Introduction to
Philosophy of the
Human Person
Quarter 2 – Module 4: Human
Person and Death
Personal Development
Alternative Delivery Mode
Quarter 2 – Module 4: Title
First Edition, 2020
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Introduction to
Philosophy of the
Human Person
Quarter 2 – Module 4: Human
Person and Death
Introductory Message
For the facilitator:
Welcome to the Introduction to Philosophy of the Human Person Alternative Delivery Mode (ADM)
Module on Human Person and Death!
This module was collaboratively designed, developed and reviewed by educators both from public and
private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set
by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in
schooling.
This learning resource hopes to engage the learners into guided and independent learning activities at
their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century
skills while taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of the module:
Notes to the Teacher
This contains helpful tips or strategies that will help
you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this module. You also need to
keep track of the learners' progress while allowing them to manage their own learning. Furthermore,
you are expected to encourage and assist the learners as they do the tasks included in the module.
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For the learner:
Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module on ( Lesson Title) !
The hand is one of the most symbolized part of the human body. It is often used to depict skill, action
and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning
resource signifies that you as a learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for guided and
independent learning at your own pace and time. You will be enabled to process the contents of the
learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know
What I Know
What’s In
This will give you an idea of the skills or
competencies you are expected to learn in the module.
This part includes an activity that aims to check what
you already know about the lesson to take. If you get
all the answers correct (100%), you may decide to
skip this module.
This is a brief drill or review to help you link the
current lesson with the previous one.
What’s New
In this portion, the new lesson will be introduced to
you in various ways such as a story, a song, a poem, a
problem opener, an activity or a situation.
What is It
This section provides a brief discussion of the lesson.
This aims to help you discover and understand new
concepts and skills.
What’s More
This comprises activities for independent practice to
solidify your understanding and skills of the topic.
You may check the answers to the exercises using the
Answer Key at the end of the module.
What I Have Learned
This includes questions or blank sentence/paragraph to
be filled in to process what you learned from the
lesson.
What I Can Do
This section provides an activity which will help you
transfer your new knowledge or skill into real life
situations or concerns.
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Assessment
Additional Activities
This is a task which aims to evaluate your level of
mastery in achieving the learning competency.
In this portion, another activity will be given to you to
enrich your knowledge or skill of the lesson learned.
This also tends retention of learned concepts.
This contains answers to all activities in the module.
Answer Key
At the end of this module you will also find:
References
This is a list of all sources used in developing
this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a
separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included in the
module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult
your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!
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What I Need to Know
In this module, learners like you will be philosophically oriented regarding a sensitive topic everybody
does not like always to talk about – death. Here, we will treat death in an academic way while also
allowing our own takes and insights to interplay with the discussions. However, you are advised to
have an objective disposition regarding death to remove any negative impression that may affect your
readiness to understand death as a phenomenon.
Primarily, we will deal with the Phenomenological Notion of Death to give it definite characterization
and the Relation of Death with Authenticity upon which we will come to realize the value of
understanding death as a way to establish a more meaningful existence.
Thus, after going through this module, you are expected to:
1. explain the phenomenological notion of death
2. give the characteristics of death
3. relate death with the concept of a good life based on authenticity
4. reflect on one’s own death
5. embrace death as a natural phenomenon
Notes to the Teacher
There may be cases where students are not ready to discuss this topic. To
prevent unwanted scenarios, orientation may be done beforehand. Being
knowledgeable about psychological dispositions of learners is an advantage.
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What I Know
Write TRUE if you agree that the statement is correct but write FALSE if you think the statement is
incorrect and explain why the statement is wrong in the space provided under each item.
1. Immortality can be achieved by man.
2. Death is impending.
3. We can always design how we will die.
4. Two persons can totally share same experience of death
5. Death is one of the surest thing in the world.
6. We can always say that there is still time.
7. We waste our lives by living the life we don’t want.
8. Following the society would mean a good existence.
9. Death comes at the time we expect it will come.
10. Though we don’t know when we will die, we can prepare for it.
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Lesson
1
Death
What is your initial reaction when you read the title of this part of the module? Is death really a
terrifying phenomenon? If death is a dreadful thing, what makes it fearsome?
