SHS
Introduction to
the Philosophy of
the Human Person
Quarter 1 –Module 1:
The Meaning and Process of
Doing Philosophy
Introduction to the Philosophy of the Human Person – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 1: The Meaning and Process of Doing Philosophy
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writer: Joseph C. Cabajes, MA
Editor: Divilyn M. Rodriguez
Reviewer: Lucia M. Sunga, EdD
Illustrator:
Layout Artist:
Management Team: Reynaldo M. Guillena
Basilio P. Mana-ay Jr.
Emma A. Camporedondo
Alma C. Cifra
Aris B. Juanillo
Amelia S. Lacerna
Printed in the Philippines by Davao City Division Learning Resources Management
System (LRDMS)
Department of Education – Davao City Division, Region XI
Office Address:
Telefax:
E-mail Address:
Elpidio Quirino Ave., Poblacion District, Davao City
8000 Davao del Sur
(082) 224-3274, (082) 222-1872
davao.city@deped.gov.ph
SHS
Introduction to
the Philosophy of
the Human Person
Quarter 1 – Module 1:
The Meaning and Process of
Doing Philosophy
Introductory Message
For the facilitator:
Welcome to the Grade 12 Introduction to the Philosophy of the Human
Person Alternative Delivery Mode (ADM) Module on The Meaning and Process of
Doing Philosophy!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
Notes to the Teacher
This contains helpful tips or strategies
that will help you in guiding the learners.
As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.
For the learner:
Welcome to the Grade 12 Introduction to the Philosophy of the Human
Person Alternative Delivery Mode (ADM) Module on The Meaning and Process of
Doing Philosophy!
The hand is one of the most symbolized parts 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
This will give you an idea of the skills or
competencies you are expected to learn in
the module.
What I Know
This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In
This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New
In this portion, the new lesson will be
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It
This section provides a brief discussion of
the lesson. This aims to help you discover
and understand new concepts and skills.
What’s More
This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned
This
includes
questions
or
blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do
This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.
Assessment
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activities
In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.
Answer Key
This contains answers to all activities in the
module.
At the end of this module you will also find:
References:
developing this module.
This is a list of all sources used in
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!
What I Need to Know
This module was designed and written with you in mind. It is here to help
you learn the topic on the meaning and process of doing Philosophy. The scope of
this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you are now using.
The learners: (based on MELCs)
1.1 Distinguish a holistic from a partial point of view,
1.2 Realize the value of doing philosophy in obtaining a broad perspective on life,
1.3 Do a philosophical reflection on a concrete situation from a holistic perspective.
After going through this module, you are expected to:
1. understand the meaning, process, and value of doing philosophy;
2. differentiate the notion of holistic from a partial of view;
3. apply the process of philosophizing or the Socratic method; and
4. do a philosophical reflection on a concrete situation from a holistic
perspective.
This module focuses on the topic The Meaning and Process of Doing Philosophy,
which will be discussed for the whole week.
What I Know
This activity will determine what you know about the word philosophy. Using
the graphic organizer below, write the word/s or name/s of persons related to the
term Philosophy. You may add more circles if you have additional answers.
Answer
Answer
Answer
Answer
Answer
Answer
Philosophy
Answer
Answer
Answer
Answer
Answer
Answer
Answer
Answer
Answer
Lesson
1
The Meaning and Process
of Doing Philosophy
What’s In?
To begin this lesson, you must understand the words from Plato’s Apology (37e)
and answer the question posted below.
“. . . the unexamined life is not worth living.”
—Plato’s Apology (37e)
What do you understand when you read the famous words from Plato: “the
unexamined life is not worth living?”
Write your answer here:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
RUBRICS FOR CHECKING THE ANSWERS
Score
5
4
3
2
1
Content
Answer is factually
correct. Specific example
is clearly mentioned and
explained.
Answer is factually
correct. The example
given is not specific and
not clearly explained.
Answer may have one or
two factual errors. The
example is just being
mentioned.
Answer has significant
factual errors. No
example being mentioned
Answer is unrelated to
question. No example
being mentioned.
Organization
Start with a topic
sentence. Supporting
points are presented in
a logical progression.
Start with a topic
sentence. Supporting
points are presented in
a logical progression.
No clear thesis sentence,
but points are presented
in a logical progression.
Somewhat illogical.
