believed in the notion of concrete experience/existence of the human person.
They also think that one must not lose the sight of one’s self in concrete experience (C. Ramos,
2016)

Both refused to regard the human person as a composite of some kind of dimensions,
such as animosity and rationality. For both views, the human person is total, not dual. For
Wojtyla, the social dimension is represented by “We relation” and for Buber, the interpersonal is
signified by the “I-You relation”.

Martin Buber is a Jewish existentialist philosopher. He was born in Vienna and was
brought up in the Jewish tradition. In his work I and thou, he conceives the human person in
his/her wholeness, totality, concrete existence and relatedness to the world.

Buber’s I-thou philosophy is about the human person as a subject, who is being different
from things or from objects. The human person experiences his wholeness not in virtue of his
relation to one’s self, but in virtue of his relation to another self. The human person establishes
the world of mutual relation, of experience.

2
 In contrast to realm of meeting and dialogue, Buber cites the I-it relationship. The I-it
relationship is a person to thing, subject to object that is merely experiencing and using; lacking
directedness and mutuality (feeling, knowing, and acting).

Appreciate the Talents of Persons with Disabilities (PWDs)

A. On PWDs

The process of suspecting, recognizing, and identifying the handicap for parents with PWD
will include feelings of shock, bewilderment, sorrow, anger, and guilt. Whether these pertain to
deafness or spirited children, denial for instance, is universal. During diagnosis, isolation of
effect occurs when the parents intellectually accepts deafness of their child. The loss should
require mourning or grief; otherwise, something is seriously wrong.

There are many categories of PWD. To mention some, there are the hearing impaired,
diabetic, asthmatic, or cystic fibrotic persons. In a certain study, mothers of asthmatic children
scored consistently more positively than any other groups of mothers.

On the other hand, spirited kids and children with ADHD (Attention Deficit Hyperactivity
Disorder) are different (R. Abella, 2016)

A spirited perceptive child will notice everything going on around her but will be able to
process the information quickly and will be able to select the most important information to
listen to. An SDHD child will find it difficult to focus or complete a task, despite her best efforts.

B. On Underprivileged Sectors of Society

Dimensions of Poverty

The notion of poverty is multi-dimensional. A number of different concepts and measures

of poverty relate to its various dimensions. Each of these dimensions has common characteristic
of representing deprivation that encompasses:

 Income
 Health
 Education
 Empowerment
 Working Condition

The most common measure of the underprivileged is income poverty, which is defined in
terms of consumption of goods and services. There is lack of goods and services. There is
growing recognition that income poverty is not the only important measure of deprivation. Poor
health is also an important aspect of poverty. Globally, millions die due to Aids, Ebola virus,
tuberculosis, and malaria, as well as number of infant deaths from largely preventable causes of
diarrheal disease. Health deprivation had become focal point for the underprivileged.

C. On Rights of Women

In 1712, Jean Jacques Rousseau said that women should be educated to please men.
Moreover, he believes that women should be useful to men, should take care, advise, console
men, and to render men’s lives easy and agreeable. Rousseau also influenced the development of
modern political, sociological, and educational thought.

3
Authentic Dialogue that is Accepting Others regardless of Individual Differences

We are a conversation

In his essay, Martin Heidegger says that humankind is a conversation. Conversation is

more than an idle talk but a dialogue. (C. Ramos, 2016)

This means that humanity is progressively attuned to communication about being.

Language as one of human possessi0ns, creates human world. Language is a tool for
communication, information, and social interaction. However, language can also be amazement.

In a conversation, there could be a “stammer”, which is trying to express the unnameable.

For Heidegger, a conversation attempts to articulate who and what we are, not a particular
individuals but as human beings. We are human beings who care about more than information
and gratification.

For Buber, a life of dialog is a mutual sharing of our inner selves in the realm of the inter
human. Between two persons is a mutual awareness of each other as persons; avoiding
objectification. Being is presenting what one really is, to present to the other one’s real self.
Personal making entails the affirmation of the other person who is unique and has distinct
personality. There is the acceptance of the person unfolding the other actualize himself (C.
Ramos, 2016)