On the other hand, death, as part of human reality, may have meaningful messages. At this
junction, we will try to uncover the mystery of death by rationalizing its phenomenon so that we get to
understand it better, accept it as part of human nature, and treat it as a condition that allows us to
create a meaningful existence.
What’s In
THOUGHT EXPERIMENT: Imagine the scenario below. Answer the questions using 3-5 sentences
only.
You are lying in a hospital bed. You have a stage 4 colon cancer. You have no
problem in paying the bills since you are a rich man. But nobody, except for the doctor and
hospital staff, is with you. This is due to the fact that you despised your family for not believing
in you and left them to pursue your dreams.
One day, an angel appeared and told you, “You only have a week left to live. Within
that span of remaining time, God is giving you a chance to forgive your family in one
condition: your life will end the moment you utter your forgiveness to your family. If you do
not forgive them, you will get additional week to live.”
You are about to respond to the angel, what would you say?
ANSWER:
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What’s New
INTERPRETATING THE STORY: Discuss the symbolisms in the short story and story’s possible
meaning.
From Leo Tolstoy’s A Confession and Other Religious Writings
There is an old Eastern fable about a traveller who is taken unawares on the steppes by
a ferocious animal. In order to escape the beast, the traveller hides in an empty well, but
at the bottom of the well, he sees a dragon with its jaws open, ready to devour him. The
poor fellow does not dare to climb out because he is afraid of being eaten by the ferocious
beast, neither does he dare drop to the bottom of the well for fear of being eaten by the
dragon. So he seizes hold of a branch of a bush that is growing in the crevices of the well
and clings on to it. His arms grow weak and he knows that he will soon have to resign
himself to the death that awaits him on the either side. Yet he clings on and while he is
holding on to the one branch, he looks around and sees that two mice, one black and one
white are steadily working on their way round the bush he is hanging from, gnawing away
at it. Sooner or later, they will eat through it and the branch will snap, and he will fall into
the jaws of the dragon. The traveller sees this and knows that he will inevitably perish.
But while he is still hanging there, he sees some drops of honey on the leaves of the bush,
stretches his tongue and licks them.
INTERPRETATION AND MEANING OF SYMBOLS:
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What is It
Phenomenological Notion of Death
According to Martin Heidegger (1889-1976) in his book Being and Time, death is (a)
certain, (b) indefinite, (c) one’s property, (d) non-relational, and (e) not to be outstripped.
Death is certain. As part of humanness, we are all born (in Heideggerian sense, we are
“thrown”) in the world. The world is governed by time. We, humans, are existing in time, thus, as
being thrown in the world, we have beginning and since we are finite beings, we also have end –
death. Birth and death are two things we cannot remove from our existence. Whether we like it or not,
we will die.
Death is indefinite. While death is sure to come, it is however indefinite as to when it will
come. Death is impending, meaning to say, it can happen anytime. We do not know exactly when.
That is why, we should try to live the best life that we can for we never know the day of our end.
Death is one’s property. The death of the person belongs to him. Nobody can experience his
death except himself. There can be no proxies or substitutes for a person in experiencing death.
Death is non-relational. This means that when we die, we die alone. We have no choice but
to face it on our own. Death also removes all our relations to others. In contemplating death, we
realize our own individuality and independence from the world.
Death is not to be outstripped. Death cannot be taken away from a person. Even the person
himself cannot remove the possibility of death in his life. One cannot make himself live forever. Even
though we see in fiction movies the idea of immortality, death, in real life is a definite reality which
we nothing can be done to be outstripped.
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What’s More
Death and Authenticity
What does death really mean? Is it just a reminder that human existence has a limitation? We
may accept the reality of death as it is, but it also reminds us that we have to value life while we have
it.