Points being drive at
random fashion.
Illogical in presenting
the answer. The reader
is led to confusion.
Development
Answer is presented
with specific details.
The question is
answered thoroughly.
Answer is presented in
a semi-detailed
manner. The question
is answered thoroughly
Answer is presented
not in a detailed
manner. The question
is not answered.
Answer is disorganized.
The question is
answered in partial.
Answer is unsupported
by any detail.
Organization is poor.
Use of Language
The scientific
terminology is used
appropriately. No error
in grammar or spelling.
The scientific
terminology is used. No
major error in grammar
or spelling.
There is accuracy in the
choice of words.
Grammatical or spelling
errors are minimal.
Simple words are used.
Some serious errors in
grammar or spelling.
Vocabulary is limited.
More error in grammar
and spelling.
Reminders to the Facilitators and Students
1. The origin of Philosophy mentioned below is a short version. As
teachers and learners, you may read the longer version from this
link: http://dhspriory.org/kenny/PhilTexts/Copleston/
2. To understand the idea of Gabriel Marcel’s Reflection or Thinking,
please feel free to read the full article on this link:
https://plato.stanford.edu/entries/marcel/
What’s New
Getting to know the three great thinkers/ philosophers: Match the RIGHT
column with the LEFT column. Draw an arrow to match the
thinker/philosopher and the identity.
PHILOSOPHERS
1
Socrates
469/470399 BCE
IDENTITY/DESCRIPTION
He is the founder of the systematic, and
scientific examination in the area of human
knowledge. He is known, in his time, as
"the man who knew everything."
https://www.ancient.eu/socrates/
Plato
2
(428/427
348/347
BCE)
His followers considered him pre-eminent
Greek
philosopher,
known
for
his
Dialogues, and for founding his Academy
north of Athens, traditionally considered
the first university in the western world.
https://www.ancient.eu/plato/
3
Aristotle
384-322
BCE
https://www.ancient.eu/aristotle/
He is one of the Greek philosophers, who is
considered as the father of western
philosophy.
What is It
Meaning of Philosophy:
Early philosophers on the Greek coast of Asia Minor concentrated on the
material cause: they sought the basic ingredients of the world. Thales and his
successors posed the following question: At a fundamental level is the world made
out of water, or air, or fire, or earth, or a combination of some or all of these?
(Kenny, 2006, p. 25). Thales, along with his followers, tried to give philosophical
accounts of the world and humanity. These philosophical accounts had to be
verified or questioned based on the ‘Homeric and Hesiodic mythologies’ of their
time. This questioning has continued to the present time, in various forms
(Pannone, 2017, p.2).
Most thinkers adhere to the claim that Socrates, Plato and Aristotle are the
greatest Philosophers of all time. While Socrates, one of the Greek philosophers, is
named as the Father of Western Philosophy. Plato, on the other hand, is being
considered the pre-eminent Greek philosopher, known for his Dialogues and for
founding his Academy north of Athens, traditionally considered the first university
in the western world. Aristotle, the founder of the systematic, scientific examination
in literally every area of human knowledge, and was known, in his time, as "the
man who knew everything" (Mark, 2009. p.1).
Aristotle (Kenny, 2006) was the first philosopher who systematically studied,
recorded, and criticized previous philosophers’ work. He mentioned that Socrates,
on one hand, focuses on ethics rather than study the world of nature. On the other
hand, Plato concentrated on his philosophical theory combined the approaches of
the schools of both Thales and Pythagoras (p.24-25).
Etymologically, the word “philosophy” comes from the two classical Greek
words: “Philos” means “love” and “Sophia” means "wisdom.” Therefore, Philosophy
is defined as “love of wisdom” (Blacburn, 1996, p.286). However, Philosophy, as a
term, has no fixed meaning or definition. For the fact that once a word or term is
being defined, it creates limitation and boundary. Questions are more important
than answers because having the answer stops the process of doing philosophy
while having the question leads us to wonder.
However, questioning skill is necessary in order to organize one’s thoughts
and ideas. As mentioned by Paul and Elder (2006, p. 91) “there is a need to have
Socratic questioning abilities. Socratic questioning is a disciplined, systematic form
of questioning.” It is coined after Socrates, a Greek Philosopher, who taught the
youth of Athens by asking questions. He intends to expose contradictions in the
students’ minds and ideas to lead them to a factual, sound, and valid arguments.
