Intersubjectivity Lesson Objectives • Understand intersubjectivity • Appreciate the talents of persons with disabilities and those from underprivileged sectors Key Questions • What does it mean to be “humans”? • How does one’s relationship with fellow human beings help him understand and enrich his own humanity? Intersubjectivity • We are part of society yet we are still different individuals living in this society with different appearances or points of view. • Labels could be negative or limiting but we could go beyond the labels because as humans we are holistic. • We can redesign the labels to something new and exciting. The Social Dimension of the Self • Martin Buber and Karol Wojtyla believed in the notion of concrete experience/existence of the human person and that one must not lose the sight of one’s self in concrete experience. • Martin Buber and Karol Wojtyla view the human person as total, not dual nor a composite of some kind of dimensions. • For Wojtyla, the social dimension is represented by ‘We relation’ and for Buber, the interpersonal is signified by the ‘I-You relation.’ • Buber conceives the human person in his/her wholeness, totality, concrete existence and relatedness to the world. The Social Dimension of the Self • Wojtyla maintains that the human person is the one who exists and acts (conscious acting, has a will, has self-determination). • For Wojtyla, action reveals the nature of the human agent and participation explains the essence of the human person. • The human person is oriented toward relation and sharing in the communal life for the common good. • Buber’s I-thou philosophy is about the human person as a subject, a being different from things or from objects, who have direct and mutual sharing of selves. • In contrast, the I-It relationship is a person to thing, subject to object relationship. Talents and Contributions of PWDs and Underprivileged On PWDs • Reactions of parents of PWDs: shock, bewilderment, sorrow, anger, guilt, feeling of impotence, fear of the future. • Realization and grief can blind parents to their child’s uniqueness. • Categories of PWD or persons with disabilities: hearing impaired, diabetic, asthmatic, or cystic fibrotic persons. Talents and Contributions of PWDs and Underprivileged • A study shows that mothers of asthmatic children scored consistently more positively than any other groups of mothers; fathers of asthmatic and cystic fibrotic children had higher parent attitudes and were more sociable than the other fathers; and parents of hearing impaired youngsters had the highest problematic scores. • Parents of cystic fibrotic kids reported the most special problem areas as well as the highest levels of family importance. • Parents of hearing impaired children have more behavior management issues. Talents and Contributions of PWDs and Underprivileged • A study in North America shows that 50% of deaf children read less than the normal children. • 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 her best efforts. • Negative attitudes of the family and community toward PWDs may add to their poor academic and vocational outcomes. Talents and Contributions of PWDs and Underprivileged • Community sensitivity, through positive and supportive attitudes toward PWDs, is also an important component. On Underprivileged • Poverty is not one-dimensional but multidimensional. • Each of these dimensions has the common characteristic of representing deprivation that encompasses: Income, Health, Education, Empowerment, Working condition • The most common measure of the underprivileged is income poverty. Talents and Contributions of PWDs and Underprivileged • • Another important measure of deprivation is poor health. Human rights are also relevant to issues of global poverty in its focus on shortfalls in basic needs. On the Rights of Women • Jean Jacques Rousseau (1712) said that women should be educated to please and be useful to men. • For Mary Wollstonecraft, women must be united to men in wisdom and rationality. • Women should be allowed to attain equal rights to philosophy and education given to men. Talents and Contributions of PWDs and Underprivileged • • • Women must learn to respect themselves and should not allow others to determine their value in terms of their physical beauty alone. Women should oppose the gender role assigned to them by the social order (reinforced by dominant patriarchal institutions like the family, education, the law, and the media) and instead advance the alternative image of the woman aspiring for liberation. Women actively participate in movements that not only seek empowerment for their sector but for other marginalized groups as well. Authentic Dialog • • • • • According to Martin Heidegger, humankind is a conversation, which is more than just an idle talk but a dialog. A dialog is a conversation that is attuned to each other and to whatever they are talking about. Conversation attempts to articulate who and what we are, not as particular individuals but as human beings. For Buber, a life of dialog is a mutual sharing of our inner selves in the realm of the interhuman. An authentic dialog entails a person-to-person, a mutual sharing of selves, acceptance, and sincerity (I-thou relation). Activities 1. Describe the I-It relationship compared to I-You. Cite examples. 2. How do you react when you see persons with disabilities and street children? Why? 3. Listen to Michael Jackson’s song entitled “Man in the Mirror.” Based on the song, when does our own image become that of our neighbors’? 4. Explain the following from the point of view of an existentialist: “We are responsible for more than what becomes of us; we are also responsible for what becomes of others.”