Since we cannot control it, things that remain within our control are those which belong to
life. While still alive, we have choices to take. The question now is not focused on death but on how
we live in the world. Let us ask ourselves before we die. Did we ever truly live?
Authenticity is an idea mostly used in existentialism which means having true and meaningful
existence. According to Soren Kierkegaard, we have to avoid the crowd – the majority of the society
which we think that should be the pattern of our lives. For example, we see people marrying,
therefore, we also have to marry. But authenticity is not like that. We have to freely choose marrying.
The intention to marry should not come from the crowd as we usually hear but it should come from
our deliberate choice.
Another reason why we fail to lead an authentic life is fear. Just because we are afraid of the
possible consequences and what others might say, we fail to pursue what we truly want in life. This
challenge of authenticity is one of the important messages of death. As we accept death, we realize the
value of having a true life – an authentic life!
AUTHENTICITY PROJECT: List down the 3 things you truly want in life, the challenges you see
in pursuing your goals and the possible solutions to these challenges.
GOALS
CHALLENGES
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SOLUTIONS
What I Have Learned
BEFORE AND AFTER: Write your previous knowledge (before reading this module) and your new
understanding on death. Determine what makes more sense and tell why.
Previous Knowledge about Death
New Understanding about Death
What makes more sense?
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What I Can Do
REFLECTIONS. After realizing that death is certain and impending, we should at all times be ready
for death. It is just like a thief in the night so we have to prepare for it. Write an essay about your
realizations and your insights about death.
MY REFLECTIONS NAD INSIGHTS ABOUT DEATH
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Assessment
Write TRUE if you agree that the statement is correct but write FALSE if you think the statement is
incorrect and explain why the statement is wrong in the space provided under each item.
1. Death is one of the surest thing in the world.
2. Death comes at the time we expect it will come.
3. We can always say that there is still time.
4. Though we don’t know when we will die, we can prepare for it.
5. Immortality can be achieved by man.
6. We can always design how we will die.
7. Following the society would mean a good existence.
8. We waste our lives by living the life we don’t want.
9. Death is impending.
10. Two persons can totally share same experience of death
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References
BOOKS:
Agoncillo, T.A. (2012). The history of the Filipino people 8th edition. Quezon
City: C& E Publishing Corp.
Artigas, M. (2006). Philosophy: an introduction translated by Fr. M. Guzman.
Makati City: Sinag-tala Publishers Corpuz,
B.B., Ruben A.C., Maria Lovelyn C.P., Socrates, O.P., (2016). Introduction to
the philosophy of the human person for senior high school. Quezon
City: Lorimar publishing, Inc.
Bauzon, P.T. (2012). Handbook in social philosophy (with review materials in
social philosophy of education for LET) 2nd Edition. Mandaluyong
City: National Book Store.
Bernardo, J.P.V. (2016). Introduction to the philosophy of the human person.
Pasay City: JFS Publishing Services.
Buber, Martin. “Dialogue,” in Between Man and Man, Collins: Fontana, 1966.
Calano, Mark Joseph et al, Philosophizing and Being Human. Quezon City:
Sibs
Publishing House Inc., 2016.
Copus, B.B. et al. (2016). Introduction to the philosophy of the human person.
Quezon City: Lorimar Pub.
Dy Jr., Manuel, Philosophy of Man: Selected Readings. 2nd Edition. Makati City:
Goodwill
Trading Co. Inc, 2001.
Heidegger, Martin. Being and Time. Translated by Joan Stambaugh. New York:
SUNY
Press, 1996.
Krapiec, M. I. (1985). I – man: an outline of philosophical anthropology
abridged version by Francis J. Lescoe and Roger B. Duncan. New
Britain: Mariel Publications.
Mabaquiao Jr., Napoleon. Making Life Worth Living. Quezon City: Phoenix
Publishing
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House, Inc. 2017
Maboloc, C. R. (2016). Introduction to the philosophy of the human person.
Quezon City: The Inteligente Publishing Inc.
Mercado, L.N. (1988). Applied Filipino philosophy. Tacloban City: Divine Word
University Publication.