According to Webster’s New World Dictionary (1986), “Socratic questioning is
called dialectic method of teaching or discussion. It is used by Socrates, involving a
series of easily answered questions that inevitably lead the answerer to a logical
conclusion foreseen by the questioner. It is also called dialectic, which is the art or
practice of examining opinions or ideas logically, often by the method of question
and answer, to determine their validity.”
The Socratic method, as a process of philosophizing, is a tool to make
learning possible through the use of critical thinking, reasoning, and logic. This
technique involves finding holes in their own theories and then patching them up.
Process of Doing Philosophy:
A. The Process of Doing Philosophy begins in wonder.
Plato’s concept of the “examined life”
reminds us of preparation before one can
start the process of doing Philosophy, which
is looking back and reflect on the events that
“Reflection is never exercised on
happened in the past. It is because this is
things that are not worth the trouble
the only way in which one become ready to
of reflecting about.” Gabriel Marcel
face the present events without bias and
prejudice.
Doing Philosophy or philosophical
inquiry means confronting the present events with wonder. In the first book of
Metaphysics, Aristotle posits that through “wonder that one begins to philosophize”
(Ross, 2005, p.7). “Wonder, as echoed by Pannone (2017), is the root from which
philosophy arises. And philosophical inquiry is possible even in ordinary or simple
wondering especially when people look at the world around them and inquire about
its origins and nature, and their place and functioning therein (p.2).
Wonder, in short, realizes that our ordinary understanding and sense of the
world does not capture the totality of the reality of the world. Wonder realizes that
material wealth, physical beauty and status in this world do not define life’s true
meaning. Through wonder, a person questions the things around. However, It
eliminates one’s doubt of the world and the things around. (Pannone, 2017, p.2).
Philosophers are supposedly lovers of wisdom. They love to ask questions
especially the origin and purpose of everything. Their fulfilment is not by having the
answers, yet through the reason that makes an answer correct and appropriate.
Philosophy, as a primary science, is embedded in the human system whose
its main purpose is to provide practical solutions to every problem that human
person encounters and also to find his/her essence and existence in this crowded
world. (Rescher, 2010, p. 14).
B. The Process of Doing Philosophy engages in reflection or thinking.
The process of doing philosophy or philosophical inquiry entails reflection or
thinking. In the book, The Mystery of Being, Volume I: Reflection and Mystery,
Marcel (1950) clearly outlines reflection as primary and secondary. He defines the
occurrence of reflection when life coming up a particular obstacle, or again, being
checked by a certain break in the continuity of experience. It becomes necessary to
pass from one level to another, and recover on this higher plane the unity which
had been lost on the lower one” (p.83). As a brief introduction, Gabriel Marcel
(1889–1973) was a philosopher, drama critic, playwright, and musician. He
converted to Catholicism in 1929, and his philosophy was later described as
“Christian Existentialism” (Treanor, 2016, p.1).
Marcel (1950) calls these two kinds of thinking “primary” and “secondary”
reflection (p.83). On one hand, “primary reflection” examines its object by
abstraction, by analytically breaking it down into its constituent parts. It is
concerned with definitions, essences and technical solutions to problems (Treanor,
2016, p.1). It is a fragmented and compartmentalized thinking because it treats the
subject as object which can be possessed as personal thing. According to Marcel,
“reflection will bring before to us the existence of a kind of dialectic of internality.
To have can certainly mean, and even chiefly mean, to have for oneself, to keep for
oneself, to hide” (Farrer 2007, p. 160).
Primary reflection utilizes its object as a tool or instrument. “Having as such
seems to have a tendency to destroy and lose itself in the very thing it began by
possessing, but which now absorbs the master who thought he controlled it. It
seems that it is of the very nature of my body, or my instruments in so far as I treat
them as possessions, that they should tend to blot me out, although it is I who
possess them” (Farrer, 2007, p 161).
Primary reflection capitalizes the “means-end thinking.” It treats its object as
a means to an end. It considers its object as ‘sacrificial lamb’ inferior to its
perceived superior goal. The object, including a human person, has an inferior
existence ready to be sacrificed in favor of its perceived higher goal or end.
Admittedly, it is normal that any person may use the other person in so far as with
consent. One necessarily needs the other to exist. Marcel (1950), as a musician,
believes that everybody can be a subject of piece of art. His or her role in a piece of
art completes the whole story. But, as a subject is used, it should not diminish his
or her identity as a human person. Instead, he or she finds his or her true essence
(p. 95).
On the other hand, secondary reflection treats the primary reflection as a
‘fulcrum,” or its springboard is just that massive, indistinct sense of one’s total
existence. It restores the unity of the fragmented and compartmentalized
experience into a logical whole. However, the process of reflection is still the task of
the primary reflection. (Marcel, 1950, p.93). As it unifies rather than divides, it
brings one’s experience into a coherent whole. Whereby, philosophical reflection is
consummated in the secondary reflection.
A philosophical reflection is a tool for doing Philosophy. It deepens our
understanding of ourselves as well as our role and place in this world. Primary and
secondary reflections, therefore, becomes necessary in the philosophical endeavor.
As Marcel further claims, the encounter of primary and secondary reflection plays
out in terms of presence and participation rather than assimilation (Treanor, 2016,
p. 2).
Both (primary) “I have” and (secondary) “I am” are necessary philosophical
processes to confront or face any worldly situation. Yet, misinterpretation of
Marcel’s concept of the primary “I have” and secondary “I am” reflections may lead
to misuse of one’s ability and even abuse of one’s body. In summary, the primary
reflection “I have” tries to compartmentalize the union of human experience.
However, the function of secondary reflection “I am” is basically to unite and bring
into the whole what has been destroyed.
C. The Process of Doing Philosophy entails the formulation and evaluation of
argument.
One of the benefits of the primary reflection as purported by Gabriel Marcel
is that it trains the mind to have a logical thinking. “Reflection, in general, is a
personal act, and an act that nobody else would have been able to undertake in my
place, or on my behalf. However, the act of reflection is interconnected with the
whole system, i.e. bone is linked with bone in the human body, with personal
experience; and it is important to understand the nature of this
interconnectedness. Thus, the idea of reflection (both the primary and secondary)
belongs to the philosophical realm. (Marcel, 1950, p. 78-79).
As mentioned above, the process of philosophical inquiry or doing
philosophy favors more on questions than answers. Does it mean philosophers
don’t find an answer to their queries? According to Pannone (2017), thinkers found
the answers. Yet, the answers need to be critiqued, reformulated, and challenged
and so forth. It has been the scenario for two-and-a-half millennia, and continues
to this day (p.2).
The process of philosophical inquiry or doing philosophy requires a
wondering and self-critiquing skill or ability. As a child, doing philosophy is
recollection of a true identity of a human person who has a wondering or
questioning mind. And as a thinking being, a human person can reflect (primary
and secondary reflections), formulate an argument, and evaluate its soundness
and validity.
What’s More
In this part, you are tasked to apply the Socratic Method: A Process of
Philosophizing. Read and understand the news article below. You should think
critically and answer the questions thoroughly.
Aided by YouTube tutorial video,
jeepney driver’s P1k capital now a
P40k/month food business
https://www.google.com/search?q=headline
-Julia Mari Ornedo/MDM, GMA News
(Published July 22, 2020 9:26pm)
When jeepney driver Neil Serrano lost his job in March due to the
coronavirus pandemic, he knew he had to find other ways to generate money.
Having sold bananas and chocolates, worked as a delivery courier in the
past, there was nothing Serrano wasn’t game to do to feed his family.
“Siyempre nagugutom kami. Kailangan gumawa ka ng paraan para
mabuhay. Lahat ng tao nagtitinda, ba’t di ka magtinda?” he said. With a
1,000-peso capital and knowledge of how to make yema spread which, he
learned from YouTube, Serrano ventured into the food business.
After pouring hours into making jars of yema spread, he has grown his
income to P40,000 a month Serrano also expanded the menu to include
chocolate and cookies and cream spreads in just two months. “Sobrang
thumbs up po talaga ‘ko sa pagiging madiskarte ni Neil kasi wala siyang
hindi kayang gawin,” said Lina, Serrano’s partner who also lost her job in
Taiwan amid the pandemic. Serrano made sure to bring all his loved ones
along with him in his success. His relatives, former classmates, and friends
are now resellers of his products. When he has the chance, Serrano also
shares some of his blessings to his fellow jeepney drivers.