Wallace, W.A. (1977). The elements of philosophy. New York City: Society of
St. Paul.
Ramos, C.C. (2016). Introduction to the philosophy of the human person.
Manila: Rex Publishing House
Socio, M.P.G. and Ignatius H.V. (2016). Introduction to the philosophy of the
human person. Quezon City: Vibal Group Inc.
JOURNALS:
Gaardner, J. (2007). A user manual for our planet. UNESCO: the courier. No.
9 ISSN.
1993- 8616. 4 – 5.
United Nations Education Scientific and Cultural Organization. (2009).
Teaching philosophy in Asia – Pacific. Bangkok: author.
Augustine. Man: Body and soul. (1967). In A. Armstrong (Ed.), The
Cambridge History of Later Greek and Early Medieval Philosophy (pp. 354361).
Cambridge: Cambridge University Press.
doi:10.1017/CHOL9780521040549.023
Callicott, J. Baird 1987, ‘Conceptual Resources for Environmental Ethics in
Asian Traditions of Thought: A Propaedeutic’, Philosophy East and West, Vol.
37, No. 2, pp. 115-130.
Frese, Stephen J. 2003, ‘Aldo Leopold: An American Prophet’, The History
Teacher, Vol. 37, No. 1, Special Feature Issue: Environmental History and
National History Day 2003 Prize Essays, pp. 99-118.
Jenkins, Willis 2009, ‘After Lynn White: Religious Ethics and Environmental
Problems’, The Journal of Religious Ethics, Vol. 37, No. 2, pp. 283-309.
Snyder Brian F. 2017, ‘The Darwinian Nihilist Critique of Environmental Ethics’,
Ethics and the Environment, Vol. 22, No. 2, pp. 59-78.
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Welchman, Jennifer 2012, ‘A Defence of Environmental Stewardship’,
Environmental Values Vol. 21, No. 3, pp. 297-316.
Confucianism and Existentialism: Intersubjectivity as the Way of Man Author(s):
Hwa Yol Jung Source: Philosophy and Phenomenological Research , Dec.,
1969, Vol. 30, No. 2 (Dec., 1969), pp. 186-202 Published by: International
Phenomenological Society
Jen: An Existential and Phenomenological Problem of Intersubjectivity
Author(s): Hwa Yol Jung Source: Philosophy East and West , Jul. - Oct., 1966,
Vol. 16, No. 3/4 (Jul. - Oct., 1966), pp. 169-188 Published by: University of
Hawai'i Press
Dean Edward A. Mejos, Against Alienation: Karol Wojtyla’s Theory of
Participation, Kritike, Vol. 1, No. 1, June 2007
ONLINE SOURCES:
http://sutterfield.weebly.com/uploads/1/2/6/8/12686139/discussion_questions_
for_plato_cave.pdf
https://outre-monde.com/2010/09/25/platonic-myths-the-sun-line-and-cave/
http://blogphilosophy2.blogspot.com/2007/11/phenomenology.html
https://philonotes.com/index.php/2018/12/01/the-human-person-as-anembodied-spirit/
https://ses.edu/a-summary-of-act-potency/
https://iep.utm.edu/envi-eth/
https://plato.stanford.edu/entries/ethics-environmental/
https://plato.stanford.edu/entries/environmental-aesthetics/
https://www.schooldrillers.com/anthropocentrism-in-environmental-ethics/
https://simplicable.com/new/environmental-issues
http://www.umich.edu/~snre492/sdancy.html
https://gm.ecotaf.net/1640-freedom.html
https://www.encyclopedia.com/religion/encyclopedias-almanacs-transcriptsand-maps/human-act
https://studylib.net/doc/25188409/ethics-1-module-1-study-guide--aug-2018https://www.encyclopedia.com/social-sciences/applied-and-social-sciencesmagazines/tribal-society
https://www.futurelearn.com/courses/digital-society/0/steps/23808
https://www.biblegateway.com/passage/?search=luke%2010:2537&version=NIV
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