“Sa mga kasamahan kong drayber, ‘wag kayong mawawalan ng pagasa,” he encouraged. “Matatapos din ‘to. Magtiwala tayo sa Diyos, matatapos
‘to sabay sabay tayong makakaahon dito.”
Based on the news report, answer the following questions.
1. Due to the current pandemic, Neil Serrano had lost his job. What solution or
way did he find to generate money to support his family?
___________________________________________________________________________
___________________________________________________________________________
2. Give three (3) reasons why did he venture into food business?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Why did he succeed in food business?
___________________________________________________________________________
__________________________________________________________________________
4. Why did he encourage his co-drivers to do same?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
RUBRICS IN CHECKING THE ANSWERS
Score
5
4
3
2
1
Content
Answer is factually
correct. Specific example
is clearly mentioned and
explained.
Answer is factually
correct. The example
given is not specific and
not clearly explained.
Answer may have one or
two factual errors. The
example is just being
mentioned.
Answer has significant
factual errors. There is no
example being
mentioned.
Answer is unrelated to
question. There is no
example being
mentioned.
Organization
Start with a thesis or
topic sentence.
Supporting points are
presented in a
logical progression.
Start with a thesis or
topic sentence.
Supporting points are
presented in a logical
progression.
No clear thesis sentence,
but points are presented
in a logical progression.
Somewhat illogical.
Points being drive at
random fashion.
Illogical in presenting
the answer. The reader
is led to confusion.
Development
Answer is presented
with specific details.
The question is
answered thoroughly.
Answer is presented in
a semi-detailed
manner. The question
is answered but
properly explained
Answer is presented
not in a detailed
manner. The question
is not thoroughly
answered.
Answer is disorganized.
The question is
answered in partial.
Answer is unsupported
by any detail. The
organization is very
poor
Use of Language
The scientific
terminology
is used appropriately.
No error in grammar or
spelling.
The scientific
terminology is used
appropriately. No major
error in grammar or
spelling.
There is accuracy in the
choice of words.
Grammatical or spelling
errors are minimal.
Simple words are used.
Some
serious errors in
grammar or spelling.
Vocabulary is limited.
More error in grammar
and spelling.
What I Have Learned
Direction: Complete the paragraph below by supplying the correct words.
Directions: In the paragraph
below, fill in the blank with
correct words based on what
you have learned.
Etymologically, the word “philosophy” derives from classical
Greek and means ____________. Many philosophers in the
_________ world held that the _______, the one who knew,
was, at best, an ideal towards which the ________, i.e., the
philosopher, the lover of wisdom, ___________, but never
reaches.
Socrates was a _________ philosopher and is considered the
father of western philosophy. Plato is considered the preeminent Greek philosopher, known for his ____________ and
for founding his Academy north of _________, traditionally
considered the first university in the western world.
Aristotle pioneered systematic, _____________ examination in
literally every area of human ___________ and was known, in
his time, as "the man who knew everything."
https://www.google.com/search?
What I Can Do
Directions: Read and understand the excerpt entitled “Sapagkat ang Pilosopiya ay
Ginagawa.” Analyze the questions and answer thoroughly.
Sapagkat ang Pilosopiya ay Ginagawa
By Fr. Roque Ferriols, SJ
…ayaw nilang lumundag pero, para sa kanila, marunong na sila!
May mga taong gusto raw matutong lumangoy. Nakasuot panlangoy na sila
at sama-sama silang nakatayo sa tabi ng swimingpul. May notbuk at bolpen ang
bawat isa. Nagsasalita ang guro. “Una sa lahat,” aniya, “magsanay ka munang
magtampisaw sa tubig. Tapus, huwag huminga pero idilat ang mata at
magpasailalim ng tubig. Tapus basta’t dumapa. Huwag matakot. Lulutang ka. Tapus,
matutong gumalaw ng paa, Matutong gumalaw ng kamay. Matutong huminga. At
paulit-ulit na pagsikapan at pagtiyagaan ang praksis.” Habang siya’y nagsasalita,
masipag nilang sinusulat ang lahat ng sinasabi niya.
“At ngayon,” patuloy niya, “eto ang swimingpul. Oras nang magsimula.
Lundagin mo beybe!” Walang lumundag, pero sulat nang sulat pa rin sila. “Hoy, sa
tubig na kayo! Walang kabuluhan ang sulat-sulat ninyo kung hindi ninyo ginagawa.”
Wala pa rin lumundag. Sulat pa rin sila nang sulat. ”Hoy! Gising! Hindi ba ninyo
nakikita na nag-aaksaya lamang tayo ng panahon?” Dito may bumaling sa guro.
“Bakit ka ba nagagalit? Hindi mo ba nakikita na mahalaga sa amin ang lahat ng
sinasabi mo? Eto.” At ipinakita niya ang kanyang notbuk. Naroroon ang buong
talumpating guro mula sa unang salita hanggang sa huli...hanggang sa “Hoy!Gising!
Hindi ba ninyo nakikita na nag-aaksaya lamang tayo ng panahon?”
Nagsimula silang lahat na magsiuwi. Yamot at galit. “Biruin mo, pinagalitan
pa tayo!” Pero natutuwa pa rin sila. Masasabi ng bawat isa na kompleto ang
kanyang notbuk. Naisulat nila ang bawat sinabi ng guro. Kaya inaakala nilang natuto
na sila. Ayaw nilang lumundag pero, para sa kanila, marunong na sila.
1. What were in the mind of the students when they were writing the teacher’s
instructions instead of going into the pool?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Why was the teacher so keen on making the learners jump in the swimming pool
instead of just taking down notes on how to swim?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
RUBRICS FOR CHECKING THIS ACTIVITY
Score
5
4
3
2
1
Content
Answer is factually
correct. Specific example
is clearly mentioned and
explained.
Answer is factually
correct. The example
given is not specific and
not clearly explained.
Answer may have one or
two factual errors. The
example is just being
mentioned.
Answer has significant
factual errors. There is no
example being
mentioned.
Answer is unrelated to
question. There is no
example being
mentioned.
Organization
Start with a thesis or
topic sentence.
Supporting points are
presented in a
logical progression.
Start with a thesis or
topic sentence.
Supporting points are
presented in a logical
progression.
No clear thesis sentence,
but points are presented
in a logical progression.
Somewhat illogical.
Points being drive at
random fashion.
Illogical in presenting
the answer. The reader
is led to confusion.
Development
Answer is presented
with specific details.
The question is
answered thoroughly.
Answer is presented in
a semi-detailed
manner. The question
is answered but
properly explained
Answer is presented
not in a detailed
manner. The question
is not thoroughly
answered.
Answer is disorganized.
The question is
answered in partial.
Answer is unsupported
by any detail. The
organization is very
poor
Use of Language
The scientific
terminology
is used appropriately.
No error in grammar or
spelling.
The scientific
terminology is used
appropriately. No major
error in grammar or
spelling.
There is accuracy in the
choice of words.
Grammatical or spelling
errors are minimal.
Simple words are used.
Some
serious errors in
grammar or spelling.
Vocabulary is limited.
More error in grammar
and spelling.
Assessment
Multiple Choice. Choose the letter of the correct answer. Write your answers on a
separate sheet of paper.
1. Which of the following statements best describes the relationship of these
three great philosophers?
A. Plato was the best student of Socrates.
B. Plato was the teacher of Aristotle.
C. Plato and Socrates influenced the idea of Aristotle.
D. Plato was the writer of Socrates.
2. Which of the following is the CORRECT etymological definition of
Philosophy?
A. filo and sophia
C. philo and sophia
B. philos and sofia
D. philo and sofia
3. Which of the following statements is NOT true about the ancient history of
Philosophy?
A. Plato was the teacher of Aristotle.
B. Plato was the best student of Socrates.
C. Socrates never wrote anything.
D. Aristotle was one of the students of Socrates.
4. Why did Socrates want man to examine our life?
A. He wants us to examine ourselves.
B. He wants us to live a worthy living.
C. He wants us to have different views on life.
D. He wants us to have difficulty in identifying truth from opinion.
5. Why does the realm of lived experience become necessary in philosophizing?
A. It brings back our memories.
B. It reminds us of our very nature.
C. It guides us to our destination.
D. It allows us to communicate with our inner selves.
6. Which of the following statements describe a person with wisdom?
A. When he/she knows nothing, yet he/she acts a lot of things.
B. When he/she knows nothing, that’s why he/she has nothing to act.
C. When he/she knows a lot of things, and he/she acts according to what
he/she knows.
D. When he/she knows a lot of things while he/she never acts according to
what he/she knows.
7. In philosophizing, why are questions more important than answers?
A. Because answer aids the process of doing philosophy
B. Because answer guides the person in achieving his/her goals
C. Because question leads us to wonder
D. Because question confuses the person in search of meaning
8. How does the act of philosophizing begin?
A. Philosophy begins in ordinary wonder.
B. Philosophy begins in extraordinary wonder.
C. Philosophy begins with a big question.
D. Philosophy begins with an answer.
9. How does Philosophy discover the answers to its questions?
A. Answers are challenged-then critiqued, reformulated and found.
B. Answers are found – then critiqued, reformulated, and challenged.
C. Answers are reformulated-then challenged, critique and found.
D. Answers are critique-then found, reformulate, and challenged.
10. Why does the Socratic Method still relevant today? It is because _____.
A. one can learn through the use of critical thinking, reasoning, and logic
B. one can learn things through reading and understanding the text
C. one can study through the use of reasoning and feeling
D. one can study everything through the Socratic method
11. What kind of reflection is used when a person examines the object he/she
sees by abstraction?
A. both primary and secondary
B. primary reflection
C. reflection
D. secondary reflection
12. According to Gabriel Marcel, ______ brings before our eyes the existence of a
kind of dialectic of internality.
A. both primary and secondary
B. primary reflection
C. reflection
D. secondary reflection
13. This kind of reflection utilizes its object as a tool or instrument to be used.
A. both primary and secondary
B. primary reflection
C. reflection
D. secondary reflection
14. This kind of reflection reunites the fragmented and compartmentalized
experience into a logical whole.
A. both primary and secondary
B. primary reflection
C. reflection
D. secondary reflection
15. These reflections are legitimate ways to encounter things in the world.
A. both primary and secondary
B. primary reflection
C. reflection
D. secondary reflection
Additional Activity
Directions: Do a philosophical reflection on a concrete situation (Davao
Region COVID19 situation) from a holistic perspective (national COVID 19
situation). You can read from the news online or broadcast on TV and Radio.
Your reflection paper should follow this format:
a.) Day to day life: This is your usual daily routine since the pandemic hit Davao
region.
b.) Reflection: This is where you are going to write when you are so down or
depressed because of the pandemic. Also, this is where you can write the positive
things that you had experienced, like when you were happy or delighted despite the
Pandemic.
c.) Application (Praxis): This is where you will write the lessons that you have
learned from your experiences during the Pandemic. These are the lessons that you
can apply or use in the future every time you experience the same.
Your Title
______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
RUBRICS FOR THE PHILOSOPHICAL REFLECTION
10
8
6
4
2
Content
The sentences are well
reflected upon. Content is
very personal. Specific
situation or experience is
clearly mentioned and
explained.
The sentences are
reflected upon. Content is
personal. Specific
situation or experience is
clearly mentioned and
explained.
The sentences are not
deeply reflected upon.
Content is not personal.
No specific situation or
experience is mentioned.
The sentences are
shallow. Content is not
personal. Experience
being mentioned is
impersonal.
The sentences are very
shallow. Content is very
impersonal.
Organization
Clear sense of order.
Begins with a thesis or
topic sentence.
Supporting points are
presented in a logical
progression.
Clear sense of order.
Begins with a thesis or
topic sentence.
Supporting points are
presented in a
logical progression.
May lack a thesis
sentence, but points are
presented in a logical
progression.
Development
Develops each point
with specific details.
Answers question
completely.
Use of Language
Uses technical or scientific
Terminology appropriately
and correctly. No major
grammatical
Develops each point
with somehow vague
details. Answers
question completely.
Uses technical or scientific
terminology appropriately
and correctly. No major
grammatical or spelling
errors.
Each point supported
with some details and
evidence. All important
points included.
Accurate word choice. No
more than 2 major errors
and a few minor errors.
Logic of argument is
minimally perceivable.
Points presented in a
Seemingly random
fashion, but all support
argument.
Lacks clear
organizational
plan. Reader is confused.
Sparse details or
evidence. Question only
partially answered.
Ordinary word choice; use
of scientific terminology
avoided. Some serious
errors (but they don’t
impair communication).
Statements are
unsupported by any
detail or explanation.
Repetitious, incoherent,
illogical development.
Limited vocabulary; errors
impair communication.
What I can do
(Possible answers)
1. They have to write down everything what
the swimming teacher is saying, and/or
They can learn how to swim by writing
down the instructions given by the
swimming teacher.
2. The teacher is so keen in letting the
students jump into the pool because
learning how to swim requires to do or act
on it.
What’s more
1. He ventured into food business by
making yema spread, which he learned
from YouTube and with a 1,000-peso
capital.
2. It is because they (Neil and his wife) lost
their job. Neil did want to see his family go
hungry. And, everybody was into sales.
3. It is because of his being resourceful
(madiskarte).
4. It is due to his deep faith and trust in
God that made him hopeful despite of his
situation.
What I Know (possible
answers)
1. Socrates
2. Plato
3. Aristotle
4. Wisdom
5. Knowledge
6. Inductive
7. Deductive
8. Reason
9. Love
10. Athens, etc
What I’ve learned
Assessment
1. Lover of wisdom
2. Ancient
3. Sage
4. Seeker
5. Strives
6. Greek
7. Dialogues
8. Athens
9. Scientific
10. knowledge
1. C
2. B
3. D
4. B
5. D
6. C
7. C
8. A
9. B
10. A
11. B
12. C
13. B
14. D
15. A
Answer Key
References:
Abella, Jerrie. Indigenous people remember Macliing Dulag’s Martyrdom.
GMANews.TV. 24 Apr. 2010. Web. 23 Jun. 2015.
http://www.gmanetwork.com/
Blakcburn, Simon. The Oxford Dictionary of Philosophy (Oxford Paperback
Reference). USA: Oxford University Press. 1996.
Fabio, Michelle. How the Socratic Method Works and Why Is It Used in Law School.
2019. Accessed August 9, 2020. https://www.thoughtco.com/
Farrer, Katherine. (trans). Being and Having by Gabriel Marcel. Westminster, UK:
Dacre Press. 2007.
Ferriols, Roque S.J. Sapagkat Ang Pilosopiya ay Ginagawa. Accessed August 1,
2020. https://dokumen.tips/, 2009.
Ferriols, Roque. Pambungad sa Metapisika. Quezon City: Ateneo de Manila
University Press – Blue Books, 2014.
Grube, G.M.A. (trans.) Five Dialogues of Plato: Euthyphro, Apology, Crito, Memo,
Phaedo. USA: Hackett Publishing Company, Inc., 2002.
Kenny, Anthony. A New History of Western Philosophy: Ancient Philosophy. Vol.1.
New York: Oxford University Press, 2006.
Leibowitz, David. The Ironing Defense of Socrates: Plato’s Defense. New York:
Cambridge University Press. 2010.
Maboloc, Ryan. et.al. Introduction to the Philosophy of the Human Person: A Senior
High School Course Module. Davao City, Philippines: SMKC PrintShoppe.
2016.
Marcel, Gabriel. The Mystery of Being, Volume I: Reflection and Mystery. Chicago:
Henry Regnery Company. 1950.
Mark, Joshua J. (2009). “Socrates.” Accessed August 8, 2020.
https://www.ancient.eu/aristotle/
Mark, Joshua J. (2009). “Plato.” Accessed August 8, 2020.
https://www.ancient.eu/aristotle/
Mark, Joshua J. (2009). “Aristotle.” Accessed August 8, 2020.
https://www.ancient.eu/aristotle/
Pannone, Jason. What is Philosophy? Accessed August 8, 2020.
https://dokumen.tips/documents/. 2017.
Ross, W. D. Aristotle’s Metaphysics. 2005. pdf.
Rescher, Nicholas. Philosophical Inquiries: Introduction to Problems of Philosophy.
USA: University of Pittsburgh Press. 2010.
Treanor, Brian. Gabriel Marcel. 2016. Accessed August 8, 2020.
https://plato.stanford.edu/entries/marcel/.
Webster’s New World Dictionary, Second College Edition. 1986.
For inquiries or feedback, please write or call:
Department of Education – Davao City Division
Elpidio Quirino Ave., Poblacion District, Davao City, 8000 Davao del Sur
Telefax: (082) 224-3274, (082) 222-1672
E-mail Address: davao.city@deped.gov.ph